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• If we teach in the way that human brains learn, both students and their teachers will thrive! This book aligns evidence from the learning sciences on how and what students need to learn with classroom practice (pre-K–12). It demonstrates, with hands-on examples, how a change in educational mindset (rather than in curriculum) can improve student outcomes on both standardized tests and a breadth of 21st-century skills. Written collectively by classroom teachers, administrators, parents, and learning scientists, this book shows readers how to co-construct and reimagine an optimal educational system. Making Schools Work offers three case studies of schools, including a statewide system, that are all realizing a 6 Cs approach to learning focused on collaboration, communication, content, critical thinking, creative innovation, and confidence. The text documents the ever-evolving implementation process, as well as outcomes and the ongoing work of stakeholders. Readers can use this resource to create an education for all children that is culturally responsive, inclusive, effective, and fun. Check out the book’s website HERE…

  Some of the reviews include:

  “This is a book we’ve been waiting for! Making Schools Work transports the science of how children learn directly into classroom practice. This accessible, culturally flexible, and impactful book reimagines education for our time, showing how we can empower teachers and prepare children for a life of learning in this 21st-century global world.”

  —Carol Dweck, Lewis & Virginia Eaton Professor of Psychology, Stanford University

  “The 6 Cs are both common sense and utterly revolutionary. This authoritative guide not only synthesizes the modern science of learning and motivation but also shows how it can be put into practice now. A must-read for any educator who has wondered whether there is a better way to make schools work.”

  —Angela Duckworth, Rosa Lee and Egbert Chang Professor, University of Pennsylvania

  “Educational policy for the next decades will require rethinking ‘how’ children learn and ‘what’ they need to learn to develop the breadth of skills needed for success. By recognizing that this will require a systemic approach that involves both parents and community, Making Schools Work offers one blueprint for the future of education in and out of school. Making Schools Work is an accessible and evidence-based must-read for those in global education policy and implementation.”

  —Rebecca Winthrop, senior fellow and director, Center for Universal Education, The Brookings Institution

  

  Making Schools Work

  Bringing the Science of Learning to Joyful Classroom Practice
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• The QUILS™: ES User’s Manual includes all the information you need to conduct the QUILS: ES screener effectively in early childhood settings with English–Spanish bilingual children ages 3 through 5 years. With this clear and concise manual, you’ll have the background and guidance you need to use QUILS: ES successfully in your early childhood program—and identify bilingual children with potential language delays as early as possible.

  

  User’s Manual for the Quick Interactive Language Screener™: English–Spanish (QUILS™: ES)

  A Measure of Vocabulary, Syntax, and Language Acquisition Skills in Young Bilingual Children
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• Early identification is the first step to helping young children with language delays improve their skills—proficiencies that are so important to later reading success. But how do you find the children who might need help? It’s simple with the Quick Interactive Language Screener™ (QUILS™), a fun and fast web-based screening tool that helps you evaluate whether children are making language progress appropriate for their age group. Measuring both the whatand the how of language learning, QUILS looks at three areas critical to language development and later academic success: vocabulary, syntax, and process.

  Buy from Brookes Publishing

  

  User’s Manual for the Quick Interactive Language Screener™ (QUILS™)

  A measure of Vocabulary, Syntax, and Language Acquisition Skills in Young Children
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• A New York Times Bestseller and Bronze medal winner of the Living Now Book Awards for Parenting!

  In just a few years, today’s children and teens will forge careers that look nothing like those that were available to their parents or grandparents. While the U.S. economy becomes ever more information-driven, our system of education seems stuck on the idea that “content is king,” neglecting other skills that 21st century citizens sorely need.

  Becoming Brilliant offers solutions that parents can implement right now. Backed by the latest scientific evidence and illustrated with examples of what’s being done right in schools today, this book introduces the “6Cs” collaboration, communication, content, critical thinking, creative innovation, and confidence along with ways parents can nurture their children s development in each area.

  

  Becoming Brilliant:

  What Science Tells Us About Raising Successful Children
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• Playful learning engages and motivates children in ways that support better developmental outcomes and strategies for live-long learning.  If we hope to groom intelligent, socially skilled, creative thinkers for the global workplace of tomorrow, we must return play to its rightful position in children’s lives today.

  

  A Mandate for Playful Learning in Preschool:

  Presenting the Evidence
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• There’s much to see and celebrate in children’s scribble–much more than meets the eye. What appear to be random, accidental marks are rich in meaning, both for the children creating them and for the adults who proudly display their colorful scribbles on office walls and refrigerator doors.

  

  Celebrate the Scribble:

  Appreciating Children's Art
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• In Play = Learning, top experts in child development and learning contend the following: in the rush to create a generation of Einsteins, our culture has forgotten about the importance of play for children’s development.

  

  Play = Learning:

  How Play Motivates and Enhances Children's Cognitive and Social-Emotional Growth
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• Conceived as an opportunity for in-depth dialogue and discussion on current topics of concern to researchers in psychology, education, child development, linguistics, and neuroscience, each volume consists of three or four extensive chapters by researchers representing key points of view on a particular topic.

  

  Becoming a Word Learner:

  A Debate on Lexical Acquisition
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• Reassuring to parents and educators, Einstein Never Used Flash Cards shows why– and how- to step away from the cult of achievement and toward a more nurturing home life full of imaginative play and love of learning.

  

  Einstein Never Used Flash Cards:

  How Our Children Really Learn-- and Why They Need to Play More and Memorize Less
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• This volume enters the relatively uncharted waters of early verb learning, focusing on the universal, conceptual foundations for verb learning, and how these foundations intersect with the burgeoning language system.

  

  Action Meets Word:

  How Children Learn Verbs
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• An informative look at the human language learning process explains how babies master language during their first three years of life and presents simple tests to measure a child’s progress or identify potential problems in their development.

  

  How Babies Talk:

  The Magic and Mystery of Language in the First Three Years of Life
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• This monograph offers a hybrid view of word-learning, called the emergentist coalition theory, which combines cognitive constraints, social-pragmatic factors, and global attentional mechanisms to arrive at a balanced account of how children construct principles of word learning.

  

  Breaking the Language Barrier:

  An Emergentist Coalition Model of Word Learning (Monographs of the Society for Research in Child Development)
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• This important work presents the results of the most comprehensive scientific study to date of early child care and its relation to child development. A critical selection of material from the most salient journal articles is brought together with new overviews and a concluding commentary.

  

  Child Care and Child Development:

  Results from the NICHD Study of Early Child Care and Youth Development
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• The Origins of Grammar presents a synthesis of work done by the authors, who have pioneered one of the most important methodological advances in language learning in the past decade.

  

  The Origins of Grammar:

  Evidence from Early Language Comprehension
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Publications and Awards

In addition to Kathy's books above, she is also responsible for over 200 Publications.

View Complete List of Publications and Awards >