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Learning from L.A.

Institutional Change in American Public Education
Charles Taylor Kerchner, David J. Menefee-Libey, Laura Steen Mulfinger, and Stephanie E. Clayton

Drawing on a four-year study of the last 40 years of education reform in Los Angeles, Learning from L.A. captures the sweeping change in American education. It puts forth a provocative argument: while school reformers and education historians have tended to focus on the success or failure of individual initiatives, they have overlooked the fact that, over the past several decades, the institution of public education itself has been transformed.

Outstanding Academic Title, Choice

“Districts in Research and Reform” Publication Award, American Educational Research Association

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Learning from L.A.

Institutional Change in American Public Education
Charles Taylor Kerchner, David J. Menefee-Libey, Laura Steen Mulfinger, and Stephanie E. Clayton

Drawing on a four-year study of the last 40 years of education reform in Los Angeles, Learning from L.A. captures the sweeping change in American education. It puts forth a provocative argument: while school reformers and education historians have tended to focus on the success or failure of individual initiatives, they have overlooked the fact that, over the past several decades, the institution of public education itself has been transformed.

Outstanding Academic Title, Choice

“Districts in Research and Reform” Publication Award, American Educational Research Association

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Learning from the Experts

Teacher Leaders on Solving America’s Education Challenges
Edited by Celine Coggins, Heather G. Peske, and Kate McGovern

Learning from the Experts offers an intimate look at the ways education policies collide with everyday classroom practices and illustrates how thoughtful, solutions-oriented and results-driven teachers are reframing debates in education today.

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Learning from the Experts

Teacher Leaders on Solving America’s Education Challenges
Edited by Celine Coggins, Heather G. Peske, and Kate McGovern

Learning from the Experts offers an intimate look at the ways education policies collide with everyday classroom practices and illustrates how thoughtful, solutions-oriented and results-driven teachers are reframing debates in education today.

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Learning Time

In Pursuit of Educational Equity
Edited by Marisa Saunders, Jorge Ruiz de Velasco, and Jeannie Oakes

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.
 

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Learning to Improve

How America's Schools Can Get Better at Getting Better
Anthony S. Bryk, Louis M. Gomez, Alicia Grunow, and Paul G. LeMahieu

As a field, education has largely failed to learn from experience. Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. In Learning to Improve, the authors argue for a new approach. Rather than “implementing fast and learning slow,” they believe educators should adopt a more rigorous approach to improvement that allows the field to “learn fast to implement well.”
 
Using ideas borrowed from improvement science, the authors show how a process of disciplined inquiry can be combined with the use of networks to identify, adapt, and successfully scale up promising interventions in education. Organized around six core principles, the book shows how “networked improvement communities” can bring together researchers and practitioners to accelerate learning in key areas of education. Examples include efforts to address the high rates of failure among students in community college remedial math courses and strategies for improving feedback to novice teachers.
 
Learning to Improve offers a new paradigm for research and development in education that promises to be a powerful driver of improvement for the nation’s schools and colleges.

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Legacies of Brown

Multiracial Equity in American Education
Edited by Dorinda J. Carter, Stella M. Flores, and Richard J. Reddick

Legacies of Brown illuminates the effects of segregation, desegregation, and integration on students, practitioners, communities, and policymakers in the fifty years since the landmark Brown v. Board of Education ruling.

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Legacies of Brown

Multiracial Equity in American Education
Edited by Dorinda J. Carter, Stella M. Flores, and Richard J. Reddick

Legacies of Brown illuminates the effects of segregation, desegregation, and integration on students, practitioners, communities, and policymakers in the fifty years since the landmark Brown v. Board of Education ruling.

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Letters to a Young Education Reformer

Frederick M. Hess

In Letters to a Young Education Reformer, Frederick M. Hess distills knowledge from twenty-five years of working in and around school reform. Inspired by his conversations with young, would-be reformers who are passionate about transforming education, the book offers a window into Hess’s thinking about what education reform is and should be.

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Lifting Every Voice

Pedagogy and Politics of Bilingualism
Edited by Zeynep F. Beykont

The essays in Lifting Every Voice illuminate the challenges and joys of educating students from a variety of ethnic, linguistic, and academic backgrounds.

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Lifting Every Voice

Pedagogy and Politics of Bilingualism
Edited by Zeynep F. Beykont

The essays in Lifting Every Voice illuminate the challenges and joys of educating students from a variety of ethnic, linguistic, and academic backgrounds.

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Make Just One Change

Teach Students to Ask Their Own Questions
Dan Rothstein and Luz Santana, Foreword by Wendy D. Puriefoy

The authors of Make Just One Change argue that formulating one’s own questions is “the single most essential skill for learning”—and one that should be taught to all students.

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Make Just One Change

Teach Students to Ask Their Own Questions
Dan Rothstein and Luz Santana, Foreword by Wendy D. Puriefoy

The authors of Make Just One Change argue that formulating one’s own questions is “the single most essential skill for learning”—and one that should be taught to all students.

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Make Me!

Understanding and Engaging Student Resistance in School
Eric Toshalis

In this groundbreaking book, Eric Toshalis explores student resistance through a variety of perspectives, arguing that oppositional behaviors can be not only instructive but productive. All too often treated as a matter of compliance, student resistance can also be understood as a form of engagement, as young people confront and negotiate new identities in the classroom environment. The focus of teachers’ efforts, Toshalis says, should not be about “managing” adolescents but about learning how to read their behavior and respond to it in developmentally productive, culturally responsive, and democratically enriching ways.
 
Noting that the research literature is scattered across fields, Toshalis draws on four domains of inquiry: theoretical, psychological, political, and pedagogical. The result is a resource that can help teachers address this pervasive classroom challenge in ways that enhance student agency, motivation, engagement, and academic achievement.
 
The coauthor of Understanding Youth: Adolescent Development for Educators (Harvard Education Press, 2006), Toshalis blends accessible explanations of theory and research with vignettes of interactions among educators and students. In Make Me!, Toshalis helps teachers perceive possibility, rather than pathology, in student resistance.

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Making Civics Count

Citizenship Education for a New Generation
Edited by David E. Campbell, Meira Levinson, and Frederick M. Hess

“By nearly every measure, Americans are less engaged in their communities and political activity than generations past.” So write the editors of this volume, who survey the current practices and history of citizenship education in the United States.

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Making Civics Count

Citizenship Education for a New Generation
Edited by David E. Campbell, Meira Levinson, and Frederick M. Hess

“By nearly every measure, Americans are less engaged in their communities and political activity than generations past.” So write the editors of this volume, who survey the current practices and history of citizenship education in the United States.

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