Creating Safe, Equitable, Engaging Schools brings together the collective wisdom of more than thirty experts from a variety of fields to show how school leaders can create communities that support the social, emotional, and academic needs of all students. It offers an essential guide for making sense of the myriad evidenceābased frameworks, resources, and tools available to create a continuous improvement system. Chapters illustrate how leaders can leverage the power of school-based teams to assess the needs of students in their school and select appropriate interventions across a wide variety of domains, including social and emotional learning, trauma, restorative practices, cultural responsiveness, and student and family engagement. Filled with recommendations gleaned from research and ongoing work in every US state and territory, Creating Safe, Equitable, Engaging Schools is a critical resource for understanding and adopting evidence-based practices and making programmatic decisions to ensure the ideal conditions for learning, growth, and development.
Dorph, R., Goldstein, D., Lee, S., Lepori, K., Schneider, S., & Venkatesan, S. (2007). The status of science education in the Bay Area: Research study e-report. Berkeley: University of California. Dovidio, J. F., & Gaertner, S. L. ...
This guide provides evidence-based strategies that support you as a leader in creating an environment that promotes identity safe students, who experience a challenging curriculum that respects their diverse social identities.
This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life ...
This book offer insights into how trust can be built and sustained in school communities, and identifies some features of public school systems that can impede such development.
In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development.
3) that ultimately results in exclusionary practices for many C&YP (L. Darling-Hammond, Cook-Harvey, Flook, ... 12.1) that will enable and empower the school community to meet the needs of C&YP respectfully and with care and compassion.
Molnar-Main, S., Bisbing, K., Blackburn, S., Galkowski, L., Garrity, R., Morris, C., ... Singer, J. (2014). Integrating bullying prevention and restorative practices in schools: Consideration for practitioners and policymakers.
A Guide for ensuring inclusion and equity in education
The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty.
This book brings together leading experts from multiple disciplines to discuss the current state of measurement and assessment of a broad range of noncognitive skills and present an array of innovative tools.