New Releases
7/14/2020 12:10:00 AM > 8/15/2020 12:49:00 AM
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.
ORDER6/2/2020 12:10:00 AM > 8/15/2020 12:49:00 AM
A Challenge to Postsecondary Educators
Edited by Nancy Hoffman and Michael Lawrence Collins, Foreword by Garrett Moran
Teaching Students About the World of Work argues that educational institutions—especially two-year and four-year public institutions serving low-income students—need to make the topic of employment a central element in their educational offerings. Indeed, the book demonstrates that a far greater emphasis on teaching students about the work world will be necessary if colleges are to give disadvantaged students a realistic chance for professional and economic success. The recommendation is a reconfiguration of postsecondary education that represents a paradigm shift in career preparation and learning.
ORDER5/26/2020 12:10:00 AM > 8/15/2020 12:49:00 AM
The Making of Oakland’s Full-Service Community School District
Milbrey McLaughlin, Kendra Fehrer, and Jacob Leos-Urbel
The Way We Do School: The Making of Oakland’s Full-Service Community School District offers an in-depth profile of the nation’s most ambitious community school initiative. The book focuses on a nearly ten-year effort to transform all eighty-six district schools in Oakland, California into community schools in order to better meet the academic and personal needs of all students.
ORDER5/19/2020 12:10:00 AM > 8/15/2020 12:49:00 AM
A Framework for Educators and Teacher Educators
Nancy L. Markowitz and Suzanne M. Bouffard
Teaching with a Social, Emotional, and Cultural Lens goes beyond existing social emotional learning programs to introduce a new framework for integrating the development of key skills needed for academic success into daily classroom practice.
ORDER5/12/2020 12:10:00 AM > 8/15/2020 12:49:00 AM
A Common Sense Approach for School Leaders
Nathan Levenson
Six Shifts to Improve Special Education and Other Interventions offers a set of bold, new ideas for dramatically raising the achievement of students with mild to moderate disabilities and students experiencing serious academic, social and emotional, and behavioral difficulties.
ORDER5/5/2020 12:10:00 AM > 8/15/2020 12:49:00 AM
A Teaching and Learning Approach
Meredith I. Honig and Lydia R. Rainey
Supervising Principals for Instructional Leadership specifies the conditions that district leaders can implement to help principal supervisors take a teaching and learning approach to their work. In particular, Meredith I. Honig and Lydia R. Rainey explore how these supervisors can most effectively support principals in becoming instructional leaders and developing the capacity to lead their own learning.
ORDER4/28/2020 12:10:00 AM > 8/15/2020 12:49:00 AM
Bullying and Violence Prevention Around the World
Edited by Jonathan Cohen and Dorothy L. Espelage
Jonathan Cohen and Dorothy L. Espelage, two leading authorities in the fields of school climate and prevention science, have gathered experts from around the globe to highlight policy and practice recommendations for supporting children and adolescents to feel and be safe in school.
ORDER4/21/2020 12:10:00 AM > 8/15/2020 12:49:00 AM
The Challenge and Promise of Building Equitable STEM Transfer Pathways
Xueli Wang
On My Own: The Challenge and Promise of Building Equitable STEM Transfer Pathways is the first book of its kind to provide a detailed, on-the-ground examination of the difficult paths—curricular, interpersonal, and institutional—that students must chart through community college. The book follows 1,670 two-year college students over four years as they begin STEM programs in the Midwest and documents their educational and life experiences as they moved toward, or away from, the prospect of transfer to a four-year institution. Their stories reveal that they were on their own, left to navigate the pathways to transfer without meaningful institutional support.
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