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The title of this book, I Used to Think...And Now I Think..., is borrowed from an exercise often used at the end of teacher professional development sessions, in which participants write down how what they've learned has changed their thinking. In this provocative volume, Richard F. Elmore invites leading educators at every level of school reform--teachers, administrators, policy makers, school founders, community organizers, union leaders, teacher educators--to share an intimate retrospection on the personal experiences and intellectual journeys that have shaped their practice. These exemplary and inspiring essays model the ongoing process of reflection and growth among those deeply committed to the work of education. "I used to think that our best education researchers, policy analysts, policy makers, and practitioners were too busy with their own work to indulge in honest and reflective reconsideration of their positions and opinions. And now I think, thanks to this extraordinary volume, that our field is blessed with scholars and educators whose honesty, modesty, and capacity for self-correction establish ever stronger foundations for optimism about the future of our work and its relevance to the future of our schools." -- Michael J. Feuer, dean, Graduate School of Education and Human Development, George Washington University "Reflection and learning from experience can change the ways educators think in real time about how to improve the work of school reform. A must-read for researchers, practitioners, and policy makers." -- Thomas W. Payzant, professor of practice, Harvard Graduate School of Education Richard F. Elmore is the Gregory R. Anrig Professor of Educational Leadership at the Harvard Graduate School of Education.

The political and academic history of Common Core State Standards is thoroughly detailed in Something in Common. The book takes a look at what Common Core is, how it was created, and why many educators have mixed feelings about its standards.

Uses on-the-ground reporting and up-to-the-minute research to provide a compelling and insightful exploration of the work of school turnarounds. Veteran education journalist Laura Pappano gathers stories, ideas, emerging practices, and honest admissions about what has worked and what hasn't for schools and districts caught in midstream as they navigate this uncertain journey.