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Describes how educators can practice connecting with others across differences to become culturally responsive teachers. The book illustrates how educators can draw on the visual arts to explore their own identities and those of their students, and how to increase their understanding of how lives intersect across sociocultural differences.

Focuses on how school leaders can effectively serve minoritized students - those who have been historically marginalized in school and society. The book demonstrates how leaders can engage students, parents, teachers, and communities in ways that positively impact learning by honouring indigenous heritages and local cultural practices.

Provides a closely observed account of a decade-long effort to reshape the scope, direction, and quality of the Boston Public Schools' early childhood programs. Drawing on multiple perspectives and voices from the field, the authors highlight the reflective, collaborative, inquiry-driven approach undertaken by the program and share lessons learned.

Educators and researchers from the frontlines of technological and educational innovation explore fresh ways of harnessing the power of new technologies to improve teaching and learning. Rich examples from real classrooms give readers specific ideas of what works in today's classrooms, offered in a context of tougher standards and increased accountability pressures.

Shows how school leaders can create communities that support the social, emotional, and academic needs of all students. The book offers an essential guide for making sense of the myriad evidence-based frameworks, resources, and tools available to create a continuous improvement system.

Explores the idea of purpose as the purpose of education and shows how educators can prepare youth to live intentional, fulfilling lives. The book highlights the important role that purpose plays in optimal youth development and in motivating students to promote the cognitive and noncognitive skills that teachers want to instil.

Builds a bridge between two largely disparate, yet interconnected, conversations - those among education reformers on the one hand, and urban reformers on the other. In this carefully considered volume, the authors show how the challenges faced by urban schools are linked to issues of regional equity and civic capacity.

Offers an innovative five-step framework to help school leaders and teacher teams design and implement blended and personalized learning initiatives based on local needs and interests. The book helps educators define their own rationale for personalized learning, and guides them as they establish small pilot initiatives.

Offers a wideranging comparative account of how innovative professional development programs in a number of countries guide and support teachers in their efforts to promote cognitive and socio-emotional growth in their students. The book focuses on holistic educational outcomes in an effort to better serve students in the twenty-first century.

Offers a comprehensive examination of how US public schools receive and spend money. Drawing on extensive longitudinal data and numerous studies of states and districts, Bruce Baker provides a dismaying portrait of the stagnation of state investment in public education and the challenges of achieving equity and adequacy in school funding.

Argues that there are surprisingly pervasive and stubborn myths about diversity on college and university campuses, and that these myths obscure the notable significance and admirable effects that diversity has had on campus life. Julie Park counters these myths and explores their problematic origins.

Brings together scholars and activist teachers to explore the concept of resistance as a response to mandates that conflict with their understanding of quality teaching. The book provides examples of the pedagogical, professional, and democratic principles undergirding resistance, as well as the distinct perspective of each of its contributors.

Provides a uniquely valuable resource for anyone involved in preparing education leaders for the political and practical realities of district-based school reform. 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.

A book that draws equally on Richard Lee Colvin's deep acquaintance with contemporary education reform and the unique circumstances of the San Diego experience, Tilting at Windmills is a penetrating and invaluable account of Alan Bersin's contentious superintendency.

Looks at the uses and effects of digital technologies in K-12 classrooms, exploring if and how technology has transformed teaching and learning. In particular, Larry Cuban examines forty-one classrooms across six districts in Silicon Valley that have devoted special attention and resources to integrating digital technologies into their education practices.

Presents the case for a new, comprehensive system of assessment using different measurements for different purposes. Changes in the purposes of education, David T. Conley argues, demand forms of assessment that go beyond merely ranking students to supporting the ambitious aim of helping all students meet career and college readiness goals.

Examines recent developments pertaining to school desegregation in the United States. As the editors note, it comes at a time marked by a general downplaying of race and ethnicity as criteria for the allocation of public resources, as well as a weakening of the political forces that support busing to achieve racial integration.

Features nineteen cases that profile entrepreneurs who are pursuing opportunities to create pattern-breaking social change in public schools - in particular, by creating high-quality educational opportunities for low-income and minority students who are dramatically underserved by the current public education system.

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.

In Beyond Tracking, Jeannie Oakes and Marisa Saunders offer a sobering assessment of American high schools: "Evidence abounds that high schools simply don't work very well: witness strikingly high dropout rates, large percentages of graduates unprepared to succeed in college or career, education gaps that jeopardize African American and Latino students' life chances, and widespread student disengagement." Beyond Tracking responds to this dilemma by presenting an innovative notion of multiple pathways that will "provide both the academic and real-world foundations that students need for advanced learning, training, and preparation for responsible civic participation." All multiple pathways schools will have a college-preparatory core; a professional/technical core; field-based learning and realistic workplace simulations; and support services to meet the particular needs of students and communities. Such schools will aim for all students to "succeed in both college and career, not one of the other." In its detailed consideration of multiple pathways, Beyond Tracking makes a crucial contribution to current discussions about high school reform and the educational challenges of the 21st century. "Beyond Tracking is a must-read for school leaders and policymakers. The ideas in this book point towards an educational system that provides enriched learning experiences for all students, so that they will be able to succeed in further studies and in the workplace, and so that they can make notable contributions to the common good." -- Gene Bottoms, Senior Vice President, Southern Regional Education Board "Beyond Tracking offers a compelling view of multiple pathways and how they might transform American high schools. In its insistence that fundamental reforms are needed--and in its detailed consideration of how reformed high schools would better prepare students for both college and work--this book is an indispensable contribution to efforts to reimagine, and improve, high school education in America." -- Ramon C. Cortines, Senior Deputy Superintendent, Los Angeles Unified School District "Beyond Tracking is a call to arms. Especially notable is that it presents citizenship as a core element of student learning. This link between learning and citizenship has been undervalued in our current quest to reform American public schools." -- Wendy D. Puriefoy, President, Public Education Network Jeannie Oakes is director of Education and Scholarship at the Ford Foundation. Until fall 2008, she was Presidential Professor in Educational Equity at the University of California, Los Angeles. She is the author of Keeping Track: How Schools Structure Inequality and many other books. Marisa Saunders is senior research associate at the Institute for Democracy, Education, and Access at the University of California, Los Angeles.

Examines the available research on the use of evidence in education and provides suggestions for strengthening the research-to-practice pipeline. Critics within and outside the field of education often point out the absence of a strong reciprocal connection between research and practice.

Chronicles an unprecedentedly comprehensive approach to community college reform and the leadership challenges encountered along the way. The book addresses cultural clashes over the role and purpose of community colleges and argues for an emphasis on success and access.

Offers a timely and insightful portrait of Black women leaders in American colleges and universities. Carolyn R. Hodges and Olga M. Welch are former deans who draw extensively on their experience as African American women to account for both the challenges and opportunities facing women of colour in educational leadership positions.

An innovative and comprehensive guide to using inquiry dialogue - a type of text-based classroom discussion that has been shown to improve higher-order thinking and augment literacy. This book supports teachers in facilitating this type of classroom talk in upper-elementary grades, when children are developmentally ready to practice making rigorous, reasoned arguments based on evidence.

Provides a comprehensive account of the Pathways to Prosperity Network, a project that offers urgently needed career pathways for young Americans who do not have a four-year college degree. It takes as its starting point the influential 2011 Pathways to Prosperity report, which challenged the prevailing idea that the core mission of high schools was to prepare all students for college.

Explores how education time can be expanded, reimagined, and reorganised in an effort to enhance the educational opportunities and outcomes of disadvantaged students. The editors and contributors address questions of educational equity and opportunity by considering how best to extend learning time in high-poverty schools.

Investigates how parents, communities, teachers, unions, and students are mobilizing to oppose market-based reforms in education. Drawing on a series of rich case studies, the book illustrates how disparate groups can forge new alliances to work together toward common goals.

Introduces educators to a new model for anytime, anywhere schooling and provides tools and curriculum resources for redesigning the traditional structures of K-12 schools. This book shows how educators can design central elements of competency-based education - including performance tasks, personal learning plans, and grading systems - to meet the needs and interests of all students.

Investigates how parents, communities, teachers, unions, and students are mobilizing to oppose market-based reforms in education. Drawing on a series of rich case studies, the book illustrates how disparate groups can forge new alliances to work together toward common goals.

Provides needed guidance for principals, aspiring principals, and other school leaders at a critical time when educators are looking to put the power of technology to work for student-centred learning. The authors identify eight leadership essentials that school leaders must attend to if they are to lead an effective and sustainable transition to a new way of teaching and learning.