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With a keen eye for detail, historian Robert Emmett Curran - a member of the Georgetown community for over three decades - explores the broader perspective of Georgetown's sense of identity and its place in American culture. Volume One traces Georgetown's evolution during its first century, from its beginnings as an academy within the American Catholic community of the Revolutionary War era through its flowering as a college before the Civil War to its postbellum achievements as a university. Volume Two highlights the efforts of administrators and faculty over the next seventy-five years to make Georgetown an ascending and increasingly diverse institution with a range of graduate programs and professional schools. Volume Three examines Georgetown's remarkable rise to prominence as an internationally recognized research university - both culturally engaged and cosmopolitan while remaining grounded in its Catholic and Jesuit character. 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Beautifully designed with over 300 illustrations and photographs, \"A History of Georgetown University\" tells the remarkable story of the administrators, boards, faculty, students, and programs that have made Georgetown a leading institution of higher education. With a keen eye for detail, historian Robert Emmett Curran - a member of the Georgetown community for over three decades - explores the broader perspective of Georgetown's sense of identity and its place in American culture. Volume One traces Georgetown's evolution during its first century, from its beginnings as an academy within the American Catholic community of the Revolutionary War era through its flowering as a college before the Civil War to its postbellum achievements as a university. Volume Two highlights the efforts of administrators and faculty over the next seventy-five years to make Georgetown an ascending and increasingly diverse institution with a range of graduate programs and professional schools. 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Beautifully designed with over 300 illustrations and photographs, \"A History of Georgetown University\" tells the remarkable story of the administrators, boards, faculty, students, and programs that have made Georgetown a leading institution of higher education. With a keen eye for detail, historian Robert Emmett Curran - a member of the Georgetown community for over three decades - explores the broader perspective of Georgetown's sense of identity and its place in American culture. Volume One traces Georgetown's evolution during its first century, from its beginnings as an academy within the American Catholic community of the Revolutionary War era through its flowering as a college before the Civil War to its postbellum achievements as a university. Volume Two highlights the efforts of administrators and faculty over the next seventy-five years to make Georgetown an ascending and increasingly diverse institution with a range of graduate programs and professional schools. 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Putting the wisdom and strategies from his popular workshops into book form for the first time, Robin McWilliam gives professionals a detailed framework for early intervention that addresses families' individual needs and helps children participate in daily routines. With the step-by-step guidance on each part of the routines-based intervention model, professionals in Part C programs will reach their key goals during visits to homes and child care settings.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414773989421,"sku":"9781598570625","price":86.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598570625.jpg?v=1782625670"},{"product_id":"9781598570908","title":"Schools that Make the Grade","description":"\u003cp\u003eWhat turns a good school into a great school? 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TPOT (TM) helps programmes:  Support effective implementation of the proven PBIS-based Pyramid model Promote social-emotional competence in young children Implement strategies to prevent and address challenging behaviour Compare implementation across classrooms, teachers, and programmes Identify where teachers need extra professional development and support Guide coaching efforts  This is the one tool you need to make sure teachers are effectively putting the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children into practice. 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TPOT (TM) helps programmes:  Support effective implementation of the proven PBIS-based Pyramid model Promote social-emotional competence in young children Implement strategies to prevent and address challenging behaviour Compare implementation across classrooms, teachers, and programmes Identify where teachers need extra professional development and support Guide coaching efforts  This is the one tool you need to make sure teachers are effectively putting the evidence-based Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children into practice. 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Partially scripted lessons, handouts, and worksheets are included - all photocopiable and available as downloads - so teachers have everything they need to implement the program with little added cost or preparation.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414779691053,"sku":"9781598579536","price":93.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781598579536.jpg?v=1782625928"},{"product_id":"9781598579543","title":"Merrell's Strong Kids (TM) - Grades 6-8 2\/e","description":"\u003cp\u003eTeach social-emotional competence - the foundation of school and social success - with the NEW editions of the Strong Kids (TM) - Grades 6 - 8 curriculum! Strong Kids is the fun and easy way to help your students develop the social-emotional skills they need to manage their challenges and succeed in school and life. 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Developed by a team of educational and mental health experts, this evidence-based, age-appropriate curriculum is   Low cost and low tech Proven to help increase students' knowledge of social and emotional concepts and decrease their emotional and behavioral problems Easy to implement with no mental health training required Brief enough to use with any program  Through engaging, thought-provoking classroom activities, students learn about emotions and the social-emotional skills they'll use for the rest of their lives: managing anger, reducing stress, solving interpersonal problems, and much more. This scientifically-based curriculum runs for 12 weeks, and lessons are easy to fit into your existing schedule (especially with the new options for breaking them into smaller chunks). 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Many practical suggestions are provided for adapting the program to different settings and optimizing student outcomes. New to this edition:  redesigned to be even more practitioner friendly chapters on integrating the Anger Coping Program with schoolwide RTI and positive behavioral supports, intervening with girls and with culturally diverse students, and working with individuals instead of groups several new reproducibles, including a classroom progress monitoring report. This book will be invaluable to school psychologists, counselors, social workers and graduate students in these areas. It will also serve as a supplemental text in graduate-level courses.\u003c\/p\u003e","brand":"GUILFORD PUBLICATIONS","offers":[{"title":"Default Title","offer_id":43414781657133,"sku":"9781606239735","price":89.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781606239735.jpg?v=1782626016"},{"product_id":"9781612509525","title":"Why Knowledge Matters","description":"\u003cp\u003eIn Why Knowledge Matters, influential scholar E. D. Hirsch, Jr., addresses critical issues in contemporary education reform and shows how cherished truisms about education and child development have led to unintended and negative consequences.  Hirsch, author of The Knowledge Deficit, draws on recent findings in neuroscience and data from France to provide new evidence for the argument that a carefully planned, knowledge-based elementary curriculum is essential to providing the foundations for children's life success and ensuring equal opportunity for students of all backgrounds. In the absence of a clear, common curriculum, Hirsch contends that tests are reduced to measuring skills rather than content, and that students from disadvantaged backgrounds cannot develop the knowledge base to support high achievement. Hirsch advocates for updated policies based on a set of ideas that are consistent with current cognitive science, developmental psychology, and social science.  The book focuses on six persistent problems of recent US education: the over-testing of students; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum; the continued achievement gap between demographic groups; and the reliance on standards that are not linked to a rigorous curriculum. Hirsch examines evidence from the United States and other nations that a coherent, knowledge-based approach to schooling has improved both achievement and equity wherever it has been instituted, supporting the argument that the most significant education reform and force for equality of opportunity and greater social cohesion is the reform of fundamental educational ideas.  Why Knowledge Matters introduces a new generation of American educators to Hirsch's astute and passionate analysis.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":43414782378029,"sku":"9781612509525","price":76.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781612509525.jpg?v=1782626046"},{"product_id":"9781621483694","title":"Waldorf Education and Anthroposophy 1","description":"\u003cp\u003e9 lectures, various cities, February 23, 1921-September 16, 1922 (CW 304)  This is the first of two previously untranslated volumes of Steiner's public lectures on Waldorf education. Readers familiar with Steiner's lectures for teachers will discover here how Steiner presented his ideas to the general public with surprising directness.   Teaching, Steiner says, should be artistic, creative, and improvisational--not dogmatic. Nonetheless, he is clear that \"the great battle\" has to do with the spiritual nature of children. He discusses themes such as understanding the role of health and illness in education, as well as the three major phases in child development: imitation, authority, and freedom.   Also included are also two lectures Rudolf Steiner gave in England on Shakespeare and new ideals in education.  German source: Erziehungs- und Unterrichtsmethoden auf Anthroposophischer Grundlage (GA 304).\u003c\/p\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":43414782935085,"sku":"9781621483694","price":65.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781621483694.jpg?v=1782626071"},{"product_id":"9781621483700","title":"Waldorf Education and Anthroposophy 2","description":"\u003cp\u003e12 lectures, various cities, November 19, 1922-August 30, 1924 (CW 304a)   The Waldorf school movement was gaining increasing recognition by the time these public lectures on Waldorf education took place. In this collection, as in the previous volume, Rudolf Steiner is outspoken about the spiritual nature of human beings and the world--including the spiritual nature of Waldorf education.   Original German source: Anthroposophische Menschenkunde und P?dagogik  (GA 304a).\u003c\/p\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":43414782967853,"sku":"9781621483700","price":58.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781621483700.jpg?v=1782626072"},{"product_id":"9781621483755","title":"Listening to Our Teachers","description":"\u003cp\u003eThis book (first published as \u003cem\u003eSilence Is Complicity\u003c\/em\u003e) began life at an Antioch University Waldorf program for educators to introduce students to action research, a philosophy and methodology for transformative change through the process of taking action and doing research. This revised and expanded edition focuses on research and the inner life, indigenous research methods, and much more--all to empower teachers and support their enthusiasm for learning and developing new curricula. Teacher research goes beyond personal understanding to a level of documented inquiry that holds up to public scrutiny while also challenging misguided funding, tests, and legislation.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTeachers today are caught between \"best practices\" as recognized by dedicated educators and the arrogance of standardization imposed regardless of the students unique capacities. Good teaching is interactive--watching and observing the children leads to innovative lesson plans and creative group activities.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTeachers must have a chance to research, share their findings, and advocate for change. The author makes the case that the time is right for educational renewal: \"Research is not just about out-comes and school reform. This is an opportunity for awakening, for inner development. In this regard, there are truly no limits to knowledge--no boundaries around personal growth.\"\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eThis volume is a revised, expanded, and updated edition of \u003cem\u003eSilence Is Complicity: A call to let teachers improve our schools through action research--not NCLB, \u003c\/em\u003epublished in 2007 by SteinerBooks.\u003c\/p\u003e\u003cbr\u003e","brand":"STEINER BOOKS INC","offers":[{"title":"Default Title","offer_id":43414783000621,"sku":"9781621483755","price":39.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781621483755.jpg?v=1782626075"},{"product_id":"9781647121044","title":"Online World Language Instruction Training and Assessment","description":"\u003cp\u003eA new approach to training and evaluating world languages online instructors    The rapid growth in online world language programs in the United States coupled with the widespread implementation of virtual teaching in response to COVID-19 have pushed the field to reconceive instruction. Virtual learning creates unique challenges for instructors, who need to ensure that their students have adequate interaction with their peers, their professor, and native speakers of the language. Even with a growing demand for online language courses, there are few tools that evaluate the training and assessment of online language instructors.    In Online World Language Instruction Training and Assessment, authors Carmen King Ramirez, Barbara A. Lafford, and James E. Wermers fill that gap, providing a critical pedagogical approach to computer-assisted language learning (CALL) teacher education (CTE). By combining best CTE training and evaluation practices with assessment tools, the authors explain how teachers can integrate technology to build successful online programs. Their ecological, holistic approach addresses all facets of learning online-including pressing challenges of moving courses online, teacher training, developing core competencies and skills, instructions for assessment and self-evaluation, goal setting, and the normalization of critical CTE practices in an increasingly digital environment.    The authors propose new solutions to teacher training challenges, providing extensive rubrics and tools that can equitably assess online language instructor skills, the training they receive, the assessment process they undergo, and the instruments used for instructor assessment. A list of CALL and CTE resources (available on the Press's website) further supports readers' successful adaptation to an everchanging learning environment.\u003c\/p\u003e","brand":"GEORGETOWN UNIVERSITY PRESS","offers":[{"title":"Default Title","offer_id":43414785851437,"sku":"9781647121044","price":202.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781647121044.jpg?v=1782626203"},{"product_id":"9781647121051","title":"Online World Language Instruction Training and Assessment","description":"\u003cp\u003eA new approach to training and evaluating world languages online instructors    The rapid growth in online world language programs in the United States coupled with the widespread implementation of virtual teaching in response to COVID-19 have pushed the field to reconceive instruction. Virtual learning creates unique challenges for instructors, who need to ensure that their students have adequate interaction with their peers, their professor, and native speakers of the language. Even with a growing demand for online language courses, there are few tools that evaluate the training and assessment of online language instructors.    In Online World Language Instruction Training and Assessment, authors Carmen King Ramirez, Barbara A. Lafford, and James E. Wermers fill that gap, providing a critical pedagogical approach to computer-assisted language learning (CALL) teacher education (CTE). By combining best CTE training and evaluation practices with assessment tools, the authors explain how teachers can integrate technology to build successful online programs. Their ecological, holistic approach addresses all facets of learning online-including pressing challenges of moving courses online, teacher training, developing core competencies and skills, instructions for assessment and self-evaluation, goal setting, and the normalization of critical CTE practices in an increasingly digital environment.    The authors propose new solutions to teacher training challenges, providing extensive rubrics and tools that can equitably assess online language instructor skills, the training they receive, the assessment process they undergo, and the instruments used for instructor assessment. A list of CALL and CTE resources (available on the Press's website) further supports readers' successful adaptation to an everchanging learning environment.\u003c\/p\u003e","brand":"GEORGETOWN UNIVERSITY PRESS","offers":[{"title":"Default Title","offer_id":43414785884205,"sku":"9781647121051","price":67.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781647121051.jpg?v=1782626203"},{"product_id":"9781681252599","title":"Meaningful Differences in the Everyday Experience of Young American Children 2\/e","description":"\u003cp\u003eMore widely cited than ever before, this book presents findings on the disparities in daily interactions between parents and children of different socioeconmic backgrounds and the effect of these disparities on children's vocabulary and later intellect.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414790012973,"sku":"9781681252599","price":75.99,"currency_code":"AUD","in_stock":true}]},{"product_id":"9781681252766","title":"Celebrating 50 Years of Child Development Research","description":"\u003cp\u003eFor more than fifty years, the Frank Porter Graham Child Development Institute has conducted groundbreaking research that revolutionized the field of early childhood care and education. Based on presentations made at FPG's 50th anniversary symposium, this essential reference looks back on the Institute's trailblazing history, analyzes contemporary issues in child development, and recommends critical new research directions.  More than a dozen high-profile contributors thoroughly examine the three themes of the anniversary symposium: early care and education, diversity, and children with disabilities and their families. Readers will learn from in-depth chapters on:   *understanding the social, cultural, educational, and political forces that affect children's outcomes *meeting the challenge of serving diverse populations as U.S. demographics shift *preparing practitioners to work with young dual language learners *improving connections between the knowledge base and professional practice *strengthening the early childhood workforce through effective professional development  *analyzing decades of research and policy and examining ways to support continuous improvement  A celebration of progress and a compelling call to action for the next generation of professionals, this important volume is a must for researchers, policy makers, and faculty. Whether used as a textbook or a reference, this book will help shape the future of the early childhood field-and improve outcomes for tomorrow's young children and families.\u003c\/p\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414790111277,"sku":"9781681252766","price":174.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681252766.jpg?v=1782626335"},{"product_id":"9781681255187","title":"Assessment, Evaluation, and Programming System for Infants and Children (AEPS (R)-3) (English and Spanish Edition) 3\/e","description":"\u003cp\u003eStreamlined and enhanced with user‐requested updates, the new AEPS®‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction, and monitor progress of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eAEPS‐3 HELPS YOU:\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eCollect essential assessment data and use it across your key tasks:\u003c\/strong\u003e OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with families\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eTrack and support emerging skills,\u003c\/strong\u003e where real growth and development happens\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eLink assessment data to a tiered curriculum\u003c\/strong\u003e for designing teaching and intervention strategies that get results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003ePick up small increments of progress\u003c\/strong\u003e—important when demonstrating growth for children with disabilities\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eActively involve families,\u003c\/strong\u003e with handouts to support communication and family engagement, forms to collect information about child skills, and reports to share results and progress\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStrengthen school readiness\u003c\/strong\u003e for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skills\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eThe \u003cstrong\u003eAEPS®‐3 Complete Kit\u003c\/strong\u003e includes:\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-Users-Guide-Volume-1-P1296.aspx\"\u003eAEPS®‐3 User’s Guide\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-Assessment-Volume-2-P1297.aspx\"\u003eAEPS®‐3 Assessment\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-CurriculumBeginning-Volume-3-P1298.aspx\"\u003eAEPS®‐3 Beginning Curriculum\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-CurriculumGrowing-Volume-4-P1299.aspx\"\u003eAEPS®‐3 Growing Curriculum\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-CurriculumReady-Volume-5-P1300.aspx\"\u003eAEPS®‐3 Ready Curriculum\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-Child-Observation-Data-Form-P1290.aspx\"\u003e2 5-packs of AEPS®‐3 Child Observation Data Form (CODF)\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-Family-Report-P1292.aspx\"\u003e1 10-pack of AEPS®‐3 Family Report\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-Ready-Set-P1295.aspx\"\u003e1 10-pack of AEPS®‐3 Ready-Set\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-Quick-Reference-Guides-P1294.aspx\"\u003eAEPS®‐3 Quick Reference Guides\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-Forms-P1293.aspx\"\u003eAEPS®‐3 Forms USB\u003c\/a\u003e\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTheres never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414791749677,"sku":"9781681255187","price":1080.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681255187.jpg?v=1782626418"},{"product_id":"9781681255200","title":"Assessment, Evaluation, and Programming System for Infants and Children (AEPS (R)-3): Curriculum, Volume 2 3\/e","description":"\u003cp\u003eA criterion‐referenced, curriculum‐based measure, the AEPS®‐3 Test evaluates the developmental and early academic skills that children need to function independently and succeed in kindergarten. Spanning birth to 6 years in one continuous, seamless test, this assessment volume covers eight curricular areas—fine motor, gross motor, adaptive, social‐emotional, social‐communication, cognitive, literacy, and math. Fully linked with the tiered AEPS‐3 Curriculum, AEPS‐3 Test results can be used to determine a childs level of performance, develop meaningful learning goals and outcomes, plan effective instruction\/intervention, and monitor progress over time.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eIn this volume, professionals will find:\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003eadministration and scoring guidelines for the test\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003etest items and criteria for 407 goals and objectives\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003etips on how to use the AEPS‐3 assessment activities with individual children or groups of children\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003etips on how to score all test items efficiently\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003einstructions on using the Family Support Forms and Ready‐Set assessment\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eguidance on using test results to write IEP\/IFSPs and determine eligibility for services\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eABOUT AEPS‐3\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eStreamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction\/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eAEPS‐3 HELPS YOU:\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eCollect essential assessment data and use it across your key tasks:\u003c\/strong\u003e OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with families\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eTrack and support emerging skills,\u003c\/strong\u003e where real growth and development happens\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eLink assessment data to a tiered curriculum\u003c\/strong\u003e for designing teaching and intervention strategies that get results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003ePick up small increments of progress\u003c\/strong\u003e—important when demonstrating growth for children with disabilities\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eActively involve families,\u003c\/strong\u003e with handouts to support communication and family engagement, forms to collect information about child skills, and reports to share results and progress\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStrengthen school readiness\u003c\/strong\u003e for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skills\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTheres never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414791847981,"sku":"9781681255200","price":217.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681255200.jpg?v=1782626417"},{"product_id":"9781681255217","title":"Assessment, Evaluation, and Programming System for Infants and Children (AEPS (R)-3): Curriculum, Volume 3 3\/e","description":"\u003cp\u003eFor use after the AEPS®‐3 Test, the AEPS®‐3 Curriculum is an activity‐based, multitiered curriculum that helps professionals support every childs development with differentiated instruction in eight developmental areas: fine motor, gross motor, adaptive, social‐emotional, social‐communication, cognitive, literacy, and math. This \u003cstrong\u003eBeginning curriculum volume\u003c\/strong\u003e includes foundational skills that typically developing children acquire in the first year to 18 months of life. Two additional levels, \u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-CurriculumGrowing-Volume-4-P1299.aspx\"\u003e\u003cstrong\u003eGrowing\u003c\/strong\u003e\u003c\/a\u003e (for the toddler years) and \u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-CurriculumReady-Volume-5-P1300.aspx\"\u003e\u003cstrong\u003eReady\u003c\/strong\u003e\u003c\/a\u003e (covering more complex developmental and early academic skills), are also available.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eIn this volume, professionals will find\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003ea complete introduction to the curriculums foundations, content, and organization\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003ehelpful guidelines for selecting goals and outcomes\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003estrategies for matching tiered teaching\/intervention strategies—universal, focused, and specialized supports—with young childrens individual needs\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003einstructions on collecting progress monitoring data at each teaching\/intervention tier\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eevidence‐based strategies for teaching specific developmental skills within 18 typical routines and activities, such as mealtime, naps, dressing, bathtime, sensory, and outdoor play\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eABOUT AEPS‐3\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eStreamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction\/intervention, and monitor progress of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eAEPS‐3 HELPS YOU:\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eCollect essential assessment data and use it across your key tasks:\u003c\/strong\u003e OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with families\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eTrack and support emerging skills,\u003c\/strong\u003e where real growth and development happen\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eLink assessment data to a tiered curriculum\u003c\/strong\u003e for designing teaching and intervention strategies that get results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003ePick up small increments of progress\u003c\/strong\u003e—important when demonstrating growth for children with disabilities\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eActively involve families,\u003c\/strong\u003e with handouts to support engagement, forms to gather input, and reports to share results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStrengthen school readiness\u003c\/strong\u003e for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skills\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStreamline reporting and data management with AEPS®i,\u003c\/strong\u003e the user‐friendly web‐based system\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTheres never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414791880749,"sku":"9781681255217","price":109.0,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681255217.jpg?v=1782626421"},{"product_id":"9781681255224","title":"Assessment, Evaluation, and Programming System for Infants and Children (AEPS (R)-3): Curriculum, Volume 4 3\/e","description":"\u003cp\u003eFor use after the AEPS®‐3 Test, the AEPS®‐3 Curriculum is an activity‐based, multitiered curriculum that helps professionals support every childs development with differentiated instruction in eight developmental areas: fine motor, gross motor, adaptive, social‐emotional, social‐communication, cognitive, literacy, and math. This \u003cstrong\u003eGrowing curriculum volume\u003c\/strong\u003e covers skills that typically appear during the toddler years (from 18 months to 3 years of age). Two additional levels, \u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-CurriculumBeginning-Volume-3-P1298.aspx\"\u003e\u003cstrong\u003eBeginning\u003c\/strong\u003e\u003c\/a\u003e (for skills typically developing in the first year to 18 months of life) and \u003ca href=\"https:\/\/products.brookespublishing.com\/AEPS-3-CurriculumReady-Volume-5-P1300.aspx\"\u003e\u003cstrong\u003eReady\u003c\/strong\u003e\u003c\/a\u003e (covering more complex developmental and early academic skills), are also available.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eIn this volume, professionals will find\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003ea complete introduction to the curriculums foundations, content, and organization\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003ehelpful guidelines for selecting goals and outcomes\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003estrategies for matching tiered teaching\/intervention strategies—universal, focused, and specialized supports—with young childrens individual needs\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003einstructions on collecting progress monitoring data at each teaching\/intervention tier\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003eevidence‐based strategies for teaching specific developmental skills within 18 typical routines and activities, such as mealtime, naps, toileting, blocks, and art\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eABOUT AEPS‐3\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eStreamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. 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It is available in a pack of 5 36-page forms.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eABOUT AEPS‐3\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eStreamlined and enhanced with user‐requested updates, the new AEPS‐3 gives your early childhood program the most accurate, useful child data and a proven way to turn data into action across everything you do, from goal setting to teaching to progress monitoring. Use this highly effective and efficient linked system to assess, develop goals, implement instruction, and monitor progress of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eAEPS‐3 HELPS YOU:\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eCollect essential assessment data and use it across your key tasks:\u003c\/strong\u003e OSEP reporting, determining eligibility, building IFSPs and IEPs, planning teaching and intervention, monitoring progress, and sharing results with families\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eTrack and support emerging skills,\u003c\/strong\u003e where real growth and development happens\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eLink assessment data to a tiered curriculum\u003c\/strong\u003e for designing teaching and intervention strategies that get results\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003ePick up small increments of progress\u003c\/strong\u003e—important when demonstrating growth for children with disabilities\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eActively involve families,\u003c\/strong\u003e with handouts to support communication and family engagement, forms to collect information about child skills, and reports to share results and progress\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eStrengthen school readiness\u003c\/strong\u003e for every young child by checking and supporting core skills across all areas of child development, including pre‐academic and social‐emotional skills\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTheres never been a more effective or efficient system for assessing, tracking, and nurturing the development of every child you work with, from the first months of life through kindergarten.\u003c\/p\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414792011821,"sku":"9781681255279","price":72.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681255279.jpg?v=1782626427"},{"product_id":"9781681256498","title":"Addressing Anxiety in Young Learners","description":"\u003cp\u003eAnxiety rates are skyrocketing among young learners—and their teachers need explicit training on how to understand and support these students. A concise, reader‐friendly guide written especially for teachers, this urgently needed book will prepare early educators to \u003cstrong\u003erecognize anxiety issues\u003c\/strong\u003e in children ages 3–8, \u003cstrong\u003eidentify the associated behaviors\u003c\/strong\u003e, and \u003cstrong\u003ework effectively with students\u003c\/strong\u003e who have anxiety symptoms.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTeachers will start with a well‐organized primer on the different types of anxiety in children, featuring symptoms, causes, triggers, treatment options, and case stories. Then theyll get expert guidance on addressing anxiety and challenging behaviors in the classroom, with dedicated chapters on key topics like assessment, intervention, and the parents experience.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eIdeal for both preservice and in‐service professional development, this introductory guide gives teachers the accessible information they need to understand learners with anxiety and support their success inside and outside the classroom.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cp\u003eTEACHERS WILL:\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cul\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eExplore seven types of childhood anxiety\u003c\/strong\u003e: generalized anxiety disorder, separation anxiety disorder, social anxiety, selective mutism, OCD, phobias, and anxiety rooted in childhood trauma\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eReview the assessment and evaluation process\u003c\/strong\u003e, and understand the role a teacher should play\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eRecognize co‐morbidities with anxiety\u003c\/strong\u003e—including ADHD, autism, and depression—and how they may affect a childs symptoms and treatment plan\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eUnderstand the issues and emotions parents face\u003c\/strong\u003e, so that teachers can offer them sensitive support\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eUse effective classroom interventions\u003c\/strong\u003e to meet the needs of children with anxiety and create a nurturing learning environment\u003c\/li\u003e\n\u003cbr\u003e\t\u003cli\u003e\n\u003cstrong\u003eLearn which strategies to avoid\u003c\/strong\u003e, from unrealistic expectations to excessive reassurance\u003c\/li\u003e\n\u003cbr\u003e\n\u003c\/ul\u003e\u003cbr\u003e","brand":"BROOKES PUBLISHING CO","offers":[{"title":"Default Title","offer_id":43414793846829,"sku":"9781681256498","price":68.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781681256498.jpg?v=1782626470"},{"product_id":"9781682537169","title":"Civil Rights and Federal Higher Education","description":"\u003cp\u003eCivil Rights and Federal Higher Education offers a renewed vision for higher education policy making, presenting an incisive analysis of the connections between educational politics and educational inequality. With a view toward the future, the editors assert that the thoughtful application of evidence-based solutions to complex policy problems can help establish a more just and equitable system of higher education.  Edited by Nicholas Hillman and Gary Orfield, the volume focuses on federal policy debates that have significant racial and socioeconomic implications, linking civil rights reforms to contemporary higher education policy issues. Through a mix of history and current events, the chapters highlight how policy has strayed from the Higher Education Act's intended trajectory of promoting and protecting civil rights. This drift, the editors show, has created far-reaching consequences for students of color, low-income students, and incarcerated students, in addition to the colleges that serve them.  Deftly identifying the social justice dimensions of today's federal policies, the editors reveal how certain political influences have preserved the interests of powerful and historically advantaged stakeholders-often at the expense of those who are less powerful and most disadvantaged. With great insight, the book's contributors explore higher education issues such as enrollment at Minority Serving Institutions, for-profit college outcomes, and legal and academic perspectives on affirmative action.  Perhaps more importantly, Civil Rights and Federal Higher Education provides guidance on what can be done to course correct. 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In 1954, the Supreme Court's Brown decision ended segregated schooling in the United States, but regrettably, as documented in congressional testimony and transcripts, it also ended the careers of a generation of highly qualified and credentialed Black teachers and principals. In the Deep South and northern border states over the decades following Brown, Black schools closed and Black educators were displaced en masse. As educational policy and leadership expert Leslie T. Fenwick deftly demonstrates, the effects of these changes stand contrary to the democratic ideals of an integrated society and equal educational opportunity for all students.  Jim Crow's Pink Slip provides a trenchant account of how tremendous the loss to the US educational system was and continues to be. Despite efforts of the NAACP and other civil rights organizations, congressional hearings during the Nixon administration, and antiracist activism of the 21st century, the problems fomented after Brown persist. The book draws the line from the past injustices to problems that the educational system grapples with today: not simply the underrepresentation of Black teachers and principals, but also salary reductions, teacher shortages, and systemic inequality.  By engaging with the complicated legacy of the Brown decision, Fenwick illuminates a crucial chapter in education history. 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The result is a revealing survey of the US's most influential source of data on K-12 achievement.  Assessing the Nation's Report Card offers readers an in-depth understanding and appreciation of NAEP as well as an examination of its shortcomings, its controversies, and its current issues. The book explores why NAEP is considered the gold standard of educational assessments yet is much lesser known than other types of standardized testing.  Finn underscores the promise of applying the results in addressing achievement gaps, boosting federal accountability, and driving education reform and policy. He also discloses how the data are collected and what the results can and cannot tell us.  For more than 50 years, this ambitious federal testing program has informed the decisions of policy makers and educational leaders as they advocate for educational improvements in the US. 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When district reforms are conceived with social justice in mind, Starr explains, schools move toward fulfilling the longstanding promise of equitable education in America.  Starr asserts that the essential goal of good system leadership lies in designing, implementing, and sustaining comprehensive strategies for school reform, in collaboration with school leaders, educators, and community shareholders. Drawing on his own experiences and those of other distinguished superintendents, he offers core practices that system leaders can use to ensure that the mission of their district is upheld throughout any change process and that precious time and funding are used judiciously.  Recognizing that there is no single path to transformation, Starr sets forth a flexible, customizable agenda for district reform that concentrates on six elements, or entry points. Starr's first entry point is curriculum content, as teaching and learning are the fundamental goals of a school system. 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This bold new approach to transforming educational systems confidently guides the higher-level decision-making of leaders-not only superintendents but also school board members, cabinet members, and central office administrators-within the context of district-wide efforts to make education better for all students.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":43414794960941,"sku":"9781682537282","price":80.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781682537282.jpg?v=1782626522"},{"product_id":"9781682537350","title":"Not Paved for Us","description":"\u003cp\u003eNot Paved for Us chronicles a fifty-year period in Philadelphia education, and offers a critical look at how school reform efforts do and do not transform outcomes for Black students and educators.  This illuminating book offers an extensive, expert analysis of a school system that bears the legacy, hallmarks, and consequences that lie at the intersection of race and education. Urban education scholar Camika Royal deftly analyzes decades of efforts aimed at improving school performance within the School District of Philadelphia (SDP), in a brisk survey spanning every SDP superintendency from the 1960s through 2017.  Royal interrogates the history of education and educational reforms, recounting city, state, and federal interventions. She covers SDP's connections with the Common School Movement and the advent of the Philadelphia Freedom Schools, and she addresses federal policy shifts, from school desegregation to the No Child Left Behind and Every Student Succeeds Acts. Her survey provides sociopolitical context and rich groundwork for a nuanced examination of why many large urban districts struggle to implement reforms with fidelity and in ways that advance Black students academically and holistically.  In a bracing critique, Royal bears witness to the ways in which positive public school reform has been obstructed: through racism and racial capitalism, but also via liberal ideals, neoliberal practices, and austerity tactics. Royal shows how, despite the well-intended actions of larger entities, the weight of school reform, here as in other large urban districts, has been borne by educators striving to meet the extensive needs of their students, families, and communities with only the slightest material, financial, and human resources. She draws on the experiences of Black educators and community members and documents their contributions.  Not Paved for Us highlights the experiences of Black educators as they navigate the racial and cultural politics of urban school reform. Ultimately, Royal names, dissects, and challenges the presence of racism in school reform policies and practices while calling for an antiracist future.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":43414795026477,"sku":"9781682537350","price":83.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781682537350.jpg?v=1782626529"},{"product_id":"9781682537381","title":"What Are Preschoolers Thinking?","description":"\u003cp\u003eWhat Are Preschoolers Thinking? dispels common misconceptions about the cognitive abilities of preschoolers and demonstrates how effective early instruction can help eradicate achievement gaps.  Judith A. Schickedanz, Molly F. Collins, and Catherine Marchant, educators and researchers with combined decades of experience in early childhood education, argue that preschool-aged children are more cognitively competent than they are often given credit for. Drawing upon real-life examples from their extensive research and experience, the authors identify more than 20 misunderstandings that our youngest students commonly develop. They then show how these errors of thought reveal preschoolers' means of knowledge acquisition and patterns of thinking.  Better understanding of how our youngest students' minds work, the authors assert, leads to better instruction. They make the case that achievement gaps are caused not by differences in cognitive capacity but by knowledge gaps between students with demographic differences, such as those between students from low-income and high-income families. The authors demonstrate that well-designed, developmentally appropriate preschool activities not only in still beginning literacy and basic numeracy skills for all students but can also set the foundations for greater knowledge content and afford opportunities for higher-level thinking. This broader and deeper approach to early learning is crucial to sustaining later elementary progress.  What Are Preschoolers Thinking? enables readers to fully understand PreK students so they may help nurture their cognitive potential. This enlightening book confirms that preschool matters.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":43414795059245,"sku":"9781682537381","price":87.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781682537381.jpg?v=1782626529"},{"product_id":"9781682537411","title":"Smarter Budgets, Smarter Schools 2\/e","description":"\u003cp\u003eIn the updated edition of Smarter Budgets, Smarter Schools, Nathan Levenson proposes fresh strategies for more efficient, equitable resource allocation within school districts.  Budgets, according to Levenson, can be a surprisingly powerful lever for improved student achievement outcomes and equity. Readers of this revised edition will find practical advice for funding equity initiatives and social-emotional services, among other student needs. Levenson also discusses how to accommodate common, necessary school expenses and district improvement measures such as capital purchases, personnel costs, and campus renovations within tight funding models. The key is creativity: Levenson invites readers to shift their mindsets and embrace innovative ideas for using limited resources strategically.  An indispensable guide, Smarter Budgets, Smarter Schools delivers proven, successful practices for school leaders-superintendents, central office leaders, building principals, and school board members-who hope to make smarter, better informed financial decisions and stretch declining district budgets. It outlines budget management tactics for working around financial constraints brought on by shrinking tax revenues, rising health care and pension costs, and increased special education needs. The book also addresses how to manage declining or increasing enrollment numbers.  Throughout this useful and timely work, Levenson provides real-world examples, critical worksheets, and actionable suggestions to help decision-makers apply these concepts and realize a greater academic return on their investments.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":43414795092013,"sku":"9781682537411","price":73.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781682537411.jpg?v=1782626528"},{"product_id":"9781682537442","title":"Racial Opportunity Cost","description":"\u003cp\u003eRacial Opportunity Cost turns critical attention to the specific challenges faced by high-achieving students of color and gives educators a framework for recognizing and addressing these issues. Terah T. Venzant Chambers roots her discussion in the concept of racial opportunity cost, using a term borrowed from economics to refer to the obstacles faced and tradeoffs made by Black and Latinx students on the path to academic success.  Gathering first-hand accounts from students, practitioners, and researchers, Chambers underscores a set of experiences common to academically successful students from racially minoritized backgrounds, especially those who attend predominantly white schools. These individual testimonies collectively show how, despite their successes, high-achieving students of color regularly encounter educational racism. As their experiences reveal, their academic progress may also be impeded by secondary stressors such as peer and cultural isolation and struggles with racial identity. These personal accounts illustrate the many ways in which the negative effects of racial opportunity cost extend from K-12 education into postsecondary academics and beyond.  In this clarifying work, Chambers identifies the factors, such as school culture, intersectionality, and community acceptance that can increase or lessen racial opportunity cost across educational environments. She considers how the individual challenges that high-achieving and high-ability students of color confront reflect larger systemic problems. Chambers' framework will help educators proactively cultivate change in their classrooms and schools so that they may lower racial opportunity cost and improve student experiences.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":43414795485229,"sku":"9781682537442","price":87.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781682537442.jpg?v=1782626531"},{"product_id":"9781682537473","title":"Equality or Equity","description":"\u003cp\u003eEquality or Equity sets forth a compelling argument urging us to shift our understanding of the role of our education system from providing equal opportunity to building an equitable society.  A leading scholar-practitioner and ardent proponent of culturally responsive forms of education, Jeffrey M. R. Duncan-Andrade aims to settle the debates over whether we should work toward a public education system built on the goal of equality, in which identical resources are provided for all students, or equity, in which different resources are offered in response to differences in student interests and needs. Duncan-Andrade centers his argument on the importance of creating meaningful education experiences for all students, particularly for low-income students of color and immigrant students, who have gained relatively fewer benefits from decades of equality-focused education reform.  Drawing on research from across a range of disciplines, including neuroscience, social epidemiology, public health, and social work, Duncan-Andrade introduces three essential domains of a pedagogy that are both culturally and community responsive: relationships, relevance, and responsibility. He enlists the voices of practitioners to provide grounded examples of what community-responsive pedagogy looks like in each of these domains. These examples demonstrate how equitable classroom practices can enrich student engagement, enhance trauma responsiveness, and improve educational outcomes.  Equality or Equity makes an urgent appeal for designing and implementing a truly equitable school system and shows us how we can begin to accomplish that goal.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":43414795517997,"sku":"9781682537473","price":85.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781682537473.jpg?v=1782626535"},{"product_id":"9781682537534","title":"Race and Culturally Responsive Inquiry in Education","description":"\u003cp\u003eRace and Culturally Responsive Inquiry in Education examines how assumptions about race and culture have shaped US education research and the interpretation and implementation of its results.  This ambitious volume sheds light on the detrimental effects of educational praxis and policies that have characterized communities of color and historically underserved communities as deficient. It reveals how such bias has affected many facets of educational inquiry, from research design and planning to education policy making and evaluation practices. The provocative essays in this work challenge traditional suppositions about whose evidence matters, highlighting approaches for reframing educational inquiry and arguing for the adoption of a culturally responsive stance that can correct inequities by accounting for students' diverse backgrounds and needs.  Edited by Stafford L. Hood, Henry T. Frierson, Rodney K. Hopson, and Keena N. Arbuthnot and featuring contributions from leading and emerging scholars, the collection is organized around three key areas-education research, educational assessment, and program evaluation. The contributors identify provocative problems that exist at the intersection of race and education in these areas, and they illuminate the many ways in which education reform can address intersectionality. Calling for effective action, they suggest compelling solutions for consideration by policy makers and practitioners as well as researchers.  Together, the essays in this volume make the case that culturally responsive methods that deepen our understanding of educational disparities, appropriately measure what students know and can do, and ensure that we have accurate information about the effectiveness of educational interventions can improve educational outcomes for diverse learners.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":43414795550765,"sku":"9781682537534","price":80.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781682537534.jpg?v=1782626535"},{"product_id":"9781682537565","title":"A Dream Defaulted","description":"\u003cp\u003eA Dream Defaulted explores how the student loan crisis disproportionately affects Black borrowers and why rising student debt is both a cause and consequence of social inequality in the United States.  Jason N. Houle and Fenaba R. Addo offer a deft analysis of the growing financial crisis in education, examining its sources and its impacts. Based on more than five years of ongoing qualitative and quantitative research, this incisive work illustrates how the student loan system has not benefited all students equally. The authors tell the story of how first-generation college students, low-income students, and students of color are disadvantaged in two opposing phases of the process: debt accumulation and debt repayment. They further demonstrate that policies intended to mitigate financial burden and prevent default have failed to assist the people who most need help.Houle and Addo present these social and racial disparities within a broader context, tracing how centuries of institutionalized racism have contributed to social and economic inequities, perpetuating the racial wealth gap and leading to intergenerational inequality. Through interviews with borrowers, they illuminate the ways in which racial disparities affect who has college access, how and why people take on debt, and who has the ability to repay student loan debt after leaving college.  Recognizing that the affordability crisis cannot be solved by higher education reform alone, Houle and Addo consider solutions. They argue that policy must extend beyond debt reduction and financial aid to address entrenched patterns of racial inequality and racial discrimination, both inside and outside institutions of higher education.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":43414795583533,"sku":"9781682537565","price":89.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781682537565.jpg?v=1782626535"},{"product_id":"9781682537596","title":"Early Colleges as a Model for Schooling","description":"\u003cp\u003eEarly Colleges as a Model for Schooling advocates for early college high schools as an effective means of reducing academic, cultural, and financial obstacles to postsecondary education.This perceptive work evaluates, both quantitatively and qualitatively, the impacts of early colleges-hybrids that blend elements of secondary and postsecondary education. It examines the strengths and challenges of early college models of different designs and explores their place in the greater education system.  Julie A. Edmunds, Fatih Unlu, Elizabeth J. Glennie, and Nina Arshavsky craft their narrative around the findings of one of the most ambitious studies to date on early college high schools, a fifteen-year longitudinal study involving more than four thousand students across nineteen secondary schools that have adopted the model. They offer insight into the student experience within early college high schools and beyond.  The authors demonstrate how the well-structured and supportive educational environment of early college not only prepares students academically for college-level coursework but also helps students navigate logistical challenges in applying for colleges and universities. They show how the positive outcomes of the early college experience can help tip the balance toward successful postsecondary educational experiences, especially for historically underserved students such as low-income students, minority students, and first-generation college students.  As the authors point out, a shift in the way the transition between secondary and postsecondary education is implemented provides an achievable approach to improving college readiness and lowering educational barriers. They argue persuasively that wider adoption of this educational model in high schools has great potential to improve overall access to higher education.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":43414795616301,"sku":"9781682537596","price":83.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781682537596.jpg?v=1782626537"},{"product_id":"9781682537626","title":"STEM Education Reform in Urban High Schools","description":"\u003cp\u003eSTEM Education Reform in Urban High Schools gives a nuanced view of the obstacles marginalized students face in STEM education-and explores how schools can better support STEM learners.  Reporting the results of a nine-year ethnographic study, the book chronicles the outcomes of various STEM education reforms in eight public high schools with nonselective admissions policies and high proportions of low-income and minoritized students: four schools in Denver, Colorado, and four in Buffalo, New York.  Margaret A. Eisenhart and Lois Weis follow the educational experiences of high-ability students from each school, tracking the students' high school-to-college-to-career trajectories. Through interviews with students, educators, and parents, as well as classroom and campus observations, the authors identify patterns in the educational paths of students who go on to great success in STEM occupations and those who do not. They discuss common mechanisms that undermine the stated goals of STEM programming-opportunity structures that are inequitable, erosion of program quality, and diversion of resources-as well as social and cultural constructs (the figured worlds of STEM) that exclude many minoritized students with potential for success from the STEM pipeline.  On a broader scope, the book explores how and why STEM education reform efforts fail and succeed. With an eye toward greater access to STEM learning, the authors show how lessons of past measures can inform future STEM initiatives.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":43414795649069,"sku":"9781682537626","price":83.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781682537626.jpg?v=1782626541"},{"product_id":"9781682537749","title":"Making Black Girls Count in Math Education","description":"\u003cp\u003eMaking Black Girls Count in Math Education explores the experiences of Black girls and women in mathematics from preschool to graduate school, deftly probing race and gender inequity in STEM fields.  Nicole M. Joseph investigates factors that contribute to the glaring underrepresentation of Black female students in the mathematics pipeline. Joseph's unflinching account calls attention to educational structures and practices that contribute to race- and gender-based stratification in science, technology, engineering, and mathematics disciplines. The author also disentangles a complex network of historical and sociopolitical elements that influence the perception and experiences of Black girls and women both inside and outside of mathematics education.  In her clear-eyed assessment of the intersectional difficulties facing this marginalized group, Joseph offers a critical view of the existing mathematics education research, practice, and policies that have neglected Black girls and women; confronts the problematic history of mathematics education policy; and considers imbalances in the current teacher workforce in US mathematics programs. She then provides practical, actionable suggestions for reform.  Joseph invites students, families, and educators, as well as researchers, policy makers, and other relevant stakeholders to disrupt systems, structures, and ideologies. She calls for an end to racism and sexism in many areas of mathematics education, including learning environments, curriculum design and implementation, and testing and assessments.  An essential read for anyone concerned about supporting the mathematical learning and development of Black girls and women, this work advocates for coalition-building so that greater, more equitable opportunities for learning and engagement may be offered to Black female students.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":43414795780141,"sku":"9781682537749","price":87.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781682537749.jpg?v=1782626547"},{"product_id":"9781682537770","title":"Rethinking College Admissions","description":"\u003cp\u003eRethinking College Admissions probes the many facets of higher education admissions and translates research-backed insights into actionable strategies for innovative, equitable admissions practices.Edited by scholars OiYan A. Poon and Michael N. Bastedo, this collection gives readers an evidence-based understanding of postsecondary admissions practices and structures, exploring many factors that affect college access and educational equity in the United States. These collected essays from leading experts present boundary-pushing applied research on admissions, with implications for policy, practice, and leadership.  The volume considers admissions issues from three angles. In the opening essays, contributors offer critical analyses of current admissions approaches in higher education, delineating the delicate balance of equity-building efforts and legal pressures. The contributors offer reflections on whether and how admissions systems further inclusion or inequality. They examine topics such as race-conscious admissions, holistic review without standardized test scores, and student test preparation. The volume's next part discusses the many different ways in which admissions work can be done, outlines ethical hazards, and considers potential areas for organizational change. The final essays provide inroads and examples for developing reciprocal relationships in research and practice for the future. They discuss promising approaches for advancing campus diversity, such as admissions lotteries, direct enrollment, and institutional promise programs for high-achieving students from low-income communities.  A must-read for practitioners, policy makers, and anyone interested in gaining a better understanding of postsecondary admissions structures, including K-12 educators and counselors, advocacy groups, and students, this work supports data-informed approaches to higher education admissions.\u003c\/p\u003e","brand":"HARVARD EDUCATION PRESS","offers":[{"title":"Default Title","offer_id":43414795812909,"sku":"9781682537770","price":83.99,"currency_code":"AUD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0616\/1298\/2317\/files\/9781682537770.jpg?v=1782626548"}],"url":"https:\/\/lioncrest.com.au\/collections\/philosophy-theory-of-education.oembed?page=3","provider":"Woodslane Education","version":"1.0","type":"link"}