{"title":"Harvard Educational Publishing Group","description":null,"products":[{"product_id":"9781612505268","title":"Leading Instructional Rounds in Education","description":"In this practical guide, Thomas Fowler-Finn identifies the key ideas explored in each phase of instructional rounds and discusses how facilitators can skilfully guide a network of educators through the rounds process while gradually transferring agency to the network.\u003cbr\u003e\u003cbr\u003eHe shows how to scaffold participant learning and model effective teaching practices, and explores potential facilitator responses to issues that arise at each step. The book includes new and tested protocols to advance the work of all facilitators, whether novice or experienced.\u003cbr\u003e\u003cbr\u003eWritten by a leading instructional rounds consultant who worked closely with the Harvard team that pioneered instructional rounds, \u003cem\u003eLeading Instructional Rounds in Education: A Facilitator’s Guide\u003c\/em\u003e provides tools, suggestions, and reflections to ensure that facilitators—and the networks they lead—achieve maximum results.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56301768704373,"sku":"9781612505268","price":32.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781612505268_85af761c-3a80-4566-b237-2aa4bae28486.jpg?v=1786023203"},{"product_id":"9781612506944","title":"Meeting Wise","description":"What’s the scarcest resource in schools? Almost any educator will answer, “Time.” The lack of time for colleagues to work together is one of the biggest barriers to improving teaching and learning. All too often, educators also say that the biggest waste of time ismeetings. People in schools attend dozens, if not hundreds, of meetings a year. How can that time be used wisely?\u003cbr\u003e\u003cbr\u003eThis book, by two editors of \u003cem\u003eData Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning\u003c\/em\u003e,attempts to bring about a fundamental shift in how educators think about the meetings they attend. The authors make the case that these gatherings are potentially the most important venue where adult and organizational learning can take place in schools, and that making more effective use of this time is an important key to increasing student achievement.\u003cbr\u003e\u003cbr\u003eIn \u003cem\u003eMeeting Wise\u003c\/em\u003e, the authors show why planning meetings is a high-leverage strategy for changing how people work together in the service of school improvement. To this end, they have created a meeting-planning “checklist” to develop a common language for discussing and improving the quality of meetings. In addition, they provide guidelines for readers on “wise facilitating” and “wise participating,” and also include “top tips” and “common dilemmas.”\u003cbr\u003e\u003cbr\u003eSimple, succinct, and practical, \u003cem\u003eMeeting Wise\u003c\/em\u003e is designed to be read and applied at every level of the educational enterprise, from district leadership meetings and professional developmentsessions to teacher-team meetings and even teachers’ meetings with parents and students.","brand":"Gardners","offers":[{"title":"Paperback","offer_id":56301768868213,"sku":"9781612506944","price":24.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781612506944.jpg?v=1792686106"},{"product_id":"9781612500997","title":"Make Just One Change","description":"The authors of \u003ci\u003eMake Just One Change\u003c\/i\u003e argue that formulating one’s own questions is “the single most essential skill for learning”—and one that should be taught to all students.\u003cbr\u003e\u003cbr\u003eThey also argue that it should be taught in the simplest way possible. Drawing on twenty years of experience, the authors present the Question Formulation Technique, a concise and powerful protocol that enables learners to produce their own questions, improve their questions, and strategize how to use them.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eMake Just One Change\u003c\/i\u003e features the voices and experiences of teachers in classrooms across the country to illustrate the use of the Question Formulation Technique across grade levels and subject areas and with different kinds of learners.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56301834502517,"sku":"9781612500997","price":24.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781612500997_355d4f55-a7d8-4056-8281-30b169979f37.jpg?v=1786023202"},{"product_id":"9781682536117","title":"Beyond Standards","description":"\u003ci\u003eBeyond Standards\u003c\/i\u003e highlights the structural conditions that have undermined the success of the standards movement and challenges us to confront them. The book offers an impassioned argument about the ways that our decentralized educational systems undermine the pursuit of educational equity and excellence.\u003cbr\u003e\u003cbr\u003e Morgan Polikoff applies a wide array of quantitative and qualitative data to provide a pointed critique of the US educational system. He addresses why standards have failed, whether standards-based reform can be salvaged, and what we can do to improve teaching and learning at scale across America’s 13,000 school districts.\u003cbr\u003e\u003cbr\u003e Polikoff argues that no amount of tinkering can fix standards. Rather, we need to tackle the big, structural issues, such as decentralization. The author identifies curriculum reform as a high-leverage strategy for making meaningful progress at scale and emphasizes that states need to play a greater role in evaluating and recommending high-quality curriculum materials.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eBeyond Standards\u003c\/i\u003e proposes a new, progressive vision that emphasizes the central role of states in challenging the antiquated, segregating structures that have thwarted educational improvement.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56302109589877,"sku":"9781682536117","price":25.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682536117_da85a813-b2aa-4038-8d2a-aab89e2ae8e2.jpg?v=1786024322"},{"product_id":"9781682538982","title":"Teaching from an Ethical Center","description":"\u003cb\u003eA methodology for using philosophy to guide teaching preparation and practice.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e In \u003ci\u003eTeaching from an Ethical Center\u003c\/i\u003e, Cara E. Furman proposes a process for bringing philosophical inquiry into teacher education and adopting it as a centering tool to enrich teaching practice and help teachers act justly. Under Furman's thoughtful guidance, both experienced and preservice teachers will find that engagement with philosophy can be a useful means of clarifying for themselves the educational ethics, values, and pedagogy that guide their work. Using firsthand accounts, recommended resources, and thought exercises, Furman prompts readers to explore the many benefits for both educators and their students of the act of reading and making sense of philosophical texts and thinking philosophically through daily dilemmas.\u003cbr\u003e\u003cbr\u003e Furman encourages teachers to engage in philosophical reflection as part of their professional preparation as well as their in-classroom practice. She illustrates how the focus on core values that emerges from this practice can be applied to everyday teaching dilemmas such as student behavior concerns and conflict management. Offering tips for adapting activities to different audiences, she shows how student participation in such inquiry supports hermeneutics, cultivates student voice, and helps build a culture of trust and interdependence through classroom collaboration.\u003cbr\u003e\u003cbr\u003e Filled with practical wisdom, this insightful work advances philosophical inquiry as a foundation for an inclusive education. Furman's tools and methods offer continuous opportunities for reflection and affirmation, enhancing educators’ ability to adapt to new challenges and, when necessary, to resist.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56302109819253,"sku":"9781682538982","price":27.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682538982_de12b375-3ce1-4f1a-8582-356e1c21feee.jpg?v=1786024337"},{"product_id":"9781682532324","title":"Race on Campus","description":"In \u003ci\u003eRace on Campus\u003c\/i\u003e, Julie J. Park argues that there are surprisingly pervasive and stubborn myths about diversity on college and university campuses, and that these myths obscure the notable significance and admirable effects that diversity has had on campus life.\u003cbr\u003e\u003cbr\u003eBased on her analysis of extensive research and data about contemporary students and campuses, Park counters these myths and explores their problematic origins. Among the major myths that she addresses are charges of pervasive self-segregation, arguments that affirmative action in college admissions has run its course and become counterproductive, related arguments that Asian Americans are poorly served by affirmative action policies, and suggestions that programs and policies meant to promote diversity have failed to address class-based disadvantages. In the course of responding to these myths, Park presents a far more positive and nuanced portrait of diversity and its place on American college campuses.\u003cbr\u003e\u003cbr\u003eAt a time when diversity has become a central theme and goal of colleges and universities throughout the United States, \u003ci\u003eRace on Campus\u003c\/i\u003e offers a contemporary, research-based exploration of racial dynamics on today’s college campuses.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56302422327669,"sku":"9781682532324","price":35.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682532324_6e9c1119-b934-4d9c-a743-8e897c084f4a.jpg?v=1786024312"},{"product_id":"9781682539019","title":"Disciplinary Literacy Inquiry and Instruction","description":"A revised and expanded edition that promotes inquiry and teaching practices to help students gain the discipline-specific literacy skills they need to succeed in college, the workplace, and the society of tomorrow.    In this second edition of Disciplinary Literacy Inquiry and Instruction, Jacy Ippolito, Christina L. Dobbs, and Megin Charner-Laird update their framework for guiding discipline-specific teaching and learning in K–12 classrooms. With new and revised chapters, the book outlines disciplinary literacy professional learning that not only supports the development of new instructional skills but also inspires hope, authentic engagement, and collaboration among teachers and educational teams.    Ippolito, Dobbs, and Charner-Laird show how their adaptable framework, which is based on the RAND model of reading comprehension, allows educators across grade levels to embrace the language, genre, and modality of their particular subject areas while attuning specifically to texts, tasks, students, and classroom cultures. Offering research-based best practices, guiding questions, and concrete real-world examples, they prepare teachers to meet the demands of today’s educational climate.    This useful resource for professional learning demonstrates how the disciplinary literacy framework can guide both larger-scale and hyperlocal implementation. It maintains a special focus on critical disciplinary literacy work, which interweaves the ideas of disciplinary literacy with critical, culturally sustaining, and antiracist pedagogies. It also prepares educators to serve diverse student populations with specific literacy-learning needs, including neurodivergent students, deaf students, and multilingual learners. This book gives teachers and school leaders the tools to equip a more technically proficient, informed, and creative citizenry.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56302448935285,"sku":"9781682539019","price":36.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682539019_a049baf0-b715-4b58-91e4-c038009cb96c.jpg?v=1786024339"},{"product_id":"9781682537282","title":"Equity-Based Leadership","description":"\u003cb\u003eWith a visionary approach to school improvement, \u003ci\u003eEquity-Based Leadership\u003c\/i\u003e proposes a framework to support system leaders seeking to organize change and achieve more equitable education.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eIn 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.\u003cbr\u003e\u003cbr\u003eStarr 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.\u003cbr\u003e\u003cbr\u003eRecognizing 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.\u003cbr\u003e\u003cbr\u003eAdditionally, 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.\u003cbr\u003e\u003cbr\u003eThis 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.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56302449164661,"sku":"9781682537282","price":38.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682537282_233ccb96-47c2-47d3-b4f8-179b5db200a2.jpg?v=1786024324"},{"product_id":"9781682537190","title":"Jim Crow's Pink Slip","description":"\u003ci\u003eJim Crow’s Pink Slip\u003c\/i\u003e exposes the decades-long repercussions of a too-little-known result of the \u003ci\u003eBrown v. Board of Education\u003c\/i\u003e decision: the systematic dismissal of Black educators from public schools.\u003cbr\u003e\u003cbr\u003eIn 1954, the Supreme Court’s \u003ci\u003eBrown\u003c\/i\u003e 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 \u003ci\u003eBrown\u003c\/i\u003e, 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.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eJim Crow’s Pink Slip\u003c\/i\u003e 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 \u003ci\u003eBrown\u003c\/i\u003e 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.\u003cbr\u003e\u003cbr\u003eBy engaging with the complicated legacy of the \u003ci\u003eBrown\u003c\/i\u003e 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.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56302449394037,"sku":"9781682537190","price":36.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682537190_8d2d9c1d-0ce2-4a89-8f0d-32e87ee78eac.jpg?v=1786024323"},{"product_id":"9781682538890","title":"Delivering Promise","description":"\u003cb\u003eAn invigorating take on how community and technical colleges can center equity in fostering institutional transformation.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e In \u003ci\u003eDelivering Promise\u003c\/i\u003e, award-winning scholar of higher education Xueli Wang tells a story of educational change and innovation that has and continues to occur at countless campuses of community and technical colleges. Wang weaves together a careful account of how faculty, staff, administrators, institutional researchers, and college leaders rapidly adjusted to crisis during the COVID-19 pandemic, while grappling with a new or renewed commitment to centering equity in their work. Her rich analysis of their successes and struggles is based on interviews with more than a hundred college stakeholders across several states, site visits, and reviews of voluminous media sources and internal documents. \u003cbr\u003e\u003cbr\u003e In this inspiring and insightful work, Wang highlights compelling examples of equity-driven innovation in community and technical colleges across a wide range of areas, including classroom instruction, student supports, institutional research, external partnerships, leadership, and policymaking. She discusses ways to remove long-existing barriers to access so that these colleges may increase enrollment and better serve minoritized student populations. She also illustrates how to ground humanity in institutional practices, structures, and policies to serve the whole student and holistically support faculty and staff.  \u003cbr\u003e\u003cbr\u003e Culminating with a path forward toward equity-driven innovation for community and technical college education, Xueli Wang brings to the forefront optimal strategies for change that center equity as both a process and outcome, both in times of dire need and into the far future.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56302889369973,"sku":"9781682538890","price":37.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682538890_c5130881-6398-4e58-a65d-b8f3b961981e.jpg?v=1786024334"},{"product_id":"9781682539484","title":"Students, Schools, and Our Climate Moment","description":"\u003cb\u003eA call to action that promotes K–12 schools and students as key contributors to climate solutions\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e 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 \u003ci\u003eStudents, Schools, and Our Climate Moment\u003c\/i\u003e. 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.\u003cbr\u003e\u003cbr\u003e 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.\u003cbr\u003e\u003cbr\u003e 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.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56302889632117,"sku":"9781682539484","price":32.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682539484_69b52aef-0740-4156-be2f-c1e9065da66a.jpg?v=1786024341"},{"product_id":"9781682530573","title":"The Critical Advantage","description":"In \u003cem\u003eThe Critical Advantage\u003c\/em\u003e, noted scholar and early childhood expert William T. Gormley, Jr. takes a wide-ranging look at the important role of critical thinking in preparing students for college, careers, and civic life.\u003cbr\u003e\u003cbr\u003eDrawing on research from psychology, philosophy, business, political science, neuroscience, and other disciplines, he offers a contemporary definition of critical thinking and its relationship to other forms of thinking, including creative thinking and problem solving. When defined broadly and taught early, he argues, critical thinking is a “potential cure for some of the biggest problems we face as a nation,” including education deficits, employment deficits, and the recent surge of partisanship in democratic politics. While there are encouraging signs—the Common Core State Standards have drawn attention to the importance of critical thinking—recent efforts have been too narrowly focused on improving textual analysis in high school. Those who might benefit the most from curricula prioritizing critical thinking, including disadvantaged students, are less likely to be represented in courses and other activities that encourage this skill.\u003cbr\u003e\u003cbr\u003eGormley argues for prioritizing critical thinking skills in PreK–12. He takes readers into innovative classrooms around the country, including schools in Pennsylvania, Oklahoma, and Virginia, and offers specific recommendations for promoting critical thinking and embedding it across the curriculum.\u003cbr\u003e\u003cbr\u003e\u003cem\u003eThe Critical Advantage\u003c\/em\u003e is an insightful and fascinating account of an intellectual journey culminating in a fresh vision for the future of US schooling.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56303317942645,"sku":"9781682530573","price":32.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682530573_637171c1-9bb0-4e14-9139-dd367f44ecd7.jpg?v=1786024310"},{"product_id":"9781682538777","title":"System Wise","description":"\u003cb\u003eActionable and adaptable guidance for extending the proven Data Wise process from the classroom to entire school systems.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e In \u003ci\u003eSystem Wise\u003c\/i\u003e, Adam Parrott-Sheffer, Carmen Williams, David Rease, Jr., and Kathryn Parker Boudett provide a blueprint to scale up the Data Wise process for continuous improvement, extending it from classrooms and schools to broader educational contexts. The System Wise approach highlights the adaptability of the Data Wise protocols, which promote agency among students and teachers, data literacy among educators, and capacity building within organizations to achieve better learning outcomes system wide. \u003cbr\u003e\u003cbr\u003e Using real-world stories, the authors demonstrate how their data-driven model for system-level continuous improvement can respond to the specific needs and challenges of different learning communities and types of schools. They encourage team leaders, principals, and district administrators to root their leadership within the ACE habits of mind (which focus on action, collaboration, and evidence) and to work in partnership with teachers to bring coherence and symmetry to instruction throughout an educational system. The book includes detailed descriptions of strategic tasks, accompanied by examples, planning checklists, and implementation templates, to help educational teams manage continuous organization-wide improvement. \u003cbr\u003e\u003cbr\u003e This highly useful work empowers educators to align values, strategy, and resources to create the conditions in which equitable schools can be built and sustained. The practices and approaches of \u003ci\u003eSystem Wise \u003c\/i\u003ewill be immediately applicable to any large-scale challenges educational leaders seek to solve.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56303319974261,"sku":"9781682538777","price":33.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682538777_ab59ff1f-bf3a-485e-a942-fa453a5368dc.jpg?v=1786024331"},{"product_id":"9781682538494","title":"Social Justice Art Education","description":"\u003cb\u003eExpanding on a groundbreaking framework, this revised edition connects activist art education with current campaigns for social justice.\u003c\/b\u003e\u003cbr\u003e  \u003cbr\u003e Nearly a decade after \u003ci\u003eSocial Justice Art\u003c\/i\u003e, innovative arts educator Marit Dewhurst returns with a new edition offering further guidance for developing meaningful, justice-centered art programming. Reflecting on a growing interest in the field and its place within larger movements that uses creative strategies to drive social change, Dewhurst brings new research to bear on her interviews with educators, artists, and students to suggest clear, actionable approaches to facilitating the collaborative process of creating art for social change. \u003cbr\u003e  \u003cbr\u003e In \u003ci\u003eSocial Justice Art Education\u003c\/i\u003e, Dewhurst examines how to teach art-making to address systems of injustice, how to talk about the process, and the role of activist art projects not only in school classrooms but also within museum education, afterschool education, and other youth programming. In a new chapter, she introduces essential steps that prepare educators to engage in this work: recognizing power differentials, identifying community strengths, and nurturing relationships. Through real-world examples, Dewhurst highlights three key learning processes—connecting, questioning, and transforming—and frames a critical arts pedagogy that incorporates collaboration, inquiry-based discussion, and changemaking into arts curricula. \u003cbr\u003e  \u003cbr\u003e This invigorating work provides common language and concrete support for educators and others who want to expand and refine their practices, empowering students through liberatory education that aims to inspire social change.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56303320007029,"sku":"9781682538494","price":28.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682538494_10b98d38-206b-4ac2-b502-f3d8eed611af.jpg?v=1786024329"},{"product_id":"9781682534946","title":"Teaching Students About the World of Work","description":"\u003ci\u003eTeaching Students About the World of Work\u003c\/i\u003e argues that educational institutions - especially two-year and four-year public institutions serving low-income students - need to make the topic of employment a central element in their educational offerings. Indeed, the book demonstrates that a far greater emphasis on teaching students about the work world will be necessary if colleges are to give disadvantaged students a realistic chance for professional and economic success. The recommendation is a reconfiguration of postsecondary education that represents a paradigm shift in career preparation and learning.\u003cbr\u003e\u003cbr\u003e Editors Nancy Hoffman and Michael Lawrence Collins and their authors provide a rich and comprehensive view of both today's work world and the challenges facing many young people who are determined to find a place within it. The book offers detailed accounts of how several community colleges have put employment at the center of the curriculum; provides practical insights into the twenty-first century labor market and ways to improve the choices and outcomes for low-income job seekers; and explores the daunting structural barriers to securing successful and satisfying employment.\u003cbr\u003e\u003cbr\u003e Throughout all its chapters, the book highlights increasing inequalities - in both opportunities and outcomes - within our society. In order to redress those disparities, it argues, postsecondary educators will need to offer enhanced insights and sophistication to disadvantaged young people preparing to enter and navigate the work world. An urgent but unfailingly reasonable book for our times, \u003ci\u003eTeaching Students About the World of Work\u003c\/i\u003e will be required reading for educators determined to create practical opportunities for young people in search of good employment and better lives.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56303320301941,"sku":"9781682534946","price":35.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682534946_7f89775b-d02a-471c-8ff0-0ad53e95feae.jpg?v=1786024318"},{"product_id":"9781682537381","title":"What Are Preschoolers Thinking?","description":"\u003ci\u003eWhat Are Preschoolers Thinking?\u003c\/i\u003e dispels common misconceptions about the cognitive abilities of preschoolers and demonstrates how effective early instruction can help eradicate achievement gaps.\u003cbr\u003e\u003cbr\u003eJudith 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.\u003cbr\u003e\u003cbr\u003eBetter 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.\u003cbr\u003e\u003cbr\u003e\u003ci\u003eWhat Are Preschoolers Thinking?\u003c\/i\u003e enables readers to fully understand PreK students so they may help nurture their cognitive potential. This enlightening book confirms that preschool matters.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56303320531317,"sku":"9781682537381","price":39.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682537381_b205d287-7335-438d-b9b8-dba8ff92df05.jpg?v=1786024326"},{"product_id":"9781682531211","title":"The Most Reasonable Answer","description":"\u003ci\u003eThe Most Reasonable Answer\u003c\/i\u003e is an innovative and comprehensive guide to using inquiry dialogue—a type of text-based classroom discussion featuring big, contested questions that has been shown to improve higher-order thinking and augment literacy. Based on years of research and work in nearly fifty classrooms, the book supports teachers in facilitating this type of classroom talk in upper-elementary grades, when children are developmentally ready to practice making rigorous, reasoned arguments based on evidence—a critical life skill.\u003cbr\u003e\u003cbr\u003eReznitskaya and Wilkinson introduce a robust Argumentation Rating Tool, a rubric highlighting eleven strategies and corresponding talk moves that can be used by teachers and students to improve the quality of their arguments by clarifying meaning, considering alternative perspectives, and connecting ideas. The authors also include annotated transcripts that illustrate how teachers can effectively facilitate whole-group and small-group discussions using fiction, nonfiction, and multimodal texts.\u003cbr\u003e\u003cbr\u003ePacked with a rich array of field-tested resources, \u003ci\u003eThe Most Reasonable Answer\u003c\/i\u003e is an essential resource for educators looking for new ways to teach critical thinking skills and engage students in high-quality discourse.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56303450325365,"sku":"9781682531211","price":25.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682531211_199db333-2254-4951-a090-71fc5f49ed03.jpg?v=1786024311"},{"product_id":"9781682533079","title":"Diverse Families, Desirable Schools","description":"In \u003ci\u003eDiverse Families, Desirable Schools\u003c\/i\u003e, Mira Debs offers a richly detailed study of public Montessori schools, which make up the largest group of progressive schools in the public sector. As public Montessori schools expand rapidly as alternatives to traditional public schools, the story of these schools, Debs points out, is a microcosm of the broader conflicts around public school choice.\u003cbr\u003e  \u003cbr\u003e Drawing on historical research, interviews with public Montessori educators, and ethnographic case studies, Debs explores the forces that pull intentionally diverse, progressive schools toward elitism. At the heart of Debs's book is a thoughtful analysis of the notion of \"\"fit\"\" between parents and schools—an idea that is central to school choice, which is often marketed as an opportunity for parents to find the perfect fit for their kids. By exploring parents' varied motivations in choosing these schools and observing how families experience—or fail to experience—a \"\"good fit\"\" \u003ci\u003eafter\u003c\/i\u003e having chosen a particular school, Debs makes an original contribution to the literature on school choice and sheds light on the dilemmas entailed in maintaining diversity in progressive charter and magnet schools.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56303451013493,"sku":"9781682533079","price":38.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682533079_10a8bfc9-1185-4a52-9b2e-91a5a7a7f8e2.jpg?v=1786024315"},{"product_id":"9781682539644","title":"Shifting the Lens in History Education","description":"\u003cb\u003eA persuasive collection that considers how centering the knowledge and perspectives of historically marginalized groups enriches K-12 history teaching and learning\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e In \u003ci\u003eShifting the Lens in History Education\u003c\/i\u003e, 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.\u003cbr\u003e  \u003cbr\u003e 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.\u003cbr\u003e  \u003cbr\u003e 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.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56303451865461,"sku":"9781682539644","price":31.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682539644_dc22505e-dc34-4592-bf70-f6d163e92735.jpg?v=1786024341"},{"product_id":"9781682533178","title":"Personalized Learning in the Middle Grades","description":"\u003ci\u003ePersonalized Learning in the Middle Grades \u003c\/i\u003eshows how teachers in grades 5–8 can leverage the use of personalized learning plans (PLPs) to increase student agency and engagement, helping youth to establish learning goals aligned with their interests and assess their own learning—particularly around essential skills that cut across disciplines.\u003cbr\u003e  \u003cbr\u003e Drawing on their research and work with fifty schools in Vermont, where PLPs are used statewide, the authors show how personalized learning aligns with effective middle grades practice and provide in-depth examples of how educators have implemented PLPs in a wide range of schools representing different demographics and grade configurations. They also highlight five critical roles for teachers in personalized learning environments—as empowerer, scaffolder, scout, assessor, and community builder—and illustrate how teachers can adapt the PLP process for their own unique contexts.\u003cbr\u003e  \u003cbr\u003e Grounded in experience and full of engaging examples, artifacts, and tools, the book builds on the emerging field of personalized learning and connects it with the developmental needs of middle schoolers to provide a unique and valuable resource for individual classroom teachers, teacher teams, school leaders, teacher‐educators, and others.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56303452062069,"sku":"9781682533178","price":37.5,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682533178_5ed5c18b-2a47-49be-9b3c-19cf7d04df14.jpg?v=1786024316"},{"product_id":"9781682538104","title":"The Great School Rethink","description":"An invigorating examination of the potential for meaningful change in education, from one of the nation's most astute observers of schooling and school improvement.   In The Great School Rethink, education policy sentinel Frederick M. Hess offers a pithy and perceptive appraisal of American schooling and finds, in the uncertain period following pandemic disruption, an ideal moment to reimagine US education. Now is the time, he asserts, to ask hard questions about how schools use time and talent, how they work with parents, what they do with digital tools, and how they meet the needs of their communities.   As Hess explains, to rethink is to acknowledge the realities of the education system while opening one’s mind to possibility. With characteristic verve and wit, Hess guides readers through his rethink process, a versatile and easily implemented approach to identifying issues and brainstorming possible responses. He encourages readers to explore what improvements might alleviate current pressures and frustrations, such as teacher shortages and burnout, declining student performance, and compromised learning time. Whether their goal is to achieve better student engagement, increase parent involvement, or implement personalized learning, readers will develop the mindset to ask the right questions, to fully understand the problem that’s being solved, and to evaluate the probable effectiveness of proposed solutions.   Brimming with challenging questions, robust exercises, and eye-opening data, this book is a must-read for education professionals, parent advocates, and anyone passionate about the future of American education.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56303453405557,"sku":"9781682538104","price":28.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682538104_5265c435-97b9-4c22-a764-c18a10697aca.jpg?v=1786024327"},{"product_id":"9781682538920","title":"Lifting the Veil on Enrollment Management","description":"\u003cb\u003eA shrewd examination and critique of an industry that exerts a far-reaching influence on college admissions in the United States.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e In \u003ci\u003eLifting the Veil on the Enrollment Management Industry\u003c\/i\u003e, Stephen J. Burd brings together higher education journalists, researchers, and industry insiders to examine how this industry has evolved to shape US college admissions since its inception in the 1980s. Noting the inequities that have been caused or perpetuated by enrollment management strategies, the contributors offer specific recommendations and policy proposals to reduce the industry’s influence and restore equitable access to education.\u003cbr\u003e\u003cbr\u003e The book begins with a lively historical overview of the enrollment management industry, tracing its roots to college efforts to maintain financial viability, including early data-mining projects that focused on metrics such as yield rates, draw rates, and recruitment spending. Trenchant essays explore how the industry became established and reveal some of the factors that contributed to its rise, including fervid interest in college rankings, the privatization of public higher education, and the structure of federal financial aid.\u003cbr\u003e\u003cbr\u003e The work reveals how the industry's practices for student recruiting effectively disadvantage minoritized and low-income students, limiting college access and affordability both directly and indirectly. It ends with suggestions for systemic changes in the business of higher education, making the case for efforts such as price controls for public universities and enhanced cooperation among institutions and with the federal government that could lead to fairer admissions practices at both public and private universities.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56303476244853,"sku":"9781682538920","price":37.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682538920_e23416b6-ed5c-4038-ad2f-99581b9311d1.jpg?v=1786024337"},{"product_id":"9781682538951","title":"Educational Pluralism and Democracy","description":"\u003cb\u003eA revolutionary proposal for a conceptual and organizational framework for US public education that benefits all citizens.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e In \u003ci\u003eEducational Pluralism and American Democracy\u003c\/i\u003e, education policy expert Ashley Rogers Berner envisions a K–12 education system that serves both the individual and the common good. Calling for education reform that will enable US public schools to fulfill the longstanding promise of American education, Berner proposes a radical reimagining of both the structure and content of US public school systems. She urges policymakers to embrace educational pluralism, an internationally common model in which the government funds diverse types of schools that deliver more universal content.\u003cbr\u003e\u003cbr\u003e Providing an incisive assessment of democratic education throughout the world, Berner argues that educational pluralism can build students’ exposure to diverse viewpoints and shared knowledge within distinctive school communities. She shows how pluralism steers a middle path that enables equitable access, promotes academic excellence, and avoids the zero-sum games that characterize US education policy. Pluralism, she observes, will ultimately serve democracy by defusing polarization and increasing social mobility, political tolerance, and civic engagement.\u003cbr\u003e\u003cbr\u003e In this thought-provoking proposal, Berner lays out a roadmap for big-picture reform, expertly delineating the mechanisms through which educational norms can change. A practical conclusion describes concrete moves that advocates can pursue to garner support and advance new legislation.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56303479521653,"sku":"9781682538951","price":34.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682538951_0e1c4a40-3d54-44ec-8f09-bd3547cdcaa2.jpg?v=1786024336"},{"product_id":"9781682539910","title":"More Essential Than Ever","description":"\u003cb\u003eAn evidence-based approach to community college transformation featuring innovative practices that strengthen offerings and foster student success\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eIn \u003ci\u003eMore Essential Than Ever\u003c\/i\u003e, researchers Davis Jenkins, Hana Lahr, John Fink, Serena C. Klempin, and Maggie P. Fay center US community colleges as critical to upward mobility and workforce development in their communities, highlighting new practices these institutions are using to build high-quality programs and support students’ educational and career success.\u003cbr\u003e\u003cbr\u003e Drawing on a decade of research on whole-college guided pathways reforms at more than 100 community colleges nationally, they illustrate how colleges have implemented large-scale changes to help students better navigate the journey to completion. They argue, however, that to achieve better and more equitable outcomes—and to recruit and retain more students in a highly competitive market—colleges must not only remove barriers to completion but also strengthen pathways to student goals after graduation, thus making their investment of money, time, and effort worth it.\u003cbr\u003e\u003cbr\u003eThe book provides compelling case studies of how colleges are achieving this along five frontiers: strengthening program career and baccalaureate transfer outcomes, teaching students to be versatile learners, strengthening recruitment and onboarding, ensuring students complete in as little time and at as low a cost as possible, and building on-ramps to high-opportunity postsecondary pathways from high school. The book also gives practical guidance for college leaders on managing and funding these innovations and for state policymakers on encouraging and supporting them.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56303479783797,"sku":"9781682539910","price":28.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682539910_3a81b43d-a252-4533-b727-86f0553ac8e4.jpg?v=1786024345"},{"product_id":"9781682539682","title":"Creating Educational Justice","description":"A 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.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56303494693237,"sku":"9781682539682","price":31.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682539682_d22ac239-1929-480c-bc18-f80d85c626e2.jpg?v=1786024343"},{"product_id":"9781682536261","title":"Districts That Succeed","description":"In \u003ci\u003eDistricts That Succeed\u003c\/i\u003e, long-time education writer Karin Chenoweth turns her attention from effective schools to effective districts. Leveraging new, cutting-edge national research on district performance as well as in-depth reporting, Chenoweth profiles five districts that have successfully broken the correlation between race, poverty, and achievement.\u003cbr\u003e\u003cbr\u003e Focusing on high performing or rapidly improving districts that serve children of color and children from low-income backgrounds, the book explores the common elements that have led to the districts’ successes, including leadership, processes, and systems. \u003ci\u003eDistricts That Succeed\u003c\/i\u003e reveals that helping more students achieve is not a matter of adopting a program or practice. Rather, it requires developing a district-wide culture where all adults feel responsible for the academic well-being of students and adopt systems and processes that support that culture.\u003cbr\u003e\u003cbr\u003e Chenoweth explores how districts, from urban Chicago, Illinois to suburban Seaford, Delaware, have organized themselves to look at data to guide improvement. Her research highlights the essential role of districts in closing achievement gaps and illustrates how successful outliers can serve as resources for other districts.\u003cbr\u003e\u003cbr\u003e With important lessons for district leaders and policy makers alike, Chenoweth offers the hard-won wisdom of educators who understand the power of schools to, as one superintendent says, “change the path of poverty.”","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56303730721141,"sku":"9781682536261","price":33.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682536261_faa7c81a-4816-4488-bce3-f4d7cc55e968.jpg?v=1786024322"},{"product_id":"9781682538012","title":"Navigating Social Justice","description":"\u003cb\u003eA highly accessible and easily adaptable conceptual framework that helps educational leaders plan, leverage, and sustain change as they create more equitable schools.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eIn \u003ci\u003eNavigating Social Justice\u003c\/i\u003e, Martin Scanlan introduces a comprehensive social justice schema that melds organizational learning with leading for equity. Scanlan distills wisdom gleaned from the experiences of a variety of educational professionals as well as from his own more than three decades of work in equity-focused partnership with elementary schools.\u003cbr\u003e\u003cbr\u003eScanlan’s schema brings together five dimensions—inclusivity, communities of practice, critical formation, social ecosystems, and practical wisdom—that work together holistically to eradicate inequitable practices and policies and promote robust teaching and inclusive learning. For each dimension, the book features real-life vignettes that focus the conversation, exercises that encourage reflection, and suggested opportunities for the application of its central ideas. Each chapter also gives access to online tools, extending its utility. The practical guidance offered in this book not only will enable educational institutions to best meet the needs of families and community members but will also help leaders cultivate the moral and intellectual judgment needed to address social justice issues in schools.\u003cbr\u003e\u003cbr\u003eThis clarifying equity framework will be invaluable to established and aspiring school leaders, building administrators, district leaders, system administrators, and others in both the public and private education sectors as they engage in ongoing social justice work.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56303731114357,"sku":"9781682538012","price":37.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682538012_6181889d-bf50-4c9f-ac37-00aeb7582835.jpg?v=1786024326"},{"product_id":"9798895570067","title":"Unlocking the Potential of Team-Based Staffing","description":"\u003cb\u003eA practical approach to strategic school-staffing reforms that benefit both educators and students\u003c\/b\u003e \u003cbr\u003e \u003cbr\u003e In \u003ci\u003eUnlocking the Potential of Team-Based Staffing\u003c\/i\u003e, Brent W. Maddin, R. Lennon Audrain, Lisa Maresso Wyatt, and Kaycee Salmacia make a persuasive case for redesigning the education workforce to facilitate deeper and more personalized learning experiences in K\u0026amp;ndash 2 schools. They advocate disrupting the traditional one-teacher, one-classroom model in favor of team-based school-staffing models in which multiple educators are responsible for rosters of students. \u003cbr\u003e \u003cbr\u003e Maddin, Audrain, Wyatt, and Salmacia show that these innovative staffing models are associated with positive outcomes for both educators and students. Based on early evidence from the Next Education Workforce team, they demonstrate that strategic team-staffing models can increase educator job satisfaction, enable schools to best utilize human capital, and make complex, sought-after pedagogical approaches such as interest-based, differentiated learning more doable in resource-limited settings. \u003cbr\u003e \u003cbr\u003e The book offers school leaders concrete actions for the successful design and launch of team-based staffing. It presents clear guidance for navigating implementation challenges, including change management, instructional scheduling, and common infrastructural issues ranging from family communication to rethinking the physical spaces within schools to better support team-based instruction.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56311329522037,"sku":"9798895570067","price":28.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9798895570067_9bb097d9-a733-418a-a374-68d76c4c5c62.jpg?v=1786032943"},{"product_id":"9798895570036","title":"Leveled Reading, Leveled Lives","description":"\u003cb\u003eAn engaging and evidence-based examination of how reading instruction has been misinterpreted and misapplied for decades and how to right the course to improve reading skills for all students \u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e In \u003ci\u003eLeveled Reading, Leveled Lives\u003c\/i\u003e, leading literacy expert Timothy Shanahan curates a lively tour of the history of reading instruction in the United States, arguing that the most popular reading instruction method is failing students and suppressing their literacy achievement. He breaks down the reasons why teachers and researchers alike have favored this accepted wisdom, known as instructional-level theory, in US schools over the past five decades- and presents a compelling case for a new way forward that will bolster students'  reading skills.\u003cbr\u003e\u003cbr\u003e Today it's not uncommon to find students in a fourth-grade classroom reading books suitable for third-, second-, or even first-graders. Teachers suggest books to students at their deemed 'instructional levels,'  but how these instructional levels are determined is suspect. With a comprehensive, critical analysis of instructional-level pedagogy, Shanahan exposes its shaky foundations and shows how faulty research findings have become so entrenched. He gathers an extensive body of research studies that overwhelmingly contradict the instructional-level theory and offers an evidence-based consideration of how educators must instead use grade-level reading to bring about maximum learning gains.\u003cbr\u003e\u003cbr\u003e This seminal book concludes with practical advice for implementing grade-level reading instruction, including detailed descriptions of the types of instruction and scaffolding needed to increase students' reading achievement, from teaching decoding and challenging texts, to scaffolding reading to motivation. Shanahan asserts that a better approach can ensure that all students have an opportunity to leave high school with reading abilities commensurate with their personal, social, civic, and economic goals.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56311482253685,"sku":"9798895570036","price":28.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9798895570036_230b1f62-5d97-4977-8b7f-2458b77cf64e.jpg?v=1786032943"},{"product_id":"9781682538715","title":"Radical Brown","description":"\u003cb\u003eA rallying cry for equitable education informed by a revolutionary re-reading of \u003ci\u003eBrown v. Board of Education\u003c\/i\u003e, on the 70th anniversary of the ruling. \u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e In \u003ci\u003eRadical Brown\u003c\/i\u003e, renowned developmental scholar Margaret Beale Spencer and critical legal analyst Nancy E. Dowd offer a fresh perspective on the \u003ci\u003eBrown v. Board of Education\u003c\/i\u003e decision. Noting that decades of flawed implementation have subverted \u003ci\u003eBrown\u003c\/i\u003e's great promise of educational equality for K–12 public school students, Spencer and Dowd propose a bold framework for a new interpretation of the Supreme Court decision, one that is inclusive, identity affirming, and culturally sensitive. \u003cbr\u003e\u003cbr\u003e Even as they envision a more equitable future for US students, Spencer and Dowd look critically at the historical context of \u003ci\u003eBrown v. Board of Education\u003c\/i\u003e, examining the roots of the inequality and segregation the ruling attempted to address, the resistance that the resulting school integration met, and the legacy of attempts to enforce the ruling. They trace the ways in which post-\u003ci\u003eBrown\u003c\/i\u003e policies have reinforced race privilege for white students and race subordination for Black and marginalised students and show how structural and cultural racism in education have impeded youth development and caused collective identity injury for all. \u003cbr\u003e\u003cbr\u003e Ultimately, this galvanising work introduces a way forward that upholds the \u003ci\u003eBrown\u003c\/i\u003e ruling's intended meaning and mandate. \u003ci\u003eRadical Brown\u003c\/i\u003e offers suggestions for action, from everyday practice to policy change, to help legislators, school boards, scholars, and educators correct course and enact the decision's true intent--of safeguarding rights based on a common humanity.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56312751620469,"sku":"9781682538715","price":37.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682538715_dfc13fc5-2199-4316-a00e-68651f9bdf78.jpg?v=1786024331"},{"product_id":"9781682539941","title":"Equity Learning Communities","description":"\u003cb\u003eConcrete strategies for making higher education instruction more equitable via professional learning groups that use empirical classroom data to guide iterative, incremental changes\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eIn \u003ci\u003eEquity Learning Communities\u003c\/i\u003e, Daniel Reinholz recommends sustained, collaborative professional development group meetings as a launchpad for higher education instructors to enhance classroom equity and inclusivity. In Reinholz’s approach, community members make use of debrief sessions, collaborative problem solving, and empirical classroom data, such as participation data, to guide iterative, incremental changes in instruction that increase empathy and trust, improve instructor-student relationships, and build from student strengths.\u003cbr\u003e\u003cbr\u003eThe book offers a comprehensive look at the process of professional learning via equity learning communities. Reinholz makes evident the tremendous benefits of such communities and community cultural wealth. He presents in-depth case studies of six instructors, diverse in terms of race, gender, disability, discipline, and professional experience, who made transformative changes to their mindset, perspective, and instruction as participants in such communities.\u003cbr\u003e\u003cbr\u003eThis work gives instructors a host of explicit strategies and educational moves for becoming aware of and quashing inequities as they arise. It also provides a wealth of practical wisdom that faculty leaders, instructional coaches, and professional developers could apply to their own equity work. It serves as a blueprint for readers to create and sustain their own learning communities, from picking an appropriate measure to collecting data and organizing collaborative professional learning around those data.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56312751718773,"sku":"9781682539941","price":26.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682539941_02559527-4c57-4daf-87dd-26842e21ab5c.jpg?v=1786024347"},{"product_id":"9781934742808","title":"Social Network Theory and Educational Change","description":"Social Network Theory and Educational Change offers a provocative and fascinating exploration of how social networks in schools can impede or facilitate the work of education reform. Drawing on the work of leading scholars, the book comprises a series of studies examining networks among teachers and school leaders, contrasting formal and informal organizational structures, and exploring the mechanisms by which ideas, information, and influence flow from person to person and group to group. The case studies provided in the book reflect a rich variety of approaches and methodologies, showcasing the range and power of this dynamic new mode of analysis. An introductory chapter places social network theory in context and explains the basic tools and concepts, while a concluding chapter points toward new directions in the field. Taken together, they make a powerful statement: that the success or failure of education reform ultimately is not solely the result of technical plans and blueprints, but of the relational ties that support or constrain the pace, depth, and direction of change. This unique volume provides an invaluable introduction to an emerging and increasingly important field of education research.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56313203032437,"sku":"9781934742808","price":34.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781934742808_fb7d0f62-2fbe-47de-b4c5-28e623bb291a.jpg?v=1786030277"},{"product_id":"9798895570302","title":"Character Compass","description":"\u003cb\u003eThe popular volume on the power of character development in the classroom now features new chapters on intellectual risk-taking and open-mindedness, plus student, teacher, and school leader reflections on the value of the practice \u003c\/b\u003e \u003cbr\u003e \u003cbr\u003e \u003ci\u003eCharacter Compass, Second Edition\u003c\/i\u003e returns to three, high-performing urban schools in Boston to reassess their distinct commitments to character education. Classical Academy prizes moral character, College Bound Middle School emphasizes performance character, and Civitas Prep prioritizes civic character. To this group, Scott Seider, Shelby Clark, and Madora Soutter add Bright Ideas Middle School, which champions intellectual character. They describe the ways in which these four school's distinctive character goals lead them to emphasize different programming and practices and to nurture different dimensions of their students' characters. \u003cbr\u003e \u003cbr\u003e Seider, Clark, and Soutter reconnect with the students that were interviewed more than a decade ago to ask how character education influenced their trajectories, and they invite the volume's original school leaders to share how their thinking has and has not changed. Their research reaffirms the foundational strength of character education in building a powerful school culture where students can thrive, and a new case-study on a school emphasizing intellectual character broadens the framework's reach. \u003cbr\u003e \u003cbr\u003e With its rare longitudinal and retrospective perspective, \u003ci\u003eCharacter Compass, Second Edition \u003c\/i\u003eprovides K-2 educators and school leaders with powerful guidance for making character development central to their mission of supporting student success. Updates also help practitioners hone their chosen approach to best complement their own unique institutional commitments, community, and context.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56368346169717,"sku":"9798895570302","price":28.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9798895570302_6d317807-7dd0-444c-92b0-b92260d50361.jpg?v=1786032945"},{"product_id":"9798895570128","title":"Fair and Justice-Oriented Assessment","description":"In \u003ci\u003eFair and Justice-Oriented Assessment\u003c\/i\u003e, Margaret Heritage and Caroline Wylie propose that the key to improving learning opportunities for all students lies in increasing educators' assessment literacy. Only by examining various assessment practices through a lens of fairness and equity can practitioners best judge their use and value and then develop strategies for implementation that truly elevate student learning in alignment with school and district standards and in ways that are fair and just. \u003cbr\u003e \u003cbr\u003e To build better assessment literacy, Heritage and Wylie seek to strengthen professional knowledge of ambitious teaching and use of both formative and summative classroom assessment practices. They clearly describe the knowledge and skills teachers need to better orient classroom assessment practices toward more positive learning experiences for all students. Critically, they urge educators to establish substantive learning goals, attend to the ways of eliciting evidence of student learning towards those goals, and reflect on the evidence to take action that intends to advance learning. \u003cbr\u003e \u003cbr\u003e This book features real-world examples of assessment practices across a range of contexts and content areas, grade levels, and student populations, and shows how assessment literacy competencies can be achieved at scale with support from school and district leaders. \u003ci\u003eFair and Justice-Oriented Assessment\u003c\/i\u003e provides a research-based and yet practical perspective on classroom assessment and advocates for the use of equity-oriented curricular and ambitious teaching.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56368346268021,"sku":"9798895570128","price":27.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9798895570128_9dc2995e-b48f-4bbd-a2d7-16283d742098.jpg?v=1786032944"},{"product_id":"9798895570425","title":"The Reasons Teachers Stay","description":"\u003cb\u003eA research-based guide uncovering what teachers say keeps them in their schools—and how leaders can sustain them\u003c\/b\u003e \u003cbr\u003e \u003cbr\u003e \u003ci\u003eThe Reasons Teachers Stay\u003c\/i\u003e offers a powerful new perspective on the urgent issue of teacher retention. While national headlines focus on why so many teachers leave, Douglas B. Larkin and Suzanne Poole Patzelt flip the question to ask: \u003ci\u003eWhat makes teachers stay?\u003c\/i\u003e Larkin and Patzelt’s findings can inform the practice of administrators, school leaders, and teachers in creating supportive work environments within K–12 school districts. \u003cbr\u003e \u003cbr\u003e Drawing on a six-year longitudinal study of US schools, districts, and communities with high rates of teacher retention, the work reveals that sustaining effective teachers in their jobs requires more than just a satisfactory working environment and incentives. Larkin and Patzelt find that teachers are retained when an interrelated set of conditions, including a manageable teaching load, a degree of autonomy, adequate compensation, and supportive relationships with colleagues, are in place to meet their needs. They present their findings using the teacher embeddedness framework to show how fit, interpersonal connections, and school-based\/community assets matter more than previously understood. \u003cbr\u003e \u003cbr\u003e Engaging case studies and interviews with teachers and administrators throughout the book illustrate these concepts in action. The work ends with practical recommendations to enact key tenets of the framework in schools, such as establishing mentorship and induction programs; fostering teacher agency, autonomy, and protection; and providing strong support for teachers of color.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56369646403957,"sku":"9798895570425","price":28.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9798895570425_fd0a34bf-785f-4093-bd71-516b45f78a59.jpg?v=1786032946"},{"product_id":"9798895570517","title":"Educating Multilingual Learners","description":"\u003cp\u003e\u003cb\u003eAn updated edition offering a framework of best practices for the K–12 educators of the 5.3 million US students who are multilingual language learners\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIn this wholly updated second edition of \u003ci\u003eEducating Multilingual Learners\u003c\/i\u003e, the authors streamline their easy-to-use protocols for teachers of multilingual learners so that they apply to students who are learning through any new language in any PreK–12 classroom context. \u003cbr\u003e \u003cbr\u003e The authors present the new, teacher-friendly Teaching All Subjects, Language, and Literacy (TASLL) Framework that can be implemented flexibly to meet the needs of multilingual learners in the classroom. Drawing from the latest research and culturally relevant pedagogy, this new edition illuminates for teachers why and how to use the full linguistic repertoire of multilingual learners. It also encourages a collaborative approach to classroom instruction, recommending simple first steps to educator partnerships. \u003cbr\u003e \u003cbr\u003e Throughout the book, the authors return to four case study students of different ages, backgrounds, and levels of language proficiency to show the TASLL Framework in action. Pre-service and in-service teachers will find this an invaluable resource for classroom teaching of multilingual language learners.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56369646469493,"sku":"9798895570517","price":27.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9798895570517_0a392cdf-7388-4e93-a4a4-16910de12b8e.jpg?v=1786032947"},{"product_id":"9798895570593","title":"Getting Real About Sex Ed","description":"\u003cb\u003eA clear, practical approach for K–12 educators to teach crucial life skills, concepts essential to healthy sexuality, and the capacity for meaningful relationships\u003c\/b\u003e \u003cbr\u003e \u003cbr\u003e In \u003ci\u003eGetting Real About Sex Ed\u003c\/i\u003e, Shafia Zaloom offers educators, administrators, and caregiving adults concrete language and strategies for integrating sexuality education into daily practice, beginning with students in kindergarten and carrying through to high school graduation. Zaloom advocates Comprehensive Sexuality Education (CSE), a holistic framework for K–12 classrooms that addresses the cognitive, emotional, social, and physical aspects of sexuality. The book highlights how CSE scaffolds the sexual development of students as it gradually layers in age-appropriate information, skills, and positive values to practice and prepare for safe and fulfilling relationships, as well as how students can take responsibility for their own sexual health and well-being. \u003cbr\u003e \u003cbr\u003e Zaloom draws on the latest research and presents real-world scenarios from classrooms across the country that all educators face in developing students’ personal citizenship. With warmth, empathy, and insight, she guides teachers beyond the classroom to the in-between moments of educational spaces: the lunchroom, playground, hallways, and transition periods. She models how educators can deliver developmentally appropriate lessons across grades to inspire personal reflection, integrity, and the capacity to connect with others in community. \u003cbr\u003e \u003cbr\u003e In this vital, actionable work, Zaloom ultimately shows how a comprehensive approach to teaching sexuality education equips young people with life skills they need to cultivate mutual respect, care, dignity, and joy in sustained relationships, whether sexual or not, and contribute to a compassionate and just society.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56369646764405,"sku":"9798895570593","price":26.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9798895570593_80cfe111-dcc7-4bd9-8d7f-64e9b868859b.jpg?v=1786032948"},{"product_id":"9798895570456","title":"Race, Class, and Affirmative Action","description":"A rich, nuanced examination of the effects of the 2023 Supreme Court ruling restricting race-conscious college admissions policies—and food for thought for future transformation \u003cbr\u003e \u003cbr\u003e In \u003ci\u003eRace, Class, and Affirmative Action\u003c\/i\u003e, Julie J. Park offers deft analysis of the changes to college admissions and campus life since the US Supreme Court ruled to restrict race-conscious policies in two 2023 cases: \u003ci\u003eStudents for Fair Admissions (SFFA) v. Harvard\u003c\/i\u003e and \u003ci\u003eSFFA v. the University of North Carolina, Chapel Hill\u003c\/i\u003e. Park offers clear explanations of the rulings, their historical context, and their implications for higher education policy. She highlights how the Supreme Court still allows campuses to consider the role of race in students’ experiences and that numerous tools to advance diversity in admissions remain. \u003cbr\u003e \u003cbr\u003e In this lively, timely work, Park points out the swift and stark post-ruling shifts in campus demographics and grapples with questions of how to push toward a more equitable admissions system. She investigates alternative initiatives, such as test-optional and test-free admissions, percent plans, and others, weighing their merits and drawbacks. She also examines inequality affecting college applications themselves and offers ideas for reform. Integrating up-to-the minute research on admissions, standardized testing, enrollment management, and the campus racial climate, Park recommends actions that can advance equity-oriented access to higher education despite the current restrictions on race-conscious admissions. \u003cbr\u003e \u003cbr\u003e Park ends with a call to campus leaders, policymakers, and practitioners to reimagine selective college admissions and attendance and offers a glimpse of what the future could hold.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56369646829941,"sku":"9798895570456","price":27.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9798895570456_a3f50cd7-4b40-4782-9fd0-f1994d8c1b26.jpg?v=1786032946"},{"product_id":"9798895570692","title":"Leading for Refugees and Newcomers","description":"\u003cp\u003e\u003cb\u003eA collection of case studies from K–12 schools that show the many ways in which school leaders and practitioners can support newcomer students\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eIn \u003ci\u003eLeading for Refugees and Newcomers\u003c\/i\u003e, editors Emily R. Crawford, Bryan Mann, Meredith Bittel, and Ryan Rumpf present a series of vividly-drawn, real-world case studies that illustrate how K–12 schools can effectively support their vulnerable populations of immigrant, migrant, and refugee students in a time when shifting immigration policy foments fear and uncertainty. Each case underscores how school leadership holds a critical position for helping transition newcomer students and families into US public schools and communities.\u003c\/p\u003e\u003cp\u003eThis rich and timely collection assists K–12 educational leaders and practitioners in addressing the social, cultural, and educational obstacles that these newcomer students and their families face. The authors use case studies that cover three key areas—within-school and classroom considerations; policy and administration concerns; and engagement of school partners, communities, and families—along with related analyses and questions for discussion and reflection to prepare practitioners to meet the unique needs of newcomer students. They provide essential insights into issues such as legal background, best practices for linguistic education and building student-teacher relationships, as well as suggestions for resources and networks that can help.\u003c\/p\u003e\u003cp\u003eThrough ethical, research-based, and equity-minded strategies and actions, this book prepares educators and educational leaders to deliver high-quality education that can shape the well-being and success of newcomer students.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":56369647157621,"sku":"9798895570692","price":26.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9798895570692_03c899f9-ee7c-4bf7-9e7c-89ed764c77a5.jpg?v=1786032948"},{"product_id":"visual-thinking-strategies","title":"Visual Thinking Strategies","description":"“What’s going on in this picture?” \u003cbr\u003e\u003cbr\u003eWith this one question and a carefully chosen work of art, teachers can start their students down a path toward deeper learning and other skills now encouraged by the Common Core State Standards. The Visual Thinking Strategies (VTS) teaching method has been successfully implemented in schools, districts, and cultural institutions nationwide, including bilingual schools in California, West Orange Public Schools in New Jersey, and the San Francisco Museum of Modern Art. \u003cbr\u003e\u003cbr\u003eIt provides for open-ended yet highly structured discussions of visual art, and significantly increases students’ critical thinking, language, and literacy skills along the way. \u003cbr\u003e\u003cbr\u003ePhilip Yenawine, former education director of New York’s Museum of Modern Art and cocreator of the VTS curriculum, writes engagingly about his years of experience with elementary school students in the classroom. He reveals how VTS was developed and demonstrates how teachers are using art—as well as poems, primary documents, and other visual artefacts—to increase a variety of skills, including writing, listening, and speaking, across a range of subjects. \u003cbr\u003e\u003cbr\u003eThe book shows how VTS can be easily and effectively integrated into elementary classroom lessons in just ten hours of a school year to create learner-centred environments where students at all levels are involved in rich, absorbing discussions.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":57484363628917,"sku":"9781612506098","price":22.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781612506098.jpg?v=1786266430"},{"product_id":"safe-is-not-enough","title":"Safe Is not Enough","description":"\u003ci\u003eSafe Is Not Enough\u003c\/i\u003e illustrates how educators can support the positive development of LGBTQ students in a comprehensive way so as to create truly inclusive school communities. Using examples from classrooms, schools, and districts across the country, Michael Sadowski identifies emerging practices such as creating an LGBTQ-inclusive curriculum; fostering a whole-school climate that is supportive of LGBTQ students; providing adults who can act as mentors and role models; and initiating effective family and community outreach programs.\u003cbr\u003e\u003cbr\u003eWhile progress on LGBTQ issues in schools remains slow, in many parts of the country schools have begun making strides toward becoming safer, more welcoming places for LGBTQ students. Schools typically achieve this by revising antibullying policies and establishing GSAs (gay-straight student alliances). But it takes more than a deficit-based approach for schools to become places where LGBTQ students can fulfill their potential. In \u003ci\u003eSafe Is Not Enough\u003c\/i\u003e, Michael Sadowski highlights how educators can make their schools more supportive of LGBTQ students\u0026amp;rsquo; positive development and academic success.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":57484366578037,"sku":"9781612509426","price":30.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781612509426.jpg?v=1786266434"},{"product_id":"pathways-to-personalization","title":"Pathways to Personalization","description":"\u003ci\u003ePathways to Personalization\u003c\/i\u003e offers an innovative five-step framework to help school leaders and teacher teams design and implement blended and personalized learning initiatives based on local needs and interests. The book draws on principles of improvement science and change management, as well as work in nearly five hundred classrooms, to help educators define their own rationale for personalized learning; it guides them as they establish small pilot initiatives, determine criteria for success, evaluate their efforts, and create a path for replication and scale. Filled with activities and templates for organizing information and student feedback, the book also includes many examples of how district leaders, school principals, and teachers have successfully navigated the change process to create more student-centered classrooms.\u003cbr\u003e\u003cbr\u003eShifting a school or district to offer more personalized learning requires a great deal of commitment, passion, and energy, but it also demands a strategic process. \u003ci\u003ePathways to Personalization\u003c\/i\u003e meets this need by providing a field-tested road map for educators seeking ways to meet the academic and emotional needs of all students, and to empower them to take charge of their own learning.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":57487771664757,"sku":"9781682532478","price":35.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9781682532478.jpg?v=1786354996"},{"product_id":"uncensored","title":"Uncensored","description":"\u003cb\u003eEducators at the frontlines of the censorship wars share stories of survival and strategies for resistance\u003c\/b\u003e \u003cbr\u003e \u003cbr\u003e American educators are contending with an unprecedented wave of restrictions on reading—indeed, a majority of today’s secondary English teachers and students have less of a say over what gets read in school than at any time since the 1960s. By amplifying the voices of teachers and librarians directly impacted by this broad effort to control young people’s reading experiences, Jonna Perrillo reveals in \u003ci\u003eUncensored\u003c\/i\u003e the true forces behind the movement and how best to fight back. \u003cbr\u003e \u003cbr\u003e Current attacks on DEI initiatives, inclusive teaching practices, and marginalized groups have their roots in the culture wars, but they also build upon a framework of state standardization, scripted curricula, and other technocratic features of modern English Language Arts (ELA) instruction. Perrillo makes these connections clear as she shares firsthand accounts of how ELA teachers and librarians, already accustomed to externally designed and constrained instruction, are meeting the challenges of censorship in public and private K–12 schools while simultaneously devising successful strategies to preserve the right to read. \u003cbr\u003e \u003cbr\u003e With its inspiring stories from real teachers and librarians and practical recommendations, \u003ci\u003eUncensored\u003c\/i\u003e offers more than an encounter with illiberal interference in the classroom. It explains how educators can foster strong reading cultures and establish vital community networks to ensure meaningful, deep reading experiences continue.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":57495256531317,"sku":"9798895570630","price":27.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9798895570630.jpg?v=1786617946"},{"product_id":"disrupting-white-noise","title":"Disrupting White Noise","description":"\u003cp\u003e\u003cb\u003eA bold and timely reexamination of how white students understand and engage with race on college campuses\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIn \u003ci\u003eDisrupting White Noise\u003c\/i\u003e, Zak Foste and Lauren N. Irwin challenge the prevailing belief that white students come to college as \"empty vessels,\" revealing how these students are already deeply shaped by their pre-college environments—bringing powerful attitudes and beliefs about race that can impede efforts toward inclusion.\u003c\/p\u003e \u003cp\u003eDrawing from years of interviews and research at a variety of institutions, Foste and Irwin demonstrate how campus environments often reinforce white racial comfort, reproduce segregation, and limit effective cross-racial engagement. Vivid narratives highlight how institutional policies, leadership programs, and daily campus life can inadvertently maintain barriers for students of color—while failing to address the real foundations of white students' understanding of race. The book goes beyond critique, offering actionable recommendations and concrete strategies that campus leaders can implement to disrupt harmful patterns and foster authentic learning.\u003c\/p\u003e \u003cp\u003eWith clarity, urgency, and insight, this work equips higher education professionals to critically examine their own practices and to intentionally create more just, equitable environments. Essential reading for anyone who works with college students, this book provides the knowledge and tools to move beyond surface-level solutions towards genuine, lasting change.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":57495257383285,"sku":"9798895570722","price":29.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9798895570722.jpg?v=1786617947"},{"product_id":"mental-health-in-college","title":"Mental Health in College","description":"\u003cp\u003e\u003cb\u003eAn essential, research-driven guide that reimagines what it means to support the well-being of today's college students\u003c\/b\u003e \u003cbr\u003e \u003cbr\u003e With concerns about student mental health on the rise, Alexis Redding and contributors draw on expertise across disciplines to offer practical strategies and deep insight for those on the front lines: student affairs professionals, faculty, advisors, counseling center staff, and families. This timely book addresses the most pressing mental health issues facing undergraduates, delivering an actionable blueprint to help colleges build caring, inclusive communities where all students can thrive. \u003cbr\u003e \u003cbr\u003e Blending compelling student stories, expert analysis, and actionable strategies, \u003ci\u003eMental Health in College\u003c\/i\u003e explores the full spectrum of the college experience: from the pressures of admissions and financial stress to challenges faced by student veterans, community college students, and those navigating post-graduate uncertainty. Each chapter features cutting-edge research alongside innovative \"Voices from the Field\" vignettes focused on experienced practitioners,. The book moves beyond a clinical focus, offering institution-wide solutions and frameworks that promote belonging, resilience, and holistic well-being for all students. \u003cbr\u003e \u003cbr\u003e Given our increasing awareness of student mental health concerns, this work equips higher ed professionals with the vision and tools to lead meaningful change. It is both a call to action and a practical playbook for creating a culture of care, ensuring every student has the support they need to succeed—personally, academically, and professionally after graduation.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":57495258104181,"sku":"9798895570753","price":27.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9798895570753.jpg?v=1786617948"},{"product_id":"straighten-up-girls-and-boys","title":"Straighten Up, Girls and Boys","description":"\u003cp\u003e\u003cb\u003eThis illuminating read bridges education history with contemporary efforts to create inclusive, equitable schools\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eIn \u003ci\u003eStraighten Up, Girls and Boys, \u003c\/i\u003eacclaimed historian and educator Jackie M. Blount exposes the hidden history of how American schools have carefully shaped and policed gender and sexuality—affecting every student and educator, past and present. With clarity and compassion, she invites readers not only to understand these forces, but to take action for positive change in their own school communities.\u003c\/p\u003e\u003cp\u003eDrawing on centuries of school design, hiring practices, and classroom curriculum, Blount uncovers how seemingly neutral decisions—from the layout of restrooms to textbooks and teacher roles—have been used to enforce binary gender norms and rigid expectations around sexuality. She explores the implications for both students and educators, highlighting moments of resistance and progress, but also the persistence of exclusion and harm. Through vivid historical storytelling and fresh analysis, Blount connects the dots between age-old anxieties and today's most pressing debates around LGBTQ issues in schools.\u003c\/p\u003e\u003cp\u003eThis book empowers educators with the knowledge and historical context needed to question entrenched practices and build more supportive school cultures. Encouraging both critical reflection and practical action, Blount's work is a vital resource for anyone committed to fostering respect and opportunity for every member of the school community.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":57495258726773,"sku":"9798895570814","price":28.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9798895570814.jpg?v=1786617948"},{"product_id":"transforming-college-teaching-evaluation","title":"Transforming College Teaching Evaluation","description":"\u003cb\u003eAn impactful approach to teaching assessment that boosts teaching practice while ensuring student success\u003c\/b\u003e \u003cbr\u003e \u003cbr\u003e More effective learning goes hand-in-hand with a commitment to instructional excellence, but institutional approaches to instructor evaluation often fall short in assessing quality. In \u003ci\u003eTransforming College Teaching Evaluation\u003c\/i\u003e, Ann E. Austin, Noah D. Finkelstein, Andrea Follmer Greenhoot, Doug Ward, and Gabriela Cornejo Weaver propose a thorough reform of teaching evaluation that strengthens teaching and learning processes, enriches faculty practice, and enhances the institutional culture of teaching and learning for long-term success. \u003cbr\u003e \u003cbr\u003e This work understands that the academic department is the basic unit of change in a college and to truly transform teaching evaluation, department-level, college-level, and central institutional efforts must link together to drive reform. Leveraging data from the seven-year TEval study conducted at University of Colorado Boulder, University of Kansas, and University of Massachusetts, Amherst, the authors introduce a model for high-quality teaching evaluation that considers seven dimensions of educational practice, spanning the full array of teaching activities inside and out of the classroom. This framework incorporates a constellation of evaluative tools and data, such as faculty self-report, external reviews, and student surveys, and different approaches to evaluation that leaders can adapt to institutional needs. \u003cbr\u003e \u003cbr\u003e For administrators and educators seeking to advance modern teaching practices and fair teaching evaluation, this book provides a robust plan for reorienting the faculty reward system toward excellence.","brand":"Gardners","offers":[{"title":"Default Title","offer_id":57495585358197,"sku":"9798895570159","price":26.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9798895570159.jpg?v=1786618284"},{"product_id":"courageous-leadership-for-multilingual-learners","title":"Courageous Leadership for Multilingual Learners","description":"\u003cp\u003e\u003cb\u003eA new, transformative framework that helps leaders design coherent, equity-minded systems to promote the success of multilingual students\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultilingual learners (MLs) are a protected class of students entitled to certain educational services designed to ensure equitable access to the same educational opportunities as other students. Yet MLs are often siloed from core school programs. To address this pressing issue, \u003ci\u003eCourageous Leadership for Multilingual Learners\u003c\/i\u003e offers an original, research-backed framework for leaders to ensure that MLs are considered from the start across all levels of the educational system.\u003c\/p\u003e \u003cp\u003eDrawing on her deep expertise in the field, Hopkins shows how the marginalization of MLs in schools is neither neutral nor inevitable. Rather, it is the product of longstanding, systemic patterns that require collective action to disrupt. This accessible and practical book provides a roadmap for this work, showing how leaders can center the cultural and linguistic backgrounds of multilingual learners. The framework presented in this book identifies the two essential dimensions of transformative ML leadership—individual change and organizational change—and outlines core components of each, including policy knowledge, asset-based dispositions, and collaborative norms. Hopkins demonstrates how leaders can leverage the framework's dimensions to design coherent, equity-minded systems that honor the diverse learning experiences and backgrounds of MLs while strengthening educational opportunities for all students.\u003c\/p\u003e \u003cp\u003eThis book empowers school, district, and state leaders by offering concrete strategies to support MLs, while making clear that meeting the minimum requirements of legal compliance is insufficient. It challenges leaders to pursue equitable practices, protect vulnerable students, and cultivate communities where MLs and their families can thrive. Hopkins shows what becomes possible when responsibility for ML education is shared and when policies are designed to uplift the strengths of ML students.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":57513464004981,"sku":"9798895570906","price":25.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9798895570906.jpg?v=1787220220"},{"product_id":"manufactured-outrage","title":"Manufactured Outrage","description":"\u003cp\u003e\u003cb\u003eA powerful and urgently needed examination of the Conservative Industrial Complex (CIC)'s attack on public education, with practical strategies to push back and uphold education as a democratic, public good\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003ePublic education is under attack. At school board meetings, in the media, and in the political sphere, there is a growing wave of anti-public education sentiment and a tendency to twist such concepts as Critical Race Theory, multiculturalism, and diversity, equity, and inclusion (DEI) into dog whistles for the supposed brainwashing of students. In \u003ci\u003eManufactured Outrage\u003c\/i\u003e, the authors provide an overview of the CIC—a coordinated network of conservative groups that seeks to dismantle our public education system—and explore how educators can push back against harmful education policy agendas.\u003c\/p\u003e \u003cp\u003eThe past few years have seen an avalanche of conservative education bills across the country. Dozens of states have rolled back protections for minoritized students, implemented book bans and instituted universal school choice, and promoted anti-DEI bills in the name of parents' rights. These sweeping changes during such a short span of time are no accident. Using original research, including documents and observations obtained from behind the CIC's closed doors, the authors reveal that these policies could only proceed through highly coordinated campaigns.\u003c\/p\u003e \u003cp\u003eIn this book, readers will learn who the key CIC players are, how the CIC advances its education policy agendas through webs of network organizations to become blueprints for educational reform, and finally, how activists are organizing to resist assaults on our democracy through public and policy advocacy. District leaders, school leaders, education policymakers, activists, and community members will find the guidance invaluable as they navigate the current fraught educational landscape.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":57513464791413,"sku":"9798895570937","price":26.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9798895570937.jpg?v=1787220221"},{"product_id":"the-ghost-of-the-bell-curve","title":"The Ghost of the Bell Curve","description":"\u003cp\u003e\u003cb\u003eAn enlightening look at how ableism creates exclusionary practices in education and how to dismantle them through informed, equitable decision-making\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHow did we arrive at an education system so deeply shaped by ableism? In \u003ci\u003eThe Ghost of the Bell Curve\u003c\/i\u003e, Rebecca A. Cruz and Allison R. Firestone explore this question and address the persistent problem of poor academic and social outcomes for students receiving special education services.\u003c\/p\u003e \u003cp\u003eDespite the Supreme Court's 1954 ruling that separate is not equal, inequitable education practices are a common and legally acceptable reality for a high percentage of students. Schools cannot legally segregate children based on race, yet they continue to create patterns of exclusion based on identity characteristics that intersect with ableism. This exclusion suggests an antiquated system grounded in bell-curve thinking which focuses on the myth of average and pathologizes difference. To understand this system, the authors unearth its sociohistorical roots, illuminating the lineage of ableism that justifies educational exclusion in ways that remain largely unnoticed and unquestioned. Then, they reimagine a critically inclusive future and offer a concrete framework for change.\u003c\/p\u003e \u003cp\u003eBy tracing the medical, social, and legal models of disability, this book empowers readers to rethink long-held assumptions and implement practices that honor the full dignity, diversity, and potential of all learners. It will serve as a helpful resource for policymakers, leaders, and practitioners who want to build more inclusive learning environments.\u003c\/p\u003e","brand":"Gardners","offers":[{"title":"Default Title","offer_id":57513466659189,"sku":"9798895571026","price":25.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0612\/7193\/3106\/files\/9798895571026.jpg?v=1787220223"}],"url":"https:\/\/backstory.london\/collections\/publisher-harvard-educational-publishing-group.oembed","provider":"Backstory","version":"1.0","type":"link"}