Educating Incarcerated Youth
It's something we as a society rarely think about: What happens to school-age young people when they become incarcerated? More than 130,000 young people in the United States are incarcerated, 87 percent of them male. Unfortunately, as Lynette Tannis, Ed.M.'10, Ed.D.'13, found in her study for this book, only 65 percent of the nearly 3,000 juvenile justice facilities even offer an educational program for these young people — and this, she writes, would be considered a crime if these children were free.
Finnish Lessons 2.0
In his first version of Finnish Lessons, published in 2011, Visiting Professor Pasi Sahlberg looked at how Finland was able to move from being a "mediocre" education system in the 1980s to a model one, with its high test scores on international student assessments like PISA and no high-stakes testing until the end of high school. In this second edition, Sahlberg includes updates on Finland's education scene, a look at Finland's future, and his response to the often-asked question: What explains Finland's recent PISA decline?
Based on the experience of Liz Arney, Ed.M.'93, director of innovative learning at Aspire Public School, this handbook provides practical tips on how to successfully launch blended learning — a mix of online and in-class learning. Chapters include how to recognize when your school is ready, how to build a team and get community buy-in, setting up your space, training teachers, and making mistakes along the way.
Recounting her school days when she loved reading but not the required book reports that came after, Elizabeth Hale, a current doctoral student, provides nearly 100 practical lessons (aligned with the Common Core State Standards) for busy teachers and students at all levels who don't want to just summarize when it comes to writing independently about books. Hale includes a list of books for teachers to consider, along with strategy lessons.
Schools for Conflict or for Peace in Afghanistan
In her new book, Dana Burde, Ed.M.'93, uses field-based research to explore the complications when government and international aid organizations provide support and aid for education in countries like Afghanistan. Instead, Burde writes, efforts should be refocused on quality community-based schools, which receive government and NGO support, but where learning can take place anywhere — someone's home or a mosque, for example.
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