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Assigning Blame

The Rhetoric of Education Reform
Mark Hlavacik

Despite a plethora of opinions on how to improve US education, a remarkable consensus has emerged that someone or something is to blame for the failures of the public school system, argues rhetoric scholar Mark Hlavacik in this new and insightful book examining the role of language and persuasion in the rise of the accountability movement. 

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Becoming a School Principal

Learning to Lead, Leading to Learn
Sarah E. Fiarman, Foreword by Richard F. Elmore

The principal’s role is increasingly understood as a critical lever for school improvement. Yet the job can be a solitary one, offering few opportunities to reflect with colleagues. What does it take to manage the work of continuous improvement—to push staff members constantly to operate outside their comfort zones? What dilemmas and challenges must principals confront? How can school leaders learn from their mistakes and move forward?

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Belonging and Becoming

The Power of Social and Emotional Learning in High Schools
Barbara Cervone and Kathleen Cushman

Despite growing attention to the importance of grit and other character traits for achievement, developing them in students rarely finds its way into secondary school curricula. Authors Barbara Cervone and Kathleen Cushman investigate the exceptions, telling the stories of five high schools with a national reputation for infusing rigorous academics with social and emotional learning, which results in demonstrable benefits for students.

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Better Teaching and Learning in the Digital Classroom

Edited by David T. Gordon

Better Teaching and Learning in the Digital Classroom is essential reading for any education professional or parent who wants to make the most of what the newest technologies have to offer.

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Between Public and Private

Politics, Governance, and the New Portfolio Models for Urban School Reform
Edited by Katrina E. Bulkley, Jeffrey R. Henig, and Henry M. Levin, foreword by Larry Cuban

2012 "Districts in Research and Reform" Publication Award, American Educational Research Association (AERA)

Between Public and Private examines an innovative approach to school district managment that has been adopted by a number of uban disctricts in recent years: a portfolio management model, in which “a central office oversees a portfolio of schools offering diverse organizational and curricular themes, including traditional public schools, private organizations, and charter schools.”

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Beyond the Skills Gap

Preparing College Students for Life and Work
Matthew T. Hora with Ross J. Benbow and Amanda K. Oleson

2018 Frederic W. Ness Book Award, AAC&U

How can educators ensure that young people who attain a postsecondary credential are adequately prepared for the future? Matthew T. Hora and his colleagues explain that the answer is not simply that students need more specialized technical training to meet narrowly defined employment opportunities. Beyond the Skills Gap challenges this conception of the “skills gap,” highlighting instead the value of broader twenty-first-century skills in postsecondary education. They advocate for a system in which employers share responsibility along with the education sector to serve the collective needs of the economy, society, and students.

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Beyond Tracking

Multiple Pathways to College, Career, and Civic Participation
Edited by Jeannie Oakes and Marisa Saunders

Beyond Tracking responds to the sobering assessment of American high schools by delineating and promoting an innovative and well-defined notion of multiple pathways. The book’s authors clearly distinguish their use of the term “multiple pathways” from any updated version of the tracking system that marked so many American high schools during the past century. Instead, Oakes and Saunders propose a system of multiple pathways that will “provide both the academic and real-world foundations that students need for advanced learning, training, and preparation for responsible civic participation.”

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Black, Brown, Bruised

How Racialized STEM Education Stifles Innovation
Ebony Omotola McGee, Foreword by David Omotoso Stovall

Drawing on narratives from hundreds of Black, Latinx, and Indigenous individuals, Ebony Omotola McGee examines the experiences of underrepresented racially minoritized students and faculty members who have succeeded in STEM. Based on this extensive research, McGee advocates for structural and institutional changes to address racial discrimination, stereotyping, and hostile environments in an effort to make the field more inclusive.
Available October 2020

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Blueprint for Tomorrow

Redesigning Schools for Student-Centered Learning
Prakash Nair

The United States has about $2 trillion tied up in aging school facilities. School districts throughout the country spend about $12 billion every year keeping this infrastructure going. Yet almost all of the new money we pour into school facilities reinforces an existing—and obsolete—model of schooling.

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Breaking Free

The Transformative Power of Critical Pedagogy
Edited by Pepi Leistyna, Arlie Woodrum, and Stephen A. Sherblom

Breaking Free: The Transformative Power of Critical Pedagogy was conceptualized with the central purpose of serving as an introduction to the field of critical pedagogy. It offers readers several editorial supports to facilitate their understanding of the complexity of such work.

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