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A talk with Frederick M. Hess, conducted by Deborah Perkins-Gough, senior editor, Educational Leadership

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Education Unbound: The Promise and Practice of Greenfield Schooling (February 2010 Member Book)
by Frederick M. Hess

The greatest barrier to better teaching and learning is the creaky, rule-bound education system itself, says Rick Hess, director of education policy studies at the American Enterprise Institute and a nationally recognized writer and scholar. In an environment where the most innovative educators must operate by doing end runs around the bureaucracy, it’s no wonder the pace of school reform is so glacially slow.

In this interview, Hess explains that the term greenfield is used by builders when they're trying to develop new communities or new businesses. Greenfield refers to territory that is fresh and fertile, in which the ground is well-prepared to handle what's coming in. The aim of greenfield schooling, then, is to “shift the education sector toward a place that is more inviting and more fertile for people who are trying to solve important problems for kids.” Listen to the interview to learn why Hess believes opening up education to more entrepreneurship and innovation will increase equity and will liberate educators to bring schools into the 21st century.

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A talk with Heidi Hayes Jacobs, conducted by Rick Allen, ASCD project manager and staff writer

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Curriculum 21: Essential Education for a Changing World (January 2010 Member Book)
edited by Heidi Hayes Jacobs

“New forms” not reforms are what schools need for the 21st century, says Heidi Hayes Jacobs, an internationally known expert on curriculum design and instructional strategies. Heidi talks about why school leaders need to rethink how schools fulfill their education mission. Drawing on her own expertise and those of contributing authors like Vivien Stewart, Alan November, Art Costa, Bena Kallick, and David Niguidula, among others, Hayes explains why today’s schools need to take a fresh look at content and assessment, program structures, and thinking habits to successfully negotiate the rapid changes brought on by globalization and technology.

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A talk with Connie M. Moss and Susan M. Brookhart, conducted by Genny Ostertag, ASCD acquisitions editor

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Advancing Formative Assessment in Every Classroom: A Guide for Instructional Leaders (December 2009 Member Book)
by Connie M. Moss and Susan M. Brookhart

What exactly is formative assessment and why is it so powerful? What do school leaders need to know about formative assessment in order to help their teachers improve student learning? Educators and authors Connie Moss and Susan Brookhart answer these questions and offer insightful advice on how formative assessment can become the norm in every classroom throughout your school.

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A talk with Nancy Frey, Douglas Fisher, and Sandi Everlove, conducted by Carolyn Pool, ASCD acquisitions editor

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Productive Group Work: How to Engage Students, Build Teamwork, and Promote Understanding (November 2009 Member Book)
by Nancy Frey, Douglas Fisher, and Sandi Everlove

Nancy Frey and Douglas Fisher are both professors in the School of Teacher Education at San Diego State University and classroom teachers at Health Sciences High & Middle College in San Diego, Calif. Sandi Everlove is the founder and chief academic officer at TeachFirst in Seattle, Wash. She is the cofounder of Lake Washington Girls Middle School in Washington State. Frey and Fisher have contributed to several ASCD books; we welcome Everlove as a first-time ASCD book author.

In this book, the authors provide intriguing glimpses into the classrooms of effective teachers who engage their students in working together for success in different subject areas and at various grade levels. Each chapter provides how-tos and classroom examples of effective lessons structured around interactive, interdependent, and accountable group work. The authors address differentiation of classroom work, roles of group members, effective uses of technology, and both individual and group rubrics and other assessments. Listen as the authors describe why group work is so important in today's classrooms, and how teachers can get started.

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A talk with Yong Zhao, conducted by Lucy Robertson, Educational Leadership assistant editor

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Catching Up or Leading the Way: American Education in the Age of Globalization (September 2009 Member Book)
by Yong Zhao

At a time when globalization and technology are dramatically altering the world we live in, is education reform in the United States headed down the right path? Are schools emphasizing the knowledge and skills that students need in a global society—or are schools actually undermining students’ strengths by overemphasizing high-stakes testing and standardization? Are education systems in China and other countries really as superior as some people claim?

Born and raised in China and now a distinguished professor at Michigan State University, Zhao bases many of his observations on firsthand experience as a student in China and as a parent of children attending school in the United States. His unique perspective leads him to conclude that "American education is at a crossroads" and "we need to change course" to maintain leadership in a rapidly changing world.

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A talk with Baruti K. Kafele, conducted by Matthew Swift, ASCD project manager and staff writer

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Motivating Black Males to Achieve in School and in Life (August 2009 Member Book)
by Baruti K. Kafele

Baruti Kafele has spent years as an educator observing young, black males and the challenges they face in the classroom. In his recent book, Kafele shares his insights on how educators can engage these young men before it is too late. Hear some of the advice Kafele has to offer and learn the methods he has used in getting black males to succeed in school.

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A talk with Cathy Vatterott, conducted by Rick Allen, ASCD project manager and staff writer

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Rethinking Homework: Best Practices That Support Diverse Needs (July 2009 Member Book)
by Cathy Vatterott

This book examines the role homework has played in school culture over the years. Is homework due for a change? Author Cathy Vatterott says yes! In this interview, Vatterott addresses the fault lines of the decades' old homework debate and offers school leaders a new way to use homework and homework policies to really help students master content.

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A talk with Thomas Armstrong, conducted by Deborah Perkins-Gough, Educational Leadership senior editor

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Multiple Intelligences in the Classroom, 3rd Edition (May 2009 Member Book)
by Thomas Armstrong

This new edition includes updated information and resources throughout the text to help educators at all levels apply MI theory to curriculum development, lesson planning, assessment, special education, cognitive skills, educational technology, career development, and educational policy. In this interview, Thomas Armstrong shares some of his ideas from Multiple Intelligences in the Classroom, which educators can immediately use to help students achieve their fullest potential.

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A talk with Jane E. Pollock and Sharon M. Ford, conducted by Willona Sloan, ASCD project manager and staff writer

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Improving Student Learning One Principal at a Time (February 2009 Member Book)
by Jane E. Pollock and Sharon M. Ford

A companion to the ASCD best-seller Improving Student Learning One Teacher at a Time, this book offers principals a model for helping teachers make adjustments in curriculum, instruction, assessment, and feedback that can lead to improved student learning. In this interview, authors Jane E. Pollock and Sharon M. Ford discuss their innovative GANAG model and explain how using their approach to supervision can change the conversation between principals and teachers.

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A talk with Judy Willis, conducted by Laura Varlas, ASCD project manager and staff writer

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Part 1: Patterns and pleasure

Part 2: Brain-friendly strategies 

Part 3: Brains can change 

Part 4: How goals move through the brain 

Part 5: The brain chemistry behind loving reading 

Part 6: Brain-friendly test prep 

Part 7: Challenges to brain-friendly teaching 

Part 8: The big idea—tapping into the reflective brain

Part 9: Recommendations for NCLB

Part 10: What's Willis working on next?

Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension (August 2008 Book)
by Judy Willis, M.D.

What's the brain chemistry behind cultivating a love of reading? How can teachers use instructional practices to establish patterns of pleasurable reading experiences? Knowing how the brain learns gives powerful insight to teachers, and students, guiding both toward practices, from instruction to study habits, tailored toward moving content into the reflective part of the brain. In this video interview, neurologist and classroom teacher Judy Willis shares insights from her latest ASCD book, Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension.

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A talk with Robyn R. Jackson, conducted by Leah Lakins, ASCD associate editor

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Part 1: Can you work too hard?

Part 2: The gift of teaching 

Part 3: The inspiration for the book 

Part 4: The master teacher mindset 

Part 5: Finding your niche 

Part 6: Focusing on realistic change 

Part 7: What is most important in the curriculum? 

Part 8: Tailoring your lesson plans

Part 9: The importance of high expectations

Part 10: Increasing teachers' expectations

Part 11: High standards vs. high expectations

Part 12: Effectively using the master teacher principles

Part 13: What’s new about this book?

Part 14: Encouraging student responsibility for learning

Part 15: Letting go in the classroom

Part 16: Finding rewards that matter to your students

Part 17: A new picture of success

Never Work Harder Than Your Students and Other Principles of Great Teaching (January 2009 Member Book)
by Robyn R. Jackson

In Never Work Harder Than Your Students, Robyn Jackson makes a radical assertion: any teacher can become a master teacher by developing a master teacher mindset. Using the seven principles of mastery teaching, Jackson shows you how you can become a master teacher no matter where you are in your practice. Each chapter provides a detailed explanation of one of the mastery principles, the steps you need to take to apply them to your own practice, and suggestions for how you can begin practicing the principle in your classroom right away.

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A talk with Pete Hall and Alisa Simeral, conducted by Laura Varlas, ASCD project manager and staff writer

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Building Teachers’ Capacity for Success: A Collaborative Approach for Coaches and School Leaders (December 2008 Member Book)
by Pete Hall and Alisa Simeral

When 2004 Outstanding Young Educator Award winner Pete Hall took the helm at Anderson Elementary in Reno, Nev., the school was struggling with dismal academic achievement rates. By focusing school improvement on teacher quality, Anderson has begun the continuous process of turning itself around. Hall, along with Anderson instructional coach Alisa Simeral, detail how administrators and coaches can work together to build on teachers’ strengths, and use professional reflection to guide the improvement process.

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A talk with Richard L. Curwin and Brian D. Mendler, conducted by Laura Varlas, ASCD project manager and staff writer

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Discipline with Dignity, 3rd Edition: New Challenges, New Solutions (November 2008 Member Book)
by Richard L. Curwin, Allen N. Mendler, and Brian D. Mendler

Instead of a classroom culture built around obedience, teachers working with the dignity model guide students toward ownership of their learning environment and responsibility for their actions. The authors explain how to encourage responsible behavior and establish fair consequences for misbehavior, while taking into account individual student needs. They even model positive interactions for when the problem behavior isn't coming from a student—when it's a parent or guardian that's taxing your patience.

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A talk with Carol Corbett Burris and Delia T. Garrity, conducted by Rick Allen, ASCD project manager and staff writer

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Part 1: Introduction and motivation for writing the book  

Part 2: Rockville Centre School District—"before and after" detracking  

Part 3: Explaining "Fair does always mean the 'same.'"

Part 4: The Three P's: Prejudice, Power, and Prestige 

Part 5: On closing the "curriculum gap"

Part 6: Essentials elements for learning and teaching in detracked classes 

Part 7: Professional development to support detracking 

Part 8: Final thoughts for educational leaders 

 

Detracking for Excellence and Equity (August 2008 Member Book)
by Carol Corbett Burris and Delia T. Garrity

Detracking for Excellence and Equity is the first-ever practical book to show how educators can make detracking work. Carol Burris and Delia Garrity, authors from a large metro district, provide the evidence and tell their story about how heterogeneous grouping has fostered high achievement and diminished racial and socioeconomic gaps.

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A talk with Hugh B. Price, conducted by Rick Allen, ASCD project manager and staff writer

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Part 1: Introduction and reasons for writing the book

Part 2: The importance of motivation

Part 3: Recognizing achievement as key to student motivation

Part 4: Changing dismissive attitude toward academic achievement sometimes found in urban youth culture

Part 5: Growing up in Washington, D.C.; school equity then and now

Part 6: Lessons for school and community leaders

Part 7: Closing

Mobilizing the Community to Help Students Succeed (July 2008 Member Book)
by Hugh B. Price

In Mobilizing the Community to Help Students Succeed, Hugh Price shares the lessons learned while helping to do just that as prior president of the National Urban League. Price outlines tactics that schools and community can do together to inspire and award academic achievement in even the most challenged school districts.

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A talk with Bob Sullo, conducted by Rick Allen, ASCD project manager and staff writer

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Activating the Desire to Learn (January 2007 Book)
by Bob Sullo

"External control may lead to compliance, but it never inspires you to do your best," writes Bob Sullo in Activating the Desire to Learn. In fact, the research shows that students are less disruptive and do better academically in schools that cultivate students' internal motivation—their desire to learn "from the inside out." Sullo covers everything you need to know to change the dynamics of learning in your classroom or school, from a comprehensive overview of internal motivation research to integrating the principles of internal motivation with standards-based instruction. Case studies at the elementary, middle, and high school levels illustrate what the culture of achievement looks like in real schools.

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A talk with Carrie Rothstein-Fisch and Elise Trumbull, conducted by Leah Lakins, ASCD associate editor

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Managing Diverse Classrooms: How to Build on Students’ Cultural Strengths (January 2008 Member Book)
by Carrie Rothstein-Fisch and Elise Trumbull

In Managing Diverse Classrooms, Carrie Rothstein-Fisch and Elise Trumbull present a simple framework for understanding cultural differences. They compare the "individualistic" culture that prevails in American education with the "collectivistic" culture that characterizes most of the world's population, including many of the Latino immigrant students in U.S. classrooms. At the heart of the book are teacher-developed strategies that capitalize on the cultural values that these students and their families bring to the classroom.

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A talk with Nancy J. Mooney and Ann T. Mausbach, conducted by Leah Lakins, ASCD associate editor

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Align the Design: A Blueprint for School Improvement (February 2008 Book)
by Nancy J. Mooney and Ann T. Mausbach

In Align the Design: A Blueprint for School Improvement, Nancy Mooney and Ann Mausbach emphasize the importance of coordinating essential school improvement processes to increase staff capacity, improve student achievement, and develop effective schools.

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A talk with Douglas Fisher and Nancy Frey, conducted by Leah Lakins, ASCD associate editor

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Checking for Understanding: Formative Assessment Techniques for Your Classroom (September 2007 Member Book)
by Douglas Fisher and Nancy Frey

In Checking for Understanding, Douglas Fisher and Nancy Frey show how to increase students' understanding with the help of creative formative assessments. When used regularly, these types of assessments enable every teacher to determine what students know, what they need to know, and what type of instructional interventions are effective. Fisher and Frey explore a variety of engaging activities that can build understanding, including interactive writing, portfolios, multimedia presentations, audience response systems, interactive hand signals, public performances, and much more.

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A talk with Robert J. Marzano, conducted by Laura Varlas, ASCD project manager and staff writer

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The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction (July 2007 Member Book)
by Robert J. Marzano

Classroom instructional strategies should be based on sound science and research, but knowing when to use them, and with whom, is more of an art. In The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction, author Robert J. Marzano presents a model for ensuring quality teaching that balances the necessity of research-based data with the equally vital need to understand the strengths and weaknesses of individual students.

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A talk with Judith L. Irvin, conducted by Rick Allen, ASCD project manager and staff writer

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Taking Action on Adolescent Literacy: An Implementation Guide for School Leaders (June 2006 Book)
by Judith L. Irvin, Julie Meltzer, and Melinda Dukes

Too many educators assume that the reading, writing, speaking, and thinking skills students develop in elementary school are sufficient for the sophisticated learning tasks they face in middle and high school. The result? Disappointing test scores, high dropout rates, and students unprepared for higher education, citizenship, and the world of work. Coauthor Judith Irvin outlines some of the key action steps secondary school leaders can take to implement a literacy action plan to improve students' literacy and learning, including supporting teachers to improve literacy instruction, using data to make curricular decisions, and building capacity for shared leadership.

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A talk with Barbara Kohm and Beverly Nance, conducted by Leah Lakins, ASCD associate editor

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Principals Who Learn: Asking the Right Questions, Seeking the Best Solutions (May 2007 Book)
by Barbara Kohm and Beverly Nance

In Principals Who Learn, Barbara Kohm and Beverly Nance explain how the "little things" in a school can end up meaning a lot, and how principals who constantly learn on the job can reduce the risk of being blindsided by unspoken grievances and hidden agendas. Learn why every school needs structures and cultural norms that encourage people to speak directly to one another about issues that are important to them. This book explores lots of practical ways to keep on top of the human relationships and dynamics at work in your school.

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A talk with Donna Ogle, conducted by Eric Gill, ASCD project manager and writer

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Building Literacy in Social Studies: Strategies for Improving Comprehension and Critical Thinking (April 2007 Book)
by Donna Ogle, Ron Klemp, and Bill McBride

Preparing students to be informed, literate citizens is one of the primary functions of public schools. But how can students become engaged citizens if they can't read, let alone understand, their social studies texts? Building Literacy in Social Studies addresses this question by presenting the techniques that teachers can use to engage students and build the skills they need to become successful readers, critical thinkers, and active citizens. By making literacy strategies a vital part of their content-area instruction, teachers not only help students better understand their schoolwork but also open students' eyes to the power that informed and engaged people have to change the world. 

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A talk with Katy Ridnouer, conducted by Katie Martin, ASCD associate editor

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Managing Your Classroom with Heart: A Guide for Nurturing Adolescent Learners (December 2006 Member Book)
by Katy Ridnouer

Reaching distracted, disconnected, and sometimes defiant adolescents can be a challenge for even the most dedicated teacher. Author Katy Ridnouer explains how to set high expectations for middle and high school students, recognize what they need, and connect with them through feelings and emotion. Learn why showing students that you care doesn't mean giving up control, and discover classroom practices that allow your humanity to be an avenue to better teaching, improved learning, and greater professional fulfillment.

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A talk with James H. Stronge, conducted by Scott Willis, director of ASCD Book Acquisitions & Development

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Qualities of Effective Teachers, 2nd Edition (January 2007 Book)
by James H. Stronge

What makes great teachers special? In Qualities of Effective Teachers, James Stronge synthesizes research to identify specific teacher behaviors that contribute to student achievement. Stronge focuses on factors that teachers can control: their own preparation, personality, and practices. This second edition includes new tips and tools for engaging high-ability students and students placed at risk. This book can help educators develop better teachers and improve the quality of learning for all students.

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A talk with Thomas Armstrong, conducted by Nancy Modrak, director of ASCD Publishing

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The Best Schools: How Human Development Research Should Inform Educational Practice (November 2006 Member Book)
by Thomas Armstrong

Educators, politicians, parents, and even students are consumed with speaking the language of academic achievement. Yet something is missing in the current focus on accountability, standardized testing, and adequate yearly progress. If schools continue to focus the conversation on rigor and accountability and ignore more human elements of education, many students may miss out on opportunities to discover the richness of individual exploration that schools can foster. In The Best Schools, Armstrong urges educators to leave narrow definitions of learning behind and return to the great thinkers of the past 100 years—Montessori, Piaget, Freud, Steiner, Erikson, Dewey, Elkind, Gardner—and to the language of human development and the whole child.

*Access the author's Web site at www.thomasarmstrong.com

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A talk with Judy Willis, conducted by Deborah Siegel, ASCD associate editor

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Research-Based Strategies to Ignite Student Learning: Insights from a Neurologist and Classroom Teacher (August 2006 Member Book)
by Judy Willis

Author Judy Willis, a neurologist and classroom teacher, combs through brain research and pulls out the most relevant information to classroom teaching. Find out how to enhance your students' memory and test-taking abilities, and discover ways to captivate and hold students' attention and encourage their participation and progress.

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A talk with Jane Hill and Kathleen Flynn, conducted by Carolyn Pool, ASCD acquisitions editor

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Classroom Instruction That Works with English Language Learners (September 2006 Member Book)
by Jane Hill and Kathleen Flynn

How do teachers ensure English language learners (ELLs) succeed in school? How can teachers effectively apply research-based instructional strategies for many ELLs included in mainstream classes? Nine strategies of the best-selling ASCD book, Classroom Instruction That Works, act as a framework to show teachers how to use methods, such as setting objectives, using visuals, and prompting with cues and questions, in lessons with students who have various levels of English language skills. The authors are consultants with the Mid-Continent Research for Education and Learning (McREL).

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A talk with Alfie Kohn, conducted by Genny Ostertag, ASCD acquisitions editor

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Beyond Discipline: From Compliance to Community, 10th Anniversary Edition (August 2006 Book)
by Alfie Kohn

Beyond Discipline has earned the status of an education classic—a vital alternative to all the traditional classroom management manuals that consist of techniques for imposing control. For this 10th anniversary edition, author Alfie Kohn adds a new afterword that expands on the book's central themes and responds to questions from readers. Packed with stories from real classrooms around the country, seasoned with humor, and grounded in a vision as practical as it is optimistic, Beyond Discipline shows how students are most likely to flourish in schools that have moved toward collaborative problem solving—and beyond discipline.

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A talk with Mike Schmoker, conducted by Scott Willis, director of ASCD Book Acquisitions & Development

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Results Now (July 2006 Member Book)
by Mike Schmoker

What would make a good school even better and great schools the norm? Author Mike Schmoker answers that question and describes a sure route to immensely better schools in any community. Using research evidence, case studies, and anecdotes from all kinds of schools, this book identifies the most pervasive obstacles to school improvement—such as teacher isolation—and explains how to overcome them. Schmoker provides practical guidance on how educators can exceed expectations and close achievement gaps.

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A talk with Gary Marx, conducted by Ernesto Yermoli, ASCD associate editor

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Future-Focused Leadership: Preparing Schools, Students, and Communities for Tomorrow's Realities (January 2006 Book)
by Gary Marx

In this insightful and informative guide, Gary Marx presents principles, tools, and techniques to help educators steer their schools and school systems confidently into the future and prepare the next generation of leaders for life in the 21st century. Successful leadership requires us to keep abreast of current worldwide trends and anticipate those just around the corner; combining stimulating ideas and practical suggestions, the book will ensure that students are fully prepared today to confront the challenges of tomorrow.

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A talk with Thomas R. Hoerr, conducted by Genny Ostertag, ASCD associate editor

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The Art of School Leadership (December 2005 Member Book)
by Thomas R. Hoerr

Here's a book that goes beyond dry statistics and data to focus on what it's really like to run a school. Using examples from his nearly 30 years of leadership experience, author Thomas Hoerr explains effective ways to lead students, faculty, and parents in a productive and accountable school. Learn successful strategies—from managing meetings to assisting struggling teachers, from supporting collegiality to valuing diversity—that every experienced and aspiring principal should know.

*Read the author's column The Principal Connection/Failing Wisely in Educational Leadership.

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A talk with John G. Gabriel, conducted by Scott Willis, director of ASCD Book Acquisitions & Development

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How to Thrive as a Teacher Leader (January 2005 Member Book)
by John G. Gabriel

Many teachers aspire to leadership that extends beyond the four walls of the classroom. Nevertheless, professional literature provides scant guidance regarding how to be an effective teacher leader. This book aims to fill that gap. Author John Gabriel, a successful teacher leader himself, provides concrete advice on how to find success in roles such as department chair, peer coach, faculty representative, and Web page curator. Whether you are already a teacher leader, or aspire to leadership, this insightful book will help you cope with the daily challenges and thrive on the rewards of leadership.

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A talk with Steve Gardiner, conducted by Scott Willis, director of ASCD Book Acquisitions & Development

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Building Student Literacy Through Sustained Silent Reading (October 2005 Book)
by Steve Gardiner

This book offers a powerful strategy for teachers who want to improve their students' reading ability: Let students choose what they read and give them time to read it. Author Steve Gardiner demonstrates convincingly that giving students 15 minutes of uninterrupted reading time each day can help them achieve greater success in school and develop lifelong reading habits. This simple and inexpensive program also gives students a valuable gift: the joy of reading.

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 A talk with Allison Zmuda, conducted by Scott Willis, director of ASCD Book Acquisitions & Development

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Transforming Schools: Creating a Culture of Continuous Improvement (April 2004 Member Book)
by Allison Zmuda, Robert Kuklis, and Everett Kline

Whether your school improvement effort is just starting out or well under way, this book sheds light on how to ensure your plans lead to continuous improvement that gets all staff members involved. Using a fictional school setting with representative characters, the authors reveal essential principles of continuous improvement, systems thinking, collective accountability, and the change process.

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