Scott Seider

The popular volume on the power of character development in the classroom now features new chapters on intellectual risk-taking and open-mindedness, plus student, teacher, and school leader reflections on the value of the practice Character Compass, Second Edition returns to three, high-performing urban schools in Boston to reassess their distinct commitments to character education. Classical Academy prizes moral character, College Bound Middle School emphasizes performance character, and Civitas Prep prioritizes civic character. To this group, Scott Seider, Shelby Clark, and Madora Soutter add Bright Ideas Middle School, which champions intellectual character. They describe the ways in which these four school's distinctive character goals lead them to emphasize different programming and practices and to nurture different dimensions of their students' characters. Seider, Clark, and Soutter reconnect with the students that were interviewed more than a decade ago to ask how character education influenced their trajectories, and they invite the volume's original school leaders to share how their thinking has and has not changed. Their research reaffirms the foundational strength of character education in building a powerful school culture where students can thrive, and a new case-study on a school emphasizing intellectual character broadens the framework's reach. With its rare longitudinal and retrospective perspective, Character Compass, Second Edition provides K-2 educators and school leaders with powerful guidance for making character development central to their mission of supporting student success. Updates also help practitioners hone their chosen approach to best complement their own unique institutional commitments, community, and context.

In a world marked by deep-seated injustices based on race, class, gender, sexual orientation, ability, and other identity markers, schools can be powerful places for students to learn to recognize, analyze, and challenge these inequities.Educating for Justice teams award-winning principal Julia Bott with scholars Scott Seider and Aaliyah El-Amin to describe schoolwide structures and practices that prepare students at every grade level to challenge injustice and build a better world. Sharing research-backed strategies, concrete tools, and examples drawn from real schools and classrooms, they offer guidance on- Centering justice in curriculum and pedagogy.- Fostering powerful partnerships with families and community partners.- Engaging students in social action.- Building adult capacity.Learn how fitting these principles together can prepare your school to develop or adapt curriculum that nurtures students' critical consciousness; collaborate with families and community partners to strengthen justice-based school practices; establish opportunities for students to participate in social action challenging injustice; and build adult-learning structures that cultivate educators' social justice knowledge and empower families to be partners in this work.Schools have a vital role to play in readying the next generation to challenge injustice and transform society--and this book is an indispensable tool to empower you and your students to lead that transformation.

Schooling for Critical Consciousness addresses how schools can help youth of color resist the negative effects of racial injustice and challenge its root causes. Scott Seider and Daren Graves draw on a four-year longitudinal study examining how five different mission-driven urban high schools foster critical consciousness among their students. The book presents vivid portraits of the schools as they implement various programs and practices, and traces the impact of these approaches on the students themselves. The authors make a unique contribution to the existing scholarship on critical consciousness and culturally responsive teaching by comparing the roles of different schooling models in fostering various dimensions of critical consciousness and identifying specific programming and practices that contributed to this work. Through their research with more than 300 hundred students of color, Seider and Graves aim to help educators strengthen their capacity to support young people like these in learning to analyze, navigate, and challenge racial injustice.Schooling for Critical Consciousness provides school leaders and educators with specific programming and practices they can incorporate into their own school contexts to support the critical consciousness development of the youth they serve.

Schooling for Critical Consciousness addresses how schools can help youth of color resist the negative effects of racial injustice and challenge its root causes. Scott Seider and Daren Graves draw on a four-year longitudinal study examining how five different mission-driven urban high schools foster critical consciousness among their students. The book presents vivid portraits of the schools as they implement various programs and practices, and traces the impact of these approaches on the students themselves. The authors make a unique contribution to the existing scholarship on critical consciousness and culturally responsive teaching by comparing the roles of different schooling models in fostering various dimensions of critical consciousness and identifying specific programming and practices that contributed to this work. Through their research with more than 300 hundred students of color, Seider and Graves aim to help educators strengthen their capacity to support young people like these in learning to analyze, navigate, and challenge racial injustice.Schooling for Critical Consciousness provides school leaders and educators with specific programming and practices they can incorporate into their own school contexts to support the critical consciousness development of the youth they serve.

In Character Compass, Scott Seider offers portraits of three high-performing urban schools in Boston, Massachusetts that have made character development central to their mission of supporting student success, yet define character in three very different ways. One school focuses on students’ moral character development, another emphasises civic character development, and the third prioritises performance character development. Drawing on surveys, interviews, field notes, and student achievement data, Character Compass highlights the unique effects of these distinct approaches to character development as well as the implications for parents, educators, and policymakers committed to fostering powerful school culture in their own school communities.

This is a powerful and inspiring study of the Harvard Square Homeless Shelter: the only student-run shelter in the United States. Every winter night the Harvard Square Homeless Shelter brings together society's most privileged and marginalized groups under one roof: Harvard students and the homeless. What makes the shelter unique is that it is operated entirely by Harvard College students. It is the only student-run homeless shelter in the United States. "Shelter" demonstrates how the juxtaposition of privilege and poverty inside the Harvard Square Shelter proves transformative for the homeless men and women taking shelter there, the Harvard students volunteering there, and the wider society into which both groups emerge each morning. In so doing, "Shelter" makes the case for the replication of this student-run model in major cities across the United States. Inspiring and energizing, "Shelter" offers a unique window into the lives of America's poorest and most privileged citizens as well as a testament to the powerful effects that can result when members of these opposing groups come together.

This is a powerful and inspiring study of the Harvard Square Homeless Shelter: the only student-run shelter in the United States. Every winter night the Harvard Square Homeless Shelter brings together society's most privileged and marginalized groups under one roof: Harvard students and the homeless. What makes the shelter unique is that it is operated entirely by Harvard College students. It is the only student-run homeless shelter in the United States. Shelter demonstrates how the juxtaposition of privilege and poverty inside the Harvard Square Shelter proves transformative for the homeless men and women taking shelter there, the Harvard students volunteering there, and the wider society into which both groups emerge each morning. In so doing, Shelter makes the case for the replication of this student-run model in major cities across the United States. Inspiring and energizing, Shelter offers a unique window into the lives of America's poorest and most privileged citizens as well as a testament to the powerful effects that can result when members of these opposing groups come together.