Top Viewed Books
AP
Edited by Philip M. Sadler, Gerhard Sonnert, Robert H. Tai, and Kristin Klopfenstein
Instructional Rounds in Education
Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel, foreword by Andrew Lachman
Data Wise
Edited by Kathryn Parker Boudett, Elizabeth City, and Richard Murnane
“It's Being Done”
Karin Chenoweth, foreword by Kati Haycock
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Not by “Value-Added” Alone
by Douglas N. Harris on August 25 |
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The “Boy Crisis”: Beyond Reading to Relationships
by Dr. William S. Pollack on July 27 |
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Can "Learning for Jobs" work in the U.S.?
by Nancy Hoffman on May 28 |
News & Features
Teachers College Record recently reviewed the Harvard Education Press title Resourceful Leadership by Elizabeth City. Erik Johnson, a Consultant and doctoral student from the Department of Organization and Leadership at Teachers College, stated, “Resourceful Leadership succeeds in highlighting the issue of improving urban secondary school learning outcomes with existing resources for educational policy-makers, leaders, and front-line educators.”
Johnson outlines the book and explains that, “This comparative case study looks to identify practical strategies and techniques for school district managers, principals, and teachers while casting an eye toward all too common resource limitations. The text relates the down to earth story of two small urban high schools in their first year of operation within a larger secondary school. The latter institution saw its student population separated into four themed smaller schools. They share central facilities in a day school version of ‘house system’ student groupings adapted from the British colonial model. The book’s introduction, six numbered chapters, concluding chapter, and two appendices foremost ask the reader to consider the merits for intangible over tangible resource potentials for policy-makers, administrators, and facilitators.”
Read full-text review on Resourceful Leadership (subscriber only website)
Johnson outlines the book and explains that, “This comparative case study looks to identify practical strategies and techniques for school district managers, principals, and teachers while casting an eye toward all too common resource limitations. The text relates the down to earth story of two small urban high schools in their first year of operation within a larger secondary school. The latter institution saw its student population separated into four themed smaller schools. They share central facilities in a day school version of ‘house system’ student groupings adapted from the British colonial model. The book’s introduction, six numbered chapters, concluding chapter, and two appendices foremost ask the reader to consider the merits for intangible over tangible resource potentials for policy-makers, administrators, and facilitators.”
Read full-text review on Resourceful Leadership (subscriber only website)