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With a keen eye for detail, historian Robert Emmett Curran - a member of the Georgetown community for over three decades - explores the broader perspective of Georgetown's sense of identity and its place in American culture. Volume One traces Georgetown's evolution during its first century, from its beginnings as an academy within the American Catholic community of the Revolutionary War era through its flowering as a college before the Civil War to its postbellum achievements as a university. Volume Two highlights the efforts of administrators and faculty over the next seventy-five years to make Georgetown an ascending and increasingly diverse institution with a range of graduate programs and professional schools. Volume Three examines Georgetown's remarkable rise to prominence as an internationally recognized research university - both culturally engaged and cosmopolitan while remaining grounded in its Catholic and Jesuit character. 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Beautifully designed with over 300 illustrations and photographs, \"A History of Georgetown University\" tells the remarkable story of the administrators, boards, faculty, students, and programs that have made Georgetown a leading institution of higher education. With a keen eye for detail, historian Robert Emmett Curran - a member of the Georgetown community for over three decades - explores the broader perspective of Georgetown's sense of identity and its place in American culture. Volume One traces Georgetown's evolution during its first century, from its beginnings as an academy within the American Catholic community of the Revolutionary War era through its flowering as a college before the Civil War to its postbellum achievements as a university. Volume Two highlights the efforts of administrators and faculty over the next seventy-five years to make Georgetown an ascending and increasingly diverse institution with a range of graduate programs and professional schools. 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Beautifully designed with over 300 illustrations and photographs, \"A History of Georgetown University\" tells the remarkable story of the administrators, boards, faculty, students, and programs that have made Georgetown a leading institution of higher education. With a keen eye for detail, historian Robert Emmett Curran - a member of the Georgetown community for over three decades - explores the broader perspective of Georgetown's sense of identity and its place in American culture. Volume One traces Georgetown's evolution during its first century, from its beginnings as an academy within the American Catholic community of the Revolutionary War era through its flowering as a college before the Civil War to its postbellum achievements as a university. Volume Two highlights the efforts of administrators and faculty over the next seventy-five years to make Georgetown an ascending and increasingly diverse institution with a range of graduate programs and professional schools. 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For each success factor, readers will get  dozens of proven, research-based strategies that are aligned to meet federal requirements for school improvement specific best practices tailored for teachers, principals, and district-level administrators, so all members of the education team can do their part to improve student achievement tips for working with diverse students, including students with special needs and English language learners key research studies demonstrating the importance of each factor personal stories and perspectives from successful teachers, supervisors, administrators, and principals   Throughout the book, readers will follow documented case studies of real schools. They'll investigate the diverse approaches these schools took to each of the seven success factors, discover what worked and didn't work, and take away valuable lessons they can implement in their own schools.  An indispensable survival guide to the era of accountability, this groundbreaking book gives schools real-world solutions to the challenges of today's educational climate-and helps teachers, principals, and administrators prepare all of their students for long-term academic success.  Put these seven success factors to work in your school:  Foster positive home-school relations Keep students engaged and motivated to learn in the time given Create a climate of high expectations Develop a clear and focused mission Monitor student progress frequently Receive strong and effective instructional leadership from the principal Ensure a safe and orderly environment\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":45990047612980,"sku":"9781598570908","price":64.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781598570908.jpg?v=1782631924"},{"product_id":"9781598572841","title":"Teaching Pyramid Observation Tool (TPOT (TM)) for Preschool Classrooms 2\/e","description":"\u003cp\u003eIf your programme is among the thousands using the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children, this is the one tool you need to support teachers to effectively use the practices. 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TPOT (TM) helps programmes:  Support effective implementation of the proven PBIS-based Pyramid model Promote social-emotional competence in young children Implement strategies to prevent and address challenging behaviour Compare implementation across classrooms, teachers, and programmes Identify where teachers need extra professional development and support Guide coaching efforts  This is the one tool you need to make sure teachers are effectively putting the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children into practice. 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TPOT (TM) helps programmes:  Support effective implementation of the proven PBIS-based Pyramid model Promote social-emotional competence in young children Implement strategies to prevent and address challenging behaviour Compare implementation across classrooms, teachers, and programmes Identify where teachers need extra professional development and support Guide coaching efforts  This is the one tool you need to make sure teachers are effectively putting the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children into practice. 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Packed with updated strategies on hot topics, redesigned forms, and the newest research on multitiered systems of support, this new edition will help you support positive changes in your students behaviour-so you can keep the focus on learning. (Ideal for both in-service teacher training and college and university courses!) RESEARCH-BASED STRATEGIES FOR HELPING STUDENTS: Stop challenging behaviour before it starts Improve communication, social, and self-control skills Form positive, respectful relationships with classmates, teachers, and other community members Take a more active part in their school, classroom, and community WHATS NEW: More research and strategies on key topics, including bullying prevention, safe and responsive school climates, functional assessment, and individual student interventions. 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Developed by a team of educational and mental health experts, this evidence-based, age-appropriate curriculum is   Low cost and low tech Proven to help increase students' knowledge of social and emotional concepts and decrease their emotional and behavioral problems Easy to implement with no mental health training required Brief enough to use with any program  Through engaging, thought-provoking classroom activities, students learn about emotions and the social-emotional skills they'll use for the rest of their lives: managing anger, reducing stress, solving interpersonal problems, and much more. This scientifically-based curriculum runs for 12 weeks, and lessons are easy to fit into your existing schedule (especially with the new options for breaking them into smaller chunks). 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Developed by a team of educational and mental health experts, this evidence-based, age-appropriate curriculum is   Low cost and low tech Proven to help increase students knowledge of social and emotional concepts and decrease their emotional and behavioral problems Easy to implement with no mental health training required Brief enough to use with any program  Through engaging, thought-provoking classroom activities, students learn about emotions and the social-emotional skills they'll use for the rest of their lives: managing anger, reducing stress, solving interpersonal problems, and much more. This scientifically-based curriculum runs for 12 weeks, and lessons are easy to fit into your existing schedule (especially with the new options for breaking them into smaller chunks). 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In a large-size format with lay-flat binding to facilitate photocopying, the book includes reproducible planning and implementation worksheets. New to this edition:  includes extensive new research that reflects the increasing adoption of RTI nationwide expanded to include behavioral interventions chapter on effective instructional practices for general education chapter on implementation at the whole-school and district levels chapter featuring multiple intervention case studies. This book will be important reading for school psychologists, school administrators, special educators, and classroom teachers; graduate students and researchers in these fields. 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Hirsch, author of The Knowledge Deficit, draws on recent findings in neuroscience and data from France to provide new evidence for the argument that a carefully planned, knowledge-based elementary curriculum is essential to providing the foundations for children's life success and ensuring equal opportunity for students of all backgrounds. In the absence of a clear, common curriculum, Hirsch contends that tests are reduced to measuring skills rather than content, and that students from disadvantaged backgrounds cannot develop the knowledge base to support high achievement. Hirsch advocates for updated policies based on a set of ideas that are consistent with current cognitive science, developmental psychology, and social science.  The book focuses on six persistent problems of recent US education: the over-testing of students; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum; the continued achievement gap between demographic groups; and the reliance on standards that are not linked to a rigorous curriculum. Hirsch examines evidence from the United States and other nations that a coherent, knowledge-based approach to schooling has improved both achievement and equity wherever it has been instituted, supporting the argument that the most significant education reform and force for equality of opportunity and greater social cohesion is the reform of fundamental educational ideas.  Why Knowledge Matters introduces a new generation of American educators to Hirsch's astute and passionate analysis.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990125273140,"sku":"9781612509525","price":76.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781612509525.jpg?v=1782632170"},{"product_id":"9781621483700","title":"Waldorf Education and Anthroposophy 2","description":"\u003cp\u003e12 lectures, various cities, November 19, 1922-August 30, 1924 (CW 304a)   The Waldorf school movement was gaining increasing recognition by the time these public lectures on Waldorf education took place. In this collection, as in the previous volume, Rudolf Steiner is outspoken about the spiritual nature of human beings and the world--including the spiritual nature of Waldorf education.   Original German source: Anthroposophische Menschenkunde und P?dagogik  (GA 304a).\u003c\/p\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":45990176423988,"sku":"9781621483700","price":58.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781621483700.jpg?v=1782632321"},{"product_id":"9781621483755","title":"Listening to Our Teachers","description":"\u003cp\u003eThis book (first published as \u003cem\u003eSilence Is Complicity\u003c\/em\u003e) began life at an Antioch University Waldorf program for educators to introduce students to action research, a philosophy and methodology for transformative change through the process of taking action and doing research. This revised and expanded edition focuses on research and the inner life, indigenous research methods, and much more--all to empower teachers and support their enthusiasm for learning and developing new curricula. Teacher research goes beyond personal understanding to a level of documented inquiry that holds up to public scrutiny while also challenging misguided funding, tests, and legislation.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTeachers today are caught between \"best practices\" as recognized by dedicated educators and the arrogance of standardization imposed regardless of the students unique capacities. Good teaching is interactive--watching and observing the children leads to innovative lesson plans and creative group activities.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTeachers must have a chance to research, share their findings, and advocate for change. The author makes the case that the time is right for educational renewal: \"Research is not just about out-comes and school reform. This is an opportunity for awakening, for inner development. In this regard, there are truly no limits to knowledge--no boundaries around personal growth.\"\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eThis volume is a revised, expanded, and updated edition of \u003cem\u003eSilence Is Complicity: A call to let teachers improve our schools through action research--not NCLB, \u003c\/em\u003epublished in 2007 by SteinerBooks.\u003c\/p\u003e\u003cbr\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":45990176555060,"sku":"9781621483755","price":39.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781621483755.jpg?v=1782632322"},{"product_id":"9781621483694","title":"Waldorf Education and Anthroposophy 1","description":"\u003cp\u003e9 lectures, various cities, February 23, 1921-September 16, 1922 (CW 304)  This is the first of two previously untranslated volumes of Steiner's public lectures on Waldorf education. Readers familiar with Steiner's lectures for teachers will discover here how Steiner presented his ideas to the general public with surprising directness.   Teaching, Steiner says, should be artistic, creative, and improvisational--not dogmatic. Nonetheless, he is clear that \"the great battle\" has to do with the spiritual nature of children. He discusses themes such as understanding the role of health and illness in education, as well as the three major phases in child development: imitation, authority, and freedom.   Also included are also two lectures Rudolf Steiner gave in England on Shakespeare and new ideals in education.  German source: Erziehungs- und Unterrichtsmethoden auf Anthroposophischer Grundlage (GA 304).\u003c\/p\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":45990176587828,"sku":"9781621483694","price":65.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781621483694.jpg?v=1782632322"},{"product_id":"9781633882157","title":"The Creativity Challenge","description":"\u003cp\u003eAmerican creativity has steadily declined since 1990. That disturbing trend recently came to light through the work of leading educational psychologist KH Kim, a recognized expert in creativity assessment. In this insightful and inspiring book, Kim discovers the causes of the decrease in creativity and proposes methods of recapturing American creativity in education, in industry, and throughout every sector of society.   Through the life stories of innovators, Kim debunks the assumption that creative people must be born with innate talents. She shows how parents, educational methods, and cultures shaped innovators' creative expression. As her research clearly indicates, cultural climates and attitudes (including over-reliance on standardized testing) often work against innovation unless creativity is deliberately grown and developed.   Culminating over twenty years of extensive research, Kim has devised original models to identify creativity in people and organizations and help it to blossom. Gardening metaphors illustrate simple but powerful steps to transform creative potential into innovation. She emphasizes practical steps to cultivate creative climates (environment) in schools, in homes, and at work; nurture creative attitudes (personality) toward learning, work, and life; and apply creative thinking skills. Kim's models for creativity are complemented with evidence-based methods to learn and practice creative skills in everyday life.\u003c\/p\u003e","brand":"GLOBE PEQUOT","offers":[{"title":"Default Title","offer_id":45990195626036,"sku":"9781633882157","price":34.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781633882157.jpg?v=1782632433"},{"product_id":"9781647121044","title":"Online World Language Instruction Training and Assessment","description":"\u003cp\u003eA new approach to training and evaluating world languages online instructors    The rapid growth in online world language programs in the United States coupled with the widespread implementation of virtual teaching in response to COVID-19 have pushed the field to reconceive instruction. Virtual learning creates unique challenges for instructors, who need to ensure that their students have adequate interaction with their peers, their professor, and native speakers of the language. Even with a growing demand for online language courses, there are few tools that evaluate the training and assessment of online language instructors.    In Online World Language Instruction Training and Assessment, authors Carmen King Ramirez, Barbara A. Lafford, and James E. Wermers fill that gap, providing a critical pedagogical approach to computer-assisted language learning (CALL) teacher education (CTE). By combining best CTE training and evaluation practices with assessment tools, the authors explain how teachers can integrate technology to build successful online programs. Their ecological, holistic approach addresses all facets of learning online-including pressing challenges of moving courses online, teacher training, developing core competencies and skills, instructions for assessment and self-evaluation, goal setting, and the normalization of critical CTE practices in an increasingly digital environment.    The authors propose new solutions to teacher training challenges, providing extensive rubrics and tools that can equitably assess online language instructor skills, the training they receive, the assessment process they undergo, and the instruments used for instructor assessment. A list of CALL and CTE resources (available on the Press's website) further supports readers' successful adaptation to an everchanging learning environment.\u003c\/p\u003e","brand":"GEORGETOWN UNIVERSITY PRESS","offers":[{"title":"Default Title","offer_id":45990226001972,"sku":"9781647121044","price":202.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781647121044.jpg?v=1782632601"},{"product_id":"9781647121051","title":"Online World Language Instruction Training and Assessment","description":"\u003cp\u003eA new approach to training and evaluating world languages online instructors    The rapid growth in online world language programs in the United States coupled with the widespread implementation of virtual teaching in response to COVID-19 have pushed the field to reconceive instruction. Virtual learning creates unique challenges for instructors, who need to ensure that their students have adequate interaction with their peers, their professor, and native speakers of the language. Even with a growing demand for online language courses, there are few tools that evaluate the training and assessment of online language instructors.    In Online World Language Instruction Training and Assessment, authors Carmen King Ramirez, Barbara A. Lafford, and James E. Wermers fill that gap, providing a critical pedagogical approach to computer-assisted language learning (CALL) teacher education (CTE). By combining best CTE training and evaluation practices with assessment tools, the authors explain how teachers can integrate technology to build successful online programs. Their ecological, holistic approach addresses all facets of learning online-including pressing challenges of moving courses online, teacher training, developing core competencies and skills, instructions for assessment and self-evaluation, goal setting, and the normalization of critical CTE practices in an increasingly digital environment.    The authors propose new solutions to teacher training challenges, providing extensive rubrics and tools that can equitably assess online language instructor skills, the training they receive, the assessment process they undergo, and the instruments used for instructor assessment. A list of CALL and CTE resources (available on the Press's website) further supports readers' successful adaptation to an everchanging learning environment.\u003c\/p\u003e","brand":"GEORGETOWN UNIVERSITY PRESS","offers":[{"title":"Default Title","offer_id":45990227083316,"sku":"9781647121051","price":67.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781647121051.jpg?v=1782632601"},{"product_id":"9781681255224","title":"Assessment, Evaluation, and Programming System for Infants and Children (AEPS (R)-3): Curriculum, Volume 4 3\/e","description":"\u003cp\u003eFor use after the AEPS®‐3 Test, the AEPS®‐3 Curriculum is an activity‐based, multitiered curriculum that helps professionals support every childs development with differentiated instruction in eight developmental areas: fine motor, gross motor, adaptive, social‐emotional, social‐communication, cognitive, literacy, and math. This \u003cstrong\u003eGrowing curriculum volume\u003c\/strong\u003e covers skills that typically appear during the toddler years (from 18 months to 3 years of age). 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Use this highly effective and efficient linked system to assess, develop goals, implement instruction\/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eAEPS‐3 HELPS YOU:\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eCollect essential assessment data and use it across your key tasks:\u003c\/strong\u003e OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with families\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eTrack and support emerging skills,\u003c\/strong\u003e where real growth and development happen\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eLink assessment data to a tiered curriculum\u003c\/strong\u003e for designing teaching and intervention strategies that get results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003ePick up small increments of progress\u003c\/strong\u003e—important when demonstrating growth for children with disabilities\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eActively involve families,\u003c\/strong\u003ewith handouts to support engagement, forms to gather input, and reports to share results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStrengthen school readiness\u003c\/strong\u003e for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skills\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStreamline reporting and data management with AEPS®i,\u003c\/strong\u003e the user‐friendly web‐based system\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTheres never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":45990292095028,"sku":"9781681255224","price":109.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781681255224.jpg?v=1782632688"},{"product_id":"9781681255200","title":"Assessment, Evaluation, and Programming System for Infants and Children (AEPS (R)-3): Curriculum, Volume 2 3\/e","description":"\u003cp\u003eA criterion‐referenced, curriculum‐based measure, the AEPS®‐3 Test evaluates the developmental and early academic skills that children need to function independently and succeed in kindergarten. 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Fully linked with the tiered AEPS‐3 Curriculum, AEPS‐3 Test results can be used to determine a childs level of performance, develop meaningful learning goals and outcomes, plan effective instruction\/intervention, and monitor progress over time.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eIn this volume, professionals will find:\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003eadministration and scoring guidelines for the test\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003etest items and criteria for 407 goals and objectives\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003etips on how to use the AEPS‐3 assessment activities with individual children or groups of children\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003etips on how to score all test items efficiently\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003einstructions on using the Family Support Forms and Ready‐Set assessment\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eguidance on using test results to write IEP\/IFSPs and determine eligibility for services\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eABOUT AEPS‐3\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eStreamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. 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This \u003cstrong\u003eBeginning curriculum volume\u003c\/strong\u003e includes foundational skills that typically developing children acquire in the first year to 18 months of life. 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Based on presentations made at FPG's 50th anniversary symposium, this essential reference looks back on the Institute's trailblazing history, analyzes contemporary issues in child development, and recommends critical new research directions.  More than a dozen high-profile contributors thoroughly examine the three themes of the anniversary symposium: early care and education, diversity, and children with disabilities and their families. 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Whether used as a textbook or a reference, this book will help shape the future of the early childhood field-and improve outcomes for tomorrow's young children and families.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":45990293372980,"sku":"9781681252766","price":174.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781681252766.jpg?v=1782632667"},{"product_id":"9781681256498","title":"Addressing Anxiety in Young Learners","description":"\u003cp\u003eAnxiety rates are skyrocketing among young learners—and their teachers need explicit training on how to understand and support these students. 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Although technology has increased our capacity for social networking both in the digital space and face-to-face, Kira J. Baker-Doyle contends that most professional development opportunities for educators are still fundamentally asocial. She calls for the adoption of humanizing network practices to create meaningful continuing education experiences that leverage the collective knowledge, expertise, and social capital of educators to spark educational change.  Baker-Doyle shows how the critical network literacy (CNL) framework overlays critical theory, multiliteracies theory, and social network theory in a way that encourages critical reflection and collaboration among participants. She draws from sources including empirical studies of teacher educators and teacher activists, meta-analytical studies of social network research in education, and professional experience with collective organizing efforts, to detail the many benefits of cultivating CNL in educational spaces. Baker-Doyle provides evidence of how the framework's practices and protocols can increase transparency, improve representation, and incorporate affirmation and restoration discourse. Her work demonstrates how CNL helps create environments that honor teachers' social identities, their social networks, and the broader social context in which they work.  This thought-provoking book is filled with exercises that reinforce social competencies, questions that prompt dialogue and understanding, and real-world examples that underscore the framework's relevance to key educational practices. The generous guidance offered in Critical Network Literacy can be used as a launching point to promote innovation and leadership in teaching.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990295306292,"sku":"9781682537893","price":83.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682537893.jpg?v=1782632695"},{"product_id":"9781682538074","title":"Teach for Climate Justice","description":"\u003cp\u003eA proactive, inclusive plan for the cross-disciplinary teaching of climate change from preschool to high school.  In Teach for Climate Justice, accomplished educator and social and emotional learning expert Tom Roderick proposes a visionary interdisciplinary and intersectional approach to PreK-12 climate education. He argues that meaningful instruction on this urgent issue of our time must focus on climate justice-the convergence of climate change and social justice-in a way that is emotionally safe, developmentally appropriate, and ultimately empowering.  Drawing on examples of real-life educators teaching climate change, Roderick identifies eight key dimensions of climate education that will prepare students to face the challenges of the climate crisis and give them the means to take action. These dimensions include not only educating for a deep understanding of the scientific, geopolitical, and socioeconomic equity issues that surround global warming, but also cultivating appreciation for the environment, building a supportive community, and fostering active hope for the future. Roderick's intentional layering of skills will help students develop the knowledge and sense of agency necessary to engage in civil resistance and nonviolent activism. In support of this crucial endeavor, Roderick suggests evidence-based teaching strategies, practices that promote inclusivity, and tools for social and emotional learning.  This timely and uplifting book lays out a powerful vision for teaching, learning, and curriculum development to nurture a generation of courageous, informed advocates for climate justice.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990296289332,"sku":"9781682538074","price":85.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682538074.jpg?v=1782632694"},{"product_id":"9781682537862","title":"The Middle of Somewhere","description":"\u003cp\u003eHighlights innovative partnership practices that help create educational opportunities for students in rural schools across the United States.  As editors Sarah L. Hartman and Bob Klein acknowledge, rural places have long experienced systemic inequities that decrease rural students' access to education, yet many rural schools and communities have found creative means to make up for the dearth of outside resources. The Middle of Somewhere brings to light a wide variety of partnerships that have been forged between K-12 schools, communities, and postsecondary institutions to improve educational access.  The book showcases collaborations that address three different areas of need: partnerships that prepare and support teacher candidates and educators who work in rural areas; partnerships that extend the work of rural education networks; and partnerships that promote equity, justice, and inclusion within rural populations. Using case studies of rural educational partnerships from communities across the United States, the book's contributors share their experiences of how strong partnerships have formed both organically and through thoughtful and intentional planning, and they recommend supportive strategies for their development and sustainment.  The contributors also explore the many ways in which university-school-community partnerships incubate solutions to challenges common to rural education systems, such as access to STEM education and higher education. The programs featured here may serve as replicable models for practitioners, researchers, and policy makers who want to enrich the experiences of children in their schools and communities.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990296387636,"sku":"9781682537862","price":83.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682537862.jpg?v=1782632698"},{"product_id":"9781682538135","title":"The Open System","description":"\u003cp\u003eA call to action for school and community leaders to reframe educational institutions as open systems that are adaptable and responsive to the needs of students, families, and communities.  Landon MascareNaz and Doannie Tran propose that, even as events of this decade have exposed stress points in existing top-down, closed systems within education and other public institutions, they have also created prime opportunities to rethink and redesign those systems in ways that encourage civic participation and invigorate local democracy.  In The Open System, MascareNaz and Tran argue for a critical revitalization of public education centered in openness, an organization design concept in which an entity receives, considers, and acts on input from the community it serves. As they demonstrate, open education policy improves information flow, increasing equity, bolstering public trust, and making room for co-creation and co-production driven by community partnerships and family engagement.  Based on their groundbreaking work with educational coalitions such as the Kentucky Coalition for Advancing Education and the Burlington Education Coalition, MascareNaz and Tran introduce six key liberatory moves that can bring about open system transformation. They highlight real-life examples of the types of incremental, specific, and discrete projects that leaders can use to create openness in educational systems at the school, district, and state levels, providing a blueprint for changemaking.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990296453172,"sku":"9781682538135","price":85.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682538135.jpg?v=1782632697"},{"product_id":"9781682538227","title":"How a City Learned to Improve Its Schools","description":"\u003cp\u003eA comprehensive analysis of the astonishing changes that elevated the Chicago public school system from one of the worst in the nation to one of the most improved.   How a City Learned to Improve Its Schools tells the story of the extraordinary thirty-year school reform effort that changed the landscape of public education in Chicago. Acclaimed educational researcher Anthony S. Bryk joins five coauthors involved in Chicago-based education reform, Sharon Greenberg, Albert Bertani, Penny Sebring, Steven E. Tozer, and Timothy Knowles, to illuminate the many factors that led to the ultimate success of Chicago Public Schools.  Beginning in 1987, Bryk and team lay out the civic context for reform, outlining the systemic challenges such as segregation, institutional racism, and income and resource disparities that reformers grappled with as well as the social conflicts they faced. Next, they analyze continuous improvement to teaching and learning, including the recruitment and retention of high-quality educators and leadership, a transformation validated by unprecedented increases in benchmarks such as graduation rates and college matriculation. This riveting account introduces key actors within the schools, city government, and business community, and the partnerships they forged. It also reveals the surprising yet essential role of Chicago's innovative information infrastructure in aligning disparate initiatives.  In making clear how elements such as advocacy, expanded civic capacity, improvement research, and strong democracy contributed to large-scale progress in the system's 600-plus schools, the book highlights the greater lessons that the Chicago story offers for system improvement overall.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990296551476,"sku":"9781682538227","price":94.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682538227.jpg?v=1782632697"},{"product_id":"9781682538166","title":"America's Hidden Economic Engines","description":"\u003cp\u003eFive in-depth case studies reveal the innovative practices that position U.S. community colleges as pathways to quality employment.  In America's Hidden Economic Engines, editors Robert B. Schwartz and Rachel Lipson spotlight community and technical colleges as institutions uniquely equipped to foster more equitable economic growth across America's regions. As Schwartz and Lipson show, these colleges are the best-placed institutions to reverse the decades-long rise in US economic inequality by race, class, and geography.  In the book, Harvard Project on Workforce researchers introduce detailed case studies of five institutions-Lorain County Community College in Ohio, Mississippi Gulf Coast Community College, Northern Virginia Community College, Pima Community College in Arizona, and San Jacinto Community College in Texas-that show what is possible when governments, employers, and communities invest in their community colleges' economic and workforce development mission.  These case studies reveal key institutional policies and practices, leadership behaviors, and organizational structures of successful collaborations between colleges and their regional partners in the public and private sector. Each case underscores how, although community colleges face distinct challenges based on local context, successful schools demonstrate a consistent focus on economic mobility and good jobs across all their programs and activities. In a concluding chapter, the editors champion community colleges as the most critical institutions for the future of US workforce development policy.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990296584244,"sku":"9781682538166","price":83.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682538166.jpg?v=1782632700"},{"product_id":"9781682537169","title":"Civil Rights and Federal Higher Education","description":"\u003cp\u003eCivil Rights and Federal Higher Education offers a renewed vision for higher education policy making, presenting an incisive analysis of the connections between educational politics and educational inequality. With a view toward the future, the editors assert that the thoughtful application of evidence-based solutions to complex policy problems can help establish a more just and equitable system of higher education.  Edited by Nicholas Hillman and Gary Orfield, the volume focuses on federal policy debates that have significant racial and socioeconomic implications, linking civil rights reforms to contemporary higher education policy issues. Through a mix of history and current events, the chapters highlight how policy has strayed from the Higher Education Act's intended trajectory of promoting and protecting civil rights. This drift, the editors show, has created far-reaching consequences for students of color, low-income students, and incarcerated students, in addition to the colleges that serve them.  Deftly identifying the social justice dimensions of today's federal policies, the editors reveal how certain political influences have preserved the interests of powerful and historically advantaged stakeholders-often at the expense of those who are less powerful and most disadvantaged. With great insight, the book's contributors explore higher education issues such as enrollment at Minority Serving Institutions, for-profit college outcomes, and legal and academic perspectives on affirmative action.  Perhaps more importantly, Civil Rights and Federal Higher Education provides guidance on what can be done to course correct. The book offers short- and long-term policy prescriptions and policy alternatives to help legislative staffers, policy analysts, and researchers plot a way forward.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990296911924,"sku":"9781682537169","price":78.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682537169.jpg?v=1782632692"},{"product_id":"9781682537282","title":"Equity-Based Leadership","description":"\u003cp\u003eWith a visionary approach to school improvement, Equity-Based Leadership proposes a framework to support system leaders seeking to organize change and achieve more equitable education.  In this ambitious yet pragmatic work, Joshua P. Starr makes the case that intentional and attentive district leadership can bring about continuous improvement in schools. When district reforms are conceived with social justice in mind, Starr explains, schools move toward fulfilling the longstanding promise of equitable education in America.  Starr asserts that the essential goal of good system leadership lies in designing, implementing, and sustaining comprehensive strategies for school reform, in collaboration with school leaders, educators, and community shareholders. Drawing on his own experiences and those of other distinguished superintendents, he offers core practices that system leaders can use to ensure that the mission of their district is upheld throughout any change process and that precious time and funding are used judiciously.  Recognizing that there is no single path to transformation, Starr sets forth a flexible, customizable agenda for district reform that concentrates on six elements, or entry points. Starr's first entry point is curriculum content, as teaching and learning are the fundamental goals of a school system. But he goes further to advocate for a deep dive into the organization and alignment of the system itself, via deliberate support of shared values; explicit and transparent decision-making; resource allocation in line with vision and need; talent management to achieve new levels of educator performance; and nourishment of school culture.  Additionally, Starr brings together a wide range of real-world examples, evidence-based practices, and sensible advice to guide district leaders in aligning their systems around a coherent equity strategy.  This bold new approach to transforming educational systems confidently guides the higher-level decision-making of leaders-not only superintendents but also school board members, cabinet members, and central office administrators-within the context of district-wide efforts to make education better for all students.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990297042996,"sku":"9781682537282","price":80.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682537282.jpg?v=1782632692"},{"product_id":"9781682537350","title":"Not Paved for Us","description":"\u003cp\u003eNot Paved for Us chronicles a fifty-year period in Philadelphia education, and offers a critical look at how school reform efforts do and do not transform outcomes for Black students and educators.  This illuminating book offers an extensive, expert analysis of a school system that bears the legacy, hallmarks, and consequences that lie at the intersection of race and education. Urban education scholar Camika Royal deftly analyzes decades of efforts aimed at improving school performance within the School District of Philadelphia (SDP), in a brisk survey spanning every SDP superintendency from the 1960s through 2017.  Royal interrogates the history of education and educational reforms, recounting city, state, and federal interventions. She covers SDP's connections with the Common School Movement and the advent of the Philadelphia Freedom Schools, and she addresses federal policy shifts, from school desegregation to the No Child Left Behind and Every Student Succeeds Acts. Her survey provides sociopolitical context and rich groundwork for a nuanced examination of why many large urban districts struggle to implement reforms with fidelity and in ways that advance Black students academically and holistically.  In a bracing critique, Royal bears witness to the ways in which positive public school reform has been obstructed: through racism and racial capitalism, but also via liberal ideals, neoliberal practices, and austerity tactics. Royal shows how, despite the well-intended actions of larger entities, the weight of school reform, here as in other large urban districts, has been borne by educators striving to meet the extensive needs of their students, families, and communities with only the slightest material, financial, and human resources. She draws on the experiences of Black educators and community members and documents their contributions.  Not Paved for Us highlights the experiences of Black educators as they navigate the racial and cultural politics of urban school reform. Ultimately, Royal names, dissects, and challenges the presence of racism in school reform policies and practices while calling for an antiracist future.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990297075764,"sku":"9781682537350","price":83.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682537350.jpg?v=1782632690"},{"product_id":"9781682537473","title":"Equality or Equity","description":"\u003cp\u003eEquality or Equity sets forth a compelling argument urging us to shift our understanding of the role of our education system from providing equal opportunity to building an equitable society.  A leading scholar-practitioner and ardent proponent of culturally responsive forms of education, Jeffrey M. R. Duncan-Andrade aims to settle the debates over whether we should work toward a public education system built on the goal of equality, in which identical resources are provided for all students, or equity, in which different resources are offered in response to differences in student interests and needs. Duncan-Andrade centers his argument on the importance of creating meaningful education experiences for all students, particularly for low-income students of color and immigrant students, who have gained relatively fewer benefits from decades of equality-focused education reform.  Drawing on research from across a range of disciplines, including neuroscience, social epidemiology, public health, and social work, Duncan-Andrade introduces three essential domains of a pedagogy that are both culturally and community responsive: relationships, relevance, and responsibility. He enlists the voices of practitioners to provide grounded examples of what community-responsive pedagogy looks like in each of these domains. These examples demonstrate how equitable classroom practices can enrich student engagement, enhance trauma responsiveness, and improve educational outcomes.  Equality or Equity makes an urgent appeal for designing and implementing a truly equitable school system and shows us how we can begin to accomplish that goal.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990297141300,"sku":"9781682537473","price":85.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682537473.jpg?v=1782632692"},{"product_id":"9781682537190","title":"Jim Crow's Pink Slip","description":"\u003cp\u003eJim Crow's Pink Slip exposes the decades-long repercussions of a too-little-known result of the Brown v. Board of Education decision: the systematic dismissal of Black educators from public schools.  In 1954, the Supreme Court's Brown decision ended segregated schooling in the United States, but regrettably, as documented in congressional testimony and transcripts, it also ended the careers of a generation of highly qualified and credentialed Black teachers and principals. In the Deep South and northern border states over the decades following Brown, Black schools closed and Black educators were displaced en masse. As educational policy and leadership expert Leslie T. Fenwick deftly demonstrates, the effects of these changes stand contrary to the democratic ideals of an integrated society and equal educational opportunity for all students.  Jim Crow's Pink Slip provides a trenchant account of how tremendous the loss to the US educational system was and continues to be. Despite efforts of the NAACP and other civil rights organizations, congressional hearings during the Nixon administration, and antiracist activism of the 21st century, the problems fomented after Brown persist. The book draws the line from the past injustices to problems that the educational system grapples with today: not simply the underrepresentation of Black teachers and principals, but also salary reductions, teacher shortages, and systemic inequality.  By engaging with the complicated legacy of the Brown decision, Fenwick illuminates a crucial chapter in education history. She also offers policy prescriptions aimed at correcting the course of US education, supporting educators, and improving workforce quality and diversity.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990297174068,"sku":"9781682537190","price":78.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682537190.jpg?v=1782632691"},{"product_id":"9781682537381","title":"What Are Preschoolers Thinking?","description":"\u003cp\u003eWhat Are Preschoolers Thinking? dispels common misconceptions about the cognitive abilities of preschoolers and demonstrates how effective early instruction can help eradicate achievement gaps.  Judith A. Schickedanz, Molly F. Collins, and Catherine Marchant, educators and researchers with combined decades of experience in early childhood education, argue that preschool-aged children are more cognitively competent than they are often given credit for. Drawing upon real-life examples from their extensive research and experience, the authors identify more than 20 misunderstandings that our youngest students commonly develop. They then show how these errors of thought reveal preschoolers' means of knowledge acquisition and patterns of thinking.  Better understanding of how our youngest students' minds work, the authors assert, leads to better instruction. They make the case that achievement gaps are caused not by differences in cognitive capacity but by knowledge gaps between students with demographic differences, such as those between students from low-income and high-income families. The authors demonstrate that well-designed, developmentally appropriate preschool activities not only in still beginning literacy and basic numeracy skills for all students but can also set the foundations for greater knowledge content and afford opportunities for higher-level thinking. This broader and deeper approach to early learning is crucial to sustaining later elementary progress.  What Are Preschoolers Thinking? enables readers to fully understand PreK students so they may help nurture their cognitive potential. This enlightening book confirms that preschool matters.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990297206836,"sku":"9781682537381","price":87.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682537381.jpg?v=1782632693"},{"product_id":"9781682537411","title":"Smarter Budgets, Smarter Schools 2\/e","description":"\u003cp\u003eIn the updated edition of Smarter Budgets, Smarter Schools, Nathan Levenson proposes fresh strategies for more efficient, equitable resource allocation within school districts.  Budgets, according to Levenson, can be a surprisingly powerful lever for improved student achievement outcomes and equity. Readers of this revised edition will find practical advice for funding equity initiatives and social-emotional services, among other student needs. Levenson also discusses how to accommodate common, necessary school expenses and district improvement measures such as capital purchases, personnel costs, and campus renovations within tight funding models. The key is creativity: Levenson invites readers to shift their mindsets and embrace innovative ideas for using limited resources strategically.  An indispensable guide, Smarter Budgets, Smarter Schools delivers proven, successful practices for school leaders-superintendents, central office leaders, building principals, and school board members-who hope to make smarter, better informed financial decisions and stretch declining district budgets. It outlines budget management tactics for working around financial constraints brought on by shrinking tax revenues, rising health care and pension costs, and increased special education needs. The book also addresses how to manage declining or increasing enrollment numbers.  Throughout this useful and timely work, Levenson provides real-world examples, critical worksheets, and actionable suggestions to help decision-makers apply these concepts and realize a greater academic return on their investments.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":45990297239604,"sku":"9781682537411","price":73.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0651\/9390\/2132\/files\/9781682537411.jpg?v=1782632690"}],"url":"https:\/\/woodslane.com.au\/collections\/philosophy-theory-of-education.oembed?page=20","provider":"Woodslane","version":"1.0","type":"link"}