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A Research Reader in Universal Design for Learning

Edited by Gabrielle Rappolt-Schlichtmann, Samantha G. Daley, and L. Todd Rose, foreword by Chris Dede

This fascinating and inventive book surveys the UDL research field in comprehensive detail while pointing—in imaginative and necessary ways—to crucial research undertakings yet to come.

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Absent from School

Understanding and Addressing Student Absenteeism
Edited by Michael A. Gottfried and Ethan L. Hutt

In Absent from School, Gottfried and Hutt offer a comprehensive and timely resource for educators and policy makers seeking to understand the scope, impact, and causes of chronic student absenteeism. The editors present a series of studies by leading researchers from a variety of disciplines that address which students are missing school and why, what roles schools themselves play in contributing to or offsetting patterns of absenteeism, and ways to assess student attendance for purposes of school accountability. The contributors examine school-based initiatives that focus on a range of issues, including transportation, student health, discipline policies, and protections for immigrant students, as well as interventions intended to improve student attendance.

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Accountability and Opportunity in Higher Education

The Civil Rights Dimension
Edited by Gary Orfield and Nicholas Hillman

In Accountability and Opportunity in Higher Education, leading scholars address the unforeseen impact of accountability standards on students of color and the institutions that disproportionately serve them. The book describes how federal policies can worsen existing racial inequalities in higher education and offers alternative solutions aimed to protect and advance civil rights for low-income and minority students and their colleges.
 

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Accountability and Opportunity in Higher Education

The Civil Rights Dimension
Edited by Gary Orfield and Nicholas Hillman

In Accountability and Opportunity in Higher Education, leading scholars address the unforeseen impact of accountability standards on students of color and the institutions that disproportionately serve them. The book describes how federal policies can worsen existing racial inequalities in higher education and offers alternative solutions aimed to protect and advance civil rights for low-income and minority students and their colleges.
 

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Achieving Coherence in District Improvement

Managing the Relationship Between the Central Office and Schools
Susan Moore Johnson, Geoff Marietta, Monica C. Higgins, Karen L. Mapp, and Allen Grossman

Achieving Coherence in District Improvement focuses on a problem of practice faced by educational leaders across the nation: how to effectively manage the relationship between the central office and schools. The book is based on a study of five large urban districts that have demonstrated improvement in student achievement. The authors—all members of Harvard University’s Public Education Leadership Project (PELP)—argue that there is no “one best way” to structure the central office-school relationship. Instead, they say, what matters is whether district leaders effectively select and implement their strategy by achieving coherence among key elements and actors—the district’s environment, resources, systems, structures, stakeholders, and culture.
 
The authors examine the five districts’ approaches in detail and point to a number of important findings. First, they emphasize that a clear, shared understanding of decision rights in key areas—academic programming, budgeting, and staffing—is essential to developing an effective central office-school relationship. Second, they stress the importance of building mutually supportive and trusting relationships between district leaders and principals. Third, they highlight the ways that culture and the external environment influence the relationship between the central office and schools. Each chapter also provides relevant “Lessons for Practice”—actionable takeaways—that educational leaders from any district can use successfully to improve the central office-school relationship.

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Achieving Coherence in District Improvement

Managing the Relationship Between the Central Office and Schools
Susan Moore Johnson, Geoff Marietta, Monica C. Higgins, Karen L. Mapp, and Allen Grossman

Achieving Coherence in District Improvement focuses on a problem of practice faced by educational leaders across the nation: how to effectively manage the relationship between the central office and schools. The book is based on a study of five large urban districts that have demonstrated improvement in student achievement. The authors—all members of Harvard University’s Public Education Leadership Project (PELP)—argue that there is no “one best way” to structure the central office-school relationship. Instead, they say, what matters is whether district leaders effectively select and implement their strategy by achieving coherence among key elements and actors—the district’s environment, resources, systems, structures, stakeholders, and culture.
 
The authors examine the five districts’ approaches in detail and point to a number of important findings. First, they emphasize that a clear, shared understanding of decision rights in key areas—academic programming, budgeting, and staffing—is essential to developing an effective central office-school relationship. Second, they stress the importance of building mutually supportive and trusting relationships between district leaders and principals. Third, they highlight the ways that culture and the external environment influence the relationship between the central office and schools. Each chapter also provides relevant “Lessons for Practice”—actionable takeaways—that educational leaders from any district can use successfully to improve the central office-school relationship.

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Acts of Inquiry in Qualitative Research

Edited by Bárbara M. Brizuela, Julie Pearson Stewart, Romina G. Carrillo, and Jennifer Garvey Berger

In this volume, researchers, practitioners, participants, and scholars address the proliferation of methodologies, ethical and disciplinary concerns, and issues of equity and diversity such research raises from a wide variety of viewpoints.

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Acts of Inquiry in Qualitative Research

Edited by Bárbara M. Brizuela, Julie Pearson Stewart, Romina G. Carrillo, and Jennifer Garvey Berger

In this volume, researchers, practitioners, participants, and scholars address the proliferation of methodologies, ethical and disciplinary concerns, and issues of equity and diversity such research raises from a wide variety of viewpoints.

ORDER

Acts of Inquiry in Qualitative Research

Edited by Bárbara M. Brizuela, Julie Pearson Stewart, Romina G. Carrillo, and Jennifer Garvey Berger

In this volume, researchers, practitioners, participants, and scholars address the proliferation of methodologies, ethical and disciplinary concerns, and issues of equity and diversity such research raises from a wide variety of viewpoints.

ORDER

Adolescent Literacy

A Special Issue of the Harvard Educational Review
Edited by Jacy Ippolito, Jennifer L. Steele, and Jennifer F. Samson

The Harvard Educational Review Special Issue on Adolescent Literacy examines key issues and debates in the adolescent literacy crisis in an effort to move toward consensus around future research agendas and best practices.

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Adolescent Literacy

A Special Issue of the Harvard Educational Review
Edited by Jacy Ippolito, Jennifer L. Steele, and Jennifer F. Samson

The Harvard Educational Review Special Issue on Adolescent Literacy examines key issues and debates in the adolescent literacy crisis in an effort to move toward consensus around future research agendas and best practices.

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Adolescent Literacy

A Special Issue of the Harvard Educational Review
Edited by Jacy Ippolito, Jennifer L. Steele, and Jennifer F. Samson

The Harvard Educational Review Special Issue on Adolescent Literacy examines key issues and debates in the adolescent literacy crisis in an effort to move toward consensus around future research agendas and best practices.

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Adolescent Literacy

Edited by Jacy Ippolito, Jennifer L. Steele, and Jennifer F. Samson

Adolescent Literacy initially appeared as a special issue of the Harvard Educational Review. It explores key issues and debates in the adolescent literacy crisis, the popular use of cognitive strategies, and disciplinary and content-area literacy. Also examined are alternative forms of literacy, afterschool interventions, new instruction models for African American males, and the experiences of educators.

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Adolescent Literacy

Edited by Jacy Ippolito, Jennifer L. Steele, and Jennifer F. Samson

Adolescent Literacy initially appeared as a special issue of the Harvard Educational Review. It explores key issues and debates in the adolescent literacy crisis, the popular use of cognitive strategies, and disciplinary and content-area literacy. Also examined are alternative forms of literacy, afterschool interventions, new instruction models for African American males, and the experiences of educators.

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Adolescent Literacy in the Era of the Common Core

From Research into Practice
Edited by Jacy Ippolito, Joshua Fahey Lawrence, and Colleen Zaller

Adolescent Literacy in the Era of the Common Core provides school leaders, teachers, and others with strategies and best practices for advancing adolescent literacy in the classroom.

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Adolescents at School

Perspectives on Youth, Identity, and Education (Second Edition)
Edited by Michael Sadowski, foreword by Deborah Meier

As any teacher or parent knows, adolescence is a time when youth grapple with the question, “Who am I?” Issues of race, ethnicity, class, gender, sexual orientation, and ability can complicate this question for young people, affecting their schoolwork and their relationships with teachers, family, and peers.

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Adolescents at School

Perspectives on Youth, Identity, and Education (Second Edition)
Edited by Michael Sadowski, foreword by Deborah Meier

As any teacher or parent knows, adolescence is a time when youth grapple with the question, “Who am I?” Issues of race, ethnicity, class, gender, sexual orientation, and ability can complicate this question for young people, affecting their schoolwork and their relationships with teachers, family, and peers.

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Afterschool Education

Approaches to an Emerging Field
By Gil G. Noam, Gina Biancarosa, and Nadine Dechausay

The authors survey the current afterschool landscape and bring to light important issues and practices within the field, explore the challenges and opportunities facing afterschool education programs, and point to future directions for these burgeoning educational ventures.

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Afterschool Education

Approaches to an Emerging Field
By Gil G. Noam, Gina Biancarosa, and Nadine Dechausay

The authors survey the current afterschool landscape and bring to light important issues and practices within the field, explore the challenges and opportunities facing afterschool education programs, and point to future directions for these burgeoning educational ventures.

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Afterschool Education

Approaches to an Emerging Field
By Gil G. Noam, Gina Biancarosa, and Nadine Dechausay

The authors survey the current afterschool landscape and bring to light important issues and practices within the field, explore the challenges and opportunities facing afterschool education programs, and point to future directions for these burgeoning educational ventures.

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