Bøker utgitt av Harvard Educational Publishing Group

Explores the teaching of history in American high schools during the past half-century. Drawing on his early career experience as a high school history educator and his more recent work as a historian of US education policy and practice, Larry Cuban examines how determined reformers have and have not changed the teaching of history.

Demonstrates how education leaders can learn to deliver feedback in a way that strengthens relationships as well as performance and builds the capacity for growth. Drawing on constructive-developmental theory, the authors describe four stages of adult growth and development and explain how to differentiate feedback for colleagues with different "ways of knowing".

Aims to support the effort to simultaneously scale up and improve the quality of early childhood education by bringing together relevant insights from emerging research to provide guidance for this critical, fledgling field. It reflects the growing recognition that early childhood experiences have a powerful effect on children's later academic achievement and long-term life outcomes.

Shows how school leaders can make the most of their school libraries to support ambitious student learning. She offers practical strategies for collaboration between school leaders, teachers, and librarians to meet schoolwide objectives in literacy, assessment, student engagement, and inquiry-based learning.

Despite growing attention to the importance of grit and other character traits for achievement, developing them in students rarely finds its way into secondary school curricula. Authors Barbara Cervone and Kathleen Cushman investigate the exceptions, telling the stories of five high schools with a national reputation for infusing rigorous academics with social and emotional learning.

Drawing on his extensive experience with universities and the business world, Peter J. Stokes argues that the need for closer alignment between the two sectors has never been more critical - and that the opportunities for partnership have never been greater.

Based on in-depth interviews, Striving for Equity brings to light the complex and illuminating stories of thirteen longtime superintendents who were able to make progress toward narrowing opportunity and achievement gaps in traditional school districts with diverse populations and multiple, competing agendas.

Examines the evolution of US federal education policy and outlines a bold and controversial vision for its future. Jack Jennings offers a vivid analysis of federal efforts in the education arena and reveals some of the factors that shaped their enactment. His rich descriptions and lively anecdotes provide pointed lessons about the partisan climate that stymies much federal policy making today.

Offers a thorough overview of the world of university degrees and credentials. At a time of heightened attention to how universities and colleges are preparing young people for the working world, questions about the meaning and value of university credentials have become prominent. Sean Gallagher guides us through this fast-changing terrain, providing much-needed context, details, and insights.

Despite a plethora of opinions on how to improve US education, a remarkable consensus "from both the left, right, and centre" has emerged that someone or something is to blame for the failures of the public school system, argues rhetoric scholar Mark Hlavacik in this new and insightful book examining the role of language and persuasion in the rise of the accountability movement.

Those Kids, Our Schools examines patterns of racial interaction in a large, integrated high school and makes a powerful case for the frank conversations that educators could and should be having about race in schools.

Focuses on a problem of practice faced by educational leaders: how to effectively manage the relationship between the central office and schools. The authors argue that there is no "one best way" to structure the central office-school relationship. Instead, they say, what matters is whether district leaders eff ectively select and implement their strategy.

This book offers practical suggestions for helping teachers to engage ELL students in simultaneously learning subject-area content, analytical practices, and language and shows how to integrate formative assessment.

In this incisive and practical book, H. Richard Milner IV provides educators with a crucial understanding of how to teach students of colour who live in poverty. Milner looks carefully at the circumstances of these students' lives and describes how those circumstances profoundly affect their experiences within schools and classrooms.

Investigates the growth of out-of-school programmes dedicated to helping under-served youth develop the personal qualities and capacities that will help them succeed in school, college, and beyond. Through richly detailed accounts, the authors describe the unconventional ways these programmes have evolved and articulate the formidable challenges they face in operationalising their aspirations.

As the most vulnerable population in schools, Black and Latino boys are overrepresented as underachievers. This book identifies educational strategies schools have used to increase the success rate for these two groups.

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.

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."

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.

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.

Offers an in-depth look at the Mapleton, Colorado, school district's transformation of two traditional high schools into seven small schools, each enrolling fewer than four hundred students. This even-handed account chronicles both the heartening successes and frequent frustrations of a district-wide embrace of the small school model.

Draws on a blend of case studies and the emerging body of research on failing schools to identify patterns in the challenges they face. Arguing that school improvement is a developmental process, Stephens outlines a new approach that takes into account the patterns of growth and change in troubled schools and the foundational dilemmas schools face as they navigate this trajectory.

In an era of major reform in education, this book poses a serious question: Why haven't classroom practices evolved to reflect changes in policy? The book exposes persistent, routine teacher strategies that must be addressed to optimize reform efforts.

With fewer than thirty years of history, charter school research is limited and, by most accounts, contradictory. This book discusses these contradictions and various ways charter school leaders and administrators can ensure their schools are successful.

Pioneered by leading experts at Harvard University, instructional rounds have become a proven strategy for cultivating teachers and classroom outcomes. This book explains how school leaders can implement this innovative learning method.