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Harvard Education Letter Impact Series

I Used to Think . . . And Now I Think . . .

Twenty Leading Educators Reflect on the Work of School Reform
Edited by Richard F. Elmore

This book’s title, I Used to Think . . . And Now I Think . . ., is borrowed from an exercise often used at the end of teacher professional development sessions, in which participants write down how what they’ve learned has changed their thinking. The resulting essays model the ongoing process of reflection and growth among those deeply committed to this work.

Notable Education Book of 2011, American School Board Journal

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Inside School Turnarounds

Urgent Hopes, Unfolding Stories
Laura Pappano, foreword by Karin Chenoweth

Inside School Turnarounds uses on-the-ground reporting and up-to-the-minute research to provide a compelling and insightful exploration of the work of school turnarounds.

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Inside School Turnarounds

Urgent Hopes, Unfolding Stories
Laura Pappano, foreword by Karin Chenoweth

Inside School Turnarounds uses on-the-ground reporting and up-to-the-minute research to provide a compelling and insightful exploration of the work of school turnarounds.

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Ripe for Change

Garden-Based Learning in Schools
Jane S. Hirschi, Foreword by David Sobel

Ripe for Change: Garden-Based Learning in Schools takes a big-picture view of the school garden movement and the state of garden-based learning in public K–8 education. The book frames the garden movement for educators and shows how school gardens have the potential to be a significant resource for teaching and learning. In this inviting and accessible book, the author:
 

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Something in Common

The Common Core Standards and the Next Chapter in American Education
Robert Rothman, foreword by Governor James B. Hunt, Jr.

Something in Common is the first book to provide a detailed look at the groundbreaking Common Core State Standards and their potential to transform American education.

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Teachers Talking Tech

Creating Exceptional Classrooms with Technology
Dave Saltman

Someday soon, like the pencil, projector, and word processor before them, the smart board and smartphone will simply be things that teachers and students use on the way to learning. Until then, teachers will struggle to answer a myriad of difficult questions about a wide range of new digital tools that have burst forth on the educational landscape. What makes a new tool worth learning and adopting? How is it best learned? Who can help?

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