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As a field, education has largely failed to learn from experience. Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. In Learning to Improve, the authors argue for a new approach. Rather than “implementing fast and learning slow,” they believe educators should adopt a more rigorous approach to improvement that allows the field to “learn fast to implement well.” Using ideas borrowed from improvement science, the authors show how a process of disciplined inquiry can be combined with the use of networks to identify, adapt, and successfully scale up promising interventions in education. Organized around six core principles, the book shows how “networked improvement communities” can bring together researchers and practitioners to accelerate learning in key areas of education. Examples include efforts to address the high rates of failure among students in community college remedial math courses and strategies for improving feedback to novice teachers. Learning to Improve offers a new paradigm for research and development in education that promises to be a powerful driver of improvement for the nation’s schools and colleges.
One civil rights-era law has reshaped American society—and contributed to the country's ongoing culture wars Few laws have had such far-reaching impact as Title IX of the Education Amendments of 1972. Intended to give girls and women greater access to sports programs and other courses of study in schools and colleges, the law has since been used by judges and agencies to expand a wide range of antidiscrimination policies—most recently the Obama administration’s 2016 mandates on sexual harassment and transgender rights. In this comprehensive review of how Title IX has been implemented, Boston College political science professor R. Shep Melnick analyzes how interpretations of "equal educational opportunity" have changed over the years. In terms accessible to non-lawyers, Melnick examines how Title IX has become a central part of legal and political campaigns to correct gender stereotypes, not only in academic settings but in society at large. Title IX thus has become a major factor in America's culture wars—and almost certainly will remain so for years to come.
In 2002 the No Child Left Behind Act rocked America's schools with new initiatives for results-based accountability. But years before NCLB was signed, a new movement was already under way by mayors to take control of city schools from school boards and integrate the management of public education with the overall governing of the city. The Education Mayor is a critical look at mayoral control of urban school districts, beginning with Boston's schools in 1992 and examining more than 100 school districts in 40 states. The authors seek to answer four central questions: * What does school governance look like under mayoral leadership? * How does mayoral control affect school and student performance? * What are the key factors for success or failure of integrated governance? * How does mayoral control effect practical changes in schools and classrooms? The results of their examination indicate that, although mayoral control of schools may not be appropriate for every district, it can successfully emphasize accountability across the education system, providing more leverage for each school district to strengthen its educational infrastructure and improve student performance. Based on extensive quantitative data as well as case studies, this analytical study provides a balanced look at America's education reform. As the first multidistrict empirical examination and most comprehensive overall evaluation of mayoral school reform, The Education Mayor is a must-read for academics, policymakers, educational administrators, and civic and political leaders concerned about public education.
An ambitious, comprehensive reimagining of 21st century higher education Improving Quality in American Higher Education outlines the fundamental concepts and competencies society demands from today's college graduates, and provides a vision of the future for students, faculty, and administrators. Based on a national, multidisciplinary effort to define and measure learning outcomes—the Measuring College Learning project—this book identifies 'essential concepts and competencies' for six disciplines. These essential concepts and competencies represent efforts towards articulating a consensus among faculty in biology, business, communication, economics, history, and sociology—disciplines that account for nearly 40 percent of undergraduate majors in the United States. Contributions from thought leaders in higher education, including Ira Katznelson, George Kuh, and Carol Geary Schneider, offer expert perspectives and persuasive arguments for the need for greater clarity, intentionality, and quality in U.S. higher education. College faculty are our best resource for improving the quality of undergraduate education. This book offers a path forward based on faculty perspectives nationwide: Clarify program structure and aims Articulate high-quality learning goals Rigorously measure student progress Prioritize higher order competencies and disciplinarily grounded conceptual understandings A culmination of over two years of efforts by faculty and association leaders from six disciplines, this book distills the national conversation into a delineated set of fundamental ideas and practices, and advocates for the development and use of rigorous assessment tools that are valued by faculty, students, and society. Improving Quality in American Higher Education brings faculty voices to the fore of the conversation and offers an insightful look at the state of higher education, and a realistic strategy for better serving our students.
Discusses how school choice, misapplied standards of accountability, the No Child Left Behind mandate, and the use of a corporate model have all led to a decline in public education and presents arguments for a return to strong neighborhood schools and quality teaching.
Education is the key to America's economic growth and prosperity and to our ability to compete in the global economy. It is the path to higher earning power for Americans and is necessary for our democracy to work. It fosters the cross-border, cross-cultural collaboration required to solve the most challenging problems of our time. The National Education Technology Plan 2010 calls for revolutionary transformation. Specifically, we must embrace innovation and technology which is at the core of virtually every aspect of our daily lives and work. This book explores the National Education Technology Plan which presents a model of learning powered by technology, with goals and recommendations in five essential areas: learning, assessment, teaching, infrastructure and productivity.
Improve overall school performance from start to Finnish! Exploring and analyzing how Finland consistently places at or near the top of international student assessments, especially PISA, has become popular in recent years. Pasi Sahlberg now explores this phenomenon from the perspective of the educational leader. With the culture of general and educational leadership in Finland as a backdrop, this resource is packed with strategies and tools that travel well. Rooted in four main ideas, this book covers topics such as: Enhancing equity is an essential component of success Physical activity is crucial for substantial learning Embedding ideas into your current leadership practices takes perseverance
Praise for Liberating Learning "Moe and Chubb have delivered a truly stunning book, rich with the prospect of how technology is already revolutionizing learning in communities from Midland, Pennsylvania to Gurgaon, India. At the same time, this is a sobering telling of the realpolitik of education, a battle in which the status quo is well defended. But most of all, this book is a call to action, a call to unleash the power of technological innovation to create an education system worthy of our aspirations and our childrens' dreams." Ted Mitchell, CEO of the New Schools Venture Fund "As long as we continue to educate students without regard for the way the real world works, we will continue to limit their choices. In Liberating Learning, Terry Moe and John Chubb push us to ask the questions we should be asking, to have the hard conversations about how far technology can go to advance student achievement in this country." Michelle Rhee, Chancellor of Education for the Washington, D.C. schools "A brilliant analysis of how technology is destined to transform America's schools for the better: not simply by generating new ways of learning, but also and surprisingly by unleashing forces that weaken its political opponents and open up the political process to educational change. A provocative, entirely novel vision of the future of American education." Rick Hanushek, the Paul and Jean Hanna Senior Fellow at the Hoover Institution, Stanford University "Terry Moe and John Chubb, two long-time, astute observers of educational reform, see technology as the way to reverse decades of failed efforts. Technology will facilitate significantly more individualized student learning and perhaps most importantly, technology will make it harder and harder for the entrenched adult interests to block the reforms that are right for our kids. This is a provocative, informative and, ultimately, optimistic read, something we badly need in public education." Joel Klein, Chancellor of the New York City schools
Educating for Human Greatness is the long overdue paradigm shift for the way we educate children in our public schools. This field-tested model, created by a group of master educators, broadens and deepens education so it all makes sense, yet it simplifies the process we call school. Educating for Human Greatness restores joy and enthusiasm to teaching and learning, enabling to produce superior outcomes with students. EfHG empowers everyone -students, parents, administration, legislators, and it will especially restore honor and respect to teachers- empowering them to develop as great contributors to the profession. In general, Educating for Human Greatness helps everyone fall in love with learning. The Educating for Human Greatness conception can be used by parents at home to help bring out the best in their children every day. It is also a valuable model for teachers in business, government, or church. The principles and priorities are now readily available to add zest to your life, too. -Anthony Dallmann-Jones, PhD, Editor Educating for Human Greatness educators should not be surprised when students find it difficult to leave the building in the afternoon and race to school the next morning! -Frank Kros, President of The Upside Down Organization