Yearbook of the National Society for the Study of Education
Published on behalf of the National Society for the Study of Education
Edited by:
Gary Fenstermacher
The National Society for the Study of Education (NSSE) was founded in 1901 and began publishing its annual Yearbook the following year. Each volume of the Yearbook examines a separate topic of concern to educators from multiple perspectives. With knowledgeable scholars and practitioners as contributing authors and editors, the Yearbook is a reliable and authoritative source of information on timely educational issues. Some Yearbooks have become landmark publications, and contributors rank among the most prominent and influential scholars and leaders of education in the United States and the world.
TopNews and Announcements
In the past, Yearbook of the National Society for the Study of Education was offered both as a book through standing order and as a journal through subscription through the University of Chicago Press and the NSSE. Beginning with the first issue of 2005 (published in April 2005) the Yearbook became available only as a journal subscription through Blackwell Publishing.
The journal is available in print and online to institutional subscribers. Single issues of the Yearbook may be purchased by clicking on the links below.
Please note that this publication is only available as a journal on a subscription basis and not as a book through a standing order. Full ordering and payment details can be found by clicking 'Subscribe/Renew' on the left-hand side of this screen.
Special offer
Membership in the NSSE includes full online access to the electronic version of the Yearbook, PLUS full online access to the current and back issues of British Journal of Educational Studies, British Journal of Educational Technology, Curriculum Inquiry, and Educational Theory. This means that you will have full electronic access to five important international education journals for the price of one!
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TopHighlights
106:1 - Evidence and Decision Making
- Historical perspectives on democratic decision making in education: Paradigms, paradoxes, and promises, David Gamson
- Evidence in practice: A framing of the terrain, James Spillane & David Miele
- Teachers' accounts of classroom experience as a resource for professional learning and instructional decision making, Judith Warren Little
- The uses of testing data in urban elementary schools: Some lessons from Chicago, John Diamond & Kristy Cooper
- Situative approaches to student assessment: Contextualizing evidence to transform practice, Daniel Hickey & Kate Anderson
- Establishing multi-level coherence in assessment, Drew Gitomer & Richard Duschl
- The Landscape of the Superintendency: From Despair to Hope, Paul Kelleher, Rebecca van der Bogert
- Attacking the Achievement Gap in a Diverse Urban-Suburban Community: A Curricular Case Study, Allan Alson
- A New Superintendent Embraces the Role of Teacher, Linda Hanson
- Learning on the Job: The Education of a School Board President in Shared Leadership, Becky Bair Hurley
- Constructivist Superintendents, Bena Kallick
- Features primary chapters from senior scholars, and commentaries by junior scholars.
- Contributors include Edmund Gordon, Beatrice Bridgall, John Baugh, Kris Gutierrez, Joyce King, Gloria Ladson-Billings, James Anderson, and Guadalupe Valdes.
- Why media literacy matters in American schools, Ladislaus Semali
- Critical thinking for the cyberage, Julie D. Frechette
- The practice and principles of teaching critical literacy at the Educational Video Center, Steven Goodman
- Terrain in transition, Faith Rogow
- Issues in the design of accountability systems, Robert Linn
- Is the glass half full or mostly empty? Ending social promotion in Chicago, Melissa Roderick, Jenny Nagaoka & Elaine Allensworth
- The consequences of student testing for teaching and teacher quality, Linda Darling-Hammond & Elle Rustique-Forrester
- Technology and effective assessment systems, Eva L. Baker
103:1 - Teacher Workforce
- Four myths of the teaching occupation, Richard Ingersoll
- Teacher preparation and the improvement of teacher education, Virginia Richardson & Dirck Roosevelt
- New visions of teacher professional development, Judi Randi & Kenneth Zeichner
- Lessons for policy design and implementation, Marge Plecki & Hilary Loeb
- Obstacles and opportunities: Teacher workforce development amid changes in public funding, Thomas Payzant
103:2 - Coherence
- The formative purpose: Assessment must first promote learning, Paul Black & Dylan Wiliam
- From policy to practice: The evolution of one approach to describing and using curriculum data, John L. Smithson & Andrew C. Porter
- Tools for two masters: Classroom assessment and school system assessment, Larry E. Suter
- The risks of coherence, Pamela A. Moss
- Curricular coherence in assessment design, Lorrie A. Shepard
