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School Reform, General

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.

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Improving the Odds for America's Children

Future Directions in Policy and Practice
Edited by Kathleen McCartney, Hirokazu Yoshikawa, and Laurie B. Forcier; Foreword by Congressman George Miller; Afterword by Marian Wright Edelman, founder and president, Children’s Defense Fund

This landmark volume commemorates the fortieth anniversary of the Children’s Defense Fund, which has been an uncompromising champion of American youth for all of those years. Yet the book looks not to the past but at our current circumstances— and at the challenges we must meet now and in the future on behalf of our young people. The book examines critical issues—prenatal and infant health and development, early child care and education, school reform, the achievement gap, vulnerable children, juvenile justice, and child poverty—and highlights crucial practical and policy measures we need to consider and undertake if we are to better serve American children.

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Inside the Black Box of Classroom Practice

Change Without Reform in American Education
Larry Cuban

2015 Outstanding Book Award, Association for Educational Communications & Technology (AECT)

A book that explores the problematic connection between education policy and practice while pointing in the direction of a more fruitful relationship, Inside the Black Box of Classroom Practice is a provocative culminating statement from one of America’s most insightful education scholars and leaders.

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Instructional Rounds in Education

A Network Approach to Improving Teaching and Learning
Elizabeth A. City, Richard F. Elmore, Sarah E. Fiarman, and Lee Teitel, foreword by Andrew Lachman

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Instructional Rounds in Education is intended to help education leaders and practitioners develop a shared understanding of what high-quality instruction looks like and what schools and districts need to do to support it.

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Learning Time

In Pursuit of Educational Equity
Edited by Marisa Saunders, Jorge Ruiz de Velasco, and Jeannie Oakes

This important book explores how education time can be expanded, reimagined, and reorganized in an effort to enhance the educational opportunities and outcomes of disadvantaged students. The editors and contributors address questions of educational equity and opportunity by considering how best to extend learning time in high-poverty schools.
 

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Letters to a Young Education Reformer

Frederick M. Hess

In Letters to a Young Education Reformer, Frederick M. Hess distills knowledge from twenty-five years of working in and around school reform. Inspired by his conversations with young, would-be reformers who are passionate about transforming education, the book offers a window into Hess’s thinking about what education reform is and should be.

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Principled Resistance

How Teachers Resolve Ethical Dilemmas
Edited by Doris A. Santoro and Lizabeth Cain

Principled Resistance: How Teachers Resolve Ethical Dilemmas brings together senior scholars and activist teachers to explore the concept of resistance as a necessary response to mandates that conflict with their understanding of quality teaching. The book provides vivid examples of the pedagogical, professional, and democratic principles undergirding resistance, as well as the distinct perspective of each of its contributors: teachers who reflect on their acts of principled resistance; teacher educators who study teachers and support their professional growth; and historians who demonstrate that a tradition of teachers’ principled resistance has had a significant impact on American society, not only on schools and teaching. They also show the steps teachers take, in their reasoning and in their actions, to resist policies and mandates they are expected to enact.

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Resourceful Leadership

Tradeoffs and Tough Decisions on the Road to School Improvement
By Elizabeth A. City, foreword by Karen Hawley Miles

In Resourceful Leadership, Elizabeth A. City examines decisions about the use of three key resources—time, money, and staff—and how tradeoffs among them are integrated into school leaders’ improvement strategies. She undertakes a detailed study of two small urban high schools in their first year of conversion from a large, comprehensive high school.

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Restorative Justice in Education

Transforming Teaching and Learning Through the Disciplines
Edited by Maisha T. Winn and Lawrence T. Winn

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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.

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Rethinking Readiness

Deeper Learning for College, Work, and Life
Edited by Rafael Heller, Rebecca E. Wolfe, and Adria Steinberg

Rethinking Readiness offers a new set of competencies to replace the narrow learning goals of No Child Left Behind and, in chapters written by some of the nation’s most well-respected education scholars, explores their implications for schools. 

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