Democracy Reader, The discusses the elements of democracy, obstacles and strategies, and stories of success
Exceptional values are offered on these books that have been bestsellers over the years—only $5 each, on values to $50.
Developed by the regional educational laboratories, this document outlines the nature of the urban achievement gap and points to six areas needing complex, integrated change.
This publication offers 13 dramatic accounts of real-life classroom dilemmas written by veteran inner-city teachers and is intended as a basis for discussion in preservice and inservice seminars.
Discusses the nature and incidence of hate crime, the role of schools in curtailing it, and provides practical resources schools can use to address hate crime.
Based on a nationwide school survey, in-depth case studies, and improvement literature, the authors illuminate school-based leadership and improvement, pointing to the key factors required for real change.
This monograph focuses on "service integration" in rural schools, or schools delivering a wide array of educational, health, nutritional, day care, and related social services to children, youth, and families.
This 20-page book was designed specifically as a learning tool to support K-12 mathematics and science teachers' effective use of the Internet.
This book is a guide to working successfully with adults learners; it covers the characteristics of adult learners, how adults learn, adult development, and six practical keys to success.
This book offers a systematic, empirical look at mandatory changes in high school graduation requirements, using Maryland as a case study.
This document provides an overview of the Urban Learner Framework and discusses four staff development modules that represent each of the themes. A training guide and handouts are included.
Discusses research related to teacher expectations as a factor in school success for low-achieving students, teaching implications, and exemplary strategies and programs.
A study of schools in a school improvement program where teachers assumed the major responsibility for the project's success.
