"Authentic Intellectual Work provides an effective framework for educators as we move from unpacking CCSS to a focus on instruction and assessment. Your entire community will appreciate this research and evidenced based approach to closing significant achievement gaps through a focus on what matters most - engaging our youth in meaningful work that prepares them for college and careers. Add this to your Must Read list!"

“In a time when education and the world focus too much on testing, Newmann, Carmichael, and King present a set a compelling alternatives based on in-depth research and experience. Their emphasis on rigor will support meaningful learning and transcend some of the silliness we all confront daily.”

“Schools are looking for ways to help staff transition to the Common Core and that involves significant changes in the type of work teachers use with students. Authentic Intellectual Work appears to be a great way to make that happen.”

“Authentic Intellectual Work is a powerful design for enhancing success for students across ability, ethnicity, and socioeconomics. Although similar ideas have been introduced in the field of education, AIW provides clear parameters for instruction that is authentic.”

"Newmann and colleagues offer a refreshing approach to research and professional development, which deeply honors teachers' critical inquiry and collaboration. Thanks to their insights, educators finally have a framework for promoting rigor and relevance across all grades and subjects. Those who join this journey will reap the rewards of increased teacher engagement and improved student learning."

"Many school administrators, teachers, and parents have responded to the adoption of the Common Core State Standards with a mixture of fear, loathing, and panic. Newmann, Carmichael, and King explain how the AIW framework can enable educators to overcome those fears while building the culture of collaboration and trust required for successful school reform. Importantly, they also show how collective professional development among teachers and school leaders can enhance educators' learning and practice leading to improved, more equitable student outcomes."

“Since my first encounter with AIW, I've been inspired because it isn't about formulas or panaceas. Rather, this framework is about the meaningful unpacking of practice in a way that connects us to our classrooms and helps us see rigor as a catalyst, not an imposition. In short, it's a cornerstone of my practice.”

“AIW serves as the foundation for systemic change by providing tools that allows teachers to take risks and be reflective of their practices in the ever changing landscape of education.”

Authentic Intellectual Work: Improving Teaching for Rigorous Learning offers educators a valuable framework for constructing the kinds of learning we would hope all of our students experience – grounded in serious inquiry around the topics well-equipped citizens must be prepared to address in an informed society. Just as important, the authors assist school and system leaders in building educator capacity to create these learning experiences in schools, recognizing that schools cannot achieve the aims of any rigorous student standards without first ensuring that educators are well supported and prepared to teach in differing and demanding ways.

"This important new book is a tremendous resource for teachers, school administrators, and policymakers. Rooted in more than 20 years of rigorous research, this exceptionally clear and example-packed book makes a compelling case for why authentic intellectual work should be at the centerpiece of the school curriculum—across all grades and subjects."

"This is the definitive volume on “authentic intellectual work”. It will guide educators in the collaboration they need to challenge each other's practices toward ever-increasing rigor, a fundamental building block of 21st century learning."

"Authentic Intellectual Work has had a profound impact on policy, practice, and research in Australia for nearly two decades. Both the research and the professional development presented in this volume are compelling."