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Teaching for Educational Equity: Case Studies for Professional Development and Principal Preparation (Volume 2)

Author: Jane A. Beese
Author: Jennifer L. Martin
Abstract: Teachers and school leaders are confronted by various issues pertaining to social justice every day. This volume will help school leaders to handle these issues ethically, and is intended to be used by administrators for the professional development of teachers, teacher leaders, and aspiring principals. This volume can be also be used in the higher education classroom in order to prepare current and aspiring administrators to lead for social justice. This volume utilizes the case study approach, which has been found to “sharpen problem-solving skills and to improve the ability to think and reason rigorously” (Harvard Graduate School of Education, 2013). 
Publisher: Rowman & Littlefield Publishers
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Teaching for Purpose Preparing Students for Lives of Meaning

Author: Heather Malin
Abstract: In Teaching for Purpose, Heather Malin explores the idea of purpose as the purpose of education and shows how educators can prepare youth to live intentional, fulfilling lives. The book highlights the important role that purpose—defined as “a future-directed goal that is personally meaningful and aimed at contributing to something larger than the self”—plays in optimal youth development and in motivating students to promote the cognitive and noncognitive skills that teachers want to instill.
Publisher: Harvard Education Press
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Teaching Girls: How Teachers and Parents Can Reach Their Brains and Hearts

Author: Peter Kuriloff
Author: Shannon Andrus
Author: Charlotte Jacobs
Abstract: The authors review the special qualities of lessons that resonate with girls and show how they meet their developmental needs throughout adolescence. They also show how vital it is that such teaching happen within schools that help students learn about the numerous ways that gender affects girls’ development. The authors conclude by detailing how school leaders can create cultures that support this kind of great learning and teaching.
Publisher: Rowman & Littlefield Publishers
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Teaching History and the Changing Nation State: Transnational and Intranational Perspectives

Editor: Robert Guyver
Abstract:

Capitalizing on the current movement in history education to nurture a set of shared methodologies and perspectives, this text looks to break down some of the obstacles to transnational understanding in history, focusing on pedagogy to embed democratic principles of inclusion, inquiry, multiple interpretations and freedom of expression.

Four themes which are influencing the broadening of history education to a globalized community of practice run throughout Teaching History and the Changing Nation State:
· pedagogy, democracy and dialogue
· the nation – politics and transnational dimensions
· landmarks with questions
· shared histories, shared commemorations and re-evaluating past denials

The contributors use the same pedagogical language in a global debate about history teaching and learning to break down barriers to search for shared histories and mutual understanding. They explore contemporary topics, including The Gallipoli Campaign in the WWI, transformative approaches to a school history curriculum and the nature of federation.

Publisher: Bloomsbury
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Teaching in Context: The Social Side of Education Reform

Editor: Esther Quintero
Abstract: Teaching in Context provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organizations that support them in comprehensive and coordinated ways. The studies featured in the book suggest an alternative approach to enhancing teacher quality: creating conditions and school structures that facilitate the transmission and sharing of knowledge among teachers, allowing teachers to work together effectively, and capitalizing on what we know about how educators learn and improve. The studies also show how social dynamics influence the speed, depth, and success with which any new idea is implemented, and how policies enacted without adequate consideration of their impact on the social fabric of schools can produce unintended negative consequences.
 
Policies aimed at improving teaching should focus on strengthening the organization as a whole so that all teachers are likely to improve. The chapters in this book point to the need to reevaluate current policies for assessing and ensuring teacher effectiveness, and establish the foundation for a more thoughtful, research-informed approach.
Publisher: Harvard Education Press
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Teaching Literacy in Urban Schools: Lessons from the Field

Editor: Barbra Purdum-Cassidy
Editor: Lakia M. Scott
Abstract: This book seeks to provide some practical insights guided by conceptual and contextual knowledge by understanding how to teach urban African American and Hispanic/Latino(a) students by discussing culturally appropriate instructional strategies that have demonstrated success among African American and Hispanic/Latino(a) students. This book will showcase successful models for teaching literacy to urban student through a discussion of topics that include: (1) increasing literacy achievement and motivation, (2) multicultural literacy practices, and (3) early and elementary literacy instruction.
Publisher: Rowman & Littlefield Publishers
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Teaching Teachers: Changing Paths and Enduring Debates

Author: James W. Fraser
Author: Lauren Lefty
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Beginning in 1986, an extraordinary range of new teaching programs emerged which moved teacher education out of universities. In some school districts and charter schools, superintendents started their own teacher preparation programs. Other teacher educators designed blended programs, creating collaboration between university teacher education programs and other parts of the university.  Fraser and Lefty argue that three factors help explain this dramatic shift in how teachers are trained: an ethos that market forces were the solution to social problems; long-term dissatisfaction with the inadequacies of university-based teacher education; and the frustration of school superintendents with teachers themselves, who can seem both underprepared and too quick to challenge established policy. 

Publisher: Johns Hopkins University Press
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Technology in School Classrooms: How It Can Transform Teaching and Student Learning Today

Editor: James G. Cibulka
Editor: Bruce S. Cooper
Abstract:
This book provides an excellent analysis of whether and how digital technologies can transform teaching and learning in classroom settings. The authors collectively provide a multi-dimensional perspective on how and under what conditions technology can be productively employed by teachers to more effectively meet the challenges presented by a rapidly evolving world.
Publisher: Rowman & Littlefield Publishers
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Test Fairness in the New Generation of Large Scale Assessment

Editor: Robert W. Lissitz
Abstract: The new generation of tests is faced with new challenges. In the K-12 setting, the new learning targets are intended to assess higher-order thinking skills and prepare students to be ready for college and career and to keep American students competitive with their international peers. In addition, the new generation of state tests requires the use of technology in item delivery and embedding assessment in real-world, authentic, situations. It further requires accurate assessment of students at all ability levels. One of the most important questions is how to maintain test fairness in the new assessments with technology innovative items and technology delivered tests. In the traditional testing programs such as licensure and certification tests and college admission tests, test fairness has constantly been a key psychometric issue in test development and this continues to be the case with the national testing programs. As test fairness needs to be addressed throughout the whole process of test development, experts from state, admission, and licensure tests will address test fairness challenges in the new generation assessment. The book chapters clarify misconceptions of test fairness including the use of admission test results in cohort comparison, the use of international assessment results in trend evaluation, whether standardization and fairness necessarily mean uniformity when test-takers have different cultural backgrounds, and whether standardization can insure fairness. More technically, chapters also address issues related to how compromised items and test fairness are related to classification decisions, how accessibility in item development and accommodation could be mingled with technology, how to assess special populations with dyslexia, using Blinder-Oaxaca Decomposition for differential item functioning detection, and differential feature functioning in automated scoring. Overall, this book addresses test fairness issues in state assessment, college admission testing, international assessment, and licensure tests. Fairness is discussed in the context of culture and special populations. Further, fairness related to performance assessment and automated scoring is a focus as well. This book provides a very good source of information related to test fairness issues in test development in the new generation of assessment where technology is highly involved.
Publisher: Information Age
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The Ambitious Elementary School: Its Conception, Design, and Implications for Educational Equality

Author: Elizabeth McGhee Hassrick
Author: Stephen W. Raudenbush
Author: Lisa Rosen
Abstract: Drawing on an in-depth study of real schools on the South Side of Chicago, Elizabeth McGhee Hassrick, Stephen W. Raudenbush, and Lisa Rosen argue that effectively meeting the challenge of educational inequality requires a complete reorganization of institutional structures as well as wholly new norms, values, and practices that are animated by a relentless commitment to student learning. They examine a model that pulls teachers out of their isolated classrooms and places them into collaborative environments where they can share their curricula, teaching methods, and assessments of student progress with a school-based network of peers, parents, and other professionals. Within this structure, teachers, school leaders, social workers, and parents collaborate to ensure that every child receives instruction tailored to his or her developing skills. Cooperating schools share new tools for assessment and instruction and become sites for the training of new teachers. Parents become respected partners, and expert practitioners work with researchers to evaluate their work and refine their models for educational organization and practice. The authors show not only what such a model looks like but the dramatic results it produces for student learning and achievement.
Publisher: University of Chicago Press
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The Anatomy of Achievement Gaps: Why and How American Education is Losing (but can still Win) the War on Underachievement

Author: Jaekyung Lee
Abstract: The Anatomy of Achievement Gaps offers a critical analysis of underachievement problems in American education from interdisciplinary, international, and systems perspectives. The book has several aims: to build a new model of achievement gap research and policy; to provide evidence on the state and alterability of achievement gaps; to synthesize separate lines of domestic and international achievement gap research; and to evaluate and inform American P-16 (pre-school through college) education policies.

In light of socioeconomic changes and educational paradigm shifts, Jaekyung Lee extends the scope of analysis from a K-12 to a P-16 education pipeline and from domestic racial/social groups to international groups, with focus on the case of South Korea. Through multilevel and longitudinal analyses of U.S. national and international datasets, The Anatomy of Achievement Gaps provides new evidence on the status and trends of achievement gaps, causes of these gaps, and the effects of policy interventions. In an effort to evaluate the nation's strengths and weaknesses across the P-16 education pipeline, it draws upon a wide range of educational data sources and indicators. Featuring cross-cultural perspectives beyond the U.S., Lee reframes achievement gap and educational accountability issues.
Publisher: Oxford University Press
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The Bilingual Revolution: The Future of Education Is in Two Languages

Author: Fabrice Jaumont
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Conceived as a practical, accessible "how to" guide, The Bilingual Revolution is the story of a movement to bring dual language education to public schools told through the eyes of founding parents and educators. These pioneering mothers, fathers, teachers, and principals share the belief that bilingual education can positively transform a child, a school, a community, and even a country.

Although the roots of bilingual education in the United States can be traced back to the 17th century, a new push to embrace heritage languages, produce bilingual global citizens, and create a cultural sense of community is taking the education sector by storm. New York City provides the backdrop for the book, where parents have fought for access to various bilingual public school programs from preschool to high school. Similar programs have developed in hundreds of cities in the United States and around the world.

The Bilingual Revolution tells the story of successes and setbacks of parents and educators through vignettes that yield practical advice. In their diversity, these portraits paint a picture of a viable 21st-century solution to preserve linguistic heritage and to raise a generation of young bilingual, biliterate, multicultural citizens of the world. The book will inspire and engage readers who want to create their own bilingual programs.

Being bilingual can become the new norm and it starts with our youth and our education systems. A bilingual revolution for the common good is already underway.

Publisher: TBR Books
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The Branding of the American Mind: How Universities Capture, Manage, and Monetize Intellectual Property and Why It Matters

Author: Jacob H. Rooksby
Abstract:

Universities generate an enormous amount of intellectual property, including copyrights, trademarks, patents, Internet domain names, and even trade secrets. Until recently, universities often ceded ownership of this property to the faculty member or student who created or discovered it in the course of their research. Increasingly, though, universities have become protective of this property, claiming it for their own use and licensing it as a revenue source instead of allowing it to remain in the public sphere. Many universities now behave like private corporations, suing to protect trademarked sports logos, patents, and name brands.

Yet how can private rights accumulation and enforcement further the public interest in higher education? What is to be gained and lost as institutions become more guarded and contentious in their orientation toward intellectual property? In this pioneering book, law professor Jacob H. Rooksby uses a mixture of qualitative, quantitative, and legal research methods to grapple with those central questions, exposing and critiquing the industry’s unquestioned and growing embrace of intellectual property from the perspective of research in law, higher education, and the social sciences.

While knowledge creation and dissemination have a long history in higher education, using intellectual property as a vehicle for rights staking and enforcement is a relatively new and, as Rooksby argues, dangerous phenomenon for the sector. The Branding of the American Mindpoints to higher education’s love affair with intellectual property itself, in all its dimensions, including newer forms that are less tied to scholarly output. The result is an unwelcome assault on the public’s interest in higher education.

Presuming no background knowledge of intellectual property, and ending with a call to action,The Branding of the American Mind explores applicable laws, legal regimes, and precedent in plain English, making the book appealing to anyone concerned for the future of higher education.

Publisher: Johns Hopkins University Press
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The Courage to Collaborate: The Case for Labor-Management Partnerships in Education

Author: Ken Futernick
Abstract: In The Courage to Collaborate, school turnaround expert Ken Futernick makes the case that collaboration between school management and teacher unions is a necessary condition for educational improvement. The author cites evidence showing that collaboration often leads to increased trust, stronger professional relationships, better policies, better implementation of programs and, ultimately, to better outcomes for students.

Drawing on new research, his own experience, and the experience of dozens of other district and union leaders, Futernick details key features and benefits of labor-management collaboration. He also identifies and addresses several obstacles preventing its widespread adoption, including resistance to change, myths about what collaboration really means, skepticism about unions, lack of technical support, and misguided education policy.

The Courage to Collaborate recommends strategies and tactics for educators, policy makers, and others interested in embracing collaboration over confrontation. Both sides—unions and management—must make changes so that collaboration becomes the norm, rather than the exception, Futernick argues.
Publisher: Harvard Education Press
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The Crisis of Connection: Roots, Consequences, and Solutions

Editor: Niobe Way
Editor: Alisha Ali
Editor: Carol Gilligan
Editor: Pedro Noguera
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Since the beginning of the 21st century, people have become increasingly disconnected from themselves, each other, and the world around them. A “crisis of connection” stemming from growing alienation, social isolation, and fragmentation characterizes modern society. The signs of this “crisis of connection” are everywhere, from decreasing levels of empathy and trust, to burgeoning cases of suicide, depression and loneliness. The astronomical rise in inequality around the world has contributed to the critical nature of this moment. 

To delve into the heart of the crisis, leading researchers and practitioners draw from the science of human connection to tell a five-part story about its roots, consequences, and solutions. In doing so, they reveal how we, in modern society, have been captive to a false story about who we are as human. This false narrative that takes individualism as a universal truth, has contributed to many of the problems that we currently face. The new story now emerging from across the human sciences underscores our social and emotional capacities and needs. The science also reveals the ways in which the privileging of the self over relationships and of individual success over the common good as well as the perpetuation of dehumanizing stereotypes have led to a crisis of connection that is now widespread. Finally, the practitioners in the volume present concrete solutions that show ways we can create a more just and humane world. 

In these divisive times, The Crisis of Connection is an essential resource for bridging the political, religious, identity-based, and ideological gaps among individuals and communities. By exposing the barriers that stand in the way of our human desire to live in connection with ourselves and each other, this book illuminates concrete pathways to enhancing our awareness of our common humanity.

Publisher: NYU Press
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The Critical Advantage: Developing Critical Thinking Skills in School

Author: William T. Gormley
Abstract: In The Critical Advantage, noted scholar and early childhood expert William T. Gormley, Jr. takes a wide-ranging look at the important role of critical thinking in preparing students for college, careers, and civic life.
 
Drawing on research from psychology, philosophy, business, political science, neuroscience, and other disciplines, he offers a contemporary definition of critical thinking and its relationship to other forms of thinking, including creative thinking and problem solving. When defined broadly and taught early, he argues, critical thinking is a “potential cure for some of the biggest problems we face as a nation,” including education deficits, employment deficits, and the recent surge of partisanship in democratic politics. While there are encouraging signs—the Common Core State Standards have drawn attention to the importance of critical thinking—recent efforts have been too narrowly focused on improving textual analysis in high school. Those who might benefit the most from curricula prioritizing critical thinking, including disadvantaged students, are less likely to be represented in courses and other activities that encourage this skill.
 
Gormley argues for prioritizing critical thinking skills in PreK–12. He takes readers into innovative classrooms around the country, including schools in Pennsylvania, Oklahoma, and Virginia, and offers specific recommendations for promoting critical thinking and embedding it across the curriculum.
Publisher: Harvard Education Press
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The Deepest Well: Healing the Long-Term Effects of Childhood Adversity

Author: Nadine Burke Harris
Abstract: Dr. Nadine Burke Harris was already known as a crusading physician delivering targeted care to vulnerable children. But it was Diego—a boy who had stopped growing after a sexual trauma—who galvanized her to dig deeper into the connections between toxic stress and the lifelong illnesses she was tracking among so many of her patients and their families. A survey of more than 17,000 adult patients’ “adverse childhood experiences,” or ACEs, like divorce, substance abuse, or neglect, had proved that the higher a person’s ACE score the worse their health—and now led Burke Harris to an astonishing breakthrough. Childhood stress changes our neural systems and lasts a lifetime. 
 
Through storytelling that delivers both scientific insight and moving stories of personal impact, Burke Harris illuminates her journey of discovery, from research labs nationwide to her own pediatric practice in San Francisco’s Bayview-Hunters Point. For anyone who has faced a difficult childhood, or who cares about the millions of children who do, the innovative and acclaimed health interventions outlined in The Deepest Well will represent vitally important hope for change. 
Publisher: H
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The Every Student Succeeds Act (ESSA): What It Means for Schools, Systems, and States

Editor: Frederick M. Hess
Abstract: This volume provides a thematic and in-depth analysis of the central provisions of this landmark legislation, presenting a range of perspectives. The contributors—leading researchers, policy analysts, and journalists—explore the conflicts and compromises that shaped the emerging law, outline its core provisions, and trace its implications for urban districts, states, and the federal government. Complementing these descriptions are chapters presenting opposing viewpoints on the law’s merits and its ramifications for future reform efforts.
 
Enacted in December 2015, ESSA represents a major shift of the federal role in education, and its provisions touch on almost every aspect of education policy. Yet it arrived in something of a whirlwind, and scholars, advocates, and policy makers are struggling to make sense of this new act. By bringing together leading thinkers to make sense of this important law, The Every Student Succeeds Act provides a solid foundation for scholars, advocates, and policy makers as they begin to navigate a new era in education policy.
Publisher: Harvard Education Press
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THE EXPERIENCE OF NEOLIBERAL EDUCATION

Editor: Bonnie Urciuoli
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The college experience is increasingly positioned to demonstrate its value as a worthwhile return on investment. Specific, definable activities, such as research experience, first-year experience, and experiential learning, are marketed as delivering precise skill sets in the form of an individual educational package.

Through ethnography-based analysis, the contributors to this volume explore how these commodified "experiences" have turned students into consumers and given them the illusion that they are in control of their investment. They further reveal how the pressure to plan every move with a constant eye on a demonstrable return has supplanted traditional approaches to classroom education and profoundly altered the student experience.

Publisher: Berghahn Books
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The First 100 Days in the Main Office: Transforming A School Culture

Author: Alan C. Jones
Abstract: This book presents a series of cultural situations that could occur within the first one-hundred days of a school year: responding to entrenched vocabularies and behaviors, addressing professional and instructional bad habits, enacting alternative teaching scripts, leveraging a policy blindside, redefining the goals and practices of teams, and implementing outside-the-box programs. Each cultural situation offers a new school leader the opportunity to redefine the goals, values, and practices of an entrenched school culture—the Central High way. Administrators reading the title of this book may view one hundred days as an arbitrary number picked out of administrative thin air. I argue that disrupting and replacing organizational and instructional routines is a race against time. Every school day that goes by without some sign of creative destruction is one more day that comfortable organizational and instructional routines live on in main offices and classrooms. The idea for this book originated from a question I asked a former student of mine who had just signed a contract to become the principal of a high school. We were discussing the complexities of changing a school culture when I asked the following question: “What would you do on the first day in your new office to change your school’s culture?” The response to that question described a series managerial routines that all new administrators have learned to perform as they move from the classroom to the main office: organize the office, meet staff, tour the building, write a newsletter, examine data, and visit community venues. Nothing in this conversation described strategies for redefining the beliefs and values of an entrenched school culture. With this conversation in mind, I made it a point in my formal and informal contacts with school administrators to always ask the question: “What would you do in the first day in your new office to change your school’s culture?” The most common responses involved reviewing district documents, touring facilities, meeting staff, listening to stakeholders and managing systems. In each conversation, school leaders populated their responses with the current jargon of school reform: learning communities, data mining, standards-based curriculum, differentiated learning, common core standards, formative assessment, race to the top, continuous improvement, etc. While these responses encompass reasonable behaviors on the first day in the main office, not one of these actions possesses the capacity to connect educational values expressed in school mission statements—why are we here—to daily organizational and instructional routines. Each activity gives the appearance of leading, but produces no connections between beliefs, values, and practices. Although none of these responses would make or break a school culture, they do represent a pattern of thinking and behaving that holds out little possibility of fundamentally changing a school’s culture.
Publisher: Information Age
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The Fog of Reform: Getting Back to a Place Called School

Author: George A. Goens
Abstract: This book covers the fog of reform and getting back to the ideal of a place called school. The sections describe a new metaphor and approach to change and examine the forces and ideals that can bring about the schools children need. Principles and values transform organizations, not mandates and fear. Recipes for making schools into caring places for children do not exist. Great schools must be created one-by-one. Numbers don't create change; people and passion do.
Publisher: Rowman & Littlefield
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The Growing OutofSchool Time Field: Past, Present, and Future

Editor: Helen Janc Malone
Editor: Tara Donahue
Abstract: Leading OST experts explore latest knowledge, intentionally bridging research and practice, and propose new areas of inquiry within each of the following six sections: OST as a vehicle for young people’s development; socio-cultural dimensions of OST; professional development within OST; research- and evaluation-informed field; OST advocacy; and future directions for the OST field. The OST field has grown considerably over the last two decades. Today, we have the frameworks, practice- and research-based knowledge and tools, and burgeoning paths to advance the field across multiple dimensions: demographic, stakeholder groups, contexts, systems and sectors, and disciplines. The hallmark of the OST field has been the ability to remain agile and adaptable to change in a way that complements the field and supports all children and young people in diverse ways. This anthology is designed to be a platform for research-practice discussions and future directions that could further grow, sustain, and improve the field. We hope this book inspires both reflections and conversations on the OST field.
Publisher: Information Age
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The Hidden Link Between Vision and Learning: Why Millions of Learning-Disabled Children Are Misdiagnosed

Author: Wendy Beth Rosen
Abstract: Vision, in all its complexity, is more than meets the eye. The knowledge that lies between the covers of this book will define, with depth and clarity, what this magnificent sense actually encompasses and why it is critical to the learning process. Far beyond 20/20, vision involves more than two-dozen skills that enable us to navigate through the world. 

There are inestimable numbers of children who are struggling with learning, and compromised in ways most people are unaware of, because these little-known visual skills are not functioning properly. This can profoundly impact a child’s success in school, and in life. The symptoms of an unrecognized vision disorder can mimic other conditions, for which many children may be classified or medicated. Because of this, the potential for misdiagnosing the true cause of a child’s struggles is enormous. 

This book reveals the untold facts about the sense we rely on most and understand the least. You will come away fully informed, enriched, and equipped with answers that will shed light on why so many children are beset with stress and struggle.
Publisher: Rowman & Littlefield
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The Intellectual Properties of Learning: A Prehistory from Saint Jerome to John Locke

Author: John Willinsky
Abstract: Providing a sweeping millennium-plus history of the learned book in the West, John Willinsky puts current debates over intellectual property into context, asking what it is about learning that helped to create the concept even as it gave the products of knowledge a different legal and economic standing than other sorts of property.
 
Willinsky begins with Saint Jerome in the fifth century, then traces the evolution of reading, writing, and editing practices in monasteries, schools, universities, and among independent scholars through the medieval period and into the Renaissance. He delves into the influx of Islamic learning and the rediscovery of classical texts, the dissolution of the monasteries, and the founding of the Bodleian Library before finally arriving at John Locke, whose influential lobbying helped bring about the first copyright law, the Statute of Anne of 1710. Willinsky’s bravura tour through this history shows that learning gave rise to our idea of intellectual property while remaining distinct from, if not wholly uncompromised by, the commercial economy that this concept inspired, making it clear that today’s push for marketable intellectual property threatens the very nature of the quest for learning on which it rests.
Publisher: University of Chicago Press
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The Internal Coherence Framework: Creating the Conditions for Continuous Improvement in Schools

Author: Michelle L. Forman
Author: Elizabeth Leisy Stosich
Author: Candice Bocala
Abstract: 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.

Internal coherence is defined as the ability of educators in a school or system to connect and align resources to carry out an improvement strategy, engage in collective learning, and use that learning to provide students with richer educational opportunities. The internal coherence framework featured in the book brings together three important domains of research: leadership for learning, organizational improvement, and instructional efficacy.
 
School or system leaders who progress through this book with colleagues will develop a shared vision for ambitious teaching and learning anchored in the instructional core; organize the work of the leadership and teacher teams to advance this vision; and build psychologically safe team, school, and system cultures to support the risk taking and constructive challenges necessary to move schools or systems to the next level of performance.

At the heart of the book is a survey and rubric that can help schools better understand their strengths and weaknesses and the kinds of resources they need to support student learning. The book blends theory and practice to bring tested wisdom to bear on critical issues of education leadership and professional learning.
Publisher: Harvard Education Press
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The Malaise of Academic Scholarship: Why It Starts with the Doctoral Dissertation as a Baptism of Fire

Author: John J. Hampton
Abstract: This book tackles the task of improving academic scholarship generally and dissertation expectations specifically.
Publisher: Rowman & Littlefield Publishers
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The Meaningful Writing Project: Learning, Teaching and Writing in Higher Education

Author: Michele Eodice
Author: Anne Ellen Geller
Author: Neal Lerner
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In the face of the continuing discourse of crisis in US education, The Meaningful Writing Project offers readers an affirming story of writing in higher education that shares students’ experiences in their own voices. In presenting the results of a three-year study consisting of surveys and interviews of university seniors and their faculty across three diverse institutions, authors Michele Eodice, Anne Ellen Geller, and Neal Lerner consider students’ perceptions of their meaningful writing experiences, the qualities of those experiences, and instructors’ perspectives on assignment design and delivery.

This study confirms that meaningful assignments offer students opportunities to engage with instructors, peers, and texts and are relevant to past experiences and passions as well as to future aspirations and identities. Meaningful writing occurs across majors, in both required and elective courses, and beyond students’ years at college. Additionally, the study makes clear that faculty across the curriculum devote significant care and attention to creating writing assignments that support student learning, as they understand writing performance to be a developmental process connected to overall cognitive and social development, student engagement with learning, and success in a wide variety of disciplines and professions.

The Meaningful Writing Project provides writing center directors, WPAs, other composition scholars, and all faculty interested in teaching and learning with writing an unprecedented look into the writing projects students find meaningful.

Publisher: Utah State University Press
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The New Democratic Professional in Education: Confronting Markets, Metrics, and Managerialism

Author: Gary L. Anderson
Author: Michael Ian Cohen
Abstract: This timely and accessible book examines two waves of business influence that created models of schooling that are out of touch with the experiences of students, the professional expertise of teachers, and the needs and interests of local communities. The book also describes the forms of resistance that are currently emerging to fight for the democratic mission of a public education. Building on these promising efforts, the authors present a vision for a new democratic professional that is grounded in participatory communities of practice, as well as advocacy for and input from school communities.
Publisher: Teachers College Press
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The Politics of Writing Studies: Reinventing Our Universities from Below

Author: Robert Samuels
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A friendly critique of the field, The Politics of Writing Studies examines a set of recent pivotal texts in composition to show how writing scholarship, in an effort to improve disciplinary prestige and garner institutional resources, inadvertently reproduces structures of inequality within American higher education. Not only does this enable the exploitation of contingent faculty, but it also puts writing studies—a field that inherently challenges many institutional hierarchies—in a debased institutional position and at odds with itself.

Instead of aligning with the dominant paradigm of research universities, where research is privileged over teaching, theory over practice, the sciences over the humanities, and graduate education over undergraduate, writing studies should conceive itself in terms more often associated with labor. By identifying more profoundly as workers, as a collective in solidarity with contingent faculty, writing professionals can achieve solutions to the material problems that the field, in its best moments, wants to address. Ultimately, the change compositionists want to see in the university will not come from high theory or the social science research agenda; it must come from below.

Offering new insight into a complex issue, The Politics of Writing Studies will be of great interest to writing studies professionals, university administrators, and anyone interested in the political economy of education and the reform of institutions of higher education in America.

Publisher: Utah State University Press
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The Promise and Practice of Next Generation Assessment

Author: David T. Conley
Abstract:

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.

Publisher: Harvard Education Press
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