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How Did You Get Here?

Students with Disabilities and Their Journeys to Harvard
Thomas Hehir and Laura A. Schifter, Foreword by David H. Rose, Conclusion by Wendy S. Harbour

When their children were young, several parents interviewed in this book were told “you can’t expect much from your child.” As they got older, the kids themselves often heard the same thing: that as children with disabilities, academic success would be elusive, if not impossible, for them.
How Did You Get Here? clearly refutes these common, destructive assumptions. It chronicles the educational experiences—from early childhood through college—of sixteen students with disabilities and their paths to personal and academic success at Harvard University. The book explores common themes in their lives—including educational strategies, technologies, and undaunted intellectual ambitions—as well as the crucial roles played by parents, teachers, and other professionals. Above all, it provides a clear and candid account—in the voices of the students themselves—of what it takes to grapple effectively with the many challenges facing young people with disabilities.
A compelling and practical book, How Did You Get Here? offers clear accounts not only of the challenges and biases facing young disabled students, but also of the opportunities they found, and created, on the way to academic and personal success.


How It's Being Done

Urgent Lessons from Unexpected Schools
Karin Chenoweth, foreword by Pedro Noguera

How It’s Being Done offers much-needed help to educators, providing detailed accounts of the ways in which unexpected schools—those with high-poverty and high-minority student populations—have dramatically boosted student achievement.


How to Change 5000 Schools

A Practical and Positive Approach for Leading Change at Every Level
Ben Levin

In How to Change 5000 Schools, Ben Levin, former deputy minister of education for the province of Ontario, draws on his experience overseeing major systemwide education reforms in Canada and England to set forth a refreshingly positive, pragmatic, and optimistic approach to leading educational change at all levels.


How to Create the Conditions for Learning

Continuous Improvement in Classrooms, Schools, and Districts
Ann Jaquith

How to Create the Conditions for Learning shows how the conditions for continuously improving instruction can be created at every level—from the classroom to the school to the central office.


Humanizing Education

Critical Alternatives to Reform
Edited by Gretchen Brion-Meisels, Kristy S. Cooper, Sherry L. Deckman, Christina L. Dobbs, Chantal Francois, Thomas Nikundiwe, Carla Shalaby

This collection of essays from the Harvard Educational Review offers historic examples of humanizing educational spaces, practices, and movements that embody a spirit of hope and change.


I Can Learn from You

Boys as Relational Learners
Michael Reichert and Richard Hawley

In I Can Learn from You, Michael Reichert and Richard Hawley—the authors of Reaching Boys, Teaching Boys—set out to probe deeply into the relational dynamics that help boys succeed as learners.


I Used to Think . . . And Now I Think . . .

Twenty Leading Educators Reflect on the Work of School Reform
Edited by Richard F. Elmore

2011 Notable Education Book, American School Board Journal

This book’s title, I Used to Think . . . And Now I Think . . ., is borrowed from an exercise often used at the end of teacher professional development sessions, in which participants write down how what they’ve learned has changed their thinking. The resulting essays model the ongoing process of reflection and growth among those deeply committed to this work.


Immigration and Education

Harvard Educational Review Special Issue, Fall 2001

This Special Issue of the Harvard Educational Review covers a broad range of immigrant communities, student ages, research methods, and epistemological orientations, seek to contribute to a greater understanding of immigrant children's experiences.


Immigration, Youth, and Education

Harvard Educational Review Special Issue, Fall 2011
Edited by the Editors of the Harvard Educational Review

Immigration, Youth, and Education offers strikingly rich perspectives on immigrant young people and their education—and thereby points to possible future directions for educational policy, practice, and research.


Improvement in Action

Advancing Quality in America’s Schools
Anthony S. Bryk

Improvement in Action, Anthony S. Bryk’s sequel to Learning to Improve, illustrates how educators have effectively applied the six core principles of continuous improvement in practice. The book highlights relevant examples of rigorous, high-quality improvement work in districts, schools, and professional development networks across the country.
Available July 2020