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While it is clear that better teachers get better results with students, school leaders often put themselves at a disadvantage by not hiring the best teachers available. In this groundbreaking book, three human resource experts show how even small adjustments can help school districts' leaders, principles, and other human resource professionals hire more efficiently and effectively.

Restoring Opportunity lays out the causes of opportunity gaps and inequity in schools. It provides educators and school leaders with actionable solutions to decrease achievement gaps between low- and high-income students.

In Learning from the Experts, emerging teacher leaders--in dialogue with seasoned leaders--offer an intimate look at the ways education policies collide with everyday classroom practice. This lively collection of essays illustrates how thoughtful, solutions-oriented and results-driven teachers are reframing debates in education policy. "Securing a world-class education for our students demands the contribution of a world-class teaching force. This volume contributes to this goal. Learning from the Experts captures the insights and ingenuity of our best and brightest teachers. The essays presented in these pages bolster my conviction that teachers can be architects of a stronger educational future." -- Mitchell D. Chester, commissioner of elementary and secondary education, Massachusetts "Learning from the Experts should be required reading for policy makers, school officials, and would-be reformers who imagine that they can save public education. Our schools will be in good hands if teachers like these inspire more teachers like these to speak out and step up." -- Susan Moore Johnson, Jerome T. Murphy Professor of Education, and director, The Project on the Next Generation of Teachers, Harvard Graduate School of Education "This book highlights the lessons we can learn from our very own teachers in the realm of best policy and practice. In doing so, it elevates the status of teaching as a profession. Learning from the Experts is a celebration of collaboration for the betterment of teachers and the students they serve." -- John E. Deasy, superintendent, Los Angeles Unified School District Celine Coggins is the founder and CEO of Teach Plus. Heather G. Peske is the associate commissioner for educator quality at the Massachusetts Department of Elementary and Secondary Education. Kate McGovern is the communications manager at Teach Plus.

I Can Learn from You shares simple yet profound strategies for improving learning dynamics between teachers and boys. It also outlines a wide range of modes for interacting with boys and getting male students to shed their "emotional armor."

This book develops a practical framework for fostering student success in community colleges. Wyner explores ways these colleges can improve degree completion, student outcomes, job market attainment, and other areas of concern.

In what ways can teachers build on youth culture to improve learning opportunities in the classroom? In this fascinating and highly readable collection, Korina M. Jocson brings together more than two dozen scholars, artists, educators, and youth workers to illustrate various ways of engaging nondominant youth through artistic and educational projects. These projects range not only in type (media, digital art, playwriting, and hip-hop) but also location (California, Wisconsin, New Mexico, Cuba, and Australia, among other areas) to reflect the wide range of possibilities for tapping into contemporary youth culture. The projects described are part of an emerging field that examines the benefits of youth participation in literary, digital media, and civics-related projects within schools and a variety of informal environments. "In Cultural Transformations, Jocson and her colleagues have created a truly invaluable resource. In these chapters, readers will learn that there is a broad array of cultural resources, typically located outside of school, that can be drawn upon to tap into the interests and passions of their students. With contributions from a broad array of artists, scholars, and practitioners who work within and outside of education, this book demonstrates that culture can serve as a powerful medium for reaching students who would otherwise be alienated and marginalized. The book is insightful and illuminating, and educators will find a treasure trove of ideas that help them make education relevant and meaningful to the students they serve. -- Pedro A. Noguera, Peter L. Agnew Professor of Education, New York University "In an ever more demographically diverse nation, looking anew at the ways our youth are taught is one of the greatest and most important challenges facing educators today. In addressing this challenge, these essays take the vibrancy of modern youth culture and show how it points to a new direction in pedagogical theory." -- C. Matthew Snipp, Burnet C. and Mildred Finley Wohlford Professor of Humanities and Sciences, Stanford University Korina M. Jocson is an assistant professor of education at Washington University in St. Louis. Shirley Brice Heath is the Margery Bailey Professor of English and Dramatic Literature and professor of linguistics and anthropology, emerita, at Stanford University.

Adolescent Literacy in the Era of the Common Core provides school leaders, teachers, and others with strategies and best practices for advancing adolescent literacy in the classroom. Exceptionally clear and accessible, the book addresses a full range of topics in this vitally important field, including disciplinary literacy; vocabulary instruction; classroom discussion; motivation and engagement related to digital literacy; the use of multiple texts; and writing to learn. This book presents "usable knowledge" of the highest order and of immediate value to school leaders and teachers. It will be required reading for all educators concerned with promoting and furthering adolescent literacy today. "This volume is packed with new and useful ideas for educators working to promote adolescent literacy. Six essential and critical domains are discussed, providing instructional examples and frameworks for classroom use. This is the right book at the right time, describing instruction aligned with the Common Core State Standards." -- Rita M. Bean, professor emerita, University of Pittsburgh "A must-read for middle and high school content teachers, instructional/literacy coaches, and administrators. This book quickly brings newcomers up-to-date and both affirms and builds upon what others already know. Teachers and administrators alike will leave the book fully prepared for implementation of the Common Core State Standards and new technologies. This is a resource that won't just sit on a shelf!" -- Nancy L. Shanklin, literacy, language, and culturally responsive teaching program, School of Education and Human Development, University of Colorado Denver "The editors present research and practice that address six essential domains of adolescent literacy instruction. Readers will find instructional strategies that they can 'do now, ' as well as guiding principles for ongoing professional development." -- Pamela A. Mason, director, Language and Literacy Program and Jeanne Chall Reading Lab, Harvard Graduate School of Education Jacy Ippolito is an assistant professor in the School of Education at Salem State University. Joshua Fahey Lawrence is an assistant professor of Language, Literacy, and Technology in the Department of Education at University of California, Irvine. Colleen Zaller has a master's degree in applied linguistics with a focus on adolescent literacy and language development among English language learners.

This book debunks myths about bullying while providing key strategies teachers can use to prevent peer cruelty and cyberbullying. It is an essential book for educators wanting to prevent bullying both in the classroom and over the Internet.

In this provocative volume, higher education experts explore innovative ways that colleges and universities can unbundle the various elements of the college experience while assessing costs and benefits and realizing savings. Stretching the Higher Education Dollar traces the reform continuum from incremental to more ambitious efforts. Topics include effective strategies for reallocating resources to capture efficiencies, opportunities with massive open online courses (MOOCs), and ideas for building low-cost degree pathways from the ground up. Though the pace of change in higher education is fast and furious, Stretching the Higher Education Dollar offers promising ideas for navigating the new fiscal, political, and technological environment. "This accessible and timely book makes a valuable contribution to higher education policy thinking about how to increase system performance and output in an era of tightly constrained resources. The editors bring to readers a well designed and well-written collection of chapters about ways to make limited dollars go further, authored by smart observers of the higher education scene." -- William Zumeta, professor, University of Washington "As college has become the gateway to the middle class, its costs and prices have relentlessly outstripped the incomes of all but the most affluent American families. These essays offer insights into the dimensions of the problem and into some of the most innovative and promising solutions. This volume contributes significantly to the debate about the future of American higher education." -- Patrick M. Callan, president, Higher Education Policy Institute Andrew P. Kelly is resident scholar and director of the Center on Higher Education Reform at the American Enterprise Institute. Kevin Carey is director of the education policy program at the New America Foundation.

Based on the trending school improvement system, this book shares ways schools can implement instructional rounds on a smaller scale. This allows teachers to learn from one another while improving the overall educational infrastructure.

By introducing the Strategic Inquiry Model, this book provides schools with an effective tool for meeting Common Core standards. As a teacher collaboration strategy, the primary goal of Strategic Inquiry is to reduce learning gaps.

Edited by two leading experts in education reform, this absorbing volume brings together twelve teaching cases on urban school governance developed specifically for training school boards and district leaders. The cases illustrate major shifts in district-wide reform, from traditional, hierarchical, compliance-driven bureaucracies to high-performing, student-centred systems.

Edited by two leading experts in education reform, this absorbing volume brings together twelve teaching cases on urban school governance developed specifically for training school boards and district leaders. The cases illustrate major shifts in district-wide reform, from traditional, hierarchical, compliance-driven bureaucracies to high-performing, student-centred systems.

This book develops the practical framework for introducing interpretive discussions in the classroom. These strategies should be used at every level in education to improve learning outcomes through the use of textbooks.

This book describes the benefits of teaching traditional subjects within the context of the environment and community service, thus providing students with context for how their everyday lessons can positively impact the outside world.

The Status of the American Public School Teacher surveys, which are conducted every five years offer unprecedented insights into the professional lives and experiences of teachers across the US. This volume analyses and summarises the survey's findings, while also offering commentaries on the findings from leading figures in the worlds of education, business, politics, and research.

Higher education must evolve in fundamental ways if it is to respond to changing professional, economic, and technological circumstances, and if it is to successfully reach and prepare a vast population of students for success in the coming decades. The book offers readers an overwhelmingly compelling view of the dilemmas facing higher education today and explores in detail a number of innovations that are worthy of special attention.

Comprising a series of studies examining networks among teachers and school leaders, the case studies provided in this book show the range of this new mode of analysis. Chapters place social network theory in context, explain the basic tools and concepts, and highlight new directions in the field.

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.

Examines issues pertaining to equal opportunity and affirmative action, challenges to it, and alternatives for improving opportunities for under-represented groups in higher education today.

The widespread popularity of charter schools, and of the charter movement itself, speaks to the unique and chronic desire for substantive change in American education. As an innovation in governance, the ultimate goal of the charter movement is to improve learning opportunities for all students.

Examines an innovative approach to school district management that has been adopted by a number of urban districts in recent years: a portfolio management model, in which ""a central office oversees a portfolio of schools offering diverse organisational and curricular themes, including traditional public schools, private organisations, and charter schools.

In what ways can the effects of school choice be generalized from one setting to the next? What common lessons can be learned? School Choice and School Improvement brings together a collection of exemplary, policy-relevant papers that examine how communities, districts, and states use choice as a strategy for improving schools and student learning. The book includes sophisticated and insightful research on private schools and vouchers; charter schools and traditional public schools; and intradistrict transfer programs, adding depth and perspective to the ongoing debates about school choice options. The authors provide rigorous research and empirical data to answer central policy questions. What is the impact of school choice on student outcomes? In systems that provide school choice, do parents choose to move their children from low-achieving schools to higher-achieving schools? Does school choice result in increased competition among schools? What is the relationship between school choice and racial or ethnic segregation in the schools? The chapters in this volume collectively exemplify the directions in which research on school choice is developing and push the field toward a more systematic and nuanced understanding of the impact of school choice. "What a gift for the inquisitive reader on school choice! The variety of topics and willingness of the authors to ponder what has been learned from the evidence is in stark contrast to the usual ideological lectures and interpretation. The reader will learn much about current policy questions and answers, and the further questions that arise from the evidence." -- Henry M. Levin, William Heard Kilpatrick Professor of Economics and Education, Teachers College, Columbia University "School choice is a heated topic in education policy circles, often driven more by political proclivities than by solid data and analysis. In this volume, noted scholars use hard analytic lenses, rich data, and sophisticated methods to examine school choice as a nuanced education reform strategy that transcends standard political platitudes." -- Jane Hannaway, director, Education Policy Center, the Urban Institute/Calder Center Mark Berends is professor of sociology, director of the University of Notre Dame's Center for Research on Educational Opportunity, and director of the National Center on School Choice. Marisa Cannata is a senior research associate in the department of Leadership, Policy, and Organizations and associate director of the National Center on School Choice at Vanderbilt University. Ellen B. Goldring is Patricia and Rodes Hart Professor of Education Policy and Leadership and chair of the Department of Leadership, Policy, and Organizations at Vanderbilt University.

Presents a framework for human capital development that draws on a two-year initiative by the Aspen Institute Education and Society Program to research sectors that have effective, well-developed human capital systems and point the way toward human capital innovations in public education.