Education Review
type: channel
description: Sign up to receive regular updates on what we publish. NEW! Featuring the latest Acquired Wisdom essays by Anna Neumann and Aaron Pallas, Pushmi-Pullyu: A Joint Autobiography, and Ernest House, Creating New Ideas in Evaluation.
publisher: Mary Lou Fulton College for Teaching and Learning Innovation
language: en-US
publication name: Education Review
issn: 1094-5296
copyright: Copyright is retained by the first or sole author, who grants right of first publication to the Education Review. Readers are free to copy, display, distribute, and adapt this article, as long as the work is attributed to the author(s) and Education Review, the changes are identified, and the same license applies to the derivative work. All journal content from 1998-2020 and was published under an earlier Creative Commons license: http://creativecommons.org/licenses/by-nc-sa/3.0
items: Review of The Eclipse of Reason: Reclaiming Western Education for Today, by Wilfred Carr
items: Review of Undeclared: A Philosophy of Formative Higher Education, by Chris Higgins
items: Review of Brothers in Grief: The Hidden Toll of Gun Violence on Black Boys and Their Schools, by Nora Gross
items: Review of Sanctuary School: Innovating to Empower Immigrant Youth, by Chandler Patton Miranda
items: Review of Teaching from an Ethical Center: Practical Wisdom for Daily Instruction, by Cara Furman
items: Review of Inclusive Education, Social Justice, and Multilingualism, by Sviatlana Karpava (Ed.)
items: Review of The Digital Delusion: How Classroom Technology Harms Our Kids’ Learning—and How to Help Them Thrive Again, by J. C. Horvath
items: Review of Epistemological Beliefs and Critical Thinking in Mathematics, by Benjamin Rott
items: Review of Reading and Writing for Pleasure: A Framework for Practice, by Teresa Cremin et al.
items: Review of Reading Assessment Done Right: Tools and Techniques for Data-Driven Instruction, by Stephanie Stollar & Kate Winn
items: Review of The New College Classroom, by Cathy N. Davidson & Christina Katopodis
items: Review of The Safetyfication of Education: Neoliberalism, Psychopolitics and the End of Critical Education, by Marta Estellés
items: Review of An Abundance of Caution: American Schools, the Virus, and a Story of Bad Decisions, by David Zweig
items: Review of Beyond Belief: How Evidence Shows What Really Works, by Helen Pearson
items: Review of Miracle Children: Race, Education, and a True Story of False Promises, by Katie Benner & Erica L. Green
items: Review of The Balancing Act: An Evidence-Based Approach to Teaching Phonics, Reading, and Writing, by Dominic Wyse & Charlotte Hacking
items: Review of Feminist Pedagogy for Teaching Online, by Jacquelyne Thoni Howard et al.
items: Review of Brave New Words: How AI Will Revolutionize Education (and Why That's a Good Thing), by Salman Khan
items: Review of The Big Lie about Race in America's Schools, by Royel M. Johnson & Shaun R. Harper (Eds.)
items: Review of The Kid Across the Hall: The Fight for Opportunity in Our Schools, by Reid Saaris
items: https://edrev.asu.edu/index.php/ER/article/view/4399
items: Review of Teaching Machines: The History of Personalized Learning, by Audrey Watters
items: Review of Empowering Teachers for Equitable and Sustainable Education: Action Research, Teacher Agency, and Online Community, by Maria Teresa Tatto & Lindsey Brown
items: Review of Fostering Teachers’ Mental Health: Evidence from Theory, Research, and Practice by Dr. Valeria Cavioni
items: Review of Preventing Challenging Behaviors in Your Classroom: Classroom Management and Positive Behavior Support, by Matt Tincani
items: Review of Effective Alternative Assessment Practices in Higher Education, by Antione D. Tomlin and Christine M. Nowik
items: Reseña de libro Los Nudos de la Universidad: El Estado y los Actores Universitarios (1821–2021), por Marcos Garfías
items: Review of Accelerating the Literacy Performance of Bilingual Students: Evidence-Based Instruction in Grades K-6, by Georgia E. García
items: Review of Crisis as Catalyst: Equity-Oriented School Leadership during Difficult Times, by Patricia M. Virella
items: Review of Learning Inclusion in a Digital Age: Belonging and Finding a Voice with the Disadvantaged, by Stephen Dobson et al.
items: Review of Critical AI in K–12 Classrooms: A Practical Guide for Cultivating Justice and Joy, by Stephanie Smith Budhai and Marie K. Heath
items: Review of Generative AI and Education: Practices and Theories, by Mariano Pimentel and Felipe Carvalho
items: Review of Looking beyond Words: Visual Research Methods in Education, by Kwok Kuen Tsang
items: Review of Teaching Storytelling in Classrooms and Communities: Amplifying Student Voices and Inspiring Social Change, by Maru Gonzalez, Michael Kokozos, and Christy Byrd
items: Resenha do Fotografia como Fonte de Pesquisa: da História da Educação à História de Trabalho-educação, por Maria Ciavatta et al.
items: Review of Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning, by Gholdy Muhammad
items: Review of Be the Architect of Your Inclusive Classroom: Building Communities for Learning, by Celia Oyler, Erika H. Hooper & Britt Hamre
items: Review of The Complexities of Equity: Navigating Shades of Gray in Schools and Organizations, by Latish C. Reed
items: Review of Reframing Learning as World- Making: Dialogic Practices and the Politics of Digitalization, by Ernst Schraube
items: Review of An Education: How I Changed My Mind about Schools and Almost Everything Else, by Diane Ravitch
items: Review of Hidden in Blackness: Being Black and Being an Immigrant in US Schools and Colleges, by Crystal A. George Mwangi and Adaurennaya C. Onyewuenyi
items: Review of Vaccine Wars: The Two-Hundred-Year Fight for School Vaccinations, by Kim Tolley
items: Review of From Foster Care to College: Navigating Educational Challenges and Creating Possibilities, by Royel M. Johnson
items: Review of Measuring to Improve: Practical Measurement to Support Continuous Improvement in Education, by P. G. LeMahieu & P. Cobb
items: Review of Off The Mark: How Grades, Ratings, and Rankings Undermine Learning (but Don't Have To), by Jack Schneider & Ethan L. Hutt
items: NEPC Review: Beyond Race: What Really Drives Wisconsin’s Achievement Gap (Wisconsin Institute for Law & Liberty, March 2026) [Reprint].
items: NEPC Review: Who’s on Board? School Boards and Political Representation in an Age of Conflict (Fordham Institute, October 2025) [Reprint].
items: NEPC Review: Estimating the Long-Run Impact of a Universal ESA Program in Mississippi (EdChoice, December 2025) [Reprint].
items: NEPC Review: A New Direction for Students in an AI World: Prosper, Prepare, Protect (Brookings Institution, January 2026). [Reprint].
items: NEPC Review: Redrawing the Lines: How Purposeful School System Redistricting Can Increase Funding Fairness and Decrease Segregation (New America, September 2025). [Reprint].
items: NEPC Review: Measuring Artificial Intelligence in Education (Bellwether, October 2025) [Reprint].
items: NEPC Review: A State-Level Perspective on School Spending and Educational Outcomes (Brookings Institution, Sept 2025). [Reprint].
items: NEPC Review: ESA’s in Arizona: Q3 2025 Report (Common Sense Institute Arizona, October 2025). [Reprint].
items: NEPC Review: Wisconsin’s Most Cost-Effective K-12 Program (School Choice Wisconsin, August 2025). [Reprint].
items: Pushmi-Pullyu: A Joint Autobiography [Acquired Wisdom Series]

Review of The Eclipse of Reason: Reclaiming Western Education for Today, by Wilfred Carr
type: item
description: In this insightful review, Bob Stake asks readers to consider the following question: "If Education is the question, is Reasoning the answer?"
creator: Robert E. Stake
rights: Copyright (c) 2026 Robert E. Stake https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-24
publication date: 2026-06-24
volume: 33
doi: 10.14507/er.v33.4657

Review of Undeclared: A Philosophy of Formative Higher Education, by Chris Higgins
type: item
description: This book offers a sustained philosophical critique of contemporary higher education and articulates a compelling alternative grounded in formative learning. Drawing on philosophy of education, moral philosophy, and cultural criticism, Chris Higgins interrogates the corporatization, instrumentalization, and credentialism that dominate modern universities. Structured as three extended essays and reflective interludes, Higgins reconceptualizes higher education as a space for the formation of persons rather than the production of market-ready credentials. He develops the notion of “formative higher education” as an existential and ethical project, emphasizing integrity, aesthetic education, and humane vocation. Combining philosophical argument with literary, historical, and institutional analysis, this book resists technocratic solutions and instead reclaims education as a lived, meaning-making practice. Overall, the work makes a significant contribution to debates on the aims of higher education and the future of liberal learning.
creator: Ratan Sarkar
creator: Mayurdip Kashyap
rights: Copyright (c) 2026 Ratan Sarkar, Mayurdip Kashyap https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-24
publication date: 2026-06-24
volume: 33
doi: 10.14507/er.v33.4591

Review of Brothers in Grief: The Hidden Toll of Gun Violence on Black Boys and Their Schools, by Nora Gross
type: item
description: Brothers in Grief by Nora Gross is a poignant, deeply moving ethnographic account of the untimely and violent deaths of Black boys that have occured in a short time span at the elite, charter school, Boys' Prep in Philadelphia. Gross's book sheds light on societal violence, especially in Philadelphia, structural barriers to grief in educational institutions, and racialized masculinity leading to stoicism and repression of emotional expression among Black males.
creator: Jullett Frazer-Sadaar
rights: Copyright (c) 2026 Jullett Frazer-Sadaar https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-17
publication date: 2026-06-17
volume: 33
doi: 10.14507/er.v33.4633

Review of Sanctuary School: Innovating to Empower Immigrant Youth, by Chandler Patton Miranda
type: item
description: This review highlights the book’s significance for contemporary discussions of immigrant justice, school climate, belonging, and equity-centered school design, with particular attention to sanctuary as both a policy orientation and a set of educational practices for immigrant-impacted students. This timely and consequential volume will be of interest to scholars, teacher educators, and school leaders concerned with educational equity and immigrant-origin youth.
creator: Anne Holdren
rights: Copyright (c) 2026 Anne Holdren https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-17
publication date: 2026-06-17
volume: 33
doi: 10.14507/er.v33.4611

Review of Teaching from an Ethical Center: Practical Wisdom for Daily Instruction, by Cara Furman
type: item
description: In this highly readable book about teaching and ethics, Cara Furman weaves philosophical ideas together with examples of teaching practices so that philosophy illuminates the teaching practices, giving them both a new depth. Rather than an abstract treatise about philosophical concepts, Teaching from an Ethical Center is a practical book for teacher educators, teachers, and philosophers of education to explore and articulate their own teaching goals.
creator: Katherine Schultz
rights: Copyright (c) 2026 Katherine Schultz https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-10
publication date: 2026-06-10
volume: 33
doi: 10.14507/er.v33.4652

Review of Inclusive Education, Social Justice, and Multilingualism, by Sviatlana Karpava (Ed.)
type: item
creator: Sazzad Hossain
rights: Copyright (c) 2026 Sazzad Hossain https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-10
publication date: 2026-06-10
volume: 33
doi: 10.14507/er.v33.4617

Review of The Digital Delusion: How Classroom Technology Harms Our Kids’ Learning—and How to Help Them Thrive Again, by J. C. Horvath
type: item
creator: Manouchehr Madani Civi
rights: Copyright (c) 2026 Manouchehr Madani Civi https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-03
publication date: 2026-06-03
volume: 33
doi: 10.14507/er.v33.4627

Review of Epistemological Beliefs and Critical Thinking in Mathematics, by Benjamin Rott
type: item
description: A major issue in mathematics education is students’ tendency to focus on obtaining correct answers without understanding the reasoning process. Benjamin Rott explores this issue in his book, Epistemological Belief and Critical Thinking in Mathematics. The book emphasizes the importance of deep understanding, reflection, and the use of assessment methods that can effectively capture students’ cognitive processes during mathematics learning. For Rott, the development of critical thinking in mathematics depends more on the quality of argumentation and reasoning processes than on final answers or the beliefs themselves.
creator: Geza Pesesa
creator: Duano Sapta Nusantara
rights: Copyright (c) 2026 Geza Pesesa, Duano Sapta Nusantara https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-03
publication date: 2026-06-03
volume: 33
doi: 10.14507/er.v33.4625

Review of Reading and Writing for Pleasure: A Framework for Practice, by Teresa Cremin et al.
type: item
description: In this volume, Cremin et al. explore why enjoyment matters in helping students become readers and writers and encourage teachers to move beyond a skills-only focus and create classroom environments where students genuinely want to read and write. Drawing on classroom connections and reflection, they consider how making space for choice, engagement, and meaningful experiences can shape how students see themselves as readers and writers. The emphasis is that pleasure is not an extra, but an important part of supporting lifelong literacy.
creator: Heather Hayen
rights: Copyright (c) 2026 Heather Hayen https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-27
publication date: 2026-05-27
volume: 33
doi: 10.14507/er.v33.4613

Review of Reading Assessment Done Right: Tools and Techniques for Data-Driven Instruction, by Stephanie Stollar & Kate Winn
type: item
description: In Reading Assessment Done Right, Stollar and Winn seek to reposition reading assessment as a tool for instructional decision-making rather than compliance. The authors argue for the use of assessments that generate actionable data and provide a structured framework for interpreting results and adjusting instruction. This review examines the clarity and practicality of that framework, particularly the use of the Collaborative Improvement Cycle and the emphasis on distinguishing between useful and non-useful data. While the book offers strong guidance for interpreting assessment results, this review highlights the challenges of implementing these recommendations within real classroom and district constraints and the gap between well-designed assessment systems and their practical use.
creator: Amber Woodard
rights: Copyright (c) 2026 Amber Woodard https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-27
publication date: 2026-05-27
volume: 33
doi: 10.14507/er.v33.4634

Review of Undeclared: A Philosophy of Formative Higher Education, by Chris Higgins
type: item
description: Undeclared—a volume consisting of three major essays linked by shorter interludes—addresses a single question: What would it mean for higher education to take human formation seriously?
creator: Leonard Waks
rights: Copyright (c) 2026 Leonard Waks https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-20
publication date: 2026-05-20
volume: 33
doi: 10.14507/er.v33.4643

Review of The New College Classroom, by Cathy N. Davidson & Christina Katopodis
type: item
description: In The New College Classroom, authors Davidson and Katopodis translate cutting-edge research in learning science and pedagogy into ready-to-use strategies that instructors in any discipline may incorporate into their courses to create an environment that is truly conducive to learning. These empirically driven, classroom-tested techniques of active learning―from the participatory syllabus and ungrading to grab-and-go activities for every day of the term―have achieved impressive results at community colleges and research universities, on campus, online, and in hybrid settings. Davidson and Katopodis explain how and why their approach is more effective than conventional methods of instruction and provide detailed case studies of educators successfully applying active-learning techniques in their courses every day, ensuring that their students are better prepared for the world after college.
creator: Brianne McGee
rights: Copyright (c) 2026 Brianne McGee https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-20
publication date: 2026-05-20
volume: 33
doi: 10.14507/er.v33.4497

Review of The Safetyfication of Education: Neoliberalism, Psychopolitics and the End of Critical Education, by Marta Estellés
type: item
description: English and Spanish versions of Diego Palacios's review of The Safetyfication of Education, an open access book in which author Marta Estellés examines the dominance of safety discourses in education and its connection with neoliberalism.
creator: Diego Palacios Díaz
rights: Copyright (c) 2026 Diego Palacios Díaz https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-13
publication date: 2026-05-13
volume: 33
doi: 10.14507/er.v33.4605

Review of An Abundance of Caution: American Schools, the Virus, and a Story of Bad Decisions, by David Zweig
type: item
description: This review offers a thoughtful and incisive examination of David Zweig's post-pandemic critique of mitigation efforts within American schools during the COVID crisis.
creator: T. Jameson Brewer
rights: Copyright (c) 2026 T. Jameson Brewer https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-13
publication date: 2026-05-13
volume: 33
doi: 10.14507/er.v33.4615

Review of Beyond Belief: How Evidence Shows What Really Works, by Helen Pearson
type: item
description: Using evidence to make the case for using evidence, Pearson's latest book takes examples from a wide range of disciplines to demonstrate the importance of considering evidence in decision making.
creator: Daniel H. Robinson
rights: Copyright (c) 2026 Daniel H. Robinson https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-06
publication date: 2026-05-06
volume: 33
doi: 10.14507/er.v33.4636

Review of Miracle Children: Race, Education, and a True Story of False Promises, by Katie Benner & Erica L. Green
type: item
creator: Howard Wainer
rights: Copyright (c) 2026 Howard Wainer https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-04-29
publication date: 2026-04-29
volume: 33
doi: 10.14507/er.v33.4629

Review of The Balancing Act: An Evidence-Based Approach to Teaching Phonics, Reading, and Writing, by Dominic Wyse & Charlotte Hacking
type: item
creator: Sangita Sapkota
rights: Copyright (c) 2026 Sangita Sapkota https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-04-22
publication date: 2026-04-22
volume: 33
doi: 10.14507/er.v33.4589

Review of Feminist Pedagogy for Teaching Online, by Jacquelyne Thoni Howard et al.
type: item
creator: Mariam Alothman
rights: Copyright (c) 2026 Mariam Alothman https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-04-22
publication date: 2026-04-22
volume: 33
doi: 10.14507/er.v33.4499

Review of Brave New Words: How AI Will Revolutionize Education (and Why That's a Good Thing), by Salman Khan
type: item
creator: Rick Garlikov
rights: Copyright (c) 2026 Rick Garlikov https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-04-15
publication date: 2026-04-15
volume: 33
doi: 10.14507/er.v33.4621

Review of The Big Lie about Race in America's Schools, by Royel M. Johnson & Shaun R. Harper (Eds.)
type: item
creator: Elsie Szecsy
rights: Copyright (c) 2026 Elsie Szecsy https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-04-08
publication date: 2026-04-08
volume: 33
doi: 10.14507/er.v33.4493

Review of The Kid Across the Hall: The Fight for Opportunity in Our Schools, by Reid Saaris
type: item
creator: Candace Carrier
rights: Copyright (c) 2026 Candace Carrier https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-04-08
publication date: 2026-04-08
volume: 33
doi: 10.14507/er.v33.4583

https://edrev.asu.edu/index.php/ER/article/view/4399
type: item
title: Review of Inteligência Artificial e Educação Superior: Caminhos Estratégicos para um Futuro Etico e Inovador [Artificial Intelligence and Higher Education: Strategic Paths for an Ethical and Innovative Future], by Iara de Xavier and Max Damas
creator: Harlen Cardoso Divino
rights: Copyright (c) 2026 Harlen Cardoso Divino https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-04-01
publication date: 2026-04-01
volume: 33
doi: 10.14507/er.v33.4399

Review of Teaching Machines: The History of Personalized Learning, by Audrey Watters
type: item
creator: Ayesha Siddiqua
rights: Copyright (c) 2026 Ayesha Siddiqua https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-04-01
publication date: 2026-04-01
volume: 33
doi: 10.14507/er.v33.4587

Review of Empowering Teachers for Equitable and Sustainable Education: Action Research, Teacher Agency, and Online Community, by Maria Teresa Tatto & Lindsey Brown
type: item
description: A transparent account of a fully online M.Ed. in Global Education (at Mary Lou Fulton College for Teaching and Learning Innovation, Arizona State University) program, including philosophy, curriculum, assessment, and outcomes.
creator: Clare Brooks
rights: Copyright (c) 2026 Clare Brooks https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-25
publication date: 2026-03-25
volume: 33
doi: 10.14507/er.v33.4601

Review of Fostering Teachers’ Mental Health: Evidence from Theory, Research, and Practice by Dr. Valeria Cavioni
type: item
creator: Carrie M. Webster
rights: Copyright (c) 2026 Carrie M. Webster https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-18
publication date: 2026-03-18
volume: 33
doi: 10.14507/er.v33.4335

Review of Preventing Challenging Behaviors in Your Classroom: Classroom Management and Positive Behavior Support, by Matt Tincani
type: item
description: This book provides educators with guidance on how to effectively implement Positive Behavior Supports (PBS) into their classrooms.
creator: Brianne McGee
rights: Copyright (c) 2026 Brianne McGee https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-18
publication date: 2026-03-18
volume: 33
doi: 10.14507/er.v33.4355

Review of Effective Alternative Assessment Practices in Higher Education, by Antione D. Tomlin and Christine M. Nowik
type: item
creator: Kathryn Webster
rights: Copyright (c) 2026 Kathryn Webster https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-11
publication date: 2026-03-11
volume: 33
doi: 10.14507/er.v33.4327

Reseña de libro Los Nudos de la Universidad: El Estado y los Actores Universitarios (1821–2021), por Marcos Garfías
type: item
description: This is a Spanish-language review of the book Los Nudos de la Universidad: El Estado y los Actores Universitarios (1821–2021) [The Knots of the University: The State and University Actors (1821–2021)], by the historian Marcos Garfías, published in 2024 by the Ministry of Culture of Peru. <pre id="tw-target-text" class="tw-data-text tw-text-large tw-ta" dir="ltr" tabindex="-1" role="text" data-placeholder="Translation" data-ved="2ahUKEwj7_Pb-jYeTAxVNIUQIHdoFA74Q3ewLegQIDBAW" aria-label="Translated text: Bibliographical review of the book The Knots of the University: The State and University Actors (1821–2021), by the historian Marcos Garfías, published in 2024 under the auspices of the Ministry of Culture of Peru.">
creator: C. Fidel Revilla Arizaca
rights: Copyright (c) 2026 C. Fidel Revilla Arizaca https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-11
publication date: 2026-03-11
volume: 33
doi: 10.14507/er.v33.4363

Review of Accelerating the Literacy Performance of Bilingual Students: Evidence-Based Instruction in Grades K-6, by Georgia E. García
type: item
creator: Evan McCormick
rights: Copyright (c) 2026 Evan McCormick https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-04
publication date: 2026-03-04
volume: 33
doi: 10.14507/er.v33.4537

Review of Crisis as Catalyst: Equity-Oriented School Leadership during Difficult Times, by Patricia M. Virella
type: item
description: The review discusses Crisis as Catalyst: Equity-Oriented School Leadership During Difficult Times, a significant text due to post-COVID-19 impact, increasing natural disasters, and violence, all of which create the need for crisis protocols to be implemented in U. S. schools.
creator: Kayla Leake
rights: Copyright (c) 2026 Kayla Leake https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-04
publication date: 2026-03-04
volume: 33
doi: 10.14507/er.v33.4341

Review of Learning Inclusion in a Digital Age: Belonging and Finding a Voice with the Disadvantaged, by Stephen Dobson et al.
type: item
creator: Ratan Sarkar
rights: Copyright (c) 2026 Ratan Sarkar https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-04
publication date: 2026-03-04
volume: 33
doi: 10.14507/er.v33.4585

Review of Critical AI in K–12 Classrooms: A Practical Guide for Cultivating Justice and Joy, by Stephanie Smith Budhai and Marie K. Heath
type: item
description: This book offers teachers a grounded, hopeful way to approach artificial intelligence in education. The authors situate AI as a social and ethical system rather than a neutral tool, guiding readers to understand who benefits from technology and who might be left out. Drawing on culturally sustaining, abolitionist, and fugitive pedagogies, they invite teachers to balance reflection and action, adopting AI thoughtfully or refusing it when necessary. This review explores how Budhai and Heath turn complex ideas about algorithmic bias and digital justice into accessible classroom conversations. The authors write with genuine respect for teacher judgment and a deep regard for student identity. Their message encourages discernment as an act of professional courage. More than a guide to new technology, the book reads like an invitation to teach with empathy, awareness, and joy.
creator: Jeanne Charles
rights: Copyright (c) 2026 Jeanne Charles https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-25
publication date: 2026-02-25
volume: 33
doi: 10.14507/er.v33.4345

Review of Generative AI and Education: Practices and Theories, by Mariano Pimentel and Felipe Carvalho
type: item
description: This is a critical Portuguese-language review of the e-book Generative AI and Education: Practices and Theories, authored by Pimentel and Carvalho, who present artificial intelligence as an interlocutor and co-author in the learning process. They argue that AI should enhance teacher mediation and student authorship, without replacing them. They introduce the notion of hybrid authorship and relate the pedagogy of the prompt to the Freirean legacy, highlighting the importance of its ethical use, based on the reconfiguration of didactic situations and critical reflection.
creator: Mirian Maia do Amaral
rights: Copyright (c) 2026 Mirian Maia do Amaral https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-25
publication date: 2026-02-25
volume: 33
doi: 10.14507/er.v33.4407

Review of Looking beyond Words: Visual Research Methods in Education, by Kwok Kuen Tsang
type: item
creator: Elsie Szecsy
rights: Copyright (c) 2026 Elsie Szecsy https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-18
publication date: 2026-02-18
volume: 33
doi: 10.14507/er.v33.4253

Review of Teaching Storytelling in Classrooms and Communities: Amplifying Student Voices and Inspiring Social Change, by Maru Gonzalez, Michael Kokozos, and Christy Byrd
type: item
creator: Carrie Hoffman
rights: Copyright (c) 2026 Carrie Hoffman https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-18
publication date: 2026-02-18
volume: 33
doi: 10.14507/er.v33.4333

Resenha do Fotografia como Fonte de Pesquisa: da História da Educação à História de Trabalho-educação, por Maria Ciavatta et al.
type: item
description: In this book, Maria Ciavatta and co-authors develop the methodology of photography as a research source in the study of the history of education and work-education. The thread weaving through the chapters is the dialogue with theses and dissertations that have worked with photographs, from different theoretical frameworks, and the concepts of historical materialism.
creator: Darien Bragança
rights: Copyright (c) 2026 Darien Bragança https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-18
publication date: 2026-02-18
volume: 33
doi: 10.14507/er.v33.4381

Review of Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning, by Gholdy Muhammad
type: item
description: Unearthing Joy is Dr. Gholdy Muhammad's latest book about culturally responsive teaching, rooted in joy. Following her 2020 book, Cultivating Genius, this volume brings joy to the forefront of the curriculum and the classroom through art, music, creativity, and culture - elements missing from much of today's pedagogy. From ideas to solid lesson plans and curriculum changes, Muhammad offers feasible pathways to implement these critical changes. Educators of all ages will benefit from an immersive reading of this book, and the lessons resonate deep within educators and students alike, calling for a new kind of pedagogy.
creator: Allie Bellows
rights: Copyright (c) 2026 Allie Bellows https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-11
publication date: 2026-02-11
volume: 33
doi: 10.14507/er.v33.4383

Review of Be the Architect of Your Inclusive Classroom: Building Communities for Learning, by Celia Oyler, Erika H. Hooper & Britt Hamre
type: item
description: In a world full of diversity, the classroom can be a place where all the students feel safe with their learning struggles. To build an inclusive classroom, teachers must reflect on their own practices and how they are informed by racial position, ethical perspective, linguistic identities, socio-economic status, current/previous traumas, cultural situation, social media influences, and other factors. This book encourages readers to think deeply about this process and ways to help make their own classroom inclusive for all.
creator: Mussarath Mehedi
rights: Copyright (c) 2026 Mussarath Mehedi https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-11
publication date: 2026-02-11
volume: 33
doi: 10.14507/er.v33.4337

Review of The Complexities of Equity: Navigating Shades of Gray in Schools and Organizations, by Latish C. Reed
type: item
description: The Complexities of Equity: Navigating Shades of Gray in Schools and Organizations is a beneficial volume for both educators and education professionals as they self-reflect and move from intention to action in their journey towards justice in an equity-based workplace.
creator: Md Mamunur Rashid Zaber
rights: Copyright (c) 2026 Md Mamunur Rashid Zaber https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-04
publication date: 2026-02-04
volume: 33
doi: 10.14507/er.v33.4339

Review of Reframing Learning as World- Making: Dialogic Practices and the Politics of Digitalization, by Ernst Schraube
type: item
description: In the digital age, shifting technological and communicative landscapes have raised urgent questions about the nature and purpose of learning. In Digitalization and Learning as a Worlding Practice: Why Dialogue Matters, Ernst Schraube reconceptualizes learning as a dialogic and world-making process, moving beyond traditional models of knowledge acquisition. Drawing from Critical Psychology and the Social Psychology of Technology, Schraube develops a subject- and world-centered psychological framework that foregrounds the relational, affective, and political dimensions of digital learning. Central to this framework is the concept of tentacular learning, a collective, entangled form of meaning-making rooted in dialogue, which is situated alongside processes of attention (Ingold, 2018), resonance (Rosa, 2019), and affinitive self-organization (Holzkamp, 1993). The book also interrogates the politics of digitalization, analyzing how technological systems both open possibilities and impose constraints within what Schraube terms “worlding practices.” This review critically engages with Schraube’s contributions through theoretical, empirical, and practical lenses, highlighting how his work challenges dominant instrumentalist narratives and offers a compelling reimagining of learning in digitally mediated contexts. The review also situates Schraube’s work within broader sociotechnical debates, including the shaping of digital subjectivity, public knowledge, and affective relations in platform societies.
creator: Sumeyye Arpaci
rights: Copyright (c) 2026 Sumeyye Arpaci https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-04
publication date: 2026-02-04
volume: 33
doi: 10.14507/er.v33.4301

Review of An Education: How I Changed My Mind about Schools and Almost Everything Else, by Diane Ravitch
type: item
creator: Michael W. Apple
rights: Copyright (c) 2026 Michael W. Apple https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-28
publication date: 2026-01-28
volume: 33
doi: 10.14507/er.v33.4471

Review of An Education: How I Changed My Mind about Schools and Almost Everything Else, by Diane Ravitch
type: item
creator: John Thompson
rights: Copyright (c) 2026 John Thompson https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-28
publication date: 2026-01-28
volume: 33
doi: 10.14507/er.v33.4473

Review of Sanctuary School: Innovating to Empower Immigrant Youth, by Chandler Patton Miranda
type: item
creator: Sophia L. Ángeles
rights: Copyright (c) 2026 Sophia L. Ángeles https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-21
publication date: 2026-01-21
volume: 33
doi: 10.14507/er.v33.4409

Review of Hidden in Blackness: Being Black and Being an Immigrant in US Schools and Colleges, by Crystal A. George Mwangi and Adaurennaya C. Onyewuenyi
type: item
description: This volume underpins knowledge of the experiences, perspectives, and development of Black immigrant students, and how complexities of race, ethnicity, nativity, and nationality are understood across the P-20 education landscape. The authors propose a new framework, The Diasporic Illumination (BDI) framework, to support students facing the racial realities of the U.S. school system. The volume also includes resources to researchers, practitioners, and policymakers, as well as guidance to support Black immigrants' awareness of their experiences, challenges, and successes in the U.S. schools.
creator: Jean Edouard
rights: Copyright (c) 2026 Jean Edouard https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-21
publication date: 2026-01-21
volume: 33
doi: 10.14507/er.v33.4351

Review of Vaccine Wars: The Two-Hundred-Year Fight for School Vaccinations, by Kim Tolley
type: item
creator: Sevan G. Terzian
rights: Copyright (c) 2026 Sevan G. Terzian https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-14
publication date: 2026-01-14
volume: 33
doi: 10.14507/er.v33.4379

Review of From Foster Care to College: Navigating Educational Challenges and Creating Possibilities, by Royel M. Johnson
type: item
creator: Courtney O'Connor
rights: Copyright (c) 2026 Courtney O'Connor https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-14
publication date: 2026-01-14
volume: 33
doi: 10.14507/er.v33.4329

Review of Measuring to Improve: Practical Measurement to Support Continuous Improvement in Education, by P. G. LeMahieu & P. Cobb
type: item
creator: Audrey Amrein-Beardsley
rights: Copyright (c) 2026 Audrey Amrein-Beardsley https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-07
publication date: 2026-01-07
volume: 33
doi: 10.14507/er.v33.4401

Review of Off The Mark: How Grades, Ratings, and Rankings Undermine Learning (but Don't Have To), by Jack Schneider & Ethan L. Hutt
type: item
description: This review analyzes Off the Mark by Jack Schneider and Ethan L. Hutt, a timely critique of the educational assessment system and its impact on student learning. Written in the wake of the COVID-19 pandemic, the book challenges the entrenched reliance on grades, ratings, and rankings, arguing that these practices undermine intrinsic motivation and holistic development. Drawing from global examples and historical context, Schneider and Hutt explore how assessment systems have evolved into bureaucratic tools that prioritize quantifiable outcomes over meaningful learning. The review highlights the authors’ proposed alternatives, including portfolio assessments, narrative evaluations, and competency-based models, that aim to restore joy and authenticity to the learning process. By connecting the book’s themes to broader educational discourse and complementary works, such as Grading for Equity (Feldman, 2023), this review highlights the urgent need to rethink how student achievement is measured and valued.
creator: Lacie VanDam
rights: Copyright (c) 2026 Lacie VanDam https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-07
publication date: 2026-01-07
volume: 33
doi: 10.14507/er.v33.4285

NEPC Review: Beyond Race: What Really Drives Wisconsin’s Achievement Gap (Wisconsin Institute for Law & Liberty, March 2026) [Reprint].
type: item
description: Jaekyung Lee's review of the Wisconsin Institute for Law & Liberty's report, Beyond Race: What Really Drives Wisconsin’s Achievement Gap, reprinted here with the kind permission of the National Education Policy Center (NEPC), University of Colorado Boulder (http://nepc.colorado.edu). The review was made possible in part by funding from Great Lakes Center for Educational Research and Practice.
creator: Jaekyung Lee
rights: Copyright (c) 2026 Jaekyung Lee https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-06-17
publication date: 2026-06-17
volume: 33

NEPC Review: Who’s on Board? School Boards and Political Representation in an Age of Conflict (Fordham Institute, October 2025) [Reprint].
type: item
description: Carrie Sampson's and Jeanne M. Powers's report of Fordham Institute's report, Who’s on Board? School Boards and Political Representation in an Age of Conflict, reprinted here with the kind permission of the National Education Policy Center (NEPC), University of Colorado Boulder (http://nepc.colorado.edu). The review was made possible in part by funding from Great Lakes Center for Educational Research and Practice.
creator: Carrie Sampson
creator: Jeanne M. Powers
rights: Copyright (c) 2026 Carrie Sampson, Jeanne M. Powers https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-05-06
publication date: 2026-05-06
volume: 33

NEPC Review: Estimating the Long-Run Impact of a Universal ESA Program in Mississippi (EdChoice, December 2025) [Reprint].
type: item
description: David S., Knight's review of the EdChoice report, Estimating the Long-Run Impact of a Universal ESA Program in Mississippi, reprinted here with the kind permission of the National Education Policy Center (NEPC), University of Colorado Boulder (http://nepc.colorado.edu). The review was made possible in part by funding from Great Lakes Center for Educational Research and Practice.
creator: David S. Knight
rights: Copyright (c) 2026 David S. Knight https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-04-29
publication date: 2026-04-29
volume: 33

NEPC Review: A New Direction for Students in an AI World: Prosper, Prepare, Protect (Brookings Institution, January 2026). [Reprint].
type: item
description: William R. Penuel's review of the Brookings Institution report, A New Direction for Students in an AI World: Prosper, Prepare, Protect, reprinted here with the kind permission of the National Education Policy Center (NEPC), University of Colorado Boulder (http://nepc.colorado.edu). The review was made possible in part by funding from Great Lakes Center for Educational Research and Practice.
creator: William R. Penuel
rights: Copyright (c) 2026 William R. Penuel https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-04-01
publication date: 2026-04-01
volume: 33

NEPC Review: Redrawing the Lines: How Purposeful School System Redistricting Can Increase Funding Fairness and Decrease Segregation (New America, September 2025). [Reprint].
type: item
description: Christopher Cleveland and Joshua Almes review the New America report, Redrawing the Lines: How Purposeful School System Redistricting Can Increase Funding Fairness and Decrease Segregation, reprinted here with the kind permission of the National Education Policy Center (NEPC), University of Colorado Boulder (http://nepc.colorado.edu). This review was made possible in part by funding from Great Lakes Center for Educational Research and Practice.
creator: Christopher Cleveland
creator: Joshua Almes
rights: Copyright (c) 2026 Christopher Cleveland, Joshua Almes https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-03-18
publication date: 2026-03-18
volume: 33

NEPC Review: Measuring Artificial Intelligence in Education (Bellwether, October 2025) [Reprint].
type: item
description: Bradley Robinson's Review of the Bellwether report, Measuring Artificial Intelligence in Education, reprinted here with the kind permission of the National Education Policy Center (NEPC), University of Colorado Boulder (http://nepc.colorado.edu). The review was made possible in part by funding from Great Lakes Center for Educational Research and Practice.
creator: Bradley Robinson
rights: Copyright (c) 2026 Bradley Robinson https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-25
publication date: 2026-02-25
volume: 33

NEPC Review: A State-Level Perspective on School Spending and Educational Outcomes (Brookings Institution, Sept 2025). [Reprint].
type: item
description: Mark Weber's review of the Brookings Institution report, A State-Level Perspective on School Spending and Educational Outcomes, reprinted here with the kind permission of the National Education Policy Center (NEPC), University of Colorado Boulder (http://nepc.colorado.edu). The review was made possible in part by funding from Great Lakes Center for Educational Research and Practice.
creator: Mark Weber
rights: Copyright (c) 2026 Mark Weber https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-02-11
publication date: 2026-02-11
volume: 33

NEPC Review: ESA’s in Arizona: Q3 2025 Report (Common Sense Institute Arizona, October 2025). [Reprint].
type: item
description: David R. Garcia's review of the Common Sense Institute Arizona report, ESA’s in Arizona: Q3 2025 Report, reprinted here with the kind permission of the National Education Policy Center (NEPC), University of Colorado Boulder (http://nepc.colorado.edu). The review was made possible in part by funding from Great Lakes Center for Educational Research and Practice.
creator: David R. Garcia
rights: Copyright (c) 2026 David R. Garcia https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-14
publication date: 2026-01-14
volume: 33

NEPC Review: Wisconsin’s Most Cost-Effective K-12 Program (School Choice Wisconsin, August 2025). [Reprint].
type: item
description: Bruce Baker's review of the School Choice Wisconsin report, Wisconsin’s Most Cost-Effective K-12 Program, reprinted here with the kind permission of the National Education Policy Center (NEPC), University of Colorado Boulder (http://nepc.colorado.edu). The review was made possible in part by funding from Great Lakes Center for Educational Research and Practice.
creator: Bruce D. Baker
rights: Copyright (c) 2026 Bruce D. Baker https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-14
publication date: 2026-01-14
volume: 33

Pushmi-Pullyu: A Joint Autobiography [Acquired Wisdom Series]
type: item
description: Author Hugh Lofting introduced the mythical creature the pushmi-pullyu in his 1920 children’s book The Story of Dr. Dolittle. The pushmi-pullyu, a gentle and shy creature, had no tail, but a head at each end of its body, one with the horns of a gazelle, and the other with the horn of a unicorn. The two heads faced in different directions, so that you couldn’t sneak up on it. When one head slept, the other was awake. And for the pushmi-pullyu to move, both heads had to agree on the desired direction. We use the pushmi-pullyu as a metaphor for our academic lives together. Occasionally, our careers faced in different directions, and we had to agree on how to move forward. In what follows, you’ll read our accounts of our individual academic lives, and also how we navigated moving once our heads were joined together in a single body, as in the case of the pushmi-pullyu. We’re grateful for the invitation to contribute to the corpus of Acquired Wisdom. But we lack a template for how to write a joint intellectual autobiography—The editor suggested we invent it. To that end, we begin with separate accounts of our development as scholars. After all, we had each lived thirty-some years before we became a couple. The unique contours of our individual lives framed what we brought to the relationship, including the scholarship we produced, alone and together, thereafter. We attend especially to our joint intellectual interactions and real-world experiences in universities, disciplines, and fields. Some of these were marked by hardship and struggle; others by provocative exploration, learning, growth, and just plain fun.
creator: Anna Neumann
creator: Aaron Pallas
rights: Copyright (c) 2026 Anna Neumann, Aaron Pallas https://creativecommons.org/licenses/by-sa/4.0
license: https://creativecommons.org/licenses/by-sa/4.0
date: 2026-01-28
publication date: 2026-01-28
volume: 33
doi: 10.14507/er.v33.4495