Podcasts about harvard education press

Dr. Laura Chávez-Moreno is an award-winning scholar, qualitative social scientist, and assistant professor in the Departments of Chicana/o & Central American Studies and Education at the University of California, Los Angeles. She earned her PhD in Curriculum and Instruction from the University of Wisconsin-Madison School of Education. Her book published by Harvard Education Press, won the 2025 American Association of Hispanics in Higher Education Early Career Book of the Year Award. Dr. Chávez-Moreno's research has been published in top-tier academic journals and recognized with prestigious awards from organizations such as the American Educational Research Association and the National Academy of Education/Spencer Foundation. In 2023, she received the Alan C. Purves Award from the National Council of Teachers of English for her article, “The continuum of racial literacies: Teacher practices countering whitestream bilingual education,” published in Research in the Teaching of English. This annual award honors the article deemed most significant in advancing the field. Dr. Chávez-Moreno has taught at all levels of schooling, from elementary and secondary to tertiary and older-adult education. Her five years as a high school Spanish teacher in the School District of Philadelphia included writing district curriculum and serving on boards of community organizations. https://latino.ucla.edu/person/laura-c-chavez-moreno/

For poet and fiction writer B. Elizabeth Beck, "making sure that you are actively engaged in a community is... the salvation to your sanity and to your work."On this episode, Elizabeth discusses her participation in writing and music communities. She founded Teen Howl and Poetry at the/ˈtā-bəl/, two Lexington-based reading series where poets of all ages support each other's writing. Elizabeth has also discovered community with fellow fans of the Grateful Dead and Phish, and these experiences, as well as her love of visual art, often inspire her writing. Learn how to engage with art and music in your own writing with help from Elizabeth's favorite prompt.About B. Elizabeth Becklizabeth Beck is a poet who writes fiction. Dancing on the Page (Rabbit House Press, 2024) is her fifth poetry collection. Accents Publishing will publish Swan Songs, her debut collection of short stories, in 2025.Mama Tried (Broadstone Books) won the American Book Fest Prize for Poetry. She was a finalist in the Kentucky State Poetry Society Grand Prix Prize and has been nominated several times for the Pushcart Prize. Elizabeth is a recipient of The Kentucky Foundation for Women grant.Her work appears in journals and anthologies, including Poetica Magazine, Appalachian Review, Limestone Blue, and Harvard Education Press. Elizabeth founded two poetry series, Teen Howl, and Poetry at the/ˈtā-bəl/ in Lexington, Kentucky.

In How Schools Make Race: Teaching Latinx Racialization in America (Harvard Education Press, 2025), Dr. Laura C. Chávez-Moreno uncovers the process through which schools implicitly and explicitly shape their students' concept of race and the often unintentional consequences of this on educational equity. Dr.Chávez-Moreno sheds light on how the complex interactions among educational practices, policies, pedagogy, language, and societal ideas interplay to form, reinforce, and blur the boundaries of racialized groups, a dynamic which creates contradictions in classrooms and communities committed to antiracism. In this provocative book, Dr. Chávez-Moreno urges readers to rethink race, to reconceptualize Latinx as a racialized group, and to pay attention to how schools construct Latinidad (a concept about Latinx experience and identity) in relation to Blackness, Indigeneity, Asianness, and Whiteness. The work explores, as an example, how Spanish-English bilingual education programs engage in race-making work. It also illuminates how schools can offer ambitious teachings to raise their students' critical consciousness about race and racialization. Ultimately, Dr. Chávez-Moreno's groundbreaking work makes clear that understanding how our schools teach about racialized groups is crucial to understanding how our society thinks about race and offers solutions to racial inequities. The book invites educators and scholars to embrace ambitious teaching about the ambivalence of race so that teachers and students are prepared to interrogate racist ideas and act toward just outcomes. This interview was conducted by Dr. Miranda Melcher whose new book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/latino-studies

In How Schools Make Race: Teaching Latinx Racialization in America (Harvard Education Press, 2025), Dr. Laura C. Chávez-Moreno uncovers the process through which schools implicitly and explicitly shape their students' concept of race and the often unintentional consequences of this on educational equity. Dr.Chávez-Moreno sheds light on how the complex interactions among educational practices, policies, pedagogy, language, and societal ideas interplay to form, reinforce, and blur the boundaries of racialized groups, a dynamic which creates contradictions in classrooms and communities committed to antiracism. In this provocative book, Dr. Chávez-Moreno urges readers to rethink race, to reconceptualize Latinx as a racialized group, and to pay attention to how schools construct Latinidad (a concept about Latinx experience and identity) in relation to Blackness, Indigeneity, Asianness, and Whiteness. The work explores, as an example, how Spanish-English bilingual education programs engage in race-making work. It also illuminates how schools can offer ambitious teachings to raise their students' critical consciousness about race and racialization. Ultimately, Dr. Chávez-Moreno's groundbreaking work makes clear that understanding how our schools teach about racialized groups is crucial to understanding how our society thinks about race and offers solutions to racial inequities. The book invites educators and scholars to embrace ambitious teaching about the ambivalence of race so that teachers and students are prepared to interrogate racist ideas and act toward just outcomes. This interview was conducted by Dr. Miranda Melcher whose new book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

In How Schools Make Race: Teaching Latinx Racialization in America (Harvard Education Press, 2025), Dr. Laura C. Chávez-Moreno uncovers the process through which schools implicitly and explicitly shape their students' concept of race and the often unintentional consequences of this on educational equity. Dr.Chávez-Moreno sheds light on how the complex interactions among educational practices, policies, pedagogy, language, and societal ideas interplay to form, reinforce, and blur the boundaries of racialized groups, a dynamic which creates contradictions in classrooms and communities committed to antiracism. In this provocative book, Dr. Chávez-Moreno urges readers to rethink race, to reconceptualize Latinx as a racialized group, and to pay attention to how schools construct Latinidad (a concept about Latinx experience and identity) in relation to Blackness, Indigeneity, Asianness, and Whiteness. The work explores, as an example, how Spanish-English bilingual education programs engage in race-making work. It also illuminates how schools can offer ambitious teachings to raise their students' critical consciousness about race and racialization. Ultimately, Dr. Chávez-Moreno's groundbreaking work makes clear that understanding how our schools teach about racialized groups is crucial to understanding how our society thinks about race and offers solutions to racial inequities. The book invites educators and scholars to embrace ambitious teaching about the ambivalence of race so that teachers and students are prepared to interrogate racist ideas and act toward just outcomes. This interview was conducted by Dr. Miranda Melcher whose new book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/critical-theory

In How Schools Make Race: Teaching Latinx Racialization in America (Harvard Education Press, 2025), Dr. Laura C. Chávez-Moreno uncovers the process through which schools implicitly and explicitly shape their students' concept of race and the often unintentional consequences of this on educational equity. Dr.Chávez-Moreno sheds light on how the complex interactions among educational practices, policies, pedagogy, language, and societal ideas interplay to form, reinforce, and blur the boundaries of racialized groups, a dynamic which creates contradictions in classrooms and communities committed to antiracism. In this provocative book, Dr. Chávez-Moreno urges readers to rethink race, to reconceptualize Latinx as a racialized group, and to pay attention to how schools construct Latinidad (a concept about Latinx experience and identity) in relation to Blackness, Indigeneity, Asianness, and Whiteness. The work explores, as an example, how Spanish-English bilingual education programs engage in race-making work. It also illuminates how schools can offer ambitious teachings to raise their students' critical consciousness about race and racialization. Ultimately, Dr. Chávez-Moreno's groundbreaking work makes clear that understanding how our schools teach about racialized groups is crucial to understanding how our society thinks about race and offers solutions to racial inequities. The book invites educators and scholars to embrace ambitious teaching about the ambivalence of race so that teachers and students are prepared to interrogate racist ideas and act toward just outcomes. This interview was conducted by Dr. Miranda Melcher whose new book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

In How Schools Make Race: Teaching Latinx Racialization in America (Harvard Education Press, 2025), Dr. Laura C. Chávez-Moreno uncovers the process through which schools implicitly and explicitly shape their students' concept of race and the often unintentional consequences of this on educational equity. Dr.Chávez-Moreno sheds light on how the complex interactions among educational practices, policies, pedagogy, language, and societal ideas interplay to form, reinforce, and blur the boundaries of racialized groups, a dynamic which creates contradictions in classrooms and communities committed to antiracism. In this provocative book, Dr. Chávez-Moreno urges readers to rethink race, to reconceptualize Latinx as a racialized group, and to pay attention to how schools construct Latinidad (a concept about Latinx experience and identity) in relation to Blackness, Indigeneity, Asianness, and Whiteness. The work explores, as an example, how Spanish-English bilingual education programs engage in race-making work. It also illuminates how schools can offer ambitious teachings to raise their students' critical consciousness about race and racialization. Ultimately, Dr. Chávez-Moreno's groundbreaking work makes clear that understanding how our schools teach about racialized groups is crucial to understanding how our society thinks about race and offers solutions to racial inequities. The book invites educators and scholars to embrace ambitious teaching about the ambivalence of race so that teachers and students are prepared to interrogate racist ideas and act toward just outcomes. This interview was conducted by Dr. Miranda Melcher whose new book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

In How Schools Make Race: Teaching Latinx Racialization in America (Harvard Education Press, 2025), Dr. Laura C. Chávez-Moreno uncovers the process through which schools implicitly and explicitly shape their students' concept of race and the often unintentional consequences of this on educational equity. Dr.Chávez-Moreno sheds light on how the complex interactions among educational practices, policies, pedagogy, language, and societal ideas interplay to form, reinforce, and blur the boundaries of racialized groups, a dynamic which creates contradictions in classrooms and communities committed to antiracism. In this provocative book, Dr. Chávez-Moreno urges readers to rethink race, to reconceptualize Latinx as a racialized group, and to pay attention to how schools construct Latinidad (a concept about Latinx experience and identity) in relation to Blackness, Indigeneity, Asianness, and Whiteness. The work explores, as an example, how Spanish-English bilingual education programs engage in race-making work. It also illuminates how schools can offer ambitious teachings to raise their students' critical consciousness about race and racialization. Ultimately, Dr. Chávez-Moreno's groundbreaking work makes clear that understanding how our schools teach about racialized groups is crucial to understanding how our society thinks about race and offers solutions to racial inequities. The book invites educators and scholars to embrace ambitious teaching about the ambivalence of race so that teachers and students are prepared to interrogate racist ideas and act toward just outcomes. This interview was conducted by Dr. Miranda Melcher whose new book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

In How Schools Make Race: Teaching Latinx Racialization in America (Harvard Education Press, 2025), Dr. Laura C. Chávez-Moreno uncovers the process through which schools implicitly and explicitly shape their students' concept of race and the often unintentional consequences of this on educational equity. Dr.Chávez-Moreno sheds light on how the complex interactions among educational practices, policies, pedagogy, language, and societal ideas interplay to form, reinforce, and blur the boundaries of racialized groups, a dynamic which creates contradictions in classrooms and communities committed to antiracism. In this provocative book, Dr. Chávez-Moreno urges readers to rethink race, to reconceptualize Latinx as a racialized group, and to pay attention to how schools construct Latinidad (a concept about Latinx experience and identity) in relation to Blackness, Indigeneity, Asianness, and Whiteness. The work explores, as an example, how Spanish-English bilingual education programs engage in race-making work. It also illuminates how schools can offer ambitious teachings to raise their students' critical consciousness about race and racialization. Ultimately, Dr. Chávez-Moreno's groundbreaking work makes clear that understanding how our schools teach about racialized groups is crucial to understanding how our society thinks about race and offers solutions to racial inequities. The book invites educators and scholars to embrace ambitious teaching about the ambivalence of race so that teachers and students are prepared to interrogate racist ideas and act toward just outcomes. This interview was conducted by Dr. Miranda Melcher whose new book focuses on post-conflict military integration, understanding treaty negotiation and implementation in civil war contexts, with qualitative analysis of the Angolan and Mozambican civil wars. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/politics-and-polemics

Be advised, this sepisode includes a brief, but frank discussion about sex education, including online pornography.Have YOU had sex education? Yes, YOU, no, seriously? Think about the consequences of miseducation when it comes to sex, gender, development and everything in between. Dr. Ed Brockenbrough explains how a lack of gender, sexuality, and sex education in schools can leave students miseducated.  Dr. Brockenbrough, an associate professor at the University of Pennsylvania's Graduate School of Education, breaks down the importance of comprehensive sex education, the consequences of operating out of fear, and how we can all do better by our students.  Brockenbrough, Edward. "Queer of color critique." Critical concepts in queer studies and education: An international guide for the twenty-first century (2016): 285-297.Brockenbrough, Ed. Learning While Black and Queer: Understanding the Educational Experiences of Black LGBTQ+ Youth. Harvard Education Press, 2024.Black Men Teaching in Urban Schools: Reassessing Black Masculinity by Ed Brockenbrough

School vouchers are often framed as a way to help students and families by providing choice, but evidence shows that vouchers have a negative impact on educational outcomes.  In The Privateers: How Billionaires Created a Culture War and Sold School Vouchers (Harvard Education Press, 2024), Josh Cowen describes voucher programs as the product of decades of work by influential conservatives and wealthy activists to support a vision of America where education is privatized and removed from the public sphere. Far from realizing the purported goal of educational equity, Cowen cites multiple research studies that conclude that voucher programs return poor academic outcomes, including lower test scores on state exams, especially among students who are at greater academic risk because of their race, their religion, their gender identity, or their family's income. The books traces the history of vouchers from it's initial proposal as part of conservative economic policy through its adoption as a method for families to resist school desegregation. Since then, the issue of education "freedom" has been a part of an ongoing culture war waged through policymaking, legislation, and litigation.  Cowen describes the advocacy network that funds research and promotion of vouchers as a way to attain ideological goals related to conservative social policy, not educational outcomes.  Recommended reading:  East of Eden by John Steinbeck Demon Copperhead by Barbara Kingsolver Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

School vouchers are often framed as a way to help students and families by providing choice, but evidence shows that vouchers have a negative impact on educational outcomes.  In The Privateers: How Billionaires Created a Culture War and Sold School Vouchers (Harvard Education Press, 2024), Josh Cowen describes voucher programs as the product of decades of work by influential conservatives and wealthy activists to support a vision of America where education is privatized and removed from the public sphere. Far from realizing the purported goal of educational equity, Cowen cites multiple research studies that conclude that voucher programs return poor academic outcomes, including lower test scores on state exams, especially among students who are at greater academic risk because of their race, their religion, their gender identity, or their family's income. The books traces the history of vouchers from it's initial proposal as part of conservative economic policy through its adoption as a method for families to resist school desegregation. Since then, the issue of education "freedom" has been a part of an ongoing culture war waged through policymaking, legislation, and litigation.  Cowen describes the advocacy network that funds research and promotion of vouchers as a way to attain ideological goals related to conservative social policy, not educational outcomes.  Recommended reading:  East of Eden by John Steinbeck Demon Copperhead by Barbara Kingsolver Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/history

School vouchers are often framed as a way to help students and families by providing choice, but evidence shows that vouchers have a negative impact on educational outcomes.  In The Privateers: How Billionaires Created a Culture War and Sold School Vouchers (Harvard Education Press, 2024), Josh Cowen describes voucher programs as the product of decades of work by influential conservatives and wealthy activists to support a vision of America where education is privatized and removed from the public sphere. Far from realizing the purported goal of educational equity, Cowen cites multiple research studies that conclude that voucher programs return poor academic outcomes, including lower test scores on state exams, especially among students who are at greater academic risk because of their race, their religion, their gender identity, or their family's income. The books traces the history of vouchers from it's initial proposal as part of conservative economic policy through its adoption as a method for families to resist school desegregation. Since then, the issue of education "freedom" has been a part of an ongoing culture war waged through policymaking, legislation, and litigation.  Cowen describes the advocacy network that funds research and promotion of vouchers as a way to attain ideological goals related to conservative social policy, not educational outcomes.  Recommended reading:  East of Eden by John Steinbeck Demon Copperhead by Barbara Kingsolver Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/political-science

School vouchers are often framed as a way to help students and families by providing choice, but evidence shows that vouchers have a negative impact on educational outcomes.  In The Privateers: How Billionaires Created a Culture War and Sold School Vouchers (Harvard Education Press, 2024), Josh Cowen describes voucher programs as the product of decades of work by influential conservatives and wealthy activists to support a vision of America where education is privatized and removed from the public sphere. Far from realizing the purported goal of educational equity, Cowen cites multiple research studies that conclude that voucher programs return poor academic outcomes, including lower test scores on state exams, especially among students who are at greater academic risk because of their race, their religion, their gender identity, or their family's income. The books traces the history of vouchers from it's initial proposal as part of conservative economic policy through its adoption as a method for families to resist school desegregation. Since then, the issue of education "freedom" has been a part of an ongoing culture war waged through policymaking, legislation, and litigation.  Cowen describes the advocacy network that funds research and promotion of vouchers as a way to attain ideological goals related to conservative social policy, not educational outcomes.  Recommended reading:  East of Eden by John Steinbeck Demon Copperhead by Barbara Kingsolver Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/critical-theory

School vouchers are often framed as a way to help students and families by providing choice, but evidence shows that vouchers have a negative impact on educational outcomes.  In The Privateers: How Billionaires Created a Culture War and Sold School Vouchers (Harvard Education Press, 2024), Josh Cowen describes voucher programs as the product of decades of work by influential conservatives and wealthy activists to support a vision of America where education is privatized and removed from the public sphere. Far from realizing the purported goal of educational equity, Cowen cites multiple research studies that conclude that voucher programs return poor academic outcomes, including lower test scores on state exams, especially among students who are at greater academic risk because of their race, their religion, their gender identity, or their family's income. The books traces the history of vouchers from it's initial proposal as part of conservative economic policy through its adoption as a method for families to resist school desegregation. Since then, the issue of education "freedom" has been a part of an ongoing culture war waged through policymaking, legislation, and litigation.  Cowen describes the advocacy network that funds research and promotion of vouchers as a way to attain ideological goals related to conservative social policy, not educational outcomes.  Recommended reading:  East of Eden by John Steinbeck Demon Copperhead by Barbara Kingsolver Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

School vouchers are often framed as a way to help students and families by providing choice, but evidence shows that vouchers have a negative impact on educational outcomes.  In The Privateers: How Billionaires Created a Culture War and Sold School Vouchers (Harvard Education Press, 2024), Josh Cowen describes voucher programs as the product of decades of work by influential conservatives and wealthy activists to support a vision of America where education is privatized and removed from the public sphere. Far from realizing the purported goal of educational equity, Cowen cites multiple research studies that conclude that voucher programs return poor academic outcomes, including lower test scores on state exams, especially among students who are at greater academic risk because of their race, their religion, their gender identity, or their family's income. The books traces the history of vouchers from it's initial proposal as part of conservative economic policy through its adoption as a method for families to resist school desegregation. Since then, the issue of education "freedom" has been a part of an ongoing culture war waged through policymaking, legislation, and litigation.  Cowen describes the advocacy network that funds research and promotion of vouchers as a way to attain ideological goals related to conservative social policy, not educational outcomes.  Recommended reading:  East of Eden by John Steinbeck Demon Copperhead by Barbara Kingsolver Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy

School vouchers are often framed as a way to help students and families by providing choice, but evidence shows that vouchers have a negative impact on educational outcomes.  In The Privateers: How Billionaires Created a Culture War and Sold School Vouchers (Harvard Education Press, 2024), Josh Cowen describes voucher programs as the product of decades of work by influential conservatives and wealthy activists to support a vision of America where education is privatized and removed from the public sphere. Far from realizing the purported goal of educational equity, Cowen cites multiple research studies that conclude that voucher programs return poor academic outcomes, including lower test scores on state exams, especially among students who are at greater academic risk because of their race, their religion, their gender identity, or their family's income. The books traces the history of vouchers from it's initial proposal as part of conservative economic policy through its adoption as a method for families to resist school desegregation. Since then, the issue of education "freedom" has been a part of an ongoing culture war waged through policymaking, legislation, and litigation.  Cowen describes the advocacy network that funds research and promotion of vouchers as a way to attain ideological goals related to conservative social policy, not educational outcomes.  Recommended reading:  East of Eden by John Steinbeck Demon Copperhead by Barbara Kingsolver Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

School vouchers are often framed as a way to help students and families by providing choice, but evidence shows that vouchers have a negative impact on educational outcomes.  In The Privateers: How Billionaires Created a Culture War and Sold School Vouchers (Harvard Education Press, 2024), Josh Cowen describes voucher programs as the product of decades of work by influential conservatives and wealthy activists to support a vision of America where education is privatized and removed from the public sphere. Far from realizing the purported goal of educational equity, Cowen cites multiple research studies that conclude that voucher programs return poor academic outcomes, including lower test scores on state exams, especially among students who are at greater academic risk because of their race, their religion, their gender identity, or their family's income. The books traces the history of vouchers from it's initial proposal as part of conservative economic policy through its adoption as a method for families to resist school desegregation. Since then, the issue of education "freedom" has been a part of an ongoing culture war waged through policymaking, legislation, and litigation.  Cowen describes the advocacy network that funds research and promotion of vouchers as a way to attain ideological goals related to conservative social policy, not educational outcomes.  Recommended reading:  East of Eden by John Steinbeck Demon Copperhead by Barbara Kingsolver Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/politics-and-polemics

School vouchers are often framed as a way to help students and families by providing choice, but evidence shows that vouchers have a negative impact on educational outcomes.  In The Privateers: How Billionaires Created a Culture War and Sold School Vouchers (Harvard Education Press, 2024), Josh Cowen describes voucher programs as the product of decades of work by influential conservatives and wealthy activists to support a vision of America where education is privatized and removed from the public sphere. Far from realizing the purported goal of educational equity, Cowen cites multiple research studies that conclude that voucher programs return poor academic outcomes, including lower test scores on state exams, especially among students who are at greater academic risk because of their race, their religion, their gender identity, or their family's income. The books traces the history of vouchers from it's initial proposal as part of conservative economic policy through its adoption as a method for families to resist school desegregation. Since then, the issue of education "freedom" has been a part of an ongoing culture war waged through policymaking, legislation, and litigation.  Cowen describes the advocacy network that funds research and promotion of vouchers as a way to attain ideological goals related to conservative social policy, not educational outcomes.  Recommended reading:  East of Eden by John Steinbeck Demon Copperhead by Barbara Kingsolver Learn more about your ad choices. Visit megaphone.fm/adchoices

School vouchers are often framed as a way to help students and families by providing choice, but evidence shows that vouchers have a negative impact on educational outcomes.  In The Privateers: How Billionaires Created a Culture War and Sold School Vouchers (Harvard Education Press, 2024), Josh Cowen describes voucher programs as the product of decades of work by influential conservatives and wealthy activists to support a vision of America where education is privatized and removed from the public sphere. Far from realizing the purported goal of educational equity, Cowen cites multiple research studies that conclude that voucher programs return poor academic outcomes, including lower test scores on state exams, especially among students who are at greater academic risk because of their race, their religion, their gender identity, or their family's income. The books traces the history of vouchers from it's initial proposal as part of conservative economic policy through its adoption as a method for families to resist school desegregation. Since then, the issue of education "freedom" has been a part of an ongoing culture war waged through policymaking, legislation, and litigation.  Cowen describes the advocacy network that funds research and promotion of vouchers as a way to attain ideological goals related to conservative social policy, not educational outcomes.  Recommended reading:  East of Eden by John Steinbeck Demon Copperhead by Barbara Kingsolver Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/book-of-the-day

In this episode Reid speaks about curriculum, diving into Ochre Education and their partnership with CECG in developing high quality curriculum resources, prioritising Explicit Instruction and High Impact Teaching Practice.  Reid speaks about the importance of a knowledge rich, low variance curriculum and what we should be aspiring to. He also speaks about why Ochre and CECG have designed their lessons using slide decks and how to best teach with them.   Resources mentioned  Hirsch, E. D. (2016). Why knowledge matters: Rescuing our children from failed educational theories. Harvard Education Press.  Ashbee, R. (2021). Curriculum: Theory, culture and the subject specialisms. Sage Publications.  Australian Education Research Organisation. (2024). A knowledge-rich approach to curriculum design. https://www.edresearch.edu.au/research/research-reports/knowledge-rich-approach-curriculum-design 

Join us for a conversation with John Nash, Associate Professor, Director, Laboratory on Design Thinking and speaker on educational innovation and leadership. In this discussion, John shares his research from the University of Kentucky, focusing on the challenges and opportunities schools face in balancing structured curriculums with the need for adaptability in education. We explore how schools are addressing skill gaps among educators amidst rapid advancements in AI and how these changes intersect with traditional teaching methods. We also discuss the potential impact of emerging technologies, like deep fakes, on media literacy instruction and how schools can develop strategies to foster independent thinking and effectively leverage generative AI.   About John Nash   John Nash was born and raised in Silicon Valley and has 30 years of experience in leadership development, strategy design, and social science research. In his work he champions the creation of learner-centric schools via design thinking as the faculty director of the Laboratory on Design Thinking at the University of Kentucky.   He also serves as a reliable source for educators and policy makers on generative AI, from the federal government to universities and P-12 schools. He is on the generative AI advisory boards at the University of Kentucky and the MidPacific Institute in Honolulu. He's presented on AI for the Kentucky Association of School Superintendents, the U.S. State Department, and offices in Kentucky State government, as well as appeared on National Public Radio affiliates.   John's passion lies in helping educators in schools, colleges, and universities use human centered design to create programs and services that delight their students, teachers, and community. He is the author of the book "Design Thinking in Schools: A Leader's Guide to Collaborating for Improvement" (Harvard Education Press).   John has held faculty positions at Iowa State University and the University of Texas at El Paso and was a social research scientist at Stanford University where he directed interdisciplinary and international teams of research scientists examining the application of innovative technologies on learning.   John Nash on Social Media   LinkedIn: https://www.linkedin.com/in/jnash/  X: https://twitter.com/jnash    Resources   Book: Design Thinking in Schools: A Leaders' Guide to Collaborating for Improvement, published by Harvard Education Press, is a practical guide for educators, particularly school leaders, on implementing design thinking principles to foster student-centered learning and improve school systems.    Podcast: John Nash and Jason Johnston are the co-hosts of “Online Learning in the Second Half,” a podcast that explores various topics related to online education, such as pedagogy, psychology, technology, design, and research. They interview experts and practitioners and researchers to shares insights and best practices that inspire and inform listeners who are interested in improving online teaching and learning. You can listen to the podcast at this link.   dLab: http://dLab.uky.edu   I quoted Marissa Mayer in the podcast (Leaders should have “a healthy disregard for the impossible.”). Here is the reference to the article from which that quote was drawn: Mayer, M. A. (2006). Creativity Loves Constraints. BusinessWeek, 3971, 102.   This article may be of interest: Why Constraints Are Good for Innovation, Harvard Business Review (may have paywall)   Listeners may try out the Generative AI Guidelines Canvas here.   Folks may learn about the School Leadership AI Bootcamp here.   Generative AI chatbots a new user may like to try: https://pi.ai http://perplexity.ai   Dr. Brandeis Marshal: What's Un AI-able.   Dr. Michelle Miller: Teaching from the Same Side   John Mikton on Social Media LinkedIn: https://www.linkedin.com/in/jmikton/ Twitter: https://twitter.com/jmikton Web: beyonddigital.org   Dan Taylor on social media: LinkedIn: https://www.linkedin.com/in/appsevents  Twitter: https://twitter.com/appdkt  Web: www.appsevents.com   Listen on: iTunes / Podbean / Stitcher / Spotify / YouTube Would you like to have a free 1 month trial of the new Google Workspace Plus (formerly G Suite Enterprise for Education)? Just fill out this form and we'll get you set up bit.ly/GSEFE-Trial

Mathew Portell, Dr. Tyisha Noise, Ingrid Cockhren, Julie Kurtz, and Dr. Julie Nicholson, our author team, experts in psychology, education, leadership/administration, diversity, equity, inclusion, and belonging (DEIB), have come together to support and strategize mitigating school stress by co-authoring a book for Harvard Education Press, which will be published sometime in 2025. With extensive experience in research and practical application, we offer evidence-based strategies tailored to address the unique challenges educators and students face. Through our collaborative efforts, we aim to cultivate supportive learning environments that promote well-being and academic success. Join us on March 27, 2024, from 6:00 pm - 7:30 pm to discuss this journey as we share our book and the innovative approaches to reduce stress and enhance the educational experience for all stakeholders.

My guest today is Dr. H. Richard Milner, author of the recent Reading Research Quarterly article titled “Disrupting Racism and Whiteness in Researching a Science of Reading” and the new book The Race Card. We talk about the importance of drawing from a wide range of types of research in designing our literacy classrooms, the multiple literacies we should be developing in young people, and what effective leadership looks like in this time. ****Read a full transcript of this episode and learn more about the show hereFollow Dr. H. Richard Milner on Twitter @MilnerHRichThe Race Card: Leading the Fight for Truth in America's Schools****More about this episode's guest:H. Richard Milner IV is currently, the Cornelius Vanderbilt Endowed Chair of Education and Professor of Education in the Department of Teaching and Learning at Peabody College of Vanderbilt University. Professor Milner spent five years as Helen Faison Endowed Chair of Urban Education, Professor of Education, and by courtesy Professor of Sociology, Professor of Social Work, and Professor of Africana Studies as well as Director of the Center for Urban Education at the University of Pittsburgh.  Professor Milner began his career at Vanderbilt University where, in 2008, he became the first Black person to earn promotion and tenure in the entire College of Education's history. His research, teaching and policy interests concern urban education, teacher education, African American literature, and the social context of education.  In particular, Professor Milner's research examines practices and policies that support teacher effectiveness in urban schools.    Professor Milner's work has appeared in numerous journals, and he has published seven books. His book, published in 2010 by Harvard Education Press, is: Start where you are but don't stay there: Understanding diversity, opportunity gaps, and teaching in today's classrooms, which represents years of research and development effort. The book is widely read in teacher education programs and school districts across the United States of America.  This book has been recognized with two major awards: (1) the 2012 American Association of Colleges for Teacher Education Outstanding Book Award, and (2) a 2011 American Educational Studies Association Critics' Choice Book Award. He is also author of The Race Card  in 2023 by Corwin Press.. In 2017, Professor Milner became the founding Series Editor of the Harvard Education Press Series on Race and Education.In 2006, Professor Milner received an Early Career Award from the American Educational Research Association.  Over the last five years, Professor Milner has appeared on the top 200 Edu-Scholar Public Presence Ranking, published by Education Week.Currently, he is Editor-in-chief of Urban Education and co-editor of the Handbook of Urban Education, published with Routledge Press in 2014. In the fall of 2015, the Dean of the Harvard Graduate School of Education assigned his book, Rac(e)ing to Class, to all incoming graduate students and invited alumni across the world to read the book. He was then invited to deliver a prestigious Askwith Lecture at Harvard University, where he discussed research and findings from his book.Special thanks to Alex Van Rose for audio editing this episode. Support this showSupport the show

Tom Roderick, educator and activist who retired after 36 years as the founding executive director of Morningside Center for Teaching Social Responsibility, and the author of Teach for Climate Justice: A Vision for Transforming Education  (Harvard Education Press, 2023), offers guidance for teachers to incorporate climate justice along with climate science.

This edWeb podcast is sponsored by Harvard Education Press.The webinar recording can be accessed here.Join Harvard Education Press authors Elizabeth Kandel Englander, Ph.D., Nicole M. Joseph, Ph.D., and David Stroupe, Ph.D. for this back-to-school edWeb podcast on ideas that K-12 teachers can implement in the first week of class to effect change and make an impact on the new school year. Come hear these experts in bullying and cyberbullying, mathematics education, and STEM education suggest and discuss easy changes that teachers can make to improve the classroom learning experience for all students.This edWeb podcast is of interest to K-12 teachers.Harvard Education Press We publish books by leading experts and scholars on behalf of education practice and policy.Disclaimer: This post contains affiliate links. If you make a purchase, I may receive a commission at no extra cost to you.Learn more about viewing live edWeb presentations and on-demand recordings, earning CE certificates, and using accessibility features.

Landon Mascareñaz and Doannie Tran propose that, even as events of this decade have exposed stress points in existing top-down, closed systems within education and other public institutions, they have also created prime opportunities to rethink and redesign those systems in ways that encourage civic participation and invigorate local democracy. In The Open System: Redesigning Education and Reigniting Democracy (Harvard Education Press, 2023), Mascareñaz and Tran argue for a critical revitalization of public education centered in openness, an organization design concept in which an entity receives, considers, and acts on input from the community it serves. As they demonstrate, open education policy improves information flow, increasing opportunity, bolstering public trust, and making room for cocreation and coproduction driven by community partnerships and family engagement. Based on their groundbreaking work with educational coalitions such as the Kentucky Coalition for Advancing Education and Colorado's Homegrown Talent Initiative, Mascareñaz and Tran introduce six key liberatory moves that can bring about open system transformation. They highlight real-life examples of the types of incremental, specific, and discrete projects that leaders can use to create openness in educational systems at the school, district, and state levels, providing a blueprint for changemaking. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Landon Mascareñaz and Doannie Tran propose that, even as events of this decade have exposed stress points in existing top-down, closed systems within education and other public institutions, they have also created prime opportunities to rethink and redesign those systems in ways that encourage civic participation and invigorate local democracy. In The Open System: Redesigning Education and Reigniting Democracy (Harvard Education Press, 2023), Mascareñaz and Tran argue for a critical revitalization of public education centered in openness, an organization design concept in which an entity receives, considers, and acts on input from the community it serves. As they demonstrate, open education policy improves information flow, increasing opportunity, bolstering public trust, and making room for cocreation and coproduction driven by community partnerships and family engagement. Based on their groundbreaking work with educational coalitions such as the Kentucky Coalition for Advancing Education and Colorado's Homegrown Talent Initiative, Mascareñaz and Tran introduce six key liberatory moves that can bring about open system transformation. They highlight real-life examples of the types of incremental, specific, and discrete projects that leaders can use to create openness in educational systems at the school, district, and state levels, providing a blueprint for changemaking. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

Landon Mascareñaz and Doannie Tran propose that, even as events of this decade have exposed stress points in existing top-down, closed systems within education and other public institutions, they have also created prime opportunities to rethink and redesign those systems in ways that encourage civic participation and invigorate local democracy. In The Open System: Redesigning Education and Reigniting Democracy (Harvard Education Press, 2023), Mascareñaz and Tran argue for a critical revitalization of public education centered in openness, an organization design concept in which an entity receives, considers, and acts on input from the community it serves. As they demonstrate, open education policy improves information flow, increasing opportunity, bolstering public trust, and making room for cocreation and coproduction driven by community partnerships and family engagement. Based on their groundbreaking work with educational coalitions such as the Kentucky Coalition for Advancing Education and Colorado's Homegrown Talent Initiative, Mascareñaz and Tran introduce six key liberatory moves that can bring about open system transformation. They highlight real-life examples of the types of incremental, specific, and discrete projects that leaders can use to create openness in educational systems at the school, district, and state levels, providing a blueprint for changemaking. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy

Landon Mascareñaz and Doannie Tran propose that, even as events of this decade have exposed stress points in existing top-down, closed systems within education and other public institutions, they have also created prime opportunities to rethink and redesign those systems in ways that encourage civic participation and invigorate local democracy. In The Open System: Redesigning Education and Reigniting Democracy (Harvard Education Press, 2023), Mascareñaz and Tran argue for a critical revitalization of public education centered in openness, an organization design concept in which an entity receives, considers, and acts on input from the community it serves. As they demonstrate, open education policy improves information flow, increasing opportunity, bolstering public trust, and making room for cocreation and coproduction driven by community partnerships and family engagement. Based on their groundbreaking work with educational coalitions such as the Kentucky Coalition for Advancing Education and Colorado's Homegrown Talent Initiative, Mascareñaz and Tran introduce six key liberatory moves that can bring about open system transformation. They highlight real-life examples of the types of incremental, specific, and discrete projects that leaders can use to create openness in educational systems at the school, district, and state levels, providing a blueprint for changemaking. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Landon Mascareñaz and Doannie Tran propose that, even as events of this decade have exposed stress points in existing top-down, closed systems within education and other public institutions, they have also created prime opportunities to rethink and redesign those systems in ways that encourage civic participation and invigorate local democracy. In The Open System: Redesigning Education and Reigniting Democracy (Harvard Education Press, 2023), Mascareñaz and Tran argue for a critical revitalization of public education centered in openness, an organization design concept in which an entity receives, considers, and acts on input from the community it serves. As they demonstrate, open education policy improves information flow, increasing opportunity, bolstering public trust, and making room for cocreation and coproduction driven by community partnerships and family engagement. Based on their groundbreaking work with educational coalitions such as the Kentucky Coalition for Advancing Education and Colorado's Homegrown Talent Initiative, Mascareñaz and Tran introduce six key liberatory moves that can bring about open system transformation. They highlight real-life examples of the types of incremental, specific, and discrete projects that leaders can use to create openness in educational systems at the school, district, and state levels, providing a blueprint for changemaking. Learn more about your ad choices. Visit megaphone.fm/adchoices

Claire de Mézerville López welcomes Dr. Eric Toshalis, author, educator, and consultant to the Restorative Works! Podcast. Dr. Toshalis is impassioned about creating stronger more inclusive schooling environments by working with educators to challenge a punitive, reductive education system that pushes students out of classrooms, causing more ripples of harm and disruption. He explains how joy, struggle, trust, proactive responses, connectedness, and belonging create thriving schools and therefore thriving communities who support their students and their futures.   He emphasizes the importance of seeing students as more than bodies in seats who must be filled up with only the information needed to pass standardized and national tests. That by creating space for them to have agency and voice fosters a sense of belonging. When students feel like they belong they are able to participate, flourish, and contribute to their communities with confidence.   Dr. Toshalis is the author of the award-winning book, Make Me! Understanding and Engaging Student Resistance in School (2015), and is co-author of the widely used text, Understanding Youth: Adolescent Development for Educators (2006), both by Harvard Education Press. In his over 30 years in education, Dr. Toshalis has served as a public middle and high school teacher, mentor teacher, teachers union president, teacher educator, community activist, curriculum director, researcher, professor, professional development provider, and consultant. He was recognized as Teacher of the Year by his school district in 1997 and was awarded the Certificate of Distinction in Teaching by Harvard College in 2002. Dr. Toshalis has served in leadership roles in education nonprofits where he directed the Student-Centered Learning Research Collaborative and the Students at the Center Distinguished Fellowship. He now provides justice-focused independent scholarship and education consulting for a range of clients at EngagingResistance.com.   Tune in to the Restorative Works! podcast to learn more about Dr. Toshalis's work!

In Districts That Succeed: Breaking the Correlation Between Race, Poverty, and Achievement (Harvard Education Press, 2021), 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. 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.  Districts That Succeed 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. 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. 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." Host Laura Kelly is an assistant professor of Educational Studies at Rhodes College in Memphis, Tennessee, where she researches and teaches about language and literacy learning and teaching in culturally and linguistically diverse educational contexts. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/african-american-studies

In Districts That Succeed: Breaking the Correlation Between Race, Poverty, and Achievement (Harvard Education Press, 2021), 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. 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.  Districts That Succeed 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. 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. 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." Host Laura Kelly is an assistant professor of Educational Studies at Rhodes College in Memphis, Tennessee, where she researches and teaches about language and literacy learning and teaching in culturally and linguistically diverse educational contexts. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

In Districts That Succeed: Breaking the Correlation Between Race, Poverty, and Achievement (Harvard Education Press, 2021), 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. 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.  Districts That Succeed 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. 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. 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." Host Laura Kelly is an assistant professor of Educational Studies at Rhodes College in Memphis, Tennessee, where she researches and teaches about language and literacy learning and teaching in culturally and linguistically diverse educational contexts. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

In Districts That Succeed: Breaking the Correlation Between Race, Poverty, and Achievement (Harvard Education Press, 2021), 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. 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.  Districts That Succeed 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. 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. 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." Host Laura Kelly is an assistant professor of Educational Studies at Rhodes College in Memphis, Tennessee, where she researches and teaches about language and literacy learning and teaching in culturally and linguistically diverse educational contexts. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

In Districts That Succeed: Breaking the Correlation Between Race, Poverty, and Achievement (Harvard Education Press, 2021), 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. 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.  Districts That Succeed 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. 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. 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." Host Laura Kelly is an assistant professor of Educational Studies at Rhodes College in Memphis, Tennessee, where she researches and teaches about language and literacy learning and teaching in culturally and linguistically diverse educational contexts. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy

In Districts That Succeed: Breaking the Correlation Between Race, Poverty, and Achievement (Harvard Education Press, 2021), 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. 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.  Districts That Succeed 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. 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. 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." Host Laura Kelly is an assistant professor of Educational Studies at Rhodes College in Memphis, Tennessee, where she researches and teaches about language and literacy learning and teaching in culturally and linguistically diverse educational contexts. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

This episode features an interview with Dr. Corbin Campbell, the Associate Dean of Academic Affairs and Associate Professor in the School of Education at American University, hosted by Steve Dandaneau, Executive Director, and Emma Hanson, Senior Student Coordinator. The topics include Dr.Campbell's newly published book: Great College Teaching: Where It Happens and How to Foster It Everywhere, published by Harvard Education Press. 

When the Biden Administration announced last year that they would forgive up to $20,000 student loan debt per individual, millions of people celebrated—and for good reason. The student loan debt that Americans carry has ballooned to $1.8 trillion in recent decades, threatening the economic security of American households from coast to coast and up and down the income scale. Unfortunately, the Biden forgiveness plan has been tied up in several lawsuits, and the Supreme Court will hear oral arguments for these lawsuits at the end of February, with a final decision expected later this spring. As the conversation over student loans heats back up, we're revisiting our conversation with Associate Professor Fenaba Addo. Addo helps us explore the merits and shortcomings of student debt cancellation, and explains why canceling student debt would actually be good for the economy. You'll also hear from Pitchfork listeners who share how student loan forgiveness would change their lives.  This episode originally aired on December 22, 2020. Fenaba Addo is an Associate Professor of Public Policy at University of North Carolina-Chapel Hill. She specializes in debt and racial wealth inequality. Her first book, A Dream Defaulted: The Student Loan Crisis Among Black Borrowers, is available now by Harvard Education Press. Twitter: @FenabaAddo The Biden-Harris Administration's Student Debt Relief Plan Explained https://studentaid.gov/debt-relief-announcement  Is Student Debt Forgiveness Still Going to Happen? https://www.nerdwallet.com/article/loans/student-loans/debt-relief-lawsuits-qa  Forget fairness: Canceling all student debt makes great economic sense for America — here's why https://www.businessinsider.com/why-canceling-student-debt-makes-great-economic-sense-for-america-2020-12  Website: http://pitchforkeconomics.com Twitter: @PitchforkEcon Instagram: @pitchforkeconomics Nick's twitter: @NickHanauer

Order the Leading Equity Book Today! Dr. Tracey A. Benson Is the founder of The Anti-Racist Leadership Institute. He has served as a university professor, principal coach, high school principal, middle school vice-principal, district trainer, and elementary school teacher. His book, Unconscious Bias in Schools: A Developmental Approach to Exploring Race and Racism, was released with Harvard Education Press in August 2019. Benson firmly believes student achievement, teacher efficacy, and school success is contingent upon high quality, racial equity-focused school, and district leaders. He has committed his career to leading for change, courageously addressing entrenched practices that impede lifetime outcomes of students of color. Show Highlights The differences between DEI and Anti-racist work Anti-racist work The aftermath of Brown v Board of Education The absence of recognition for doing anti-racist work and racial battle fatigue Strategies for Anti-racist teaching and leadership Connect with Tracey Website Book: Unconscious Bias in Schools: A Developmental Approach to Exploring Race and Racism Twitter “Nobody's Mule”: Black Womanist Caring-Agency, Urban Charters, and the Choice to (Not) Teach Additional Resources Amplifying Student Voices January 19-21 Book Dr. Eakins Watch The Art of Advocacy Show Learn more about our Student Affinity Groups Free Course on Implicit Bias 20 Diversity Equity and Inclusion Activities FREE AUDIO COURSE: Race, Advocacy, and Social Justice Studies

An incisive case study of changemaking in action, Stuck Improving: Racial Equity and School Leadership (Harvard Education Press, 2021) analyzes the complex process of racial equity reform within K-12 schools. Scholar Decoteau J. Irby emphasizes that racial equity is dynamic, shifting as our emerging racial consciousness evolves and as racism asserts itself anew. Those who accept the challenge of reform find themselves "stuck improving," caught in a perpetual dilemma of both making progress and finding ever more progress to be made. Rather than dismissing stuckness as failure, Irby embraces it as an inextricable part of the improvement process. Irby brings readers into a large suburban high school as school leaders strive to redress racial inequities among the school's increasingly diverse student population. Over a five-year period, he witnesses both progress and setbacks in the leaders' attempts to provide an educational environment that is intellectually, socioemotionally, and culturally affirming. Looking beyond this single school, Irby pinpoints the factors that are essential to the work of equity reform in education. He argues that lasting transformation relies most urgently on the cultivation of organizational conditions that render structural racism impossible to preserve. Irby emphasizes how schools must strengthen and leverage personal, relational, and organizational capacities in order to sustain meaningful change. Stuck Improving offers a clear-eyed accounting of school-improvement practices, including data-driven instructional approaches, teacher cultural competency, and inquiry-based leadership strategies. This timely work contributes both to the practical efforts of equity-minded school leaders and to a deeper understanding of what the work of racial equity improvement truly entails. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/african-american-studies

An incisive case study of changemaking in action, Stuck Improving: Racial Equity and School Leadership (Harvard Education Press, 2021) analyzes the complex process of racial equity reform within K-12 schools. Scholar Decoteau J. Irby emphasizes that racial equity is dynamic, shifting as our emerging racial consciousness evolves and as racism asserts itself anew. Those who accept the challenge of reform find themselves "stuck improving," caught in a perpetual dilemma of both making progress and finding ever more progress to be made. Rather than dismissing stuckness as failure, Irby embraces it as an inextricable part of the improvement process. Irby brings readers into a large suburban high school as school leaders strive to redress racial inequities among the school's increasingly diverse student population. Over a five-year period, he witnesses both progress and setbacks in the leaders' attempts to provide an educational environment that is intellectually, socioemotionally, and culturally affirming. Looking beyond this single school, Irby pinpoints the factors that are essential to the work of equity reform in education. He argues that lasting transformation relies most urgently on the cultivation of organizational conditions that render structural racism impossible to preserve. Irby emphasizes how schools must strengthen and leverage personal, relational, and organizational capacities in order to sustain meaningful change. Stuck Improving offers a clear-eyed accounting of school-improvement practices, including data-driven instructional approaches, teacher cultural competency, and inquiry-based leadership strategies. This timely work contributes both to the practical efforts of equity-minded school leaders and to a deeper understanding of what the work of racial equity improvement truly entails. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

An incisive case study of changemaking in action, Stuck Improving: Racial Equity and School Leadership (Harvard Education Press, 2021) analyzes the complex process of racial equity reform within K-12 schools. Scholar Decoteau J. Irby emphasizes that racial equity is dynamic, shifting as our emerging racial consciousness evolves and as racism asserts itself anew. Those who accept the challenge of reform find themselves "stuck improving," caught in a perpetual dilemma of both making progress and finding ever more progress to be made. Rather than dismissing stuckness as failure, Irby embraces it as an inextricable part of the improvement process. Irby brings readers into a large suburban high school as school leaders strive to redress racial inequities among the school's increasingly diverse student population. Over a five-year period, he witnesses both progress and setbacks in the leaders' attempts to provide an educational environment that is intellectually, socioemotionally, and culturally affirming. Looking beyond this single school, Irby pinpoints the factors that are essential to the work of equity reform in education. He argues that lasting transformation relies most urgently on the cultivation of organizational conditions that render structural racism impossible to preserve. Irby emphasizes how schools must strengthen and leverage personal, relational, and organizational capacities in order to sustain meaningful change. Stuck Improving offers a clear-eyed accounting of school-improvement practices, including data-driven instructional approaches, teacher cultural competency, and inquiry-based leadership strategies. This timely work contributes both to the practical efforts of equity-minded school leaders and to a deeper understanding of what the work of racial equity improvement truly entails. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/sociology

An incisive case study of changemaking in action, Stuck Improving: Racial Equity and School Leadership (Harvard Education Press, 2021) analyzes the complex process of racial equity reform within K-12 schools. Scholar Decoteau J. Irby emphasizes that racial equity is dynamic, shifting as our emerging racial consciousness evolves and as racism asserts itself anew. Those who accept the challenge of reform find themselves "stuck improving," caught in a perpetual dilemma of both making progress and finding ever more progress to be made. Rather than dismissing stuckness as failure, Irby embraces it as an inextricable part of the improvement process. Irby brings readers into a large suburban high school as school leaders strive to redress racial inequities among the school's increasingly diverse student population. Over a five-year period, he witnesses both progress and setbacks in the leaders' attempts to provide an educational environment that is intellectually, socioemotionally, and culturally affirming. Looking beyond this single school, Irby pinpoints the factors that are essential to the work of equity reform in education. He argues that lasting transformation relies most urgently on the cultivation of organizational conditions that render structural racism impossible to preserve. Irby emphasizes how schools must strengthen and leverage personal, relational, and organizational capacities in order to sustain meaningful change. Stuck Improving offers a clear-eyed accounting of school-improvement practices, including data-driven instructional approaches, teacher cultural competency, and inquiry-based leadership strategies. This timely work contributes both to the practical efforts of equity-minded school leaders and to a deeper understanding of what the work of racial equity improvement truly entails. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/american-studies

An incisive case study of changemaking in action, Stuck Improving: Racial Equity and School Leadership (Harvard Education Press, 2021) analyzes the complex process of racial equity reform within K-12 schools. Scholar Decoteau J. Irby emphasizes that racial equity is dynamic, shifting as our emerging racial consciousness evolves and as racism asserts itself anew. Those who accept the challenge of reform find themselves "stuck improving," caught in a perpetual dilemma of both making progress and finding ever more progress to be made. Rather than dismissing stuckness as failure, Irby embraces it as an inextricable part of the improvement process. Irby brings readers into a large suburban high school as school leaders strive to redress racial inequities among the school's increasingly diverse student population. Over a five-year period, he witnesses both progress and setbacks in the leaders' attempts to provide an educational environment that is intellectually, socioemotionally, and culturally affirming. Looking beyond this single school, Irby pinpoints the factors that are essential to the work of equity reform in education. He argues that lasting transformation relies most urgently on the cultivation of organizational conditions that render structural racism impossible to preserve. Irby emphasizes how schools must strengthen and leverage personal, relational, and organizational capacities in order to sustain meaningful change. Stuck Improving offers a clear-eyed accounting of school-improvement practices, including data-driven instructional approaches, teacher cultural competency, and inquiry-based leadership strategies. This timely work contributes both to the practical efforts of equity-minded school leaders and to a deeper understanding of what the work of racial equity improvement truly entails. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/public-policy

Welcome to Season 6 of the Better Learning Podcast! Our sixth episode in the Season features Prakash Nair, a world-renowned architect, futurist and the Founding President & CEO of Education Design International. This episode is a special one - starting this week, our podcast Better Learning is now partnered with the Association for Learning Environments or also known as A4LE (have you seen our new logo!?). The partnership comes with Kay-Twelve's mission alignment with A4LE to help lead innovation at the intersection of learning and place in schools around the world! Over the past 22 years, Prakash has helped build EDI into a global leader for school architecture with innovative work in 54 countries on six continents. Prakash has won many international awards including the 2022 Outstanding Educational Leadership Award and the A4LE MacConnell Award, the highest honor worldwide for school design. He has done a TEDx talk and is the author of several books including Blueprint for Tomorrow published by Harvard Education Press. Kevin Stoller is the host of the Better Learning Podcast and Co-Founder of Kay-Twelve, a national leader for educational furniture. Learn more about creating better learning environments at www.Kay-Twelve.com.

An indispensable manual for the most demanding position in higher education, The College President Handbook: A Sustainable and Practical Guide for Emerging Leaders (Harvard Education Press, 2022) supports campus leaders in becoming powerful and effective stewards of their institutions. This comprehensive guidebook offers clear counsel in the form of candid essays by highly regarded current and former college and university presidents from across the nation. It pairs their expert appraisals with research and data to examine the critical issues that define the role today. The book's contributors acknowledge the broad skill set that presidents, and their executive teams, must cultivate in order to achieve success. Beginning with a macro view, the contributors address the universal questions of vision that each higher education leader must consider critically and understand strategically: Why be a president? How should campus leadership engage with our board of trustees? What tone should our actions communicate to stakeholders? The book's chapters offer concrete tactical advice in a range of key leadership areas and emphasize essential career skills such as managing financial resources and strategic planning. The contributors speak to student-facing concerns as well as institutional interests, and discuss personal issues specific to the office, such as weathering controversy, attaining work–life balance, and planning for post-presidential life. Drawing on the unique expertise of peers and predecessors, this work will prove to be a core resource for anyone who is or aspires to become a president or chancellor in higher education. Shu Cao Mo's interests span continental philosophy, existential psychology and history of performance art. She previously served as the Asia representative for a global traveling university. She holds an Ed.M. in Arts in Education from Harvard and a B.A. in Political Philosophy and Theater from Duke.  Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

About David Brazer S. David Brazer is Principal Consultant at. Formerly Associate Professor and Director of Leadership Degree Programs in the Stanford University Graduate School of Education (where he earned his Ph.D.), Brazer continues to design courses and teach in the Stanford EdLEADers online professional development program for executive level education leaders. Brazer's theory development and empirical research on strategic decision making, leadership, teacher learning, and organizational design have appeared in numerous peer-reviewed journals and edited volumes. Brazer is the lead author of Leading Schools to Learn, Grow, and Thrive: Using Theory to Strengthen Practice (with Scott C. Bauer and Bob L. Johnson, Jr., 2019, Routledge). He has also published (with Robert G. Smith) Striving for Equity: District Leadership for Narrowing Opportunity and Achievement Gaps (2016, Harvard Education Press), and (with Scott C. Bauer) Using Research to Lead School Improvement: Turning Evidence into Action (2012, Sage Publications). What You'll Find in this Podcast Episode with David Brazer Open-minded, engaging, inquiring…don't miss what David says about asking questions and becoming a “learning leader” who is willing to listen to the answers. David's discussion of how educators respond to poor performance in Algebra I is insightful. It says so much about our common problems in education and will resonate. David says that we need to engage in WHY questions, not about purpose, but to uncover the root causes for the problems we have. What David says about stress and reverting to old routines is powerful. When we ask people to change, we have to know that it will cause stress. It means that we need to ensure that they feel safe so that they don't go back to old practices. Every leader wants to motivate their staff, David references Frederick Herzberg and Hygiene Factors when discussing what de-motivates people. You'll want to hear what he says about what leaders should attend to! Don't miss what David says about “dreaming” big to make plans about what school could be if we're focused and that we're poised to take risks. We love what David says about the elements of a learning experience. David discusses the need for people to try out new practices in simulated settings before having to do it in reality when they're under pressure. David didn't hesitate to mention Larry Cuban as a place where he gets knowledge and inspiration. Referencing Dewey, what David says about social construction for knowledge and the simple truth about “talking to people” is awesome. David wants to get better at asking questions before responding with passion. Don't miss what he says about learning about teachers' theory of action. David is a reader. Don't miss why David chooses to read more books than articles. David attributes Scott Bauer to turning his academic life around. David used to think that there are leadership rules-of-thumb that work in schools, but he learned long ago that rules-of-thumb for school leadership are mythical. Listen to his analogy about school discipline. Books Mentioned During the Podcast with David Brazer The Black Man in America by Larry Cuban The Managerial Imperative and the Practice of Leadership in Schools by Larry Cuban Student-Centered Leadership by Viviane Robinson More Free School Leadership Resources for Principals As always, let us know what you think of this with a like, a follow, or a comment. Find us on Twitter, YouTube, iTunes, Facebook, & SoundCould. And, again, if you want one simple model for leading better and growing faster per month, follow this blog by entering your email at the top right of the screen. We hope you'll tell a friend or book us to join your team for professional learning. TheSchoolHouse302 is about getting to simple by maximizing effective research-based strategies that empower individuals to lead better and grow faster. Joe & T.J.

Dr. Royel M. Johnson, an Associate Professor of Higher Education and Social Work at the University of Southern California joins us on THE GOOD WORD podcast! His faith impacted his journey from the inner city and public school system of Chicago. He quickly ascended to his current position overcoming a lot of life and personal obstacles to get there, which has fueled his work. He has committed a lot of his work to tackling racial and ethnic disparities in America's foster care system, highlighting its impact on education and even the career trajectory of those affected by the system. Dr. Johnson is currently working on two new books: "Family Matters: How Youth in Foster Care Access College" (sole-authored), which will be published by Teachers College Record; and "Countering Attacks on Critical Race Theory: Teaching Truths About America's Racial Past and Present" (with Shaun Harper and Chris Emdin) that will be published by Harvard Education Press. SUBSCRIBE NOW!