Teaching Students About the World of Work

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.

The Way We Do School

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.

Teaching with a Social, Emotional, and Cultural Lens

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.

Six Shifts to Improve Special Education and Other Interventions

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.

Supervising Principals for Instructional Leadership

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.

Feeling Safe in School

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.

On My Own

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.

Formative Assessment in the Disciplines

Framing a Continuum of Professional Learning

Margaret Heritage and E. Caroline Wylie

In Formative Assessment in the Disciplines, Margaret Heritage and E. Caroline Wylie explore the interconnection of ambitious teaching, formative assessment, and disciplinary knowledge. The authors outline a framework to help teachers develop and extend their proficiency in enacting discipline-based formative assessment practices across the continuum of preservice and professional learning.

Chasing Success and Confronting Failure in American Public Schools

Larry Cuban

Eminent historian and educator Larry Cuban provides a thorough examination of, and challenge to, past and present definitions of what constitutes educational success in the US. Cuban argues that in the history of American education, standards of achievement and inadequacy—as well as the reform efforts issuing from them—have been neither stable nor consistent. Nor are these standards untainted by political considerations. Rather, schools thrive or decline based on a variety of factors, including social and political dynamics, leadership in school districts and communities, and policy improvisations.

Steps to Schoolwide Success

Systemic Practices for Connecting Social-Emotional and Academic Learning

Stacey A. Rutledge, Marisa Cannata, Stephanie L. Brown, and Daniel G. Traeger

Steps to Schoolwide Success makes a powerful case for the implementation of a school reform that bridges academic and social-emotional learning systems in high schools. Based on a multi-year project in Broward County, Florida, the book describes how the biggest difference in academic success from school to school was not in instructional practice but in the systematic attention to personal relationships between adults and students. In the higher performing schools, educators made deliberate efforts to engage with students; established organizational structures to support students; and encouraged a language and culture of personalization.