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Fall 2017


Photo by Ekaterina Smirnova


Creating Research-Practice Partnerships in Education
William Penuel and Daniel Gallagher

How, 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 Inequality
Christina Weiland, Ajay Chaudry, Taryn Morrissey, and Hirokazu Yoshikawa

The 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 Student
David Schoem, Edward St. John, and Christine Modey

Teaching, 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 Reform
John Merrow

After 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. 

Carla Shalaby

When 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.


Addicted to Reform, John Merrow, Ed.D.’73

Counting Descent, Clint Smith, current Ph.D. student

Cracker Boy, Frank Godfrey Sr., Ed.D.’83

Cradle to Kindergarten: A New Plan to Combat Inequality, Christina Weiland, Ed.M.’08, Ed.D.’11; plus Ajay Chaudry; Taryn Morrissey; and Hirokazu Yoshikawa

Creating Research-Practice Partnerships in Education, William Penuel, Ed.M.’92, and Daniel Gallagher

Flies Off the Wall, Daniel Felicetti, PPE’81

Improving Education Together: A Guide to Labor Management Community Collaboration, Geoff Marietta, Ed.M.’13, Ed.D.’15; plus Chad D’Entremont; and Emily Murphy Kaur

The Internal Coherence Framework, Michelle Forman, Ed.D.’14; Elizabeth Leisy Stosich, Ed.M.’12, Ed.D.’15; and Candice Bocala, Ed.D.’14

Landscapes of Participatory Making, Modding, and Hacking: Maker Culture and Makerspaces, Kenneth Lim, Ed.M.’99

Lift Off, Donovan Livingston, Ed.M.’16

The Pedagogy of Teacher Activism, Keith Catone, Ed.M.’06, Ed.D.’14

Stuck in the Shallow End: Education, Race, and Computing, with chapter by Jennifer Jellison Holme, Ed.M.’05

Teaching the Whole Student, David Schoem, Ed.M.’74; Edward St. John, Ed.D.’78, and Christine Modey

Troublmakers, Carla Shalaby, Ed.M.’09, Ed.D.’14

Unexpected Influence: Women Who Helped Shape the Early Community College Movement, Anne-Marie McCartan, Ed.D.’86

Wait, What? Dean James Ryan