A stirring testament to the realities of Black teaching and learning in the United States and to Black educators' visions for the future

In Teaching Core Practices in Teacher Education, Pam Grossman and her colleagues advocate an approach to practice-based teacher education that identifies “core practices” of teaching and supports novice teachers in learning how to enact them competently. Examples of core practices include facilitating whole-class discussion, eliciting student thinking, and maintaining classroom norms. The contributors argue that teacher education needs to do more to help teachers master these professional skills, rather than simply emphasizing content knowledge. Teaching Core Practices in Teacher Education outlines a series of pedagogies that teacher educators can use to help preservice students develop these teaching skills. Pedagogies include representations of practice (ways to show what this skill looks like and break it down into its component parts) and approximations of practice (the ways preservice teachers can try these skills out as they learn). Vignettes throughout the book illustrate how core practices can be incorporated into the teacher education curriculum. The book draws on the work of a consortium of teacher educators from thirteen universities devoted to describing and enacting pedagogies to help novice teachers develop these core practices in support of ambitious and equitable instruction. Their aim is to support teacher educator learning across institutions, content domains, and grade levels. The book also addresses efforts to support teacher learning outside formal teacher education programs. Contributors Chandra L. Alston Andrea Bien Janet Carlson Ashley Cartun Katie A. Danielson Elizabeth A. Davis Christopher G. Pupik Dean Brad Fogo Megan Franke Hala Ghousseini Lightning Peter Jay Sarah Schneider Kavanagh Elham Kazemi Megan Kelley-Petersen Matthew Kloser Sarah McGrew Chauncey Monte-Sano Abby Reisman Melissa A. Scheve Kristine M. Schutz Meghan Shaughnessy Andrea Wells

This book divides into two parts. The first is a personal narrative of the impact of the death of the author's son Ralph on him and his family and his efforts to see if there was any evidence for his continued existence (generated largely through visits to mediums) that a thinking person could take seriously. The second is an attempt to evaluate that evidence objectively (based on an extensive survey of current and past scientific research in the UK and the USA). The title reflects the inevitable tension between emotion and intellect in such an enquiry.

Strike up a conversation with a citizen from the post-communist region and invariably the talk will turn to the topic of corruption - the misuse of public power for private gain. People are sure that corruption is widespread, whether from their own experiences or stories they have heard from others. They feel frustrated that there seems to be nothing they can do about it, that they are helpless, and that they are being played for fools. And many are cynical: they feel that they, too, have to play the game because "the system" compels them to do so. But what system exactly? What are the structures and mechanisms of corruption in post-communist societies? "The System Made Me Do It" is the first comprehensive study of the origin, nature, and consequences of corruption in post-communist societies. While international actors decry corruption as a major impediment to democracy building and economic development, the problem is not well understood. This book fills that gap, and suggests innovative and practical institutional strategies for containing corruption. It achieves a rare and perfect balance of disciplined analysis, practicality, and passion.

A rallying cry for equitable education informed by a revolutionary re-reading of Brown v. Board of Education, on the 70th anniversary of the ruling

A survey of the ways in which misinformation campaigns damage race relations and educational integrity in US public schools and universities and a blueprint for how to counteract such efforts

An investigation into how schooling can enhance and hinder critical-racial consciousness through the making of the Latinx racialized group

If you need a simple notebook to write down your thoughts, this one is just for you. Plain, large, with a black cover and a minimalist design, it will serve a multitude of purposes: random writings, journaling, personal thoughts, Size 6 x 9 inch - 114 Pages

Glo is a remarkable Southern-born girl who will permit you a close-up and transparent view of her life story. Glos parents did not graduate from high school, but she gleaned something special from them that wasnt found in a textbook. She discovered a priceless connection between family values, actions, and academic achievement. Glo candidly offers perspectives and strategies from her life journey, personal parenting, academic endeavors, and professional career. Her path included a disconnected and abusive father, five children sharing one bed, a roach infestation, and multiple academic distractions. Yet she always had a loving and supportive family, tribe, community, and mother who strongly and consistently advocated for her family. The goal of this book is to help guide families, parents, caregivers, educators, and communities through practical and relevant tips toward building strong foundations that result in phenomenal life outcomes. Glo invites you to find your place among these pagesa place that resonates deeply within and propels you to take action in your own life and perhaps in the life of someone else too. May your destiny always lead toward generating learning opportunities.

In this practical yet visionary book, Ellen Moir and her colleagues at the New Teacher Center review what current research suggests--and doesn't--about the power of well-designed mentoring programs to shape teacher and student outcomes. They set forth the principles of high-quality instructional mentoring and describe the elements of a rigorous professional development program. Detailed case studies show how these principles can be applied at the district level and highlight the opportunities and challenges involved in implementing these programs in different contexts. This book makes a powerful case for using new teacher mentoring as an entry point for creating a strong professional culture with a shared, aligned understanding of high-quality teaching. "One of the biggest challenges facing educational leaders today is finding strategies to keep our best and brightest teachers in our nation's classrooms. Mentoring new and veteran teachers is critical to meeting that challenge. New Teacher Mentoring: Hopes and Promise for Improving Teacher Effectiveness is a must read for educators who are serious about transforming America's classrooms." -- Beverly L. Hall, superintendent, Atlanta Public Schools and 2009 National Superintendent of the Year "A combination of theory and practice makes this book particularly useful to educators who are responsible for the success of new teachers. The wisdom, experience, and dedication of the authors ensures that the field has a book that will endure as a valued resource for decades." -- Stephanie Hirsh, executive director, National Staff Development Council "Ellen Moir and her colleagues are world leaders in teacher mentoring. Tens of thousands of children and young people would be far worse off had it not been for the significantly better classrooms that their well-mentored teachers have created. Moir and all those at the New Teacher Center know how to do mentoring, how to improve mentoring, and how to achieve all this on an immense scale. Here, they show just how well they can write about mentoring too. If you are a teacher or want to help one, then read this book! Its rigorous, evidence-based analysis and riveting prose will inspire you, inform you, and spur you on to do even greater things for your own and other teachers' students." -- Andy Hargreaves, Brennan Chair in Education, Boston College Ellen Moir is founder and executive director of the New Teacher Center. Dara Barlin is the associate director of policy for the New Teacher Center. Janet Gless is associate director of the New Teacher Center. Jan Miles is northwest regional director at the New Teacher Center.