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The Futures of School Reform

Edited by Jal Mehta, Robert B. Schwartz, and Frederick M. Hess

The Futures of School Reform represents the culminating work of a three-year discussion among national education leaders convened by the Harvard Graduate School of Education.

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The Futures of School Reform

Edited by Jal Mehta, Robert B. Schwartz, and Frederick M. Hess

The Futures of School Reform represents the culminating work of a three-year discussion among national education leaders convened by the Harvard Graduate School of Education.

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The Infrastructure of Accountability

Data Use and the Transformation of American Education
Edited by Dorothea Anagnostopoulos, Stacey A. Rutledge, and Rebecca Jacobsen, foreword by Jeffrey R. Henig

The Infrastructure of Accountability brings together leading and emerging scholars who set forth an ambitious conceptual framework for understanding the full impact of large-scale, performance-based accountability systems on education.

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The Infrastructure of Accountability

Data Use and the Transformation of American Education
Edited by Dorothea Anagnostopoulos, Stacey A. Rutledge, and Rebecca Jacobsen, foreword by Jeffrey R. Henig

The Infrastructure of Accountability brings together leading and emerging scholars who set forth an ambitious conceptual framework for understanding the full impact of large-scale, performance-based accountability systems on education.

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The Internal Coherence Framework

Creating the Conditions for Continuous Improvement in Schools
Michelle L. Forman, Elizabeth Leisy Stosich, and Candice Bocala, Foreword by Richard F. Elmore

The Internal Coherence Framework presents a system of research-based practices for assessing and developing the conditions that support adult and student learning in schools.

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The Leading Edge of Early Childhood Education

Linking Science to Policy for a New Generation
Edited by Nonie K. Lesaux and Stephanie M. Jones, Afterword by Jacqueline Jones

The Leading Edge of Early Childhood Education aims to support the effort to simultaneously scale up and improve the quality of early childhood education by bringing together relevant insights from emerging research to provide guidance for this critical, fledgling field. It reflects the growing recognition that early childhood experiences have a powerful effect on children’s later academic achievement and long-term life outcomes.

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The Most Reasonable Answer

Helping Students Build Better Arguments Together
Alina Reznitskaya and Ian A. G. Wilkinson, Foreword by Catherine E. Snow

The Most Reasonable Answer is an innovative and comprehensive guide to engaging students in inquiry dialogue—a type of talk used in text-based classroom discussions. During inquiry dialogue, students collectively search for the most reasonable answers to big, controversial questions, and, as a result, enhance their argumentation skills and develop a deep understanding of the texts they read. Based on years of research and work in nearly fifty classrooms, this book is an essential resource for educators looking for new ways to teach critical thinking and engage students in high-quality discourse. 

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The New Education Philanthropy

Politics, Policy, and Reform
Edited by Frederick M. Hess and Jeffrey R. Henig

Philanthropic foundations play an increasingly influential role in education research, policy, and practice—yet this sector has been subject to little research-informed analysis. In The New Education Philanthropy, Frederick M. Hess and Jeffrey R. Henig convene a diverse group of scholars and analysts to examine the shifting role of education philanthropy over the last decade, giving particular attention to the large national foundations—Gates, Broad, Walton, and Lumina, among others—that are increasingly aggressive and strategic in their use of funds. Drawing on original research, they investigate and assess the impact of new patterns in foundation giving for advocacy and research; the divergence in funding strategies between old and new foundations; the extension of “venture philanthropy” to higher education; and the backlash against “reform” philanthropy as well as the unlikely partnerships it forges.

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The Opportunity Gap

Achievement and Inequality in Education
Edited by Carol DeShano da Silva, James Philip Huguley, Zenub Kakli, and Radhika Rao

The Opportunity Gap aims to shift attention from the current overwhelming emphasis on schools in discussions of the achievement gap to more fundamental questions about social and educational opportunity.

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The Power of Culture

Teaching Across Language Difference
Edited by Zeynep F. Beykont

The Power of Culture: Teaching Across Language Difference examines the pedagogical and political supports necessary to give language minority students a high-quality education in mainstream classrooms.

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The Power of Culture

Teaching Across Language Difference
Edited by Zeynep F. Beykont

The Power of Culture: Teaching Across Language Difference examines the pedagogical and political supports necessary to give language minority students a high-quality education in mainstream classrooms.

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The Promise and Practice of Next Generation Assessment

David T. Conley

In The Promise and Practice of Next Generation Assessment, David T. Conley presents the case for a new, comprehensive system of assessment using different measurements for different purposes. Changes in the purposes of education, he argues, demand forms of assessment that go beyond merely ranking students to supporting the ambitious aim of helping all students meet career and college readiness goals.
Available July 2018

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The Quest for Mastery

Positive Youth Development Through Out-of-School Programs
Sam M. Intrator and Don Siegel

In The Quest for Mastery, Sam M. Intrator and Don Siegel investigate an emerging trend: the growth of out-of-school programs dedicated to helping underserved youth develop the personal qualities and capacities that will help them succeed in school, college, and beyond.

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