Product Description
Professional Learning Communities at Work presents research-based recommendations drawn from the best practices found today in schools nationwide for continuously improving school performance. Coming from the perspectives of both a distinguished dean of education and one of America s most widely acclaimed practitioners, this resource provides specific, practical, how-to information about transforming schools into results-oriented professional learning communities.
Customer Reviews:
Bringing me up to date.......2007-06-12
As the educational jargon increases and changes, it is important to keep abreast of the latest. This book provided information which I really needed
A Marketing Triumph; An Academic Disaster.......2007-02-23
Today the National Assessment of Educational Progress (NAEP) reported that although American high school seniors are getting better academic grades, their literacy and mathematics skills are actually regressing. The most likely culprit: grade inflation. Yet the drumbeat among elite educrats to adopt the Professional Learning Communities fad throughout the nation's high schools continues unabated. While PLC is certainly not to blame for the trend documented by these latest NAEP figures (it hasn't been around long enough), its dumbfounding popularity among education reformers is proof that the current educational leadership in this country is not to be trusted. How should we define "academic achievement"? Both PLC and (to a lesser extent) the federal No Child Left Behind law define it as all students performing at the same level and all teachers teaching their subjects the same way. In other words, the goal of PLC is conformity--the exact opposite of what a quality education in a democratic society should stand for.
When teachers and students are pressured to conform to the same standards, it is inescapable that the standards themselves must be mediocre. The kind of school climate advocated by DuFour will only lead to more teachers handing out more A's for less work, or for inferior work. The most gifted and motivated students will have to be ignored because of the constant pressure on teachers to keep the low end of the student population from failing. But what if we started at the high end of the spectrum instead, teaching everything as if it were an honors class? Our brightest and most hardworking students might achieve their full potential and save us all from the intellectual wasteland our country is becoming. The middle and low-end students would have to struggle to keep up. And yes, a lot of them would be likely to fail...at least until they discovered the will to apply themselves and take their own education seriously. It would be a hard lesson for them, but a valuable one in the long run.
Unfortunately, there are no well-funded think-tanks, education professors, or consultants advocating this approach at the moment.
Professional Learning Communities at Work (Best Practices for Enhancing Student Achievement).......2006-06-06
Professional Learning Communities at Work (Best Practices for Enhancing Student Achievement) by Dr. Richard Dufour and Dr. Robert Eaker, is a well-written/user-friendly piece of literature. This book may be useful as a text for graduate and/or post-graduate level students who are studying and/or working within the area of education, administration, and/or curriculum and instruction. It is also an excellent resource to have if you are dealing with staff and/or curriculum development. The basic premise of the book goes about showing how (via PLC's (Professional Learning Communities)/Small Learning Communities) school staff and administration can work collaboratively to help change, redefine, and/or shape their school's mission and goals. Through this teaming process and through the steps/best practices the authors suggest; school improvement, cultural change, and positive curriculum development and implementation can more likely be achieved.
Practices from some of the best schools in the country.......2005-03-07
The collaborative work of Richard DuFour (Superintendent of Adlai Stevenson High School District 125, Lincolnshire, Illinois) and Robert Eaker (Dean of the College of Education, Middle Tennessee State University), Professional Learning Communities At Work: Best Practices For Enhancing Student Achievement offers the reader informed and informative information on how to transform any private or public school into a results-oriented "professional learning community" based upon practices from some of the best schools in the country. Professional Learning Communities At Work covers curriculum development, teacher preparation, school leadership, professional development programs, school-parent partnerships, and assessment practices. Of vital interest to education professionals, Professional Learning Communities At Work is completely accessible and highly recommended reading for parents and other non-specialist general readers with an interest in improving their community schools and school systems.
Book Description
In response to a growing interest in mentoring and new teacher induction, the authors offer a unique view of developing quality mentors. Drawing on empirical research, practitioner action inquiry, and field-tested practices from induction programs, they explore effective mentoring in diverse educational contexts. With richly contextualized and thoughtfully analyzed excerpts from actual mentoring conversations and powerful examples of practice, the volume offers educators, researchers, and policymakers a reform-minded vision of the future of mentoring. Challenging conventional wisdom, this essential resource:
* Argues that mentors are not born, but developed through conscious, deliberate, ongoing learning.
* Provides a needed link between research and practice in the field of new teacher mentoring, to define a knowledge base for effective mentoring.
* Documents induction and mentoring practices that focus new teachers on individual learners, equity-oriented curriculum and pedagogy, and the educator's role in reforming school culture.
* Highlights problems and complexities of enacting mentor knowledge and learning in diverse contexts.
Product Description
On Common Ground provides a valuable tool for educators who are doing the hard work of improving their schools. This resource offers teachers and administrators a coherent conceptual framework and specific, practical strategies for moving forward with their improvement efforts. Any listing of North America s leading authorities on school improvement would include the authors in this book. These authors agree on many of the best strategies for raising student achievement and support the premise that students would be better served if educators: · Embrace learning rather than teaching as their school s mission · Work collaboratively to help all students learn · Use formative assessments and a focus on results to foster continuous improvement · Assume individual responsibility to take steps to create such schools Although they stand on this common ground, clear differences emerge regarding their perspectives on the most effective strategy for making professional learning communities the norm in North America. The differences, however, focus on the means rather than the end. These educational leaders have found common ground in expressing their belief in both the desirability and the power of professional learning communities.
Customer Reviews:
No Silver Bullet, but . . . .......2006-06-11
If you want to read a book that combines brief overviews of the work of many well-regarded leaders in the field of education, this book is a good beginning. Those who work in public education and understand the need for re-structuring and re-culturing our schools will appreciate the authors' laser-like focus on student learning through the development of professional learning communities.
The authors of the various chapters of this book focus on the essential elements that most impact student achievement. Rick Stiggins discusses assessment for learning vs. assessment of learning. Douglas Reeves focuses on curriculum and the importance of power standards and differentiated assessment. Jonathon Saphier stresses the need for high expectations for all students and suggests what educators can do when students aren't learning. And there are more . . .
In these times of student and teacher accountability, all educators must use data to make decisions, including those regarding staff development. Professional Learning Communities provide educators with the structure for collaboration and learning. Teams of teachers and administrators work together in a PLC to create an environment that supports school improvement to result in greater student learning.
Developing a PLC in your school is certainly not the silver bullet. However, the book is a good one to read to gain an overview of what educators can do to positively affect student achievement. If you are already familiar with the work done by many of our educational leaders, you may need to go deeper. In that case, this book is probably not for you.
Mixed Message.......2006-06-05
Rarely do I find a collection of essays by multiple authors to be a great book. Too often the prose is uneven and the authors, despite the assertions of the editors, come off as talking at cross purposes. This book is no exception.
It is not without value. The theme of this book is the importance of professional learning communities in education and I am a supporter of the concept. I didn't need the authors to convince me of this. Perhaps the most perceptive comment made in the book is that teachers already know how to teach well, they know the best practices, we just need to give them an opportunity to work together, develop mutual support and implement them. The problem is that, on a practical level, this is a hard thing to do in an evironment where scheduling conflicts and self-contained teaching is the norm. What would be nice is to have authors who say more than "this is difficult but you must do it" and instead give some practical suggestions on how to do it. There are some here but not enough.
Perhaps the editors would have been better off authoring the entire book themselves. Some of these essays only pay lip service to PLCs as they wander off into theories that are more personal. I respect Michael Fullan's work on sustainable systems but he didn't seem to really fit here, as did some of the other authors with their own axes to grind.
Still, if a reader goes into this book with eyes wide open, then there are things of value to be found. And, in the tough world of education, anything of value is worth considering.
On Common Ground.......2006-05-30
As the processes of school improvement shifts from regulatory compliance to authentic work in schools, it is essential to build a broad understanding of decades of thinking on school reform. This book offers a strong summary of the concepts most likely to bring real change in the only place that matters, the classroom. We have spent decades talking about change and the learning community concept has the potential to be the catalyst of change.
On Common Ground can build a broad foundation of knowledge however; other resources are needed to detail the specifics. The best highlights include:
1) Michael Fullan on building collective capacity.
2) Doug Reeves on anaylsis of student work and feedback.
3) Rick Stiggins on assessment for learning.
4) Jonathon Saphier on motivation.
5) Mike Schmoker on urgency.
6) Larence Lezotte on shared leadership.
If your goal is to building common understanding about contemporary thinking in the area of school improvement, On Common Ground provides a great starting point.
How Many Ways..........2005-11-15
In how many ways are we going to have to hear that the unexamined methods in which our schools have been organized, structured, staffed, and departmentalized work against our best efforts to create real, sustainable learning communities? The following items were a collection of thoughts on behalf of educators working at the Butte County Office of Education that gathered to discuss this book as part of their professional reading series.
This book offers one of the most comprehensive, candid, and clear calls for reforming the ways in which we approach and engage students each and every day in our schools. By combining the ideas and research from today's most prominent thinkers on the development of effective environments for learning, this book serves as a wonderful, concise compass leading those of us in education who pick it up and care to pay attention to its guidance.
Some guiding points of interest included:
Assessing for Learning vs. of Learning
Focus on the Positive Outcomes of Learning vs. the Punitive Consequences of Not Learning
Collaborative Agreement of Essential Learning vs. Individual, Departmentalized Development of Learner Expectations
Modeling Elements of the Learning Community vs. Merely Proselytizing those Elements
It just isn't that good.......2005-09-22
I wanted to like this book. After agreeing to lead a book study for On Common Ground, I *needed* to like this book. I believe in Professional Learning Communities (PLCs) and think very highly of the work that the DuFours have done in that regard, but I just couldn't get into the book.
The problems are many. Section 1, by Richard DuFour, is nice enough. It gives a good overview of the PLC structure and how it should work, thought chapter 2 was printed earlier in the ASCD's "Educational Leadership" magazine and can thus be found for free. In section 2 we start going downhill in a hurry, particularly in chapter 4 by Rick Stiggins. By the time you get to section 4, where they talk about taking PLCs into a broader, district context, you're completely out of the realm of the schools and into the work of researchers and administrators.
That's the major problem I have with On Common Ground--impracticality. There are good ideas here, but they aren't useable. Many of the authors talk in grand, eloquent language about their topics, but you have to work incredibly hard (believe me, I did) to make the book practical.
If you're looking for a book on PLCs I recommend "Whatever It Takes" or "Professional Learning Communities at Work." They're far more useful.
Book Description
Complete with a targeted review of all the material on the selected Praxis exam in addition to a full-length practice test, these test preparation guides are written by the makers of the real tests. Thorough explanations of the answers are provided and helpful test-taking strategies are found throughout the guide. The three categories of assessments covered correspond to the three milestones in teacher development-academic skills assessment, subject assessment, and classroom performance assessment. Reflecting the rigorous and carefully validated nature of the exams, these guides provide beginning teachers the information needed to succeed.
Customer Reviews:
School Counselor Review for Praxis.......2006-11-03
The study guide was accurate in assisting to prepare for the test. Would definitely recommend the purchase of the guide.
Preparing for the Test.......2006-02-25
I found this book to be extremely helpful in preparing myself to take the Praxis test for certification as a principal. The only thing I did not like about the book was the fact that it is for 3 separate tests. The parts that applied specifically to me were very helpful, but there was so much extraneous information regarding the other tests in the book. I would much rather have had additional practice items for the test I was taking rather than the many chapters that were a waste to me. I passed the test, though, so I believe it accomplished what it was to accomplish ie. making me feel a lot less apprehensive about the test.
Book Description
"A clear and insightful look at why teaching must be conceived as constant learning about learning. The analysis of past failed reforms and the general conditions needed for success is well-stated and illuminating."
—Grant Wiggins
Authentic Education
Redesign classroom instruction to transform learning for both students and teachers!
Breakthrough presents a revolutionary new approach to educational reform, breaking away from the conventional paradigm to help educators create focused instruction, transform the classroom experience, and dramatically raise—and sustain—performance levels for students and teachers alike. This book provides the breakthrough concepts needed for developing precise, validated, data-driven instruction personalized to each and every student.
Synthesizing the best of current instructional models, this framework focuses on the components of the Triple P Breakthrough Model: Personalization—meaningful, student-centered classroom interactions; Precision—using formative assessments to monitor individual student progress; and Professional Learning—daily, ongoing learning for all educators.
Helping educators create expert instructional systems while breaking through the "prescription trap," the authors introduce unique elements of the Breakthrough model, including:
- Improvement by design
- Assessment for learning
- Critical learning instructional paths
- Mapping instructional paths
- Smart use of data to drive instruction
- Locking in ongoing improvement
Breakthrough establishes the tipping point for moving toward personalized, high-quality instruction and learning in the classroom to ensure continuous improvement and ongoing academic success.
Customer Reviews:
Breakthrough by Michael Fullan.......2007-10-11
Michael Fullan does an excellent job discussing differentiated learning. His book, Breakthrough presents a new way to look at educational reform and break away from current curriculum first strategies of educators. Instead, he discusses focused learning with students at the center. In the book, learning is individualized and geared towards individual needs. Fullan provides examples and ways to collect data using focus sheets, student profiles, and instructional matrixes. Great book to read for those interested in serving all students and their needs.
New thinking . . ........2007-10-06
As an educator, I am always looking for fresh approaches in the classroom. This book offers some new ideas and brings forward some ideas from my previous learning. The three "P's" are a great way to express instructional in the classroom as well as the professional development portion of administration. The best aspect is that Breakthrough focuses on the children. Many other "theories" are so rich in esoteric thinking that the children are lost.
Breakthrough.......2007-07-19
Michael Fullan comes through again! Every school principal should read this book, which takes schools to the next level in understanding what's next in closing the gap. Data is only the beginning of the equation, but of course a necessary piece. It focuses on the teacher who should frequently, even daily, progress monitoring every child, and then adjusts instruction to meet individual needs. It isn't necessarily a new idea, but one that emphasizes again that the teacher is the key in a breakthrough systems change that serves each student.
Down to earth.......2007-05-13
Fullan and fellow authors present a logical, no-nonsense approach to reforming education where it is needed the most - in the classroom. They present the argument that only when instruction is changed to meet the needs of all learners, instruction is monitored daily through student progress so that it can be adjusted, will real improvement in student academic achievement be realized. It is an easy read. It should be required reading in all educational leadership programs.
An Excellent Postulation of the New Critical Learning Instructional Paths Model.......2007-01-14
I could not agree with the authors more when they say "What is required now is to understand why dominant current strategies do not work and what would be entailed in creating a new approach that incorporates the essential components into one integrated system that has the power to bring about the transformation." In the new paradigm of positive 21st-century independent, data-driven, student-centered problem-solving and adaptability, the most salient high-yield strategies must focus on coherent, complex, systemwide, strategic productivity. According to the National Urban Association of Hope for New School Deconstruction Methodology (NUAHNSDM), this paradigm is not only doable, but extremely achievable. And as the noted international education expert Dr. Mortimer Lilliput notes in his excellent article "Fast-Paced Change at an Ever-Changing Pace" (2007), "I believe that teachers, learners, and administrators can teach, learn, and administer. Now where's my honorarium?"
The new mission articulated by Fullan, Hill, Crevola, and Chevrolet will almost certainly promote responsive coverage of future components and a tightening of instructional focus. But what about parallel changes to independent, substantial student learning portals? Luckily, the authors have anticipated that contingency as well. It turns out that "When you don't know what you don't know, it's difficult to see what needs to be done." What a refreshing notion!
I highly recommend BREAKTHROUGH to anyone truly committed to ongoing, personalized, student-centered, data-driven instruction. After all, research shows that schools of the 21st Century will get what they deserve if they buy into this kind of nonsense-driven snake oil.
Book Description
"Fullan shows how moral leadership can reinvent the principalship and bring about large-scale school improvement. This is a masterfully crafted and accessible book by North America's foremost expert on change."
—Thomas J. Sergiovanni, Lillian Radford Professor of Education
Trinity University, San Antonio, TX
"Fullan challenges all who work in education to rethink the critical role of the principal as school leader in the current era of accountability. With clarity and insight, he offers a series of strategies to reshape the culture and context of leadership in schools to create learning communities where both students and teachers can excel."
—Paul D. Houston, Executive Director
American Association of School Administrators
"Once again, the writing of Michael Fullan is a tour de force.
The Moral Imperative of School Leadership
is a must-read for those who want to make a difference!"
—Gerald N. Tirozzi, Executive Director
National Association of Secondary School Principals
The time has come to change the context of school leadership!
The role of the principal is pivotal to systemic school change. That is the fundamental message of
The Moral Imperative of School Leadership, which extends the discussion begun in Fullan's earlier publication, What’s Worth Fighting for in the Principalship? The author examines the moral purpose of school leadership and its critical role in "changing the context" in which the role is embedded. In this bold step forward, Fullan calls for principals to become agents as well as beneficiaries of the processes of school change. In an effort to make the position more rewarding and exciting, he shifts the principal’s role from one of a site-based superman or superwoman, and recasts it as one in which principals figure prominently both within their school and within the larger school system that surrounds them.
Concepts explored in-depth include:
- Why "changing the context" should be the main agenda for the principalship
- Why barriers to the principalship exist
- Why the principal should be seen as the COO (chief operating officer) of a school
- Why the role of the principal should figure more prominently within the system
- What individuals and the system can do to transform school leadership to a powerful new force
The challenge, and moral imperative, for today's principal is to lead system transformations to resolve the top-down/bottom-up dilemma that exists in systemic change. To end the exodus from the principalship, and for great school leaders to evolve in large numbers, the time to redefine the position is now!
See
Facilitator's Guide to The Moral Imperative of School Leadership
Customer Reviews:
Too liberal.......2006-11-09
Michael Fullan, proposes the need for engagement of the moral imperatives in education. Typical of post enlightenment theorists, Fullan has three major shortcomings: First, he is mostly focused on process that has no end or goal; Second, he is naively positivist in his assessment of education because it is bound by the limited and dysfunctional enlightenment anthropological assumptions about the person and education; Third, this positivist assessment of the person leads to a faulty over emphasis on systems of education rather than on the proper focus of the relationship of love between the teacher and the student.
Beginning with the well worn de Tocquevillean bromide that education is the primary democratizing institution in our culture Fullan asserts that schools develop understanding of "truth, beauty, and justice". However, the overwhelming problem with this naively positivist position is that Fullan treats "truth, beauty, and justice" as self -defining when these definitions are the very essence of the conflict of democracy. "Moral", all by itself, has no content, it is merely the behavioral imperatives of one's presuppositions about life. For example, if one presupposes that being a human person is primarily about the maximization of the number of choices and potential choices and calls that "freedom" then the horror of abortion is "moral", "true" and "just". If one sees life as a sacred gift then one properly sees abortion as murder and resistance to abortion is "moral", "true" and "just". "Moral" is a human faculty that has no necessary content to it and to observe and insist that education has a moral component to it is no more revelatory than the recognition that education has a biological, psychological, or spiritual aspect to it. By definition it must because it involves human persons whom are composed of these faculties
The obvious issue is that the various "systems that make up the global village" are in competition with one another and that some are true and some are false. It is to an important degree a zero sum enterprise. For example, the assumptions about the person in enlightenment anthropology like Fullan's is largely incompatible with Muslim anthropology, which in turn is somewhat incompatible with Christian anthropology which is incompatible with atheist humanist anthropology. However, one gets the sense that Fullan feels, wrongly, that enlightenment anthropology is somehow above this conflict.
While it is true that "no other profession enables on the opportunity to provide such a positive impact on a child's overall development" it is equally true that a child is particularly vulnerable to being harmed and distorted by educational theorists like Fullan's whims. For example, in Massachusetts MCAS or business setting the education agenda has serious consequences that often overwhelm the student and the "personal vision" of teachers. In fact, these imperatives bind and constrict "personal vision". Is this good or bad? Fullan has no ability to say because these words have no content in Fullan but are indicative of nearly empty process. "Continuous learning" of itself is of no value and is no self-correcting norm if one's continuous learning is improperly oriented or committed to begin with. To broadly make the point one can be "continuously learning" to relativize what is in fact "true, beautiful, just" so that one can freely commit horrors like concentration camps, abortion or possible genetic experiments to serve an abstraction like "quality of life". Fullan's focus on process and commitment to institution is flawed. In the end, education is more determined by whether the teacher is a wise and loving person rather than on a better institutional scheme. Fullan stumbles across this but only on the way to make the point that we need to have more and better collaboration to build better systems. This is always the trap of post enlightenment theorists. The point is to better educate this or that particular boy or girl who is in front of you now, through being a wise and loving teacher, not to be focused on abstractions like systems and their improvements.
Fullan a True Guru on School Leadership.......2004-06-04
Fullan does an excellent job of organizing school leadership into achievable levels of success. He starts with making a difference within individuals, then the school/district, followed by making a difference regionally and finally the greatest impact on school leadership and the society as a whole. Fullan discusses barriers to these accomplishments and challenges, and portrays the principalship as the key to this moral imperative.
This book serves as an outstanding resource to any leader that is trying to bring about large-scale improvement in their organization. It is the school leaders role to change the context within schools and Fullan outlines a process to do just that.
Product Description
Why do some school leadership teams succeed while others stagnate, snipe, or disintegrate? Are there key lessons that apply no matter what your school situation? Nine Lessons of Successful School Leadership Teams distills a decade of on-the-ground innovation and research pointing to what school leadership teams can do to focus on and increase student achievement. Case studies from schools and districts anchor the discussion of strategies that have evolved over a decade of work with more than 23,000 school leaders. Tools that have contributed to school leadership teams' successes are included.
Product Description
This invaluable cataloging resource gives pre-service and practicing school library media specialists the tools they need to be intelligent consumers of commercial cataloging and competent organizers of new materials in their collections. The second edition contains expanded information on Library of Congress Subject Headings and electronic cataloging and cataloging systems, as well as Dewey Decimal Classifications (DDC) and Machine Readable Cataloging (MARC).
Customer Reviews:
Excellent Resource.......2007-07-28
Catalog It! is a great resource for people working in libraries who need to understand the coding language used in entering catalog records. Kaplan's book makes it easier to understand and implement writing a MARC21 record.
Book Description
Discover the link between ethical leadership and successful educational communities!
In an age of accountability and transparency, principals are held responsible for everything from test scores to school finances. Because of this increased accountability, school leaders must regularly confront difficult ethical dilemmas.
Ethical Leadership in Schools teaches principals and aspiring principals the concepts that inform ethical choices in leadership roles. Using brief vignettes, Kenneth A. Strike explores common situations that principals are likely to encounter and presents questions and issues to help them determine the ethical path. As part of the Leadership for Learning initiative of the American Association of School Administrators (AASA), this invaluable resource clearly explains complex ideas in an accessible, well-illustrated manner.
To help resolve the dilemmas that challenge every school leader, this book:
- Guide readers through the process of making ethical decisions
- Bridge ethics to issues of accountability
- Provide scenarios that reflect the difficult choices facing principals
- Supply the tools to create ethical advice in varied contexts
- Examine the central principles of fair cooperation
The study of ethics should emphasize what makes a school a good educational community. By creating communities that are competent, caring, and collegial, school leaders will be able to maximize their resources and meet the growing demands of accountability.
Books:
- Reading Comprehension Success (Skill Builders Series (New York, N.Y.).)
- Reluctant Disciplinarian: Advice on Classroom Management From a Softy who Became (Eventually) a Successful Teacher
- School and Community Relations, The (8th Edition)
- School Counseling: Foundations and Contemporary Issues
- Single-Case Designs for Educational Research
- Structural Equation Modeling With AMOS: Basic Concepts, Applications, and Programming (Multivariate Applications Series)
- Successful Woman's Guide to Working Smart: 10 Strengths that Matter Most
- Take Back Your Life! Special Edition: Using Microsoft Outlook to Get Organized and Stay Organized (Bpg-Other)
- The Adult Learner, Sixth Edition: The Definitive Classic in Adult Education and Human Resource Development
- The Best 361 Colleges, 2007 Edition (College Admissions Guides)
Books Index
Books Home
Recommended Books
- e-Business: Organizational and Technical Foundations
- The Great Migration: An American Story
- Fundamentals of Accounting: Course 1
- On the Road to Tara
- Practical Lean Accounting: A Proven System for Measuring and Managing the Lean Enterprise
- The Mermaids Singing
- The Broken Spears: The Aztec Account of the Conquest of Mexico
- Cost and Management Accounting: An Introduction for Students
- Model Reduction Methods for Vector Autoregressive Processes
- Mojave Desert Wildflowers: A Field Guide to Wildflowers, Trees, and Shrubs of the Mojave Desert, In
General
| Education
| Nonfiction
| Subjects
| Books
Whatever It Takes: How Professional Learning Communities Respond When Kids Don't Learn
Getting Started: Reculturing Schools to Become Professional Learning Communities
Learning by Doing: A Handbook for Professional Learning Communities at Work (Book & CD-ROM)
On Common Ground: The Power of Professional Learning Communities
SCHOOL LEADERSHIP THAT WORKS: From Research to Results
