Education: relations with parents Books

Book SynopsisOver 40 years ago the historic Kerner Commission Report declared that America was undergoing an urban crisis whose effects were disproportionately felt by underclass populations. In America''s Urban Crisis and the Advent of Color-blind Politics, Curtis Ivery and Joshua Bassett explore the persistence of this crisis today, despite public beliefs that America has become a post-racial nation after the election of Barack Obama to the presidency. Ivery and Bassett combine their own experience in the fields of civil rights and education with the knowledge of more than 20 experts in the field of urban studies to provide an accessible overview of the theories of the urban underclass and how they affect America''s urban crisis. This engaging look into the still-present racial politics in America''s cities adds significantly to the existing scholarship on the urban underclass by discussing the role of the prison-industrial complex in sustaining the urban crisis as well as the importance of theTrade ReviewAmerica's Urban Crisis and the Advent of Color-blind Politics explains the continuity and depth of racial injustice in the US, focusing on the failures of colorblind approaches to race. After the containment of the civil rights movement, the claim of colorblindness was adopted (from Justice Harlan's dissent in Plessy), as a type of 'anti-racism lite.' But is it also 'racism lite?' In its dismissal of race, color-blind politics fails to address the system of crime and punishment, the ongoing segregation and urban inequality, and the numerous other forms of racial despotism that still operate in the United States today. Most valuable here is the authors' argument for multiracial democracy as the way forward. Highly recommended for course adoption! -- Howard Winant, director, Center for New Racial Studies, University of California Santa Barbara; author, The World Is A Ghetto: Race and Democracy Since World War IIIvery and Bassett have pulled together a superb collection of essays by many of America's most influential commentators and scholars on race. Together, their essays dismantle the premises of colorblindness and offer a compelling analysis of the ways that racial differences persist in this ostensibly post-racial era. Students, general readers, and policy makers alike will benefit from the rich and eye-opening insights in these pages. -- Thomas J. Sugrue, David Boies Professor of History and Sociology, University of PennsylvaniaA state of the art collection on an historically important issue in American society in a time when the forces of the New Right want to declare the battle for human rights and dignity over and won. -- Philip M. Anderson, The City University of New YorkThis collection stands as an important commentary on how color-blind politics have sustained decades of racial and economic inequalities throughout America’s urban areas. In doing so, the book offers key insights on how we may move forward in addressing some of our greatest challenges as a nation. -- Douglas A. Blackmon, author of Slavery by Another Name: The Re-Enslavement of Black Americans from the Civil War to World War IIThis book situates the ideology of color-blindness within a broader context of structures and ways of talking that reproduce racial inequality—all the while focusing our attention on the crisis in American cities. This is a timely book. It is a sounding of the alarm - a call to action. I pray that we all answer. -- Eddie Glaude Jr., William S. Tod Professor of Religion and African American Studies, Princeton UniversityToo many conversations about race in this region have morphed into cocktail-party chatter -- or bus tours by wide-eyed suburbanites -- fueled by the fantasy that if we all just got to know each other a little better, everything would be all right. A new book by Detroit's own Curtis L. Ivery, America's Urban Crisis and the Advent of Color-blind Politics, won't let us off that easy. Ivery, chancellor of the Wayne County Community College District, and Joshua Bassett, a WCCCD faculty member, collected and edited more than 20 essays by some of America's leading social thinkers, including Ivery's friends Cornel West, Henry Louis Gates Jr., the late Manning Marable and Grace Lee Boggs. Race and class are implicit throughout, but this is not just another rap on race. America's Urban Crisis represents a clear-eyed, historical look at the economic and social policies, supported by color-blind politics, that have gutted and segregated Detroit and other U.S. cities, relegating millions of their residents to generational poverty, failing schools and an insidious prison industry. It's a hopeful message from a hopeful man who has given us a hopeful book -- and a good place to start a real conversation on race and the region. * Detroit Free Press *Table of ContentsAcknowledgments Foreword by Cornel West Preface Chapter 1: Introduction and Theoretical Overview Chapter 2: Color-blind Ideology and the Urban Crisis “Color-blindness, Racism, and Multiracial Democracy” Michael Omi "Difference,’ Emiseration, and America's Urban Crisis” Houston Baker “Sure, We're All Just One Big Happy Family” Benjamin Demott “Immigration, Education, and the Media” Maria Hinojosa “Incarcerated and Disappeared in the Land of the Free” Trinh Minh-Ha Chapter 3: Mass Incarceration and the Urban Crisis “Mass Incarceration, Civil Death, and the New Racial Domain” Manning Marable “Mass Incarceration, Race, and Criminal Justice Policy” Marc Mauer “Racial Profiling and Imprisonment of the Mentally Ill” Bob Herbert “The Case of Jonathan Magbie” Colbert I. King Chapter 4: Segregation and the Urban Crisis “Race and Residential Segregation in Detroit” john powell and John Telford “Health Care as a Civil Rights Issue” Alvin F. Poussaint “A Call for Multicultural Dialogues” James J. Zogby “American Education: Still Separate, Still Unequal” Arthur Levine Chapter 5: Education and the Urban Crisis “Toward a Paradigm Shift in Our Concept of Education” Grace Lee Boggs “Writing and Multiracial Education” Nell Irvin Painter “Police In Schools: Can a Law Enforcement Orientation Be Reconciled With an Educational Mission?” Johanna Wald and Lisa Thurau “Pursuing the Promise of Brown in the 21st Century” Erica Frankenberg Chapter 6: Multiracial Democracy and the Urban Crisis “In Our Lifetime” Henry Louis Gates, Jr. “Making Every Vote Count” Lani Guinier “Segregation by Race, Segregation from Opportunity, and the Subversion of Multiracial Democracy in Detroit” Andrew Grant-Thomas “How We Are White” Gary Howard Chapter 7: Conclusion

Read more less

Book SynopsisThe definitive guide to raising boys'' achievement in secondary schools by leading expert Gary Wilson.What better way to raise boys' achievement than to hear the issues from the students themselves? Let's Hear It from the Boys encourages readers to take matters into their own hands and listen to the boys in their school. Gary Wilson offers tips to help start a conversation with boys, and guides secondary teachers in placing the needs of boys firmly on the whole-school agenda.It's a well-known fact that girls outperform boys across every stage of the UK education system. Of the boys who underachieve, white working-class boys are consistently in last place. In this unique practical guide to raising boys' achievement in secondary settings, Gary lets the students do the talking through real-life testimonies. Tackling various aspects of learning in the secondary classroom, from exams, essay-writing and academic setting to punishments and rewards, this book offers a fresh perspTrade ReviewThis is a superb book. Gary is one of the country’s leading authorities on raising boys’ achievement. Let’s Hear It from the Boys is full of insight and helpful practical approaches. I recommend it very highly. -- Graham Tyrer * Literacy consultant and former secondary headteacher *I know Gary’s work and use it in my workshops. I like his down-to-earth approach. Any teacher would learn useful ideas from this action-oriented book, which is both amusing and sensible. It shows how listening to boys can help us make their learning more productive and lead to less hassle for teachers and parents. -- Dr Peter West * Consultant on boys’ education, boyseducation.com.au *Gary Wilson’s practical and passionate guide to raising boys’ achievement tells us how to improve the experience of boys, girls and teachers while enhancing whole-school culture and results. -- Lucinda Neall * Author of 'Bringing the Best out in Boys – Communication Strategies for Teachers' *Raising boys’ attainment is a real issue that has certainly been on our agenda. Let’s Hear It from the Boys gets to the heart of the pressures and problems boys face. It provides useful actions to ensure boys are keen to learn, well-qualified and socially adjusted when they leave school. -- Lesley Bishop * Principal of Atlantic Academy, Portland *Gary Wilson’s book is a down-to-earth, hard-hitting and honest account of the plight of boys that is caring, compassionate and challenging. Full of hope and energy, it gets us thinking about the relationships between engagement, self-efficacy and academic aspirations and how we can change the deficit narrative of low achieving boys living precarious lives on the margins of school. Boys will be boys? Forget that. Boys will be brilliant, thanks very much. -- John Dabell * Teach Secondary *The book offers a great selection of reflective questions, resources and strategies that can positively impact on boys’ underachievement, for the benefit of all pupils. -- @digicoled * UKEdChat *

Read more less

Book SynopsisReform in education has focused mainly on development of new programs and procedures to increase the achievement of the student in the classroom. Teacher evaluations are now based on how students perform in their classrooms on yearly standardized tests. The advent of integrating students with special needs into the regular classroom has brought both benefits and concerns for average and above average students. Special education in the United States has evolved from institutional and segregated environments to inclusion in the regular education classrooms. We examine how the practice has affected all students and question whether this change has created equal opportunity for those students without special education needs. This book researches and reports on issues of current practice: e.g., teacher preparation, placement of students with special needs, implications for the average and above in the classroom and the financial costs driving placement decisions in the education system.Trade ReviewSince the passage of the Education for All Handicapped Children Act in 1975, public schools are required to provide a free and appropriate education in the least restrictive environment for children with disabilities. Education is Special for Everyone questions the consequences of inclusion for students learning at average and above average levels. . . .This book takes a hard look at the impact of current practices regarding special education programs in public schools across the country. The authors are highly critical of increased demands on public schools as funds become more difficult to secure. They urge the educational community to consider the impact of special education programming on the total school environment before it is too late. * School Administrator *A useful, interesting addition to efforts to provide equal opportunity for all students with special needs, particularly gifted students. The authors contend that we do little to meet the educational needs of higher achieving students, since they pass the tests anyway, and as a consequence may fall further behind in international educational performance and economic productivity. -- Lance D. Fusarelli, Ph.D., professor, North Carolina State UniversityThis book by Mulvey and Cooper is a much needed call to action for those interested in genuine educational reform. It challenges us as parents, students and citizens to reflect on the empty promises of the past decade with endless testing protocols, mind numbing curriculums and prescriptive teaching. The book prods all concerned to seek a future direction for education based on schools that are learning organizations with engaged students and teachers as facilitators of understanding. It is a rallying call to concerned individuals around the country to reassert the American tradition of local control and the restoration of the school as the center of local communities. For educational professionals and public policy leaders it is a thought provoking, welcome conversation about finding solutions for the future viability of our public schools. -- Arthur T. Maloney, coordinator of the educational leadership program, Pace University, School of EducationTable of ContentsIntroduction: Overview of the Book CHAPTER 1:History of US Special Education (Cooper) CHAPTER 2: What About Me? The Average and Above in Inclusive Classrooms (Mulvey) CHAPTER 3:The Principal's Role in Supporting All Students (Gagliardi) CHAPTER 4:Where Do We Begin (Accurso) CHAPTER 5:Teacher Preparation (Mulvey) CHAPTER 6:Level of Instruction in Each Setting (Gagliardi) CHAPTER 7: Differentiation: Does It Really Work? (Accurso) CHAPTER 8:Outcomes for Mainstreamed, Full Inclusion, and Separate Classrooms (Mulvey) CHAPTER 9:Effects of Standardized Testing (Mulvey) CHAPTER 10:Urban Problems and Solutions: Funding for All (Cooper) CHAPTER 11:Recommendations for the Future (All) Index

Read more less

Book SynopsisReform in education has focused mainly on development of new programs and procedures to increase the achievement of the student in the classroom. Teacher evaluations are now based on how students perform in their classrooms on yearly standardized tests. The advent of integrating students with special needs into the regular classroom has brought both benefits and concerns for average and above average students. Special education in the United States has evolved from institutional and segregated environments to inclusion in the regular education classrooms. We examine how the practice has affected all students and question whether this change has created equal opportunity for those students without special education needs. This book researches and reports on issues of current practice: e.g., teacher preparation, placement of students with special needs, implications for the average and above in the classroom and the financial costs driving placement decisions in the education system.Trade ReviewSince the passage of the Education for All Handicapped Children Act in 1975, public schools are required to provide a free and appropriate education in the least restrictive environment for children with disabilities. Education is Special for Everyone questions the consequences of inclusion for students learning at average and above average levels. . . .This book takes a hard look at the impact of current practices regarding special education programs in public schools across the country. The authors are highly critical of increased demands on public schools as funds become more difficult to secure. They urge the educational community to consider the impact of special education programming on the total school environment before it is too late. * School Administrator *A useful, interesting addition to efforts to provide equal opportunity for all students with special needs, particularly gifted students. The authors contend that we do little to meet the educational needs of higher achieving students, since they pass the tests anyway, and as a consequence may fall further behind in international educational performance and economic productivity. -- Lance D. Fusarelli, Ph.D., professor, North Carolina State UniversityThis book by Mulvey and Cooper is a much needed call to action for those interested in genuine educational reform. It challenges us as parents, students and citizens to reflect on the empty promises of the past decade with endless testing protocols, mind numbing curriculums and prescriptive teaching. The book prods all concerned to seek a future direction for education based on schools that are learning organizations with engaged students and teachers as facilitators of understanding. It is a rallying call to concerned individuals around the country to reassert the American tradition of local control and the restoration of the school as the center of local communities. For educational professionals and public policy leaders it is a thought provoking, welcome conversation about finding solutions for the future viability of our public schools. -- Arthur T. Maloney, coordinator of the educational leadership program, Pace University, School of EducationTable of ContentsIntroduction: Overview of the Book CHAPTER 1:History of US Special Education (Cooper) CHAPTER 2: What About Me? The Average and Above in Inclusive Classrooms (Mulvey) CHAPTER 3:The Principal's Role in Supporting All Students (Gagliardi) CHAPTER 4:Where Do We Begin (Accurso) CHAPTER 5:Teacher Preparation (Mulvey) CHAPTER 6:Level of Instruction in Each Setting (Gagliardi) CHAPTER 7: Differentiation: Does It Really Work? (Accurso) CHAPTER 8:Outcomes for Mainstreamed, Full Inclusion, and Separate Classrooms (Mulvey) CHAPTER 9:Effects of Standardized Testing (Mulvey) CHAPTER 10:Urban Problems and Solutions: Funding for All (Cooper) CHAPTER 11:Recommendations for the Future (All) Index

Read more less

Book SynopsisSupporting Inclusion: School Administrators' Perspectives and Practices provides significant insights that arm the reader with a variety of ideas and easy-to-implement applicable strategies gleaned from knowledgeable contemporaries. This book details various approaches taken by administrators as they transitioned their schools from a segregated resource environment to an inclusive framework. From elementary to high school, administrators in both large and small school districts describe approaches that best suited their populations' needs. While transitioning to inclusion, administrators created structures that maximized staff talent and encouraged faculty buy-in. Challenges included calendaring collaboration time, providing inclusion and co-teaching training, properly mentoring first year teachers, securing expert ancillary staff, retraining paraprofessionals from resource to inclusive supporting roles, procuring appropriate technology and supplemental resources, and presenting strateTrade ReviewDr. Faith Andreasen has revealed another aspect of the exceptionality equation in her new book, Supporting Inclusion: School Administrators’ Perspectives and Practices, which stands as a worthy corollary to her concurrent offering, Inclusion: Teachers’ Perspectives and Practices. Dialogue is the key to human understanding; as such, this book provides the practitioner with the rest of the multifaceted cultural milieu which surrounds exceptionality. The cumulative literary experience of this dyad sets the stage for reflection and action in the stewardship of exceptional environments. -- Louis L. Fletcher, Ph.D., director, Webster University, Denver MetropolitanDr. Andreasen has captured the essence of the copious trials, tribulations, and triumphs many school administrators currently experience when determining the most effective inclusion method for their respective environments. Understanding that every situation is unique, it is clearly evident her thorough analysis of perspectives can be easily interpreted, translated, and implemented across a wide array of educational settings. -- Michael Fitzpatrick, Ph.D., dean of graduate studies, Morningside College, IowaTable of ContentsPreface Acknowledgments Introduction Chapter 1: Administrator 1 – Pacific Region Chapter 2: Administrator 2 – Pacific Region Chapter 3: Administrator 3 – Southwest Region Chapter 4: Administrators 4 & 5– Rocky Mountain Region Chapter 5: Administrator 6 – Southeast Region Chapter 6: Administrator 7 – Northeast Region Chapter 7: Administrator 8 – Midwest Region Chapter 8: Integrating Inclusive Trends Into Schools

Read more less

Book SynopsisSupporting Inclusion: School Administrators' Perspectives and Practices provides significant insights that arm the reader with a variety of ideas and easy-to-implement applicable strategies gleaned from knowledgeable contemporaries. This book details various approaches taken by administrators as they transitioned their schools from a segregated resource environment to an inclusive framework. From elementary to high school, administrators in both large and small school districts describe approaches that best suited their populations' needs. While transitioning to inclusion, administrators created structures that maximized staff talent and encouraged faculty buy-in. Challenges included calendaring collaboration time, providing inclusion and co-teaching training, properly mentoring first year teachers, securing expert ancillary staff, retraining paraprofessionals from resource to inclusive supporting roles, procuring appropriate technology and supplemental resources, and presenting strateTrade ReviewDr. Faith Andreasen has revealed another aspect of the exceptionality equation in her new book, Supporting Inclusion: School Administrators’ Perspectives and Practices, which stands as a worthy corollary to her concurrent offering, Inclusion: Teachers’ Perspectives and Practices. Dialogue is the key to human understanding; as such, this book provides the practitioner with the rest of the multifaceted cultural milieu which surrounds exceptionality. The cumulative literary experience of this dyad sets the stage for reflection and action in the stewardship of exceptional environments. -- Louis L. Fletcher, Ph.D., director, Webster University, Denver MetropolitanDr. Andreasen has captured the essence of the copious trials, tribulations, and triumphs many school administrators currently experience when determining the most effective inclusion method for their respective environments. Understanding that every situation is unique, it is clearly evident her thorough analysis of perspectives can be easily interpreted, translated, and implemented across a wide array of educational settings. -- Michael Fitzpatrick, Ph.D., dean of graduate studies, Morningside College, IowaTable of ContentsPreface Acknowledgments Introduction Chapter 1: Administrator 1 – Pacific Region Chapter 2: Administrator 2 – Pacific Region Chapter 3: Administrator 3 – Southwest Region Chapter 4: Administrators 4 & 5– Rocky Mountain Region Chapter 5: Administrator 6 – Southeast Region Chapter 6: Administrator 7 – Northeast Region Chapter 7: Administrator 8 – Midwest Region Chapter 8: Integrating Inclusive Trends Into Schools

Read more less

Book SynopsisInclusion: Teachers' Perspectives and Practices delineates timely strategies that address teachers' concerns regarding the inclusive environment. Prior research is amalgamated with author Faith Andreasen's investigation to arm the reader with a variety of appropriate student supports with the goal of strengthening inclusionary practice. Multiple educators clarify why they prefer particular methods when addressing various situations, thus detailing how inclusive classrooms can be established and sustained. The participants herein work with various age groups in assorted settings and have diverse years of experience. Informative and compelling, the reader completes Inclusion: Teachers' Perspectives and Practices armed with a variety of ideas and easy-to-implement applicable strategies that were gleaned from those who practice it every day.Trade ReviewWhen reflecting on her book, Exceptional People: Lessons Learned from Special Education Survivors, Dr. Faith Andreasen noted that some of her now-adult participants reported an awkward inclusive environment while others described accommodations that were accepting and supportive. This dichotomous information led Dr. Andreasen to pursue further research by examining inclusion from the teachers’ perspective. The result is a litany of situational and environmental factors that influence how inclusion is ultimately executed. In her passion to improve learning for exceptional students who have previously not been included, Dr. Andreasen has documented findings of best practices that, when integrated with her own research, create a book that provides excellent, practical approaches. -- R. D. O'Connor, Ph.D., professor of management, Webster University, and CEO, O’Connor & AssociatesInclusion is a fact of life in American K-12 schools. Many students with individual education programs (IEPs) are programmed into traditional education courses with the expectation that their teachers have the requisite skills to accommodate their exceptionality. General educators, who are sometimes ill-equipped to provide specialized education, often feel overwhelmed when trying to provide an excellent learning experience for their diverse student population. To this end, Dr. Andreasen provides an excellent guide with great bullet lists at the conclusion of each chapter. This book can help all teachers, even those who are not in a classroom where inclusion is mandated, provide a positive educational experience. -- Renee Aitken, Ph.D., school of education assessment director, Northcentral UniversityDr. Andreasen has taken a cross-section of teachers from around the country and ascertained the innate qualities of inclusive education for students with disabilities. The insights and strategies found throughout Inclusion: Teachers Perspectives and Practices can be viewed as a proverbial roadmap for improving the quality of instruction for all students. -- Michael Fitzpatrick, Ph.D., dean of graduate studies, Morningside College, IowaDr. Faith Andreasen, the prodigious offspring of respected North Carolina educators, has created a wellspring of seasoned observations and recommendations from special and general educators on how to successfully implement "inclusion" best practices….Overwhelmed teachers - with little time, few resources and increased demands - can quickly access her bulleted chapter summaries that act as a clearinghouse for detailed programs and teacher recommendations contained within each chapter. Uninformed parents and administrators will have a deeper understanding of special education jargon, of the valuable contributions that support specialists perform and of the numerous programs that have been utilized with varying degrees of success in different parts of the country. Hesitant and receptive general education teachers will be encouraged by peer suggestions. Special education teachers will increase their repertoire of solutions in meeting student needs. Most importantly, Dr. Andreasen's research pinpoints the critical factors of good interaction and clear communication between general and special educators, both of whom are equally responsible for the success of their charges. -- Gloria Phillips Turlington, Ed.D., independent research professionalTable of ContentsPreface Introduction Chapter 1 – An Overview of Programs, Policies and Procedures Chapter 2 – Participants and Philosophies Chapter 3 – School and Exceptional Program Procedures Chapter 4 – Facilitating Buy-In Chapter 5 – Strategies that Support Students Academically Chapter 6 – Strategies that Support Students Socio-Emotionally Chapter 7 – Final Thoughts Regarding Teachers’ Inclusive Practices About the Author

Read more less

Book SynopsisOver the past two decades, and perhaps even before the No Child Left Behind Act, policy makers and others have managed to drain civility, compassion, and courage from everyday classroom instruction. We have grown to become an educational system that is almost solely focused on academics at the expense of teaching to the whole child. Civility, Compassion, and Courage in Schools Today argues that civility, compassion and courage are absolutely essential to foster good citizenshipto encourage and motivate students to actionto take on the perspectives of others, and to see how they can become productive members in an ever changing global community. Using the authors' Model of Influence, a four level hierarchy, they suggest that students can be taught to be more civil, compassionate, and courageous, even when facing adversity, and can move from developing a consciousness about these attributes into embracing influence and taking bold action. This book provides numerous examples as well as lTrade ReviewIn a world where standards and expectations are at an all-time high, Barnes and Kohler-Evans argue that educators are responsible for teaching beyond the books. Their new book is one that convicts the soul and reminds me why I ventured into the calling of teaching in the first place: to be the difference in order to make a difference. -- Lynzie Brewer, first grade teacherCivility, Compassion, and Courage in School Today: Strategies for Implementing in K-12 Classrooms empowers teachers to direct their classroom instruction towards the hope of more equitable world. With explicit scenarios and ample resources provided, teachers can embed these practices into meaningful interactions with students to benefit both emotional and academic learning needs. -- Mary Ellen Oslick, assistant professor, Stetson University, and Winner, Virginia Hamilton Essay Award, 2014In light of the incivility that transpires in many of our urban cities, this resource for educators is right on time. It is a research based tool built on a theoretical framework that meets the practical need of educators in their quest to support both the academic and social emotional needs of their students. This pragmatic book offers real world opportunities for educators to model as well as explicate and afford students the skills to demonstrate civility, compassion and courage in a world and, particular, a generation that is in dire need of these most important attributes. This book will definitely help us, as educators, not to 'negate the humanity' of our students while providing them with the necessary practice that will assist them in "leaving the world a better place. -- Michelle Edwards, doctoral candidate, University of Pennsylvania, former urban elementary school principal and teacherTable of ContentsPreface Chapter 1: Creating a Climate Chapter 2: A Theoretical Framework: The Model of Influence Chapter 3: Current Research and Classroom Applications Chapter 4: Bringing Civility to Life Chapter 5: Bringing Compassion to Life Chapter 6: Bringing Courage to Life Chapter 7: Lesson Plans in Civility Chapter 8: Lesson Plans in Compassion Chapter 9: Lesson Plans in Courage Chapter 10: Advice for School Leaders Appendix A: Lesson Plan Template Appendix B: Resources for Developing a PowerPoint, Prezi, or Blog

Read more less

Book SynopsisToo often students automatically think that an internship is not for them. They seem to believe that internships are just for those students who are in AP or engineering and science programs or for students who know exactly what career they want to pursue. They don't take internship opportunities offered by their school or college or seek an internship on their own.Internships offer all students a way to find direction for their future. An internship will help them gain experience in the real world, find a career area that they likeor don't likeget focused on a possible college major, and build those skills critical for success in a career and higher education. This book is a resource for all high school and community college students who want to find, get, and make the most out of an internship. The book gives students a heads up on how to: Use community, school, and college resources to help secure an internship Get their act together by writing a compelling resume, cover email and eTable of ContentsCONTENTS Acknowledgments Introduction 1 Find an Internship 2 Things You Need to Have 3 Get Ready for the Interview 4 Interview Like a Pro 5 Get off to a Good Start 6 Get the Most Out of Your Internship 7 Things Just Aren’t Working Out 8 Finish Strong 9 Wind Down and Say Goodbye 10 New Beginnings About the Authors

Read more less

Book SynopsisIntended for parents, general and special education teachers, Inclusion: The Dream and the Reality in Special Education is a book about laws and practices that impact the inclusion of students with disabilities in public schools. Each chapter illustrates a child who presents a challenging problem. The book presents inclusion issues through compelling stories. People rarely change their attitude based on facts. Stories can change the way we think and feel about issues. Written by a college professor, teacher candidates find these experiences hilarious or tragic, but always illuminating. As new teachers they must be prepared to confront the important challenge in our schools- reaching every single student, black, white, indifferent or frightened. This is the secret strength and wonder of the American educational system.Trade ReviewInclusion is a significant contribution to our current knowledge about providing educational opportunities for children with differing abilities. Jeanne D’Haem candidly discusses current practices based on case histories as well as the history of the inclusion movement. We obtain a first- hand view of the teaching methods that are working in our schools today. Parents, teachers, administrators and others that work with children will find a wealth of practical information to help students achieve their rightful place in the community. -- Myra Madnick, Med, executive director, National Downs Syndrome Society (1995-2005)Dr. Jeanne D’Haem has taken a sensitive and challenging subject and made it enchanting. She is a wonderful story teller, and this is a story that needs to be told until ALL children, no matter what their differences, are educated together. -- Patty Haines, chair, board of directors New Jersey Coalition for Inclusive EducationJeanne’s experiences as a special education teacher and supervisor are up-close and personal. She provides the reader with compassionate and, at times, humorous authentic accounts of misunderstood and misdiagnosed children and young adults with special needs. She reminds the reader of the evolution of laws protecting this vulnerable population, dating back to the Magna Carta through ADA and IDEA, and how these laws can be easily compromised. An important book for teachers and anyone interested in advocating for the rights and respect of persons with special needs. -- Dorothy Feola, associate dean, William Paterson UniversityInclusion is a valuable tool for students studying education. Readers will marvel at the pioneers, like D’Haem, who fought and finessed for small advances leading to monumental changes in the lives of those with disabilities. D’Haem weaves the wisdom of her experiences into stories that define the times and celebrate the triumphs of educators and children with special needs. It is eye opening to read about the progress of inclusion in education! -- Marcella Marino, Craver award winning author of “Chillax! How Ernie Learns to Chill Out, Relax and Take Charge of His Anger”Table of ContentsForeword Preface Acknowledgements Introduction Chapter 1: Belchertown State School for the Feeble Minded Chapter 2: Sex Scandal Chapter 3: Attention! Chapter 4: Secrets of Silence Chapter 5: Drug Bust Chapter 6: Intruder Chapter 7: They Don’t Belong Here Chapter 8: Homeless Chapter 9: Bullies Chapter 10: The Helping Hand Strikes Again About the Author

Read more less

Book SynopsisIntended for parents, general and special education teachers, Inclusion: The Dream and the Reality in Special Education is a book about laws and practices that impact the inclusion of students with disabilities in public schools. Each chapter illustrates a child who presents a challenging problem. The book presents inclusion issues through compelling stories. People rarely change their attitude based on facts. Stories can change the way we think and feel about issues. Written by a college professor, teacher candidates find these experiences hilarious or tragic, but always illuminating. As new teachers they must be prepared to confront the important challenge in our schools- reaching every single student, black, white, indifferent or frightened. This is the secret strength and wonder of the American educational system.Trade ReviewInclusion is a significant contribution to our current knowledge about providing educational opportunities for children with differing abilities. Jeanne D’Haem candidly discusses current practices based on case histories as well as the history of the inclusion movement. We obtain a first- hand view of the teaching methods that are working in our schools today. Parents, teachers, administrators and others that work with children will find a wealth of practical information to help students achieve their rightful place in the community. -- Myra Madnick, Med, executive director, National Downs Syndrome Society (1995-2005)Dr. Jeanne D’Haem has taken a sensitive and challenging subject and made it enchanting. She is a wonderful story teller, and this is a story that needs to be told until ALL children, no matter what their differences, are educated together. -- Patty Haines, chair, board of directors New Jersey Coalition for Inclusive EducationJeanne’s experiences as a special education teacher and supervisor are up-close and personal. She provides the reader with compassionate and, at times, humorous authentic accounts of misunderstood and misdiagnosed children and young adults with special needs. She reminds the reader of the evolution of laws protecting this vulnerable population, dating back to the Magna Carta through ADA and IDEA, and how these laws can be easily compromised. An important book for teachers and anyone interested in advocating for the rights and respect of persons with special needs. -- Dorothy Feola, associate dean, William Paterson UniversityInclusion is a valuable tool for students studying education. Readers will marvel at the pioneers, like D’Haem, who fought and finessed for small advances leading to monumental changes in the lives of those with disabilities. D’Haem weaves the wisdom of her experiences into stories that define the times and celebrate the triumphs of educators and children with special needs. It is eye opening to read about the progress of inclusion in education! -- Marcella Marino, Craver award winning author of “Chillax! How Ernie Learns to Chill Out, Relax and Take Charge of His Anger”Table of ContentsForeword Preface Acknowledgements Introduction Chapter 1: Belchertown State School for the Feeble Minded Chapter 2: Sex Scandal Chapter 3: Attention! Chapter 4: Secrets of Silence Chapter 5: Drug Bust Chapter 6: Intruder Chapter 7: They Don’t Belong Here Chapter 8: Homeless Chapter 9: Bullies Chapter 10: The Helping Hand Strikes Again About the Author

Read more less

Book SynopsisDespite 30 years of school reform, the achievement gap between African American students, Latino students, students in poverty and white middle class students persists. Too often, well-meaning teachers, leaders and policymakers inadvertently contribute to the perpetuation of the achievement gap through daily practices. Teresa D. Hill, a practitioner with experience as a teacher and leader in diverse schools, examines the structures, messages, attitudes and beliefs in schools that perpetuate the idea that failure is a default for African American, Latino, and low-income students. She then discusses the practical actions that educators and leaders can take to end failure as a default in their schools.Combatting the Achievement Gap empowers educators and leaders to make meaningful change in the educational outcomes of African American, Latino, and low-income children by addressing structures, messages, attitudes and beliefs that are within educators' sphere of influence. It will be of iTrade ReviewIn this book, Dr. Teresa Hill provides a deeper lens into the achievement gap that exists in our current American educational system. Combating the Achievement Gap also provides the reader with solutions and strategies and how to close the divide between affluent and poor children and children of color in American schools. -- Rick Aceves, M.Ed, Director of English Language Learning in Illinois public high schoolWith both urgency and understanding, Dr. Hill exposes failure as a default and then provides steps those who work with youth can take to end this ideology in schools. Readers will walk away inspired and empowered to make change on behalf of all children. -- Doretha Brown, Working on Womanhood Counselor at Youth GuidanceCombating the Achievement Gap clearly details the inherent problems and multiple solutions for eradicating the gap. I applaud Dr. Hill's ability and forethought to break down such a misunderstood topic, so that a novice or veteran teacher can comprehend. This book is a must for every educator, administrator, school board member, and policy maker. -- Tara Peacock, M.Ed, 8th Grade Social Studies at Parker Jr. High SchoolTable of ContentsPreface – Know Better, Do Better Acknowledgements Introduction – No Fault Default Part I – Every Goodbye Ain’t Gone Chapter 1 – The Ideology of Inequality The Achievement Gap Ideology Failure as a Default Chapter 2 – Failure and Accountability Table 2.1 Chapter 3 – Signs and Symptoms Identifying Failure as a Default Table 3.1 Experiential Curriculum Audits Chapter 4 – Write the Vision Academic Preparation Classroom/School Environment Exposure, Experiences & Opportunities Expectation Setting and Horizon Expanding Relationships and Interactions Ethical, Social and Emotional Development Part II – A Long Time Coming Chapter 5 – Structures Reading Discipline Intervention Curriculum Personnel Chapter 6 – Messages The Power of Words Planned Communication Unspoken Signals Silence is Deafening Chapter 7 – Attitudes and Beliefs Identity Value Ability Sources of Failure as a Default Belief Systems Bias, Prejudice and Stereotypes Misunderstandings About Growth and Development Misconceptions About Teaching and Learning Unarticulated Societal Beliefs Regarding Public Education Changing the Culture of Belief Chapter 8 – For Policy Makers What Educational Policy Can (and Cannot) Do The Educator’s Role in Education Policy Equity vs. Excellence A Word About Money in Education Combatting the Achievement Gap Create Collective Statements of Belief Support Standards of Input Develop Meaningful Measures for Inputs and Outcomes Address the Failure as a Default Cycle Conclusion – Who Succeeds, Who Fails, Who Cares? References

Read more less

Book SynopsisDespite 30 years of school reform, the achievement gap between African American students, Latino students, students in poverty and white middle class students persists. Too often, well-meaning teachers, leaders and policymakers inadvertently contribute to the perpetuation of the achievement gap through daily practices. Teresa D. Hill, a practitioner with experience as a teacher and leader in diverse schools, examines the structures, messages, attitudes and beliefs in schools that perpetuate the idea that failure is a default for African American, Latino, and low-income students. She then discusses the practical actions that educators and leaders can take to end failure as a default in their schools.Combatting the Achievement Gap empowers educators and leaders to make meaningful change in the educational outcomes of African American, Latino, and low-income children by addressing structures, messages, attitudes and beliefs that are within educators' sphere of influence. It will be of iTrade ReviewIn this book, Dr. Teresa Hill provides a deeper lens into the achievement gap that exists in our current American educational system. Combating the Achievement Gap also provides the reader with solutions and strategies and how to close the divide between affluent and poor children and children of color in American schools. -- Rick Aceves, M.Ed, Director of English Language Learning in Illinois public high schoolWith both urgency and understanding, Dr. Hill exposes failure as a default and then provides steps those who work with youth can take to end this ideology in schools. Readers will walk away inspired and empowered to make change on behalf of all children. -- Doretha Brown, Working on Womanhood Counselor at Youth GuidanceCombating the Achievement Gap clearly details the inherent problems and multiple solutions for eradicating the gap. I applaud Dr. Hill's ability and forethought to break down such a misunderstood topic, so that a novice or veteran teacher can comprehend. This book is a must for every educator, administrator, school board member, and policy maker. -- Tara Peacock, M.Ed, 8th Grade Social Studies at Parker Jr. High SchoolTable of ContentsPreface – Know Better, Do Better Acknowledgements Introduction – No Fault Default Part I – Every Goodbye Ain’t Gone Chapter 1 – The Ideology of Inequality The Achievement Gap Ideology Failure as a Default Chapter 2 – Failure and Accountability Table 2.1 Chapter 3 – Signs and Symptoms Identifying Failure as a Default Table 3.1 Experiential Curriculum Audits Chapter 4 – Write the Vision Academic Preparation Classroom/School Environment Exposure, Experiences & Opportunities Expectation Setting and Horizon Expanding Relationships and Interactions Ethical, Social and Emotional Development Part II – A Long Time Coming Chapter 5 – Structures Reading Discipline Intervention Curriculum Personnel Chapter 6 – Messages The Power of Words Planned Communication Unspoken Signals Silence is Deafening Chapter 7 – Attitudes and Beliefs Identity Value Ability Sources of Failure as a Default Belief Systems Bias, Prejudice and Stereotypes Misunderstandings About Growth and Development Misconceptions About Teaching and Learning Unarticulated Societal Beliefs Regarding Public Education Changing the Culture of Belief Chapter 8 – For Policy Makers What Educational Policy Can (and Cannot) Do The Educator’s Role in Education Policy Equity vs. Excellence A Word About Money in Education Combatting the Achievement Gap Create Collective Statements of Belief Support Standards of Input Develop Meaningful Measures for Inputs and Outcomes Address the Failure as a Default Cycle Conclusion – Who Succeeds, Who Fails, Who Cares? References

Read more less

Book SynopsisChanging Curriculum Through Stories: Character Education for Ages 10-12 is a book about transforming school culture from one that supports a culture of competition to one where an understanding of how we are ''All In it Together' permeates what is studied and how. Whether the issue is going along to get along', shunning an outsider', ''bullying'', learning to share'', ''anger management'' or ''forgiveness'', Changing Curriculum Through Stories: Character Education for Ages 10-12 makes clear how an individual''s behavioral choices, seemingly without consequences, ultimately effect everyone, including themselves. Using original and folkloric stories as jumping off points for discussions, Marc Levitt's new book provides a holistic antidote to ''shallow selfishness'', substituting instead, a curriculum and a pedagogy that provides the intellectual and visceral tools to help students understand and to act based on an awareness of their connections to one another, the value of community and Trade ReviewThrough a series of evocative stories and gentle wisdom, Marc Levitt provides a valuable introduction to the ancient human arts of ethical living, sharing and social cooperation. We learn about useful ways to deal with bullies, group conflict and simple disagreements while fostering better ways to collaborate and bring out the best in each other. Kudos to Levitt for helping teachers and children learn to rediscover the commons and commoning in modern life! -- David Bollier, author of Think Like a Commoner and blogger at Bollier.orgMarc Levitt’s new book, Changing Curriculum through Stories: Character Education for Ages 10-12, provides upper-grade elementary teachers with an interdisciplinary blueprint to help them teach their students ethical behaviors and decision-making. Major themes addressed include the ramifications of: Gossiping, Teasing, Bullying, Cooperating, Forgiving, and Friendship. Utilizing short narratives, folk tales, fables, and Levitt’s own personal experiences, students are drawn to examine the problematic situations that the various characters find themselves encountering. I believe this book to be a valuable resource for teachers to promote classroom cooperation and support students as they explore and find ‘their better angels.’ -- Mark Schwartz, retired principal of Salinas City Elementary District, CaliforniaMarc Levitt’s book Changing Curriculum through Stories: Character Education for Ages 10-12 is a combination of storytelling and teaching, a book that educators will be able to learn a great deal from. Levitt is able to convey the necessity of reintroducing character education into all of our schools, and gives educators concrete ways to do this.If you are an educator, looking for a way to entertain your students, while at the same time teaching them values that they can practice, then reading Changing Curriculum through Stories: Character Education for Ages 10-12 is the book for you. -- Robin Wildman, Grade 5 Teacher, Broad Rock Middle School, South Kingstown, Rhode IslandOne of the core values on which Restorative Justice in Education is grounded is the notion that we are all valued and interconnected. Eschewing the notion of rugged individualism that plagues our world, Marc uses his creative energy to design a resource for elementary educators who are wanting to build a more interconnected and restorative world. I see this resource as a great way to begin conversations about how we do that. May we all work to help the next generation do this better. -- Katherine Evans, teacher, educator, and author of The Little Book of Restorative Justice in EducationTable of ContentsPreface Introduction How Can You Use This Book Stories, Thoughts and Curriculum/Pedagogical Suggestions Chapter One: Andrea's Party and How Gary Became Part of a Conspiracy Not to Attend One Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions: Social Studies, English, Critical Thinking and Media Studies Chapter Two: Long John Skinny; Too Tall, Too Thin or Was He? Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; Multiple Intelligence Theory, Cooperative Learning Chapter Three: The Tickle Karate Master Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; History and Economic Policy Chapter Four: How Important Is a House of Cards Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; Literacy and Physical Education Chapter Five: Giuseppe the Juggler; To Share or Not To Share? Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; Science and Inventions, Arts, Copyright Law Chapter Six: Alligator, All That? (Folktale from India) Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; Gender Studies, Media Studies and Social Studies Chapter Seven: Nasrudin; The Wise Fool and the Meaning of Clothes (Folktale from Turkey) Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; Fashion and Media Studies Chapter Eight: Two Woodchucks and the Art of Forgiving Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; History, Global Studies, and Religious Studies Chapter Nine: How the ‘Grouse’ Earned Their Name Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; History, Science, Physical Education, and Business Chapter Ten: The Mouse's Problem and Yours! Questions for Students Thoughts for Students Thoughts for Teachers Conclusion Conclusion for Students Conclusion for Teachers A Bonus Story for Completing This Book... for Students and Teachers!

Read more less

Book SynopsisChanging Curriculum Through Stories: Character Education for Ages 10-12 is a book about transforming school culture from one that supports a culture of competition to one where an understanding of how we are ''All In it Together' permeates what is studied and how. Whether the issue is going along to get along', shunning an outsider', ''bullying'', learning to share'', ''anger management'' or ''forgiveness'', Changing Curriculum Through Stories: Character Education for Ages 10-12 makes clear how an individual''s behavioral choices, seemingly without consequences, ultimately effect everyone, including themselves. Using original and folkloric stories as jumping off points for discussions, Marc Levitt's new book provides a holistic antidote to ''shallow selfishness'', substituting instead, a curriculum and a pedagogy that provides the intellectual and visceral tools to help students understand and to act based on an awareness of their connections to one another, the value of community and Trade ReviewThrough a series of evocative stories and gentle wisdom, Marc Levitt provides a valuable introduction to the ancient human arts of ethical living, sharing and social cooperation. We learn about useful ways to deal with bullies, group conflict and simple disagreements while fostering better ways to collaborate and bring out the best in each other. Kudos to Levitt for helping teachers and children learn to rediscover the commons and commoning in modern life! -- David Bollier, author of Think Like a Commoner and blogger at Bollier.orgMarc Levitt’s new book, Changing Curriculum through Stories: Character Education for Ages 10-12, provides upper-grade elementary teachers with an interdisciplinary blueprint to help them teach their students ethical behaviors and decision-making. Major themes addressed include the ramifications of: Gossiping, Teasing, Bullying, Cooperating, Forgiving, and Friendship. Utilizing short narratives, folk tales, fables, and Levitt’s own personal experiences, students are drawn to examine the problematic situations that the various characters find themselves encountering. I believe this book to be a valuable resource for teachers to promote classroom cooperation and support students as they explore and find ‘their better angels.’ -- Mark Schwartz, retired principal of Salinas City Elementary District, CaliforniaMarc Levitt’s book Changing Curriculum through Stories: Character Education for Ages 10-12 is a combination of storytelling and teaching, a book that educators will be able to learn a great deal from. Levitt is able to convey the necessity of reintroducing character education into all of our schools, and gives educators concrete ways to do this.If you are an educator, looking for a way to entertain your students, while at the same time teaching them values that they can practice, then reading Changing Curriculum through Stories: Character Education for Ages 10-12 is the book for you. -- Robin Wildman, Grade 5 Teacher, Broad Rock Middle School, South Kingstown, Rhode IslandOne of the core values on which Restorative Justice in Education is grounded is the notion that we are all valued and interconnected. Eschewing the notion of rugged individualism that plagues our world, Marc uses his creative energy to design a resource for elementary educators who are wanting to build a more interconnected and restorative world. I see this resource as a great way to begin conversations about how we do that. May we all work to help the next generation do this better. -- Katherine Evans, teacher, educator, and author of The Little Book of Restorative Justice in EducationTable of ContentsPreface Introduction How Can You Use This Book Stories, Thoughts and Curriculum/Pedagogical Suggestions Chapter One: Andrea's Party and How Gary Became Part of a Conspiracy Not to Attend One Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions: Social Studies, English, Critical Thinking and Media Studies Chapter Two: Long John Skinny; Too Tall, Too Thin or Was He? Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; Multiple Intelligence Theory, Cooperative Learning Chapter Three: The Tickle Karate Master Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; History and Economic Policy Chapter Four: How Important Is a House of Cards Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; Literacy and Physical Education Chapter Five: Giuseppe the Juggler; To Share or Not To Share? Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; Science and Inventions, Arts, Copyright Law Chapter Six: Alligator, All That? (Folktale from India) Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; Gender Studies, Media Studies and Social Studies Chapter Seven: Nasrudin; The Wise Fool and the Meaning of Clothes (Folktale from Turkey) Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; Fashion and Media Studies Chapter Eight: Two Woodchucks and the Art of Forgiving Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; History, Global Studies, and Religious Studies Chapter Nine: How the ‘Grouse’ Earned Their Name Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; History, Science, Physical Education, and Business Chapter Ten: The Mouse's Problem and Yours! Questions for Students Thoughts for Students Thoughts for Teachers Conclusion Conclusion for Students Conclusion for Teachers A Bonus Story for Completing This Book... for Students and Teachers!

Read more less

Book SynopsisMarc Levitt''s A Holistic Approach for Cultural Change: Character Education for Ages 13-15 asks educators to consider how our contemporary curriculum and pedagogy supports isolation and competition, rather than our goals for school culture change. Mr. Levitt explores themes such as ''vengeance,'' ''prejudice,'' ''communications in relationships,'' ''trapping oneself in past behaviors,'' ''respecting one''s heritage,'' and ''learning to embrace one''s own story'' through his original stories. Suggestions for curriculum and pedagogical changes follow, helping educators share the larger personal and social implications of Mr. Levitt's stories, while teaching and demonstrating how we are All in it Together'. A Holistic Approach for School-Based Culture Change: Character Education for Ages 13-15 helps educators build a caring and socially intelligent community of students in a way that is neither ''preachy'' nor condescending, acknowledging and encouraging our mutuality of interests.Trade ReviewHolistic Approach for School Based Culture Change: Character Education for Ages 13-15 uses stories to engage students on a variety of issues such a stereotyping that can lead to bullying. The stories include questions for students to consider along with suggestions for teachers on how they can stimulate further discussion and inquiry. I believe teachers will find this book very helpful in engaging students to discuss and reflect on important issues in their lives. -- John P. Miller, professor, The Ontario Institute for Studies in Education, University of Toronto From the ForewordMarc Levitt has created a useful resource for any educator who works with newly-minted teenagers in A Holistic Approach for Cultural Change: Character Education for Ages 13-15. With an increased focus on diversity, historical complexity, and contextualization in our school system and beyond, Levitt offers specific examples, strategies, and questions for teachers and students that will help start and continue challenging conversations. -- Hilary Levey Friedman, author of Playing to Win: Raising Children in a Competitive CultureRestorative Justice in Education is grounded in the notion that we are all valued and interconnected. Eschewing the notion of rugged individualism that plagues our world, Marc uses his creative energy to design a resource for middle school educators who are wanting to build a more interconnected and restorative world. I see this resource as a great way to begin conversations about how we do that. May we all work to help the next generation do this better. -- Katherine Evans, teacher, educator, and author of The Little Book of Restorative Justice in EducationMarc Levitt offers a powerful new perspective on the complex pedagogical and curricular issues surrounding character education. With courage, clarity and conviction, Levitt pleads with us to understand that it is only in authentic concern for the wellbeing of others that one rises to one’s full stature as a rich and authentic individual. This, he concludes, is the foundation upon which character education must be built if the schools are to play a vital role in helping us not only navigate the multiplicity of ethical visions and cultural constructs that now contentiously abound in the 21st century, but in turning that diversity into an opportunity for each to be edified and nurtured by each in a grand synthesis that, in Tennyson’s words, will empower us, individually and collectively, “to seek a newer world. -- Clifford Mayes Ph.D, Psy.D, Retired Professor of Educational Psychology, BYU and authorTable of ContentsPreface Introduction How Can You Use This Book Stories, Thoughts and Curriculum/Pedagogical Suggestions Chapter One: The Bridge under the Highway Overpass; Connecting Neighborhoods and People Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; American and Global History, Science, and Media Literacy Chapter Two: Palisades Park and the Roller Coaster Ride of Having Pride in One's Heritage Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; Immigrant History, Civil Rights, Global History, World Literature, and Bio-Diversity Chapter Three: The Storyteller's Vest Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; Literacy Chapter Four: Vengeance Highway; A Fast Road to Trouble Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; Social Studies and Global Studies Chapter Five: A Neighbor's Secret Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; US and Global History, Holocaust Studies, Civil Rights Chapter Six: A New Student Stops Our World Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; English and Geography Chapter Seven: Two Stubborn College Kids (Based on an Appalachian Folktale) Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; Mythology Chapter Eight: The King and the Spider Caught in Their Traps Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; Diplomacy and Military History, History of Anti-War Movements Chapter Nine: The World's Fair and How Joel Learned the World Wasn't Fair Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; History, Service Learning, Philosophy, and Economics Conclusion Conclusion for Students Conclusion for Teachers A Bonus Story for Completing This Book... for Students and Teachers!

Read more less

Book SynopsisMarc Levitt''s A Holistic Approach for Cultural Change: Character Education for Ages 13-15 asks educators to consider how our contemporary curriculum and pedagogy supports isolation and competition, rather than our goals for school culture change. Mr. Levitt explores themes such as ''vengeance,'' ''prejudice,'' ''communications in relationships,'' ''trapping oneself in past behaviors,'' ''respecting one''s heritage,'' and ''learning to embrace one''s own story'' through his original stories. Suggestions for curriculum and pedagogical changes follow, helping educators share the larger personal and social implications of Mr. Levitt's stories, while teaching and demonstrating how we are All in it Together'. A Holistic Approach for School-Based Culture Change: Character Education for Ages 13-15 helps educators build a caring and socially intelligent community of students in a way that is neither ''preachy'' nor condescending, acknowledging and encouraging our mutuality of interests.Trade ReviewHolistic Approach for School Based Culture Change: Character Education for Ages 13-15 uses stories to engage students on a variety of issues such a stereotyping that can lead to bullying. The stories include questions for students to consider along with suggestions for teachers on how they can stimulate further discussion and inquiry. I believe teachers will find this book very helpful in engaging students to discuss and reflect on important issues in their lives. -- John P. Miller, professor, The Ontario Institute for Studies in Education, University of Toronto From the ForewordMarc Levitt has created a useful resource for any educator who works with newly-minted teenagers in A Holistic Approach for Cultural Change: Character Education for Ages 13-15. With an increased focus on diversity, historical complexity, and contextualization in our school system and beyond, Levitt offers specific examples, strategies, and questions for teachers and students that will help start and continue challenging conversations. -- Hilary Levey Friedman, author of Playing to Win: Raising Children in a Competitive CultureRestorative Justice in Education is grounded in the notion that we are all valued and interconnected. Eschewing the notion of rugged individualism that plagues our world, Marc uses his creative energy to design a resource for middle school educators who are wanting to build a more interconnected and restorative world. I see this resource as a great way to begin conversations about how we do that. May we all work to help the next generation do this better. -- Katherine Evans, teacher, educator, and author of The Little Book of Restorative Justice in EducationMarc Levitt offers a powerful new perspective on the complex pedagogical and curricular issues surrounding character education. With courage, clarity and conviction, Levitt pleads with us to understand that it is only in authentic concern for the wellbeing of others that one rises to one’s full stature as a rich and authentic individual. This, he concludes, is the foundation upon which character education must be built if the schools are to play a vital role in helping us not only navigate the multiplicity of ethical visions and cultural constructs that now contentiously abound in the 21st century, but in turning that diversity into an opportunity for each to be edified and nurtured by each in a grand synthesis that, in Tennyson’s words, will empower us, individually and collectively, “to seek a newer world. -- Clifford Mayes Ph.D, Psy.D, Retired Professor of Educational Psychology, BYU and authorTable of ContentsPreface Introduction How Can You Use This Book Stories, Thoughts and Curriculum/Pedagogical Suggestions Chapter One: The Bridge under the Highway Overpass; Connecting Neighborhoods and People Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; American and Global History, Science, and Media Literacy Chapter Two: Palisades Park and the Roller Coaster Ride of Having Pride in One's Heritage Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; Immigrant History, Civil Rights, Global History, World Literature, and Bio-Diversity Chapter Three: The Storyteller's Vest Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; Literacy Chapter Four: Vengeance Highway; A Fast Road to Trouble Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; Social Studies and Global Studies Chapter Five: A Neighbor's Secret Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; US and Global History, Holocaust Studies, Civil Rights Chapter Six: A New Student Stops Our World Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; English and Geography Chapter Seven: Two Stubborn College Kids (Based on an Appalachian Folktale) Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; Mythology Chapter Eight: The King and the Spider Caught in Their Traps Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; Diplomacy and Military History, History of Anti-War Movements Chapter Nine: The World's Fair and How Joel Learned the World Wasn't Fair Questions for Students Thoughts for Students Thoughts for Teachers Curriculum and Pedagogical Suggestions; History, Service Learning, Philosophy, and Economics Conclusion Conclusion for Students Conclusion for Teachers A Bonus Story for Completing This Book... for Students and Teachers!

Read more less

Book SynopsisThis book constitutes a collection of case studies that explore issues faced by school principals as is related to instructional leadership. The scenarios presented here allow students to gain a more thorough understanding of the Professional Standards for Educational Leaders (PSEL, 2015) and their performance competencies. These scenarios are designed to develop new school leaders.These cases provide opportunities to create meaningful learning experiences for courses, professional development programs, and the mentoring of new school principals, giving them exposure to the kinds of dilemmas they will encounter as they take on their leadership roles or start out on supervisory positions. The cases are based on real life dilemmas, reflect contemporary issues in our school buildings, and are designed to be easily used or adapted across all school types. The cases are taken from many years of experience as an educator, administrator consultant and researcher in rural, suburban and urban sTrade ReviewThank you, Dr. Wafa Hozien, for your work and leadership as you constructed this book. The existence of public education is vital to the existence of our democracy. Public education is under fire from ALL directions at the present time in the State of Michigan and many other states. I agree with “A Nation at Risk” that Instructional Leadership and the Principal are keys to the existence of public education. This book is a great tool to help our building level instructional leaders learn and reflect before they step into the trenches in their new capacity in serving ALL students. This book is not “another book about theory.” It is about what you will see every day and every week as you coach teachers and students to be the best they can be as they grow into the leaders of our democracy now and in the future. -- Ronald L. Kraft, Michigan SuperintendentWafa Hozien has written an excellent resource and training tool for emergent or experienced teacher leaders. Dr. Hozien’s case study book is of tremendous value. By increasing the quality and effectiveness of leader training educators can improve both the climate and outcomes for students. These case studies are insightful, understandable, easy to read, provoke thoughtful discussions, and offer an opportunity to learn in context in a manner that is accessible to educators whose confront a dearth of professional development opportunities. This case study format is user friendly and addresses everyday instructional situations and challenges. Many of the studies illustrate not only the who, what, when, and why, of the issue that presents itself for resolution, but how it feels to the teacher, learner, and leader. -- Jerry Weast, Former Superintendent of Montgomery County Public Schools, MarylandEducational leaders are faced with complex and difficult situations daily. These challenges are often sensitive and require a high level of analysis and forward thinking. Many educational leaders fail to experience these critical situations except in educational leadership positions making preparation for a school leadership position nearly impossible. Mismanagement of a situation can result in a leader’s inability to build support and ultimately cause a leader to find a new position. Dr. Hozien’s book, Improving Instructional Practice: Resolving Issues in Leadership through Case Studies, provides educational leaders opportunity to process real challenges that educational leaders face and determine the best course of action. These situations are unique to the educational leader, providing valuable training to novice leaders. Managing and leading teachers, students, parents, and community members in a technology and social media driven society is creating unique problems for educational leaders that have not existed before. Dr. Hozien presents relevant, complex scenarios that could strengthen any educational leader’s practice. -- Adam Bayne, Secondary School Principal, Holton Public Schools, MichiganImproving Instructional Practice-Resolving Issues in Leadership through Case Studies has provided a long-needed provoking collection of 21st century issues in today’s educational arena. With the complex situations related to social media, gender, parenting, conflict resolutions, and parenting, leaders can no longer problem-solve with antiquated strategies. This book can be an invaluable read for individuals working with future leaders. Policy makers and stakeholders can also have a broader understanding of daily school scenarios and the strategies implemented by professional educators and mentors. A real hands-on, current and user-friendly approach of suggested strategies. This book is timely with descriptive roles of leaders, who provide learning and safe environments which enhance the framework for successful leadership and student successes. As a tool for staff development the book can be incorporated as a workshop for beginning administrators. This book is a must read for all aspiring principals. -- Almetia Strother, Former School Principal, Richmond Public SchoolsTable of ContentsIntroduction Section One: Overview of Instructional Leadership Section Two: How to use this book: Analyzing the Cases The Cases Chapter One: Assessing Student Learning Chapter Two: Classroom Management Chapter Three: Distinctive Student Abilities Chapter Four: Teaching and Learning Chapter Five: Technology Matters References

Read more less

Book SynopsisThis book constitutes a collection of case studies that explore issues faced by school principals as is related to instructional leadership. The scenarios presented here allow students to gain a more thorough understanding of the Professional Standards for Educational Leaders (PSEL, 2015) and their performance competencies. These scenarios are designed to develop new school leaders.These cases provide opportunities to create meaningful learning experiences for courses, professional development programs, and the mentoring of new school principals, giving them exposure to the kinds of dilemmas they will encounter as they take on their leadership roles or start out on supervisory positions. The cases are based on real life dilemmas, reflect contemporary issues in our school buildings, and are designed to be easily used or adapted across all school types. The cases are taken from many years of experience as an educator, administrator consultant and researcher in rural, suburban and urban sTrade ReviewThank you, Dr. Wafa Hozien, for your work and leadership as you constructed this book. The existence of public education is vital to the existence of our democracy. Public education is under fire from ALL directions at the present time in the State of Michigan and many other states. I agree with “A Nation at Risk” that Instructional Leadership and the Principal are keys to the existence of public education. This book is a great tool to help our building level instructional leaders learn and reflect before they step into the trenches in their new capacity in serving ALL students. This book is not “another book about theory.” It is about what you will see every day and every week as you coach teachers and students to be the best they can be as they grow into the leaders of our democracy now and in the future. -- Ronald L. Kraft, Michigan SuperintendentWafa Hozien has written an excellent resource and training tool for emergent or experienced teacher leaders. Dr. Hozien’s case study book is of tremendous value. By increasing the quality and effectiveness of leader training educators can improve both the climate and outcomes for students. These case studies are insightful, understandable, easy to read, provoke thoughtful discussions, and offer an opportunity to learn in context in a manner that is accessible to educators whose confront a dearth of professional development opportunities. This case study format is user friendly and addresses everyday instructional situations and challenges. Many of the studies illustrate not only the who, what, when, and why, of the issue that presents itself for resolution, but how it feels to the teacher, learner, and leader. -- Jerry Weast, Former Superintendent of Montgomery County Public Schools, MarylandEducational leaders are faced with complex and difficult situations daily. These challenges are often sensitive and require a high level of analysis and forward thinking. Many educational leaders fail to experience these critical situations except in educational leadership positions making preparation for a school leadership position nearly impossible. Mismanagement of a situation can result in a leader’s inability to build support and ultimately cause a leader to find a new position. Dr. Hozien’s book, Improving Instructional Practice: Resolving Issues in Leadership through Case Studies, provides educational leaders opportunity to process real challenges that educational leaders face and determine the best course of action. These situations are unique to the educational leader, providing valuable training to novice leaders. Managing and leading teachers, students, parents, and community members in a technology and social media driven society is creating unique problems for educational leaders that have not existed before. Dr. Hozien presents relevant, complex scenarios that could strengthen any educational leader’s practice. -- Adam Bayne, Secondary School Principal, Holton Public Schools, MichiganImproving Instructional Practice-Resolving Issues in Leadership through Case Studies has provided a long-needed provoking collection of 21st century issues in today’s educational arena. With the complex situations related to social media, gender, parenting, conflict resolutions, and parenting, leaders can no longer problem-solve with antiquated strategies. This book can be an invaluable read for individuals working with future leaders. Policy makers and stakeholders can also have a broader understanding of daily school scenarios and the strategies implemented by professional educators and mentors. A real hands-on, current and user-friendly approach of suggested strategies. This book is timely with descriptive roles of leaders, who provide learning and safe environments which enhance the framework for successful leadership and student successes. As a tool for staff development the book can be incorporated as a workshop for beginning administrators. This book is a must read for all aspiring principals. -- Almetia Strother, Former School Principal, Richmond Public SchoolsTable of ContentsIntroduction Section One: Overview of Instructional Leadership Section Two: How to use this book: Analyzing the Cases The Cases Chapter One: Assessing Student Learning Chapter Two: Classroom Management Chapter Three: Distinctive Student Abilities Chapter Four: Teaching and Learning Chapter Five: Technology Matters References

Read more less

Book SynopsisColleges and universities cannot ignore the increasingly diverse student population in their classrooms, and how a focus on equity, diversity, and inclusion across disciplines trains students in the intercultural awareness they will need in competitive job markets. Yet while faculty may be aware of a need to understand EDI goals in relationship to their disciplines, and institutions may support EDI in theory, the onus of pedagogical training in EDI often falls on individual faculty. This book was written by faculty and administrators for educators who value the goals of EDI, and seek an intellectual community to help them develop their practice. Important to this book is an honest discussion of common challenges faculty may face when they engage in this difficult work, and effective strategies for addressing those challenges. The chapters are grouped according to six different themes: respect for divergent learning styles; inclusion and exclusion; technology and social action; affectivTable of ContentsForeword: Betty Overton Preface Introduction: Stephanie Burrell Storms, Sarah K. Donovan, and Theodora P. Williams I. Respect for Divergent Learning Styles Chapter One: Placing disAbility Front and Center in EDI Studies by Hyun Uk Kim Chapter Two: Not Just Accommodating: Pedagogy Beyond the Archetypical by Rory E. Kraft Jr. and Kevin Hermberg II. Inclusion and Exclusion Chapter Three: Teaching Indigenous Sovereignty in Multicultural America by Danica Sterud Miller Chapter Four: The Paradox of Inclusion and Exclusion by Samira Y. Garcia, Tabitha L. McCoy, and Hoa N. Nguyen III. Technology and Social Action Chapter Five: by From Awareness to Action: Creating PSAs to Promote EDI Stephanie Burrell Storms, Jay Rozgonyi, and Kathi Rainville Chapter Six: Disturbing Voices: Literacy in the Archive and the Community by Betsy Bowen IV. Affective Considerations Chapter Seven: Awakening to Shame’s Role in Privilege and Oppression by Kelly Forrest and Peter Thompson Chapter Eight: Know Thyself: Implicit Bias and Mindfulness by Paula Gill-Lopez Chapter Nine: Transforming fear into courage: EDI and Compassion-based learning by Josephine Pui-Hing Wong and Carla T. Hilario V. Reflection for Critical Consciousness Chapter Ten: Tools for Raising a Critical Consciousness by Amy Bergstrom Chapter Eleven: A Person-Centered Approach to Facilitate Students’ Social Advocacy by Stephaney Morrison VI. Safe Spaces and Resistance Chapter Twelve: Anticipating Resistances and Leveraging a Response by Kim Barber Chapter Thirteen: Curricular ‘Safe Spaces’: Clarifying Potential Misconceptions by Chris Adamo Author Biographies

Read more less

Book SynopsisColleges and universities cannot ignore the increasingly diverse student population in their classrooms, and how a focus on equity, diversity, and inclusion across disciplines trains students in the intercultural awareness they will need in competitive job markets. Yet while faculty may be aware of a need to understand EDI goals in relationship to their disciplines, and institutions may support EDI in theory, the onus of pedagogical training in EDI often falls on individual faculty. This book was written by faculty and administrators for educators who value the goals of EDI, and seek an intellectual community to help them develop their practice. Important to this book is an honest discussion of common challenges faculty may face when they engage in this difficult work, and effective strategies for addressing those challenges. The chapters are grouped according to six different themes: respect for divergent learning styles; inclusion and exclusion; technology and social action; affectivTable of ContentsForeword: Betty Overton Preface Introduction: Stephanie Burrell Storms, Sarah K. Donovan, and Theodora P. Williams I. Respect for Divergent Learning Styles Chapter One: Placing disAbility Front and Center in EDI Studies by Hyun Uk Kim Chapter Two: Not Just Accommodating: Pedagogy Beyond the Archetypical by Rory E. Kraft Jr. and Kevin Hermberg II. Inclusion and Exclusion Chapter Three: Teaching Indigenous Sovereignty in Multicultural America by Danica Sterud Miller Chapter Four: The Paradox of Inclusion and Exclusion by Samira Y. Garcia, Tabitha L. McCoy, and Hoa N. Nguyen III. Technology and Social Action Chapter Five: by From Awareness to Action: Creating PSAs to Promote EDI Stephanie Burrell Storms, Jay Rozgonyi, and Kathi Rainville Chapter Six: Disturbing Voices: Literacy in the Archive and the Community by Betsy Bowen IV. Affective Considerations Chapter Seven: Awakening to Shame’s Role in Privilege and Oppression by Kelly Forrest and Peter Thompson Chapter Eight: Know Thyself: Implicit Bias and Mindfulness by Paula Gill-Lopez Chapter Nine: Transforming fear into courage: EDI and Compassion-based learning by Josephine Pui-Hing Wong and Carla T. Hilario V. Reflection for Critical Consciousness Chapter Ten: Tools for Raising a Critical Consciousness by Amy Bergstrom Chapter Eleven: A Person-Centered Approach to Facilitate Students’ Social Advocacy by Stephaney Morrison VI. Safe Spaces and Resistance Chapter Twelve: Anticipating Resistances and Leveraging a Response by Kim Barber Chapter Thirteen: Curricular ‘Safe Spaces’: Clarifying Potential Misconceptions by Chris Adamo Author Biographies

Read more less

Book SynopsisAre classroom teachers managers or facilitators of classroom learning? For more experienced teachers who have developed a broader perspective on classroom management and attend more to whole class dynamics rather than individual incidents of behavior, this book offers fresh, innovative ideas supporting the evolution of classrooms from teacher-managed to student-centered learning environments. Reflecting current, cutting-edge research aimed to foster and support student-centered classrooms, this book explores the following topics: understanding the role of emotions in the classroom, integrating gender equity, addressing potential classroom disruptions, implementing technology as a management tool, and incorporating applied behavioral analysis principles into classroom routines. While these chapters affirm the value of experienced educators, this book also offers a deeper perspective of classroom strategies anchored in social justice, cultural relevance, and equitable pedagogy to all Table of ContentsFOREWORDAndrea HonigsfeldACKNOWLEDGMENTSLIST OF TABLESLIST OF FIGURESCHAPTER 1: Introduction to Student-Centered Classrooms: Research-Driven and Inclusive Strategies for Classroom ManagementMaggie Blair and Joanna AlcruzCHAPTER 2:Proactive Strategies for Student-Centered ClassroomsVicky Giouroukakis, Francine Wisnewski, and Matina StergiopouloCHAPTER 3: Whether, When, and How Teachers Can InterveneAudra Cerruto and Rickey Moroney CHAPTER 4:Applications of Applied Behavioral Analysis to Classroom ManagementKathleen Quinn, Sarah Farsijany, and Jill SnyderCHAPTER 5:Understanding the Role of Emotions in the ClassroomTyce Nadrich, Candice R. Crawford, David Julius Ford, Heather C. Robertson, Amy WeinstockCHAPTER 6:Integrating Gender Equity into Positive Classroom Culture Donna Cempa-Danziger, Tricia Kress, and Maureen T. WalshCHAPTER 7:Technology as a Classroom Management AssetMadeline Craig and Linda Kraemer

Read more less

Book SynopsisAre classroom teachers managers or facilitators of classroom learning? For more experienced teachers who have developed a broader perspective on classroom management and attend more to whole class dynamics rather than individual incidents of behavior, this book offers fresh, innovative ideas supporting the evolution of classrooms from teacher-managed to student-centered learning environments. Reflecting current, cutting-edge research aimed to foster and support student-centered classrooms, this book explores the following topics: understanding the role of emotions in the classroom, integrating gender equity, addressing potential classroom disruptions, implementing technology as a management tool, and incorporating applied behavioral analysis principles into classroom routines. While these chapters affirm the value of experienced educators, this book also offers a deeper perspective of classroom strategies anchored in social justice, cultural relevance, and equitable pedagogy to all Table of ContentsFOREWORDAndrea HonigsfeldACKNOWLEDGMENTSLIST OF TABLESLIST OF FIGURESCHAPTER 1: Introduction to Student-Centered Classrooms: Research-Driven and Inclusive Strategies for Classroom ManagementMaggie Blair and Joanna AlcruzCHAPTER 2:Proactive Strategies for Student-Centered ClassroomsVicky Giouroukakis, Francine Wisnewski, and Matina StergiopouloCHAPTER 3: Whether, When, and How Teachers Can InterveneAudra Cerruto and Rickey Moroney CHAPTER 4:Applications of Applied Behavioral Analysis to Classroom ManagementKathleen Quinn, Sarah Farsijany, and Jill SnyderCHAPTER 5:Understanding the Role of Emotions in the ClassroomTyce Nadrich, Candice R. Crawford, David Julius Ford, Heather C. Robertson, Amy WeinstockCHAPTER 6:Integrating Gender Equity into Positive Classroom Culture Donna Cempa-Danziger, Tricia Kress, and Maureen T. WalshCHAPTER 7:Technology as a Classroom Management AssetMadeline Craig and Linda Kraemer

Read more less

Book SynopsisThis book supports the professional learning of school principals, and those who aspire to be such, in development of their skills and knowledge around fostering inclusive schools for students with special education needs. The book includes 27 case stories that are based on research with school principals. Each case includes expert commentaries and resources to support principals and emerging leaders as they consider how to effectively support students with special education needs in inclusive schools. Its premise is based on the recognition that there are increasing numbers of students with disabilities and special education needs in neighbourhood schools. Principals need to develop new competencies to navigate the challenges, and benefits, of including students with special education needs into inclusive classroom settings. The book provides opportunities to build leadership competencies by considering a diversity of cases related to inclusive leadership. The cases in the book areTable of ContentsChapter 1 IntroductionChapter 2 Competencies for Inclusive School Leadership TransitionsChapter 3 The Case of CharlesChapter 4 Supporting AlbertChapter 5 The Big Move The Early YearsChapter 6 “You have to trust we’re doing our job”Chapter 7 The Case of JakobChapter 8 “I can’t believe I was the one who excluded him…” Elementary School Specific CasesChapter 9 The Grade 5 Field TripChapter 10 Overstepping BoundariesChapter 11 An Accident and an Injury Secondary School Specific CasesChapter 12 The Incident in Mr. Mooney’s Science ClassChapter 13 Overheard in the Staff RoomChapter 14 Truly Inclusive?Community SupportsChapter 15 Involving Community Programs: The Case of AkiChapter 16 The Case of Sahar SaidChapter 17 “She won’t go” School Board SupportsChapter 18 Supporting T.J. and Mr. GarciaChapter 19 A Case of School Board FundingChapter 20 Wandering Off: A Case of a Safe Arrival Program School TeamsChapter 21 Caught Between a Rock and a Hard PlaceChapter 22 A Dysfunctional School Team?Chapter 23 “No one is listening to me”Complex CasesChapter 24 “I was on autopilot”Chapter 25 The Case of BethanyChapter 26 The Newspaper ArticleSupporting New TeachersChapter 27 Figuring It Out On Your OwnChapter 28 The Case of AlexisChapter 29 Over Invested?References

Read more less

Book SynopsisThis book supports the professional learning of school principals, and those who aspire to be such, in development of their skills and knowledge around fostering inclusive schools for students with special education needs. The book includes 27 case stories that are based on research with school principals. Each case includes expert commentaries and resources to support principals and emerging leaders as they consider how to effectively support students with special education needs in inclusive schools. Its premise is based on the recognition that there are increasing numbers of students with disabilities and special education needs in neighbourhood schools. Principals need to develop new competencies to navigate the challenges, and benefits, of including students with special education needs into inclusive classroom settings. The book provides opportunities to build leadership competencies by considering a diversity of cases related to inclusive leadership. The cases in the book areTable of ContentsChapter 1 IntroductionChapter 2 Competencies for Inclusive School Leadership TransitionsChapter 3 The Case of CharlesChapter 4 Supporting AlbertChapter 5 The Big Move The Early YearsChapter 6 “You have to trust we’re doing our job”Chapter 7 The Case of JakobChapter 8 “I can’t believe I was the one who excluded him…” Elementary School Specific CasesChapter 9 The Grade 5 Field TripChapter 10 Overstepping BoundariesChapter 11 An Accident and an Injury Secondary School Specific CasesChapter 12 The Incident in Mr. Mooney’s Science ClassChapter 13 Overheard in the Staff RoomChapter 14 Truly Inclusive?Community SupportsChapter 15 Involving Community Programs: The Case of AkiChapter 16 The Case of Sahar SaidChapter 17 “She won’t go” School Board SupportsChapter 18 Supporting T.J. and Mr. GarciaChapter 19 A Case of School Board FundingChapter 20 Wandering Off: A Case of a Safe Arrival Program School TeamsChapter 21 Caught Between a Rock and a Hard PlaceChapter 22 A Dysfunctional School Team?Chapter 23 “No one is listening to me”Complex CasesChapter 24 “I was on autopilot”Chapter 25 The Case of BethanyChapter 26 The Newspaper ArticleSupporting New TeachersChapter 27 Figuring It Out On Your OwnChapter 28 The Case of AlexisChapter 29 Over Invested?References

Read more less

Book SynopsisHow can teachers facilitate meaningful classroom conversations in which students engage in shared inquiry, building on what others have written or said (even to disagree)? Such discussions can have many benefits: students can learn from each other, can bring their out-of-school ways of talking into classroom dialog, can make evidence-based, collaborative arguments, and can begin to communicate like historians, scientists, or other members of disciplinary communities. Yet classroom discussions often fail, teaching students implicitly that they have little to learn from school or each other, that their home-language practices are not welcome, that the loudest voice wins the argument, and that academic discourse is as mystifying and alien as the views of anyone who disagrees with them. Outside the classroom, dialog has never been more important. From climate-change summits or peace talks among neighboring nations, to clashes between rival ethnic groups or political-party mudslinging, to wTable of ContentsChapter 1 – Two People Talking by Themselves?Chapter 2 – Transforming Recitations into Dialogic DiscussionsChapter 3 – Organizing Student-led Dialogic DiscussionsChapter 4 – Facilitating Disciplinary Dialogic DiscussionsChapter 5 – Inviting Out-of-school Cultural Practices into Dialogic DiscussionsChapter 6 – Developing Dialogic Discussions Over TimeChapter 7 – Designing Dialogic Online DiscussionsChapter 8 – Listening to the Silence in Difficult Dialogic DiscussionsAppendix A – Key TermsAppendix B – Classroom ExamplesAppendix C – Activities for Promoting Dialogic DiscussionsReferencesAbout the Author

Read more less

Book SynopsisHow can teachers facilitate meaningful classroom conversations in which students engage in shared inquiry, building on what others have written or said (even to disagree)? Such discussions can have many benefits: students can learn from each other, can bring their out-of-school ways of talking into classroom dialog, can make evidence-based, collaborative arguments, and can begin to communicate like historians, scientists, or other members of disciplinary communities. Yet classroom discussions often fail, teaching students implicitly that they have little to learn from school or each other, that their home-language practices are not welcome, that the loudest voice wins the argument, and that academic discourse is as mystifying and alien as the views of anyone who disagrees with them. Outside the classroom, dialog has never been more important. From climate-change summits or peace talks among neighboring nations, to clashes between rival ethnic groups or political-party mudslinging, to wTable of ContentsChapter 1 – Two People Talking by Themselves?Chapter 2 – Transforming Recitations into Dialogic DiscussionsChapter 3 – Organizing Student-led Dialogic DiscussionsChapter 4 – Facilitating Disciplinary Dialogic DiscussionsChapter 5 – Inviting Out-of-school Cultural Practices into Dialogic DiscussionsChapter 6 – Developing Dialogic Discussions Over TimeChapter 7 – Designing Dialogic Online DiscussionsChapter 8 – Listening to the Silence in Difficult Dialogic DiscussionsAppendix A – Key TermsAppendix B – Classroom ExamplesAppendix C – Activities for Promoting Dialogic DiscussionsReferencesAbout the Author

Read more less

Book SynopsisThis book is about what teachers need to know before they teach history to students of color. It is a book about the inside feel' of these students and what they think and say history is for, based on research in the United States with reflections on the United Kingdom. It gives history teachers a better understanding of why culturally relevant pedagogy, inclusion and issues surrounding diversity are of crucial importance if we are to reach these students. We live in a world where many multicultural students think they have little connection with the histories, traditions and values in which they have grown up, some look toward groups who promise them a sense of belonging and ownership of created histories which clash with and threaten democratic societies. This book begins with the belief that it is important to understand how a subject, history, makes non-White students think and feel about themselves. At its center are assertions made by students of color who think learning history Trade ReviewKay Traille’s Hearing Their Voices: Teaching History to Students of Color is a must-read for educators at all levels of schooling, especially those teaching history. What Traille offers educators is invaluable—interview excerpts from a widely diverse group of students from the United States and Great Britain interwoven with accessible theory and robust analysis. Traille allows students in their own voices to let educators know where they are going wrong in the teaching of history and what they need to do to “cultivate curiosity, complexity, and authentic engagement.” Asking provocative guiding questions throughout the text, Traille challenges educators to re-think their taken-for-granted assumptions about students of color and what their assumptions might mean in the teaching of history. While Traille resists simplistic step-by-step formulas for teaching history, she does offer in great detail what a culturally responsive history classroom looks like for students of color, and she reminds us that this kind of classroom is effective for all students. This text will help educators transform how they teach history and help them make their classrooms a welcoming space for all students. -- Nichole Guillory, PhD, Professor of Curriculum & Instruction, Department of Secondary & Middle Grades Education, Kennesaw State UniversityTraille walks readers through the policies, practices, theories, and ideologies that have impacted students of color as they learn about events in history. Through narratives and counterstories, she provides voice to students who are often marginalized and silenced in current texts. Their lived experiences will challenge and provoke educators to create more inclusive spaces of learning. -- Corrie L. Davis, Interim Associate Dean for Diversity and Community Engagement and Professor of Educational Research Bagwell College of Education, Office of the DeanTable of ContentsPreface Chapter 1: The history of history education for students of color since 1800 Chapter 2: How students learn history and why it matters Chapter 3: Cognitive and Affective Factors and possible impact on the learning of Multicultural Students Chapter 4: Students of color talk about the role and purpose of history in their lives Chapter 5: Students decoded Chapter 6: Counterstories of American History: Students of color examine the past Chapter 7: An approach for teaching World history Chapter 8: Cultivating curiosity, complexity and authentic engagement in history classrooms for students of color Appendices References

Read more less

Book SynopsisThis book is about what teachers need to know before they teach history to students of color. It is a book about the inside feel' of these students and what they think and say history is for, based on research in the United States with reflections on the United Kingdom. It gives history teachers a better understanding of why culturally relevant pedagogy, inclusion and issues surrounding diversity are of crucial importance if we are to reach these students. We live in a world where many multicultural students think they have little connection with the histories, traditions and values in which they have grown up, some look toward groups who promise them a sense of belonging and ownership of created histories which clash with and threaten democratic societies. This book begins with the belief that it is important to understand how a subject, history, makes non-White students think and feel about themselves. At its center are assertions made by students of color who think learning history Trade ReviewKay Traille’s Hearing Their Voices: Teaching History to Students of Color is a must-read for educators at all levels of schooling, especially those teaching history. What Traille offers educators is invaluable—interview excerpts from a widely diverse group of students from the United States and Great Britain interwoven with accessible theory and robust analysis. Traille allows students in their own voices to let educators know where they are going wrong in the teaching of history and what they need to do to “cultivate curiosity, complexity, and authentic engagement.” Asking provocative guiding questions throughout the text, Traille challenges educators to re-think their taken-for-granted assumptions about students of color and what their assumptions might mean in the teaching of history. While Traille resists simplistic step-by-step formulas for teaching history, she does offer in great detail what a culturally responsive history classroom looks like for students of color, and she reminds us that this kind of classroom is effective for all students. This text will help educators transform how they teach history and help them make their classrooms a welcoming space for all students. -- Nichole Guillory, PhD, Professor of Curriculum & Instruction, Department of Secondary & Middle Grades Education, Kennesaw State UniversityTraille walks readers through the policies, practices, theories, and ideologies that have impacted students of color as they learn about events in history. Through narratives and counterstories, she provides voice to students who are often marginalized and silenced in current texts. Their lived experiences will challenge and provoke educators to create more inclusive spaces of learning. -- Corrie L. Davis, Interim Associate Dean for Diversity and Community Engagement and Professor of Educational Research Bagwell College of Education, Office of the DeanTable of ContentsPreface Chapter 1: The history of history education for students of color since 1800 Chapter 2: How students learn history and why it matters Chapter 3: Cognitive and Affective Factors and possible impact on the learning of Multicultural Students Chapter 4: Students of color talk about the role and purpose of history in their lives Chapter 5: Students decoded Chapter 6: Counterstories of American History: Students of color examine the past Chapter 7: An approach for teaching World history Chapter 8: Cultivating curiosity, complexity and authentic engagement in history classrooms for students of color Appendices References

Read more less

Book SynopsisThe current practice of having children begin school within a twelve-month cohort is unfair but can be ameliorated by incorporating a dual-entry system. Such a reform effort will dramatically reduce failure, improve student achievement at all levels, while reducing expenditures.Many students are penalized from maximizing their academic potential simply by being born at the wrong time of the year. Not only is there a significant decline in achievement for students born in the second half of the year but they also experience higher rates of failure which negatively impacts self-esteem and reduces future success.Meanwhile, more capable students experience unfairness because of the school's extraordinary effort at helping their failing students. With so much focus on the weak, many strong students are held back from achieving their potential.Parents agonize over when to begin their child''s formal education but lack data for making informed decisions. Educators understand the issue intuitiTrade ReviewIn this compelling and important book, Jim Dueck brings the student voice to the essential issue of fairness. Every educator and parent has heard the plaintive cry, “That’s not fair!” when children find the rules of a game inconsistent, ambiguous, and biased. When children know that a game is not fair, they stop playing the game. That is precisely the case that Dueck makes when he describes the tragedy of inequity and unfairness in schools. Fortunately, the author provides practical solutions that every teacher and school leader can implement immediately. Dueck brings a global perspective to educational issues, and his insights offer hope for students around the world. Don’t just read this book - study it, apply its lessons, and create a culture of equity for every student. -- Douglas Reeves, PhD, researcher; author, “Equity and Excellence"; founder, Creative Leadership SolutionsThis book is a provocative work that presents important information for thoughtful consideration by parents, educators and others. Many parents agonize over when to begin their child's formal education and Dr. Dueck presents compelling data and evidence to inform this decision. For parents, the arguments presented reinforce emerging trends of personalized learning and differentiating instruction for students in relationship to their roles as their child’s most critical advocate. For educators and politicians the arguments presented should stimulate valuable self-reflection on what systemic reforms deserve their direct attention. Dueck does not pull any punches in this hard-hitting work. -- John Burger, director, Practical Data Solutions, Edmonton, AlbertaThis bold and provocative book challenges conventional thinking in education with a reasoned and realistic call for change. Dr Dueck’s real-world approach to problems, which comingles wisdom born of experience with inspirational idealism derived from a love for children, makes this book essential reading for teachers, administrators, parents, and governing bodies. Impressive, data-rich research grounds the call to action and the implications flowing from it are at once fascinating and disturbing, thought-provoking and motivational. This book should be a game changer for educators in North America and beyond. -- George Durance, PhD, president, Teach Beyond Inc.; president emeritus, Ambrose University CollegeFinally, a detailed revelation of the most important change we can make to our education system, which can ensure huge increased student success for LESS cost! The dual-entry system supported by studies and facts can overcome the detrimental effects of a single date school entry system. This well researched book provides ample evidence for parents, educational decision-makers and all stakeholders to demand a change to improve educational outcomes and futures of our children. -- Maria David-Evans, former Deputy Minister, Learning, Government of AlbertaIt is refreshing to come across education policy discussions that are solidly grounded in both common sense and empirical study. Jim Dueck has again produced a clear and compelling book with a set of arguments and prescriptions that simply should not be ignored. How do we get this book into the hands of the nation's educational decision makers? -- Eric Hanushek, Senior Fellow at the Hoover Institution of Stanford UniversityJim Dueck takes parental intuition and gives it scientific validation in this book that challenges the established status quo of the education system. If we as political leaders really believe that every child really deserves a fair and equal chance in education, then action on the ideas raised in this book is a starting point that can't be ignored. Jim's passion for using facts to debunk the myths in education has come through in this well-written and researched treatise. -- Dr. Lyle Oberg, Former Minister of Learning, Government of Alberta, CanadaTable of ContentsPreface CHAPTER 1: Fairness to Students CHAPTER 2: Low Expectations Provide for Mediocre Education CHAPTER 3: Birth Rather Than Worth Counts Too Much CHAPTER 4: Relative-Age-Effect in Education CHAPTER 5: The Annual, Single-Entry Date CHAPTER 6: A Critical Decision Moment CHAPTER 7: Grade Level of Achievement CHAPTER 8: It Is What It Isn’t CHAPTER 9: Student Achievement by Birth Month CHAPTER 10: Getting Older Doesn’t Make It Go Away CHAPTER 11: Education’s Glass Ceiling CHAPTER 12: Teacher Gender and Fairness to Boys CHAPTER 13: Social Promotion CHAPTER 14: Accommodating Our Best And Brightest CHAPTER 15: A Global Perspective CHAPTER 16: The Finland Solution: Less Is More CHAPTER 17: New Zealand Solution CHAPTER 18: Getting Down To ‘Brass Tacks’ CHAPTER 19: Getting Practical CHAPTER 20: Dual-Entry Is Not New CHAPTER 21: Conclusion References

Read more less

Book SynopsisEducator implicit bias is often experienced by students of varying identities as microaggressions. In this book the authors define implicit bias and microaggressions, identify ways students of varying identities such as race, gender/LGBTQ+, religion, socioeconomic, ability, linguistic and family dynamics, experience microaggressions in schools, and offer an educator's guide to using culturally responsive teaching as an antidote to microaggressions. We also provide specific ways to interrupt microaggressions in schools. Trade ReviewDr. Theresa Bouley and Dr. Anni Reinking tackle the deep and nuanced subject of microaggressions from every angle and discipline: cognitive science, psychology, sociology, and history. They break down its complexities into basic understandings and actionable steps that educators can take on a path to self-reflection, realization, and continual improvement. Just as microaggressions are layered, this text is layered with a wealth of knowledge and resources for anyone seeking to learn more about anti-bias, anti-racist education. -- Allison Segarra Hansen, MSEd., director of clinical experiences and assistant professor, Marian UniversitIt can so easily be said that “when we know better – we do better.” But perhaps that is also the inherent goal of this book. Written in an easy-to-digest style, this book seeks to inspire the educator to more carefully see the bias, stereotypes, and microaggressions that are likely being enacted all around them. While Part I builds our vocabulary and understanding about these subtle and not-so-subtle actions around us, it also empathically helps us understand the historical and psychological basis for many of our own actions and how those actions – intentional or subconscious – truly impact the children we are called to teach and support. With gentle reflective moments and exercises throughout the book, an amazing list of accessible resources to extend your learning and self-understanding, and a Part II that is able to break down the roots and impacts of bias and microaggressions into chapters dedicated to special topics (race, gender, religion, economic resources, disability, language, and family composition), this book reminds us that adult life can be the perfect time to pause and reflect on the explicit and implicit beliefs that we learned and were exposed to as a part of the systems in which we grew up, and take stock about whether or not those beliefs are both still relevant to us and ones that we choose to maintain in our actions toward others. Bouley and Reinking guide us on a journey to gently help us know better…are you ready? -- Jennifer Kemp Berchtold, MS, CCLS, DT, CPST, CEIM; manager infant studies certificate programs, Erikson InstituteWhile written for educators, I can attest that most non-educators haven't learned about all the facets of bias and microaggression discussed in this impactful book. But they should. This is a comprehensive book, based on research and facts, that dives into not only racial and gender microaggressions, but also lesser discussed microaggressions such as linguistic, family, economic and spiritual. This book has left me with a greater respect for the challenges faced by each and every teacher to create a truly inclusive, non-biased environment for their students. But more importantly, the reflective moments sprinkled throughout the book, bring the messages home so they don't just become an exercise in awareness, but a path towards transformation. -- Stacey M. DelVecchio, past president of the Society of Women EngineersTable of ContentsPrologue Chapter 1: Biases and StereotypesChapter 2: The Impact of Implicit Bias and MicroaggressionsChapter 3: Multicultural Education: An Antidote for Implicit Bias and MicroaggressionsChapter 4: Section 2Chapter 5: Racial Microaggressions Chapter 6: Gender, Gender Identity/Expression and Sexual Orientation MicroaggressionsChapter 7: Religious, Spirituality, and Non-Religious MicroaggressionsChapter 8: Economic MicroaggressionsChapter 9: Ability, Disability, Ableism Microaggressions Chapter 10: Linguistic Diversity and MicroaggressionsChapter 11: Family Diversity and Microaggressions Chapter 12: School-Wide Approaches to Creating an Equitable, Anti-Bias EducationResourcesAbout the Author

Read more less

Book SynopsisTeaching Social Studies to Multilingual Learners in High School: Connecting Inquiry and Visual Literacy to Promote Progressive Learning explores effective strategies for teaching studies to diverse learners. The centerpiece is a visual literacy framework that integrates inquiry, primary source analysis, and visual literacy to provide a progressive learning sequence to meet the varied needs of learners. The visual literacy framework brings together related aspects of progressive, sequential learning into a cohesive whole. It has an adaptable structure that allows teachers to customize learning activities to meet individual student needs. The progressive learning sequence has varied modes of learning that help teachers move students from basic to proficient to advanced levels of support.The book is organized into two related parts. The first three chapters provide important content and context on social studies, multilingual learner education, and the visual literacy framework.Table of ContentsAcknowledgmentsIntroductionChapter 1. Exploring Social StudiesChapter 2. Working with Multilingual Students in High SchoolChapter 3. The Visual Literacy FrameworkChapter 4. Teaching CivicsChapter 5. Teaching U.S. HistoryChapter 6. Teaching World HistoryChapter 7. Teaching GeographyChapter 8. Teaching Economics and Social ScienceAbout the Authors

Read more less

Book SynopsisTeaching Social Studies to Multilingual Learners in Middle School: Connecting Inquiry and Visual Literacy to Promote Progressive Learning explores effective strategies for teaching social studies to multilingual learners. The centerpiece is a visual literacy framework that integrates inquiry, primary source analysis, and visual literacy to provide a progressive learning sequence to meet the varied needs of learners. The visual literacy framework brings together related aspects of progressive, sequential learning into a cohesive, coherent whole. It has an adaptable structure that allows teachers to customize learning activities to meet individual student needs. The progressive learning sequence has varied modes of learning that help teachers move students from basic to proficient to advanced levels of support.This book is organized into two related parts. The first three chapters provide important content and context on social studies, multilingual learner education, and the vTable of ContentsAcknowledgmentsIntroductionPart I. FoundationsChapter 1. Exploring Social StudiesChapter 2. Working with Multilingual StudentsChapter 3. The Visual Literacy FrameworkPart II. ApplicationChapter 4. Teaching U.S. HistoryChapter 5. Teaching World HistoryChapter 6. Teaching GeographyChapter 7. Teaching Civics and GovernmentAbout the Authors

Read more less

Book SynopsisTeaching Social Studies to Multilingual Learners in Middle School: Connecting Inquiry and Visual Literacy to Promote Progressive Learning explores effective strategies for teaching social studies to multilingual learners. The centerpiece is a visual literacy framework that integrates inquiry, primary source analysis, and visual literacy to provide a progressive learning sequence to meet the varied needs of learners. The visual literacy framework brings together related aspects of progressive, sequential learning into a cohesive, coherent whole. It has an adaptable structure that allows teachers to customize learning activities to meet individual student needs. The progressive learning sequence has varied modes of learning that help teachers move students from basic to proficient to advanced levels of support.This book is organized into two related parts. The first three chapters provide important content and context on social studies, multilingual learner education, and the vTable of ContentsAcknowledgmentsIntroductionPart I. FoundationsChapter 1. Exploring Social StudiesChapter 2. Working with Multilingual StudentsChapter 3. The Visual Literacy FrameworkPart II. ApplicationChapter 4. Teaching U.S. HistoryChapter 5. Teaching World HistoryChapter 6. Teaching GeographyChapter 7. Teaching Civics and GovernmentAbout the Authors

Read more less

Book SynopsisBlack males have the lowest graduation rates of any population in the country, graduating from high school at the rate of just 59%. They are suspended and referred to special education classes at rates three times higher than any other population. They make up just 6% of the US population yet account for nearly a third of the American prison population. The graduation gap between White and Black males is currently 21% and growing. Research has shown that costly federal, state, and local programs have failed to solve this crisis. This book details the 10-step method I developed and deployed in the Buffalo (New York) high school of which I was principal, which has raised the four-year graduation rate for Black males to 84% and the five-year rate to 90%. My program has been deployed throughout New York State and I am now advising schools nationally, helping them to deploy proven strategies that will guarantee the academic success of Black males.This is a one-of-a-kind book with Table of ContentsPrefacePart I: Life, Death, and DiplomasChapter 1. School Principals Matter: Share the Love but Own the DataChapter 2. Some Do OvercomeChapter 3. Ten Steps ForwardPart II: The Ten StepsChapter 4. Step One: Data DominatesChapter 5. Step Two: Goals? Make Them Realistically HighChapter 6. Step Three: If You Don’t Like What’s Being Said, Change the Conversation Chapter 7. Step Four: Hold Teachers AccountableChapter 8. Step Five: Resources—Prioritize, Focus, AllocateChapter 9. Step Six: Discover Their Big WhyChapter 10. Step Seven: Work, Workout, Rest, Smile, Laugh, Hug Your Family, Keep Your Mind and Body Healthy Chapter 11. Step Eight: Red, Yellow, Green—Target Student InterventionChapter 12. Step Nine: Reimagine DisciplineChapter 13. Step Ten: Celebrate … Everything!References

Read more less

Book SynopsisBlack males have the lowest graduation rates of any population in the country, graduating from high school at the rate of just 59%. They are suspended and referred to special education classes at rates three times higher than any other population. They make up just 6% of the US population yet account for nearly a third of the American prison population. The graduation gap between White and Black males is currently 21% and growing. Research has shown that costly federal, state, and local programs have failed to solve this crisis. This book details the 10-step method I developed and deployed in the Buffalo (New York) high school of which I was principal, which has raised the four-year graduation rate for Black males to 84% and the five-year rate to 90%. My program has been deployed throughout New York State and I am now advising schools nationally, helping them to deploy proven strategies that will guarantee the academic success of Black males.This is a one-of-a-kind book with Table of ContentsPrefacePart I: Life, Death, and DiplomasChapter 1. School Principals Matter: Share the Love but Own the DataChapter 2. Some Do OvercomeChapter 3. Ten Steps ForwardPart II: The Ten StepsChapter 4. Step One: Data DominatesChapter 5. Step Two: Goals? Make Them Realistically HighChapter 6. Step Three: If You Don’t Like What’s Being Said, Change the Conversation Chapter 7. Step Four: Hold Teachers AccountableChapter 8. Step Five: Resources—Prioritize, Focus, AllocateChapter 9. Step Six: Discover Their Big WhyChapter 10. Step Seven: Work, Workout, Rest, Smile, Laugh, Hug Your Family, Keep Your Mind and Body Healthy Chapter 11. Step Eight: Red, Yellow, Green—Target Student InterventionChapter 12. Step Nine: Reimagine DisciplineChapter 13. Step Ten: Celebrate … Everything!References

Read more less

Book SynopsisShatter the System is a critique of the American education system and the social and cultural conditioning that has disadvantaged some students while advancing others. The book introduces the Equitable-Social Change Process (ESCP) model for social justice advocates and equity leaders in schools and other organizations to guide their equity efforts. The model moves leaders through four phases from awareness to accountability to ensure the equity efforts are sustainable to actionable for all stakeholders. Interwoven throughout the book is the humility, diversity, inclusion, equity framework (HDEI). Humility is a part of the framing, and also a valuea competency an equity leaders needs to facilitate conversations about the intersectionality of race, gender, identity and a host of other issues that affect behavior guidance, relationships, and curriculum. Lastly, Shatter the System offers activities, exercises, strategic equity planning ideas, and equity auditing questions to assist schoTrade ReviewShatter the System challenges its readers to confront and reconsider everything we thought we knew about equity. Dr. Maxwell deftly tackles the policies and practices that have led to systemic racism, particularly in education. She also highlights the potential we have, as a society, to shift the narrative and dismantle exclusionary education. Dr. Maxwell provides practitioners with a powerful model that serves as both a needs assessment and an accountability tool. This book is required reading for anyone who cares deeply about educational equity and social justice. -- Andrea Brown-Thirston, CEO/Founder, Optimal Learning SolutionsBeing uncomfortable with inequity can be a starting point for change, but discomfort is not enough. Candice Maxwell's book suggests it is instead up to us to combine knowledge and integrity, which are the cores of leadership, to meet the considerable challenge of inequity. The truth is if we don't ensure others do well, others succeed, others have the opportunity, then we all fail. Social justice is not merely a term or a trend or a cause it is an imperative. Shattering the System addresses this fact through an all important educational lens. -- Graeme Harper, PhD, dean, The Honors College, Oakland University; director, National Society for Minorities in HonorsMasterfully crafted! A transformative and timely must-read for everyone working in education and anyone seeking to disrupt educational inequity. Dr. Maxwell brilliantly intersects historical analysis with an actionable framework for internal, interpersonal, and systemic equity and social justice interventions. Shatter the System is a powerful and practical tool to achieve the collective impact and generational change our children deserve! -- Mikel Brand Oliver, pPrincipal, Mpact ConsultancyWithin each chapter, Dr. Maxwell’s boldness is on full display throughout this call to action to “Shatter the System…” regarding equity leadership and social justice advocacy. What I enjoyed most about this work is her intentionality in providing practical steps that we all can to do advance our leadership, and perhaps most importantly, to be more EFFECTIVE in our leadership and social justice advocacy efforts. Wanting to lead is one thing; being equipped to achieve your leadership goals in a humble, effective, and steadfast manner is another. This book is a must-have resource for mid-career and executive leaders. It is chock full of specific tools, theory, and action steps to advance your influence as a leader and advocate. -- John W. Miller, PhD, Dean of Curriculum & Senior Diversity Officer, St. Norbert CollegeTable of ContentsPrefaceSection 1: Why this Book?1The Effects of Social Conditions on Education 2Definitions and Terms 3Equity Leadership and Social Justice Advocacy4Humility, Diversity, Equity, & Inclusion (HDEI) FramingSection 2: Equitable and Social Change Process (ESCP) Model 5Awareness and Affirmation 6Allyship, Advocacy, Access and Activism 7Accountability and Auditing8Commitment to Practice and ClosingAbout the Author

Read more less

Book SynopsisShatter the System is a critique of the American education system and the social and cultural conditioning that has disadvantaged some students while advancing others. The book introduces the Equitable-Social Change Process (ESCP) model for social justice advocates and equity leaders in schools and other organizations to guide their equity efforts. The model moves leaders through four phases from awareness to accountability to ensure the equity efforts are sustainable to actionable for all stakeholders. Interwoven throughout the book is the humility, diversity, inclusion, equity framework (HDEI). Humility is a part of the framing, and also a valuea competency an equity leaders needs to facilitate conversations about the intersectionality of race, gender, identity and a host of other issues that affect behavior guidance, relationships, and curriculum. Lastly, Shatter the System offers activities, exercises, strategic equity planning ideas, and equity auditing questions to assist schoTrade ReviewShatter the System challenges its readers to confront and reconsider everything we thought we knew about equity. Dr. Maxwell deftly tackles the policies and practices that have led to systemic racism, particularly in education. She also highlights the potential we have, as a society, to shift the narrative and dismantle exclusionary education. Dr. Maxwell provides practitioners with a powerful model that serves as both a needs assessment and an accountability tool. This book is required reading for anyone who cares deeply about educational equity and social justice. -- Andrea Brown-Thirston, CEO/Founder, Optimal Learning SolutionsBeing uncomfortable with inequity can be a starting point for change, but discomfort is not enough. Candice Maxwell's book suggests it is instead up to us to combine knowledge and integrity, which are the cores of leadership, to meet the considerable challenge of inequity. The truth is if we don't ensure others do well, others succeed, others have the opportunity, then we all fail. Social justice is not merely a term or a trend or a cause it is an imperative. Shattering the System addresses this fact through an all important educational lens. -- Graeme Harper, PhD, dean, The Honors College, Oakland University; director, National Society for Minorities in HonorsMasterfully crafted! A transformative and timely must-read for everyone working in education and anyone seeking to disrupt educational inequity. Dr. Maxwell brilliantly intersects historical analysis with an actionable framework for internal, interpersonal, and systemic equity and social justice interventions. Shatter the System is a powerful and practical tool to achieve the collective impact and generational change our children deserve! -- Mikel Brand Oliver, pPrincipal, Mpact ConsultancyWithin each chapter, Dr. Maxwell’s boldness is on full display throughout this call to action to “Shatter the System…” regarding equity leadership and social justice advocacy. What I enjoyed most about this work is her intentionality in providing practical steps that we all can to do advance our leadership, and perhaps most importantly, to be more EFFECTIVE in our leadership and social justice advocacy efforts. Wanting to lead is one thing; being equipped to achieve your leadership goals in a humble, effective, and steadfast manner is another. This book is a must-have resource for mid-career and executive leaders. It is chock full of specific tools, theory, and action steps to advance your influence as a leader and advocate. -- John W. Miller, PhD, Dean of Curriculum & Senior Diversity Officer, St. Norbert CollegeTable of ContentsPrefaceSection 1: Why this Book?1The Effects of Social Conditions on Education 2Definitions and Terms 3Equity Leadership and Social Justice Advocacy4Humility, Diversity, Equity, & Inclusion (HDEI) FramingSection 2: Equitable and Social Change Process (ESCP) Model 5Awareness and Affirmation 6Allyship, Advocacy, Access and Activism 7Accountability and Auditing8Commitment to Practice and ClosingAbout the Author

Read more less

Book SynopsisAs school systems struggle to meet the needs of all learners, this learning framework is the most effective way to structure schools. The book is intended to assist educators at all levels of school organizations and give policymakers and parents information on an effective way to encourage learners to achieve on high levels. The audience should read this book to gain ideas on how to improve school programs when accommodating the diversity of students found in classrooms. This book integrates concepts focused on inclusivity, social reform, and second language learning strategies. Technology and a multi-age learning community framework are elements that transform a traditional school program into a powerful learning community for accommodating all learners to achieve on high levels. Table of ContentsIntroduction PrefacePART 1. Organizational PracticeChapter 1. Multi-age Framework: A Support System for Collaboration and AnalysisChapter 2. Collaborative Inquiry: Roles of Principal, Teachers, and Teacher Leaders with Inclusivity, ELL Teaching, Technology and International IdeasPART 2. Culture-BuildingChapter 3. A Community of Learners: Building a Caring and Trusting Environment for Diverse Students Chapter 4. Building a Multi-age School Culture – Elements to ConsiderPART 3. The Learning ProcessChapter 5. Instructional Components for a Multi-age ProgramChapter 6. Teaching Reading and Mathematics to Multi-age LearnersChapter 7. Curriculum Cycles, Interdisciplinary Studies and Other Effective StrategiesPART 4. Assessments and Systemic ChangeChapter 8. Classroom Assessment in the Multi-age ClassroomAppendix A. Technology and ResourcesIndex

Read more less

Book SynopsisAs school systems struggle to meet the needs of all learners, this learning framework is the most effective way to structure schools. The book is intended to assist educators at all levels of school organizations and give policymakers and parents information on an effective way to encourage learners to achieve on high levels. The audience should read this book to gain ideas on how to improve school programs when accommodating the diversity of students found in classrooms. This book integrates concepts focused on inclusivity, social reform, and second language learning strategies. Technology and a multi-age learning community framework are elements that transform a traditional school program into a powerful learning community for accommodating all learners to achieve on high levels. Table of ContentsIntroduction PrefacePART 1. Organizational PracticeChapter 1. Multi-age Framework: A Support System for Collaboration and AnalysisChapter 2. Collaborative Inquiry: Roles of Principal, Teachers, and Teacher Leaders with Inclusivity, ELL Teaching, Technology and International IdeasPART 2. Culture-BuildingChapter 3. A Community of Learners: Building a Caring and Trusting Environment for Diverse Students Chapter 4. Building a Multi-age School Culture – Elements to ConsiderPART 3. The Learning ProcessChapter 5. Instructional Components for a Multi-age ProgramChapter 6. Teaching Reading and Mathematics to Multi-age LearnersChapter 7. Curriculum Cycles, Interdisciplinary Studies and Other Effective StrategiesPART 4. Assessments and Systemic ChangeChapter 8. Classroom Assessment in the Multi-age ClassroomAppendix A. Technology and ResourcesIndex

Read more less