Decision theory: general Books

Book Synopsis Strategic thinking just got easierFor most aspiring managers, at some point in their careers, their Personal Development Plans will include the demand to have ''greater strategic thinking ability''. We have the perception that executives operating at board-level have this ''strategic thinking ability'' but seldom find the route to obtain it for ourselves. The purpose of this book is to provide that route. Strategy, like any other discipline, can be learned and practised. This book takes you on a journey to explore what organizational strategy is, where it fits within the context of each business, and then gives an examination of internal, external, marketing, brand and competitive strategy. To progress to an executive position, a wide range of skills and attributes are required. Aspects such as good leadership skills, strong communication skills, commercial understanding and the ability to understand other people are all needed. Equal with these vital elTable of Contents : Sunday: Introducing strategy : Sunday: Introducing strategy : Monday: Strategic models : Monday: Strategic models : Tuesday: Strategists and strategies : Tuesday: Strategists and strategies : Wednesday: Strategic analysis : Wednesday: Strategic analysis : Thursday: Strategic thinking : Thursday: Strategic thinking : Friday: From strategy to action : Friday: From strategy to action : Saturday: Formulating strategy : Saturday: Formulating strategy

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Book SynopsisExisting research methods textbooks emphasize the mechanics of HOW to conduct research studies. However, many students fail to see WHY it is important to learn about research because they will never conduct research studies. These students do not become engaged in learning and believe that research courses and textbooks are useless. They do not see the need of developing research literacy to understand the applications and limitations of research to their daily lives. This book engages students with a nonmathematical presentation that includes real examples of the consequences of research errors in daily life. The organization facilitates learning with objectives, concepts, description of errors, best practices, and examples. This is a research methods textbook for students who fear research textbooks. The diversity of topics in this book permits application to research methods courses in these academic fields: Economics, Education, Political Science, Psychology, and Sociology. This Trade ReviewImportant book to read, as Bob Janke and Bruce Cooper warn us, that: “Individuals and groups purposively create misinformation through distortion or manipulation to influence the beliefs and behaviors of others.” Truth matters in everyone’s life, as this book shows. -- Carlos R. McCrayI enjoyed the thorough listing of best practices, common errors, and the like. -- Amanda Berhenke, Ph.D., assistant professor, education and psychology, Albertus Magnus CollegeYet another great book by Bruce Cooper and his colleague, Robert Janke, one of the most sensible and realistic observers of the American education scene for the past 40+ years. This book is readable and on-target. -- Sheldon Marcus, Ed.D., professor, Division of Educational Leadership, Administration and Policy, Fordham University Graduate School of EducationDrs. Janke and Cooper's book is essential reading for students and laypeople alike. The world of big data is giving the impression that all analysis is research and all research is valid and reliable. The book offers an understanding of how to strengthen research and reduce errors. Readers will benefit from a close read, in both wisdom and humility. -- Sheree Speakman, founder, CIE LearningA comedy of errors in education is not funny! Decisions and polices must be based on honest investigation and clear, critical thinking. This book is invaluable in pointing the (best) way to improving our schools for all children. -- Stephan F. Brumberg, Ed.D., professor of education leadership & history, Brooklyn College and CUNY Graduate CenterA non-traditional text that engages students with humor and provocative real-world examples of the consequences of research errors in many academic areas. This text shows why it is important to be able to separate accurate from inaccurate research evidence. -- Clayton Dusek, Ph.D., professor, Baldwin Wallace UniversityAt a time when “scientifically proven methods” and “data driven instruction” have become catchwords in education, this book is essential reading for students, teachers and anyone interested understanding research. Written in language that is non-technical and easy to read, Errors in Evidence-Based Decision Making helps users of research to understand and identify bias and misinformation, while also providing an excellent foundation for advanced courses in research. -- Melvin Wermuth, Mercy College, New YorkAn increasingly common bureaucratic imperative in selecting policies is that they be "research based," "proven," and in accord with "best practices." While politics requires that sort of justifying evidence, many political scientists observe that choices are usually made on the basis of unrealistic expectations, uncertain technologies, and unreliable implementation scenarios. This book provides useful ways of better evaluating evidence and thereby moving the exercise beyond justification. -- Robert T. Nakamura, Vincent O'Leary Professor of Political Science, Rockefeller College of Public Affairs, University at Albany, State University of New YorkTable of ContentsPreface Introduction Chapter 1 Identifying Errors Chapter 2 Dispositions and Ethics Chapter 3 Problem Development Chapter 4 Variables Chapter 5 Measurement Foundations Chapter 6 Data Collection Instruments Chapter 7 Sampling Methods Chapter 8 External and Internal Validity Threats to Evidence Chapter 9 Research Design Chapter 10 Data Analysis Chapter 11 Statistical Probability and Interpretation Chapter 12 Personal Biases in Interpretation Chapter 13 The Age of Misinformation Chapter 14 Religion and Science Epilogue--- How Will We Apply Research to Improve Our Lives?

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Book SynopsisExisting research methods textbooks emphasize the mechanics of HOW to conduct research studies. However, many students fail to see WHY it is important to learn about research because they will never conduct research studies. These students do not become engaged in learning and believe that research courses and textbooks are useless. They do not see the need of developing research literacy to understand the applications and limitations of research to their daily lives. This book engages students with a nonmathematical presentation that includes real examples of the consequences of research errors in daily life. The organization facilitates learning with objectives, concepts, description of errors, best practices, and examples. This is a research methods textbook for students who fear research textbooks. The diversity of topics in this book permits application to research methods courses in these academic fields: Economics, Education, Political Science, Psychology, and Sociology. This Trade ReviewImportant book to read, as Bob Janke and Bruce Cooper warn us, that: “Individuals and groups purposively create misinformation through distortion or manipulation to influence the beliefs and behaviors of others.” Truth matters in everyone’s life, as this book shows. -- Carlos R. McCrayI enjoyed the thorough listing of best practices, common errors, and the like. -- Amanda Berhenke, Ph.D., assistant professor, education and psychology, Albertus Magnus CollegeYet another great book by Bruce Cooper and his colleague, Robert Janke, one of the most sensible and realistic observers of the American education scene for the past 40+ years. This book is readable and on-target. -- Sheldon Marcus, Ed.D., professor, Division of Educational Leadership, Administration and Policy, Fordham University Graduate School of EducationDrs. Janke and Cooper's book is essential reading for students and laypeople alike. The world of big data is giving the impression that all analysis is research and all research is valid and reliable. The book offers an understanding of how to strengthen research and reduce errors. Readers will benefit from a close read, in both wisdom and humility. -- Sheree Speakman, founder, CIE LearningA comedy of errors in education is not funny! Decisions and polices must be based on honest investigation and clear, critical thinking. This book is invaluable in pointing the (best) way to improving our schools for all children. -- Stephan F. Brumberg, Ed.D., professor of education leadership & history, Brooklyn College and CUNY Graduate CenterA non-traditional text that engages students with humor and provocative real-world examples of the consequences of research errors in many academic areas. This text shows why it is important to be able to separate accurate from inaccurate research evidence. -- Clayton Dusek, Ph.D., professor, Baldwin Wallace UniversityAt a time when “scientifically proven methods” and “data driven instruction” have become catchwords in education, this book is essential reading for students, teachers and anyone interested understanding research. Written in language that is non-technical and easy to read, Errors in Evidence-Based Decision Making helps users of research to understand and identify bias and misinformation, while also providing an excellent foundation for advanced courses in research. -- Melvin Wermuth, Mercy College, New YorkAn increasingly common bureaucratic imperative in selecting policies is that they be "research based," "proven," and in accord with "best practices." While politics requires that sort of justifying evidence, many political scientists observe that choices are usually made on the basis of unrealistic expectations, uncertain technologies, and unreliable implementation scenarios. This book provides useful ways of better evaluating evidence and thereby moving the exercise beyond justification. -- Robert T. Nakamura, Vincent O'Leary Professor of Political Science, Rockefeller College of Public Affairs, University at Albany, State University of New YorkTable of ContentsPreface Introduction Chapter 1 Identifying Errors Chapter 2 Dispositions and Ethics Chapter 3 Problem Development Chapter 4 Variables Chapter 5 Measurement Foundations Chapter 6 Data Collection Instruments Chapter 7 Sampling Methods Chapter 8 External and Internal Validity Threats to Evidence Chapter 9 Research Design Chapter 10 Data Analysis Chapter 11 Statistical Probability and Interpretation Chapter 12 Personal Biases in Interpretation Chapter 13 The Age of Misinformation Chapter 14 Religion and Science Epilogue--- How Will We Apply Research to Improve Our Lives?

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Book SynopsisA Guide to Organizational Strategies for Thinking and Writing offers teachers and students ten patterns for arranging ideas that will expand their repertoire of organizational skills. Each pattern is illustrated by passages that model the strategy, and each is accompanied by an assignment that invites application and practice. Models that encompass a wide range of subjectsliterature, history, science, mathematicsare provided for students in the early grades, in middle school, and in high school or college. Teachers will find the first part of the book helpful in planning writing instruction, not just for language arts but for any subject that requires English exposition. Students, from emerging to accomplished writers, will benefit from reading the passages and completing the assignments. The strategies include six basic approacheschronological, spatial, topical, comparison, contrast, comparison contrastand four less well-known patternstraditional narrative, pointcounterpoint, questionTrade ReviewDr. Billie Birnie incorporates the natural way we learn into her carefully structured steps for teaching writing. I can’t think of any other book which actually teaches organizational strategies. As teachers, we all know the terms: chronological, spatial, topical, comparison, comparison-contrast—but wait! There are more: question-answer, traditional narrative, point-counterpoint, and, amazingly, my favorite—extended analogy. Point-counterpoint? A strategy for organizing an essay? Brilliant! In fact, this entire guidebook is not only brilliant; it gives teachers precise guidelines for teaching multiple kinds of essays. I commend Dr. Birnie for providing this balanced approach to teaching these organizational strategies for writing. We are all used to texts that promote one theory or another but never give us the bedrock. That’s what Dr. Birnie does in this guidebook: gives teachers of all grade levels (designated in the text) models for developing interesting, provocative, well-structured essays. What I especially value in Dr. Birnie’s approach is that she does not limit young writers. She does not proclaim that the five-paragraph essay is essential. What she does do is allow for that model, if it is appropriate, along with many others. There is room for the innovative, creative student as well as for the student who needs the secure structure that is always provided. In fact, this guidebook provides a complete lesson plan which utilizes the strategies in the book to teach modeling rhythm and rhyme; this one lesson can be adapted to any age level. I hope that this guidebook will be widely used in teacher training as well as in workshops at every level, from department to district to writing projects nationwide. I commend Dr. Birnie for providing this balanced approach to teaching these organizational strategies for writing. -- Fran Claggett, Sonoma State University’s Osher Lifellong Learning Institute, author of Teaching Writing: Craft, Art, Genre; coauthor of the Daybooks of Critical Reading and WritingBillie Birnie’s Guide to Organizational Strategies for Thinking and Writing helps students to understand the different ways in which good writing is organized. Students often learn by emulating, and the mentor texts found in this book provide students with rich practice. A great addition to any writing teacher’s toolbox. -- Kelly Gallagher, teacher of English at Magnolia High School in Anaheim, California, and author of Write Like This: Teaching Real-World Writing Through Modeling and Mentor TextsWhat a gem! Written with clarity, precision and perceptiveness, A Teacher’s Guide to Organizational Strategies for Thinking and Writing presents ten exquisitely crafted teaching strategies for teaching writing, set in a framework for understanding how clear thinking and skillful writing are developed and nurtured! In her guide, Dr. Billie Birnie reveals the power of structure and models for helping students become mature writers and thinkers. At the same time, her guidance artfully balances direct instruction with reminders to teachers to honor student preferences and individual needs so that one never forgets who “owns the writing.” A Teacher’s Guide to Organizational Strategies for Thinking and Writing is a must-have book for anyone serious about teaching thinking and writing while honing the craft of teaching. -- Stephanie King, 2000 Florida Teacher of the YearDr. Billie Birnie’s book is the perfect blend of theory and practice for elementary, middle, high school, and adult education teachers. Divided into three sections, the book provides an outline of the fundamentals of writing; followed by a list of critical steps to follow for writing success; and organizational strategies to writing. The third section describes how to write in ten different ways, and highly engaging passages are included as examples for writers at each educational level. In addition to the narrative descriptions, Dr. Birnie compiles the organizational strategies into a chart for easy reference. This book makes the teaching of writing approachable with outstanding models to follow. Her book as a smorgasboard of ideas for teachers to use to motivate and empower student writers. I highly recommend this book! -- Jeanne Qvarnstrom, EdD, assistant professor of Education, Sul Ross State University, Alpine, TexasTable of ContentsTable of Contents Preface Acknowledgments Introduction Preliminaries The Writing Process What Students Must Know about Sentences What Students Must Know about Paragraphs What Students Must Know about Essays How Modeling Works The Use of Response Groups How To Use the Rest of This Book The Strategies Chronological Order Spatial Organization Topical Organization Comparison Contrast Comparison-Contrast Question-Answer Traditional Narrative Point-Counterpoint Extended Analogy Teaching the Organizational Strategies (Table) A Lesson in Modeling Rhythm and Rhyme in Poetry References

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Book SynopsisA Toolkit for Department Chairs is designed to give academic administrators the skills they need in order to do their jobs more effectively. Combining case studies, scenarios, practical advice, and problem solving activities, the book offers chairs a valuable resource for negotiating the real-life challenges they face as academic leaders. Many of the case studies and scenarios included in this book have been field tested by the co-authors in over thirty years of administrative training workshops. Current and aspiring department chairs will discover many new tools that they can include in their administrative toolkits from this practical, accessible book. A Toolkit for Department Chairs works well as a personal resource as well as a training manual for leadership programs and textbook for pre- and in-service education for department chairs. Some additional key features of this book include:Practicality in that it offers specific strategies to address the many challenges faced by departmTrade ReviewBuller and Cipriano’s A Toolkit for Department Chairs offers readers exactly what the title suggests—tools that department chairs might utilize to strengthen their leadership skills and abilities. Organized in a straightforward, concise, and thoughtful manner, chapters include scenarios combined with activities and advice, illuminating the complex world of academic administration in exceptionally accessible ways. Covering hiring and evaluating practices, mentorship, teamwork and collegiality, communication, conflict, decision-making, and budgeting, chapters have real-world relevance, hitting right to the heart of many of the challenges administrators face. . . .Overall, the text makes clear that there are almost never easy answers to the challenges a chair will face, but that thinking through the possibilities can facilitate stronger decision-making, an outcome this text could certainly help achieve. * VOYA *Buller and Cipriano’s collaboration, A Toolkit for Department Chairs, offers pertinent advice and a variety of practice exercises—giving you immediately useable tools for just about any situation academic leaders face. . . .A Toolkit for Department Chairs delivers on its title, offering practical advice through cases and reflections to help equip chairs with insight into how to weigh options and apply the best tools to create a stronger department. * The Department Chair *Buller and Cipriano have delivered a rare combination of benefits in the publication of the A Toolkit for Department Chairs: a work of practical intelligence, specific advice, and humane wisdom. Just reading through the multiple scenarios they present would provide a new chair a crash course in the complexity of the context and the delicacy needed to be effective in the role. While reading the resolutions of these scenarios, new chairs learn "what not to do" and they also learn the precepts of effective action. Chairs who carefully read A Toolkit will come to understand how to navigate a true course through the inherent and conflicting pressures that bear on the chair in critical and all-to-common situations. Having founded and co-led a new chairs support group for six years, I can confirm that they have accurately described many of the key dilemmas that chairs face and given extraordinarily useful guidance. In view of the fact that the seven challenges around which the book is organized have been rated the most important in a national survey of 4000 chairs, I can confidently predict that this work will be a tremendous support for many new chairs. -- Dr. David Kiel, Leadership Coordinator, Center for Faculty Excellence, University of North Carolina at Chapel HillA Toolkit for Department Chairs provides a useful book for beginning and more seasoned chairs. The book is organized around themes identified as important through surveys of current chairs, and the result is a thematic treatment of issues such as hiring and evaluating faculty, mentoring faculty, and managing conflict — issues that confront chairs daily across disciplines and institutions. For each topic, vignettes are presented to capture a number of the complexities and cross-pressures that are typically at play, and possible solutions are also explored. So often, successful academic leadership is a matter of carefully analyzing situations, thoughtfully considering options, and judiciously choosing strategies for action. Readers will find this book helpful in honing competencies in each of these domains. -- Brent D. Ruben, PhD, Distinguished Professor and Executive Director, Center for Organizational Development and Leadership, Rutgers UniversityThe role of Chair is complex and the seven areas of responsibility that make chairs lose sleep are well-addressed in this volume. Crisp and practical approaches to each area are followed by multiple case studies constructed from the authors’ broad experiences. Chairs are almost certain to see themselves and their departments in one of the cases. The questions that begin each case analysis are well designed to deepen the reader’s understanding of the situation. Resolutions offered pay attention to the political landscape of the department and larger institutional system and emphasize the critical role communication plays in success of any strategy. Rather than a Machiavellian approach to department leadership, the authors anchor their guidance in the responsibility of the chair to foster positive climate and respect for each individual, challenging though he or she may be. This volume will be immediately useful to chairs whether they sit down and read it through, or pull it from the shelf when they need specific guidance for the crisis du jour. -- Pamela G. LoRusso Strausser, Sr. Consultant, Academic Organizational Development, Cornell UniversityBoth new and experienced chairs will benefit from reading and thinking about the case studies described in A Toolkit for Department Chairs. The case studies cover a wide range of topics (e.g. hiring, evaluating colleagues, managing conflict, making decisions and budgeting). Every case is followed by questions and discussions of different approaches that will surely generate new ideas to address the challenges of being a department chair. -- Lawrence G. Abele, director of the Institute for Academic Leadership, Florida State UniversityTable of ContentsCONTENTS PREFACE ACKNOWLEDGEMENTS INTRODUCTION CHAPTER 1 HIRING AND EVALUATING FACULTY MEMBERS CHAPTER 2 MENTORING FACULTY MEMBERS CHAPTER 3 PROMOTING TEAMWORK AND COLLEGIALITY CHAPTER 4 COMMUNICATING EFFECTIVELY CHAPTER 5 MANAGING CONFLICT CHAPTER 6 MAKING DECISIONS CHAPTER 7 BUDGETING EPILOGUE OUR REFLECTIONS

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Book SynopsisA Toolkit for Department Chairs is designed to give academic administrators the skills they need in order to do their jobs more effectively. Combining case studies, scenarios, practical advice, and problem solving activities, the book offers chairs a valuable resource for negotiating the real-life challenges they face as academic leaders. Many of the case studies and scenarios included in this book have been field tested by the co-authors in over thirty years of administrative training workshops. Current and aspiring department chairs will discover many new tools that they can include in their administrative toolkits from this practical, accessible book. A Toolkit for Department Chairs works well as a personal resource as well as a training manual for leadership programs and textbook for pre- and in-service education for department chairs. Some additional key features of this book include:Practicality in that it offers specific strategies to address the many challenges faced by departmTrade ReviewBuller and Cipriano’s A Toolkit for Department Chairs offers readers exactly what the title suggests—tools that department chairs might utilize to strengthen their leadership skills and abilities. Organized in a straightforward, concise, and thoughtful manner, chapters include scenarios combined with activities and advice, illuminating the complex world of academic administration in exceptionally accessible ways. Covering hiring and evaluating practices, mentorship, teamwork and collegiality, communication, conflict, decision-making, and budgeting, chapters have real-world relevance, hitting right to the heart of many of the challenges administrators face. . . .Overall, the text makes clear that there are almost never easy answers to the challenges a chair will face, but that thinking through the possibilities can facilitate stronger decision-making, an outcome this text could certainly help achieve. * VOYA *Buller and Cipriano’s collaboration, A Toolkit for Department Chairs, offers pertinent advice and a variety of practice exercises—giving you immediately useable tools for just about any situation academic leaders face. . . .A Toolkit for Department Chairs delivers on its title, offering practical advice through cases and reflections to help equip chairs with insight into how to weigh options and apply the best tools to create a stronger department. * The Department Chair *Table of ContentsCONTENTS PREFACE ACKNOWLEDGEMENTS INTRODUCTION CHAPTER 1 HIRING AND EVALUATING FACULTY MEMBERS CHAPTER 2 MENTORING FACULTY MEMBERS CHAPTER 3 PROMOTING TEAMWORK AND COLLEGIALITY CHAPTER 4 COMMUNICATING EFFECTIVELY CHAPTER 5 MANAGING CONFLICT CHAPTER 6 MAKING DECISIONS CHAPTER 7 BUDGETING EPILOGUE OUR REFLECTIONS

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Book SynopsisThe second volume of companion books on comparative student discipline identifies the best practices in dealing with student misconduct, on six continents, in a legally sound manner. It is essential for educators to examine national as well as international practices addressing student misconduct in schools because learner misbehavior often has a detrimental effect on the quality of teaching and learning in elementary and secondary schools. The countries covered are Brazil, China, Malaysia, Turkey and South Africa.Trade ReviewIdentifying the best practices in school disciplinary matters is key to any learning environment. While student discipline is often challenging for new teachers, more experienced teachers also benefit from inquiry into alternative forms of discipline. This volume examines what approach educators use in ten other countries when addressing student misconduct. In addition to classroom discipline, the volume also analyzes more serious forms of student misconduct, including criminal offenses. New and experienced educators will benefit from exploring these successful strategies used globally in addressing student misconduct. -- Suzanne Eckes, professor, department of educational leadership and policy studies, Indiana University, president-elect, Education Law Association (ELA)Table of ContentsPreface Introduction Misconduct Hampers Teaching and Learning Concern for Student Safety The Problem of Criminal Tendencies Dealing with Misconduct Dealing with Serious Misconduct The Global Journey Conclusion Chapter 1 Bringing Peace to Schools: The Experience of the State of São Paulo, Brazil Introduction The Brazilian Educational System from A Constitutional Perspective The Implementation of the Right to Education Under Brazilian Law The Full Protection of Children and Adolescent under the Brazilian Constitution The Child and Adolescent Act and Student Misconduct The State of São Paulo School Protection System School and Community Mediator-Teachers Conclusion Key Points Chapter 2 Student Discipline in China Introduction Introduction to the Legal System Student Misconduct in School and Its Forms Methods of Student Discipline Formal Methods: Sanctions Rendered by Schools Informal Methods: Discipline by Teachers Due Process Special Considerations in Student Discipline Education and Discipline Revocation of Sanction School, Family, and Community Discussion and Future Directions Conclusion Key Points Chapter 3 The Law Regulating Student Discipline in Malaysia Introduction The Court Structure in Malaysia The State of Student Misconduct in Malaysian Schools The Most Frequent Forms of Student Misconduct The Application of Due Process to Disciplinary Methods Methods of Dealing with Student Discipline Enforcement of Corporal Punishment Procedural Guidelines Concerning Corporal Punishment Suspensions and Expulsions Procedural Requirements Concerning Suspensions and Expulsions Student Dress Codes Procedural Requirements Concerning Student Dress Codes Emerging Issues Conclusion Key Points Chapter 4 Legal Aspects and Practical Application of Disciplinary Actions in theTurkish Public Educational System Introduction National Background Information Location Brief History of Major Events Population An Overview of Turkey’s Legal System An Overview of Regulations Regarding Education Regulations Regarding Discipline in Education The State of Student Misconduct in Turkish Schools The Most Frequent Forms of Student Misconduct Dealing with Misconduct in Schools Due Process and Discipline Emerging issues Conclusion Key Points Chapter 5 Student Discipline from Authoritarian Apartheid to Constitutionalism: South Africa as A Society in Transition. Introduction Legal Framework of Education in South Africa The Bill of Rights and Student Discipline Limitation of Fundamental Human Rights The South African Schools Act and Student Discipline Common Law Principles and Student Discipline The State of Student Misconduct in Schools Frequency and Forms of Student Misconduct in South African Schools School-based Violence Manifestations of School-based Violence Freedom and Security of Person Assault and Common Crime Violence by Students Against Educators Negative Consequences of School Violence for Students Prohibition of Corporal Punishment: A Cause of Ill-discipline? Teacher Misconduct: A Factor Influencing Student Behavior Methods of Dealing with Student Misconduct School Policy and Regulatory Measures to Improve Safety and Discipline Dealing with Serious Misconduct: Suspension and Expulsion of Students Unwillingness of Education Officials to Expel Ill-disciplined Students Emerging Issues The Right to Privacy and Student Discipline Freedom of Expression and Discipline in Schools Religious Expression Contravening School Dress Codes Freedom of Expression and Unfair Discrimination Based on Culture Freedom of Expression Does Not Equate to a Right to be Ill-disciplined Defamation, Cyber Bullying and Freedom of Expression Conclusion Key Points Chapter 6 Reflections and Recommendations Reflections Recommendations Conclusion

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Book SynopsisThe Question is the Answer is a teacher's guide to helping young readers generate text-based questions. The purpose of this book is to help teachers and parents value and promote student-generated questions to facilitate motivation, engagement, and cognitive development.Trade ReviewBrilliant. Molly Ness takes decades of research on the cognitive role of questioning and distills it into concrete plans for classroom practice. The Question is the Answer will bring greater curiosity, learning, and wonderment to any classroom. -- Daniel Willingham, professor, department of psychology, University of Virginia, author of “Why Don't Students Like School?”, “When Can You Trust the Experts?”, and “Raising Kids Who Read”Ness has done it again! This is an innovative and authoritative look at how children use questions to learn, and how we – teachers and parents – can use these questions to improve children’s learning and achievement. This book is scientifically grounded but full of practical guidelines. A brilliant read! -- Laura Justice, EHE distinguished professor, education and human ecology, The Ohio State UniversityI wholeheartedly applaud Dr. Ness for delivering a book that celebrates, encourages, and expands on children’s natural curiosity. The Question is the Answer helps teachers find a way back to joyful, collaborative exploration in the classroom. This book can be used to guide instruction and learning within elementary classrooms or as a tool to promote vertical alignment across the grades. It is a treasure from cover to cover! -- Gary Wellbrock, PhD, first grade teacher (at PS347 The American Sign Language and English Lower School) in ManhattanPresents a highly readable approach on how to enhance comprehension and excitement about learning. Supported by current research and filled with real-world examples and practical strategies that are incredibly useful for parents, teachers, and anyone working with young children. -- Naomi Schimmel, curriculum coordinator, The Shefa SchoolMy visits to elementary classrooms have convinced me that teaching students to generate questions is often a hit-or-miss endeavor. The truth is, being effective requires far more than asking students to ask questions. This is why The Question is the Answer is such an important book. In it, Molly Ness has crafted a superb resource that should be on every teacher’s must-read list. She distills the research evidence into easily understood approaches that together define best practice. Her vignettes illustrate these approaches with true insight, and they reflect a writing style that is both warm and engrossing. I rarely say this about an academic book, but this one’s a page-turner! -- Mike McKenna, Jewel Professor of Reading at the University of VirginiaGrounded in what we know about inquiry, effective teaching, and what it means to learn alongside our students, Ness helps us consider not only the structure and substance of our questions but the ways in which we grow and build questioning skills over time. This book is about far more than a collection of strategies for the classroom (though it has those in abundance). This is a book that challenges us to firmly root schooling in what it means to discover, to question, and to learn. -- Sara Kajder, clinical assistant professor, college of education, University of GeorgiaTable of ContentsPreface Acknowledgements Introduction Chapter One: Inside Inquiry-Based Classrooms: The Research Basis for Question Generation Chapter Two: Tried But True Questioning Strategies Chapter Three: Questioning Inside Kindergarten Classrooms Chapter Four: Questioning Inside First-Grade Classrooms Chapter Five: Questioning Inside Second-Grade Classrooms Chapter Six: Questioning Inside Third-Grade Classrooms Chapter Seven: Questioning Inside Fourth-Grade Classrooms Chapter Eight: Questioning Inside Fifth-Grade Classrooms References

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Book SynopsisCritical thinking requires a deep understanding of the topic at hand and the ability to look at content from diverse, and often unfamiliar, perspectives. Critical thinkers engage with material in innovative and creative ways to analyze, synthesize and assess it in order to reach their own informed conclusions. Developing Critical Thinking: From Theory to Classroom Practice invites readers to revisit their pedagogy to promote this type of inquiry. Scholars and practitioners from several content areas introduce several examples of instructional strategies, classroom practices, and projects at multiple grade levels. Their experiences come together to highlight practical ways to foster students' critical thinking skills and encourage them to engage in learning in new ways.Trade ReviewDeveloping Critical Thinking presents a courageous and progressive voice to the educational discourse, bridging theory and practice. Each chapter is a subtle and persuasive theory of action that encourages teacher growth and development through critical teaching frameworks that blend research with the science of care. The contributors to this wonderful edited volume give new meaning to the now popular idea of 'critical thinking,' opening a new world of possibility where thought begins in the soul. This is a definitive text. It is essential reading. -- David E. Kirkland, Executive Director, NYU Metropolitan Center for Research on Equity and the Transformation of SchoolsDeveloping Critical Thinking: From Theory to Classroom Practice is atypical of the genre of book in which Higher Ed research is focused like a prescription on shifting classroom practice. Taking up the issue of critical thinking, Naiditch and the scholars he has enlisted turn to real classrooms and real children to show how teachers in schools and universities are using thoughtful study of their practice to engage their students in critical thinking. Their focus is on engaging learners (both teachers and students) to look at a variety of problems ranging from intensely personal ones like making algebra meaningful to general ones shared across a class and school, for example, bullying. In each instance, learners are encouraged both to use the broad range of knowing that is available in their community and to share and question so that multiple points of view are brought to the issue, are heard, and are considered. This is difficult work! There is no right way espoused here unless it is that when there is a genuine quest for knowledge on the part of teachers and students, high-level critical thinking is inevitable, engaging, and inspiring. -- Frances O’Connell Rust, Professor Emerita, New York University; Former Director of Teacher Education Programs at the University of Pennsylvania Graduate School of EducationFernando Naiditch and his colleagues have produced a very important book that examines critical thinking, an essentially contested concept. Critical thinking means many things to different educators and we find here a carefully constructed book that focuses on what critical thinking looks like in classrooms without minimizing the important philosophical elements it represents. Drawing on constructivism, literacy education, and disabilities education among other fields, we find a compelling argument for the essential importance of critical thinking as part of education in a democracy. Drawing implicitly on the ideas of Dewey and Goodlad, Naiditch makes clear that we need to prepare students to participate in a democratic society by listening carefully, accepting diverse positions, thinking critically about what they mean and seeking compromise. It goes a long way in helping educators use this essential pedagogical tool in their teaching. -- Nick Michelli, Presidential Professor, PhD Program in Urban Education and Middle Eastern Studies, The Graduate Center of the City University of New YorkTable of ContentsAcknowledgments Introduction: Teaching and Learning Critical Thinking Fernando Naiditch, Montclair State University, USA Chapter 1: Understanding Critical Thinking – What is it? Can we teach it? How do we learn it? Fernando Naiditch, Montclair State University, USA Chapter 2: Philosophy for Children and Critical Thinking: Creating a Space for Children to Think in a Kindergarten Classroom Olivier Michaud, Université du Québec à Rimouski, Québec, Canada Chapter 3: Critical Thinking in Action: A Collaborative Early Childhood Approach to Curriculum Design Elizabeth Quintero, California State University, Channel Islands, USA Chapter 4: Promoting Respect through Collaboration: A School Responds to Bullying by Engaging the Community Jean Ann Slusarczyk & Lucy Villaluz, Franklin Elementary School, Bloomfield, NJ, USA Chapter 5: Co-construction as a Critical Approach to Mathematics Education Mark Russo, Pascack Valley Regional High School District, NJ, USA Chapter 6: Critical Pedagogy and the Teaching of Reading for Social Action Fernando Naiditch, Montclair State University, USA Chapter 7: Think Critically and Act Collaboratively: A Critical Framework for Teaching Students with Special Needs Mark Alter and Joan Rosenberg, New York University, USA Chapter 8: Creativity and Motivation in the Teaching and Learning Process Bettina Steren dos Santos, Carla Spagnolo, and Caroline Buker, Pontifícia Universidade Católica do Rio Grande do Sul, Brazil Chapter 9: Critical Second Language Pedagogy: Lessons Learned from Teaching Students in Poverty Fernando Naiditch, Montclair State University, USA Afterword: Encouraging Teachers’ Growth and Development using Practitioner Research Kathryn Herr, Montclair State University, USA About the Editor About the Contributors

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Book SynopsisCritical thinking requires a deep understanding of the topic at hand and the ability to look at content from diverse, and often unfamiliar, perspectives. Critical thinkers engage with material in innovative and creative ways to analyze, synthesize and assess it in order to reach their own informed conclusions. Critical Thinking: From Theory to Classroom Practice invites readers to revisit their pedagogy to promote this type of inquiry. Scholars and practitioners from several content areas introduce several examples of instructional strategies, classroom practices, and projects at multiple grade levels. Their experiences come together to highlight practical ways to foster students' critical thinking skills and encourage them to engage in learning in new ways.Trade ReviewDeveloping Critical Thinking presents a courageous and progressive voice to the educational discourse, bridging theory and practice. Each chapter is a subtle and persuasive theory of action that encourages teacher growth and development through critical teaching frameworks that blend research with the science of care. The contributors to this wonderful edited volume give new meaning to the now popular idea of “critical thinking,” opening a new world of possibility where thought begins in the soul. This is a definitive text. It is essential reading. -- David E. Kirkland, Executive Director, NYU Metropolitan Center for Research on Equity and the Transformation of SchoolsDeveloping Critical Thinking: From Theory to Classroom Practice is atypical of the genre of book in which Higher Ed research is focused like a prescription on shifting classroom practice. Taking up the issue of critical thinking, Naiditch and the scholars he has enlisted turn to real classrooms and real children to show how teachers in schools and universities are using thoughtful study of their practice to engage their students in critical thinking. Their focus is on engaging learners (both teachers and students) to look at a variety of problems ranging from intensely personal ones like making algebra meaningful to general ones shared across a class and school, for example, bullying. In each instance, learners are encouraged both to use the broad range of knowing that is available in their community and to share and question so that multiple points of view are brought to the issue, are heard, and are considered. This is difficult work! There is no right way espoused here unless it is that when there is a genuine quest for knowledge on the part of teachers and students, high-level critical thinking is inevitable, engaging, and inspiring. -- Frances O’Connell Rust, Professor Emerita, New York University; Former Director of Teacher Education Programs at the University of Pennsylvania Graduate School of EducationFernando Naiditch and his colleagues have produced a very important book that examines critical thinking, an essentially contested concept. Critical thinking means many things to different educators and we find here a carefully constructed book that focuses on what critical thinking looks like in classrooms without minimizing the important philosophical elements it represents. Drawing on constructivism, literacy education, and disabilities education among other fields, we find a compelling argument for the essential importance of critical thinking as part of education in a democracy. Drawing implicitly on the ideas of Dewey and Goodlad, Naiditch makes clear that we need to prepare students to participate in a democratic society by listening carefully, accepting diverse positions, thinking critically about what they mean and seeking compromise. It goes a long way in helping educators use this essential pedagogical tool in their teaching. -- Nick Michelli, Presidential Professor, PhD Program in Urban Education and Middle Eastern Studies, The Graduate Center of the City University of New YorkTable of ContentsAcknowledgments Introduction: Teaching and Learning Critical Thinking Fernando Naiditch, Montclair State University, USA Chapter 1: Understanding Critical Thinking – What is it? Can we teach it? How do we learn it? Fernando Naiditch, Montclair State University, USA Chapter 2: Philosophy for Children and Critical Thinking: Creating a Space for Children to Think in a Kindergarten Classroom Olivier Michaud, Université du Québec à Rimouski, Québec, Canada Chapter 3: Critical Thinking in Action: A Collaborative Early Childhood Approach to Curriculum Design Elizabeth Quintero, California State University, Channel Islands, USA Chapter 4: Promoting Respect through Collaboration: A School Responds to Bullying by Engaging the Community Jean Ann Slusarczyk & Lucy Villaluz, Franklin Elementary School, Bloomfield, NJ, USA Chapter 5: Co-construction as a Critical Approach to Mathematics Education Mark Russo, Pascack Valley Regional High School District, NJ, USA Chapter 6: Critical Pedagogy and the Teaching of Reading for Social Action Fernando Naiditch, Montclair State University, USA Chapter 7: Think Critically and Act Collaboratively: A Critical Framework for Teaching Students with Special Needs Mark Alter and Joan Rosenberg, New York University, USA Chapter 8: Creativity and Motivation in the Teaching and Learning Process Bettina Steren dos Santos, Carla Spagnolo, and Caroline Buker, Pontifícia Universidade Católica do Rio Grande do Sul, Brazil Chapter 9: Critical Second Language Pedagogy: Lessons Learned from Teaching Students in Poverty Fernando Naiditch, Montclair State University, USA Afterword: Encouraging Teachers’ Growth and Development using Practitioner Research Kathryn Herr, Montclair State University, USA About the Editor About the Contributors

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Book SynopsisA public relations director and a principal have mostly the same goals in helping students achieve at high levels. While each might go about impacting student learning in different ways, they both work to make education better. In Having an Impact on Learning, the husband and wife team of Matt and Kelly Wachel, help show how both the principal and the public relations director can propel education forward. Whether it's through perception, teaching and learning, communication, social media, events, student achievement, or working with the community, principals and public relations professionals have to understand their roles in contributing to each of those areas.While the topics of conversation between these two professions sometimes cause disagreement, in the end, the principal and the public relations professional agree that their two views must ultimately mesh to help do what's best for kids.In this book, get insight into these areas of education and learn about ways principals and Trade ReviewAsk any school principal what’s going on in their building and they will light up with tales of student achievement and great teaching. Helping tell those stories and sharing the vital nature of education with parents and community is the job of the school PR professional. Almost every day, Matt and Kelly Wachel share time together talking about their roles as principal (Matt) and communications pro (Kelly). In Having an Impact on Learning we readers get to sit in on those conversations and gain practical insights on how to better tell the stories of our students, our staff, and our schools. -- David Luther, executive director, Missouri School Public Relations Association and director of communications, Missouri Association of School AdministratorsThis book, written by a dynamic husband-wife team, does more than just address the importance of communicating and connecting with all constituents in the educational setting. This timely book also provides concrete and relevant examples on how to do so effectively and efficiently. With the changing landscape and the ever-evolving roles of school leaders and PR professionals, this book surely hits the mark and will leave you with a clear plan on taking your communications to the next level. -- Justin Tarte, PhD, director of curriculum and support services in the Union R-XI School DistrictSomeone is telling your school's story. It may be on social media, in conversations, or in letters to the editor. Teachers and administrators need to own their school's story. This book shares strategies for telling your school's story. Your school is a brand, let Matt and Kelly Wachel help show you how to improve it. -- Steven Weber, executive director of curriculum and instruction, Chapel Hill-Carrboro City Schools, Chapel Hill, North CarolinaTable of ContentsDedication Foreword Acknowledgements Introduction Chapter 1: Public Education and Perception Chapter 2: Student Achievement Chapter 3: Teaching and Learning Chapter 4: Communication Chapter 5: Social Media Chapter 6: Events and Activities Chapter 7: The Community Chapter 8: Your Brand Chapter 9: The Reader’s Turn Afterword

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Book SynopsisA public relations director and a principal have mostly the same goals in helping students achieve at high levels. While each might go about impacting student learning in different ways, they both work to make education better. In Having an Impact on Learning, the husband and wife team of Matt and Kelly Wachel, help show how both the principal and the public relations director can propel education forward. Whether it's through perception, teaching and learning, communication, social media, events, student achievement, or working with the community, principals and public relations professionals have to understand their roles in contributing to each of those areas.While the topics of conversation between these two professions sometimes cause disagreement, in the end, the principal and the public relations professional agree that their two views must ultimately mesh to help do what's best for kids.In this book, get insight into these areas of education and learn about ways principals and Trade ReviewAsk any school principal what’s going on in their building and they will light up with tales of student achievement and great teaching. Helping tell those stories and sharing the vital nature of education with parents and community is the job of the school PR professional. Almost every day, Matt and Kelly Wachel share time together talking about their roles as principal (Matt) and communications pro (Kelly). In Having an Impact on Learning we readers get to sit in on those conversations and gain practical insights on how to better tell the stories of our students, our staff, and our schools. -- David Luther, executive director, Missouri School Public Relations Association and director of communications, Missouri Association of School AdministratorsThis book, written by a dynamic husband-wife team, does more than just address the importance of communicating and connecting with all constituents in the educational setting. This timely book also provides concrete and relevant examples on how to do so effectively and efficiently. With the changing landscape and the ever-evolving roles of school leaders and PR professionals, this book surely hits the mark and will leave you with a clear plan on taking your communications to the next level. -- Justin Tarte, PhD, director of curriculum and support services in the Union R-XI School DistrictSomeone is telling your school's story. It may be on social media, in conversations, or in letters to the editor. Teachers and administrators need to own their school's story. This book shares strategies for telling your school's story. Your school is a brand, let Matt and Kelly Wachel help show you how to improve it. -- Steven Weber, executive director of curriculum and instruction, Chapel Hill-Carrboro City Schools, Chapel Hill, North CarolinaTable of ContentsDedication Foreword Acknowledgements Introduction Chapter 1: Public Education and Perception Chapter 2: Student Achievement Chapter 3: Teaching and Learning Chapter 4: Communication Chapter 5: Social Media Chapter 6: Events and Activities Chapter 7: The Community Chapter 8: Your Brand Chapter 9: The Reader’s Turn Afterword

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Book SynopsisAmerican schools should be laboratories for modeling democratic concepts. However, our school systems are the antithesis of democratically run organizations. Teaching professionals, students and parents have very little power or genuine influence in decision making. Reframing Decision Making in Education begins by describing the current status of American schools and concludes with a description of the organizational structure, leadership, and decision making practices necessary to make our schools operate in a manner congruent with those democratic principles we espouse as a country.This book describe a democratic structure and a decision making matrix to help reform leaders begin such an endeavor. Woven through each chapter is a fictional story of Principal Samantha Levy. We see Ms. Levy's struggles as she begins the process of making change in her high school and its impact on those around her.Trade ReviewReframing Decision Making provides a new and thought-provoking perspective about school leadership and the way schools should be organized and governed. This isn’t your typical leadership book with the same ideas and concepts packaged in different ways. Rettig’s theoretical argument for using the principles of democracy to transform public schools is sure to ignite a new wave of conversations and actions in our quest to educate future generations. -- Erin Kohl, principal of Oshkosh West High School in Oshkosh, WisconsinThis book provides many practical democratic ideas for school leaders to read and reflect upon. I found Rettig’s ideas extremely useful. Reframing Decision Making will help people in my school not only to feel empowered but to be empowered. This book has truly helped me rethink how I organize and govern my school. -- Mai Yia Change, deputy superintendent of academics, Noble Academy, Minneapolis, MNPerry Rettig presents a concise look at educational leadership practices in light of a landscape of change. Rettig utilizes this landscape as a compelling need for a renewed look at how democratic leadership structures would better meet the demands placed on educational institutions. -- Stephen R. Fogo, EdD, superintendent, Napolean Area Schools, Napolean, OHTable of ContentsPreface Introduction Chapter 1: The Way Things Are Chapter 2: It Doesn’t Have to be This Way Chapter 3: Democratic Principles: Change Happens Chapter 4: Implications and Applications for our Schools Chapter 5: Back to the Future References

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Book SynopsisAmerican schools should be laboratories for modeling democratic concepts. However, our school systems are the antithesis of democratically run organizations. Teaching professionals, students and parents have very little power or genuine influence in decision making. Reframing Decision Making in Education begins by describing the current status of American schools and concludes with a description of the organizational structure, leadership, and decision making practices necessary to make our schools operate in a manner congruent with those democratic principles we espouse as a country.This book describe a democratic structure and a decision making matrix to help reform leaders begin such an endeavor. Woven through each chapter is a fictional story of Principal Samantha Levy. We see Ms. Levy's struggles as she begins the process of making change in her high school and its impact on those around her.Trade ReviewReframing Decision Making provides a new and thought-provoking perspective about school leadership and the way schools should be organized and governed. This isn’t your typical leadership book with the same ideas and concepts packaged in different ways. Rettig’s theoretical argument for using the principles of democracy to transform public schools is sure to ignite a new wave of conversations and actions in our quest to educate future generations. -- Erin Kohl, principal of Oshkosh West High School in Oshkosh, WisconsinThis book provides many practical democratic ideas for school leaders to read and reflect upon. I found Rettig’s ideas extremely useful. Reframing Decision Making will help people in my school not only to feel empowered but to be empowered. This book has truly helped me rethink how I organize and govern my school. -- Mai Yia Change, deputy superintendent of academics, Noble Academy, Minneapolis, MNPerry Rettig presents a concise look at educational leadership practices in light of a landscape of change. Rettig utilizes this landscape as a compelling need for a renewed look at how democratic leadership structures would better meet the demands placed on educational institutions. -- Stephen R. Fogo, EdD, superintendent, Napolean Area Schools, Napolean, OHTable of ContentsPreface Introduction Chapter 1: The Way Things Are Chapter 2: It Doesn’t Have to be This Way Chapter 3: Democratic Principles: Change Happens Chapter 4: Implications and Applications for our Schools Chapter 5: Back to the Future References

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Book SynopsisWhat to Expect and How to Respond offers a solutions oriented glimpse into life in academia from the vantage point of groups including students, faculty and administrators. This interdisciplinary anthology provides insight into the profession for graduate students planning on becoming academics; brings to the attention of junior faculty potential tenure and promotion pitfalls as well as strategies to successfully overcome potential obstacles; offers senior faculty strategies to improve collegiality and the workplace environment; and provides administrators with tools to proactively and effectively contend with sensitive managerial matters. This interdisciplinary anthology is useful for undergraduate and graduate students of any discipline designed to prepare them for a career in academia whether as staff, faculty or an administrator. Moreover, this volume is a fine resource for those already in academia who may be experiencing any one or number of specific challenges highlighted from wTrade ReviewThe collection of essays assembled in What to Expect and How to Respond offers clear insight into the world of higher education as experienced from the vantage point of minority faculty and administrators, at various stages of their careers. Each compelling narrative emphasizes overcoming challenges and obstacles in “tense” and oftentimes “traumatic” environments. This unique text provides readers with a lens to deconstruct events and ways to build resilience within institutions in which they could otherwise feel defenseless. -- DeMond S. Miller, director, Liberal Arts and Sciences Institute for Research and Community Service, Rowan UniversityWhat to Expect and How to Respond addresses race and cultural democracy in the American academy from the perspectives of a select racially and culturally diverse group of women and men. The horrors and distress described are painful to read. More importantly, however, while perceived horrors and distress exist, insight is provided to those who seek ways to be victorious rather than victims. -- Delores P. Aldridge Ph.D, Emory University, Grace Towns Hamilton, distinguished professor emerita of sociology and African American studies, Emory UniversityWhat to Expect and How to Respond should be required reading for graduate students in professional seminars. Entering the job of university professor can seem, to the outsider, to be a laid back position with lots of free time and wonderful colleagues. Those of us who have had careers as professors quickly learned that much of this is not true. Finally this academic reality has been put between two covers. Read each chapter; learn the lessons given; enter the ivory tower; and become successful! -- Craig J. Forsyth, editor, Deviant Behavior, University of Louisiana, LafayetteTable of ContentsTable of Contents Preface Acknowledgments Part One: Navigating the Academic Pipeline Chapter 1: Cuentos and Testimonios: Professional Socialization into Academia Alma L. Zaragoza-Petty Chapter 2: Hanging by a Thread: International Students Reaching for the American Dream Cristina S. Stephens and Elena Gheorghiu Chapter 3: Gritty Tales of Tenure Track Job Seekers in Higher Education Thomas Hochschild Part Two: Now That You Have the Job Chapter 4: Paperwork, Meetings, and Program Review: The Challenges of University Teaching in the 21st Century Deborah L. Smith and Brian J. Smith Chapter 5: Honeymooning Alone: On the Challenges of Dual–Career Long–Distance Academic Couples Breanne Fahs Chapter 6: Who Publishes in Leading Sociology Journals (1965-2010)? Robert Perrucci, Mangala Subramaniam and Carolyn C. Perrucci Part Three: Challenges in Academia Chapter 7: The Tyranny of the Majority: A Case Study of Intellectual Exclusion in Sociology Joseph Michalski Chapter 8: Two Professors and Their Stories from a Tiny College Hamon Ha-am and Malintzin Chapter 9: Down the Rabbit Hole: Racism and Microaggressions at a Public New England University Shanette M. Harris and Donald Cunnigen Part Four: Survival Techniques in Academia Chapter 10: We are all Huskies: Constructing a Collective Memory after the Tragedy at Northern Illinois University Bobbi A. Knapp Chapter 11: Horror Stories from the Hallowed Halls of Academia: How Six Women Lived to Tell the Tale Claire H. Procopio, Helen Tate, Kristina Horn Sheeler, Krista Hoffmann-Longtin, Sarah Feldner, and Karrin Vasby Anderson Chapter 12: Turning Nightmares to Victories: Handling Promotion and Tenure Horrors Lin Huff-Corzine and Melvin Rogers About the Editors About the Contributors Index

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Book SynopsisWhat to Expect and How to Respond offers a solutions oriented glimpse into life in academia from the vantage point of groups including students, faculty and administrators. This interdisciplinary anthology provides insight into the profession for graduate students planning on becoming academics; brings to the attention of junior faculty potential tenure and promotion pitfalls as well as strategies to successfully overcome potential obstacles; offers senior faculty strategies to improve collegiality and the workplace environment; and provides administrators with tools to proactively and effectively contend with sensitive managerial matters. This interdisciplinary anthology is useful for undergraduate and graduate students of any discipline designed to prepare them for a career in academia whether as staff, faculty or an administrator. Moreover, this volume is a fine resource for those already in academia who may be experiencing any one or number of specific challenges highlighted from wTrade ReviewThe collection of essays assembled in What to Expect and How to Respond offers clear insight into the world of higher education as experienced from the vantage point of minority faculty and administrators, at various stages of their careers. Each compelling narrative emphasizes overcoming challenges and obstacles in “tense” and oftentimes “traumatic” environments. This unique text provides readers with a lens to deconstruct events and ways to build resilience within institutions in which they could otherwise feel defenseless. -- DeMond S. Miller, director, Liberal Arts and Sciences Institute for Research and Community Service, Rowan UniversityWhat to Expect and How to Respond addresses race and cultural democracy in the American academy from the perspectives of a select racially and culturally diverse group of women and men. The horrors and distress described are painful to read. More importantly, however, while perceived horrors and distress exist, insight is provided to those who seek ways to be victorious rather than victims. -- Delores P. Aldridge Ph.D, Emory University, Grace Towns Hamilton, distinguished professor emerita of sociology and African American studies, Emory UniversityWhat to Expect and How to Respond should be required reading for graduate students in professional seminars. Entering the job of university professor can seem, to the outsider, to be a laid back position with lots of free time and wonderful colleagues. Those of us who have had careers as professors quickly learned that much of this is not true. Finally this academic reality has been put between two covers. Read each chapter; learn the lessons given; enter the ivory tower; and become successful! -- Craig J. Forsyth, editor, Deviant Behavior, University of Louisiana, LafayetteTable of ContentsTable of Contents Preface Acknowledgments Part One: Navigating the Academic Pipeline Chapter 1: Cuentos and Testimonios: Professional Socialization into Academia Alma L. Zaragoza-Petty Chapter 2: Hanging by a Thread: International Students Reaching for the American Dream Cristina S. Stephens and Elena Gheorghiu Chapter 3: Gritty Tales of Tenure Track Job Seekers in Higher Education Thomas Hochschild Part Two: Now That You Have the Job Chapter 4: Paperwork, Meetings, and Program Review: The Challenges of University Teaching in the 21st Century Deborah L. Smith and Brian J. Smith Chapter 5: Honeymooning Alone: On the Challenges of Dual–Career Long–Distance Academic Couples Breanne Fahs Chapter 6: Who Publishes in Leading Sociology Journals (1965-2010)? Robert Perrucci, Mangala Subramaniam and Carolyn C. Perrucci Part Three: Challenges in Academia Chapter 7: The Tyranny of the Majority: A Case Study of Intellectual Exclusion in Sociology Joseph Michalski Chapter 8: Two Professors and Their Stories from a Tiny College Hamon Ha-am and Malintzin Chapter 9: Down the Rabbit Hole: Racism and Microaggressions at a Public New England University Shanette M. Harris and Donald Cunnigen Part Four: Survival Techniques in Academia Chapter 10: We are all Huskies: Constructing a Collective Memory after the Tragedy at Northern Illinois University Bobbi A. Knapp Chapter 11: Horror Stories from the Hallowed Halls of Academia: How Six Women Lived to Tell the Tale Claire H. Procopio, Helen Tate, Kristina Horn Sheeler, Krista Hoffmann-Longtin, Sarah Feldner, and Karrin Vasby Anderson Chapter 12: Turning Nightmares to Victories: Handling Promotion and Tenure Horrors Lin Huff-Corzine and Melvin Rogers About the Editors About the Contributors Index

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Book SynopsisBrain Gains: So, You Want to Be Your Child's Learning Coach represents the final link to the first two books of the Brain Smart Trilogy. This third book recognizes the learning challenges children face each day in learning environments defined by mandated curriculums, mandated testing and shortened school years. For example, from kindergarten through high school your child will be responsible for assimilating and accommodating different school curriculums regardless that these mandated curriculums often do not take into account the many cognitive and emotional levels of each student. That is, problems can develop for those children who are not academically at the curriculum's grade level due to multiple challenges and distractions, such as adapting to the peer group, family dynamics or disharmony (divorce, child abuse etc.), delayed physiological social development and cognitive delays that could cause a life time of learning difficulties. Finally, a major strength of this book is thatTable of ContentsAuthor’s Note Preface Acknowledgements Chapter One: The Exterior Brain Chapter Two: The Interior Brain Chapter Three: Organization and Time Management Chapter Four: Memory Chapter Five: Listening and Intelligence Chapter Six: Windows of Opportunity Chapter Seven: Learning Styles Chapter Eight: Reading Chapter Nine: Test Taking Chapter Ten: Addressing Both Sides of the Brain Appendix Index Bibliography

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Book SynopsisBrain Gains: So, You Want to Be Your Child's Learning Coach represents the final link to the first two books of the Brain Smart Trilogy. This third book recognizes the learning challenges children face each day in learning environments defined by mandated curriculums, mandated testing and shortened school years. For example, from kindergarten through high school your child will be responsible for assimilating and accommodating different school curriculums regardless that these mandated curriculums often do not take into account the many cognitive and emotional levels of each student. That is, problems can develop for those children who are not academically at the curriculum's grade level due to multiple challenges and distractions, such as adapting to the peer group, family dynamics or disharmony (divorce, child abuse etc.), delayed physiological social development and cognitive delays that could cause a life time of learning difficulties. Finally, a major strength of this book is thatTable of ContentsAuthor’s Note Preface Acknowledgements Chapter One: The Exterior Brain Chapter Two: The Interior Brain Chapter Three: Organization and Time Management Chapter Four: Memory Chapter Five: Listening and Intelligence Chapter Six: Windows of Opportunity Chapter Seven: Learning Styles Chapter Eight: Reading Chapter Nine: Test Taking Chapter Ten: Addressing Both Sides of the Brain Appendix Index Bibliography

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Book SynopsisCommunity colleges are under intense pressure to change in response to shifts in an increasingly complex environment. Stakeholders are placing simultaneously contradictory demands on colleges for more and better service, increased accountability, and more efficient use of resources in order to get the most from colleges in tough economic times. These demands have contributed to cultural fragmentation in community colleges as staff are pulled in competing directions by events beyond their control. The upshot is a circumstance in which leaders are finding that culture is perhaps the most powerful element affecting organizational performance and change. The old saw culture eats strategy for breakfast' epitomizes the importance of culture as a means for enhancing the long-term viability of an organization. This book provides fresh analysis of organizational culture in the community college context with a critical examination of the relationship between organizational culture and change. Trade ReviewIt's said that 'culture eats strategy for breakfast.' In that case colleges should devour this book over breakfast for clear, practical advice on how to create an organizational culture capable of improving learning and student success in the face of the many challenges confronting higher education today. -- Davis Jenkins, Senior Research Scholar, Community College Research Center, Teachers College Columbia UniversityVanWagoner’s monograph is a far-reaching analysis on how culture shapes colleges, and its critical role in institutional transformation. In an era where campus CEOs are buffeted by innovation and disruptions daily, VanWagoner offers an elegant how-to on growing this secret ingredient. -- Pam Eddinger, President, Bunker Hill Community CollegeCulture is everything! Community colleges cannot hope to find their futures while ladened with intransigent cultures and subcultures that are antithetical to the exploration, innovation, and change, necessary to advance student success in meaningful ways. VanWagoner does a masterful job of outlining the primacy of culture in the organization, its implications for change, and provides valuable insights, in part through actual cases, to help institutions determine how best to undertake cultural transformation. -- Daniel J. Phelan, President, Jackson CollegeAll college leaders are challenged with the cultural shifts often necessary for meaningful change and progress. VanWagoner brilliantly provides a practical and accessible approach to make culture a competitive advantage for colleges that want to position themselves for success in an increasingly complex future. -- Johanna Duncan-Poitier, Senior Vice Chancellor for Community Colleges and the Educational Pipeline, State University of New YorkTable of ContentsPreface Acknowledgments Introduction Chapter 1: Understanding Culture Chapter 2: Transformation: Where Does Culture Fit? Chapter 3: Driving Cultural Transformation through Leadership Chapter 4: Building Colleges into Communities Chapter 5: Today’s Cultural Imperative: A Culture of Inquiry Chapter 6: Tomorrow: A Culture of Anticipation Appendix A: Cultural Leadership Orientation & 100-Day Action Plan Mohawk Valley Community College Appendix B: Strategies, Programs, and Events to Build Connections, Community, and a More Cohesive Culture Appendix C: Start Right—Success Program for New Employees Mohawk Valley Community College Index About the Author

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Book SynopsisCommunity colleges are under intense pressure to change in response to shifts in an increasingly complex environment. Stakeholders are placing simultaneously contradictory demands on colleges for more and better service, increased accountability, and more efficient use of resources in order to get the most from colleges in tough economic times. These demands have contributed to cultural fragmentation in community colleges as staff are pulled in competing directions by events beyond their control. The upshot is a circumstance in which leaders are finding that culture is perhaps the most powerful element affecting organizational performance and change. The old saw culture eats strategy for breakfast' epitomizes the importance of culture as a means for enhancing the long-term viability of an organization. This book provides fresh analysis of organizational culture in the community college context with a critical examination of the relationship between organizational culture and change. Trade ReviewIt's said that 'culture eats strategy for breakfast.' In that case colleges should devour this book over breakfast for clear, practical advice on how to create an organizational culture capable of improving learning and student success in the face of the many challenges confronting higher education today. -- Davis Jenkins, Senior Research Scholar, Community College Research Center, Teachers College Columbia UniversityVanWagoner’s monograph is a far-reaching analysis on how culture shapes colleges, and its critical role in institutional transformation. In an era where campus CEOs are buffeted by innovation and disruptions daily, VanWagoner offers an elegant how-to on growing this secret ingredient. -- Pam Eddinger, President, Bunker Hill Community CollegeCulture is everything! Community colleges cannot hope to find their futures while ladened with intransigent cultures and subcultures that are antithetical to the exploration, innovation, and change, necessary to advance student success in meaningful ways. VanWagoner does a masterful job of outlining the primacy of culture in the organization, its implications for change, and provides valuable insights, in part through actual cases, to help institutions determine how best to undertake cultural transformation. -- Daniel J. Phelan, President, Jackson CollegeAll college leaders are challenged with the cultural shifts often necessary for meaningful change and progress. VanWagoner brilliantly provides a practical and accessible approach to make culture a competitive advantage for colleges that want to position themselves for success in an increasingly complex future. -- Johanna Duncan-Poitier, Senior Vice Chancellor for Community Colleges and the Educational Pipeline, State University of New YorkTable of ContentsPreface Acknowledgments Introduction Chapter 1: Understanding Culture Chapter 2: Transformation: Where Does Culture Fit? Chapter 3: Driving Cultural Transformation through Leadership Chapter 4: Building Colleges into Communities Chapter 5: Today’s Cultural Imperative: A Culture of Inquiry Chapter 6: Tomorrow: A Culture of Anticipation Appendix A: Cultural Leadership Orientation & 100-Day Action Plan Mohawk Valley Community College Appendix B: Strategies, Programs, and Events to Build Connections, Community, and a More Cohesive Culture Appendix C: Start Right—Success Program for New Employees Mohawk Valley Community College Index About the Author

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Book SynopsisThe information in this book will provide board members with simple tools to become an effective member of the board, even in the first term. Board members are introduced to Values Governance system that incorporates community process techniques, curricular, and instructional innovations. This new model provides greater efficiency, effectiveness, and coherence in the governance of the board. With the completion of this survival guide, the new board member is ready to join the board with some skills in hand.Trade ReviewA 2001 Public Agenda survey of school administrators found that 69% of them felt that school board members micromanaged. Anecdotally, this continues as a problem today and likely explains much of our nation’s excessive superintendent turnover. Farrell, Nayfack, Smith & Wohlstetter (“One Size Does Not Fit All”) argue that school board micromanagement is seen as a contributing factor to the perceived failure of American education. Now Elected, Now What?: The Path to Successful School District Governance by Chuck Namit well describes the board’s governance role in a manner that both new and veteran members will appreciate. This is a welcome resource to help board members better understand their role and value to our education system. -- Steve Lamb, former Governance Consultant/Educator, California School Boards Association and Oregon School Boards AssociationChuck Namit has probably done as much or more research on school board governance than anyone else I know. Not only that, but he has taught it and lived it as a board trainer and as a school board director. All-in-all, Chuck Namit has developed a process that boards should consider if they are determined to improve achievement in their district. His work in this area will give them a solid foundation for improving the governance of the school district. Namit uses this book to describe various aspects of school governance and the latest thoughts regarding board decision-making and adds his contribution – Values Governance. -- Nicholas D. Caruso, Senior Staff Associate for Field Service and Coordinator of Technology, Connecticut Association of Boards of EducationAs a former University Professor of Educational Leadership I highly recommended Now Elected, Now What? The Path to Successful School District Governance. This publication provides valuable tools and an effective theoretical and hands-on practical foundation for any student who plans to work with non-profit organizations. This book may be appropriately utilized in many of the University level courses preparing graduates for both administrative and governance roles. -- David A. Steele Ed.D, retired Superintendent of North Thurston Public Schools, former Associate Professor of Educational Leadership at Seattle Pacific UniversityPowerFULL! An intense collection of practical and proven principles, tactics and strategies. Dive deep with any of the Values Governance elements, then advance enriched with a board warrior’s wisdom. Not for the mild at heart. Dedicated to those pursuing a legacy of excellence. -- Randy Black, Director of Member Relations, Colorado Association of School BoardsWe certainly did not have anything like this book when I was on the school board. It can help make board members real players in their districts and not just rubber stamps for the superintendent and administration. It makes being a board member a more challenging job because it shows what really should be done—and how to do it. -- Sam Hunt, Washington State Senator, former North Thurston Public Schools school board member, former Washington State House memberTable of ContentsForeword Preface Acknowledgments Introduction Part 1: Survival Manual for a Board Member Chapter 1: Traditional Governance System: Current Governance Method Chapter 2: Alternative Governance Systems: Some New Methods in Governance Chapter 3: Turning to a New Governance Model: Values Governance® System Chapter 4: Establishing Principles for Your Governance Chapter 5: Mountain Peaks of Governance: Developing the Sky Bridge of Monitoring Chapter 6: Board and CEO Leadership: Board Self-Assessment and Superintendent Evaluation Chapter 7: Four Phases of School-Community Engagement Stages Chapter 8: School Governance and District Leadership to Increase Student Achievement Chapter 9: Establishing a Communication Style and Policy Control Status for Your Governance Chapter 10: Energizing Community Engagement in Two-Way Governance Chapter 11: The New Look of the Values Governance® System in an Organization Part 2: Getting the Most Out of Your Board Service: A Field Manual for Board Members Chapter 12: Traditional Governance System: Planning and Implementation Timelines (Application-Opportunity A) Chapter 13: Alternative Governance Systems: New Methods in Governance (Application-Opportunity B) Chapter 14: Moving to a New Governance Model: Universal Principles of Governance (Chapter Application-Opportunity) Step 1: Values Governance® System Chapter 15: Case Study: Monitoring Process to Resolve Issues (Application-Opportunity C) Step 2: Values Governance® System Chapter 16: Applications of Board Self-Assessment and Superintendent Evaluation (Application-Opportunity D) Step 3: Values Governance® System Chapter 17: Checking and Charting Your School and Community Stages (Application-Opportunity E) Step 4: Values Governance® System Chapter 18: Case Study: Leadership Implementing a Research-based Curriculum (Application-Opportunity F) Step 5: Values Governance® System Chapter 19: Board Member Communication: Four Communication Styles (Application-Opportunity G) Step 6A: Values Governance® System Chapter 20: Knowing Your Governance Style: Implications for Better School Governance (Application-Opportunity H) Step 6B: Values Governance® System Chapter 21: High Performing Community Engagement Techniques (Application-Opportunity I) Step 7: Values Governance® System Chapter 22: Turning to the Values Governance® System (Application-Opportunity J) Step 8: Values Governance® System Conclusion Endnotes Glossary About the Author: Chuck Namit Index

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Book SynopsisThe information in this book will provide board members with simple tools to become an effective member of the board, even in the first term. Board members are introduced to Values Governance system that incorporates community process techniques, curricular, and instructional innovations. This new model provides greater efficiency, effectiveness, and coherence in the governance of the board. With the completion of this survival guide, the new board member is ready to join the board with some skills in hand.Trade ReviewA 2001 Public Agenda survey of school administrators found that 69% of them felt that school board members micromanaged. Anecdotally, this continues as a problem today and likely explains much of our nation’s excessive superintendent turnover. Farrell, Nayfack, Smith & Wohlstetter (“One Size Does Not Fit All”) argue that school board micromanagement is seen as a contributing factor to the perceived failure of American education. Now Elected, Now What?: The Path to Successful School District Governance by Chuck Namit well describes the board’s governance role in a manner that both new and veteran members will appreciate. This is a welcome resource to help board members better understand their role and value to our education system. -- Steve Lamb, former Governance Consultant/Educator, California School Boards Association and Oregon School Boards AssociationChuck Namit has probably done as much or more research on school board governance than anyone else I know. Not only that, but he has taught it and lived it as a board trainer and as a school board director. All-in-all, Chuck Namit has developed a process that boards should consider if they are determined to improve achievement in their district. His work in this area will give them a solid foundation for improving the governance of the school district. Namit uses this book to describe various aspects of school governance and the latest thoughts regarding board decision-making and adds his contribution – Values Governance. -- Nicholas D. Caruso, Senior Staff Associate for Field Service and Coordinator of Technology, Connecticut Association of Boards of EducationAs a former University Professor of Educational Leadership I highly recommended Now Elected, Now What? The Path to Successful School District Governance. This publication provides valuable tools and an effective theoretical and hands-on practical foundation for any student who plans to work with non-profit organizations. This book may be appropriately utilized in many of the University level courses preparing graduates for both administrative and governance roles. -- David A. Steele Ed.D, retired Superintendent of North Thurston Public Schools, former Associate Professor of Educational Leadership at Seattle Pacific UniversityPowerFULL! An intense collection of practical and proven principles, tactics and strategies. Dive deep with any of the Values Governance elements, then advance enriched with a board warrior’s wisdom. Not for the mild at heart. Dedicated to those pursuing a legacy of excellence. -- Randy Black, Director of Member Relations, Colorado Association of School BoardsWe certainly did not have anything like this book when I was on the school board. It can help make board members real players in their districts and not just rubber stamps for the superintendent and administration. It makes being a board member a more challenging job because it shows what really should be done—and how to do it. -- Sam Hunt, Washington State Senator, former North Thurston Public Schools school board member, former Washington State House memberTable of ContentsForeword Preface Acknowledgments Introduction Part 1: Survival Manual for a Board Member Chapter 1: Traditional Governance System: Current Governance Method Chapter 2: Alternative Governance Systems: Some New Methods in Governance Chapter 3: Turning to a New Governance Model: Values Governance® System Chapter 4: Establishing Principles for Your Governance Chapter 5: Mountain Peaks of Governance: Developing the Sky Bridge of Monitoring Chapter 6: Board and CEO Leadership: Board Self-Assessment and Superintendent Evaluation Chapter 7: Four Phases of School-Community Engagement Stages Chapter 8: School Governance and District Leadership to Increase Student Achievement Chapter 9: Establishing a Communication Style and Policy Control Status for Your Governance Chapter 10: Energizing Community Engagement in Two-Way Governance Chapter 11: The New Look of the Values Governance® System in an Organization Part 2: Getting the Most Out of Your Board Service: A Field Manual for Board Members Chapter 12: Traditional Governance System: Planning and Implementation Timelines (Application-Opportunity A) Chapter 13: Alternative Governance Systems: New Methods in Governance (Application-Opportunity B) Chapter 14: Moving to a New Governance Model: Universal Principles of Governance (Chapter Application-Opportunity) Step 1: Values Governance® System Chapter 15: Case Study: Monitoring Process to Resolve Issues (Application-Opportunity C) Step 2: Values Governance® System Chapter 16: Applications of Board Self-Assessment and Superintendent Evaluation (Application-Opportunity D) Step 3: Values Governance® System Chapter 17: Checking and Charting Your School and Community Stages (Application-Opportunity E) Step 4: Values Governance® System Chapter 18: Case Study: Leadership Implementing a Research-based Curriculum (Application-Opportunity F) Step 5: Values Governance® System Chapter 19: Board Member Communication: Four Communication Styles (Application-Opportunity G) Step 6A: Values Governance® System Chapter 20: Knowing Your Governance Style: Implications for Better School Governance (Application-Opportunity H) Step 6B: Values Governance® System Chapter 21: High Performing Community Engagement Techniques (Application-Opportunity I) Step 7: Values Governance® System Chapter 22: Turning to the Values Governance® System (Application-Opportunity J) Step 8: Values Governance® System Conclusion Endnotes Glossary About the Author: Chuck Namit Index

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Book SynopsisListening is Learning: Conversations Between 20th and 21st Century Teachers is a unique approach for meeting the challenges of today's teachers. In sixteen chapters of conversations between veterans and young teachers, readers will discover engaged teaching from the previous century that captures the attention of students. The classroom is the perhaps the last vestige of hope where children will discover the joy of being together without intermediary devices. Conversations invite reflection. Listening to respectful discussions between young and older teachers allows readers to slow down and take stock of their own positions and beliefs. Young teachers will come away with not only rich ideas but also a sense of encouragement to meet the challenges of digitally driven students. Face-to-face classrooms are the best hope for students to discover their best selves, without distractions so prevalent in social media. If teachers choose to show students from the first day that they care about Trade ReviewListening is Learning offers all of us who strive to become better teachers valuable insight, inspiration, and the reminder that teaching is a collaborative process. Frank Thoms’ excellent book illustrates just how much we have to learn from the hard-earned wisdom of other teachers, and how the pursuit of teaching excellence never ends. A valuable book for anyone in the classroom. -- Dinty W. Moore, author of “Crafting the Personal Essay”You have such a wonderful way of drawing the reader into the dialog going on in your books. It makes the reader start “talking to the text” to want to become part of the conversation. I don't know another writer who does this. -- Ursula Boyle, 2nd grade teacherThe best way to learn is from others who have been there before you. This book is filled with the kind of wisdom available when veteran teachers and young teachers share ideas in conversation. It is an extraordinary collection of wise suggestions any teacher will want to inhale. -- Susan Page, author, "Why Talking is Not Enough"Frank Thoms encourages us to slow down. He sets us up to linger and observe conversations between veteran and new teachers and allows their insights about teaching and learning to calmly and deeply wash over us. You will be rewarded with the opportunity to think, reflect, and learn alongside thoughtful veteran and new teachers alike. -- Jenn David-Lange, author of "The Main Idea"Frank Thoms writes with passion and joy, empathy and inclusiveness. In these pages, teachers will find not only hands-on solutions but nourishment for the soul. -- Gerard Helferich, author of “An Unlikely Trust: Theodore Roosevelt, J.P. Morgan, and the Improbable Partnership That Remade American Business”In a warm and gentle voice, Thoms offers both emotional wisdom and practical support for new teachers, and for veterans thinking about how best to support new teachers. He makes a good argument for collaborative relationships among teachers and between teachers and their students. -- Hugh Silbaugh, dean and teacher, Northfield-Mount HermonTable of ContentsPreface Acknowledgments Chapter 1- Break the Mold: Michael Harding & Meera Sharma Chapter 2- Engage Students: Michael Harding & Meera Sharma Chapter 3- Invoke Primary Sources: Frances Smith & Joyce Bertrand Chapter 4- Frame the Big Picture: Michael Harding, Frances Smith, Meera Sharma & Joyce Bertrand Chapter 5- Teach Students to Think: Terry Rowe & Ivan Deutsch Chapter 6- Explore the Other Side: Terry Rowe & Ivan Deutsch Chapter 7- Use Grading to Improve Learning: George Persons & Harold Coughlin Chapter 8- Co-Teach with a Master Teacher: Del Goodwin & Lewis Denton Chapter 9- Teach Collaboratively: Paula Ralston, Jennifer Symons & Jeremy Wilson Chapter 10- Embrace Controversy: Martin Oldenberg, Ellen Harper & Isabella Gonzalez Chapter 11- Teach Reading for Understanding: Carolyn Hench & Lea Archer Chapter 12- Invest in Social-Emotional Learning: George Persons, Harold Coughlin & Amanda Booker Chapter 13- To Google or Not to Google: Don Jorgensen, Amy Watson, Gordon Mason, & Bonnie Canton Chapter 14- Stay Grounded in Reality: Don Jorgensen Amy Watson, Gordon Mason, & Bonnie Canton Chapter 15- Seek the Middle Ground: Martin Oldenberg, Ellen Harper, Isabella Gonzalez & Thomas Singleton Chapter 16- And It’s the Little Things: Lillian Bailey, Michael Harding, Meera Sharma, John Hutchinson, Ford Daley & Martha Esersky Coda Appendix About the Author

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Book SynopsisListening is Learning: Conversations Between 20th and 21st Century Teachers is a unique approach for meeting the challenges of today's teachers. In sixteen chapters of conversations between veterans and young teachers, readers will discover engaged teaching from the previous century that captures the attention of students. The classroom is the perhaps the last vestige of hope where children will discover the joy of being together without intermediary devices. Conversations invite reflection. Listening to respectful discussions between young and older teachers allows readers to slow down and take stock of their own positions and beliefs. Young teachers will come away with not only rich ideas but also a sense of encouragement to meet the challenges of digitally driven students. Face-to-face classrooms are the best hope for students to discover their best selves, without distractions so prevalent in social media. If teachers choose to show students from the first day that they care about Trade ReviewListening is Learning offers all of us who strive to become better teachers valuable insight, inspiration, and the reminder that teaching is a collaborative process. Frank Thoms’ excellent book illustrates just how much we have to learn from the hard-earned wisdom of other teachers, and how the pursuit of teaching excellence never ends. A valuable book for anyone in the classroom. -- Dinty W. Moore, author of “Crafting the Personal Essay”You have such a wonderful way of drawing the reader into the dialog going on in your books. It makes the reader start “talking to the text” to want to become part of the conversation. I don't know another writer who does this. -- Ursula Boyle, 2nd grade teacherThe best way to learn is from others who have been there before you. This book is filled with the kind of wisdom available when veteran teachers and young teachers share ideas in conversation. It is an extraordinary collection of wise suggestions any teacher will want to inhale. -- Susan Page, author, "Why Talking is Not Enough"Frank Thoms encourages us to slow down. He sets us up to linger and observe conversations between veteran and new teachers and allows their insights about teaching and learning to calmly and deeply wash over us. You will be rewarded with the opportunity to think, reflect, and learn alongside thoughtful veteran and new teachers alike. -- Jenn David-Lange, author of "The Main Idea"Frank Thoms writes with passion and joy, empathy and inclusiveness. In these pages, teachers will find not only hands-on solutions but nourishment for the soul. -- Gerard Helferich, author of “An Unlikely Trust: Theodore Roosevelt, J.P. Morgan, and the Improbable Partnership That Remade American Business”In a warm and gentle voice, Thoms offers both emotional wisdom and practical support for new teachers, and for veterans thinking about how best to support new teachers. He makes a good argument for collaborative relationships among teachers and between teachers and their students. -- Hugh Silbaugh, dean and teacher, Northfield-Mount HermonTable of ContentsPreface Acknowledgments Chapter 1- Break the Mold: Michael Harding & Meera Sharma Chapter 2- Engage Students: Michael Harding & Meera Sharma Chapter 3- Invoke Primary Sources: Frances Smith & Joyce Bertrand Chapter 4- Frame the Big Picture: Michael Harding, Frances Smith, Meera Sharma & Joyce Bertrand Chapter 5- Teach Students to Think: Terry Rowe & Ivan Deutsch Chapter 6- Explore the Other Side: Terry Rowe & Ivan Deutsch Chapter 7- Use Grading to Improve Learning: George Persons & Harold Coughlin Chapter 8- Co-Teach with a Master Teacher: Del Goodwin & Lewis Denton Chapter 9- Teach Collaboratively: Paula Ralston, Jennifer Symons & Jeremy Wilson Chapter 10- Embrace Controversy: Martin Oldenberg, Ellen Harper & Isabella Gonzalez Chapter 11- Teach Reading for Understanding: Carolyn Hench & Lea Archer Chapter 12- Invest in Social-Emotional Learning: George Persons, Harold Coughlin & Amanda Booker Chapter 13- To Google or Not to Google: Don Jorgensen, Amy Watson, Gordon Mason, & Bonnie Canton Chapter 14- Stay Grounded in Reality: Don Jorgensen Amy Watson, Gordon Mason, & Bonnie Canton Chapter 15- Seek the Middle Ground: Martin Oldenberg, Ellen Harper, Isabella Gonzalez & Thomas Singleton Chapter 16- And It’s the Little Things: Lillian Bailey, Michael Harding, Meera Sharma, John Hutchinson, Ford Daley & Martha Esersky Coda Appendix About the Author

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Book SynopsisAssuming the Mantel of Leadership is a book of real-life case studies and activities that are contextual-based within the reader's own setting and experience. The reader is expected to respond to the cases and the activities by utilizing and reflecting upon their own institution's policies and context. The scope of exercises is intentionally broad in order to cover situations across academic affairs, student affairs, and enrollment management.Trade ReviewDr. Rettig presents preservice leaders with a broad array of authentic case studies and reflective activities that promote critical thinking and professional problem solving in leadership roles. The topics clearly represent the multifaceted situations that leaders in higher education face on a daily basis. He prompts readers to engage in real situations and scenarios that allow leaders to identify their own disposition toward leadership roles. -- Carleen Vande Zande, PhD, Associate Vice President of the University of Wisconsin System for Academic ProgramsCollege and university educators preparing for senior administrative positions may be surprised by how very much help they find here. From the interview process through negotiating the appointment into the job itself, each step isn’t just explained but vividly staged, with full-fledged characters and backstories, realistic and timely decision points, and – maybe most valuably – no clear right answers. Along the way the narrative regularly pauses for questions and coaching, making the book unusually interactive. The result is a kind of mentorship and dress rehearsal for what the job is really like. In Perry Rettig you have a thoughtful, expert guide, one who encourages you to learn as much about yourself as the career you’re considering. -- Ken O'Donnell, interim vice provost, California State University Dominguez HillsI find this work extremely helpful. The case study approach makes for an active, thoughtful read. In addition, rather than reducing administrative work to template or algorithm responses the reader is encouraged to insert his or her own personality, leadership style, institutional policies and prior experiences -- John Koker, Dean of the College of Arts & Sciences at the University of Wisconsin Oshkosh; Interim Provost and Vice Chancellor at UW OshkoshTable of ContentsPreface Introduction Chapter 1: Landing the Job Chapter 2: And so it Begins Chapter 3: It can only get Better, Right? Chapter 4: No Two Days Look the Same Chapter 5: Never a Dull Moment Chapter 6: When it Rains it Pours Chapter 7: Mother Never Said it was Going to be Easy Chapter 8: Can I get a Do-Over? Chapter 9: With a Renewed Sense of Optimism Chapter 10: Just Another Day at the Office Chapter 11: Now I’ve Seen Everything Chapter 12: You Can Run but You Can’t Hide Chapter 13: The End is Near Chapter 14: Don’t Count Your Eggs Before They’re Hatched References Index of Cases, In-Baskets, Professional Reflections

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Book SynopsisAssuming the Mantel of Leadership is a book of real-life case studies and activities that are contextual-based within the reader's own setting and experience. The reader is expected to respond to the cases and the activities by utilizing and reflecting upon their own institution's policies and context. The scope of exercises is intentionally broad in order to cover situations across academic affairs, student affairs, and enrollment management.Trade ReviewDr. Rettig presents preservice leaders with a broad array of authentic case studies and reflective activities that promote critical thinking and professional problem solving in leadership roles. The topics clearly represent the multifaceted situations that leaders in higher education face on a daily basis. He prompts readers to engage in real situations and scenarios that allow leaders to identify their own disposition toward leadership roles. -- Carleen Vande Zande, PhD, Associate Vice President of the University of Wisconsin System for Academic ProgramsCollege and university educators preparing for senior administrative positions may be surprised by how very much help they find here. From the interview process through negotiating the appointment into the job itself, each step isn’t just explained but vividly staged, with full-fledged characters and backstories, realistic and timely decision points, and – maybe most valuably – no clear right answers. Along the way the narrative regularly pauses for questions and coaching, making the book unusually interactive. The result is a kind of mentorship and dress rehearsal for what the job is really like. In Perry Rettig you have a thoughtful, expert guide, one who encourages you to learn as much about yourself as the career you’re considering. -- Ken O'Donnell, interim vice provost, California State University Dominguez HillsI find this work extremely helpful. The case study approach makes for an active, thoughtful read. In addition, rather than reducing administrative work to template or algorithm responses the reader is encouraged to insert his or her own personality, leadership style, institutional policies and prior experiences -- John Koker, Dean of the College of Arts & Sciences at the University of Wisconsin Oshkosh; Interim Provost and Vice Chancellor at UW OshkoshTable of ContentsPreface Introduction Chapter 1: Landing the Job Chapter 2: And so it Begins Chapter 3: It can only get Better, Right? Chapter 4: No Two Days Look the Same Chapter 5: Never a Dull Moment Chapter 6: When it Rains it Pours Chapter 7: Mother Never Said it was Going to be Easy Chapter 8: Can I get a Do-Over? Chapter 9: With a Renewed Sense of Optimism Chapter 10: Just Another Day at the Office Chapter 11: Now I’ve Seen Everything Chapter 12: You Can Run but You Can’t Hide Chapter 13: The End is Near Chapter 14: Don’t Count Your Eggs Before They’re Hatched References Index of Cases, In-Baskets, Professional Reflections

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Book SynopsisFor many reasons, failure in education reform is rarely admitted. Even though it is incredibly hard work to try and improve the enormous and diverse American education system, because there are political consequences of admitting that a particular effort did not live up to its promises and pressure from philanthropic funders to show success, unsuccessful efforts are often swept under the rug or papered over with public relations efforts that avoid wrestling with the tough realities of educational improvement. This doesn't help anyone. As any educator will tell you, failure is an essential part of learning. Insofar as education reform needs to be a learning movement itself, it has to be able to admit where it has failed and learn from it. Failure Up-Close engages a select group of scholars from across the ideological spectrum to examine particular education reform efforts of recent years that have not succeeded and offer lessons for school and system improvement that can be learned fromTrade ReviewWhen Jay Greene and Mike McShane asked some great minds in education policy to put their pens to our failures, they created a great success. It is said that we all love the sound of somebody else being wrong, but this book is about all of us. I loved the lack of snark or accusation; this is honest critique of ideas the authors hoped would succeed. Anybody who has contributed to the failures in this book as I have will find it hard not to cringe, but will be grateful for the lessons. -- Lisa Graham Keegan, chief executive officer, Arizona Chamber Foundation; former superintendent, Public Instruction for the State of ArizonaGreene and McShane in a smartly-written book invite an educated class of reformers, policymakers, and philanthropists to walk with them to the back of the school line to inhale the aroma of failure. Without relying on conjecture or hyperbole, two of America’s best intellectuals and their colleagues methodically unpack a motley assortment of public polices, programs, and partisan plans to explain how and why success is never guaranteed in school reform. We can learn a lot of lessons from past failures. Reading this book puts us one step closer to the front of the line. -- Gerard Robinson, resident fellow, the American Enterprise Institute; former Virginia Secretary of Education and former Commissioner of Education for the State of FloridaJay Greene and Mike McShane have compiled a powerful assortment of essays addressing the vicissitudes of the education reform era that have led to major changes in policy but arguably marginal impact in practice and outcome. By problematizing the question of failure, Greene and McShane lead us to a new paradigm of change that embraces the complexity of taking well-intended policy from the design stage through implementation all the way to impact. While no politician, policy maker or educator ever wants to fail kids, Greene and McShane show that NCLB, vouchers, VAM, SIG, teacher preparation, technology and philanthropic investments suffer from a disconnect between intention and impact. Wherever you sit on the highly volatile education reform continuum, this book is a must-read for those who actually want to embrace the complexity of public education transformation in order to improve conditions and outcomes for our nation’s kids. -- Joshua P. Starr Ed.D, CEO of PDK International, former Superintendent of the Montgomery County Public SchoolsTable of ContentsList of Illustrations Acknowledgments Introduction—Jay P. Greene and Michael Q. McShane Chapter 1: The Limits of Expertise—Frederick M. Hess and Paige Willey Chapter 2: The “Failure” of Technologies to Transform Traditional Teaching in the Past Century—Larry Cuban Chapter 3: Teacher Education: Failed Reform and a Missed Opportunity—Daniel Willingham Chapter 4: Asking Too Much of Accountability: The Predictable Failure of No Child Left Behind—Martin West Chapter 5: School Improvement Grants: Failures in Design and Implementation—Ashley Jochim Chapter 6: Test-Based Teacher Evaluation—Matthew Di Carlo Chapter 7: The Failure of Private School Vouchers and Tax Credit Scholarship—Anna Egalite Chapter 8: No Excuses Charter Schools: the Good, the Bad, and the Over-Prescribed?—Matthew Ladner Chapter 9: Too Big to Fail: “Big Bet” Philanthropy and Constructive Failure at the Gates Foundation—Megan E. Tompkins-Stange Conclusion—Jay P. Green and Michael Q. McShane Bibliography About the Authors

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Book SynopsisFor many reasons, failure in education reform is rarely admitted. Even though it is incredibly hard work to try and improve the enormous and diverse American education system, because there are political consequences of admitting that a particular effort did not live up to its promises and pressure from philanthropic funders to show success, unsuccessful efforts are often swept under the rug or papered over with public relations efforts that avoid wrestling with the tough realities of educational improvement. This doesn't help anyone. As any educator will tell you, failure is an essential part of learning. Insofar as education reform needs to be a learning movement itself, it has to be able to admit where it has failed and learn from it. Failure Up-Close engages a select group of scholars from across the ideological spectrum to examine particular education reform efforts of recent years that have not succeeded and offer lessons for school and system improvement that can be learned fromTrade ReviewWhen Jay Greene and Mike McShane asked some great minds in education policy to put their pens to our failures, they created a great success. It is said that we all love the sound of somebody else being wrong, but this book is about all of us. I loved the lack of snark or accusation; this is honest critique of ideas the authors hoped would succeed. Anybody who has contributed to the failures in this book as I have will find it hard not to cringe, but will be grateful for the lessons. -- Lisa Graham Keegan, chief executive officer, Arizona Chamber Foundation; former superintendent, Public Instruction for the State of ArizonaGreene and McShane in a smartly-written book invite an educated class of reformers, policymakers, and philanthropists to walk with them to the back of the school line to inhale the aroma of failure. Without relying on conjecture or hyperbole, two of America’s best intellectuals and their colleagues methodically unpack a motley assortment of public polices, programs, and partisan plans to explain how and why success is never guaranteed in school reform. We can learn a lot of lessons from past failures. Reading this book puts us one step closer to the front of the line. -- Gerard Robinson, resident fellow, the American Enterprise Institute; former Virginia Secretary of Education and former Commissioner of Education for the State of FloridaJay Greene and Mike McShane have compiled a powerful assortment of essays addressing the vicissitudes of the education reform era that have led to major changes in policy but arguably marginal impact in practice and outcome. By problematizing the question of failure, Greene and McShane lead us to a new paradigm of change that embraces the complexity of taking well-intended policy from the design stage through implementation all the way to impact. While no politician, policy maker or educator ever wants to fail kids, Greene and McShane show that NCLB, vouchers, VAM, SIG, teacher preparation, technology and philanthropic investments suffer from a disconnect between intention and impact. Wherever you sit on the highly volatile education reform continuum, this book is a must-read for those who actually want to embrace the complexity of public education transformation in order to improve conditions and outcomes for our nation’s kids. -- Joshua P. Starr Ed.D, CEO of PDK International, former Superintendent of the Montgomery County Public SchoolsTable of ContentsList of Illustrations Acknowledgments Introduction—Jay P. Greene and Michael Q. McShane Chapter 1: The Limits of Expertise—Frederick M. Hess and Paige Willey Chapter 2: The “Failure” of Technologies to Transform Traditional Teaching in the Past Century—Larry Cuban Chapter 3: Teacher Education: Failed Reform and a Missed Opportunity—Daniel Willingham Chapter 4: Asking Too Much of Accountability: The Predictable Failure of No Child Left Behind—Martin West Chapter 5: School Improvement Grants: Failures in Design and Implementation—Ashley Jochim Chapter 6: Test-Based Teacher Evaluation—Matthew Di Carlo Chapter 7: The Failure of Private School Vouchers and Tax Credit Scholarship—Anna Egalite Chapter 8: No Excuses Charter Schools: the Good, the Bad, and the Over-Prescribed?—Matthew Ladner Chapter 9: Too Big to Fail: “Big Bet” Philanthropy and Constructive Failure at the Gates Foundation—Megan E. Tompkins-Stange Conclusion—Jay P. Green and Michael Q. McShane Bibliography About the Authors

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Book SynopsisCould a mindset that works for a former NFL player work for a teacher? How could the CEO of a successful snack food company inspire a teacher? If the dedication of a teacher works for students, can it work for a city-based construction company? Discover the seemingly unparalleled connections between classrooms and Greater Philadelphia businesses! Leaders in both arenas find common ground and identify the approaches that best serve the game plan of success. In this unique collection of classroom-business mindsets for personal growth, relational growth, and service growth, you will be powerfully encouraged to maximize who you are so you can be and give your best to others. Teachers improving classrooms and influencing students; business leaders stimulating companies and motivating employees . . . with the same strategies and the same perspectives! The two realms have finally merged in a book that will ignite your heart to live with fire, passion, and purpose. As if there is any other wTrade ReviewAttitude is everything when establishing relationships. Be it with students, peers or other adults, the impact we have on the people around us has the ability to influence a life forever. In knowing that we possess this type of influence, it is critical that we approach each day with a positive, well-intended mindset. In being an educator and a coach, the importance of being able to self-reflect on my daily experiences assists me with keeping a positive trajectory in school and in life. I simply love the manner in which Joy and Tony have developed the concept of the “local story,” no matter our position in life, we all possess the power to build a relationship or break it down. This book is for anyone and everyone who wants to continually strive for the best in themselves and others. -- Beth Potter Bryan, Teacher, Coach, Parent, Ridley School DistrictTeaching often presents unpredictable and frustrating experiences. Yet, in Sharing Mindsets, Joy and Tony offer teachers useful recipes for navigating daily challenges with tact, patience, and professionalism. In this uniquely written book, Joy and Tony provide a series of distinctive anecdotes from successful businesspersons, who, in their own words, explain the value of developing caring relationships with customers and fellow employees—the same strategies critical to making a difference in students’ lives. This book is for every educator at any level and at any place where there are students—and, as well, a valuable resource for parents! -- Dave F. Brown, Ed. D., Educational Researcher and Co-author of What Every Middle School Teacher Should KnowLeadership is one of the most critical components to the success of an organization. Be it in business or education, having the right leader ultimately builds the vision that promotes positivity and productivity. Yet, too often, we see these core values between business and education as separate. But not anymore! Joy and Tony have completed the incredible task of marrying both the business and educational worlds into one true voice. With their tireless work with CEOs and educators, they have been able to capture the core values that guide passionate, selfless leadership to ultimately build both amazing companies and classrooms. Through their work, we realize that true leadership encompasses the trifecta – the self, the heart and the hands. This text is truly one of a kind, and a must read for educators and business folks alike. -- Jack Berckemeyer, Speaker, Author and Humorist, and Owner of the Nuts and Bolts SymposiumsSharing Mindsets is exactly the type of "catch" needed in our world today that adds value to both education and business! Both in football and in life, I have witnessed where an influential mindset improves everything, whereby, when the education system encompasses this approach, we build better students, we build better people and a better community. In accord, the same goes for the business world...better employees, better organizations, etc. And Joy and Tony understand this critical work must start at the grass roots level in classrooms and work rooms alike. I always loved when my coach, Dick Vermeil, would say, “People don’t care how much you know, until they know how much you care.” This text emphasizes this exact premise! Once we demonstrate true care and compassion, the sky is the limit; who knows when and where a child's or employee's passion will ignite. Teaching for potential and providing guiding principles for life is the key to building successful relationships, success people, and successful communities. -- Mike Quick, Former NFL Philadelphia Eagles Receiver, Current Broadcaster for Philadelphia EaglesTable of ContentsForeword Ron Jaworski Preface Acknowledgments Introduction Part One: An Inward Journey of the Self Chapter 1- Just a Rough Launch, Not Going to Be a Bad Day! . . . Gain Momentum from Moments Contributing Leader: Doug Yearley, CEO Toll Brothers Chapter 2- What D’ya Mean I Can’t Redo the Day? . . . Honor Life’s Brevity Contributing Leader: Ed Hanway, Former CEO Cigna Chapter 3- Become the Family Dog! . . . Personalize Your Behaviors Contributing Leader: Ed Herr, Herr’s Inc. Chapter 4- At What Cost? And We Don’t Mean Money! . . . Embrace Your Boundaries Contributing Leader: Rakia Reynolds, CEO and Founder Skai Blue Media Chapter 5- Call Your Own Timeout in Your Life Game . . . Assess and Recalibrate Contributing Leader: Gary Jonas, CEO HOW Properties Chapter 6- Be the Giving Tree, But Water Your Roots First . . . Be Selfish to Be Generous Contributing Leader: Andrea Gilbert, President Bryn Mawr Hospital Chapter 7- Life’s Not Meeting You Halfway, Go Out and Get It! . . . Let Your Attitude Be the Catalyst Contributing Leader: Pete Ciarrocchi, CEO Chickie’s & Pete’s Part Two: An Outward Journey of the Heart Chapter 8- Put in a Contributing Piece to Someone Else’s Puzzle . . . Trust the Process Contributing Leader: Angelo Perryman, CEO and President Perryman Construction Chapter 9- Put On Your Glasses and Really SEE the Person! . . . Cultivate Strengths Contributing Leader: Marcus Allen, CEO Big Brothers, Big Sisters Chapter 10- Seeing Problems? You Might Need New Glasses! . . . View Challenges as Opportunities Contributing Leader: Bernie Dagenais, CEO Main Line Chamber of Commerce Chapter 11- Engaging with People Can Actually Be Fun? Yes it Can! . . . Invest Relationally Contributing Leader: Chris Gheysens, CEO Wawa Inc. Chapter 12- Labels are Just for Soup Cans . . . Define Hearts, Despite Actions Contributing Leader: Denis O’Brien, Advisor to CEO, Exelon Corporation Chapter 13- Silence is Golden, Perfect for the Theater, Not for Life! . . . Recognize the Power of Response Contributing Leader: Bill Marrazzo, CEO and President, WHYY, Inc. Chapter 14- What Floor Is Your Mood Elevator On? . . . Inspire Through Illuminating Contributing Leader: Thomas Mehler, President Southco, Inc. Part Three: An Impactful Journey of the Hands Chapter 15- Just Napkins? Come On, You Can Do Better Than That! . . . Support and Serve Contributing Leader: Nick Giuffre, CEO Bradford White Corporation Chapter 16- But I Really Thought People Liked Hearing Me Complain!. . . Reflect and Accept Contributing Leader: Kevin Reilly, Former NFL Player, Motivational Speaker and Author Chapter 17- Passing the Mashed Potatoes and Saying Thank You, It Really Is That Simple!. . . Appreciate and Encourage Contributing Leader: Phil Martelli, Head Basketball Coach, St. Joseph’s University Chapter 18- Large Coffee, Extra Passion and Two Spoonfuls of Creativity . . . Experience and Navigate Contributing Leader: Nick Bayer, CEO and Founder Saxby’s Chapter 19- We’re Talking About Connections, Man! I Mean How Silly Is That? We’re Talking About Connections! . . . Connect and Cultivate Contributing Leaders: Chris Franklin and Nick DeBenedictis, Current and Former CEOs, Aqua America Chapter 20- What If You Were Paid to Sell the Greatness of Your Workplace - Would You Be A Millionaire?. . . Brand and Promote Contributing Leader: John Leahy, President of KIND Chapter 21- Examine Your Enthusiasm for Life, Hope You Don’t Need A Microscope! . . . Ignite Hearts Contributing Leader: Andrew Stine, Educator Twin Valley Middle School, Elverson, PA About the Editors About the Contributors

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Book SynopsisCould a mindset that works for a former NFL player work for a teacher? How could the CEO of a successful snack food company inspire a teacher? If the dedication of a teacher works for students, can it work for a city-based construction company? Discover the seemingly unparalleled connections between classrooms and Greater Philadelphia businesses! Leaders in both arenas find common ground and identify the approaches that best serve the game plan of success. In this unique collection of classroom-business mindsets for personal growth, relational growth, and service growth, you will be powerfully encouraged to maximize who you are so you can be and give your best to others. Teachers improving classrooms and influencing students; business leaders stimulating companies and motivating employees . . . with the same strategies and the same perspectives! The two realms have finally merged in a book that will ignite your heart to live with fire, passion, and purpose. As if there is any other wTrade ReviewAttitude is everything when establishing relationships. Be it with students, peers or other adults, the impact we have on the people around us has the ability to influence a life forever. In knowing that we possess this type of influence, it is critical that we approach each day with a positive, well-intended mindset. In being an educator and a coach, the importance of being able to self-reflect on my daily experiences assists me with keeping a positive trajectory in school and in life. I simply love the manner in which Joy and Tony have developed the concept of the “local story,” no matter our position in life, we all possess the power to build a relationship or break it down. This book is for anyone and everyone who wants to continually strive for the best in themselves and others. -- Beth Potter Bryan, Teacher, Coach, Parent, Ridley School DistrictTeaching often presents unpredictable and frustrating experiences. Yet, in Sharing Mindsets, Joy and Tony offer teachers useful recipes for navigating daily challenges with tact, patience, and professionalism. In this uniquely written book, Joy and Tony provide a series of distinctive anecdotes from successful businesspersons, who, in their own words, explain the value of developing caring relationships with customers and fellow employees—the same strategies critical to making a difference in students’ lives. This book is for every educator at any level and at any place where there are students—and, as well, a valuable resource for parents! -- Dave F. Brown, Ed. D., Educational Researcher and Co-author of What Every Middle School Teacher Should KnowLeadership is one of the most critical components to the success of an organization. Be it in business or education, having the right leader ultimately builds the vision that promotes positivity and productivity. Yet, too often, we see these core values between business and education as separate. But not anymore! Joy and Tony have completed the incredible task of marrying both the business and educational worlds into one true voice. With their tireless work with CEOs and educators, they have been able to capture the core values that guide passionate, selfless leadership to ultimately build both amazing companies and classrooms. Through their work, we realize that true leadership encompasses the trifecta – the self, the heart and the hands. This text is truly one of a kind, and a must read for educators and business folks alike. -- Jack Berckemeyer, Speaker, Author and Humorist, and Owner of the Nuts and Bolts SymposiumsSharing Mindsets is exactly the type of "catch" needed in our world today that adds value to both education and business! Both in football and in life, I have witnessed where an influential mindset improves everything, whereby, when the education system encompasses this approach, we build better students, we build better people and a better community. In accord, the same goes for the business world...better employees, better organizations, etc. And Joy and Tony understand this critical work must start at the grass roots level in classrooms and work rooms alike. I always loved when my coach, Dick Vermeil, would say, “People don’t care how much you know, until they know how much you care.” This text emphasizes this exact premise! Once we demonstrate true care and compassion, the sky is the limit; who knows when and where a child's or employee's passion will ignite. Teaching for potential and providing guiding principles for life is the key to building successful relationships, success people, and successful communities. -- Mike Quick, Former NFL Philadelphia Eagles Receiver, Current Broadcaster for Philadelphia EaglesTable of ContentsForeword Ron Jaworski Preface Acknowledgments Introduction Part One: An Inward Journey of the Self Chapter 1- Just a Rough Launch, Not Going to Be a Bad Day! . . . Gain Momentum from Moments Contributing Leader: Doug Yearley, CEO Toll Brothers Chapter 2- What D’ya Mean I Can’t Redo the Day? . . . Honor Life’s Brevity Contributing Leader: Ed Hanway, Former CEO Cigna Chapter 3- Become the Family Dog! . . . Personalize Your Behaviors Contributing Leader: Ed Herr, Herr’s Inc. Chapter 4- At What Cost? And We Don’t Mean Money! . . . Embrace Your Boundaries Contributing Leader: Rakia Reynolds, CEO and Founder Skai Blue Media Chapter 5- Call Your Own Timeout in Your Life Game . . . Assess and Recalibrate Contributing Leader: Gary Jonas, CEO HOW Properties Chapter 6- Be the Giving Tree, But Water Your Roots First . . . Be Selfish to Be Generous Contributing Leader: Andrea Gilbert, President Bryn Mawr Hospital Chapter 7- Life’s Not Meeting You Halfway, Go Out and Get It! . . . Let Your Attitude Be the Catalyst Contributing Leader: Pete Ciarrocchi, CEO Chickie’s & Pete’s Part Two: An Outward Journey of the Heart Chapter 8- Put in a Contributing Piece to Someone Else’s Puzzle . . . Trust the Process Contributing Leader: Angelo Perryman, CEO and President Perryman Construction Chapter 9- Put On Your Glasses and Really SEE the Person! . . . Cultivate Strengths Contributing Leader: Marcus Allen, CEO Big Brothers, Big Sisters Chapter 10- Seeing Problems? You Might Need New Glasses! . . . View Challenges as Opportunities Contributing Leader: Bernie Dagenais, CEO Main Line Chamber of Commerce Chapter 11- Engaging with People Can Actually Be Fun? Yes it Can! . . . Invest Relationally Contributing Leader: Chris Gheysens, CEO Wawa Inc. Chapter 12- Labels are Just for Soup Cans . . . Define Hearts, Despite Actions Contributing Leader: Denis O’Brien, Advisor to CEO, Exelon Corporation Chapter 13- Silence is Golden, Perfect for the Theater, Not for Life! . . . Recognize the Power of Response Contributing Leader: Bill Marrazzo, CEO and President, WHYY, Inc. Chapter 14- What Floor Is Your Mood Elevator On? . . . Inspire Through Illuminating Contributing Leader: Thomas Mehler, President Southco, Inc. Part Three: An Impactful Journey of the Hands Chapter 15- Just Napkins? Come On, You Can Do Better Than That! . . . Support and Serve Contributing Leader: Nick Giuffre, CEO Bradford White Corporation Chapter 16- But I Really Thought People Liked Hearing Me Complain!. . . Reflect and Accept Contributing Leader: Kevin Reilly, Former NFL Player, Motivational Speaker and Author Chapter 17- Passing the Mashed Potatoes and Saying Thank You, It Really Is That Simple!. . . Appreciate and Encourage Contributing Leader: Phil Martelli, Head Basketball Coach, St. Joseph’s University Chapter 18- Large Coffee, Extra Passion and Two Spoonfuls of Creativity . . . Experience and Navigate Contributing Leader: Nick Bayer, CEO and Founder Saxby’s Chapter 19- We’re Talking About Connections, Man! I Mean How Silly Is That? We’re Talking About Connections! . . . Connect and Cultivate Contributing Leaders: Chris Franklin and Nick DeBenedictis, Current and Former CEOs, Aqua America Chapter 20- What If You Were Paid to Sell the Greatness of Your Workplace - Would You Be A Millionaire?. . . Brand and Promote Contributing Leader: John Leahy, President of KIND Chapter 21- Examine Your Enthusiasm for Life, Hope You Don’t Need A Microscope! . . . Ignite Hearts Contributing Leader: Andrew Stine, Educator Twin Valley Middle School, Elverson, PA About the Editors About the Contributors

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Book SynopsisThis book will serve as a Think Button for any educator who has ever heard a student say, I can't think or I can't decide! Fifty prompts or thinking conduits are the catalysts that will give students a chance to practice thinking. The prompts (many with option answers) are formatted as brief stories, exercises, poems, and activities and are designed so kids can use the same thinking skill sets that are essential in making everyday decisions.Whether the prompts pose silly questions, Would you rather bathe a gorilla or take an elephant for a walk? or practical ones, What's the best way to express your opinion? they are all crafted to spur children to think hard and sensibly so they can make levelheaded decisions and defend their thinking in a stress-free think forum environment.The intention is for students to take the essence of something they've learned from a prompt and adapt it, stretch it, and use it to help solve a problem or make a tough decision. Every prompt comes with guidance,Trade ReviewLin Josephson’s book, Making Everyday Choices: Helping Students in Grades 2-5 Practice the Art of Thinking is a practical guide to help students think about their own decision making. With a short preface entitled Why?, Josephson immediately gets into the “how.” With eight chapters of prompts and catalysts, teachers can create what Josephson calls a “thinking laboratory.” These scenarios (or prompts) are relatable to elementary students and will undoubtedly push them to think more critically about how and why they make decisions. I am confident that you will not regret making the decision to read this book! -- Cathy Richardson, M.Ed, grade 2-3 teacher, Bernice A. Ray School, Hanover, NHLin Josephson's latest work will be a wonderful handbook for new and seasoned teachers! When encouraging their students in the process of how to be independent thinkers, they will be provided with a method that is clear and accessible to all. Parents of school age children, too, are often looking for ways to support their child's education and they may look no further. -- Paula Levin, Director of Lower School, Far Brook School, Short Hills, New JerseyTable of ContentsPreface: Why? Acknowledgments: Thank you Introduction: How Chapter 1: Do’s & Don’ts Chapter 2: One Step Ahead Buy Now . . . Uh Oh . . . No Time? Simplify The Dreaded Homework Tipping the Scales Chapter 3: Action Figures “No Thanks” Which Way? Rain, Rain, Rain Sick to Your Stomach Adults Make Decisions, too Chapter 4: Opinion Lab Back It Up . . . The Majority Rules Open Minds Fill-in-the-Blanks Should I or Shouldn’t I? Honest Opinion? Chapter 5: Streamlining Stuff Write About “Anything” Too Many Library Books! Recipe for Friendship Mixed Up Zeroing In Pick a Number, Any Number! Chapter 6: Side By Side Meet the Inventors Gorilla or Elephant? Juggling Act Six Words Me, Me, & Me What’s In a Name? Take Me to Your Leader Who Says I’m Bossy? Companion Sidebar on Brainstorming Chapter 7: Don’t Jump! Is Seeing Believing? Scrumptious! Fair or Unfair? How Does Your Garden Grow? Race in the Park What’s Inside? Chapter 8: Huh? What Did You Say? Better Safe Than Sorry The Early Bird Gets the Worm Don’t Bite Off More Than You Can Chew Don’t Count Your Chickens Before They Hatch Haste Makes Waste Two Heads Are Better Than one Chapter 9: How Did This Happen? Oh, That Little Voice Walking the Dog Who Did It? We Can You Never Know Imagine If Cause and No Effect Chapter 10: Words of Wisdom: From the Experts Chapter 11: Food for Thought: A Menu for Educators Leave It Alone Outside the Cocoon In My Opinion What Do I Really Think? Counterproductive Getting Full Wrong Foot Forward Cut It Down Who Me? Before It Spirals . . . About the Author

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Book SynopsisThis book will serve as a Think Button for any educator who has ever heard a student say, I can't think or I can't decide! Fifty prompts or thinking conduits are the catalysts that will give students a chance to practice thinking. The prompts (many with option answers) are formatted as brief stories, exercises, poems, and activities and are designed so kids can use the same thinking skill sets that are essential in making everyday decisions.Whether the prompts pose silly questions, Would you rather bathe a gorilla or take an elephant for a walk? or practical ones, What's the best way to express your opinion? they are all crafted to spur children to think hard and sensibly so they can make levelheaded decisions and defend their thinking in a stress-free think forum environment.The intention is for students to take the essence of something they've learned from a prompt and adapt it, stretch it, and use it to help solve a problem or make a tough decision. Every prompt comes with guidance,Trade ReviewLin Josephson’s book, Making Everyday Choices: Helping Students in Grades 2-5 Practice the Art of Thinking is a practical guide to help students think about their own decision making. With a short preface entitled Why?, Josephson immediately gets into the “how.” With eight chapters of prompts and catalysts, teachers can create what Josephson calls a “thinking laboratory.” These scenarios (or prompts) are relatable to elementary students and will undoubtedly push them to think more critically about how and why they make decisions. I am confident that you will not regret making the decision to read this book! -- Cathy Richardson, M.Ed, grade 2-3 teacher, Bernice A. Ray School, Hanover, NHLin Josephson's latest work will be a wonderful handbook for new and seasoned teachers! When encouraging their students in the process of how to be independent thinkers, they will be provided with a method that is clear and accessible to all. Parents of school age children, too, are often looking for ways to support their child's education and they may look no further. -- Paula Levin, Director of Lower School, Far Brook School, Short Hills, New JerseyTable of ContentsPreface: Why? Acknowledgments: Thank you Introduction: How Chapter 1: Do’s & Don’ts Chapter 2: One Step Ahead Buy Now . . . Uh Oh . . . No Time? Simplify The Dreaded Homework Tipping the Scales Chapter 3: Action Figures “No Thanks” Which Way? Rain, Rain, Rain Sick to Your Stomach Adults Make Decisions, too Chapter 4: Opinion Lab Back It Up . . . The Majority Rules Open Minds Fill-in-the-Blanks Should I or Shouldn’t I? Honest Opinion? Chapter 5: Streamlining Stuff Write About “Anything” Too Many Library Books! Recipe for Friendship Mixed Up Zeroing In Pick a Number, Any Number! Chapter 6: Side By Side Meet the Inventors Gorilla or Elephant? Juggling Act Six Words Me, Me, & Me What’s In a Name? Take Me to Your Leader Who Says I’m Bossy? Companion Sidebar on Brainstorming Chapter 7: Don’t Jump! Is Seeing Believing? Scrumptious! Fair or Unfair? How Does Your Garden Grow? Race in the Park What’s Inside? Chapter 8: Huh? What Did You Say? Better Safe Than Sorry The Early Bird Gets the Worm Don’t Bite Off More Than You Can Chew Don’t Count Your Chickens Before They Hatch Haste Makes Waste Two Heads Are Better Than one Chapter 9: How Did This Happen? Oh, That Little Voice Walking the Dog Who Did It? We Can You Never Know Imagine If Cause and No Effect Chapter 10: Words of Wisdom: From the Experts Chapter 11: Food for Thought: A Menu for Educators Leave It Alone Outside the Cocoon In My Opinion What Do I Really Think? Counterproductive Getting Full Wrong Foot Forward Cut It Down Who Me? Before It Spirals . . . About the Author

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Book SynopsisTeaching in the Age of Disinformation makes a case for the importance of developing students' intelligent habits of mind so that they become more discriminating consumers of the information that comes at them from the Internet, social media, television and the tabloid press in this alternate truth era. Part I sets the stage for the need for an informed citizenry, given the many and varied sources of disinformation that they are exposed to and what the implications are when they are unable to make such distinctions. Part II deals with the specifics of how teachers may develop curriculum activities that call for higher order thinking, within the many and diverse subject areas of elementary and secondary education. Hundreds of examples of curriculum activities are included, as well as suggestions for how teachers use higher order questioning strategies in classroom discussions to enable and promote student thinking. A pleasure to read, the book draws on the author's long and extensiTrade ReviewThe need for such a book has never been greater. In a world where the truth is labeled fake news and facts are manufactured on demand, the skills of higher order thinking are in constant demand. As with all her writing, Selma Wassermann is able to present deep ideas in a highly readable manner. -- William C. Cliett, former superintendent of schools, Gainesville, FloridaI see this book as a how-to guide for effective teaching, wrapped in a security blanket with a sprinkle of inspiration – a slim volume every teacher can keep at the ready as he/she faces daily challenges. -- Judith Feder, public policy professor, Georgetown UniversityThis is an important work – and there is probably no one in our profession better placed through experience and philosophy to do it. The writing is so clear and persuasive, it is a pleasure to read. -- Dr. James Raths, emeritus professor, University of DelawareThis book has a very high value for teachers. Wassermann has the gift of knowing the world of classroom teaching – both elementary and secondary – from the language used to the ideas – and being able to use scholarly knowledge and concepts in language and examples that teachers and readers easily grasp, and if so inclined, can use the next week or in the next unit they teach. -- Larry Cuban, professor emeritus, Stanford UniversityTable of ContentsPreface Acknowledgements Introduction Section 1 Chapter 1- What Can Teachers Do? Chapter 2- Shifting Gears in the Curriculum to Emphasize Teaching for Thinking: An Overview A Teaching for Thinking Curriculum Framework To Know, To Understand, and To Know How – Key Steps in Teaching for Thinking An Instructional Design for Teaching for Thinking Chapter 3- Guidelines for Beginning a Teaching for Thinking Program Section 2 Chapter 4- Introduction to Observing Classroom Applications Chapter 5- Introduction to Comparing Classroom Applications Chapter 6- Introduction to Classifying Classroom Applications Chapter 7- Introduction to Suggesting Hypotheses Classroom Applications Chapter 8- Introduction to Searching Out Assumptions Classroom Applications Chapter 9- Introduction to Summarizing Classroom Applications Chapter 10- Introduction to Interpreting Classroom Applications Chapter 11- Introduction to Making Decisions Classroom Applications Chapter 12- Introduction to Designing Projects and Investigations Classroom Applications Chapter 13- Introduction to Creating and Inventing Classroom Applications Chapter 14- Introduction to Evaluating and Assessing Classroom Applications Section 3 Chapter 15- Dealing With Students’ Deeply Held Beliefs Classroom Applications Chapter 16- Using Questions and Responses that Promote Further Examination of Issues: The Interactive Dialogue Chapter 17- Evaluating Students’ Work But Is It Working? Using Self-Assessments Profiles of Student Behaviors Chapter 18- The Teacher is the Key Bibliography About the Author

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Book SynopsisThis book focuses on how to best educate Hispanic English-limited students who tend to be the ethnic group most likely to be taught in their native language and, consequently, to do poorly when compared to all immigrant children limited in English. It provides evidence that the Hispanic students have made impressive gains where states passed anti-bilingual education laws. It compares that success to the students' failure in New York and Colorado where bilingual education still prevails.Trade ReviewJohanna Haver's book is an excellent resource for anyone interested in understanding the politics of the bilingual-education wars in the U.S. over the last several decades. Haver lays out the results of the different policies pursued in states: the abysmally low reclassification rates to English fluency in states and school districts that have stuck to bilingual education versus the improved rates in jurisdictions that adopted structured-English-immersion models. A must-read. -- Lance Izumi, JD, former president, Board of Governors, California Community CollegesJohanna J. Haver’s book Vindicated makes a compelling case that the citizens initiatives, replacing bilingual education with immersion techniques in California in 1998, Arizona in 2000, and Massachusetts in 2002, have resulted in excellent outcomes – especially when compared to the Hispanic English learners’ results in New York City and Colorado where similar initiatives were attempted but failed. Yet, as Haver warns, the national trend is again favoring bilingual education and all the federal dollars that go with it. This is a must-read for anyone who cares whether Hispanic kids ever learn to speak English. -- Roy Miller, Business Consultant and Co-Founder of the Goldwater InstituteAs the state administrator who was responsible for developing structured English immersion (SEI) training sessions for teachers and administrators, I am glad to see the evidence of the SEI models’ success as presented in Vindicated. Following my work at the Arizona Department of Education, I returned to the classroom to work again with English language learners (ELLs). I observed the effectiveness of the SEI models in action in that my ELL students became eligible for mainstream instruction at a high rate. Most important, their knowledge of grammar has provided them with a tool for their future learning of English and the ability to compete with their non-ELL peers while moving up the educational ladder. -- Adela Santa Cruz, former Arizona Department of Education Deputy Associate Superintendent; director of program Effectiveness (2006-2013)I am so grateful to Johanna Haver for documenting the progress of English for the Children and for her own work in support of English language learners. Never again should we permit the segregation of Hispanic children in our public schools, whether for bilingual education or for any other pretext. -- Joseph Guzman, PhD, assistant professor and interim director, Chicano/Latino Studies Program, Michigan State UniversityJohanna J. Haver’s book Vindicated demonstrates in full detail why delaying English acquisition harms the very children the system is supposed to help. -- Linda Chavez, author, syndicated columnist, and chairwoman for the Center for Equal OpportunityTable of ContentsForeword Preface Acknowledgments Introduction: Cracks in the Foundation 1. Running the California Political Gauntlet 2. Under Attack 3. Latinos vs. Latinos: The Arizona Language War 4. Closing the Loopholes 5. From Political Impasse to the U.S. Supreme Court 6. Implementing Structured English Immersion 7. Resistance to Change in New York City 8. Colorado’s Missed Opportunity 9. Massachusetts’ Rise and Fall Notes Acronym Guide Index About the Author

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Book SynopsisThis book focuses on how to best educate Hispanic English-limited students who tend to be the ethnic group most likely to be taught in their native language and, consequently, to do poorly when compared to all immigrant children limited in English. It provides evidence that the Hispanic students have made impressive gains where states passed anti-bilingual education laws. It compares that success to the students' failure in New York and Colorado where bilingual education still prevails.Trade ReviewJohanna Haver's book is an excellent resource for anyone interested in understanding the politics of the bilingual-education wars in the U.S. over the last several decades. Haver lays out the results of the different policies pursued in states: the abysmally low reclassification rates to English fluency in states and school districts that have stuck to bilingual education versus the improved rates in jurisdictions that adopted structured-English-immersion models. A must-read. -- Lance Izumi, JD, former president, Board of Governors, California Community CollegesJohanna J. Haver’s book Vindicated makes a compelling case that the citizens initiatives, replacing bilingual education with immersion techniques in California in 1998, Arizona in 2000, and Massachusetts in 2002, have resulted in excellent outcomes – especially when compared to the Hispanic English learners’ results in New York City and Colorado where similar initiatives were attempted but failed. Yet, as Haver warns, the national trend is again favoring bilingual education and all the federal dollars that go with it. This is a must-read for anyone who cares whether Hispanic kids ever learn to speak English. -- Roy Miller, Business Consultant and Co-Founder of the Goldwater InstituteAs the state administrator who was responsible for developing structured English immersion (SEI) training sessions for teachers and administrators, I am glad to see the evidence of the SEI models’ success as presented in Vindicated. Following my work at the Arizona Department of Education, I returned to the classroom to work again with English language learners (ELLs). I observed the effectiveness of the SEI models in action in that my ELL students became eligible for mainstream instruction at a high rate. Most important, their knowledge of grammar has provided them with a tool for their future learning of English and the ability to compete with their non-ELL peers while moving up the educational ladder. -- Adela Santa Cruz, former Arizona Department of Education Deputy Associate Superintendent; director of program Effectiveness (2006-2013)I am so grateful to Johanna Haver for documenting the progress of English for the Children and for her own work in support of English language learners. Never again should we permit the segregation of Hispanic children in our public schools, whether for bilingual education or for any other pretext. -- Joseph Guzman, PhD, assistant professor and interim director, Chicano/Latino Studies Program, Michigan State UniversityJohanna J. Haver’s book Vindicated demonstrates in full detail why delaying English acquisition harms the very children the system is supposed to help. -- Linda Chavez, author, syndicated columnist, and chairwoman for the Center for Equal OpportunityTable of ContentsForeword Preface Acknowledgments Introduction: Cracks in the Foundation 1. Running the California Political Gauntlet 2. Under Attack 3. Latinos vs. Latinos: The Arizona Language War 4. Closing the Loopholes 5. From Political Impasse to the U.S. Supreme Court 6. Implementing Structured English Immersion 7. Resistance to Change in New York City 8. Colorado’s Missed Opportunity 9. Massachusetts’ Rise and Fall Notes Acronym Guide Index About the Author

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Book SynopsisThe Stories We Tell: Math, Race, Bias, & Opportunity positions educators as professional decision-makers whose every day choices are deeply consequential. After exploring topics ranging from the early identification of talent, the use of demographic characteristics to make academic decisions, and the problematic casting of a gap' in mathematical performance as about the students themselves, the book explores how professional decision making, and a more precise use of data, can impact mathematical performance outcomes. With gentle precision, the book analyzes the patterns of practice in place as educators sort children according to perceived needs. Through case studies, the authors reconfigure the mathematics achievement gap as being about opportunity provided or denied at both the classroom and systemic levels. The book has implications for school personnel as well as others curious about how opportunity impacts outcomes and how data is (or is not) used to make decisions about childrenTrade ReviewRadical responses to oppression and dehumanization in mathematics education will require re-imagining new and different possibilities that do not produce new and different forms of oppression and dehumanization. This book takes up the challenge of re-imagining by telling a different story about so-called racial achievement gaps that position Black students as inferior. They recast the story in terms of opportunity and decision-making in the system that often fails Black students. -- Danny Bernard Martin, professor, education and mathematics, University of Illinois at ChicagoThe Stories We Tell: Math, Race, Bias & Opportunity challenges the traditional dialogue about the achievement gap and radically reframes it. By problematizing data, ability grouping, and growth mindset, the authors provide new lenses by which we can examine these constructs with the goal of compelling us to think critically about our role in maintaining or changing the system. The authors offer a solid theoretical framing paired with practical recommendations for practice. This book is a must-read for anyone involved in making decisions related to the teaching and learning of mathematics. -- Marrielle Myers, Associate Professor of Elementary Mathematics Education, Kennesaw State UniversityThe Stories We Tell: Math, Race, Bias, and Opportunity pushes readers to consider the many factors, decisions, and opportunities that contribute to differentials in achievement. The authors describe these as `gap makers’ which are fully examined as contributors to differences in achievement among learners. Readers are asked, “What if the students are not the problem to be fixed?” This book provides a framing for consideration towards the answer to this question by unpacking the many factors, decisions, and opportunities in a context that is accessible to educators across the grade bands. Educators will find that use of different contexts and vignettes provides connections that give meaning to why some students have an engaging mathematics experience built on high expectations with access to rigorous mathematics and, other students do not have access to this type of mathematics experiences. I will use this book with educators who influence policies as well as mathematics teachers and coaches to help examine the structural issues and the decisions that impact mathematics teaching and learning. -- Robert Q. Berry, Professor of Mathematics Education, University of Virginia; President, National Council of Teachers of Mathematics (2018-2020)Finally, a book that sits the “gap problem” on the doorsteps of schools and districts and off the backs of children and parents. In this book, the authors use data to challenge our assumptions on achievement, rigor, and accountability as they explain how the decisions made by school administrations and politicians create, maintain, and exasperate the inequitable education of students. The authors provide new and realistic decisions we can all make to travel on their path to change. -- Dorothy Y. White, PhD, Associate Professor of Mathematics Education, University of GeorgiaThe school mathematics ecosystem represents an important opportunity structure in the field of education. This research captures the contours of this ecosystem with a focus on how it produces disparities. The book documents the challenges associated with improper data interpretation, bias, and cognitive dissonance. These biases influence decisions and support the creation of underdeveloped learning processes and harmful outcomes. The scholarship contributes to the literature on opportunity to learn in mathematics education. -- William F. Tate IV, Edward Mallinckrodt Distinguished University Professor in Arts & Sciences, Washington University in St. LouisTable of ContentsAcknowledgements Introduction Section I- The Gap-Maker Chapter 1- The Farce of Early Identification: A Hidden Story in Gap-Making The Promise of Promise Talent Development The Flawed Pillars of Early Identification Talent is Detected in the Young Talent is Innate A Restricted Talent Pool is Desirable The Story of Early Identification Chapter 2- Data Doppels: Professional Stories and Gap-Making Data and High-Stakes Decision-Making Beware the Data Doppel Decision-Making and Data Doppels in Action Heart Attacks and the Goldman Index Symphony Orchestras and Blind Auditions Baseball and Moneyball Data Doppels in Schools What student data drives mathematics opportunities? The “At-Risk” Model An imagined conversation Remediation as Elevation Data Doppels in Math Class National Data and Middle School Mathematics Placement How Should We Think About This? Section II- Academic Opportunity in Schools Chapter 3- Diversity in Our Schools: Cultural Preconceptions & Instructional Choices Multiple Dimensions of Student Diversity in Schools New Normals, Societal Scourges and Childhoods Lost? Intersecting Social Axes and Opportunity Gaps for Other People’s Children Beyond Diversity & The Abyss of Accountability Homogeneous Ability Grouping: The Smoke and Mirrors of Effective Teaching? Early Identification and Mindset in Grouping for Instruction Perceptions and Scapegoats Gap-Making through Teacher Decision-Making Cultural Difference as a Factor In Teachers’ Decision Making Teacher Preconceptions: Critical Indicators of Student Learning Potential? Heterogeneous Groups and Growth Mindset: Toward Neutralizing Problematic Decision Making Troubling Stratification Chapter 4- Follow the Data: Gifts, Access, Cuts, and The-Gap Rigor for All Different Strokes A Brief History of Giftedness Access to the Gift The Cut Following Data Campbell’s Law Beyond Gifted The Referral Pool Gap-logic The Achievement-Gap Mean Variance and Variety The mean doesn’t mean what you think it means Finding Students Section III- Decision Making in Schools Chapter 5- When Teachers Push Back: Data vs. Belief Mathematics Course Placements The Placement Decision The Professional Beliefs Adjustments: Changing the Terms of Engagement The Rules The Case of Alexander The Case of Laila The Case of Inconsistent Leadership Cumulative Impact Data vs. Beliefs The Path of Most Resistance Chapter 6- Unpacking Belief and Finding Change Unpacking Belief: Data & the Brain Confirmation Bias Certainty, Doubt & Confabulation Cultural Norms, Race, and Belief Finding Change #1 Recognize Conceptual Race #2 Free the Data, Free the Mind(set) #3 Less is more The Discomfort, and Reward, of Change Appendix- Chapter by Chapter Questions Bibliography About the Authors

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Book SynopsisThe Stories We Tell: Math, Race, Bias, & Opportunity positions educators as professional decision-makers whose every day choices are deeply consequential. After exploring topics ranging from the early identification of talent, the use of demographic characteristics to make academic decisions, and the problematic casting of a gap' in mathematical performance as about the students themselves, the book explores how professional decision making, and a more precise use of data, can impact mathematical performance outcomes. With gentle precision, the book analyzes the patterns of practice in place as educators sort children according to perceived needs. Through case studies, the authors reconfigure the mathematics achievement gap as being about opportunity provided or denied at both the classroom and systemic levels. The book has implications for school personnel as well as others curious about how opportunity impacts outcomes and how data is (or is not) used to make decisions about childrenTrade ReviewRadical responses to oppression and dehumanization in mathematics education will require re-imagining new and different possibilities that do not produce new and different forms of oppression and dehumanization. This book takes up the challenge of re-imagining by telling a different story about so-called racial achievement gaps that position Black students as inferior. They recast the story in terms of opportunity and decision-making in the system that often fails Black students. -- Danny Bernard Martin, professor, education and mathematics, University of Illinois at ChicagoThe Stories We Tell: Math, Race, Bias & Opportunity challenges the traditional dialogue about the achievement gap and radically reframes it. By problematizing data, ability grouping, and growth mindset, the authors provide new lenses by which we can examine these constructs with the goal of compelling us to think critically about our role in maintaining or changing the system. The authors offer a solid theoretical framing paired with practical recommendations for practice. This book is a must-read for anyone involved in making decisions related to the teaching and learning of mathematics. -- Marrielle Myers, Associate Professor of Elementary Mathematics Education, Kennesaw State UniversityThe Stories We Tell: Math, Race, Bias, and Opportunity pushes readers to consider the many factors, decisions, and opportunities that contribute to differentials in achievement. The authors describe these as `gap makers’ which are fully examined as contributors to differences in achievement among learners. Readers are asked, “What if the students are not the problem to be fixed?” This book provides a framing for consideration towards the answer to this question by unpacking the many factors, decisions, and opportunities in a context that is accessible to educators across the grade bands. Educators will find that use of different contexts and vignettes provides connections that give meaning to why some students have an engaging mathematics experience built on high expectations with access to rigorous mathematics and, other students do not have access to this type of mathematics experiences. I will use this book with educators who influence policies as well as mathematics teachers and coaches to help examine the structural issues and the decisions that impact mathematics teaching and learning. -- Robert Q. Berry, Professor of Mathematics Education, University of Virginia; President, National Council of Teachers of Mathematics (2018-2020)Finally, a book that sits the “gap problem” on the doorsteps of schools and districts and off the backs of children and parents. In this book, the authors use data to challenge our assumptions on achievement, rigor, and accountability as they explain how the decisions made by school administrations and politicians create, maintain, and exasperate the inequitable education of students. The authors provide new and realistic decisions we can all make to travel on their path to change. -- Dorothy Y. White, PhD, Associate Professor of Mathematics Education, University of GeorgiaThe school mathematics ecosystem represents an important opportunity structure in the field of education. This research captures the contours of this ecosystem with a focus on how it produces disparities. The book documents the challenges associated with improper data interpretation, bias, and cognitive dissonance. These biases influence decisions and support the creation of underdeveloped learning processes and harmful outcomes. The scholarship contributes to the literature on opportunity to learn in mathematics education. -- William F. Tate IV, Edward Mallinckrodt Distinguished University Professor in Arts & Sciences, Washington University in St. LouisTable of ContentsAcknowledgements Introduction Section I- The Gap-Maker Chapter 1- The Farce of Early Identification: A Hidden Story in Gap-Making The Promise of Promise Talent Development The Flawed Pillars of Early Identification Talent is Detected in the Young Talent is Innate A Restricted Talent Pool is Desirable The Story of Early Identification Chapter 2- Data Doppels: Professional Stories and Gap-Making Data and High-Stakes Decision-Making Beware the Data Doppel Decision-Making and Data Doppels in Action Heart Attacks and the Goldman Index Symphony Orchestras and Blind Auditions Baseball and Moneyball Data Doppels in Schools What student data drives mathematics opportunities? The “At-Risk” Model An imagined conversation Remediation as Elevation Data Doppels in Math Class National Data and Middle School Mathematics Placement How Should We Think About This? Section II- Academic Opportunity in Schools Chapter 3- Diversity in Our Schools: Cultural Preconceptions & Instructional Choices Multiple Dimensions of Student Diversity in Schools New Normals, Societal Scourges and Childhoods Lost? Intersecting Social Axes and Opportunity Gaps for Other People’s Children Beyond Diversity & The Abyss of Accountability Homogeneous Ability Grouping: The Smoke and Mirrors of Effective Teaching? Early Identification and Mindset in Grouping for Instruction Perceptions and Scapegoats Gap-Making through Teacher Decision-Making Cultural Difference as a Factor In Teachers’ Decision Making Teacher Preconceptions: Critical Indicators of Student Learning Potential? Heterogeneous Groups and Growth Mindset: Toward Neutralizing Problematic Decision Making Troubling Stratification Chapter 4- Follow the Data: Gifts, Access, Cuts, and The-Gap Rigor for All Different Strokes A Brief History of Giftedness Access to the Gift The Cut Following Data Campbell’s Law Beyond Gifted The Referral Pool Gap-logic The Achievement-Gap Mean Variance and Variety The mean doesn’t mean what you think it means Finding Students Section III- Decision Making in Schools Chapter 5- When Teachers Push Back: Data vs. Belief Mathematics Course Placements The Placement Decision The Professional Beliefs Adjustments: Changing the Terms of Engagement The Rules The Case of Alexander The Case of Laila The Case of Inconsistent Leadership Cumulative Impact Data vs. Beliefs The Path of Most Resistance Chapter 6- Unpacking Belief and Finding Change Unpacking Belief: Data & the Brain Confirmation Bias Certainty, Doubt & Confabulation Cultural Norms, Race, and Belief Finding Change #1 Recognize Conceptual Race #2 Free the Data, Free the Mind(set) #3 Less is more The Discomfort, and Reward, of Change Appendix- Chapter by Chapter Questions Bibliography About the Authors

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Book SynopsisTeaching through problem-solving is a commonly used phrase for mathematics educators. This book shows how to use worthwhile and interesting mathematics tasks and problems to build a classroom culture based on students' reasoning and thinking. It develops a set of axioms about problem-solving classrooms to show teachers that mathematics is playful and engaging. It presents an aspirational vision for school mathematics, one which all teachers can bring into being in their classrooms.Trade ReviewWe all want our students to be better problem solvers but also authentically engaged in the learning of mathematics. This book marries both practical ideas and a philosophy for joyful mathematics into a wonderful journey that all teachers will enjoy. -- Matthew L. Beyranevand, author of Teach Math Like This, Not Like That and creator of “Math with Matthew”Matthew does a fantastic job of challenging our thinking with regards to math education! As someone with a great deal of mathematical knowledge, he does a superb job of asking great questions allowing the reader to pause, reflect and think about his or her own classroom. When I think about math education, Matthew continues to prove to be the 'go-to' guy for positive discourse with regards to best practice and pedagogy! -- Brian Aspinall, edtech innovator, and author of CodebreakerMatthew Oldridge has deftly marinated his mathematics and English background to create one savory and timely book to finally address where problem-solving lies in math education—woven inextricably in the lifeblood of a math classroom. The preposition “through” is the most critical word in the title of this book, as rightfully suggests that problem-solving is the door, window, and infrastructure to building buoyant and beautiful math classrooms. Oldridge invites you to see problem-solving as being baked into classrooms, replete with figurative aromas of chocolate chip cookies and cinnamon buns. That is how appetizing mathematics can be if the problems that we select become embedded portals to the intrinsic awe, joy, and wonder that patiently awaits our students—and us! Storytelling is the most powerful way to teach, and Oldridge has spun a charming yarn to reconsider how and where we see the essence of mathematics—problem solving. -- Sunil Singh, Math Specialist, www.Scolab.com; author,"Pi of Life: The Hidden Happiness of Mathematics" (2017)Table of ContentsAcknowledgements Introduction Chapter 1: Towards A Definition of Teaching through Problem-Solving Chapter 2: What Do We Think About, When We Think About Mathematics? Chapter 3: Ways of Thinking About And Representing Problems Chapter 4: The Mutually Complementary Nature of Procedural and Conceptual Chapter 5: Full Instructional Guidance and Deliberate Practice Chapter 6: Mathematics Classrooms Are Spaces for Talking, Reasoning, Thinking, and Wondering Chapter 7: Mathematics Can Be Playful Coda: QED? Bibliography Index About the Author

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Book SynopsisTeaching through problem-solving is a commonly used phrase for mathematics educators. This book shows how to use worthwhile and interesting mathematics tasks and problems to build a classroom culture based on students' reasoning and thinking. It develops a set of axioms about problem-solving classrooms to show teachers that mathematics is playful and engaging. It presents an aspirational vision for school mathematics, one which all teachers can bring into being in their classrooms.Trade ReviewWe all want our students to be better problem solvers but also authentically engaged in the learning of mathematics. This book marries both practical ideas and a philosophy for joyful mathematics into a wonderful journey that all teachers will enjoy. -- Matthew L. Beyranevand, author of Teach Math Like This, Not Like That and creator of “Math with Matthew”Matthew does a fantastic job of challenging our thinking with regards to math education! As someone with a great deal of mathematical knowledge, he does a superb job of asking great questions allowing the reader to pause, reflect and think about his or her own classroom. When I think about math education, Matthew continues to prove to be the 'go-to' guy for positive discourse with regards to best practice and pedagogy! -- Brian Aspinall, edtech innovator, and author of CodebreakerMatthew Oldridge has deftly marinated his mathematics and English background to create one savory and timely book to finally address where problem-solving lies in math education—woven inextricably in the lifeblood of a math classroom. The preposition “through” is the most critical word in the title of this book, as rightfully suggests that problem-solving is the door, window, and infrastructure to building buoyant and beautiful math classrooms. Oldridge invites you to see problem-solving as being baked into classrooms, replete with figurative aromas of chocolate chip cookies and cinnamon buns. That is how appetizing mathematics can be if the problems that we select become embedded portals to the intrinsic awe, joy, and wonder that patiently awaits our students—and us! Storytelling is the most powerful way to teach, and Oldridge has spun a charming yarn to reconsider how and where we see the essence of mathematics—problem solving. -- Sunil Singh, Math Specialist, www.Scolab.com; author,"Pi of Life: The Hidden Happiness of Mathematics" (2017)Table of ContentsAcknowledgements Introduction Chapter 1: Towards A Definition of Teaching through Problem-Solving Chapter 2: What Do We Think About, When We Think About Mathematics? Chapter 3: Ways of Thinking About And Representing Problems Chapter 4: The Mutually Complementary Nature of Procedural and Conceptual Chapter 5: Full Instructional Guidance and Deliberate Practice Chapter 6: Mathematics Classrooms Are Spaces for Talking, Reasoning, Thinking, and Wondering Chapter 7: Mathematics Can Be Playful Coda: QED? Bibliography Index About the Author

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Book SynopsisFrom lesson planning to instructional practice to classroom management, teachers must make choices constantly throughout their day. Sometimes these decisions are easy, but there are some decisions that are very difficult. As in other professions, challenging choices arise in education which could be detrimental to one's teaching career. Therefore, thoughtful decision making must be part of every educator's daily experienceyet how can current and future teachers be equipped to make the best decisions in their fast-paced profession?In Tough Choices for Teachers: Ethical Case Studies from Today's Schools and Classrooms, Robert Infantino and Rebecca Wilke help teachers and those working with educators to acquire practical skills to enhance their ethical decision-making processes. By utilizing case studies based on real scenarios the authors have encountered, readers will be able to work through numerous ethical dilemmas that will assist them in honing their approaches to current educaTrade ReviewTough Choices for Teachers is an engaging set of real-world cases that dramatically illustrate some of the difficult decisions educators will be confronted with in their classrooms as well as in their schools and communities. A frank discussion of the importance of these ethical challenges is a must for pre-service and in-service of teachers who will lead our nation’s classrooms in the 21st century. -- Stuart E. Gothold Ed.D, retired Los Angeles County Superintendent of Schools and Clinical Professor Emeritus, USC Rossier School of EducationTough Choices for Teachers is a significant addition to the growing pool of instructional resources with subject matter concentrating on professional ethics…. (The book includes) analyses of cases featuring ethical dilemmas faced by teachers in their workplace…. (It) fits into a progressive focus on teacher and student conduct in an age of widespread professional and media attention to the phenomena…. (The book) helps meet accreditation standards, teaching performance expectations, and codes instilling and maintaining ethical integrity for teachers and the teaching profession. -- Kathleen Mikitka-Gomez, Professor Emerita, College of Education, San Diego State UniversityTable of ContentsTable of Contents Preface Acknowledgements A Note to the Reader A Note to the Facilitator Chapter 1: Thinking about Ethics Chapter 2: Approaches to Ethical Decision Making Chapter 3: The Truth and Its Consequences Case 1 - A newly hired social studies teacher, Christine Kaminski, is asked to write a college letter of recommendation for a low-performing student. Should Chris tell the truth or not? Chapter 4: Playing by the Rules Case 2 - The first staff-development day turns into an afternoon golf outing for the members of the math department. Koby Johnson finds the invitation to join in very tempting. Should he stay or play? Chapter 5: Time Constraints Case 3 - Allison Barnett, like many new teachers, has multiple tugs on her time: from family, from the job, from college classes, and from personal needs. How can she balance her time without giving up teaching creatively in her elementary grade classroom? Chapter 6: Many Are Called, One Is Chosen Case 4 - Kelsey Lizdell is serving on a committee to find a new English teacher. She has to help choose among three well-qualified finalists. Quite unexpectedly, the conversation turns away from her choice. What should she do? Chapter 7: Property Concerns Case 5 - Reams of missing copy paper cause tighter controls on all the supplies in Diana Simpson’s school. She discovers the culprit, a veteran teacher who thinks little of “borrowing” whatever supplies she needs. How should Diana handle this situation? Chapter 8: Credit—and Where It Is Due Case 6 - Student plagiarism may not be the only type of plagiarism happening in Brad Edelstein’s school. Another teacher has taken full credit for a report that Brad helped write. How should he handle this situation? Chapter 9: Making the Grade Case 7 - Grades are important in Leticia Granados’s biology class. But the parents of one of her students accuse Leticia of giving their son lower grades than he deserves. How should Leticia handle their threats? Chapter 10: Religion, Politics, and Delicate Curricular Subjects Case 8 - A student teacher wants to introduce new material into his cooperating teacher’s English curriculum. Mike Leblanc is surprised and a bit shaken by his teacher’s response. Is there a way for a student teacher to shape curriculum in this rural community school? Chapter 11: Relationship Red Flags Case 9 - There are many varied relationships among the participants in this case involving Heather McBride and her private elementary school. From older teachers, to the principal, to teachers who have already left the school, Heather faces a web of entanglements. How does she become disentangled and just teach her third graders? Chapter 12: Trouble with Tech Ethics Case 10 - Tyler Johnson thought his troubles with technology revolved around his students’ obsession with a new online game. Unfortunately, his implementation of a lesson involving this game has not only created controversy with parents and his principal but has also received media attention. Could Tyler end up being reprimanded, or worse, even though he simply wanted to regain control of his classroom? Chapter 13: Sex and the Single Teacher Case 11 - Reggie Greco and Mary Ann Gardner have been “an item” around the high school. The problem is that Mary Ann happens to be the principal, while Reggie is a new science teacher under her supervision. After the inevitable breakup, Mary Ann recommends to the district that Reggie not be rehired. What are some solutions to this very messy situation? Chapter 14: Character Matters Case 12 - Before coming to work at her current school, Tina Carsoni had been a student teacher for Maggie Cline. She knew of Maggie’s personal problems, the most serious of which involved alcohol. Tina finds out that Maggie might be transferred to the elementary school in which Tina is now working. Should Tina tell her principal to reconsider Maggie’s transfer because of the problems? Chapter 15: Touchy Situations Case 13 – As a substitute teacher, Ralph finds himself in a professional hailstorm after filling in for his friend James who attends a conference. A student accuses Ralph of touching her inappropriately and spreads the news on social media. Soon parents as well as district leaders suspect the worst. But wait—this student has a history of reporting such incidents. But with a principal who doesn’t like James or Ralph, the touchy situation becomes extremely complicated. What will happen to Ralph, and possibly James, because of this accusation? Chapter 16: Generational Differences Case 14 – Hired to replace another Millennial teacher, Hailey Brown is also added to the charter school’s math curriculum committee. She quickly realizes that generational differences may be at the heart of some of the philosophical dilemmas that have arisen as the teachers struggle to find the optimum math program that will meet the expectations and needs of staff, parents, and the “Digital Natives” in their care. What can Hailey recommend that might appeal to all the different generations represented by the teachers on this committee? Epilogue Appendix A: Helping Student Athletes or Helping Students with Special Needs: An Ethical Dilemma Appendix B: Money Matters at Meadowlark Charter High School Appendix C: Recommended Readings for Educators about Ethics and Values Appendix D: Recommended Resources for Today’s Teachers References About the Authors

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Book SynopsisFrom lesson planning to instructional practice to classroom management, teachers must make choices constantly throughout their day. Sometimes these decisions are easy, but there are some decisions that are very difficult. As in other professions, challenging choices arise in education which could be detrimental to one's teaching career. Therefore, thoughtful decision making must be part of every educator's daily experienceyet how can current and future teachers be equipped to make the best decisions in their fast-paced profession?In Tough Choices for Teachers: Ethical Case Studies from Today's Schools and Classrooms, Robert Infantino and Rebecca Wilke help teachers and those working with educators to acquire practical skills to enhance their ethical decision-making processes. By utilizing case studies based on real scenarios the authors have encountered, readers will be able to work through numerous ethical dilemmas that will assist them in honing their approaches to current educaTrade ReviewTough Choices for Teachers is an engaging set of real-world cases that dramatically illustrate some of the difficult decisions educators will be confronted with in their classrooms as well as in their schools and communities. A frank discussion of the importance of these ethical challenges is a must for pre-service and in-service of teachers who will lead our nation’s classrooms in the 21st century. -- Stuart E. Gothold Ed.D, retired Los Angeles County Superintendent of Schools and Clinical Professor Emeritus, USC Rossier School of EducationTough Choices for Teachers is a significant addition to the growing pool of instructional resources with subject matter concentrating on professional ethics…. (The book includes) analyses of cases featuring ethical dilemmas faced by teachers in their workplace…. (It) fits into a progressive focus on teacher and student conduct in an age of widespread professional and media attention to the phenomena…. (The book) helps meet accreditation standards, teaching performance expectations, and codes instilling and maintaining ethical integrity for teachers and the teaching profession. -- Kathleen Mikitka-Gomez, Professor Emerita, College of Education, San Diego State UniversityTable of ContentsTable of Contents Preface Acknowledgements A Note to the Reader A Note to the Facilitator Chapter 1: Thinking about Ethics Chapter 2: Approaches to Ethical Decision Making Chapter 3: The Truth and Its Consequences Case 1 - A newly hired social studies teacher, Christine Kaminski, is asked to write a college letter of recommendation for a low-performing student. Should Chris tell the truth or not? Chapter 4: Playing by the Rules Case 2 - The first staff-development day turns into an afternoon golf outing for the members of the math department. Koby Johnson finds the invitation to join in very tempting. Should he stay or play? Chapter 5: Time Constraints Case 3 - Allison Barnett, like many new teachers, has multiple tugs on her time: from family, from the job, from college classes, and from personal needs. How can she balance her time without giving up teaching creatively in her elementary grade classroom? Chapter 6: Many Are Called, One Is Chosen Case 4 - Kelsey Lizdell is serving on a committee to find a new English teacher. She has to help choose among three well-qualified finalists. Quite unexpectedly, the conversation turns away from her choice. What should she do? Chapter 7: Property Concerns Case 5 - Reams of missing copy paper cause tighter controls on all the supplies in Diana Simpson’s school. She discovers the culprit, a veteran teacher who thinks little of “borrowing” whatever supplies she needs. How should Diana handle this situation? Chapter 8: Credit—and Where It Is Due Case 6 - Student plagiarism may not be the only type of plagiarism happening in Brad Edelstein’s school. Another teacher has taken full credit for a report that Brad helped write. How should he handle this situation? Chapter 9: Making the Grade Case 7 - Grades are important in Leticia Granados’s biology class. But the parents of one of her students accuse Leticia of giving their son lower grades than he deserves. How should Leticia handle their threats? Chapter 10: Religion, Politics, and Delicate Curricular Subjects Case 8 - A student teacher wants to introduce new material into his cooperating teacher’s English curriculum. Mike Leblanc is surprised and a bit shaken by his teacher’s response. Is there a way for a student teacher to shape curriculum in this rural community school? Chapter 11: Relationship Red Flags Case 9 - There are many varied relationships among the participants in this case involving Heather McBride and her private elementary school. From older teachers, to the principal, to teachers who have already left the school, Heather faces a web of entanglements. How does she become disentangled and just teach her third graders? Chapter 12: Trouble with Tech Ethics Case 10 - Tyler Johnson thought his troubles with technology revolved around his students’ obsession with a new online game. Unfortunately, his implementation of a lesson involving this game has not only created controversy with parents and his principal but has also received media attention. Could Tyler end up being reprimanded, or worse, even though he simply wanted to regain control of his classroom? Chapter 13: Sex and the Single Teacher Case 11 - Reggie Greco and Mary Ann Gardner have been “an item” around the high school. The problem is that Mary Ann happens to be the principal, while Reggie is a new science teacher under her supervision. After the inevitable breakup, Mary Ann recommends to the district that Reggie not be rehired. What are some solutions to this very messy situation? Chapter 14: Character Matters Case 12 - Before coming to work at her current school, Tina Carsoni had been a student teacher for Maggie Cline. She knew of Maggie’s personal problems, the most serious of which involved alcohol. Tina finds out that Maggie might be transferred to the elementary school in which Tina is now working. Should Tina tell her principal to reconsider Maggie’s transfer because of the problems? Chapter 15: Touchy Situations Case 13 – As a substitute teacher, Ralph finds himself in a professional hailstorm after filling in for his friend James who attends a conference. A student accuses Ralph of touching her inappropriately and spreads the news on social media. Soon parents as well as district leaders suspect the worst. But wait—this student has a history of reporting such incidents. But with a principal who doesn’t like James or Ralph, the touchy situation becomes extremely complicated. What will happen to Ralph, and possibly James, because of this accusation? Chapter 16: Generational Differences Case 14 – Hired to replace another Millennial teacher, Hailey Brown is also added to the charter school’s math curriculum committee. She quickly realizes that generational differences may be at the heart of some of the philosophical dilemmas that have arisen as the teachers struggle to find the optimum math program that will meet the expectations and needs of staff, parents, and the “Digital Natives” in their care. What can Hailey recommend that might appeal to all the different generations represented by the teachers on this committee? Epilogue Appendix A: Helping Student Athletes or Helping Students with Special Needs: An Ethical Dilemma Appendix B: Money Matters at Meadowlark Charter High School Appendix C: Recommended Readings for Educators about Ethics and Values Appendix D: Recommended Resources for Today’s Teachers References About the Authors

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Book SynopsisSchool leaders know that instructional leadership is a crucial aspect of education. However, many of those leaders lack the knowledge and credibility to lead this work. Leaders must be empowered to enter into and guide instructional conversations while building leadership capacity of their teachers in the process. It is easy for administrators to get caught up in the daily managerial tasks of running a school. Passionate educators become principals, however, to make a positive impact on the classroom opportunities and experiences of young people. Because principals may not be experts in all areas of instruction, they must develop their own skills to become genuine participants in instructional conversations. However, the task of a true leader is also to develop the leadership capacity of those around them to ensure that best practices are embraced in all classrooms. The most important and consequential work in schools is happening in the trenches. Principals must commit to join theTrade ReviewIn the book Leading from the Trenches, Stephen Newton provides an experienced-based roadmap of what school leadership should look like. The book provides new school leaders with guidance as to the most effective actions in specific situations as well as guidance regarding the moral and ethical stance an effective leader must manifest on a daily basis. -- Robert J. Marzano, cofounder and CEO, Marzano Research LaboratoryPrincipals want to be instructional leaders. However, they are consumed with the unlimited number of operational challenges that come at them every day. How can they find the time and develop the skills to become effective instructional leaders? Steve Newton provides highly impactful strategies on how to do just that. A must read for building principals! -- Bill Daggett, Founder and Chairman, International Center for Leadership in EducationLeading from the Trenches provides a sobering look at the real, day-to-day challenges of educators who accept the responsibility to educate the next generation of American citizens. Dr. Newton provides a voice for those who assess, respond, and support the needs our children on a daily basis. This book is an important read for anyone who cares to understand and support the future of American public education. -- Anthony S. Muhammad PhD, president, New Frontier 21 Consulting; former principal of a U.S. Blue Ribbon School; speaker and author ofTransforming School Culture--How to Overcome Staff DivisionTable of ContentsPreface Introduction Chapter 1: Surveying the Landscape Chapter 2: Exploring the Trenches Chapter 3: Self-Assessing Available Resources Chapter 4: Identifying the Problems Chapter 5: Nurturing Untapped Potential Chapter 6: Leading the Reluctant Chapter 7: Enlisting Others into Shared Leadership Chapter 8: Creating Productive Space within the Trench Chapter 9: Living In the Trenches About the Author

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Book SynopsisSchool leaders know that instructional leadership is a crucial aspect of education. However, many of those leaders lack the knowledge and credibility to lead this work. Leaders must be empowered to enter into and guide instructional conversations while building leadership capacity of their teachers in the process. It is easy for administrators to get caught up in the daily managerial tasks of running a school. Passionate educators become principals, however, to make a positive impact on the classroom opportunities and experiences of young people. Because principals may not be experts in all areas of instruction, they must develop their own skills to become genuine participants in instructional conversations. However, the task of a true leader is also to develop the leadership capacity of those around them to ensure that best practices are embraced in all classrooms. The most important and consequential work in schools is happening in the trenches. Principals must commit to join theTrade ReviewIn the book Leading from the Trenches, Stephen Newton provides an experienced-based roadmap of what school leadership should look like. The book provides new school leaders with guidance as to the most effective actions in specific situations as well as guidance regarding the moral and ethical stance an effective leader must manifest on a daily basis. -- Robert J. Marzano, cofounder and CEO, Marzano Research LaboratoryPrincipals want to be instructional leaders. However, they are consumed with the unlimited number of operational challenges that come at them every day. How can they find the time and develop the skills to become effective instructional leaders? Steve Newton provides highly impactful strategies on how to do just that. A must read for building principals! -- Bill Daggett, Founder and Chairman, International Center for Leadership in EducationLeading from the Trenches provides a sobering look at the real, day-to-day challenges of educators who accept the responsibility to educate the next generation of American citizens. Dr. Newton provides a voice for those who assess, respond, and support the needs our children on a daily basis. This book is an important read for anyone who cares to understand and support the future of American public education. -- Anthony S. Muhammad PhD, president, New Frontier 21 Consulting; former principal of a U.S. Blue Ribbon School; speaker and author ofTransforming School Culture--How to Overcome Staff DivisionTable of ContentsPreface Introduction Chapter 1: Surveying the Landscape Chapter 2: Exploring the Trenches Chapter 3: Self-Assessing Available Resources Chapter 4: Identifying the Problems Chapter 5: Nurturing Untapped Potential Chapter 6: Leading the Reluctant Chapter 7: Enlisting Others into Shared Leadership Chapter 8: Creating Productive Space within the Trench Chapter 9: Living In the Trenches About the Author

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Book SynopsisWhile there are many features of a response-to-intervention framework, two stand out as solid reasons why school personnel should be familiar with its basic structure. One reason is that it provides a sound protocol to account for the performance of every student. A second reason is that it provides a structure that is useful for figuring out how to refine instruction so that it is individualized to meet each student's needs.While this book can be useful to both beginning and experienced teachers, as well as other professionals who provide direct and indirect services to students, it has been written first and foremost with preservice teachers in mind. It should prove to be useful to these teachers by enabling them to identify the following:1.the knowledge and skills they need to acquire in their preparation program, 2.the questions they need to be prepared to ask and answer during a job interview, and 3.the work they need to perform in the role they will fill in a school that uses a rTable of ContentsAcknowledgments Preface Introduction Chapter 1: Response-to-intervention From a Teacher’s Perspective Chapter 2: Tier 1 Services: Essential Elements of High-Quality Instruction in the General Education Classroom Chapter 3: Tier 1 and Scientifically Based Instruction Chapter 4: Tier 2 Interventions Chapter 5: Tier 3 – Special Education Chapter 6: Assessment Chapter 7: Practical Considerations Epilogue Bibliography Glossary

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Book SynopsisWhile there are many features of a response-to-intervention framework, two stand out as solid reasons why school personnel should be familiar with its basic structure. One reason is that it provides a sound protocol to account for the performance of every student. A second reason is that it provides a structure that is useful for figuring out how to refine instruction so that it is individualized to meet each student's needs.While this book can be useful to both beginning and experienced teachers, as well as other professionals who provide direct and indirect services to students, it has been written first and foremost with preservice teachers in mind. It should prove to be useful to these teachers by enabling them to identify the following:1.the knowledge and skills they need to acquire in their preparation program, 2.the questions they need to be prepared to ask and answer during a job interview, and 3.the work they need to perform in the role they will fill in a school that uses a rTable of ContentsAcknowledgments Preface Introduction Chapter 1: Response-to-intervention From a Teacher’s Perspective Chapter 2: Tier 1 Services: Essential Elements of High-Quality Instruction in the General Education Classroom Chapter 3: Tier 1 and Scientifically Based Instruction Chapter 4: Tier 2 Interventions Chapter 5: Tier 3 – Special Education Chapter 6: Assessment Chapter 7: Practical Considerations Epilogue Bibliography Glossary

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