Education Week - January 13, 2016 - (Page 26)

WHICH EDU-SCHOLARS' BOOKS WERE THE MOST POPULAR IN 2015? 1. Most Likely to Succeed: Preparing Our Kids for the Innovation Era (Scribner, 2015) Tony Wagner and Ted Dintersmith 2. Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do (W. W. Norton & Co., 2011) Claude M. Steele 3. Rac(e)ing to Class: Confronting Poverty and Race in Schools and Classrooms (Harvard Education Press, 2015) H. Richard Milner IV 4. Redesigning America's Community Colleges: A Clearer Path to Student Success (Harvard University Press, 2015) Thomas R. Bailey, Shanna Smith Jaggars, and Davis Jenkins 5. The Differentiated Classroom: Responding to the Needs of All Learners (ASCD, 2nd Edition, 2014) Getty This ranking reflects the five most popular books penned by 2016 RHSU Edu-Scholars (who are indicated by bold font), as reflected in Amazon.com rankings. Book rankings gauged as of Dec. 14, 2015. Carol Ann Tomlinson Embrace the 'Hurly Burly' E By Jeannie Oakes ducation policymaking must negotiate strongly held public perceptions and contested political terrain-factors usually far more influential than research findings. So even the most settled and trustworthy scholarly knowledge will not be persuasive unless due attention is also given to the beliefs and politics that shape and filter public discourse. That's what effective public scholars do when they bring education research out of the weeds of scholarly journals and into the public sphere. How do they do this? First and foremost, they respect the rigors of knowledge production and the challenges of navigating public spaces as they venture into writing for online publications, sharing their work in blogs and webinars, speaking on cable-news outlets and talk radio, giving testimony at public hearings and in courthouses, taking meetings with elected officials, forging partnerships with community groups, delivering succinct real-time messaging on social media, and more. Outstanding scholarship is compelling only if it speaks to hearts and political interests, as well as to intellects. But ONLINE compelling communication is trustworthy only if it reflects serious scholarship. This takes more than good research and good messaging. Effective public scholars also nurture trusting and respectful relationships with policymakers and public actors. These are not one-way relationships, but reflexive: Policymakers and the public learn about reliable findings, researchers gain a broader perspective on their studies, new ideas are formulated, and old ones corrected. These broader perspectives, generally, help everyone avoid cherry-picked research meant to advance or discredit a particular policy (or research) agenda. Despite the real difficulty of such public work, most scholars who study policy and practice are eager to do it. This ambition is neither new nor a product of today's intense politicization of education. Nearly a century ago, John Dewey, himself a public intellectual, argued that a core responsibility of scholars is to engage democratically with "publics" in ways that raise awareness of social problems and that foster the democratic solving of those problems. Despite the complexity and the clear legitimacy of such engagement, public scholars face substantial obstacles within the academy. Universities often characterize such work as "applied" (at best) or "service" and seldom afford it full recognition and legitimacy when making decisions about promotion and tenure. So, key to embracing this role is to persuade often-skeptical universities, colleagues, and funders to recognize work in the public sphere as an essential dimension of scholarship, including gaining access to knowledge and data otherwise invisible to untrusted eyes. Because I am so convinced that such public work is central to education scholarship, I've made it the theme of my year as the president of the American Educational Research Association. Under the banner of "Public Scholarship to Educate Diverse Democracies," this year's annual AERA meeting will lift up this work. Policymakers and influencers, community leaders, educators, activists, and media representatives-many of whom don't ordinarily attend or cover the annual meeting-will assemble in Washington this spring to discuss, among other issues, how research can enter public discourse and political debates effectively. There are no guarantees that this convening, or these efforts, will penetrate a policy landscape rife with drama and contention. But, rather than shying away from it, I believe this is just the right time for education researchers, acting as public scholars, to contribute to what Dewey called the "hurly burly" of social policymaking. n " Compelling communication is trustworthy only if it reflects serious scholarship." JEANNIE OAKES is presidential professor emeritus at the Graduate School of Education and Information Studies of the University of California, Los Angeles, and the president of the American Educational Research Association. www.edweek.org/go/commentary OPINION BLOGS | WEB COMMENT | Nick Cote for Education Week In the latest OpEducation roundtable, contributors describe the aspects of the long-awaited reauthorization of the Elementary and Secondary Education Act that are being overlooked in its coverage. www.edweek.org/go/oped COMMENTARY INSTAGRAM Education Week editors have compiled a list of last year's 10 most-viewed Commentaries. Explore the perspectives you may have missed in 2015. View images taken by Education Week photographers and reporters on Instagram, the online photo-sharing site. As schools return to their normal rhythms, check out images from classrooms, playgrounds, and more. www.edweek.org/go/top-comms www.edweek.org/go/instagram 26 | EDUCATION WEEK | January 13, 2016 | www.edweek.org/go/commentary " At first I felt guilty for not collecting phones before testing, then I realized it is [students'] responsibility not to cheat." - Amy, responding to Christina Cipriano Crowe and Tia Navelene Barnes' Commentary "How to Create Safe Learning Environments" www.edweek.org/go/crowe | CONNECT | www.facebook.com/ edweekcomm @EdweekComm www.edweek.org/go/ google+ www.edweek.org/go/ instagram http://www.Amazon.com http://www.edweek.org/go/commentary http://www.edweek.org/go/oped http://www.edweek.org/go/crowe http://www.facebook.com/edweekcomm http://www.edweek.org/go/goglt+ http://www.edweek.org/go/instagram http://www.edweek.org/go/top-comms http://www.edweek.org/go/instagram http://www.edweek.org/go/commentary

Table of Contents for the Digital Edition of Education Week - January 13, 2016

Education Week - January 13, 2016
Education Still Struggling for Traction as Campaign Issue
School Revenue Squeezed in Oil, Coal States
Feds to K-12: Ensure Safety For Muslims
Report Roundup
News in Brief
Political Winds Buffet Tenn.’s Achievement School District
Charter Sector to Get $1 Billion Boost From Walton
In the ‘Chess Capital’ of St. Louis, Game Takes Root in Poor Districts
Blogs of the Week
Education Week Launches Premium Site for K-12 Companies
The Slowest Internet in Mississippi
Rural Schools, Telecoms Battle Over Internet Pricing
‘Washington Gave Us Leverage’
Amid Its Own Changes, Research Office Gears Up for New ESSA Duties
Education Department Begins to Scope Out ESSA-Era Role
Blogs of the Week
Own the ‘Messy Dress’ of Scholarship
Stick to the Truth
Embrace the ‘Hurly Burly’
Letters
TopSchoolJobs Recruitment Marketplace
Edu-Scholars and the Public Square: What Is Our Responsibility?

Education Week - January 13, 2016

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