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This timely book brings together a remarkable group of authors who examine the federal role in education policy and reform during the past fifty years.

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.

Charter schools have only a brief history in education. In this book, scholars investigate success factors, challenges, internal operations, and mission management strategies to build stronger, more effective charter schools.

This book shows how instructional rounds are essential for school reform. These rounds offer solutions for districts and teachers seeking systemic progress through professional development programs, open dialogue, and continuing education.

In his travels across the US, Rick Hess has met school and system leaders who have shared stories about evading, blasting through, or reshaping unnecessary and counterproductive constraints. Drawing on these stories and with his sharp eye, Hess shows current and aspiring leaders how they can cultivate and sustain powerful cultures of teaching and learning.

Offers an unprecedentedly intimate glimpse into the world of charter schools by profiling five high-performing urban charter schools serving predominantly low-income, minority youth in Massachusetts. Interviews, focus groups, and classroom observations conducted over the course of two years flesh out rich and colourful portraits of daily life in these schools.

"This is a stunning achievement. The authors mined a trove of data about public school teachers dating back to 1955, then asked a diverse group of thoughtful men and women to analyze, interpret, and comment. Interspersed among the essays are anecdotes from teachers and former teachers, some of which will tug your heartstrings. You will have favorites among the essays--I did--but very few will disappoint. The American Public School Teacher is a modern-day book of revelations." -- John Merror, education correspondent, PBS NewsHour "The American Public School Teacher provides an unflinching look into the classrooms of our nation's schools and offers an overview of the current environment that could serve as a survey course on public education. The authors have convened a stellar lineup of scholars, teachers, government leaders, and policy makers to dissect and prognosticate about the future of schools. The result is an honest, provocative assessment that underscores the complications of meeting our oft-stated national goal of helping all students achieve at higher levels." -- Anthony S. Bryk, president, Carnegie Foundation for the Advancement of Teaching Commentaries: Joseph A. Aguerrebere, Dan Brown, Michelle Brown, Michael Dell, Arne Duncan, Jason Gipson-Nahman, Pam Grossman, Eric A. Hanushek, James B. Hunt Jr., Richard M. Ingersoll, Susan Moore Johnson, Brad Jupp, Jay Mathews, Lisa Merrill, Renee Moore, Andrew J. Rotherham, Barbara Stoflet, Dennis Van Roekel, Randi Weingarten Darrel Drury is manager of the Surveys and Data Analysis Group at the National Education Association and is author of Reinventing School-Based Management. Justin Baer is a senior research analyst at the National Education Association.

In Inspiring Teaching, leading teacher educators and scholars investigate the "context-specific" approach to teacher education through a detailed comparative analysis of three selective, mission-driven teacher education programs serving urban, Catholic, and Jewish schools. The book follows the professional growth of teachers in these programs and documents the challenges they encounter as they make the transition into teaching. "Successful mission-driven schools are places of high purpose and deep learning. Inspiring Teaching richly depicts how three very different programs prepare and support teachers in their work. It offers valuable insights for any teacher educator or administrator who seeks to develop skilled, committed, and effective teachers." -- Susan Moore Johnson, Jerome T. Murphy Research Professor, Harvard Graduate School of Education "This powerful comparative analysis of teacher education programs is both enlightening and inspiring. It provides the kind of perspective that only superb research can offer. Feiman-Nemser and her colleagues give readers a vantage point that sharpens our sense of the powerful role of context and the indispensable power of mission in teacher education." -- Lee S. Shulman, president emeritus, The Carnegie Foundation for the Advancement of Teaching, and Charles E. Ducommun Professor of Education, Stanford University "Inspiring Teaching convincingly argues that context matters in teacher preparation. Drawing on richly illustrated case studies, the editors show that learning to be a good teacher involves a complex and dynamic interplay of person, preparation, and teaching place. As a teacher educator and reader, I am convinced. Let's hope policy makers are as well." -- Anna E. Richert, Edward Hohfeld Professor of Education, and director, Mills Teacher Scholars, Mills College Sharon Feiman-Nemser is the Mandel Professor of Jewish Education at Brandeis University and the founding director of the Mandel Center for Studies in Jewish Education. Eran Tamir is a senior research associate at the Mandel Center for Studies in Jewish Education and a lecturer in education at Brandeis University. Karen Hammerness is an associate professor and director of program research at Bard College.

In this provocative volume, two experts with very different points of view address the growing concern that student loan programmes are not a sustainable solution to the problem of mounting college costs. They argue that the time has come to reform the financial aid system so that it is more effective in promoting college affordability, access, and completion.

Stemming from the ArtsLiteracy Project, A Reason to Read promotes literacy through the Performance Cycle, a curriculum framework that allows teachers to enhance reading proficiency in the classroom. This framework applies to all demographics and ages.

This book engages readers with real-world scenarios and critical reviews on the growth of inclusive education around the world. It investigates education, equity, and the sociocultural differences in public education systems.

Addresses a crucial issue in teacher training and professional education: the need to prepare pre-service and in-service teachers for the racially diverse student populations in their classrooms. A down-to-earth book, it aims to help practitioners develop insights and skills for successfully educating diverse student bodies.

Offers balanced analyses of 23 currently popular school reform strategies, from teacher performance pay and putting mayors in charge to turnaround schools and data-driven instruction. Each chapter explains clearly and concisely what each reform intends to do, what happens in reality, and what it takes to make it work.

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.

Simultaneous pressures to reduce costs and increase student achievement have never been greater than they are today. Not only is cost-cutting essential, argue Hess and Osberg, but eliminating inefficient spending is critical for freeing up resources. This provocative book brings together a dynamic group of authors who offer fresh insights into an issue no school can afford to ignore.

This ambitious volume poses four critical questions: What obstacles prevent today's education finance systems and resource allocation strategies from supporting student success? What design principles can help link resources to student learning? What funding mechanisms are consistent with those principles? And what conditions are necessary to support effective resource policies and practices?

When the school district of Philadelphia teamed up with the Microsoft Corporation in 2006 to redesign the American high school, the result was the School of the Future, hailed NBC News as ""next-generation education."" While technology was a crucial element at the School of the Future, the redesign sought fundamentally to rethink the models for teaching and learning.

Over the last two decades, Advanced Placement courses have become a juggernaut in American high school education--a trend that raises critical questions for educators. What are the advantages and disadvantages of courses geared toward the AP exams? How well do AP courses predict students' success in college? Should colleges award credit for AP courses? Is the AP program a cost-effective tool for closing achievement gaps? This volume draws together the most recent and rigorous research to present a detailed portrait of the history, impact, and future of the Advanced Placement program. "Comprehensive research and analysis that will frame the conversation about Advanced Placement and other rigorous college preparatory curricula for years to come; critically important for students, teachers, and public policy makers alike." -- William Fitzsimmons, dean of admissions and financial aid, Harvard College "American science and mathematics students continue to be outperformed by their international counterparts. The typical suggested remedy: to increase enrollment in AP courses. Policy makers and practitioners need to consider the findings of this book and reevaluate the purpose of the AP program." -- Dennis M. Robbins, associate professor of science education, Hunter College (CUNY) "Advanced coursework, standardized testing, college readiness, time to degree, and related cost-benefit considerations are timely issues for academic and legislative decision makers. The editors offer a rich collection written in an accessible style that will be an essential resource for school administrators, admission and guidance personnel, and policy analysts." -- Louise Lonabocker, editor-in-chief, College and University, and executive director of student services, Boston College "As a parent, college advisor, AP Biology teacher, and AP [exam] reader, I gained many insights--some affirming and others disconcerting. Sadler's eloquent summary recommendations should be read in every school that offers or is considering offering AP courses. I will be recommending AP to many colleagues." -- Paula Petterson, science teacher and head of college advising, Ridgeview Classical Schools, Fort Collins, Colorado "With education becoming more competitive, schools are encouraging more students to take AP classes as to improve their ranking on national surveys. This book provides research and advice to guide schools on what is best for their students." -- John Morrison, AP physics teacher, Troy High School, Troy, Michigan Philip M. Sadler is the F. W. Wright Senior Lecturer in Astronomy at Harvard University and head of the Science Education Department at the Harvard-Smithsonian Center for Astrophysics. Gerhard Sonnert is a research associate at the Harvard-Smithsonian Center for Astrophysics and an associate of the Harvard University Physics Department. Robert H. Tai is an associate professor of education at the University of Virginia's Curry School of Education. Kristin Klopfenstein is a senior researcher at the University of Texas at Dallas Texas Schools Project, on leave from a faculty position at Texas Christian University.

For nearly two decades, education entrepreneurs have been working to transform the K-12 public education system in the United States. The nineteen cases in this book profile entrepreneurs who are pursuing opportunities to create pattern-breaking social change in US public schools - in particular, by creating high-quality educational opportunities for low-income and minority students.

Looks in detail at five school districts that have been honoured in recent years by The Broad Foundation, whose annual award is granted ""each year to the urban school districts that demonstrate the greatest overall performance and improvement in student achievement while reducing achievement gaps among poor and minority students"".

By supporting new teachers, increasing their effectiveness, and reducing turnover, school can give the children most in need of high-quality teaching a real chance at success. In this practical yet visionary book, Ellen Moir and her colleagues review what current research suggests (and doesn't) about the power of well-designed mentoring programs to shape teacher and student outcomes.

Community Organizing for Stronger Schools draws on six years of research as the authors investigate the role community organization plays in building stronger schools, employing political capital, and improving academic outcomes in struggling districts.

How can we systemically improve the quality of classroom instruction and the learning and achievement of students? In an era when isolated examples of excellence are not good enough, we need systems that support improvement and excellence for all. This book describes how systems can effectively engage in this complex, challenging, and crucial work.

Only when students feel engaged both socially and academically can schools and teachers lay the groundwork to motivate achievement. This volume, the fifth in the Harvard Education Letter Spotlight series, brings together fifteen seminal articles that examine research and practice on these complex and interrelated issues.

Only when students feel engaged both socially and academically can schools and teachers lay the groundwork to motivate achievement. This volume, the fifth in the Harvard Education Letter Spotlight series, brings together fifteen seminal articles that examine research and practice on these complex and interrelated issues.

Based on a four-year study, Manga High explores the convergence of literacy, creativity, social development, and personal identity in one of New York City's largest high schools. The text is highlighted by reproductions and content analysis of students' original art and writing. An appendix includes guidelines for educators on starting a comic book club.

Helps education leaders and practitioners develop a shared understanding of what high-quality instruction looks like and what schools and districts need to do to support it. The authors have pioneered a new form of professional learning known as instructional rounds networks. Through this process, educators develop a shared practice of observing, discussing, and analysing learning and teaching.

Drawing on a four-year study of the last 40 years of education reform in Los Angeles, Learning from L.A. captures the sweeping change in American education. It puts forth a provocative argument: while school reformers and education historians have tended to focus on the success or failure of individual initiatives, they have overlooked the fact that public education itself has been transformed.