Addressing everyday suffering in schools through compassionCompassion and dignity provide an essential framework for building caring and inclusive schools. Many books focus on what teachers can do as individuals; Creating Compassionate Change in School Communities is different. This book focuses both on how educators can cultivate compassion within themselves and lead together to cultivate humanizing school environments. Teachers, librarians, counselors, r...

Connecting Research and Practice for Educational Improvement presents powerful arguments and richly illustrated cases for how more collaborative relationships between researchers and educators can yield more relevant research that impacts practice. This book can be useful for anyone teaching or learning about research–practice partnerships, in both school and out-of-school settings. The chapters highlight the different dispositions and skills needed to cultivate ethical relationsh...

The Foundational Handbook on Improvement Research in Education is a pathbreaking effort to build a field of research committed to producing the practical knowledge needed to advance educational access, quality, and equity. This is research distinguished by the use of inclusive, iterative approaches to analysis, design, implementation, and evaluation to understand and address educational opportunities, needs, and problems grounded deeply in school and community contexts. Designed f...

This book focuses both on how educators can cultivate compassion within themselves and lead together to cultivate humanizing school environments. Teachers, librarians, counselors, resource specialists, mental health professionals, and social workers who are working to create conditions for compassion and dignity in schools are all leaders who can impact change. Offering concrete evidence and case studies that showcase the power of compassion to create flourishing school communities and rej...

Most intervention research in education aims to demonstrate the efficacy of specific programs and practices. The assumption is that if researchers can produce evidence-based programs that work in a variety of settings, educators will take them up on a large scale. Unfortunately, this approach largely neglects the role that out-of-school experiences can and do play in learning, and assumes that contexts are peripheral to intervention success. However, we know from decades of research that c...