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10/20/2020 12:10:00 AM > 10/22/2020 5:42:48 AM

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.


10/6/2020 12:10:00 AM > 10/22/2020 5:42:48 AM

Transgender Students in Elementary School

Creating an Affirming and Inclusive School Culture
Melinda M. Mangin, Foreword by Gavin Grimm

Transgender Students in Elementary School offers guidance to educators who want to provide a supportive school culture and climate for transgender and gender-expansive students. The book provides recommendations for creating learning environments that facilitate all students’ sense of belonging and reduce the constraints inherent in binary gender norms.


9/29/2020 12:27:31 AM > 10/22/2020 5:42:48 AM

Unconscious Bias in Schools

A Developmental Approach to Racism, Revised Edition
Tracey A. Benson and Sarah E. Fiarman, Foreword by Glenn E. Singleton

In Unconscious Bias in Schools, two seasoned educators describe the phenomenon of unconscious racial bias and how it negatively affects the work of educators and students in schools. “Regardless of the amount of effort, time, and resources education leaders put into improving the academic achievement of students of color,” the authors write, “if unconscious racial bias is overlooked, improvement efforts may never achieve their highest potential.” In order to address this bias, the authors argue, educators must first be aware of the racialized context in which we live.


9/22/2020 12:10:00 AM > 10/22/2020 5:42:48 AM

Evidence, Politics, and Education Policy

Lorraine M. McDonnell and M. Stephen Weatherford

In Evidence, Politics, and Education Policy, political scientists Lorraine M. McDonnell and M. Stephen Weatherford provide an original analysis of evidence use in education policymaking to help scholars and advocates shape policy more effectively. The book shows how multiple types of evidence are combined as elected officials and their staffs work with researchers, advocates, policy entrepreneurs, and intermediary organizations to develop, create, and implement education policies.


9/15/2020 12:10:00 AM > 10/22/2020 5:42:48 AM

Equity and Quality in Digital Learning

Realizing the Promise in K–12 Education
Carolyn J. Heinrich, Jennifer Darling-Aduana, and Annalee G. Good

Equity and Quality in Digital Learning identifies and presents specific strategies and practices for using digital tools to reduce inequities in educational opportunities and improve student outcomes.


8/25/2020 12:10:00 AM > 10/22/2020 5:42:48 AM

Common-Sense Evidence

The Education Leader’s Guide to Using Data and Research
Nora Gordon and Carrie Conaway

Written by two leading experts in education research and policy, Common-Sense Evidence is a concise, accessible guide that helps education leaders find and interpret data and research, and then put that knowledge into action.


7/14/2020 12:10:00 AM > 10/22/2020 5:42:48 AM

Improvement in Action

Advancing Quality in America’s Schools
Anthony S. Bryk

Improvement in Action, Anthony S. Bryk’s sequel to Learning to Improve, illustrates how educators have effectively applied the six core principles of continuous improvement in practice. The book highlights relevant examples of rigorous, high-quality improvement work in districts, schools, and professional development networks across the country.