Bøger udgivet af Harvard Educational Publishing Group

Provides a powerful cautionary tale about the challenges involved in enacting large-scale educational change. The book, chronicling the Expanded Success Initiative, a study focused on improving the educational outcomes of Black and Latinx males in New York City public high schools, covers what worked, what didn't, and what we can learn.

Makes the case for restorative justice as a practice as much as it is a paradigm. Through essays, case studies, and interviews, the book outlines for educators and teacher educators how restorative justice can be leveraged to teach across disciplines.

Makes the case for restorative justice as a practice as much as it is a paradigm. Through essays, case studies, and interviews, the book outlines for educators and teacher educators how restorative justice can be leveraged to teach across disciplines.

Highlights the structural conditions that have undermined the success of the standards movement and challenges us to confront them. The book offers an impassioned argument about the ways that our decentralized educational systems undermine the pursuit of educational equity and excellence.

Argues that tuition-free college, if pursued strategically and in alignment with other sectors, can be a powerful agent of change. Michelle Miller-Adams makes the case that broadly accessible and affordable higher education is in the public interest, yielding dividends not just for individuals but also for the communities, states, and nations.

The first book to provide a framework for designing and utilizing rigorous, standards-aligned curriculum to address the lack of representation for marginalized communities in formal education. It provides step-by-step guidance for curriculum development that connects students to the intellectual traditions of their communities.

Based on interview data, life testimonios, and Chicana feminist theories, The Chicana/o/x Dream profiles first-generation, Mexican-descent college students who have overcome adversity by utilizing various forms of cultural capital to power their academic success.

Written by two leading experts in education research and policy, Common-Sense Evidence is a concise, accessible guide that helps education leaders find and interpret data and research, and then put that knowledge into action.

Illustrates how educators have effectively applied the six core principles of continuous improvement in practice. The book highlights relevant examples of rigorous, high-quality improvement work in districts, schools, and professional development networks across America.

Introduces an innovative approach for using live-actor simulations to prepare preservice teachers for diverse classroom settings. Based on the SHIFT Project at Vanderbilt University, the book highlights the promise of these encounters to empower preservice teachers to become more culturally responsive.

Addresses how the unexpected wave of recent teacher strikes has had a dramatic impact on American public education, teacher unions, and the larger labour movement. Leo Casey explains how this uprising was rooted in deep-seated changes in the economic climate, social movements, and, most importantly, educational politics.

Provides a practical, step-by-step guide for putting the principles of universal design into action. The book offers multiple ways to access, engage with, and transform the higher education environment, and is filled with applications, examples, recommendations, and above all, a framework in which to conceptualize UDHE.

Drawing on narratives from hundreds of Black, Latinx, and Indigenous individuals, Ebony Omotola McGee examines the experiences of under-represented racially minoritized students and faculty members who have succeeded in STEM.

Describes the phenomenon of unconscious racial bias and how it negatively affects the work of educators and students in schools. Through personal anecdotes and real-life scenarios, Unconscious Bias in Schools provides education leaders with an essential roadmap for addressing this issue directly.

Examines the unintended consequences of campus gun policy and showcases the voices from the college community who are grappling with the questions, issues, and consequences that have emerged at their respective institutions.

Brings together the perspectives of scholars, educators, and researchers to address the many issues that affect adolescents' emerging identities, especially in relation to students' experience of and engagement with school.

Advances a vision of teacher preparation programs focused on core practices supporting ambitious science instruction. The book advocates for collaborative learning and building a community of teacher educators that can collectively share and refine strategies, tools, and practices.

Advances a vision of teacher preparation programs focused on core practices supporting ambitious science instruction. The book advocates for collaborative learning and building a community of teacher educators that can collectively share and refine strategies, tools, and practices.

Provides a detailed, on-the-ground examination of the difficult paths - curricular, interpersonal, and institutional - that students must chart through community college. The book follows 1,670 two-year college students over four years as they begin STEM programs and documents their educational and life experiences.

Offers a set of bold, new ideas for dramatically raising the achievement of students with mild to moderate disabilities and students experiencing serious academic, social and emotional, and behavioural difficulties. This book is both a call to action and a critical guide for administrators looking to close the achievement gap.

Specifies the conditions that district leaders can implement to help principal supervisors take a teaching and learning approach to their work. In particular, Meredith Honig and Lydia Rainey explore how these supervisors can most effectively support principals in becoming instructional leaders and developing the capacity to lead their own learning.

Goes beyond existing social emotional learning programs to introduce a new framework for integrating the development of key skills needed for academic success into daily classroom practice. The framework spells out the competencies, processes, and strategies that P-12 educators need to employ to build students' social and emotional learning.

Provides a thorough examination of, and challenge to, past and present definitions of what constitutes educational success in the US. Larry Cuban argues that in the history of American education, standards of achievement and inadequacy have been neither stable nor consistent. Nor are these standards untainted by political considerations.

Explores the leadership, policies, and practices that support contemporary school integration. Drawing on a wide range of sources, as well as her own experience, Genevieve Siegel-Hawley provides a richly layered account of four schools, each committed to building successful, diverse communities as a foundation for a just, democratic society.

In an effort to ensure future success for career pathways (CP), a strategy to ensure college and career readiness skills, Stephen Hamilton examines the School-to-Work movement of the 1980s and 1990s and explores how the lessons learned from that campaign's demise can pave the way for a CP program that endures and serves the most deserving.