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Systems for Instructional Improvement

Creating Coherence from the Classroom to the District Office
Paul Cobb, Kara Jackson, Erin Henrick, Thomas M. Smith, and the MIST team, Afterword by Michael Sorum

In Systems for Instructional Improvement, Paul Cobb and his colleagues draw on their extensive research to propose a series of specific, empirically grounded recommendations that together constitute a theory of action for advancing instruction at scale. The authors outline the elements of a coherent instructional system; describe productive practices for school leaders in supporting teachers’ growth; and discuss the role of district leaders in developing school-level capacity for instructional improvement.
 

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Teacher Learning in the Digital Age

Online Professional Development in STEM Education
Edited by Chris Dede, Arthur Eisenkraft, Kim Frumin, and Alex Hartley

With an emphasis on science, technology, engineering, and mathematics (STEM) training, Teacher Learning in the Digital Age examines exemplary models of online and blended teacher professional development, including information on the structure and design of each model, intended audience, and existing research and evaluation data. From video-based courses to just-in-time curriculum support platforms and MOOCs for educators, the cutting-edge initiatives described in these chapters illustrate the broad range of innovative programs that have emerged to support preservice and in-service teachers in formal and informal settings.

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Teacher Quality 2.0

Toward a New Era in Education Reform
Edited by Frederick M. Hess and Michael Q. McShane

Debates over teacher quality are among the most heated exchanges in the education reform arena. But while scholars and policy makers grapple with questions about teacher preparation, compensation, and evaluation, the role of teachers is changing. In schools across the country, educators are experimenting with new models for recruiting, training, and supporting teachers, and are innovating strategies for deploying their talents through differentiated roles and the use of technology. Most of the policy measures currently under consideration, however, are designed with a one-size-fits-all approach.

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Teacher Quality 2.0

Toward a New Era in Education Reform
Edited by Frederick M. Hess and Michael Q. McShane

Debates over teacher quality are among the most heated exchanges in the education reform arena. But while scholars and policy makers grapple with questions about teacher preparation, compensation, and evaluation, the role of teachers is changing. In schools across the country, educators are experimenting with new models for recruiting, training, and supporting teachers, and are innovating strategies for deploying their talents through differentiated roles and the use of technology. Most of the policy measures currently under consideration, however, are designed with a one-size-fits-all approach.

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Teachers as Learners

Sharon Feiman-Nemser, foreword by Deborah Loewenberg Ball

In Teachers as Learners, a collection of landmark essays, noted teacher educator and scholar Sharon Feiman-Nemser shines a light on teacher learning.

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Teachers as Learners

Sharon Feiman-Nemser, foreword by Deborah Loewenberg Ball

In Teachers as Learners, a collection of landmark essays, noted teacher educator and scholar Sharon Feiman-Nemser shines a light on teacher learning.

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Teachers Bridging Difference

Exploring Identity with Art
Marit Dewhurst, Foreword by Dorinda J. Carter Andrews

Teachers Bridging Difference describes how educators can move out of their comfort zones and practice connecting with others across differences to become culturally responsive teachers. Based on a course developed for preservice teachers, the book illustrates how educators can draw on the visual arts as a resource to explore their own identities and those of their students, and how to increase their understanding of the ways our lives intersect across sociocultural differences.

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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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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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Teaching and Learning for the Twenty-First Century

Educational Goals, Policies, and Curricula from Six Nations
Edited by Fernando M. Reimers and Connie K. Chung

This book describes how different nations have defined the core competencies and skills that young people will need in order to thrive in the twenty-first-century, and how those nations have fashioned educational policies and curricula meant to promote those skills. The book examines six countries—Chile, China, India, Mexico, Singapore, and the United States—exploring how each one defines, supports, and cultivates those competencies that students will need in order to succeed in the current century.

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Teaching as a Moral Practice

Defining, Developing, and Assessing Professional Dispositions in Teacher Education
Edited by Peter C. Murrell Jr., Mary E. Diez, Sharon Feiman-Nemser, and Deborah L. Schussler

Sometimes understood as habits of mind, “dispositions” represents a new concept in teacher education. Conversations about professional dispositions in teaching often touch on issues such as attitudes, values, moral commitment, and social justice.

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Teaching as a Moral Practice

Defining, Developing, and Assessing Professional Dispositions in Teacher Education
Edited by Peter C. Murrell Jr., Mary E. Diez, Sharon Feiman-Nemser, and Deborah L. Schussler

Sometimes understood as habits of mind, “dispositions” represents a new concept in teacher education. Conversations about professional dispositions in teaching often touch on issues such as attitudes, values, moral commitment, and social justice.

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Teaching as a Profession

HEL Focus Series No. 8
Edited by David T. Gordon

The HEL Focus Series brings together concise and carefully researched articles on current issues in education. Each collection provides educators, administrators, policymakers, and parents with a balanced look at research and practice in a specific area.

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Teaching as a Profession

HEL Focus Series No. 8
Edited by David T. Gordon

The HEL Focus Series brings together concise and carefully researched articles on current issues in education. Each collection provides educators, administrators, policymakers, and parents with a balanced look at research and practice in a specific area.

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Teaching Core Practices in Teacher Education

Edited by Pam Grossman

In Teaching Core Practices in Teacher Education, Pam Grossman and her colleagues advocate an approach to practice-based teacher education that identifies “core practices” of teaching and supports novice teachers in learning how to enact them competently. Examples of core practices include facilitating whole-class discussion, eliciting student thinking, and maintaining classroom norms. The contributors argue that teacher education needs to do more to help teachers master these professional skills, rather than simply emphasizing content knowledge.
 

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