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Personal interactions are the single most effective way for teachers to understand and evaluate their students as learners. Responding specifically to new Common Core State Standards in reading and writing, this book introduces pre- and inservice teachers to a method of one-on-one interaction the authors refer to as the "stretch conference".

As the authors state, Without rethinking how, what, when, where, and why we are teaching, technology will merely be an expensive way of making the existing system faster and flashier. In How to Innovate, Mary Moss Brown and Alisa Berger founding co-principals of the NYC iSchoolapply their extensive on-the-ground experience to demonstrate a radically different approach to school transformation. They introduce a scalable model of how schools can and should redefine themselves to better meet the needs of 21st -century students. Using a framework built around four critical levers for school changecurriculum, culture, time, and human capitalthe NYC iSchool model merges the teaching of big ideas and valuable skills with the realities of accountability, academic preparation, and adolescent development. The book includes more than 20 activities that will help educators begin the process of school transformation, whether they want to focus on a single program, one area of change, or engage in a full-scale whole school improvement effort. This accessible, practical, and inspiring resource is designed to be used over and over again, in any context, despite the constantly changing climates in which schools operate.

Provides a close examination of the relationship between gender and education in the Gulf Cooperation Countries (GCC) and reveals that women's participation and achievement in education is rapidly outpacing that of men's. Ridge refers to this situation as a "reverse gender divide" and examines the roots and causes of this imbalance, as well as implications for the future.

Introduces current and future teachers, child care providers, and others interested in early childhood education to the importance of the early years in children's well-being and success. It summarizes the research on the value of high-quality services for young children, families, and society, showing why early education matters both today and into the future.

Rick and William Ayers renew their challenge to teachers to teach initiative, to teach imagination, to teach the taboo in the new edition of this bestseller. Drawing from a lifetime of deep commitment to students, teaching, and social justice, the authors update their powerful critique of schooling and present classroom stories of everyday teachers grappling with many of todays hotly debated issues. They invite educators to live a teaching life of questioningto imagine classrooms where every established and received bit of wisdom, common sense, orthodoxy, and dogma is open for examination, interrogation, and rethinking. Teaching the Taboo, Second Edition is an insightful guide to effective pedagogy and essential reading for anyone looking to evolve as an educator.

Two of the most respected voices in education and a team of young education scholars identify 50 myths and lies that threaten America's public schools. With hard-hitting information and a touch of comic relief, Berliner, Glass, and their associates separate fact from fiction in this comprehensive look at modern education reform.

The story begins when some committed and curious teachers from the Red Clay Writing Project gathered into a teacher inquiry community to spend a year focusing on and documenting their experiences with one of their most disenfranchised students. By analysing and rethinking what they do in the classroom and why they do it, the authors come to re-imagine who they are as teachers and as human beings.

The teacher-training profession is searching for new ideas to prepare the next generation of teachers who can successfully educate 21st century students. At the same time, there is an increase in foreign-born professors, with one of the most significant groups originating from China. East Meets West in Teacher Preparation gives voice to teacher educators from Chinese backgrounds who are now teaching in Americas colleges. With this unique book, the field can learn about Chinese educational thinking and practices directly from educators who have personal and professional knowledge of both the United States and Chinese systems. Readers will come to understand how these bilingual educators view and speak about their lived experiences and perspectives across the Pacific shores; how they reflect on and articulate the similarities and differences between educational systems in the United States and China; what strategies they use to navigate through complex sociocultural boundaries; as well as what possibilities exist for the two systems to learn from each other. This important book will help educators prepare for the intersection already developing between Chinese and American teaching approaches and practices.

For first-year teachers entering the nations urban schools, the task of establishing a strong and successful practice is often extremely challenging. In this compelling look at first-year teachers practice in urban schools, editors Jabari Mahiri and Sarah Warshauer Freedman demonstrate how a program of systematic classroom research by teachers themselves enables them to effectively target instruction and improve their own practice. The book organizes the teachers research into three broad areas, corresponding to issues the new teachers identified as the most challenging. The First Year of Teaching offers an array of classroom scenarios that will spark in-depth discussions in teacher preparation classes and professional development workshops, particularly in the context of problem-based, problem-posing pedagogies.

In this book, nationally renowned scholars join classroom teachers to share equity-oriented approaches that have been successful with urban high school mathematics students. Compiling for the first time major research findings and practitioner experiences from Railside High School, the volume describes the evolution of a fundamentally different conception of learners and teaching. The chapters bring together research and reflection on teacher collaboration and professional community, student outcomes and mathematics classroom culture, reform curricula and pedagogy, and ongoing teacher development. Mathematics for Equity will be invaluable reading for teachers, schools, and districts interested in maintaining a focus on equity and improving student learning while making sense of the new demands of the Common Core State Standards.

Influential leaders in the field provide information to better understand and improve the nature and quality of school-family partnerships for the benefit of the children. This book examines the various aspects and effects of parental involvement not only on children's academic achievement, but also on their social and emotional development.

When New York City mayor Michael Bloomberg centralized control of the citys schools in 2002, he terminated the citys 32-year experiment with decentralized school control dubbed by the mayor and the media as the Bad Old Days. Decentralization grew out of the community control movement of the 1960s, which was itself a response to the bad old days of central control of a school system that was increasingly segregated and unequal. In this probing historical account, Heather Lewis draws on new archival sources and oral histories to argue that the community control movement did influence school improvement, in particular African American and Puerto Rican communities in the 1970s and 80s. Lewis shows how educators with unique insights into the relationships between the schools and the communities they served enabled meaningful change, with a focus on instructional improvement and equity that would be familiar to many observers of contemporary education reform. With a resurgence of local organizing and potential challenges to mayoral control, this informative history will be important reading for todays educational and community leaders.

Inspired by the life and work of Bill Ayers-particularly his advice to "teach into the contradiction"--Diving In reflects the intellectual adventures that Ayers has always encouraged those around him to undertake. Written by leading educators and activists, the collected chapters within this book are as diverse as the myriad contradictions that teachers encounter in their day-to-day practice and their out-of-class musings. The contributors use themes suggested by Ayerss work to open up new perspectives and discourses on key issues in education, such as education as a human right, participatory democracy, social justice, and liberation. Diving In offers much-needed hope at a time when teachers need it the most.