Harvard Education Press

Top Viewed Books

Ambitious Science Teaching

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W. Carson Byrd, Foreword by Walter R. Allen
Stuck Improving

Decoteau J. Irby
Students First

Paul LeBlanc, Foreword by Bridget Terry Long
Unconscious Bias in Schools

Tracey A. Benson and Sarah E. Fiarman, Foreword by Glenn E. Singleton

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Rita Kohli
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The Need to Understand Teacher Choices About News Media

Christopher H. Clark, Mardi Schmeichel, and H. James Garrett
Youth Apprenticeship is Back, Again

Stephen F. Hamilton
Race and School Discipline in the COVID Era

Alexandra Freidus

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Start Where You Are, But Don’t Stay There

H. Richard Milner IV
“This book challenges readers to dig deep into the overwhelming presence of unconscious racial bias in our educational system and how it impacts students by perpetuating issues of power, privilege, and oppression.”

Eddie Moore, Jr., founder and program director, The White Privilege Conference

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Improvement in Action

Anthony S. Bryk
“This work beautifully strikes the delicate balance between the theoretical and practical through the provision of an academic framework that concurrently serves as a charge and challenge. ”

Christopher Emdin, associate professor of science education, Teachers College, Columbia University

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The Behavior Code

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Paul Cobb, research professor, Vanderbilt University

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Meeting Wise

Kathryn Parker Boudett and Elizabeth A. City
“The Behavior Code presents a cogent, succinct, highly readable support system for teachers, behavior specialists, and site administrators. The manual is highly useful for...student behavior support plans and behavior intervention plans, both of which support improved student learning. ”

Leslie M. Codianne, associate superintendent of student support services, Monterey Peninsula Unified School District

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Culturally Responsive School Leadership

Muhammad Khalifa, Foreword by Lisa Delpit
“Meeting Wise is an invaluable resource for making the best use of our limited time together.”

Tony Bryk, president, Carnegie Foundation for the Advancement of Teaching

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Ambitious Science Teaching

Mark Windschitl, Jessica Thompson, and Melissa Braaten
“Khalifa draws on his own experience as an educator in Detroit to provide others who choose to take on this difficult but important work with insights that are invaluable and not typically learned in graduate school. For educational leaders who genuinely seek to make a difference this book will be an invaluable resource.”

Pedro A. Noguera, distinguished professor of education, Graduate School of Education and Information Sciences, University of California, Los Angeles

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Data Wise, Revised and Expanded Edition

Edited by Kathryn Parker Boudett, Elizabeth A. City, and Richard J. Murnane
“Windschitl, Thompson, and Braaten have made a welcome and important contribution to science teaching with equitable access to science learning for all students.”

Mary Margaret Welch, PK–12 science program manager, Seattle Public Schools

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Why Knowledge Matters

E. D. Hirsch, Jr.
“This book provides a great variety of useful ideas and tools for analyzing student achievement data. It serves as a significant resource for school leaders in utilizing data to improve instruction and student achievement.”

Gerald N. Tirozzi, former executive director, National Association of Secondary School Principals

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Science in the City

Bryan A. Brown
“Why Knowledge Matters provides thoughtful solutions to important education issues.”

Susan B. Neuman, professor and chair, Teaching and Learning Department, Steinhardt School, New York University

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Unconscious Bias in Schools

Tracey A. Benson and Sarah E. Fiarman
“In this book, Brown addresses the challenge of persistent inequities in science education for youth of color with an approach to science teaching that draws strength from the complex ways in which language, race, and culture intersect in classroom life.”

Angela Calabrese Barton, professor, Department of Teacher Education, Michigan State University

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NEW BOOKS

Students First

Paul LeBlanc

Paul LeBlanc has re-imagined higher education, with a focus on the most fundamental of functions: student learning. In Students First, he advocates for an entire higher education ecosystem in which students have the flexibility to gain, assess, and certify their knowledge on their own terms and timelines.

Stuck Improving

Decoteau J. Irby

An incisive case study of changemaking in action, Stuck Improving analyzes the complex process of racial equity reform within K–12 schools. Those who accept the challenge of reform find themselves “stuck improving,” caught in a perpetual dilemma of both making progress and finding ever more progress to be made. Rather than dismissing stuckness as failure, Irby embraces it as an inextricable part of the improvement process.

Top Viewed Books

Mark Windschitl, Jessica Thompson, and Melissa Braaten

W. Carson Byrd, Foreword by Walter R. Allen

Decoteau J. Irby

Paul LeBlanc, Foreword by Bridget Terry Long

Tracey A. Benson and Sarah E. Fiarman, Foreword by Glenn E. Singleton

Voices in Education Blog

Rita Kohli

Raquel M. Rall, Maxine McKinney de Royston, Alea R. Holman, Linn Posey-Maddox, and Rachel A. Johnson

Christopher H. Clark, Mardi Schmeichel, and H. James Garrett

Stephen F. Hamilton

Alexandra Freidus

More from Harvard Education Publishing Group

Harvard Education Letter

Harvard Educational Review

Start Where You Are, But Don’t Stay There

H. Richard Milner IV

“This book challenges readers to dig deep into the overwhelming presence of unconscious racial bias in our educational system and how it impacts students by perpetuating issues of power, privilege, and oppression.”

Eddie Moore, Jr., founder and program director, The White Privilege Conference

Improvement in Action

Anthony S. Bryk

“This work beautifully strikes the delicate balance between the theoretical and practical through the provision of an academic framework that concurrently serves as a charge and challenge. ”

Christopher Emdin, associate professor of science education, Teachers College, Columbia University

The Behavior Code

Jessica Minahan and Nancy Rappaport, MD

“A must-read for educators who aim to put the principles for continuous improvement into action, transforming their organizations in the process.”

Paul Cobb, research professor, Vanderbilt University

Meeting Wise

Kathryn Parker Boudett and Elizabeth A. City

“The Behavior Code presents a cogent, succinct, highly readable support system for teachers, behavior specialists, and site administrators. The manual is highly useful for...student behavior support plans and behavior intervention plans, both of which support improved student learning. ”

Leslie M. Codianne, associate superintendent of student support services, Monterey Peninsula Unified School District

Culturally Responsive School Leadership

Muhammad Khalifa, Foreword by Lisa Delpit

“Meeting Wise is an invaluable resource for making the best use of our limited time together.”

Tony Bryk, president, Carnegie Foundation for the Advancement of Teaching

Ambitious Science Teaching

Mark Windschitl, Jessica Thompson, and Melissa Braaten

Pedro A. Noguera, distinguished professor of education, Graduate School of Education and Information Sciences, University of California, Los Angeles

Data Wise, Revised and Expanded Edition

Edited by Kathryn Parker Boudett, Elizabeth A. City, and Richard J. Murnane

“Windschitl, Thompson, and Braaten have made a welcome and important contribution to science teaching with equitable access to science learning for all students.”

Mary Margaret Welch, PK–12 science program manager, Seattle Public Schools

Why Knowledge Matters

E. D. Hirsch, Jr.

“This book provides a great variety of useful ideas and tools for analyzing student achievement data. It serves as a significant resource for school leaders in utilizing data to improve instruction and student achievement.”

Gerald N. Tirozzi, former executive director, National Association of Secondary School Principals

Science in the City

Bryan A. Brown

“Why Knowledge Matters provides thoughtful solutions to important education issues.”

Susan B. Neuman, professor and chair, Teaching and Learning Department, Steinhardt School, New York University

Unconscious Bias in Schools

Tracey A. Benson and Sarah E. Fiarman

“In this book, Brown addresses the challenge of persistent inequities in science education for youth of color with an approach to science teaching that draws strength from the complex ways in which language, race, and culture intersect in classroom life.”

Angela Calabrese Barton, professor, Department of Teacher Education, Michigan State University

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