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Beginning with an in-depth examination of the demands of policy on practice, the author concludes with a practice-based model for professional development and curriculum implementation. An important contribution to the discourse on standards, school improvement, and professional development, this volume covers timely topics that are crucial to the understanding of how teachers can work most effectively in this time of curricular change.\u003c\/p\u003e","brand":"Jacob Adams","offers":[{"title":"Default Title","offer_id":43037232922726,"sku":"9780807777923","price":27.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807777923.jpg?v=1771608223"},{"product_id":"authentic-assessment-in-action_9780807776360","title":"Authentic Assessment in Action","description":"\u003cp\u003e\u003cb\u003eLinda Darling-Hammond is the 2023 National Association of State Boards of Education (NASBE) Policy Leader of the Year\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eThis book examines, through case studies of elementary and secondary schools, how five schools have developed “authentic” performance-based assessments of students’ learning, and how this work has interacted with and influenced the teaching and learning experiences students encounter in school. This important and timely book reveals the changing dynamics of classroom life as it moves from more traditional pedagogy to one that asks students to master intellectual and practical skills that are eminently transferable to “real-life” social settings and workplaces.\u003c\/p\u003e\u003cp\u003eSelected chapters: Authentic Assessment in Action • Graduation by Portfolio at Central Park East Secondary School • The Senior Project at Hodgson Vocational Technical High School • Collaborative Learning and Assessment at International High School • The Primary Language Record at P.S. 261 • The Bronx New School: Weaving Assessment into the Fabric of Teaching and Learning • Making Assessment Work for Students and Schools\u003c\/p\u003e\u003cp\u003eThis book will be important reading for practitioners, professors, and researchers of curriculum and instruction and educational policy, and will serve as a supplementary text in pre- and in-service courses in elementary and secondary curriculum development, curriculum and teaching, school organizations, educational leadership, educational policy, and implementation.\u003c\/p\u003e","brand":"Linda Darling-Hammond","offers":[{"title":"Default Title","offer_id":43037245276262,"sku":"9780807776360","price":27.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807776360.jpg?v=1771608283"},{"product_id":"at-the-heart-of-teaching_9780807777541","title":"At the Heart of Teaching","description":"\u003cp\u003eFeaturing engaging narratives, this “how-to” book delves into reflection as a concept and provides specific, replicable tools for professional practice. 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Drawing on empirical research, practitioner action inquiry, and field-tested practices from induction programs, they explore effective mentoring in diverse educational contexts. With richly contextualized and thoughtfully analyzed excerpts from actual mentoring conversations and powerful examples of practice, the volume offers educators, researchers, and policymakers a reform-minded vision of the future of mentoring. Challenging conventional wisdom, this essential resource:\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eArgues that mentors are not born, but developed through conscious, deliberate, ongoing learning.\u003c\/li\u003e\n\u003cli\u003eProvides a needed link between research and practice in the field of new teacher mentoring, to define a knowledge base for effective mentoring. \u003c\/li\u003e\n\u003cli\u003eDocuments induction and mentoring practices that focus new teachers on individual learners, equity-oriented curriculum and pedagogy, and the educator’s role in reforming school culture.\u003c\/li\u003e\n\u003cli\u003eHighlights problems and complexities of enacting mentor knowledge and learning in diverse contexts\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Betty Achinstein","offers":[{"title":"Default Title","offer_id":43037251043430,"sku":"9780807775325","price":33.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807775325.jpg?v=1771608144"},{"product_id":"the-mindful-teacher_9780807756843","title":"The Mindful Teacher","description":"\u003cp\u003eThis new and expanded edition of the bestselling \u003ci\u003eThe Mindful Teacher\u003c\/i\u003e provides educators everywhere with practical ideas for improving teaching and learning. Dennis Shirley and Elizabeth MacDonald have created “Mindful Teacher” seminars that enable teachers to focus their craft so that students can learn with dignity and purpose. This updated second edition includes completely new sections on the promise of teacher leadership, the strengths and perils of technology, and schools in the midst of change. \u003ci\u003eThe Mindful Teacher\u003c\/i\u003e is an indispensable and timely resource for all educators who seek to transform schools into places of learning and joy.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eNitty-gritty descriptions of teachers leading grassroots change.\u003c\/li\u003e\n\u003cli\u003ePractical recommendations on ways to retain the best of previous practices while creatively blending them with new innovations.\u003c\/li\u003e\n\u003cli\u003eValuable ways of using principles of mindful teaching for thinking through the affordances, as well as the distractions, that accompany new technologies.\u003c\/li\u003e\n\u003cli\u003eResearch-tested approaches to whole-school change that honor the work of educators and accelerate the learning of students.\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003ci\u003eThe Mindful Teacher\u003c\/i\u003e describes \u003ci\u003ereal\u003c\/i\u003e educators in \u003ci\u003ereal\u003c\/i\u003e schools working with \u003ci\u003ereal \u003c\/i\u003estudents. 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This is an extensive, monograph-length revisiting.\u003c\/p\u003e\u003cp\u003e;Part I of this book reproduces the second edition of Sarason’s ground-breaking work, The Culture of the School and the Problem of Change, in which he detailed how change can affect a school’s culturally diverse environment—either through the implementation of new programs or as a result of federally imposed regulations. Throughout, many of the major assumptions about change in institutions are challenged. Specific events and examples demonstrate that any attempt to implement change involves some existing regularity within the school. Dr. Sarason also takes a close look at government involvement in change efforts in schooling—and includes a detailed examination of current efforts to implement PL 94-142 into public schools. He presents compelling evidence that the federal effort to change and improve schools has largely been a failure. Also included are investigations into the purposes of schooling and how these purposes can be affected by change, and the process by which educators and administrators formulate intended outcomes of change efforts.\u003c\/p\u003e\u003cp\u003e;In Part II, Dr. Sarason “revisits” the text and the issues 25 years after the original publication. As he explains in his preface, to him the word crisis means “a point in time when a dangerous situation contains conflicting forces of an intensity or seriousness that in the near term will be dramatically altered depending on which forces win out. When I wrote the book a quarter century ago, I did not regard our schools as in crisis...(though) my intuition...was that a crisis would come sooner or later. It has, in my opinion, come.” Believing that “what happens in our cities and our schools will determine the fate of our society,” Dr. Sarason is deeply concerned that the reform arena is being manipulated by forces that are at best untroubled by and at worst intent on the dismantling of the public school system. That, coupled with his fear that even the system’s defenders are not focusing on the real issues, has infused Dr. Sarason’s return to the topic of educational change with a great sense of urgency. The important things he has to say will be welcomed by all who truly care about the state of the public schools that America’s children attend.\u003c\/p\u003e","brand":"Seymour B. 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David Bensman gives voice to the extraordinary young adults who emerged from poverty as a result of the powerful educational experiences they received at CPE. A rich compilation of stories, this account establishes the power of public schooling and the value of community.\u003c\/p\u003e","brand":"David Bensman","offers":[{"title":"Default Title","offer_id":43037262151782,"sku":"9780807774427","price":21.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807774427.jpg?v=1771608206"},{"product_id":"mathematics-professional-development_9780807756553","title":"Mathematics Professional Development","description":"\u003cp\u003eThis resource will help school leaders and other professional development providers conduct ongoing, structured learning opportunities for mathematics teachers (K–12). 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Together with the online companion Instructor’s Guide, this is also a perfect text for educational leadership and policy courses.\u003c\/p\u003e","brand":"Helen Janc Malone","offers":[{"title":"Default Title","offer_id":43037267722342,"sku":"9780807772645","price":38.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807772645.jpg?v=1771608231"},{"product_id":"failing-at-school_9780807772744","title":"Failing at School","description":"\u003cp\u003eRoughly half of all incoming ninth-graders across urban districts will fail classes and drop out of school without a diploma. \u003ci\u003eFailing at School \u003c\/i\u003estarts with the premise that urban American high schools generate such widespread student failure not because of some fault of the students who attend them, but because high schools were designed to stratify achievement and let only the top performers advance to higher levels of education. 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