Harvard Education Press

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Data Wise, Revised and Expanded Edition

Edited by Kathryn Parker Boudett, Elizabeth A. City, and Richard J. Murnane
Unconscious Bias in Schools

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

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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
If Miguel Cardona Cares about All Students, Urban and Rural, He and President Biden Must Make Universal Broadband the #1 Priority

Geoff Marietta and Sky Marietta
Want a Piece of Biden’s Planned $58 Billion Investment in Community Colleges and Workforce Training? Better Start Thinking Entrepreneurially

Carrie B. Kisker

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“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

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Paul Cobb, research professor, Vanderbilt University

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Kathryn Parker Boudett and Elizabeth A. City
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Leslie M. Codianne, associate superintendent of student support services, Monterey Peninsula Unified School District

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Culturally Responsive School Leadership

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Ambitious Science Teaching

Mark Windschitl, Jessica Thompson, and Melissa Braaten
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Pedro A. Noguera, distinguished professor of education, Graduate School of Education and Information Sciences, University of California, Los Angeles

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

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Why Knowledge Matters

E. D. Hirsch, Jr.
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Science in the City

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Unconscious Bias in Schools

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NEW BOOKS

Creating Entrepreneurial Community Colleges

Carrie B. Kisker

Carrie B. Kisker illustrates how community colleges can utilize design thinking to identify and evaluate entrepreneurial opportunities, and experiment with the internal changes necessary to optimize outcomes for stakeholders.

Restorative Justice in Education

Edited by Maisha T. Winn and Lawrence T. Winn

Restorative Justice in Education makes the case for restorative justice as a practice as much as it is a paradigm. Through essays, case studies, and interviews, the book outlines for educators and teacher educators how restorative justice can be leveraged to teach across disciplines.

Top Viewed Books

Adriana Villavicencio, Foreword by David E. Kirkland

W. Carson Byrd, Foreword by Walter R. Allen

Matthew T. Hora with Ross J. Benbow and Amanda K. Oleson

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

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

Voices in Education Blog

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

Stephen F. Hamilton

Alexandra Freidus

Geoff Marietta and Sky Marietta

Carrie B. Kisker

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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