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10/24/2017 12:10:00 AM > 10/24/2017 5:24:26 AM

Competency-Based Education

A New Architecture for K-12 Schooling
Rose L. Colby

Competency-Based Education introduces educators to a new model for anytime, anywhere schooling and provides tools and curriculum resources for redesigning the traditional structures of K–12 schools.

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10/17/2017 12:10:00 AM > 10/24/2017 5:24:26 AM

The Fight for America’s Schools

Grassroots Organizing in Education
Edited by Barbara Ferman

In The Fight for America’s Schools, Barbara Ferman brings together a diverse group of contributors to investigate how parents, communities, teachers, unions, and students are mobilizing to oppose market-based reforms in education. Drawing on a series of rich case studies, the book illustrates how disparate groups can forge new alliances to work together toward common goals.

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10/3/2017 12:00:00 PM > 10/24/2017 5:24:26 AM

Leading Personalized and Digital Learning

A Framework for Implementing School Change
Mary Ann Wolf, Elizabeth Bobst, and Nancy Mangum

Leading Personalized and Digital Learning provides needed guidance for principals, aspiring principals, and other school leaders at a critical time when educators are looking to put the power of technology to work for student-centered learning. The authors identify eight leadership essentials that school leaders must attend to if they are to lead an effective and sustainable transition to a new way of teaching and learning. They also offer resources and wisdom gleaned from years in the field. 

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9/19/2017 12:10:00 AM > 10/24/2017 5:24:27 AM

Urban Preparation

Young Black Men Moving from Chicago's South Side to Success in Higher Education
Chezare A. Warren, Foreword by H. Richard Milner IV, Afterword by James Earl Davis

Chezare A. Warren chronicles the transition of a cohort of young Black males from Urban Prep Charter Academy for Young Men to their early experiences in higher education. A rich and closely observed account of a mission-driven school and its students, Urban Preparation makes a significant contribution to our understanding of how young males of color can best be served in schools throughout the United States today.

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9/12/2017 12:10:00 AM > 10/24/2017 5:24:27 AM

Creating a Data-Informed Culture in Community Colleges

A New Model for Educators
Brad C. Phillips and Jordan E. Horowitz

Brad C. Phillips and Jordan E. Horowitz offer a research-based model and actionable approach for using data strategically at community colleges to increase completion rates as well as other metrics linked to student success. They draw from the fields of psychology, neuroscience, and behavioral economics to show how leaders and administrators can build good habits for engaging with data constructively.

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9/5/2017 12:10:00 AM > 10/24/2017 5:24:27 AM

How to Create the Conditions for Learning

Continuous Improvement in Classrooms, Schools, and Districts
Ann Jaquith

How to Create the Conditions for Learning shows how the conditions for continuously improving instruction can be created at every level—from the classroom to the school to the central office.

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8/15/2017 12:05:00 AM > 10/24/2017 5:24:27 AM

Investigating Disciplinary Literacy

A Framework for Collaborative Professional Learning
Christina L. Dobbs, Jacy Ippolito, and Megin Charner-Laird, Foreword by Elizabeth A. City

Investigating Disciplinary Literacy provides practical, research-based guidance for teachers seeking to strengthen students’ reading, writing, and communication skills in subjects from the humanities to the sciences. The authors present a framework for conducting professional development cycles based on disciplinary literacy-related learning and district-based research projects they have conducted over the past five years.

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8/8/2017 12:31:43 AM > 10/24/2017 5:24:27 AM

Are Charters Different?

Public Education, Teachers, and the Charter School Debate
Zachary W. Oberfield, Foreword by Jeffrey R. Henig

In his new book, Zachary W. Oberfield investigates the question of whether charter schools cultivate different teaching climates from those found in traditional public schools. To answer this question, Oberfield examined hundreds of thousands of teacher surveys from across the nation. The result is a trenchant analysis that deepens our understanding of what the charter experiment means for the future of US public education.

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