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School Reform, General

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.


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. 


Rural Education in America

What Works for Our Students, Teachers, and Communities
Geoff Marietta and Sky Marietta

Rural Education in America provides a comprehensive framework for understanding the diversity and complexity of rural communities in the United States and for helping rural educators implement and evaluate successful place-based programs tailored for students and their families. Written by educators who grew up in rural America and returned there to raise their children, the book illustrates how efficacy is determined by the degrees to which instruction, interventions, and programs address the needs and strengths of each unique rural community.


School Reform from the Inside Out

Policy, Practice, and Performance
Richard F. Elmore

This is essential reading for any school leader, education reformer, policymaker, or citizen interested in the forces that promote school change.


Schools That Succeed

How Educators Marshal the Power of Systems for Improvement
Karin Chenoweth

Informed by years of research and on-the-ground reporting, Schools That Succeed is Karin Chenoweth’s most inspiring and compelling book yet—an essential read for educators who seek to break the stubborn connection between academic achievement and socioeconomic status. 


So Much Reform, So Little Change

The Persistence of Failure in Urban Schools
By Charles M. Payne

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This frank and courageous book explores the persistence of failure in today’s urban schools. At its heart is the argument that most education policy discussions are disconnected from the daily realities of urban schools, especially those in poor and beleaguered neighborhoods.


STEM Education Reform in Urban High Schools

Opportunities, Constraints, Culture, and Outcomes
Margaret A. Eisenhart and Lois Weis

STEM Education Reform in Urban High Schools gives a nuanced view of the obstacles marginalized students face in STEM education—and explores how schools can better support STEM learners.

Available September 2022


Strategic Priorities for School Improvement

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


Surpassing Shanghai

An Agenda for American Education Built on the World’s Leading Systems
Edited by Marc S. Tucker, Foreword by Linda Darling-Hammond

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This book answers a simple question: How would one redesign the American education system if the aim was to take advantage of everything that has been learned by countries with the world’s best education systems?


Teaching History Then and Now

A Story of Stability and Change in Schools
Larry Cuban

In Teaching History Then and Now, Larry Cuban explores the teaching of history in American high schools during the past half-century. Drawing on his early career experience as a high school history educator and his more recent work as a historian of US education policy and practice, Cuban examines how determined reformers have and have not changed the teaching of history.