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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

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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.


Improving Education Together

A Guide to Labor-Management-Community Collaboration
Geoff Marietta, Chad d’Entremont, and Emily Murphy Kaur

Improving Education Together offers a step-by-step guide to Labor-Management-Community (LMC) collaboration, an intervention that has successfully improved student outcomes in a wide variety of school districts across the country. The authors illustrate how a culture of collaboration between labor, management, and community stakeholders can be built using readily available tools for needs assessment, root-cause analysis, team norms, brainstorming, consensus-building, and long-term planning. 


Improving School Board Effectiveness

A Balanced Governance Approach
Edited by Thomas L. Alsbury and Phil Gore, foreword by Willard R. Daggett

Improving School Board Effectiveness offers a clarifying and essential look at the evolving role of school boards and how they contribute to efforts to improve student learning. It examines how board members can establish effective district priorities, and it explores those board policies and actions that result in shared, districtwide commitments to heightened student achievement.