Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms
H. Richard Milner IV, foreword by Gloria Ladson-Billings
2012 Outstanding Book Award, American Association of Colleges for Teacher Education (AACTE)
2010 Critics' Choice Book Award, American Educational Studies Association (AESA)
A new edition of Start Where You Are, But Don't Stay There is available. Learn more.
Start Where You Are, But Don’t Stay There addresses a crucial issue in teacher training and professional education: the need to prepare pre-service and in-service teachers for the racially diverse student populations in their classrooms. A down-to-earth book, it aims to help practitioners develop insights and skills for successfully educating diverse student bodies.
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Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms
H. Richard Milner IV
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In the thoroughly revised second edition of Start Where You Are, But Don’t Stay There, H. Richard Milner IV addresses the knowledge and insights required on the part of teachers and school leaders to serve students of color. Milner focuses on a crucial issue in teacher training and professional education: the need to prepare teachers for the racially diverse student populations in their classrooms.
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Systemic Practices for Connecting Social-Emotional and Academic Learning
Stacey A. Rutledge, Marisa Cannata, Stephanie L. Brown, and Daniel G. Traeger
Steps to Schoolwide Success makes a powerful case for the implementation of a school reform that bridges academic and social-emotional learning systems in high schools. Based on a multi-year project in Broward County, Florida, the book describes how the biggest difference in academic success from school to school was not in instructional practice but in the systematic attention to personal relationships between adults and students. In the higher performing schools, educators made deliberate efforts to engage with students; established organizational structures to support students; and encouraged a language and culture of personalization.
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Starting Small for Big Results in Education
Nell Scharff Panero and Joan E. Talbert
Strategic Inquiry is an innovative model for promoting teacher collaboration around identifying specific “learning gaps” that keep struggling students from succeeding.
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No. 6 in the Harvard Education Letter Spotlight Series
Edited by Caroline T. Chauncey, foreword by Robert B. Schwartz
Organized around the four key areas outlined in the U. S. Department of Education’s Race to the Top program, Strategic Priorities for School Improvement presents a collection of seminal articles on standards and assessment; using data to improve learning; recruiting and retaining great teachers and leaders; and turning around failing schools
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How School Systems Can Support Powerful Learning and Teaching
Rachel E. Curtis and Elizabeth A. City, foreword by Beverly L. Hall
How can we systemically improve the quality of classroom instruction and the learning and achievement of students? In an era when isolated examples of excellence are not good enough, we need systems that support improvement and excellence for all. This book describes how systems can effectively engage in this complex, challenging, and crucial work.
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How Innovation Can Improve Access, Equity, and Affordability
Edited by Andrew P. Kelly and Kevin Carey
In this provocative volume, higher education experts explore innovative ways that colleges and universities can unbundle the various elements of the college experience while assessing costs and benefits and realizing savings.
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How Schools and Districts Can Save Money While Serving Students Best
Edited by Frederick M. Hess and Eric Osberg
Simultaneous pressures to reduce costs and increase student achievement have never been greater than they are today. Not only is cost-cutting essential in this era of tightened resources, argue Hess and Osberg, but eliminating inefficient spending is critical for freeing up resources to drive school reform.
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District Leadership for Narrowing Opportunity and Achievement Gaps
Robert G. Smith and S. David Brazer
Based on in-depth interviews, Striving for Equity brings to light the complex and illuminating stories of thirteen longtime superintendents—all leaders of the Minority Student Achievement Network (MSAN)—who were able to make progress toward narrowing opportunity and achievement gaps in traditional school districts with diverse populations and multiple, competing agendas. Drawing on current research in organizational learning, the authors introduce a framework consistent with the systemic perspective of these superintendents to help school leaders who want to prioritize the narrowing of gaps.
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A Regional Equity Framework for Urban Schools
Jennifer Jellison Holme and Kara S. Finnigan
In Striving in Common, Jennifer Jellison Holme and Kara S. Finnigan seek to build a bridge between two largely disparate, yet interconnected, conversations—those among education reformers on the one hand, and urban reformers on the other. In this carefully considered volume, the authors show how the challenges faced by urban schools are linked to issues of regional equity and civic capacity.
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