Learning Time

Learning Time In Pursuit of Educational Equity

Edited by Marisa Saunders, Jorge Ruiz de Velasco, and Jeannie Oakes
cloth, 300 Pages
Pub. Date: November 2017
ISBN-13: 978-1-68253-107-5
Price: $66.00

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paper, 300 Pages
Pub. Date: November 2017
ISBN-13: 978-1-68253-106-8
Price: $33.00

Add to Cart

This important book explores how education time can be expanded, reimagined, and reorganized in an effort to enhance the educational opportunities and outcomes of disadvantaged students. The editors and contributors address questions of educational equity and opportunity by considering how best to extend learning time in high-poverty schools.


With a focus on equity, coherence, and innovation, the contributors detail widely accessible strategies to improve student outcomes. This book is an important resource for educators and stakeholders seeking best practices—as well as inspiration—to help accelerate their progress in achieving excellence and equity for students. — Michelle King, superintendent, Los Angeles Unified School District

This volume of provocative and practical essays is loaded with compelling examples of how more time, effectively used, can benefit children. It also supplies informative research and powerful reflections on the potential of increased quality learning time to address educational, social, and economic inequality. A must-read for those seeking a pathway to equity. — Paul Reville, professor, Harvard Graduate School of Education; founder, Education Redesign Lab; and former Massachusetts Secretary of Education

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About the Editors

Marisa Saunders is a principal associate for research and policy at the Annenberg Institute for School Reform at Brown University. Jorge Ruiz de Velasco is an associate director for policy and community partnerships at the John W. Gardner Center for Youth and Their Communities at Stanford University. Jeannie Oakes is a senior fellow at the Learning Policy Institute, past president of the American Educational Research Association, and former director of educational opportunity and scholarship at the Ford Foundation.

Table of Contents


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Creating Research-Practice Partnerships in Education

William R. Penuel and Daniel J. Gallagher, Foreword by John Q. Easton

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