{"title":"Education - Educational Policy \u0026 Reform","description":"","products":[{"product_id":"why-fascists-fear-teachers-public-education-and-the-future-of-democracy-9798217045419","title":"Why Fascists Fear Teachers: Public Education and the Future of Democracy","description":"\u003cb\u003eA rousing defense of public education as the cornerstone of American democracy, by the woman attacked by the far right as \"the most dangerous person in the world\"\u003c\/b\u003e \u003cp\u003e\u003c\/p\u003eAttacks on schools and teachers have long been a hallmark of fascist regimes: Throughout history, as many dictators rose to power they began banning books and controlling curriculum. Fascists fear teachers because teachers foster an educated and empowered population that can see past propaganda and scare tactics. Fascists fear teachers because they teach young people how to think for themselves. \u003cp\u003e\u003c\/p\u003eAs the head of one of the largest teachers' unions in America, Randi Weingarten is among the last lines of defense for American public education. For decades, she has sounded the alarm that attacks on teachers are part of a larger, darker agenda--to undermine democracy, opportunity, and public education as we know it. After the Trump administration declared its intention to dismantle the Department of Education, that alarm became undeniable. This book tells the story of what teachers do and why those who are afraid of freedom and opportunity try to stop them. It explains why all Americans should care about attacks on schools and teachers--whether they have school-aged children or not. In the past as today, the fate of the United States is inexorably intertwined with the fate of public education. \u003cp\u003e\u003c\/p\u003eDrawing on history, stories from teachers on the front lines, and decades of experience with America's public schools, Weingarten argues that teaching students to think critically is the key to defeating would-be dictators. She encourages teachers to continue focusing on their vital mission to help young people thrive--creating opportunity in safe and welcoming classrooms, promoting tolerance, and teaching problem solving, critical thinking, and healthy debate. She cautions against censorship and complacency, looking to the past to warn us all about what can happen if we devalue teachers and public schools. \u003cp\u003e\u003c\/p\u003eA manifesto for our time, \u003ci\u003eWhy Fascists Fear Teachers\u003c\/i\u003e is necessary reading for every American worried about the future of our democracy.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Randi Weingarten\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e Thesis\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 09\/16\/2025\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 256\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Hardcover\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 0.90lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 8.20h x 5.70w x 1.10d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9798217045419\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003eSince 2008, \u003cb\u003eRandi Weingarten\u003c\/b\u003e has served as the elected president of the AFT, a union of 1.8 million educators, health care professionals, and public-service workers. For ten years prior, she headed the United Federation of Teachers, the union representing educators in New York City's public schools, and before that taught social studies at Clara Barton High School in Brooklyn, New York. She has degrees from the Cardozo School of Law and the Cornell School of Industrial and Labor Relations.\u003cbr\u003e","brand":"booksdeli.com","offers":[{"title":"Randi Weingarten \/ Hardcover \/ English","offer_id":47278806007965,"sku":"9798217045419","price":47.37,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/files\/img_4e91ae3f-b63d-48b1-aede-84ef6d4bdc3b.jpg?v=1759858319"},{"product_id":"dream-school-finding-the-college-thats-right-for-you-9781668056202","title":"Dream School: Finding the College That's Right for You","description":"\u003cb\u003eFrom the \u003ci\u003eNew York Times\u003c\/i\u003e bestselling author of \u003ci\u003eWho Gets In and Why\u003c\/i\u003e, a \u003c\/b\u003e\u003cb\u003emust-have playbook for families coping with a more stressful era of startling low admission rates and sky-high prices--one that widens the aperture beyond the Top 25 schools and connects students, parents, and counselors with quality, affordable choices.\u003c\/b\u003e \u003cp\u003e\u003c\/p\u003eAttending college has long been a rite of passage for millions of teens and a bedrock of the American dream. But that well-worn path has lately taken a wrong turn, denying admission even to super-achievers and putting intolerable stress on family finances. Now, in \u003ci\u003eDream School \u003c\/i\u003eJeffrey Selingo shifts the spotlight from how colleges pick students to how students can better pick colleges. \u003cp\u003e\u003c\/p\u003e With test-optional policies and grade inflation leveling the playing field for applicants, getting into prestigious schools has become a kind of lottery. \"Plan A\" \u003ci\u003emay \u003c\/i\u003ework out, but increasingly it isn't--so Selingo urges families to ditch the \"Top 25 or bust\" mindset and look beyond the usual suspects. Hidden-gem schools with incredible value and rich opportunities are waiting to be discovered. Backed by unparalleled research--and an eye-opening survey of more than 3,000 parents--\u003ci\u003eDream School\u003c\/i\u003e reveals what really matters in a college: strong job prospects after graduation, hands-on learning experiences, and a sense of belonging. To help students find their perfect match, Selingo highlights 75 accessible and affordable colleges that will satisfy those priorities. \u003cp\u003e\u003c\/p\u003e Organized into three easy-to-digest sections, \u003ci\u003eDream School\u003c\/i\u003e explains why elite college degrees turn out to matter less than you think, why many parents and students are choosing value over prestige, and how to make sure the degree really pays off. In these pages, Selingo's engaging style and expert insights turn what is often an unnavigable maze into a clear roadmap. \u003cp\u003e\u003c\/p\u003e Destined to become the ultimate guide for families crossing the perilous college admissions landscape, \u003ci\u003eDream School\u003c\/i\u003e isn't just a book--it's a lifeline for those who can find themselves trapped in an overwhelming process.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Jeffrey Selingo\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e Scribner Book Company\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 09\/09\/2025\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 352\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Hardcover\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 1.13lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 8.75h x 6.91w x 1.18d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9781668056202\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eReview Citation(s): \u003c\/b\u003e\u003cbr\u003e\u003ci\u003ePublishers Weekly\u003c\/i\u003e 06\/09\/2025\u003cbr\u003e\u003ci\u003eLibrary Journal\u003c\/i\u003e 08\/01\/2025 pg. 76\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003eJeffrey Selingo has written about colleges and universities for more than two and a half decades and is a \u003ci\u003eNew York Times\u003c\/i\u003e bestselling author of three books. \u003ci\u003eWho Gets In and Why: A Year Inside College Admissions\u003c\/i\u003e takes readers inside the admissions offices of three selective universities and was named among the 100 Notable Books of the year by \u003ci\u003eThe\u003c\/i\u003e \u003ci\u003eNew York Times\u003c\/i\u003e. \u003ci\u003eDream School: Finding the College That's Right For You\u003c\/i\u003e is based on two-plus years of research and an original survey of more than 3,000 parents. 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The fourth edition of this classic, influential text addresses developmentally appropriate practice within the context of the ever-changing and evolving world of early childhood education. With a strong focus on equity and teaching and supporting all children, it underscores the importance of social, cultural, and historical contexts of development. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eResearch Based\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eBased on what the research says about child development, how children learn, and effective practices--as well as what professional experience tells the field about intentional teaching--this book provides a thorough discussion of the core considerations, principles, and guidelines that inform educators' decision making. You'll find extensive examples of effective approaches for teaching children across the early childhood spectrum as well as specific examples for infants and toddlers, preschoolers, kindergartners, and children in the primary grades. \u003cb\u003eEven More Resources for Early Childhood Professionals\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eThis edition provides a comprehensive approach to implementing practices that ensure all young children have access to high-quality early learning. New resources in the book and online support higher education faculty, K-3 leaders, and early childhood educators in extending their own and others' knowledge and application of developmentally appropriate practice.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eFor higher education faculty: \u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eSuggested activities, assignments, and reflections that correspond to specific content in the book\u003c\/li\u003e\n\u003cli\u003eKey areas of practice in NAEYC's position statement on developmentally appropriate practice\u003c\/li\u003e\n\u003cli\u003eProfessional standards and competencies\u003c\/li\u003e\n\u003cli\u003eA test bank to create quick quizzes\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eFor K-3 leaders: \u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eConsiderations for incorporating developmentally appropriate practice into K-3 schools and programs\u003c\/li\u003e\n\u003cli\u003eGuidance for fostering children's joyful learning and maximize learning opportunities for all children\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eFor early childhood educators: \u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cul\u003e\u003cli\u003eTips and resources for engaging with content in the book, extending learning with additional resources, and collaborating with others in the early childhood learning community \u003c\/li\u003e\u003c\/ul\u003e\u003cp\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Naeyc\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e National Association for the Education of You\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 11\/30\/2021\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 400\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Paperback\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 2.30lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 10.70h x 8.30w x 0.80d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9781938113956\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003eA range of early childhood experts will be key contributors including the following: \u003cp\u003e\u003ci\u003e\u003cbr\u003e\u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e\u003ci\u003eNAEYC Volume Editor\u003c\/i\u003e: \u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003cbr\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eSusan Friedman\u003c\/b\u003e is senior director of publishing and content development at NAEYC. In this role, she leads the content development work of NAEYC's books and periodicals teams. Ms.\u003cbr\u003eFriedman is coeditor of \u003ci\u003eEach and Every Child: Teaching Preschool with an Equity Lens\u003c\/i\u003e. She has extensive prior experience creating content on play, developmentally appropriate uses of media, and other topics for educators and families. She began her career as a preschool teacher at City and Country School in New York City. She holds degrees from Vassar College and the Harvard Graduate School of Education. \u003c\/p\u003e\u003cp\u003e\u003ci\u003e\u003cbr\u003e\u003c\/i\u003e\u003c\/p\u003e\u003cp\u003e\u003ci\u003eVolume Editors and Contributing Editors\u003c\/i\u003e: \u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003cbr\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eSue Bredekamp\u003c\/b\u003e, PhD, is an early childhood education consultant on developmentally appropriate practice, curriculum, teaching, and professional development. She coedited NAEYC's 1986, 1997, and 2009 editions of \u003ci\u003eDevelopmentally Appropriate Practice\u003c\/i\u003e, and she developed and directed NAEYC's accreditation system for early childhood programs. Dr. Bredekamp is the author of an introductory teacher education textbook, \u003ci\u003eEffective Practices in Early Childhood Education: Building a Foundation\u003c\/i\u003e, Third Edition (Pearson, 2016). \u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003cbr\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eMarie Masterson\u003c\/b\u003e, PhD, is director of quality assessment at the McCormick Center for Early Childhood Leadership. She is a licensed teacher, national speaker, and author of many books and articles that address research-based, practical skills for high-quality teaching, children's development and behavior in cultural contexts, family engagement, and family child care. Dr. Masterson provides content expertise and consultation to organizations and systems involved in quality improvement and leadership development. \u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBarbara Willer\u003c\/b\u003e, PhD, retired from NAEYC after 35 years of service and leadership. During her tenure, Dr. Willer led many substantive projects to further NAEYC's mission. The capstone efforts of her contributions to NAEYC and the field were leading the development of the position statements \"Advancing Equity in Early Childhood Education\" (2019) and \"Developmentally Appropriate Practice\" (2020).\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBrian L. Wright\u003c\/b\u003e, PhD, is associate professor and coordinator of the early childhood education program as well as coordinator of the middle school cohort of the African American Male Academy at the University of Memphis. Dr. Wright is author of T\u003ci\u003ehe Brilliance of Black Boys: Cultivating School Success in the Early Grades\u003c\/i\u003e, with contributions by Shelly L. Counsell, which won the National Association for Multicultural Education's 2018 Phillip C. Chinn Book Award.\u003cbr\u003e\u003c\/p\u003e\u003cbr\u003e","brand":"booksdeli.com","offers":[{"title":"Naeyc \/ Paperback \/ English","offer_id":47279405531293,"sku":"9781938113956","price":119.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/files\/img_b5f349d1-cbbc-4f08-b9db-7af3931ea515.jpg?v=1759869346"},{"product_id":"permission-to-feel-the-power-of-emotional-intelligence-to-achieve-well-being-and-success-9781250212832","title":"Permission to Feel: The Power of Emotional Intelligence to Achieve Well-Being and Success","description":"\u003cp\u003e\u003cb\u003eThe mental well-being of children and adults is shockingly poor. Marc Brackett, author of \u003ci\u003ePermission to Feel\u003c\/i\u003e, knows why. And he knows what we can do. \u003cbr\u003e\u003c\/b\u003e\u003cbr\u003e\u003ci\u003e\"We have a crisis on our hands, and its victims are our children.\"\u003c\/i\u003e \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003eMarc Brackett is a professor in Yale University's Child Study Center and founding director of the Yale Center for Emotional Intelligence. In his 25 years as an emotion scientist, he has developed a remarkably effective plan to improve the lives of children and adults - a blueprint for understanding our emotions and using them wisely so that they help, rather than hinder, our success and well-being. The core of his approach is a legacy from his childhood, from an astute uncle who gave him permission to feel. He was the first adult who managed to see Marc, listen to him, and recognize the suffering, bullying, and abuse he'd endured. And that was the beginning of Marc's awareness that what he was going through was temporary. He wasn't alone, he wasn't stuck on a timeline, and he wasn't \"wrong\" to feel scared, isolated, and angry. Now, best of all, he could do something about it. \u003cp\u003e\u003c\/p\u003eIn the decades since, Marc has led large research teams and raised tens of millions of dollars to investigate the roots of emotional well-being. His prescription for healthy children (and their parents, teachers, and schools) is a system called RULER, a high-impact and fast-effect approach to understanding and mastering emotions that has already transformed the thousands of schools that have adopted it. RULER has been proven to reduce stress and burnout, improve school climate, and enhance academic achievement. This book is the culmination of Marc's development of RULER and his way to share the strategies and skills with readers around the world. It is tested, and it works. \u003cp\u003e\u003c\/p\u003eThis book combines rigor, science, passion and inspiration in equal parts. Too many children and adults are suffering; they are ashamed of their feelings and emotionally unskilled, but they don't have to be. Marc Brackett's life mission is to reverse this course, and this book can show you how.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Marc Brackett\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e Celadon Books\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 08\/04\/2020\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 304\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Paperback\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 0.60lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 8.10h x 5.30w x 0.90d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9781250212832\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eMarc Brackett, Ph.D., \u003c\/b\u003eauthor of \u003ci\u003ePermission to Feel\u003c\/i\u003e, is the founding director of the Yale Center for Emotional Intelligence and a professor in the Child Study Center at Yale University. 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In fascinating and meticulously reported detail, David Zweig shows how some of the most trusted members of society--from Pulitzer Prize-winning journalists to eminent health officials--repeatedly made fundamental errors in their assessment and presentation of evidence. As a result, for the first time in modern American history, millions of healthy children did not set foot in a classroom for more than a year. \u003cp\u003e\u003c\/p\u003eSince the spring of 2020, many students in Europe had been learning in person. Even many peers at home--in private schools, and public schools in mostly \"red\" states and districts--were in class full time from fall 2020 onward. Whatever inequities that existed among American children before the pandemic, the selective school closures exacerbated them, disproportionately affecting the underprivileged. Deep mental, physical, and academic harms--among them, depression, anxiety, abuse, obesity, plummeting test scores, and rising drop-out rates--were endured for no discernible benefit. As Europe had shown very early, after they had sent kids back to class, there was never any evidence that long-term school closures, nor a host of interventions imposed on students when they were in classrooms, would reduce overall cases or deaths in any meaningful way. \u003cp\u003e\u003c\/p\u003eThe story of American schools during the pandemic serves as a prism through which to approach fundamental questions about why and how individuals, bureaucracies, governments, and societies act as they do in times of crisis and uncertainty. 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He is also professor and associate dean at Trinity Washington University. Watson holds degrees from Georgetown University, Columbia University's Graduate School of Journalism, the University of Delaware, and the University of Massachusetts, Amherst (PhD, Afro-American Studies). Watson is an expert on the Black press and the civil rights movement whose reporting stints include the \u003cem\u003eBaltimore Sun\u003c\/em\u003e, the \u003cem\u003eBoston Globe\u003c\/em\u003e, \u003cem\u003eUSA Today\u003c\/em\u003e, and the \u003cem\u003eNew York Sun\u003c\/em\u003e. He has been featured on MSNBC, ABC News, and NPR. 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Time and again, we make seemingly endless efforts to moderate, punish, and even medicate our children, when we should instead be concerned with transforming the very nature of our institutions, systems, and structures, large and small. Through delicately crafted portraits of these memorable children-Zora, Lucas, Sean, and Marcus-\u003ci\u003eTroublemakers\u003c\/i\u003e allows us to see school through the eyes of those who know firsthand what it means to be labeled a problem. \u003cp\u003e\u003c\/p\u003eFrom Zora's proud individuality to Marcus's open willfulness, from Sean's struggle with authority to Lucas's tenacious imagination, comes profound insight-for educators and parents alike-into how schools engender, exclude, and then try to erase trouble, right along with the young people accused of making it. And although the harsh disciplining of adolescent behavior has been called out as part of a school-to-prison pipeline, the children we meet in these pages demonstrate how a child's path to excessive punishment and exclusion in fact begins at a much younger age. \u003cp\u003e\u003c\/p\u003eShalaby's empathetic, discerning, and elegant prose gives us a deeply textured look at what noncompliance signals about the environments we require students to adapt to in our schools. Both urgent and timely, this paradigm-shifting book challenges our typical expectations for young children and with principled affection reveals how these demands-despite good intentions-work to undermine the pursuit of a free and just society.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Carla Shalaby\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e New Press\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 03\/07\/2017\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 240\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Hardcover\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 0.85lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 8.30h x 5.60w x 0.90d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9781620972366\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eReview Citation(s): \u003c\/b\u003e\u003cbr\u003e\u003ci\u003eKirkus Reviews\u003c\/i\u003e 01\/15\/2017\u003cbr\u003e\u003ci\u003eLibrary Journal\u003c\/i\u003e 03\/01\/2017 pg. 90\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eCarla Shalaby\u003c\/b\u003e is a former elementary school teacher who has studied at the Rutgers and Harvard graduate schools of education and directed elementary education programs at Brown University and Wellesley College. 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Middleton \/ Paperback \/ English","offer_id":47281865261213,"sku":"9781627875943","price":39.89,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/files\/img_2a45c4a7-e8cd-4e82-ac5e-755e2aebda13.jpg?v=1759938380"},{"product_id":"its-possible-a-leadership-plan-for-implementing-quality-reading-instruction-and-ensuring-literacy-for-all-increase-reading-proficiency-for-all-stu-9781958590935","title":"It's Possible!: A Leadership Plan for Implementing Quality Reading Instruction and Ensuring Literacy for All (Increase Reading Proficiency for All Stu","description":"\u003cp\u003eApplying the findings from the science of reading as well as the research on school leadership and highly effective schools, authors Pati Montgomery and Angela Hanlin guide principals and leaders on how to build systems and structures needed to ensure quality literacy instruction. Principals and leaders can implement the science of reading, support teachers, and increase literacy proficiency for all. \u003c\/p\u003e \u003cbr\u003e\u003cb\u003eK-8 educational leaders will use this book to: \u003c\/b\u003e \u003cul\u003e \u003cli\u003eUnderstand how to design a tiered literacy intervention program\u003c\/li\u003e \u003cli\u003eGather and interpret assessment data to ensure student literacy is on target\u003c\/li\u003e \u003cli\u003eProvide professional development that best supports teachers\u003c\/li\u003e \u003cli\u003eCreate a quality master schedule\u003c\/li\u003e \u003cli\u003eCollaborate with colleagues to provide equitable reading instruction for all students\u003c\/li\u003e\n\u003c\/ul\u003e \u003cbr\u003e\u003cb\u003eContents: \u003c\/b\u003e \u003cbr\u003eForeword by Jan Hasbrouck \u003cbr\u003eIntroduction \u003cbr\u003eChapter 1: Getting Started With Structured Literacy Instruction \u003cbr\u003eChapter 2: Implementing Universal Instruction \u003cbr\u003eChapter 3: Creating a Comprehensive Assessment Plan \u003cbr\u003eChapter 4: Intervening Quickly \u003cbr\u003eChapter 5: Conducting Effective Data Analysis \u003cbr\u003eChapter 6: Aligning Instructional Strategies With Data \u003cbr\u003eChapter 7: Prioritizing Ongoing Professional Development for Educators \u003cbr\u003eChapter 8: Collaborating Through Shared Leadership \u003cbr\u003eEpilogue: It's Possible \u003cbr\u003eAppendix A: Science of Reading Overview \u003cbr\u003eAppendix B: Lesson Plan Template \u003cbr\u003eAppendix C: Performance-Level Profiles With Small-Group Suggestions \u003cbr\u003eReferences and Resources \u003cbr\u003eIndex\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Pati Montgomery,Angela Hanlin\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e Solution Tree\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 12\/11\/2024\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 320\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Paperback\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 1.75lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 11.57h x 8.43w x 1.02d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9781958590935","brand":"booksdeli.com","offers":[{"title":"Pati Montgomery \/ Paperback \/ English","offer_id":47281916641437,"sku":"9781958590935","price":69.93,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/files\/img_fda64e4b-602b-46f5-9d4d-15052ad36d9e.jpg?v=1759939828"},{"product_id":"love-to-learn-the-transformative-power-of-care-and-connection-in-early-education-9781541703773","title":"Love to Learn: The Transformative Power of Care and Connection in Early Education","description":"\u003cb\u003eThe most important aspect of early childhood in general and education in particular is the quality and care of the relationships a child forms. \u003ci\u003eLove to Learn\u003c\/i\u003e shows how to build and develop these relationships -- and unlock every child's true potential.\u003c\/b\u003e \u003cp\u003e\u003c\/p\u003e Early relationships are the key to healthy brain development, resilience, and lifelong flourishing. 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Love\u003c\/b\u003e is the William F. Russell Professor at Teachers College, Columbia University and the bestselling author of\u003ci\u003e We Want To Do More Than Survive\u003c\/i\u003e. In 2022, the Kennedy Center named Dr. Love one of the Next 50 Leaders making the world more inspired, inclusive, and compassionate. She is a co-founder of the Abolitionist Teaching Network (ATN), whose mission is to develop and support teachers and parents fighting injustice within their schools and communities, having granted over $250,000 to abolitionists around the country. She is also a founding member of the Task Force that launched the program In Her Hands, distributing more than $15 million to Black women living in Georgia. 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Skoolz R Dumb aims to help young people gain a strong academic foundation, while discovering their purpose.","brand":"booksdeli.com","offers":[{"title":"Alida Davis Abdullah \/ Paperback \/ English","offer_id":47284244709533,"sku":"9781665307963","price":29.11,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/files\/img_372f4a63-3605-4b7e-9124-0b894a1b89da.jpg?v=1759983294"},{"product_id":"the-privateers-how-billionaires-created-a-culture-war-and-sold-school-vouchers-9781682539101","title":"The Privateers: How Billionaires Created a Culture War and Sold School Vouchers","description":"⭑ \u003cb\u003ePROSE Award Finalist \u003c\/b\u003e\u003cp\u003e\u003c\/p\u003e A deep-dive investigation of education privatization that reveals voucher programs as the faulty products of decades of work by wealthy patrons and influential conservatives \u003cp\u003e\u003c\/p\u003e In \u003ci\u003eThe Privateers, \u003c\/i\u003eJosh Cowen lays bare the surprising history of tax-funded school choice programs in the United States and warns of the dangers of education privatization. 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He lives in mid-Michigan with his family.\u003cbr\u003e","brand":"booksdeli.com","offers":[{"title":"Josh Cowen \/ Paperback \/ English","offer_id":47284302676125,"sku":"9781682539101","price":72.86,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/files\/img_95380ef1-7c9b-41f3-91a3-595b396ab56c.jpg?v=1759984648"},{"product_id":"power-of-student-teams-achieving-social-emotional-and-cognitive-learning-in-every-classroom-through-academic-teaming-9781943920655","title":"Power of Student Teams: Achieving Social, Emotional, and Cognitive Learning in Every Classroom Through Academic Teaming","description":"\u003cp\u003e\u003cstrong\u003e\u003cem\u003eThe Brain that Does the Work is the Brain that Learns.  \u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e   \u003cbr\u003e In many classrooms, the teacher's role is to talk and the student's role is to listen. Whose brain is doing most of the work in this scenario? Authors Michael D. 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She holds a Sixth-Year Diploma in Educational Administration, a Master of Arts degree in Curriculum and Instruction, and a Bachelor of Science degree in Elementary Education with a minor in Diversity Studies in American Culture ... all from the University of Connecticut. In 2022, Symone was honored with the Excellence in Equity: Champion of Equity-General Education Teacher Award, presented by The American Consortium for Equity in Education. Symone's work is motivated by the belief that every student deserves the opportunity to leave their kindergarten through twelfth grade educational experiences with the skills to think critically about the world around them, a strong sense of self, and confidence in who they are and what they can accomplish. She is also passionate about supporting fellow educators in gaining the knowledge and resources needed to create welcoming, equitable school environments where all students can thrive and feel that they belong.Like many others, Symone has experienced the peaks and valleys of working in the education field and learned the importance of making time to recharge and seek joy. Symone enjoys relaxing with a good book, exploring restaurants with her husband, and spending time with family and friends. 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Invaluable.\" -- \u003c\/strong\u003e\u003cem\u003e\u003cstrong\u003eNew York Times\u003c\/strong\u003e\u003c\/em\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Dale Russakoff\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e Harper Paperbacks\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 08\/02\/2016\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 272\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Paperback\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 0.50lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 7.90h x 5.20w x 0.90d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9780544810907\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003eDALE RUSSAKOFF spent twenty-eight years as a reporter for the \u003ci\u003eWashington Post, \u003c\/i\u003e covering politics, education, social policy, and other topics. \u003ci\u003eThe Prize, \u003c\/i\u003eserialized in \u003ci\u003eThe New Yorker, \u003c\/i\u003e is her first book. \u003cbr\u003e\u003cbr\u003e","brand":"booksdeli.com","offers":[{"title":"Dale Russakoff \/ Paperback \/ English","offer_id":47287027499165,"sku":"9780544810907","price":36.54,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/files\/img_aca5b65b-cfc1-41de-a17f-850f97916d81.jpg?v=1760032529"},{"product_id":"the-teacher-in-the-machine-a-human-history-of-education-technology-9780691198767","title":"The Teacher in the Machine: A Human History of Education Technology","description":"\u003cp\u003e\u003cb\u003eThe surprising history of education technology and its political, financial, and social impact on higher education and our world\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003eFrom AI tutors who ensure individualized instruction but cannot do math to free online courses from elite universities that were supposed to democratize higher education, claims that technological innovations will transform education often fall short. Yet, as Anne Trumbore shows in \u003ci\u003eThe Teacher in the Machine\u003c\/i\u003e, the promises of today's cutting-edge technologies aren't new. Long before the excitement about the disruptive potential of generative AI-powered tutors and massive open online courses, scholars at Stanford, MIT, and the University of Illinois in the 1960s and 1970s were encouraged by the US government to experiment with computers and artificial intelligence in education. Trumbore argues that the contrast between these two eras of educational technology reveals the changing role of higher education in the United States as it shifted from a public good to a private investment. \u003cp\u003e\u003c\/p\u003eWriting from a unique insider's perspective and drawing on interviews with key figures, historical research, and case studies, Trumbore traces today's disparate discussions about generative AI, student loan debt, and declining social trust in higher education back to their common origins at a handful of elite universities fifty years ago. Arguing that those early educational experiments have resonance today, Trumbore points the way to a more equitable and collaborative pedagogical future. Her account offers a critical lens on the history of technology in education just as universities and students seek a stronger hand in shaping the future of their institutions.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Anne Trumbore\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e Princeton University Press\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 05\/27\/2025\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 240\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Hardcover\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 0.90lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 8.50h x 5.60w x 1.10d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9780691198767\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eReview Citation(s): \u003c\/b\u003e\u003cbr\u003e\u003ci\u003eKirkus Reviews\u003c\/i\u003e 04\/15\/2025\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eAnne Trumbore\u003c\/b\u003e is Chief Digital Learning Officer at the Sands Institute for Lifelong Learning at the University of Virginia's Darden School of Business. Previously, she led Wharton Online and helped develop new forms of student-centered online education at Coursera, NovoEd, and Stanford's Online High School.\u003cbr\u003e","brand":"booksdeli.com","offers":[{"title":"Anne Trumbore \/ Hardcover \/ English","offer_id":47287035265181,"sku":"9780691198767","price":71.31,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/files\/img_aab948e9-56ff-4c71-948a-927c090ecf5a.jpg?v=1760032741"},{"product_id":"learning-to-improve-how-americas-schools-can-get-better-at-getting-better-9781612507910","title":"Learning to Improve: How America's Schools Can Get Better at Getting Better","description":"\u003cb\u003eAs a field, education has largely failed to learn from experience.\u003c\/b\u003e Time after time, promising education reforms fall short of their goals and are abandoned as other promising ideas take their place. In \u003ci\u003eLearning to Improve\u003c\/i\u003e, the authors argue for a new approach. Rather than \"implementing fast and learning slow,\" they believe educators should adopt a more rigorous approach to improvement that allows the field to \"learn fast to implement well.\" Using ideas borrowed from improvement science, the authors show how a process of disciplined inquiry can be combined with the use of networks to identify, adapt, and successfully scale up promising interventions in education. Organized around six core principles, the book shows how \"networked improvement communities\" can bring together researchers and practitioners to accelerate learning in key areas of education. Examples include efforts to address the high rates of failure among students in community college remedial math courses and strategies for improving feedback to novice teachers. \u003ci\u003eLearning to Improve\u003c\/i\u003e offers a new paradigm for research and development in education that promises to be a powerful driver of improvement for the nation's schools and colleges.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAuthor:\u003c\/b\u003e Anthony S. Bryk,Louis M. Gomez,Alicia Grunow\u003cbr\u003e\u003cb\u003ePublisher:\u003c\/b\u003e Harvard Education PR\u003cbr\u003e\u003cb\u003ePublished:\u003c\/b\u003e 03\/01\/2015\u003cbr\u003e\u003cb\u003ePages:\u003c\/b\u003e 280\u003cbr\u003e\u003cb\u003eBinding Type:\u003c\/b\u003e Paperback\u003cbr\u003e\u003cb\u003eWeight:\u003c\/b\u003e 0.80lbs\u003cbr\u003e\u003cb\u003eSize:\u003c\/b\u003e 8.90h x 6.00w x 0.70d\u003cbr\u003e\u003cb\u003eISBN:\u003c\/b\u003e 9781612507910\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eReview Citation(s): \u003c\/b\u003e\u003cbr\u003e\u003ci\u003eChoice\u003c\/i\u003e 09\/01\/2015\u003cbr\u003e\u003cbr\u003e\u003cb\u003eAbout the Author\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eAnthony S. Bryk\u003c\/b\u003e is the ninth president of the Carnegie Foundation for the Advancement of Teaching, where he is leading work on transforming educational research and development, more closely joining researchers and practitioners to improve teaching and learning. Formerly, he held the Spencer Chair in Organizational Studies in the School of Education and the Graduate School of Business at Stanford University from 2004 until assuming Carnegie's presidency in September 2008. He came to Stanford from the University of Chicago, where he was the Marshall Field IV Professor of Urban Education in the sociology department, and where he helped found the Center for Urban School Improvement, which supports reform efforts in the Chicago Public Schools. He also created the Consortium on Chicago School Research, a federation of research groups that have produced a range of studies to advance and assess urban school reform. He is a member of the National Academy of Education and was appointed by President Obama to the National Board for Education Sciences in 2010. In 2011, he was elected as a member of the American Academy of Arts and Sciences. He is one of America's most noted educational researchers. His 1993 book, \u003ci\u003eCatholic Schools and the Common Good\u003c\/i\u003e, is a classic in the sociology of education. His deep interest in bringing scholarship to bear on improving schooling is reflected in his later volume, \u003ci\u003eTrust in Schools\u003c\/i\u003e, and in the most recent book, \u003ci\u003eOrganizing Schools for Improvement: Lessons from Chicago\u003c\/i\u003e (Chicago Press, 2009.) Bryk holds a BS from Boston College and an EdD from Harvard University. \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cb\u003eLouis M. Gomez\u003c\/b\u003e holds the MacArthur Chair in Digital Media and Learning in the Graduate School of Education and Information Studies at the University of California Los Angeles. Gomez has served since 2008 as a senior partner at the Carnegie Foundation for the Advancement of Teaching, where he leads the Network Development work. Beginning in 2009, he held the Helen S. Faison Chair in Urban Education at the University of Pittsburgh, where he was also director of the Center for Urban Education and a senior scientist at the Learning Research and Development Center. From 2001 to 2008, he held a number of faculty appointments at Northwestern University, including the Aon Chair in the Learning Sciences at the School of Education and Social Policy. Prior to joining academia, he spent fourteen years working in cognitive science and person-computer systems and interactions at Bell Laboratories, Bell Communications Research Inc., and Bellcore. His research interests have encompassed the application of computing and networking technology to teaching and learning, applied cognitive science, human-computer interactions, and other areas. Gomez received his bachelor's degree in psychology from the State University of New York at Stony Brook in 1974 and a doctorate in cognitive psychology from UC Berkeley in 1979. \u003cp\u003e\u003c\/p\u003e\u003cb\u003eAlicia Grunow\u003c\/b\u003e is a senior partner and codirector of the Center for Networked Improvement at Carnegie. In that role, she oversees the core capacities that support all networked improvement communities: analytics, developmental evaluation, design and development, program technologies, and improvement research. \u003cp\u003e\u003c\/p\u003e Grunow completed the Improvement Advisor program at the Institute for Healthcare Improvement in 2011 and currently leads the foundation's efforts to adapt these methodologies for the field of education. To this end, she teaches improvement workshops and coaches improvement teams both in and outside the organization. \u003cp\u003e\u003c\/p\u003e Before coming to Carnegie, Grunow was an instructor in Stanford's Teacher Education Program (STEP), where she taught practices to support the academic achievement of English language learners. Her research at Stanford used a range of quantitative methodologies to examine policy issues regarding English language learners. Grunow received her BA in psychology from Reed College. She has a master's degree in economics and a doctorate in educational administration and policy analysis from Stanford University. Before graduate school, she taught for seven years in transitional bilingual and dual language elementary school programs in both Denver and New York City. She completed the Bilingual and ESL Teachers Leadership Academy at Bank Street College. At the core, she will always identify as a practitioner. \u003cp\u003e\u003c\/p\u003e\u003cb\u003ePaul G. LeMahieu\u003c\/b\u003e is the senior vice president for programs at the Carnegie Foundation. Previously, he directed the work of the Carnegie Hub, which supports the networks the foundation convenes to engage problems of education practice in the field. He is also graduate faculty at the University of Hawai'i, Mānoa. LeMahieu came to Carnegie from his post as director of research and evaluation at the National Writing Project (NWP) at the University of California, Berkeley. He has also served as Superintendent of Education for the state of Hawai'i, the chief educational and executive officer of the only state system in the United States that is a unitary school district. He has held the top educational research position for the state of Delaware as Undersecretary for Education Research, Policy, and Development and professor at the University of Delaware. He also served for eleven years as Assistant Superintendent for Research, Evaluation, and Student Assessment in the Pittsburgh Public Schools. LeMahieu has published extensively on issues as diverse as testing policy and practice, educational accountability, issues in data analysis and use, staff development, school effectiveness, nontraditional work roles for women, minority achievement issues, science education, and vocational education. He has a BA from Yale College, an EdM from Harvard University, and a PhD from the University of Pittsburgh.\u003cbr\u003e","brand":"booksdeli.com","offers":[{"title":"Anthony S. Bryk \/ Paperback \/ English","offer_id":47287181934749,"sku":"9781612507910","price":70.0,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0619\/5648\/9373\/files\/img_a4faa8af-72e0-4420-9c5b-ce9e738a6542.jpg?v=1760036531"}],"url":"https:\/\/booksdeli.com\/collections\/education-educational-policy-reform.oembed","provider":"booksdeli.com","version":"1.0","type":"link"}