Parents everywhere are deeply concerned about the education of their children, especially now, when education has become a minefield of politics and controversy. One of the world’s most influential educators, Robinson has had countless conversations with parents about the dilemmas they face. As a parent, what should you look for in your children’s education? How can you tell if their school is right for them and what can you do if it isn’t? In this important new book, he offers clear principles and practical advice on how to support your child through the K-12 education system, or outside it if you choose to homeschool or un-school. Dispelling many myths and tackling critical schooling options and controversies, You, Your Child, and School is a key book for parents to learn about the kind of education their children really need and what they can do to make sure they get it.
Visible Learning for Teachers takes the next step and brings those ground breaking concepts to a completely new audience. Written for students, pre-service and in-service teachers, it explains how to apply the principles of Visible Learning to any classroom anywhere in the world. The author offers concise and user-friendly summaries of the most successful interventions and offers practical step-by-step guidance to the successful implementation of visible learning and visible teaching in the classroom.
links the biggest ever research project on teaching strategies to practical classroom implementation
champions both teacher and student perspectives and contains step by step guidance including lesson preparation, interpreting learning and feedback during the lesson and post lesson follow up
offers checklists, exercises, case studies and best practice scenarios to assist in raising achievement
includes whole school checklists and advice for school leaders on facilitating visible learning in their institution
now includes additional meta-analyses bringing the total cited within the research to over 900
comprehensively covers numerous areas of learning activity including pupil motivation, curriculum, meta-cognitive strategies, behaviour, teaching strategies, and classroom management.
Visible Learning for Teachers is a must read for any student or teacher who wants an evidence based answer to the question; ‘how do we maximise achievement in our schools?’
In Reign of Error, Diane Ravitch argues that the crisis in American education is not a crisis of academic achievement but a concerted effort to destroy public schools in this country. She makes clear that, contrary to the claims being made, public school test scores and graduation rates are the highest they’ve ever been, and dropout rates are at their lowest point.
She argues that federal programs such as George W. Bush’s No Child Left Behind and Barack Obama’s Race to the Top set unreasonable targets for American students, punish schools, and result in teachers being fired if their students underperform, unfairly branding those educators as failures. She warns that major foundations, individual billionaires, and Wall Street hedge fund managers are encouraging the privatization of public education, some for idealistic reasons, others for profit. Many who work with equity funds are eyeing public education as an emerging market for investors.
Reign of Error begins where The Death and Life of the Great American School System left off, providing a deeper argument against privatization and for public education, and in a chapter-by-chapter breakdown, putting forth a plan for what can be done to preserve and improve it. She makes clear what is right about U.S. education, how policy makers are failing to address the root causes of educational failure, and how we can fix it.
For Ravitch, public school education is about knowledge, about learning, about developing character, and about creating citizens for our society. It’s about helping to inspire independent thinkers, not just honing job skills or preparing people for college. Public school education is essential to our democracy, and its aim, since the founding of this country, has been to educate citizens who will help carry democracy into the future.
Frequent visits to the principal's office. Detentions. Suspensions. Expulsions. These are the established tools of school discipline for kids who don't abide by school rules, have a hard time getting along with other kids, don't seem to respect authority, don't seem interested in learning, and are disrupting the learning of their classmates. But there's a big problem with these strategies: They are ineffective for most of the students to whom they are applied.
It's time for a change in course.
Here, Dr. Ross W. Greene presents an enlightened, clear-cut, and practical alternative. Relying on research from the neurosciences, Dr. Greene offers a new conceptual framework for understanding the difficulties of kids with behavioral challenges and explains why traditional discipline isn't effective at addressing these difficulties. Emphasizing the revolutionarily simple and positive notion that kids do well if they can, he persuasively argues that kids with behavioral challenges are not attention-seeking, manipulative, limit-testing, coercive, or unmotivated, but that they lack the skills to behave adaptively. And when adults recognize the true factors underlying difficult behavior and teach kids the skills in increments they can handle, the results are astounding: The kids overcome their obstacles; the frustration of teachers, parents, and classmates diminishes; and the well-being and learning of all students are enhanced.
In Lost at School, Dr. Greene describes how his road-tested, evidence-based approach -- called Collaborative Problem Solving -- can help challenging kids at school.
His lively, compelling narrative includes:
• tools to identify the triggers and lagging skills underlying challenging behavior.
• explicit guidance on how to radically improve interactions with challenging kids -- along with many examples showing how it's done.
• dialogues, Q & A's, and the story, which runs through the book, of one child and his teachers, parents, and school.
• practical guidance for successful planning and collaboration among teachers, parents, administrations, and kids.
Backed by years of experience and research, and written with a powerful sense of hope and achievable change, Lost at School gives teachers and parents the realistic strategies and information to impact the classroom experience of every challenging kid.
The Element is the point at which natural talent meets personal passion. When people arrive at the Element, they feel most themselves and most inspired and achieve at their highest levels. With a wry sense of humor, Ken Robinson looks at the conditions that enable us to find ourselves in the Element and those that stifle that possibility. Drawing on the stories of a wide range of people, including Paul McCartney, Matt Groening, Richard Branson, Arianna Huffington, and Bart Conner, he shows that age and occupation are no barrier and that this is the essential strategy for transforming education, business, and communities in the twenty-first century.
Also available from Ken Robinson is Finding Your Element, the practical guide to achieving your highest potential.
Why do some children succeed while others fail? The story we usually tell about childhood and success is the one about intelligence: success comes to those who score highest on tests, from preschool admissions to SATs. But in How Children Succeed, Paul Tough argues that the qualities that matter more have to do with character: skills like perseverance, curiosity, optimism, and self-control.
How Children Succeed introduces us to a new generation of researchers and educators, who, for the first time, are using the tools of science to peel back the mysteries of character. Through their stories—and the stories of the children they are trying to help—Tough reveals how this new knowledge can transform young people’s lives. He uncovers the surprising ways in which parents do—and do not—prepare their children for adulthood. And he provides us with new insights into how to improve the lives of children growing up in poverty. This provocative and profoundly hopeful book will not only inspire and engage readers, it will also change our understanding of childhood itself.
“Illuminates the extremes of American childhood: for rich kids, a safety net drawn so tight it’s a harness; for poor kids, almost nothing to break their fall.”—New York Times
“I learned so much reading this book and I came away full of hope about how we can make life better for all kinds of kids.”—Slate
Sir Ken Robinson’s TED talk video and groundbreaking book, The Element, introduced readers to a new concept of self-fulfillment through the convergence of natural talents and personal passions. The Element has inspired readers all over the world and has created for Robinson an intensely devoted following. Now comes the long-awaited companion, the practical guide that helps people find their own Element. Among the questions that this new book answers are:
• How do I find out what my talents and passions are?
• What if I love something I’m not good at?
• What if I’m good at something I don’t love?
• What if I can’t make a living from my Element?
• How do I do help my children find their Element?
Finding Your Element comes at a critical time as concerns about the economy, education and the environment continue to grow. The need to connect to our personal talents and passions has never been greater. As Robinson writes in his introduction, wherever you are, whatever you do, and no matter how old you are, if you’re searching for your Element, this book is for you.
In a handful of nations, virtually all children are learning to make complex arguments and solve problems they’ve never seen before. They are learning to think, in other words, and to thrive in the modern economy. Inspired to find answers for our own children, author and Time magazine journalist Amanda Ripley follows three Americans embedded in these countries for one year. Kim, fifteen, raises $10,000 so she can move from Oklahoma to Finland; Eric, eighteen, trades his high-achieving Minnesota suburb for a booming city in South Korea; and Tom, seventeen, leaves a historic Pennsylvania village for Poland.
Through these young informants, Ripley meets battle-scarred reformers, sleep-deprived zombie students, and a teacher who earns $4 million a year. Their stories, along with groundbreaking research into learning in other cultures, reveal a pattern of startling transformation: none of these countries had many “smart” kids a few decades ago. Things had changed. Teaching had become more rigorous; parents had focused on things that mattered; and children had bought into the promise of education.
Dr. Levy's methods are easy to learn and can be customized for individual needs. The exercises in this book come with cogent explanations of why they work, complete with their scientific underpinnings, and are illuminated by true healing stories and personal anecdotes. To maximize the power of the work in this book, the author provides twelve potent mind-body tools to the reader as free audio downloads accessed via the Web. Most important, the reader can do this with no more specialized training than a commitment to better health. Not just a feel-good theory, and much more than the revelation of a phenomenon, Miraculous Health unleashes the power within to heal in dramatic and enduring ways.
Teaching is a wildly contentious profession in America, one attacked and admired in equal measure. In The Teacher Wars, a rich, lively, and unprecedented history of public school teaching, Dana Goldstein reveals that teachers have been similarly embattled for nearly two centuries. From the genteel founding of the common schools movement in the nineteenth century to the violent inner-city teacher strikes of the 1960s and '70s, from the dispatching of Northeastern women to frontier schoolhouses to the founding of Teach for America on the Princeton University campus in 1989, Goldstein shows that the same issues have continued to bedevil us: Who should teach? What should be taught? Who should be held accountable for how our children learn?
She uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools—instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting “elite” graduates to teach—are all approaches that have been tried in the past without producing widespread change. And she also discovers an emerging effort that stands a real chance of transforming our schools for the better: drawing on the best practices of the three million public school teachers we already have in order to improve learning throughout our nation’s classrooms.
The Teacher Wars upends the conversation about American education by bringing the lessons of history to bear on the dilemmas we confront today. By asking “How did we get here?” Dana Goldstein brilliantly illuminates the path forward.
Most of us set the bar too low in our lives, both personally and professionally. Bob Deutsch, a cognitive neuroscientist/anthropologist turned entrepreneur, has spent a lifetime studying people and found that we choose not to pursue our greatest ambitions because we feel we are incapable of reaching them. But he has also found that we are each born with the fundamental abilities to live the full, creative, dynamic lives we dream about. Curiosity, Openness, Sensuality, Paradox, and Self-Story—these are our five inner resources. Through interviews with inspiring people, including Wynton Marsalis and Richard Feynman, and case studies of personalities like Bruce Springsteen and Anna Quindlen, Deutsch shows us how to access and use these resources to open our lives to unimagined possibilities.
Now, with Finnish Lessons 2.0, Pasi Sahlberg has thoroughly updated his groundbreaking account of how Finland built a world-class education system during the past four decades. In this international bestseller, Sahlberg traces the evolution of Finnish education policies and highlights how they differ from the United States and much of the rest of the world. Featuring substantial additions throughout the text, Finnish Lessons 2.0 demonstrates how systematically focusing on teacher and leader professionalism, building trust between the society and its schools, and investing in educational equity rather than competition, choice, and other market-based reforms make Finnish schools an international model of success. This second edition details the complexity of meaningful change by examining Finland’s educational performance in light of the most recent international assessment data and domestic changes.
This second edition details the complexity of meaningful change by illustrating Finland’s educational performance in light of the most recent international assessment data, including PISA 2012, TIMSS 2011, PIAAC 2013, and TALIS 2013.
In the midst of continuous local reforms and global changes, Finnish Lessons 2.0 encourages educators, students, and policymakers to look beyond their own borders as they seek successful solutions for their education systems, districts, and schools.
“Reminds us that a nation can consciously build an admirable school system if it pays close attention to the needs of children; if it selects and prepares its educators well; and if it builds educational communities that are not only physically attractive but conducive to the joys of teaching and learning.”
—From the Foreword by Diane Ravitch, author of Reign of Error
“Solidifies Sahlberg’s reputation as the most thoughtful international educational researcher of our generation.”
—David Berliner, Regents' Professor Emeritus, Mary Lou Fulton Teachers College, Arizona State University
“Whether or not you have read Finnish Lessons, you should read and ponder this new edition right away.”
—Howard Gardner, author of Truth, Beauty, and Goodness Reframed
In this groundbreaking book, education expert Tony Wagner provides a powerful rationale for developing an innovation-driven economy. He explores what parents, teachers, and employers must do to develop the capacities of young people to become innovators. In profiling compelling young American innovators such as Kirk Phelps, product manager for Apple’s first iPhone, and Jodie Wu, who founded a company that builds bicycle-powered maize shellers in Tanzania, Wagner reveals how the adults in their lives nurtured their creativity and sparked their imaginations, while teaching them to learn from failures and persevere. Wagner identifies a pattern—a childhood of creative play leads to deep-seated interests, which in adolescence and adulthood blossom into a deeper purpose for career and life goals. Play, passion, and purpose: These are the forces that drive young innovators.
Wagner shows how we can apply this knowledge as educators and what parents can do to compensate for poor schooling. He takes readers into the most forward-thinking schools, colleges, and workplaces in the country, where teachers and employers are developing cultures of innovation based on collaboration, interdisciplinary problem-solving, and intrinsic motivation. The result is a timely, provocative, and inspiring manifesto that will change how we look at our schools and workplaces, and provide us with a road map for creating the change makers of tomorrow.
Creating Innovators will feature its own innovative elements: more than sixty original videos that expand on key ideas in the book through interviews with young innovators, teachers, writers, CEOs, and entrepreneurs, including Thomas Friedman, Dean Kamen, and Annmarie Neal. Produced by filmmaker Robert A. Compton, the videos are accessible via links and QR codes placed throughout the eBook text or by visiting www.creatinginnovators.com.
Gatto demonstrates that the harm school inflicts is rational and deliberate. The real function of pedagogy, he argues, is to render the common population manageable. To that end, young people must be conditioned to rely upon experts, to remain divided from natural alliances, and to accept disconnections from their own lived experiences. They must at all costs be discouraged from developing self-reliance and independence.
Escaping this trap requires strategy Gatto calls “open source learning” which imposes no artificial divisions between learning and life. Through this alternative approach, our children can avoid being indoctrinated—only then that can they achieve self-knowledge, judgment, and courage.
Darling-Hammond is the Charles E. Ducommun Professor of Education at Stanford University, a chief education advisor to President Obama, Co-Director of the Stanford Center for Opportunity Policy in Education, and Founding Director of the School Redesign Network at Stanford.
Today more than ever, we prize academic achievement, pressuring our children to get into the “right” colleges, have the highest GPAs, and pursue advanced degrees. But while students may graduate with credentials, by and large they lack the competencies needed to be thoughtful, engaged citizens and to get good jobs in our rapidly evolving economy. Our school system was engineered a century ago to produce a workforce for a world that no longer exists. Alarmingly, our methods of schooling crush the creativity and initiative young people really need to thrive in the twenty-first century.
Now bestselling author and education expert Tony Wagner and venture capitalist Ted Dintersmith call for a complete overhaul of the function and focus of American schools, sharing insights and stories from the front lines, including profiles of successful students, teachers, parents, and business leaders. Their powerful, urgent message identifies the growing gap between credentials and competence—and offers a framework for change.
Most Likely to Succeed presents a new vision of American education, one that puts wonder, creativity, and initiative at the very heart of the learning process and prepares students for today’s economy. “In this excellent book...Wagner and Dintersmith argue...that success and happiness will depend increasingly on having the ability to innovate” (Chicago Tribune), and this crucial guide offers policymakers and opinion leaders a roadmap for getting the best for our future entrepreneurs.
A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand.
Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
Now, in Helping Children Succeed, Tough takes on a new set of pressing questions: What does growing up in poverty do to children’s mental and physical development? How does adversity at home affect their success in the classroom, from preschool to high school? And what practical steps can the adults who are responsible for them—from parents and teachers to policy makers and philanthropists—take to improve their chances for a positive future?
Tough once again encourages us to think in a brand new way about the challenges of childhood. Rather than trying to “teach” skills like grit and self-control, he argues, we should focus instead on creating the kinds of environments, both at home and at school, in which those qualities are most likely to flourish. Mining the latest research in psychology and neuroscience, Tough provides us with insights and strategies for a new approach to childhood adversity, one designed to help many more children succeed.
When John Owens left a lucrative job to teach English at a public school in New York City's South Bronx, he thought he could do some good. Faced with a flood of struggling students, Owens devised ingenious ways to engage every last one. But as his students began to thrive under his tutelage, Owens found himself increasingly mired in a broken educational system, driven by broken statistics, finances, and administrations undermining their own support system-the teachers.
The situation has gotten to the point where the phrase "Bad Teacher" is almost interchangeable with "Teacher." And Owens found himself labeled just that when the methods he saw inspiring his students didn't meet the reform mandates. With firsthand accounts from teachers across the country and tips for improving public schools, Confessions of a Bad Teacher is an eye-opening call-to-action to embrace our best educators and create real reform for our children's futures.
Mark Zuckerberg, Chris Christie, and Cory Booker were ready to reform our failing schools. They got an education.
When Mark Zuckerberg announced to a cheering Oprah audience his $100 million pledge to transform the downtrodden schools of Newark, New Jersey, then mayor Cory Booker and Governor Chris Christie were beside him, vowing to help make Newark “a symbol of educational excellence for the whole nation.” But their plans soon ran into the city’s seasoned education players, fierce protectors of their billion-dollar-a-year system. It’s a prize that, for generations, has enriched seemingly everyone, except Newark’s children.
Dale Russakoff delivers a riveting drama of our times, encompassing the rise of celebrity politics, big philanthropy, extreme economic inequality, the charter school movement, and the struggles and triumphs of schools in one of the nation’s poorest cities. As Cory Booker navigates between his status as “rock star mayor” on Oprah’s stage and object of considerable distrust at home, the tumultuous changes planned by reformers and their highly paid consultants spark a fiery grass-roots opposition stoked by local politicians and union leaders. The growth of charters forces the hand of Newark’s school superintendent Cami Anderson, who closes, consolidates, or redesigns more than a third of the city’s schools—a scenario on the horizon for many urban districts across America.
Russakoff provides a close-up view of twenty-six-year-old Mark Zuckerberg and his wife as they decide to give the immense sum of money to Newark and then experience an education of their own amid the fallout of the reforms. Most moving are Russakoff’s portraits from inside classrooms, as homegrown teachers and principals battle heroically to reach students damaged by extreme poverty and violence.
The Prize is an absorbing portrait of a titanic struggle, indispensable for anyone who cares about the future of public education and the nation’s children.
This practical resource offers the foundational skills and tools needed by new coaching educators, as well as presenting an overview of the knowledge and theory base behind the practice. Established coaches will find numerous ways to deepen and refine their coaching practice. Principals and others who incorporate coaching strategies into their work will also find a wealth of resources.
Aguilar offers a model for transformational coaching which could be implemented as professional development in schools or districts anywhere. Although she addresses the needs of adult learners, her model maintains a student-centered focus, with a specific lens on addressing equity issues in schools.Offers a practical resource for school coaches, principals, district leaders, and other administrators Presents a transformational coaching model which addresses systems change Pays explicit attention to surfacing and interrupting inequities in schools
The Art of Coaching: Effective Strategies for School Transformation offers a compendium of school coaching ideas, the book's explicit, user-friendly structure enhances the ability to access the information.
Blended is the practical field guide for implementing blended learning techniques in K-12 classrooms. A follow-up to the bestseller Disrupting Class by Clayton M. Christensen, Michael Horn, and Curtis Johnson, this hands-on guide expands upon the blended learning ideas presented in that book to provide practical implementation guidance for educators seeking to incorporate online learning with traditional classroom time. Readers will find a step-by-step framework upon which to build a more student-centered system, along with essential advice that provides the expertise necessary to build the next generation of K-12 learning environments. Leaders, teachers, and other stakeholders will gain valuable insight into the process of using online learning to the greatest benefit of students, while avoiding missteps and potential pitfalls.
If online learning has not already rocked your local school, it will soon. Blended learning is one of the hottest trends in education right now, and educators are clamoring for "how-to" guidance. Blended answers the call by providing detailed information about the strategy, design, and implementation of a successful blended learning program.Discover a useful framework for implementing blended learning Unlock the benefits and mitigate the risks of online learning Find answers to the most commonly asked questions surrounding blended learning Create a more student-centered system that functions as a positive force across grade levels
Educators who loved the ideas presented in Disrupting Class now have a field guide to making it work in a real-world school, with expert advice for making the transition smoother for students, parents, and teachers alike. For educational leaders seeking more student-centered schools, Blended provides the definitive roadmap.
Cleverlands documents Crehan’s journey around the world, weaving together her experiences with research on policy, history, psychology and culture to offer extensive new insights into what we can learn from these countries.
"A must-read book for every American teacher and taxpayer." —Amanda Ripley, author of The Smartest Kids in the World
Launched with a hugely popular New York Times Magazine cover story, Building a Better Teacher sparked a national conversation about teacher quality and established Elizabeth Green as a leading voice in education. Green's fascinating and accessible narrative dispels the common myth of the "natural-born teacher" and introduces maverick educators exploring the science behind their art. Her dramatic account reveals that great teaching is not magic, but a skill—a skill that can be taught. Now with a new afterword that offers a guide on how to identify—and support—great teachers, this provocative and hopeful book "should be part of every new teacher’s education" (Washington Post).
Diane Ravitch-former assistant secretary of education and a leader in the drive to create a national curriculum-examines her career in education reform and repudiates positions that she once staunchly advocated. Drawing on over forty years of research and experience, Ravitch critiques today's most popular ideas for restructuring schools, including privatization, standardized testing, punitive accountability, and the feckless multiplication of charter schools. She shows conclusively why the business model is not an appropriate way to improve schools. Using examples from major cities like New York, Philadelphia, Chicago, Denver, and San Diego, Ravitch makes the case that public education today is in peril.
Ravitch includes clear prescriptions for improving America's schools:
leave decisions about schools to educators, not politicians or businessmendevise a truly national curriculum that sets out what children in every grade should be learningexpect charter schools to educate the kids who need help the most, not to compete with public schoolspay teachers a fair wage for their work, not "merit pay" based on deeply flawed and unreliable test scoresencourage family involvement in education from an early age
The Death and Life of the Great American School System is more than just an analysis of the state of play of the American education system. It is a must-read for any stakeholder in the future of American schooling.
Over the past several years, Jonathan Kozol has visited nearly 60 public schools. Virtually everywhere, he finds that conditions have grown worse for inner-city children in the 15 years since federal courts began dismantling the landmark ruling in Brown v. Board of Education. First, a state of nearly absolute apartheid now prevails in thousands of our schools. The segregation of black children has reverted to a level that the nation has not seen since 1968. Few of the students in these schools know white children any longer. Second, a protomilitary form of discipline has now emerged, modeled on stick-and-carrot methods of behavioral control traditionally used in prisons but targeted exclusively at black and Hispanic children. And third, as high-stakes testing takes on pathological and punitive dimensions, liberal education in our inner-city schools has been increasingly replaced by culturally barren and robotic methods of instruction that would be rejected out of hand by schools that serve the mainstream of society.
Filled with the passionate voices of children and their teachers and some of the most revered and trusted leaders in the black community, The Shame of the Nation is a triumph of firsthand reporting that pays tribute to those undefeated educators who persist against the odds, but directly challenges the chilling practices now being forced upon our urban systems by the Bush administration. In their place, Kozol offers a humane, dramatic challenge to our nation to fulfill at last the promise made some 50 years ago to all our youngest citizens.
From The Shame of the Nation
“I went to Washington to challenge the soft bigotry of low expectations,” the president said in his campaign for reelection in September 2004. “It’s working. It’s making a difference.” It is one of those deadly lies, which, by sheer repetition, is at length accepted by large numbers of Americans as, perhaps, a rough approximation of the truth. But it is not the truth, and it is not an innocent misstatement of the facts. It is a devious appeasement of the heartache of the parents of the poor and, if it is not forcefully resisted and denounced, it is going to lead our nation even further in a perilous direction.
Also available as a Random House AudioBook and an eBook
From the Hardcover edition.
Based on the authors’ extensive experience in a range of settings in the United States and Canada, the book addresses the most common stumbling blocks to understanding social justice. This comprehensive resource includes new features such as a chapter on intersectionality and classism; discussion of contemporary activism (Black Lives Matter, Occupy, and Idle No More); material on White Settler societies and colonialism; pedagogical supports related to “common social patterns” and “vocabulary to practice using”; and extensive updates throughout.
Accessible to students from high school through graduate school, Is Everyone Really Equal? is a detailed and engaging textbook and professional development resource presenting the key concepts in social justice education. The text includes many user-friendly features, examples, and vignettes to not just define but illustrate the concepts.
“Sensoy and DiAngelo masterfully unpack complex concepts in a highly readable and engaging fashion for readers ranging from preservice through experienced classroom teachers. The authors treat readers as intelligent thinkers who are capable of deep reflection and ethical action. I love their comprehensive development of a critical social justice framework, and their blend of conversation, clarity, and research. I heartily recommend this book!”
—Christine Sleeter, professor emerita, California State University Monterey Bay
Major changes have been made to the Child Development Associate (CDA) Credential™ process. This guide has been updated to reflect all of the new material and requirements to help you reach your educational and career goals as you earn the Credential.
This third edition of The CDA Prep Guide has designated center-based preschool, center-based infant/toddler, and family child care sections, with information specific to each setting. Throughout this book, easy-to-understand assistance, as well as sample documents and forms, will help simplify the required tasks of CDA documentation and assessment as you:
Assemble the Resource Collection for your Professional Portfolio
Compose the six Reflective Statements of Competence
Distribute and collect the Family Questionnaires
Select a Professional Development Specialist
Prepare yourself and your setting for the observation
Complete the application
Prepare for the CDA Exam
Prepare for the Verification Visit
This book is intended to supplement the materials you receive from the Council for Professional Recognition. After receiving your CDA Credential, you can continue to use this book to renew your credential, to earn a CDA for a different setting, and to develop goals for future professional development.
Debra Pierce is an educator, CDA Trainer, and a certified CDA Professional Development Specialist for the Council for Professional Recognition. She has been mentoring CDA candidates since 1997 and taught dual credit CDA courses in a large metropolitan high school. She has been a preschool, kindergarten, and first grade teacher, as well as a Parent Educator for the national Parents as Teachers program. Currently, Debra is professor of Early Childhood Education at Ivy Tech Community College of Indiana and conducts CDA train-the-trainer workshops across the country.
At a time when politicians, policymakers, and philanthropists are quick to denigrate teachers’ work and arrogantly speak for the profession,Why We Teach Now offers teachers the room and respect to speak for themselves. Once again, Nietogives teachers and those who care about education the inspiration and energy to embrace their role as advocates—a role that is vital not only for the well-being of students but also for the future of the profession and our nation.Praise for Why We Teach:
“These pieces reveal the passion and hope that keep people in the classroom. Inspiration and information, Why We Teach raises our understanding of the dedication that fuels people's commitment to this profession.”
“This collection of essays written by teachers from across the country demonstrates exactly why there is hope for our public schools. Their words reveal why--in spite of bureaucracy and low pay—they continue to teach. This book should be required reading for college students planning to enter the profession. Teachers already in the classroom, whether for five years or twenty-five, will be encouraged and inspired.”
In 7 concise, thought-provoking chapters, this analysis and documentation of how education is used to change or eliminate linguistic and cultural traditions in the U.S. looks at the educational, legal, and social construction of race and racism in the United States, emphasizing the various meanings of "equality" that have existed from colonial America to the present. Providing a broader perspective for understanding the denial of cultural and linguistic rights in the United States, issues of language, culture, and deculturalization are placed in a global context.
The major change in the 8th Edition is a new chapter, "Global Corporate Culture and Separate But Equal," describing how current efforts at deculturalization involve replacing family and personal cultures with a corporate culture to increase worker efficiency. Substantive updates and revisions are made throughout all other chapters
In College, prominent cultural critic Andrew Delbanco offers a trenchant defense of such an education, and warns that it is becoming a privilege reserved for the relatively rich. In describing what a true college education should be, he demonstrates why making it available to as many young people as possible remains central to America's democratic promise.
In a brisk and vivid historical narrative, Delbanco explains how the idea of college arose in the colonial period from the Puritan idea of the gathered church, how it struggled to survive in the nineteenth century in the shadow of the new research universities, and how, in the twentieth century, it slowly opened its doors to women, minorities, and students from low-income families. He describes the unique strengths of America’s colleges in our era of globalization and, while recognizing the growing centrality of science, technology, and vocational subjects in the curriculum, he mounts a vigorous defense of a broadly humanistic education for all. Acknowledging the serious financial, intellectual, and ethical challenges that all colleges face today, Delbanco considers what is at stake in the urgent effort to protect these venerable institutions for future generations.
In a new afterword, Delbanco responds to recent developments—both ominous and promising—in the changing landscape of higher education.
This book published by Advaita Ashrama, a publication branch of Ramakrishna Math, Belur Math, is a compilation of the great Swami’s ideas on education. It is our earnest hope that this book will serve as a handbook for students, teachers, parents and educationists, and inspire them to imbibe and impart real education in our society.
To Teach is a vivid, honest portrayal of the everyday magic of teaching, and what it means to be a “good” teacher—debunking myths perpetuated on film and other starry-eyed hero/teacher fictions. Illuminated by the evocative and wry drawings of Ryan Alexander-Tanner, this graphic version of To Teach will engage while it instructs. It is a much-needed reminder of how curiosity, a sense of adventure, and a healthy dose of reflection can guide us all to learn the most from this world as we educate the next generation. Teacher educators and professional developers will want to use this dynamic graphic novel alongside the traditional text for a unique teaching and learning experience.
William Ayers is a school reform activist, Distinguished Professor, and Senior University Scholar at the University of Illinois at Chicago. Ryan Alexander-Tanner is an art teacher and a Xeric Award-winning comic artist.
“This fascinating and, yes, educational book will certainly be of interest to teachers, but it will also teach, inspire, and entertain anyone else who picks it up.”
"It’s profoundly charming . . . a must for educators and highly encouraged for all."
—The Huffington Post
“An utterly original and deliciously irreverent book that is likely to be passed from hand to hand by tens of thousands of our nation’s teachers out of the sheer joy that they will take in reading it.”
—From the Foreword by Jonathan Kozol
“To Teach is hilarious serious and fabulous! A broad manifesto that will change many people’s lives.”
—Laurie Anderson, artist and musician
“Bill Ayers’s theories about teaching reform rest on at least two foundations. One is that the hierarchical relationship between the student and teacher should be moved out of the way, followed by simultaneous learning by teacher and student. The second is to demonstrate how some subjects blend with others (math with science) and all should be taught with their relationship in mind. Sounds good to me. A serious book, but laced with humor. It will strike most readers as a novel approach. Required reading for all educators.”
—Harvey Pekar, author, American Splendor series
“This book is a treasure chest of insight. It represents what dedicated, imaginative teaching is all about and is a blueprint for everyone who wants to explore the intimate connection between teaching and learning. Bill Ayers’ thoughtful text is illuminated by Ryan Alexander-Tanner’s picture-perfect cartoons, creating an added dimension of wit and wisdom that brings comics another step forward in their evolution.”
—Peter Kuper, cartoonist and educator, books include Sticks and Stones, and Diario De Oaxaca
“To Teach is great reading not only to student teachers but to anyone who has a vested interest in our education system. . . . It also is a great example of how comic art is a very efficient way to communicate complex ideas.”
—Peter Bagge, comics journalist and author of the Buddy Bradley series
“Weaving in inspirational anecdotes and playful visual metaphors, To Teach takes us through one school year with a delightful group of young learners. In the process, Ayers and Alexander-Tanner’s collaboration cleverly illustrates the vital importance—and moral necessity—of teaching.”
—Josh Neufeld, writer/artist of A.D.: New Orleans After the Deluge
“ I wish I’d read this book before I started teaching and making comics a decade ago; it’s chock full of practical and philosophical advice.”
—Lauren Weinstein, cartoonist and teacher, writer/artist, Girl Stories
The authors of Critical Issues in Education present two opposing positions for each of sixteen different hot-button issues, including multiculturalism, school finance, charter schools, teacher evaluation, cyberbullying, and gender equity. Prospective teachers will find the authors’ approach eye-opening and stimulating. Ideally, they will teach these valuable skills to their students, who will prosper academically and personally from understanding and considering diverse viewpoints.
The New Meaning of Educational Change, Fifth Edition is your comprehensive textbook on all aspects of the management of educational change—a powerful resource for everyone involved in school reform.
“In this Fifth Edition, Michael Fullan shares the wisdom that he has accumulated over more than 3 decades as to the specific actions that can be taken at the school, district, state, and national levels for overcoming those challenges. It should be required reading for all educators.”
—Richard DuFour, educational author and consultant
“Few people can match Michael Fullan’s depth and breadth of experience with real change in education. Updating his classic text, The New Meaning of Educational Change could not come at a better time given the rolling wave of rethinking Industrial Age education around the world.”
—Peter Senge, senior lecturer, MIT Sloan School, founding chair, Society for Organizational Learning
“In this Fifth Edition, Michael Fullan offers practitioners, policymakers, and researchers secure guidelines for the next decade. Fullan once again proves that he is the doyen of education change workers.”
—David Hopkins, professor emeritus, Institute of Education, University of London
In 2010, Nadia Lopez started her middle-grade public school, Mott Hall Bridges Academy, in one of America’s poorest communities, in a record heat wave—and crime wave. Everything was an uphill battle—to get the school approved, to recruit faculty and students, to solve a million new problems every day, from violent crime to vanishing supplies—but Lopez was determined to break the downward spiral that had trapped too many inner-city children. The lessons came fast: unengaged teachers, wayward students, and the educational system itself, rarely in tune with the already disadvantaged and underprepared.
Things were at a low ebb for everyone when one of her students told a photographer that his principal, “Ms. Lopez,” was the person who most influenced his life. The posting on Brandon Stanton’s Humans of New York site was the pebble that started a lucky landslide for Lopez and her team. Lopez found herself in the national spotlight and headed for a meeting with President Obama, as well as the beneficiary of a million-dollar campaign for the school, to fund her next dream: a field trip for her students to visit another school—Harvard.
The Bridge to Brilliance is a book filled with common sense and caring that will carry her message to communities and classrooms far from Brooklyn. As she says, modestly, “There are hundreds of Ms. Lopezes around this country doing good work for kids. This honors all of them.”
From the Hardcover edition.
That was the question that Geoffrey Canada found himself asking. What would it take to change the lives of poor children—not one by one, through heroic interventions and occasional miracles, but in big numbers, and in a way that could be replicated nationwide? The question led him to create the Harlem Children’s Zone, a ninety-seven-block laboratory in central Harlem where he is testing new and sometimes controversial ideas about poverty in America. His conclusion: if you want poor kids to be able to compete with their middle-class peers, you need to change everything in their lives—their schools, their neighborhoods, even the child-rearing practices of their parents.
Whatever It Takes is a tour de force of reporting, an inspired portrait not only of Geoffrey Canada but of the parents and children in Harlem who are struggling to better their lives, often against great odds. Carefully researched and deeply affecting, this is a dispatch from inside the most daring and potentially transformative social experiment of our time. This e-book includes a sample chapter of HOW CHILDREN SUCCEED.
Thoroughly updated throughout, the 18th edition of this clear, authoritative text remains fresh and up to date, reflecting the many changes in education that have occurred since the publication of the previous edition. Topics and issues addressed and analyzed include
• The decline of the Common Core State Standards, particularly as result of a Republican-controlled administration currently in place
• Increasing emphasis on for-profit education, vouchers, charter schools and free-market competition between schools, expected to surge with the appointment of the new U.S. Secretary of Education Betsy DeVos
• Current debates about immigration and "Dreamers"—new statistics on immigrant education, discussion of education proposals to accommodate the languages, cultures and religions of newly arrived immigrants
• New education statistics on school enrollments, dropouts, education and income, school segregation, charter schools and home languages
• The purposes of education as presented in the 2016 platforms of the Republican, Democratic, Green, and Libertarian parties
• Discussions around transgender students
-Daniel H. Pink, author of DRIVE and A WHOLE NEW MIND
“Schools that Learn is a magnificent, grand book that pays equal attention to the small and the big picture - and what's more integrates them. There is no book on education change that comes close to Senge et al's sweeping and detailed treatment. Classroom, school, community, systems, citizenry---it's all there. The core message is stirring: what if we viewed schools as a means of shifting society for the better!"
-Michael Fullan, author of Change Leader and Learning Places
A new edition of the groundbreaking book that brings organizational learning and systems thinking into classrooms and schools, showing how to keep our nation’s educational system competitive in today’s world.
Revised and updated - with more than 100 pages of new material – for the first time since its initial publication in 2000 comes a new edition of the seminal work acclaimed as one of the best books ever written about education and schools.
A unique collaboration between the celebrated management thinker and Fifth Discipline author Peter Senge and a team of renowned educators and organizational change leaders, Schools that Learn describes how schools can adapt, grow, and change in the face of the demands and challenges of our society, and provides tools, techniques and references for bringing those aspirations to life.
The new revised and updated edition offers practical advice for overcoming the many challenges that face our communities and educational systems today. It shows teachers, administrators, students, parents and community members how to successfully use principles of organizational learning, including systems thinking and shared vision, to address the challenges that face our nation's schools. In a fast-changing world where school populations are increasingly diverse, children live in ever-more-complex social and media environments, standardized tests are applied as overly simplistic "quick fixes," and advances in science and technology continue to accelerate, the pressures on our educational system are inescapable. Schools That Learn offers a much-needed way to open dialogue about these problems – and provides pragmatic opportunities to transform school systems into learning organizations.
Drawing on observations and advice from more than 70 writers and experts on schools and education, this book features:
-Methods for implementing organizational learning and explanations of why they work
-Compelling stories and anecdotes from the “field” - classrooms, schools, and communities
-Charts, tables and diagrams to illustrate systems thinking and other practices
-Guiding principles for how to apply innovative practices in all types of school systems
-Individual exercises useful for both teachers and students
-Team exercises to foster communication within the classroom, school, or community group
-New essays on topics like educating for sustainability, systems thinking in the classroom, and “the great game of high school.”
-New recommendations for related books, articles, videotapes and web sites
Schools That Learn is the essential guide for anyone who cares about the future of education and keeping our nation’s schools competitive in our fast-changing world.
The Fifth Edition features:
A reconsideration of Equal Treatment of Students.
An updated list of Recommendations for Further Reading.
Written in a style that speaks directly to today’s teacher, The Ethics of Teaching, Fifth Edition uses realistic case studies of day-to-day ethical dilemmas. The book covers such topics as: punishment and due process • intellectual freedom • equal treatment of students • multiculturalism • religious differences • democracy • teacher burnout • professional conduct • parental rights • child abuse/neglect • sexual harassment.
The Ethics of Teaching is one of the five books in the highly regarded Teachers College Press THINKING ABOUT EDUCATION SERIES, now in its Fifth Edition. All of the books in this series are designed to help pre- and in-service teachers bridge the gap between theory and practice.
Praise for Previous Editions!
“Well-written and easy to read . . . should facilitate active class discussions.”
—The Professional Educator
“This text will surely engage readers and stimulate them to discuss a dimension of teaching that has been for too long on the back burner.”
—Phi Delta Kappan
“An excellent discussion guide for preservice (applied) philosophy courses or for inservice teachers interested in considering how their actions affect student self-perception and classroom practice.”
Kenneth A. Strike is Professor Emeritus at Cornell University and Professor of Cultural Foundations of Education at Syracuse University. Jonas F. Soltis is William Heard Kilpatrick Professor Emeritus of Philosophy and Education at Teachers College, Columbia University.
Textbook publishers and state education agencies have sought to root out racist, sexist, and elitist language in classroom and library materials. But according to Diane Ravitch, a leading historian of education, what began with the best of intentions has veered toward bizarre extremes. At a time when we celebrate and encourage diversity, young readers are fed bowdlerized texts, devoid of the references that give these works their meaning and vitality. With forceful arguments and sensible solutions for rescuing American education from the pressure groups that have made classrooms bland and uninspiring, The Language Police offers a powerful corrective to a cultural scandal.
From the Trade Paperback edition.
This 50th anniversary edition includes an updated introduction by Donaldo Macedo, a new afterword by Ira Shor and interviews with Marina Aparicio Barberán, Noam Chomsky, Ramón Flecha, Gustavo Fischman, Ronald David Glass, Valerie Kinloch, Peter Mayo, Peter McLaren and Margo Okazawa-Rey to inspire a new generation of educators, students, and general readers for years to come.
Pedro Noguera argues that higher standards and more tests, by themselves, will not make low-income urban students any smarter and the schools they attend more successful without substantial investment in the communities in which they live. Drawing on extensive research performed in San Francisco, Oakland, Berkeley, and Richmond, Noguera demonstrates how school and student achievement is influenced by social forces such as demographic change, poverty, drug trafficking, violence, and social inequity. Readers get a detailed glimpse into the lives of teachers and students working "against the odds" to succeed. Noguera sends a strong message to those who would have urban schools “shape up or shut down”: invest in the future of these students and schools, and we can reach the kind of achievement and success that typify only more privileged communities.
Public schools are the last best hope for many poor families living in cities across the nation. Noguera gives politicians, policymakers, and the public its own standard to achieve—provide the basic economic and social support so that teachers and students can get the job done!
“In this engaging book, Pedro Noguera provides a compelling vision of the problems plaguing urban schools and how to address them. City Schools and the American Dream is replete with insights from a scholar and former activist who makes great use of both personal and professional experiences.”
—William Julius Wilson, Harvard University
The right book at the right time: an impassioned defense of teachers and why we need them now more than ever.
Teacher turned teacher’s advocate Taylor Mali inspired millions with his original poem “What Teachers Make,” a passionate and unforgettable response to a rich man at a dinner party who sneeringly asked him what teachers make. Mali’s sharp, funny, perceptive look at life in the classroom pays tribute to the joys of teaching…and explains why teachers are so vital to our society.
What Teachers Make is a book that will be treasured and shared by every teacher in America—and everybody who’s ever loved or learned from one.
Book Features:A definitive resource on culturally sustaining pedagogies, including what they look like in the classroom and how they differ from deficit-model approaches.Examples of teaching that sustain the languages, literacies, and cultural practices of students and communities of color.Contributions from the founders of such lasting educational frameworks as culturally relevant pedagogy, funds of knowledge, cultural modeling, and third space.
Contributors: H. Samy Alim, Mary Bucholtz, Dolores Inés Casillas, Michael Domínguez, Nelson Flores, Norma Gonzalez, Kris D. Gutiérrez, Adam Haupt, Amanda Holmes, Jason G. Irizarry, Patrick Johnson, Valerie Kinloch, Gloria Ladson-Billings, Carol D. Lee, Stacey J. Lee, Tiffany S. Lee, Jin Sook Lee, Teresa L. McCarty, Django Paris, Courtney Peña, Jonathan Rosa, Timothy J. San Pedro, Daniel Walsh, Casey Wong
“All teachers committed to justice and equity in our schools and society will cherish this book.”
—Sonia Nieto, professor emerita, University of Massachusetts, Amherst
“This book is for educators who are unafraid of using education to make a difference in the lives of the most vulnerable.”
—Pedro Noguera, University of California, Los Angeles
“This book calls for deep, effective practices and understanding that centers on our youths’ assets.”
—Prudence L. Carter, dean, Graduate School of Education, UC Berkeley
—Alfie Kohn, bestselling author
“What does it mean to be a democratic citizen? And what kind of education produces one? For the past 2 decades, Joel Westheimer has been one of North America's most knowledgeable and able guides to these critical issues. Along the way, he has forced us to reconsider the larger goals and purposes of our public schools. His book will provide an invaluable roadmap for anyone who asks the big questions, no matter what they think of his answers.”
—Jonathan Zimmerman, New York University
“In this highly readable, persuasive book, Joel Westheimer reminds us that, in our zeal for higher test scores, we seem to have forgotten the highest aim of education—to produce better people, more thoughtful citizens.”
—Nel Noddings, Stanford University
Book Features:Designed to promote meaningful discussions in teacher education courses. Addresses the problems with our current education system and how they came to be. Advocates, with illustrations, for schooling that promotes critical thinking and engaged learning. Critiques school reform efforts, such as high-stakes testing, curriculum standardization, and dated performance metrics. Urges teachers to see students as full and equal human beings with agency and capacity.
“Bill Ayers invites you to imagine teaching in ways that make a difference; ways that brings smiles and successful learning to students and joyous fulfillment to teachers.”
—Carl Grant, University of Wisconsin–Madison
“Bill Ayers reveals the questions educators of conscience ask themselves in their quiet time.”
—David Stovall, University of Illinois at Chicago
“This book is for every classroom teacher who is challenged by what they fear is a dark time for public schools in America.”
—Fred Klonsky, education blogger
This 50th anniversary edition includes an updated introduction by Donaldo Macedo, a new afterword by Ira Shor and interviews with Marina Aparicio Barberán, Noam Chomsky, Ramón Flecha, Gustavo Fischman, Ronald David Glass, Valerie Kinloch, Peter Mayo, Peter McLaren and Margo Okazawa-Rey to inspire a new generation of educators, students, and general readers for years to come.
Conflicting streams of thought flow through American intellectual history: W. E. B. DuBois’s humanistic principles of pedagogy for newly emancipated slaves developed in opposition to Booker T. Washington’s educational utilitarianism, for example. Jane Addams’s emphasis on the cultivation of empathy and John Dewey’s calls for education as civic engagement were rejected as impractical by those who aimed to train students for particular economic tasks. Roth explores these arguments (and more), considers the state of higher education today, and concludes with a stirring plea for the kind of education that has, since the founding of the nation, cultivated individual freedom, promulgated civic virtue, and instilled hope for the future.