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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.

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.

Provides a much-needed blueprint for how school leaders can leverage the power of collaborative learning to create more culturally and linguistically responsive schools. The book describes an innovative network of twenty preK-8 schools located across the United States striving to address the barriers to inclusive education.

Provides a much-needed blueprint for how school leaders can leverage the power of collaborative learning to create more culturally and linguistically responsive schools. The book describes an innovative network of twenty preK-8 schools located across the United States striving to address the barriers to inclusive education.

Offers a balanced perspective on how different countries approach key policies and what the United States can learn from those programs. Jason Delisle and Alex Usher have gathered a diverse group of experts to examine systems across the globe with a focus on the trade-offs between access, cost, and quality.

Offers a balanced perspective on how different countries approach key policies and what the United States can learn from those programs. Jason Delisle and Alex Usher have gathered a diverse group of experts to examine systems across the globe with a focus on the trade-offs between access, cost, and quality.

Investigates the varying ways in which four countries - Singapore, Switzerland, China, and the US - prepare young people for the twenty-first-century workplace. A detailed and incisive look at VET systems, this book will be indispensable reading for all who are concerned with preparing youth for today's competitive and demanding modern workplace.

Investigates the varying ways in which four countries - Singapore, Switzerland, China, and the US - prepare young people for the twenty-first-century workplace. A detailed and incisive look at VET systems, this book will be indispensable reading for all who are concerned with preparing youth for today's competitive and demanding modern workplace.

Examines the shifting federal role in education across the presidential administrations of George W. Bush and Barack Obama. While the administrations were vastly different, one thing remained constant: an ongoing and significant expansion of the federal role in education.

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.

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.

Framed by critical analyses of the major trends and policies enacted over the past fifteen years, Inside Our Schools adds to the understanding of unintended consequences of policy on classroom practice as well as the limits of current policies - which are uninformed by the actual conditions that teachers face - to improve teaching and learning.

Examines the contexts in which new initiatives in education are taking shape. The contributors inquire into the impact of entrepreneurship on the larger field - including the development and deployment of new technologies - and analyse the incentives, barriers, opportunities, and tensions that support or constrain innovation.

Like medical practitioners, educators share the moral obligation to "first, do no harm." But as this provocative volume shows, education policies do not always live up to this ideal. When School Policies Backfire draws our attention to education policies designed to help disadvantaged students that instead had the perverse effect of harming them.

With an emphasis on science, technology, engineering, and mathematics (STEM) training, Teacher Learning in the Digital Age examines exemplary models of online and blended teacher professional development, including information on the structure and design of each model, intended audience, and existing research and evaluation data.

What does student-centred learning look like in real-life classrooms? In this collection, educator Bill Nave and nine award-winning K-12 teachers tell the story of how and why they changed their teaching and redesigned their classrooms in order to "reach every child".

Offers a comprehensive, up-to-the-minute guide for creating fully accessible college and university programmes. This second edition has been thoroughly revised and expanded, and it addresses major recent changes in universities and colleges, the law, and technology.

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.

Between 1998, when Alan Bersin became superintendent of the San Diego Unified School District, and 2005, when he left that post, San Diego undertook a sustained and comprehensive effort to reform its public school system. As an early and ambitious instance of the types of reforms that by now have been implemented in city schools across the nation, San Diego has received scattered attention within the scholarly and policy worlds. Yet till now there has been no comprehensive account of Bersin's tenure and the reforms he undertook during those seven stormy years. Tilting at Windmills fills that gap. 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 Bersin's contentious superintendency. At the heart of Colvin's research are years of interviews with Bersin, who granted Colvin unprecedented insight into his experiences and thoughts about the reforms he initiated. The result is a detailed and nuanced narrative of the reform process in San Diego and its relationship to comparable school reform efforts throughout the country. The definitive account of the San Diego story, Tilting at Windmills is also a crucial contribution to our more general understanding of the education reforms that have swept the nation during the past fifteen years. "Change is complicated, especially when it involves power politics, a defensive status quo, and a bona fide attempt to significantly transform teaching and learning throughout an entire school district. Richard Lee Colvin looks at the reforms unleashed by San Diego Schools Superintendent Alan Bersin from the perspective of the change-agent leader. It is a fascinating vantage point that sheds tremendous light on how things really work within public education." -- Joe Williams, director, Democrats for Education Reform "Anyone interested in knowing what education reform and the struggles to achieve it actually look like at the ground level should read this book. Most everything else I read is baloney; this is the real deal." -- Michael Casserly, executive director, Council of the Great City Schools Richard Lee Colvin is the former executive director of Education Sector and a visiting fellow at the Woodrow Wilson National Fellowship Foundation.

Will today's education policies fit tomorrow's schools? In schools across the country, educators are experimenting with new models for recruiting, training, and supporting teachers. They are using strategies like differentiated roles and the use of technology to deploy teachers' talents to best effect. However, most of the policy measures currently under consideration to ensure teacher quality are designed with a one-size-fits-all approach that threatens to constrain these cutting-edge efforts. Frederick M. Hess and Michael Q. McShane, the editors of Teacher Quality 2.0, have convened a diverse array of contributors to examine promising innovations in teacher preparation, compensation, and evaluation. Together, they investigate whether current efforts to improve the quality of our nation's teachers will be able to keep up with these innovations--or, worse, will hold them back. Teacher Quality 2.0 is a volume in the Educational Innovation series. "Recent changes in the state and federal stance toward teaching have been nothing short of a policy revolution. But revolutions in policy do not solve all of the underlying problems, and they create new problems of their own. Teacher Quality 2.0 provides useful insights and new ideas on where the teacher quality revolution needs to go next." -- Douglas N. Harris, associate professor of economics and director of The Education Research Alliance for New Orleans, Tulane University "Everyone talks about education reform, but systemic thinking about reform is lacking--until now. Teacher Quality 2.0 provides rich historical context, pulls together successful elements of current reforms, and then pioneers new, systemic ways of thinking about the third rail of education--teacher quality. A must-read for anyone serious about real and lasting reform for all kids." -- Rick Ogston, CEO, Carpe Diem Schools Frederick M. Hess is a resident scholar and director of education policy studies at the American Enterprise Institute (AEI). Michael Q. McShane is a research fellow in education policy studies at AEI.

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.

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.

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.

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.

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.

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.

Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create access to education curricula for all students, including those with disabilities. This policy reader comprises a notably wide range of articles that address the challenges and opportunities facing policy makers as they consider UDL's implications for federal, state, and local policy.

Offers an ambitious new system for evaluating, compensating, and providing professional development for school teachers and administrators. In this realigned system, new forms of accountability are introduced, but they go hand in hand with new rewards and access to enhanced forms of professional development to help educators succeed in their instructional tasks.