Ed. Magazine Books Posted August 27, 2017 By Ed. Magazine Creating Research-Practice Partnerships in EducationWilliam Penuel and Daniel GallagherHow, wondered the authors of this book, including William Penuel, Ed.M.’92, do you build and sustain long-term collaborations between researchers interested in doing work that is more useful and educators working on the ground who can actually test solutions to pressing problems? Their book is intended to help give some of the answers, with a helpful chapter of “tools” that anyone interested in exploring partnerships can use, such as a chart of the different types of collaborations to consider, strategies for recruiting a research partner, and a check-in routine for partnership meetings.Cradle to Kindergarten: A New Plan to Combat InequalityChristina Weiland, Ajay Chaudry, Taryn Morrissey, and Hirokazu YoshikawaThe period between birth and kindergarten is a critical time for child development, write the authors of Cradle to Kindergarten, co-written by Christina Weiland, Ed.M.’08, yet in the United States, there are huge problems in the “hodgepodge of early learning programs.” Some programs are mediocre, some hard to come by, others too expensive. Many existing policies around these issues only “tinker at the edges.” This new book, which includes former Ed School Professor Hiro Yoshikawa, diagnoses the obstacles to quality early education and offers a blueprint for making sure every child’s early learning is fully supported. Teaching the Whole StudentDavid Schoem, Edward St. John, and Christine ModeyTeaching, write David Schoem, Ed.M.’74; Edward St. John, Ed.D.’78, still matters. And good teaching involves giving personal attention to each student. It means, as the book’s title states, teaching the whole student, which is what this collection of reflective essays by faculty members from across the country is about. The faculty involved “create engaged classroom environments that refuse to detach the brain and course content from the heart, soul, and spirit of the student.” The result is that students find meaning in their lives. On a broader level, teaching the whole student “reaffirms colleges and universities as educational institutions, not corporations.” Addicted to ReformJohn MerrowAfter four decades covering education in the United States at NPR and PBS, John Merrow, Ed.D.’73, started to wonder about the nature and purpose of most attempts to change schools. What he realized is that most reform efforts have been directed at the symptoms, things like low graduation rates or dismal test scores. They’re not addressing the root cause: schooling is mired in the past and suited for the 21st century.” Using the 12-step approach, Merrow offers ways to fix K-12 education, starting with step one: correctly identify the problem and then own it. TroublemakersCarla ShalabyWhen Carla Shalaby, Ed.M.’09, Ed.D.’14, wanted to look at children's rights to freedom, she asked fellow teachers to name kids who presented the most challenging behaviors in class. The kids who don’t always cooperate. “I needed the kids who sing the most loudly rather than those who follow orders for quiet.” These troublemakers are not usually described as leaders, she writes. These troublemakers are not described as leaders, but are routinely tested, labeled, medicated, punished, and marginalized. Following the children, Shalaby, a former elementary teacher, shows readers what it means to be labeled a problem.FULL LISTAddicted to Reform, John Merrow, Ed.D.’73Counting Descent, Clint Smith, current Ph.D. studentCracker Boy, Frank Godfrey Sr., Ed.D.’83Cradle to Kindergarten: A New Plan to Combat Inequality, Christina Weiland, Ed.M.’08, Ed.D.’11; plus Ajay Chaudry; Taryn Morrissey; and Hirokazu YoshikawaCreating Research-Practice Partnerships in Education, William Penuel, Ed.M.’92, and Daniel GallagherFlies Off the Wall, Daniel Felicetti, PPE’81Improving Education Together: A Guide to Labor Management Community Collaboration, Geoff Marietta, Ed.M.’13, Ed.D.’15; plus Chad D’Entremont; and Emily Murphy KaurThe Internal Coherence Framework, Michelle Forman, Ed.D.’14; Elizabeth Leisy Stosich, Ed.M.’12, Ed.D.’15; and Candice Bocala, Ed.D.’14Landscapes of Participatory Making, Modding, and Hacking: Maker Culture and Makerspaces, Kenneth Lim, Ed.M.’99Lift Off, Donovan Livingston, Ed.M.’16The Pedagogy of Teacher Activism, Keith Catone, Ed.M.’06, Ed.D.’14Stuck in the Shallow End: Education, Race, and Computing, with chapter by Jennifer Jellison Holme, Ed.M.’05Teaching the Whole Student, David Schoem, Ed.M.’74; Edward St. John, Ed.D.’78, and Christine ModeyTroublmakers, Carla Shalaby, Ed.M.’09, Ed.D.’14Unexpected Influence: Women Who Helped Shape the Early Community College Movement, Anne-Marie McCartan, Ed.D.’86Wait, What? 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