{"title":"NASDAP25","description":"","products":[{"product_id":"9781682539408","title":"School Rethink 2.0","description":"\u003cp\u003eTen brilliant approaches that are disrupting US education and actionable advice for their broader implementation   In School Rethink 2.0, editors Frederick M. Hess, Michael B. Horn, and Juliet Squire gather leaders immersed in the nuts-and-bolts work of educational reinvention to present ten promising education improvements and ways to implement them. Contributors, including acclaimed education pioneers Sal Khan, Beth Rabbitt, and Larry Berger, explain what it takes to reinvent schooling and the hurdles that emerge when tackling everything from curricula to staffing to assessment. These entrepreneurs and practitioners detail both the challenges and successes they've experienced in putting their ideas into practice, and they offer wise advice to administrators, policymakers, and educators who hope to adopt these approaches.   Many of the approaches described in the book were driven by the COVID-19 pandemic, which forced the nation to rethink core tenets of schooling. Contributors find solutions in robust career and technical education and new staffing models. They champion best-fit environments achieved via school choice programs and variations in school size, from colossal, highly resourced school systems to microschools. They turn to technology, leveraging adaptive software programs and generative artificial intelligence for learning and assessment. And they highlight a range of alternative instructional models such as mastery-based learning, personalized instruction, and multimodal learning labs for math instruction.     This collection offers a host of actionable solutions to help accommodate different learning needs.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990302613556,"sku":"9781682539408","price":85.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682539408.jpg?v=1782632720"},{"product_id":"9781682539644","title":"Shifting the Lens in History Education","description":"\u003cp\u003eA persuasive collection that considers how centering the knowledge and perspectives of historically marginalized groups enriches K-12 history teaching and learning   In Shifting the Lens in History Education, Maribel Santiago and Tadashi Dozono and a team of educational scholars call for history education that honors and respects the past and future agency of historically marginalized communities. This collection encourages history educators to extend their focus past conventional, inquiry-driven learning; to center the ways racially and ethnically marginalized communities preserve history; and to uphold Black, Latinx, Indigenous, Arab, and Asian American student knowledge in the classroom.     In these mind-expanding essays, contributors offer context and a theoretical framework for their proposed paradigm shift in social studies and history pedagogy. They invite educators to consider the full emotional complexity of humans throughout history to avoid teaching racialized emotions. And they demonstrate how non-traditional approaches to history such as storytelling, oral history, and testimonios, which are often linked to anticolonial practices, complicate dominant narratives and support both historical inquiry and healing.     Taken together, these essays show that approaches to history and ways of knowing practiced in historically marginalized communities are expansive, legitimate, community-oriented, and restorative. They call for educators committed to social justice to embrace racial and ethnic community knowledge in tandem with traditional, inquiry-driven history education to engage in more holistic, nuanced understandings of the past.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990303301684,"sku":"9781682539644","price":83.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682539644.jpg?v=1782632719"},{"product_id":"9781682539682","title":"Creating Educational Justice","description":"\u003cp\u003eA thoughtful, research-based discussion of Black homeschool experiences as models for educational improvement in K-12 public education   In Creating Educational Justice, Cheryl Fields-Smith upholds the decisions of Black parents to homeschool their children as acts of empowerment, resistance, and educational justice. The work spotlights the various motivations of Black families to home educate, bringing attention to key issues facing K-12 public schooling in the United States.   Fields-Smith shares the voices and perspectives of sixty Black home educators from a range of demographic backgrounds. Many of these families moved to homeschooling after students began their formal education in public schools, citing both problems endemic to US public schools (curriculum limitations, teacher shortages, and inadequate resources) and those faced particularly by Black students (marginalization of Black parents' engagement, deficit narratives surrounding Black student ability, discriminatory disciplinary practices, and overrepresentation in special education) as reasons for their switch. Their stories demonstrate the many ways in which Black home education curates learning opportunities that promote positive identity development and racial healing, as well as academic success, in ways that traditional schools often cannot.     Fields-Smith argues that public educators can learn much from Black homeschool parents' decision-making, folk pedagogy, and educational practice. This work offers a wealth of constructive feedback for teachers, school administrators, and policymakers that can inform teacher education practices, school administration approaches, and education reform measures and help build stronger school-family-community partnerships.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990303334452,"sku":"9781682539682","price":83.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682539682.jpg?v=1782632721"},{"product_id":"9781682539675","title":"Measuring to Improve","description":"\u003cp\u003eA first-in-field compilation of best practices for the design and implementation of practical measurement for improvement in K-12 education   In Measuring to Improve, Paul G. LeMahieu, Paul Cobb, and contributors introduce educational practitioners, administrators, and policymakers to the foundational elements of practical measurement to support continuous improvement efforts in K-12 schools. They begin by defining practical measurement as data collection and analysis that is relevant to practice, useful to practitioners, and designed to guide and even be integrated into practice. LeMahieu and Cobb discuss the importance of practical measurement as it relates to and informs the core principles of improvement science.    Contributors present five detailed case studies of practical measurement in action across a variety of contexts and improvement efforts in districts throughout the United States. The outcomes of these research-practice partnerships show how solutions to issues-including increasing high school graduation rates, improving college entrance rates, redesigning mathematics instruction, enhancing student literacy and writing skills, and redressing systemic inequities-can be informed by practical measurement. And they describe proven approaches for the design and implementation of measurement systems that align with a validity framework. They provide actionable suggestions for core elements such as tracking, testing, administering exit tickets and surveys, and collaboration.   This useful work provides a blueprint that can guide practitioners in incorporating practical measurement as a central element of educational improvement efforts.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990303432756,"sku":"9781682539675","price":89.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682539675.jpg?v=1782632721"},{"product_id":"9781682539613","title":"Rethinking Chronic Absenteeism","description":"\u003cp\u003eA call for community-based approaches to reducing the barriers that prevent regular attendance in K-12 schools   In Rethinking Chronic Absenteeism, Sarah Winchell Lenhoff and Jeremy Singer reframe chronic absenteeism as a symptom of a complex set of factors affecting the student, family, and community rather than simply an accountability metric for educators, schools, or districts. Lenhoff and Singer identify chronic absenteeism-often defined as missing 10 percent or more of instructional days-as an issue of social and economic inequality as much as an educational one, and they explore the role of K-12 schools and other organizations in solving this growing problem.   The book is based on research conducted over eight years as part of a research-practice partnership with urban school systems in Detroit. Their results show the challenges of relying on school-based approaches to improve attendance, particularly in high absenteeism contexts where the causes of absenteeism are due to inequalities that are outside the scope of schools or districts to address.   Lenhoff and Singer caution that school-based measures like punishments, parent fines, and even rewards can reinforce the social inequality that makes accessing school difficult. They stress that schools and districts should address factors within their purview: change the role of attendance-focused staff to act as navigators to help families remove barriers, improve school-home communication, help families access resources, and focus on building and sustaining positive relationships with students and families. The book also calls for broader societal change with recommendations for how policymakers, district and school leaders, and community partners can together adopt a more ecological approach to attendance.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990303596596,"sku":"9781682539613","price":83.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682539613.jpg?v=1782632721"},{"product_id":"9781682539583","title":"(Re)Imagining Inclusion for Children of Color with Disabilities","description":"\u003cp\u003eA transformative vision to shift educator practice and make systemic changes that can advance educational inclusion of students of color with disabilities   In (Re)Imagining Inclusion for Children of Color with Disabilities, Soyoung Park argues that the disproportionate segregation and isolation of children of color with disabilities from their nondisabled peers is the product of an educational system which upholds a racist, ableist agenda. Park puts forth a visionary call to end these exclusionary practices through shifting educators' mindsets to view children of color with disabilities not as problems to be fixed but as individuals who are capable and worthy of learning in the least restrictive environment-the inclusion classroom.   The book gives an incisive historical and sociopolitical overview of special education practices in US schools. Park shows how the process of referral, identification, and placement of students with individualized education plans is based on culturally biased assessment tools and rooted in racism and ableism. Enacting long-lasting, sustainable reform, she argues, requires systemic change.   Informed by DisCrit theory, this book draws from a decade of research in inclusion classrooms in California, Texas, and New York. Park eschews the medical model of disability, instead offering pedagogical and solidarity practices that view students through an asset-based lens. She showcases these practices at work in real-life classrooms, where teachers respond with respect not restriction, make room for the unexpected, center inquiry, recognize the gifts of resistance, and center relationships. The book concludes with practical recommendations for teachers, and proposes changes to teacher education and disciplinary procedures, for policymakers and school administrators who seek to aid transformation.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990303629364,"sku":"9781682539583","price":87.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682539583.jpg?v=1782632722"},{"product_id":"9781682539484","title":"Students, Schools, and Our Climate Moment","description":"\u003cp\u003eA call to action that promotes K-12 schools and students as key contributors to climate solutions   Laura A. Schifter and Jonathan Klein highlight the many ways in which K-12 schools and students have tremendous potential to advance solutions on environmental issues, and they provide frameworks for enacting change, in Students, Schools, and Our Climate Moment. Schifter and Klein demonstrate how the effects of climate change intersect with US public schools on multiple levels-for example, schools must prepare students to face the challenges of an uncertain future, accommodate disruptions brought about by extreme weather conditions, and evaluate their systems' energy consumption and carbon emissions.   Through rousing case studies of climate efforts in schools across the United States, Schifter and Klein show what it means to center children and young people in climate solutions and illustrate how educators and institutions can take comprehensive action. They share step-by-step plans for applying the lessons of these situations to future action, rooting their frameworks in the climate action plan of the Aspen Institute's K12 Climate Action Commission and the Coherence Framework developed by the Public Education Leadership Project at Harvard University.   The tools and key takeaways offered here can help raise climate literacy among students and also foster a climate collaboration mindset within districts, inspire community mobilization toward equity and sustainability, and enact policy change to shift society and mitigate the climate crisis.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990303694900,"sku":"9781682539484","price":85.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682539484.jpg?v=1782632722"},{"product_id":"9781682539736","title":"Crisis as Catalyst","description":"\u003cp\u003eA flexible framework that enables school leaders to proactively set up systems and structures that will support equitable responsiveness during crises   In Crisis as Catalyst, Patricia M. Virella uncovers opportunities for school leaders to act as agents of equity and inclusivity during crisis situations. Virella interviewed dozens of school principals across the United States and Puerto Rico, and in this book she shares the key lessons from their experiences with crisis events of all magnitudes, including student mental health emergencies, school elopement, criminal violence, racial harm, natural disasters, and the COVID-19 pandemic.   This insightful work distills this research and more into a framework for equity-oriented crisis leadership in K-12 schools. Virella shows how this adaptable framework, based in foundational tenets such as effective crisis communication, inclusive decision-making, community collaboration, and equitable resource allocation, can strengthen leadership and in turn fortify school communities.   In each chapter, Virella presents a case study of a principal whose crisis experience demonstrates one of the tenets in action. She pairs these narratives with specific leadership strategies and advises leaders to enhance their related skills through professional development, mentorship, and continuous learning. The book's guided discussion questions will spark conversations among current and aspiring school leaders. Leaders will be inspired to engage in critical self-reflection and to cultivate hope, an equity-oriented mindset, and a willingness to advocate for radical change.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990304251956,"sku":"9781682539736","price":83.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682539736.jpg?v=1782632722"},{"product_id":"9781682539767","title":"Suspended Futures","description":"\u003cp\u003eAn incisive examination of the school discipline crisis and a strategic, evidence-driven playbook for educational decision-makers who aim to resolve disciplinary disparities   Richard O. Welsh takes on the school discipline crisis in Suspended Futures, delineating the persistent racial disparities in how educators perceive and respond to the behavior of students. Welsh offers a framework for disrupting and dismantling a disciplinary system that disproportionately disadvantages students of Black, Latinx, and Indigenous identities. Underscoring the urgency of the dilemma, he discusses how the prevalence of exclusionary discipline in school-in which students are punished with removal from the classroom through suspension, expulsion, or alternative placement-results in significant loss of instructional time, which can lead to a cascade of negative student outcomes, from low achievement to carceral consequences.   Welsh synthesizes research and analyzes data from sources such as the Civil Rights Data Collection and New York City Public Schools to lay out context for the ongoing disagreement over the root causes of and solutions to student misbehavior.   The book argues for a shift from student-focused to educator-focused approaches to education reform and a shift from blaming to supporting teachers, principals, and administrators. Welsh emphasizes the need for school discipline reform that improves the school climate, addresses pervasive anti-Blackness, and supports inclusive learning. An ideal transformation, he proposes, incorporates restorative justice and Afrofuturism to create spaces of student healing, validation, and reward in schools.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990305234996,"sku":"9781682539767","price":78.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682539767.jpg?v=1782632721"},{"product_id":"9780807769546","title":"Transformational Leadership for Rapid School Improvement","description":"\u003cp\u003eTo address today's numerous goals and challenges, K-12 schools need transformational leaders-leaders able to substantively enhance and improve educational systems and educator practices in order to achieve better, longer-lasting outcomes for all students. This practical resource is for superintendents, principals, and other education leaders who are charged with rapidly improving their schools and districts. Grounded in WestEd's research-based and field-tested Four Domains of Rapid School Improvement framework, this book offers guidance, support, and resources in the areas of school turnaround, talent development, instructional transformation, and culture shift. Every chapter includes prompts to encourage reflection and discussion with colleagues, as well as action steps to put guidance into practice. Transformational Leadership for Rapid School Improvement can be used as a text for educational leadership courses and for professional learning with practicing principals and superintendents.   Book Features:     A collection of research-supported, field-tested leadership strategies to elicit rapid school improvement. Recommendations from education leaders and experts with deep experience engaging in successful school improvement efforts. Chapters organized according to four domains: turnaround leadership, talent development, instructional transformation, and culture shift. Timely topics such as leading with empathy, fostering teacher motivation, understanding the intersectionality of social-emotional learning, supporting trauma-informed practices, culturally responsive teaching, and critical race theory.  Prompts in every chapter to encourage reflection and discussion with colleagues.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":45993495625780,"sku":"9780807769546","price":89.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807769546.jpg?v=1782654055"},{"product_id":"9780807786666","title":"The Learning Hive","description":"\u003cp\u003eWhy do some school systems and organizations outperform their peers despite using similar strategies and materials? Look to leadership, system design, and implementation, not policies and rules, and the answer begins to take shape. This book offers a new vision of leadership and education system design organized around dynamic \"learning hives,\" collections of people working together to treat daily operations as ongoing opportunities for collaborative learning and improvement. Grounded in the Center for Public Research and Leadership's Leading Through Learning framework, the book helps cultivate education systems where dynamic governance and democratic participation enable the creation and ongoing improvement of educational strategies tailored to the unique needs of every student and community.   The Learning Hive is a must-read for leaders in education dedicated to creating adaptive, equitable, and high-performing systems. Filled with helpful case studies, practical tools, and real-life examples, this resource will help leaders transform organizations and systems into thriving ecosystems of learning and growth where every student can succeed.   Book Features:     Supports leaders in applying leadership- and system-design-oriented approaches to continuous learning that go beyond the often siloed, problem-oriented applications of improvement science.  Provides case studies showing systems and leaders enacting the book's principles.  Offers assessments to evaluate measurement systems, culture and shared vision, governance structure, and knowledge management, as well as numerous mapping exercises to visualize and revise key improvement factors.   Includes access to a companion online playbook for the Leading Through Learning framework that includes video explainers, interviews, and additional tools (leadingthroughlearning.org).\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":45993499099188,"sku":"9780807786666","price":92.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807786666.jpg?v=1782654069"},{"product_id":"9780807786727","title":"The New Meaning of Educational Change 6\/e","description":"\u003cp\u003eThe new and sixth edition of The New Meaning of Educational Change is unlike any of its predecessors. Michael Fullan first provides a deeply critical account of the last 60 years of educational change across the world with a focus on the United States. He then presents a radically different future based on learnings from the past and innovative examples from the recent present, along with a complete model for transforming our badly outdated current education system.   Fullan not only carefully documents the historic failure of system change, but he also offers a fundamental and innovative proposal that will generate better results with staying power. This new edition is part history, part boldly and radically action-oriented-setting out a future agenda for an increasingly complex world that has the power either to destroy the planet or make it the most wonderful place in the universe. Written for a wide audience that includes practitioners, students, and policymakers, this dynamic resource shows readers how to develop collaborative cultures at the school level, foster district-wide success in all schools, and integrate individual and systemic success.    Book Features:      Offers devastating evidence on how and where educational system change has failed in the past and continues to do so. Provides a clear sequence of system transformation-build the bottom, strengthen the middle, and intrigue the top! Makes specific, practical recommendations for educational improvement that should be embraced by educators and policymakers now. Written in a reader-friendly language with an inspiring invitation to take action.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":45993499590708,"sku":"9780807786727","price":80.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807786727.jpg?v=1782654070"},{"product_id":"9780807786789","title":"Centering Race, Gender, and Class in Postsecondary Planning","description":"\u003cp\u003eThis book encourages educational practitioners to reimagine school-based, postsecondary preparatory opportunities to be more inclusive, cohesive, and supportive of students and their families. With specific attention paid to students who have been traditionally underrepresented in college-going and college-graduating populations, the authors use theory, research, and empirical evidence to intentionally center and elevate students who have been overlooked or marginalized in the postsecondary planning process. Based on a college and career readiness program that supported the postsecondary aspirations of Black teenage girls, this book identifies how, where, and when school policies and practices create barriers to college and career planning. Within that program, traditional postsecondary practices were redesigned with specific consideration of the essential elements of time, care, cultural relevance, and lived experiences. This practical resource describes key approaches that encourage educators, counselors, and administrators to revise their own practices to be more beneficial and inclusive for today's diverse college aspirants.   Book Features:     Challenges school practitioners, administrators, and district leaders to reexamine the policies and practices they are using to prepare students for postsecondary lives. Demonstrates how to intentionally dismantle one-size-fits-all approaches to postsecondary preparation by centering the needs of diverse students. Includes insights and reflections from a three-year college and career readiness program in a public high school in partnership with a group of Black teenage girls. Provides intentional strategies for including race, class, and gender in postsecondary planning.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":45993499689012,"sku":"9780807786789","price":91.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807786789.jpg?v=1784068055"},{"product_id":"9780807787007","title":"A School Leader's Guide to VITAL Collaboration","description":"\u003cp\u003eUse this indispensable guide to elevate your leadership practices to improve your school's teaching and learning. Designed to empower today's K-12 school leaders, this book will help you develop and implement a robust, systemwide approach to fostering structured and impactful Professional Learning Communities (PLCs). Grounded in extensive research, the VITAL (Visibly Improving Teaching and Learning) Collaboration methodology offers school leaders a structured, data-driven framework for fostering collaborative inquiry to improve collective teacher efficacy. It equips leaders with strategies to build transformational leadership capacity, promote visible improvements in teaching practice, and ensure that all PLC sessions collectively lead to meaningful growth for both teachers and students. By embedding feedback loops into collaborative routines and focusing on evidence-driven inquiry, this innovative approach ensures that every PLC session contributes to making teachers more effective, ultimately improving student outcomes. The text includes field-tested strategies, practical tools and guidance, and actionable steps for implementation. This guide is an essential companion to Kevin Perks's A Teacher's Guide to VITAL Collaboration.   Book Features:     ? Innovative Approach: Introduces the VITAL methodology, which pioneers a systematic way for school leaders to foster a culture of collaboration that leverages evidence of teacher practice and student learning within PLCs to help ensure improved outcomes for students. ? Research-Based Strategies: Built on a solid foundation of school improvement science, professional learning communities, and evidence-based leadership practices, the VITAL framework offers actionable strategies that drive both teacher development and student achievement. ? Practical Tools and Frameworks: Provides a practical framework with abundant tools and resources for school leaders to develop and sustain structured PLCs, fostering a culture of continuous improvement and instructional excellence. ? Leadership Capacity Building: Focuses on building transformational leadership capacity, equipping school leaders with skills to effectively support and lead transformative professional development initiatives. ? Comprehensive Resource: Serves as an indispensable resource with clear steps for implementing systemwide changes that elevate teaching and learning outcomes across a school.\u003c\/p\u003e","brand":"TEACHERS COLLEGE PRESS","offers":[{"title":"Default Title","offer_id":45993500344372,"sku":"9780807787007","price":89.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9780807787007.jpg?v=1782654082"},{"product_id":"9781975505424","title":"It's Not Rocket Science","description":"\u003cp\u003e\u003cem\u003eIts Not Rocket Science - A Guide to the School Improvement Cycle: With Examples From New Zealand and Australian Schools\u003c\/em\u003e presents an easy-to-read, practical guide to effectively leading school improvement. It walks leaders through each step of ‘The School Improvement Cycle’ developed by Bendikson and Meyer, providing case studies, examples, and helpful tools from primary and secondary schools for the implementation of each step. The book will support school leaders in implementing improvement cycles without making the classic mistakes of failing to develop measures of improvement and test change actions before scaling up. Schools and system leaders will benefit greatly from this practical guide, in which Bendikson and Meyer demonstrate that implementing improvement cycles is not a difficult process. While the book uses examples from Australian and New Zealand schools, the lessons that the book teaches can be applied to school leaders everywhere.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eThe authors show how to make the complex work of improving student learning and outcomes at least somewhat simpler. They do this by describing and illustrating improvement steps that they have found to work in practice, providing examples from their work in schools to show the application of these ideas. If implemented properly, the cycles become “self-propelling,” thus reducing the cognitive load involved in planning how to improve. A range of evidence from international research and the authors’ own research and development work in schools explains the cycle and illustrate it.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eThe book is entitled \u003cem\u003eIt’s Not Rocket Science\u003c\/em\u003e because this is the common reaction from leaders once they understand the improvement cycle process. The book is perfect for a variety of courses in Education Leadership, Professional Development, and any other curriculum devoted to improving schools and student performance.\u003cbr\u003e\u003cbr\u003e \u003c\/p\u003e\u003cbr\u003e","brand":"MYERS EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":46795054350388,"sku":"9781975505424","price":96.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781975505424.jpg?v=1782630110"},{"product_id":"9798895570364","title":"Transformative Student Voice Bundle","description":"\u003cp\u003eThis bundle includes two essential books on Transformative Student Voice (TSV): the research volume for school leaders and the step-by-step guide for teachers to begin incorporating TSV into classrooms and driving student-centered change in their schools.     Transformative Student Voice and its companion Transformative Student Voice for Teachers introduce readers to TSV, a framework that promotes student agency and activism through youth-adult partnerships, with tangible outcomes for school improvement. Grounded in fifteen years' research on youth voice in school reform in urban, suburban, and rural schools and districts, these revelatory works illustrate the benefits of the TSV framework as a strategy for both student development and systems change.     The research volume gives school leaders, administrators, and other stakeholders a host of conceptual and practical tools for making student voice a core feature of decision-making and equity-focused transformation.     The practical companion book features actionable steps to help teachers build a classroom community that empowers students through critical reflection, inquiry, and action to drive school transformation.     Together, these books offer tools for superintendents, principals, and teachers alike to drive change and renewed outcomes in their schools.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":46857546924084,"sku":"9798895570364","price":127.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9798895570364.jpg?v=1782631310"},{"product_id":"9781975506087","title":"The Science I Know","description":"\u003cp\u003e\u003cem\u003eThe Science I Know: Culturally Relevant Science Lessons from Secondary Classrooms\u003c\/em\u003e is a collection of culturally relevant lesson plans written by secondary science teachers. Each lesson discusses how the tenets of academic success, cultural competence and critical consciousness that are part of the theory of Culturally Relevant Pedagogy (CRP) are addressed (Ladson-Billings, 1995). Additionally, each lesson plan is structured following the 5E learning cycle (Bybee, 2006) and aligned to the Next Generation Science Standards (NAS, 2012). The goal of this book is to help science teachers understand how to go about designing lessons that are culturally relevant. The hope is that the lessons that are detailed in each chapter will inspire teachers to draw the cultural knowledge from their students and capitalize on it when designing science lessons.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eAfter an introductory chapter that discusses how science education has shifted in recent decades to address the needs of diverse students, the main body of the text is divided into three sections. The first part introduces Culturally Relevant Pedagogy (CRP) as a framework; this would be important for those readers unfamiliar with Gloria Ladson-Billings work. It addresses and discusses the three tenets of CRP (Academic Success, Cultural Competence and Critical Consciousness) and it includes an explanation of how each area can be observed and addressed in science education specifically.The second part features lesson plans from secondary science classrooms written by teachers from different subject areas (i.e., life science, physical science, earth science, etc.). The lesson plans follow the 5E Instructional Model (Bybee et. al., 2006). This model promotes inquiry by guiding teachers in the design of lesson plans that are \"based upon cognitive psychology, constructivist-learning theory, and best practices in science teaching.\" (Duran \u0026amp; Duran, 2004). A brief snapshot of each teacher precedes each lesson plan. A discussion about how each of the CRP tenets is observed appears after each lesson plan. Finally, each plan featured will have a section that addresses the concepts of Funds of Knowledge (Moll et al., 1992). This concept will guide teachers in the process of identifying and maximizing students cultural capital in the classroom. Each lesson plan chapter concludes with questions for further consideration for teachers. The last part of the book features a discussion about what the future of science education will look like based on the sets of skills and practices that are part of the national and state standards. It includes best practices for teachers when preparing and planning to implement culturally relevant practices in their classrooms.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cem\u003eThe Science I Know \u003c\/em\u003eis not only essential reading for all science teachers interested in utilizing culturally relevant instructional practices in their classroom, but also a valuable tool in the instruction of pre-service teachers in Colleges of Education. 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Divided into two sections on core concepts and practical applications, this edited collection covers topics such as mental health disorders frequently encountered within school settings and their relationships with academic achievement, technology, neurodiversity, and career development; Indigenous, queer, and anti-racist practice and praxis; educator mental health and wellness; traumainformed teaching; and creating mentally healthy classrooms.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eThis essential text is foundational for future educators and those in courses covering child and youth care, exceptional learners, early childhood education, or social work. 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Special education teachers are leaving the field at alarming rates, and positive change through transformational leadership practices can help administrators build confidence and self-efficacy as leaders of special education programs and strengthen special education teachers commitment to remain in the field.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eIn a book that guides an affective journey using John C. Maxwells teachings, Natasha Veale, a former special education teacher, professor of special education, and certified Maxwell Leadership consultant, demonstrates how to address administrators belief in their ability to become influential special education leaders and connect with their special education teachers, even without a background in special education. This book is ideal for pre-service and in-service assistant principals and principals, special education administrators, and general and special education teachers. 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This resource extends beyond academic scholarship; it engages with community-based initiatives, social entrepreneurship, and lived experiences to offer both a holistic perspective and a practical, action-oriented approach. Through this lens, the authors aim to equip educators with the tools to transform classrooms into more equitable and justice-driven learning spaces. Throughout the book, numerous examples and practical resources are offered to bring these ideas to life, demonstrating how CAM can be implemented in the classroom as a powerful and enriching teaching strategy.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eMore than just a resource, this book is a call to action-an invitation for educators to embark on a collaborative journey. It embraces vulnerability, emphasizes co-learning, and celebrates the communities that shape the work of language education professionals. 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Dr. Carlson draws on decades of experience in teaching, leadership, curriculum development, and literacy research to deliver a step-by-step framework that empowers leaders to effectively plan, implement, monitor, and assess initiatives.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003eIn clear, accessible language, \u003cem\u003eImplementation Science\u003c\/em\u003e demystifies the core principles of implementation and bridges concepts to turnaround. It offers actionable strategies and tools for tackling complex challenges in todays educational landscape. From curriculum selection to fostering an engaged, capable team, this playbook navigates the nuances of change management, helping leaders make data-driven decisions that stick. Each chapter culminates with key takeaways and questions for reflection, supporting instructional leaders in aligning their work with broader district goals.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003ePerfect for superintendents, principals, curriculum directors, and aspiring leaders, Implementation Science is more than a guide-its a hands-on resource for building a sustainable, student-centered culture of continuous improvement. The book can also be adopted for a variety of courses such as Educational Leadership and Administration; Curriculum and Instructional Design; Data-Driven Decision Making in Education; Change Management in Education; and many more.\u003c\/p\u003e\u003cbr\u003e","brand":"MYERS EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":46937591480372,"sku":"9781975508067","price":99.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781975508067.jpg?v=1782649567"}],"url":"https:\/\/woodslane.com.au\/collections\/nasdap25.oembed","provider":"Woodslane","version":"1.0","type":"link"}