Bøker utgitt av Harvard Educational Publishing Group

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.

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.

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.

Explores the interconnection of ambitious teaching, formative assessment, and disciplinary knowledge. The authors outline a framework to help teachers develop and extend their proficiency in enacting discipline-based formative assessment practices across the continuum of preservice and professional learning.

Makes a powerful case for the implementation of a school reform that bridges academic and social-emotional learning systems in high schools. Based on a multi-year project, the book describes how the biggest difference in academic success from school to school was in the systematic attention to personal relationships between adults and students.

Argues that educational institutions need to make the topic of employment a central element in their educational offerings. The book demonstrates that a far greater emphasis on teaching students about the work world will be necessary if colleges are to give disadvantaged students a realistic chance for professional and economic success.

Argues that educational institutions need to make the topic of employment a central element in their educational offerings. The book demonstrates that a far greater emphasis on teaching students about the work world will be necessary if colleges are to give disadvantaged students a realistic chance for professional and economic success.

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.

Presents policy and practice recommendations for supporting children and adolescents to feel and be safe in school. Featuring analysis and commentaries from experts in public health, psychology, and school improvement, Feeling Safe in School addresses social, emotional, and intellectual aspects of safety as well as physical safety.

Presents policy and practice recommendations for supporting children and adolescents to feel and be safe in school. Featuring analysis and commentaries from experts in public health, psychology, and school improvement, Feeling Safe in School addresses social, emotional, and intellectual aspects of safety as well as physical safety.

Addresses how schools can help youth of colour resist the negative effects of racial injustice and challenge its root causes. Scott Seider and Daren Graves draw on a four-year longitudinal study examining how five different mission-driven urban high schools foster critical consciousness among their students.

Offers an incisive guide to practitioner-led qualitative research. The authors make the case for ""local knowledge generation"" - inquiry-based, school-level research that can contextualize quantitative data, enrich insight, and guide leaders in making more effective decisions leading to sustainable organizational change.

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.

Outlines a powerful argument about the importance of the school as an organisation in nurturing high quality teaching. Based on case studies conducted in fourteen high-poverty, urban schools, the book examines why some schools failed to make progress, while others achieved remarkable results.

Offers a paradigm shift in how we think about family engagement with schools. Soo Hong challenges the conventional depiction of parents and teachers as "natural enemies", and shows how, through teachers' initiative and commitment, they can become natural allies instead.

Based on a decade of work teaching school leaders nationally and internationally, Design Thinking in Schools shows how leaders can adopt a design thinking mindset to uncover problems and harness the ideas and energy of students and other stakeholders to create unique, effective solutions within a single semester or school year.

Argues that recess has been overlooked as an essential part of the elementary school experience, with major implications for how well schools serve all students equitably and responsively. Given its potential to support students' social and emotional learning and physical activity, Rebecca London says, recess should be designed intentionally.

Highlights the myriad ways in which organised collegiate sport has both positively contributed to and negatively detracted from the educational experiences of Black male college athletes. Specifically, John Singer examines the experiences, opportunities, and outcomes of Black males who have played NCAA Division I football and/or basketball.