Drawing on sociocultural learning theory, this book offers a groundbreaking theory of secondary mathematics teacher learning in schools, focusing on the transformation of instruction as a conceptual change project to achieve ambitious and equitable mathematics teaching. Despite decades of research showing the importance of ambitious and equitable teaching, few inroads have been made in most U.S. classrooms, and teacher learning in general remains undertheorized in most educational research. Illustrating their theory through closely documented case studies of secondary mathematics teachers’ learning and instructional practices, authors Horn and Garner explore the key conceptual issues teachers are required to work through in order to more fully realize ambitious and equitable teaching in their classrooms. By theorizing teacher learning from a sociocultural perspective and focusing on instructional practice, the authors make a unique contribution to the field of teacher learning. This book offers researchers, scholars, and teacher educators new theoretical and methodological tools for the elusive phenomenon of teacher learning, and provides instructional leaders and coaches with practical examples of how teachers shift their thinking and practice.

This book offers comprehensive guidance to support those involved in primary education in developing the curriculum to meet the requirements of the new Ofsted (2019) framework. It addresses key issues such as the purposes of the curriculum, how to organise the curriculum, and the balance between knowledge and skills. It also goes beyond basic requirements, emphasizing the importance of a creative, child-centred and enquiry-based curriculum which is suited to the context of school communities. Responding to the increased emphasis on the quality of pupils’ education, the book supports trainees, teachers and school leaders in developing and implementing an ambitious and diverse curriculum, including working with all stakeholders and offering practical strategies and solutions. It empowers practitioners to reclaim the curriculum by designing one which reflects the values and context of the school.

This book presents the doctoral dissertation process as not just a way of getting a qualification or even a method of learning how to do research better, but as a substantial and significant piece of research in its own right. The book will inspire current and prospective PhD scholars to take up ambitious and large-scale study projects, dedicating this most important time to a worthy piece of research. This edited collection provides real and outstanding examples of multiple research design methodologies which will allow doctoral researchers to develop a wide set of research skills, leading to the development of a high-quality academic thesis from which peer reviewed research papers and books can emerge. Each main chapter presents the summary of a doctoral thesis, followed by focused aspects from the projects where the contributors highlight the development of a research design, the process involved in executing the design, and present selected findings with their implications. Each chapter concludes with the researchers’ experiences of learning through this journey and the implications of the process for the development of the discipline and their own career. Ideal reading for doctoral students and supervisors, this book is a source of encouragement and motivation for new researchers seeking to challenge general perceptions in the social sciences that PhD or other doctoral research projects must be small-scale rather trivial studies, but can instead produce robust findings that have real-world implications.

The challenge of overcoming educational inequality in the United States can sometimes appear overwhelming, and great controversy exists as to whether or not elementary schools are up to the task, whether they can ameliorate existing social inequalities and initiate opportunities for economic and civic flourishing for all children. This book shows what can happen when you rethink schools from the ground up with precisely these goals in mind, approaching educational inequality and its entrenched causes head on, student by student. Drawing on an in-depth study of real schools on the South Side of Chicago, Elizabeth McGhee Hassrick, Stephen W. Raudenbush, and Lisa Rosen argue that effectively meeting the challenge of educational inequality requires a complete reorganization of institutional structures as well as wholly new norms, values, and practices that are animated by a relentless commitment to student learning. They examine a model that pulls teachers out of their isolated classrooms and places them into collaborative environments where they can share their curricula, teaching methods, and assessments of student progress with a school-based network of peers, parents, and other professionals. Within this structure, teachers, school leaders, social workers, and parents collaborate to ensure that every child receives instruction tailored to his or her developing skills. Cooperating schools share new tools for assessment and instruction and become sites for the training of new teachers. Parents become respected partners, and expert practitioners work with researchers to evaluate their work and refine their models for educational organization and practice. The authors show not only what such a model looks like but the dramatic results it produces for student learning and achievement. The result is a fresh, deeply informed, and remarkably clear portrait of school reform that directly addresses the real problems of educational inequality.

In this captivating and radical look at “work-life balance,” Lara Bazelon reframes our understanding of working women—and shows how prioritizing your career benefits mothers, kids, and society at large. In this singular cultural moment, mothers have unparalleled opportunities to succeed at work while continuing to face the same societal impediments that held back our mothers and grandmothers. We still encounter entrenched gender bias in the workplace and are expected to shoulder the lion’s share of labor and burdens at home while being made to feel as if we’re never doing enough. All the while we’re told that the perfect work-life balance is possible, if only we try hard enough to achieve it. It’s time to change the conversation—about work, life, and “balance.” Work and life are inextricably, intimately intertwined. We need to celebrate what we do give our children—even and especially in moments of imbalance—rather than apologizing for what we don’t. In this way, we can model for our children how we use our talents to help others and raise awareness about the issues closest to our hearts. We can embrace the personal fulfillment and financial independence that pursuing meaningful work can bring as a way of showing our children how to live happy, purpose-driven lives. Bazelon argues not only that we can but that we should. Being ambitious at work and being a good mother to our children are not at odds—these qualities mutually reinforce each other. Backed up by research and filled with personal stories from Bazelon’s life, as well as that of her mother and the many other women she interviewed across the cultural and financial spectrum, Ambitious Like a Mother is an anthem, a beacon for all to recognize and celebrate the pioneering women who reject the false idols of the Selfless Mother and Work-Life Balance, and a call to embrace your own ambitions and model your multiplicities for your children.

The second NeXt series duet, Ravenous and Ambitious, by New York Times bestselling author K.M. Scott in a one-volume book! Cash March has everything going for him. With stunning good looks and a sharp mind, he’s set to graduate from law school in just a few months. His future looks bright. The son of Cassian and Olivia will be the first lawyer in the family. Talk about proud. Except Cash is hiding something, and if that secret is found out, he may lose everything, including his future. Savannah Gardener knows far too much about loss. A widow before her twenty-seventh birthday, she longs for the life she thought was hers before fate shattered her dreams. She has everything a woman could want, except love. All her money can’t buy that. Maybe it can help her find something to make her smile with a sexy man who’s looking for happiness too, though. But will Cash’s secrets ruin any chance for them when the truth is finally revealed?

Ella Wheeler Wilcox was one of the leading writers of her age. While she cannot be classed among the leading authors of romance, her place as a writer of artistic and heart-appealing poetry, is acknowledged. She is an author of grace and purpose and always appeals to the finer sentiments of the reading world, but as a writer of romance that appeals to the thoughtless, everyday reader, she is a failure. The reason for it is easily discerned. Her pen is always brimful of thought and feeling. Not only the mind, but the heart and every sense plays to the tune of a writer who is in advance of her time. The story of "An Ambitious Man," is exactly what would be expected from Mrs. Wilcox. The contrast of wealth and poverty, of love and hate, of sorrow and happiness, are pictured as only an artist of rare merit can paint. It is a love story, but not of the Laura Jean Libby order.