{"title":"Educational administration and organization Books","description":"","products":[{"product_id":"work-remotely-9780241482117","title":"Work Remotely","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eRemote working makes us happier, more productive and more profitable, but it can bring its own set of challenges. How do we manage our work-life balance; communicate and collaborate effectively as teams; and ensure our technology is efficient?\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eIn \u003ci\u003eWork Remotely\u003c\/i\u003e, Penguin Business Experts Anastasia Tohmé and Martin Worner explain everything you need to know:\u003cbr\u003e\u003cbr\u003e- Set your own targets and monitor productivity\u003cbr\u003e- Establish boundaries between working hours and free time\u003cbr\u003e- Manage effective communication and decision-making at a distance\u003cbr\u003e\u003cbr\u003eIncluding case studies from the companies around the world who are innovating and revolutionizing the way we work, \u003ci\u003eWork Remotely\u003c\/i\u003e shares useful advice and practical tips to ensure you get the most out of working away from the office environment.\u003c\/p\u003e","brand":"Penguin Books Ltd","offers":[{"title":"Default Title","offer_id":47832801608023,"sku":"9780241482117","price":9.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780241482117.jpg?v=1710338393"},{"product_id":"missing-the-mark-why-so-many-school-exam-grades-are-wrong-and-how-to-get-results-we-can-trust-9781912454990","title":"Missing the Mark: Why So Many School Exam Grades","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eUNCOVERED: 1 in 4 EXAM GRADES IS WRONG\u003c\/b\u003e\u003cbr\u003e \u003cbr\u003e'\u003cb\u003eAn important contribution to our thinking\u003c\/b\u003e.’ – \u003ci\u003eSixth Form Colleges Association\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e\u003ci\u003e\u003cb\u003e'An uncomfortable but important read.’\u003c\/b\u003e – Headmasters’ and Headmistresses’ Conference\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e\u003ci\u003e\u003cb\u003e'Everyone in UK education should reflect upon the problems identified in this powerful book'\u003c\/b\u003e – Higher Education Policy Institute\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003eEvery summer one million GCSE and A-Level candidates receive results that define their school years and set them up for their life. But those results are gravely unreliable.\u003cbr\u003e \u003cbr\u003eIn fact, about one grade in four in England is WRONG. That is 1.5 million grades every year.\u003cbr\u003e \u003cbr\u003eAn A-Level grade B might have been an A, or even a C, had a different examiner marked the script. Similarly, a GCSE grade 7 might have received a grade 8 or a 6. \u003cbr\u003e \u003cbr\u003eFor a decade, young people and their friends and families have been unable to grasp the full extent of this randomness. Now, in this definitive and easy to follow book, Dennis Sherwood explains why so many pupils receive final grades that don’t do them justice. And he suggests ways to regain trust, which apply to essay-based exams throughout the world.\u003cbr\u003e \u003cbr\u003e\u003cb\u003eReviews\u003c\/b\u003e\u003cbr\u003e \u003cbr\u003e‘Know an A Level student who you were absolutely sure should nail an A* but ended up with a B? Well, they probably should have got that A* but were a victim of this scandal. Sherwood’s work changed my outlook. Let him change yours too.’ – \u003ci\u003eRobert Campbell, former Chief Executive, Morris Education Trust\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Dennis has been challenging our thinking about assessment and the awarding of grades for many years, combining detailed research with an engaging manner and clear explanations... this is an important contribution to our thinking.’ – \u003ci\u003eBill Watkin, Chief Executive, Sixth Form Colleges Association\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Dennis Sherwood asks the questions about exam grades that no one really wants to answer. His analysis suggests that much of what we think we know about school exams is based at best on wishful thinking and at worst on wilful misrepresentation of statistics. But he also has some positive suggestions for improvement. Missing the Mark is an uncomfortable but important read.’ – \u003ci\u003eMelvyn Roffe, Chair, Headmasters’ and Headmistresses’ Conference\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Missing a grade can result in university or college applications being rejected. Dennis Sherwood asks the $64,000 question: ‘Are grades reliable enough for the purposes they are supposed to serve?’ This book presents an insightful analysis of this important matter, including the rules introduced in 2016 to reduce the number of appeals, the controversial grading processes in 2020 and 2021 when exams were cancelled, why ‘real’ grades are so unreliable, and some solutions too.’ – \u003ci\u003eHuy Duong, parent\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Everyone in UK education should reflect upon the problems identified in this powerful book – and then decide what to do about them.’ – \u003ci\u003eNick Hillman, Director, Higher Education Policy Institute\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003eAnyone with an interest in how examinations are assessed, from those in government, regulators, schools, colleges, universities to employers, teachers, parents and students, should read Dennis Sherwood's incisive analysis. His conclusions will have a profound impact on our idea of the accuracy, reliability and fairness of examinations.\u003ci\u003e – Mike Larkin, Emeritus Professor Queen's University of Belfast and Total Equality For Students\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Dennis provides a clear, step-by-step outline of what is going so terribly wrong and the easy ways to remedy this.’ \u003ci\u003e– Ollie Green, A-level student\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e\u003cb\u003eAbout the author\u003c\/b\u003e\u003cbr\u003e \u003cbr\u003eDennis Sherwood is a management consultant with experience of solving complex problems. He has a Physics Masters from the University of Cambridge, an MPhil in Molecular Biophysics and Biochemistry from Yale University and a PhD in biology from the University of California in San Diego. After being a consulting partner at Deloitte Haskins + Sells, and Coopers \u0026amp; Lybrand, he became an executive director at Goldman Sachs. He now runs his own business, The Silver Bullet Machine Manufacturing Company Limited, specialising in organisational creativity and innovation. He is author of 14 books.\u003cbr\u003e \u003cbr\u003e\u003cb\u003eExtract - Foreword\u003c\/b\u003e\u003cbr\u003e \u003cbr\u003eGold standard! Well, maybe not! For many years England’s GCSE and A-level qualifications have enjoyed an international reputation as world-leading. They have frequently been cited as ‘gold standard’ examinations. In this book Dennis Sherwood applies forensic analysis, in an accessible format, to one aspect of those qualifications – the grades awarded to each student on results day. His expert commentary leaves us in no doubt that the architecture of reliability is nothing more than a fancy façade on a house that’s built on sand.\u003cbr\u003e \u003cbr\u003eThis is not a book about whether examinations are the best way to assess authentic learning. That’s a different debate, although there’s evidence here that excessive reliance on end-of-course examinations exacerbates the great grading scandal.\u003cbr\u003e \u003cbr\u003eThis is also not a book about whether the content of our examination-driven school and college curriculum is well-designed, fit for purpose or sufficiently visionary for the future needs of students. That too is a long overdue discussion which should inform public policy, but Dennis retains his focus on one pressing issue. Are the grades awarded to students at the end of the examination process a reliable indicator of their performance and ability? Can those grades be trusted to determine suitability for advanced academic study or access to employment? Do they serve to differentiate authentically between one student and the next?\u003cbr\u003e \u003cbr\u003eWe are all familiar with the results day photographs that accompany the headlines in August. Enthusiastic celebrations with beaming smiles. Images that are carefully contrived to align with the supporting text as ‘Camelia’ (or whoever) progresses to a top university with her four A* grades or ‘Daniel’ revealed to be a prodigy as he attains twelve grade 9’s in his GCSEs.\u003cbr\u003e \u003cbr\u003eTheir results may well be impressive and will certainly open doors towards privileged academic opportunities. But what if the student with AAB is actually no better, in any meaningful sense, than the student with BAC? What if these grades lack the precision that they appear to convey? Is there an element of unreliability in how they are awarded – such that two otherwise identical candidates may as well roll a dice alongside completing their examination paper to determine which, say, of two adjacent grades they may ultimately be awarded?\u003cbr\u003e \u003cbr\u003eIf Dennis is right – and I think he is – then a great grading scandal unfolds before our eyes every summer...\u003cbr\u003e \u003cbr\u003e\u003ci\u003e[Buy the book to continue reading the foreword]\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e\u003ci\u003eDr Robin Bevan, Headteacher, Southend High School for Boys and NEU Past National President, 2020-21\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e‘\u003cb\u003eKnow an A Level student who you were absolutely sure should nail an A* but ended up with a B?\u003c\/b\u003e Well, they probably should have got that A* but were a victim of this scandal. Sherwood’s work changed my outlook. Let him change yours too.’ – \u003ci\u003eRobert Campbell, former Chief Executive, Morris Education Trust\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Dennis has been challenging our thinking about assessment and the awarding of grades for many years, combining detailed research with an engaging manner and clear explanations... this is \u003cb\u003ean important contribution to our thinking\u003c\/b\u003e.’ – \u003ci\u003eBill Watkin, Chief Executive, Sixth Form Colleges Association\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Dennis Sherwood asks the questions about exam grades that no one really wants to answer. His analysis suggests that much of what we think we know about school exams is based at best on wishful thinking and at worst on wilful misrepresentation of statistics. But he also has some positive suggestions for improvement. Missing the Mark is \u003cb\u003ean uncomfortable but important read\u003c\/b\u003e.’ – \u003ci\u003eMelvyn Roffe, Chair, Headmasters’ and Headmistresses’ Conference\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Missing a grade can result in university or college applications being rejected. Dennis Sherwood asks the $64,000 question: ‘Are grades reliable enough for the purposes they are supposed to serve?’ This book presents \u003cb\u003ean insightful analysis\u003c\/b\u003e of this important matter, including the rules introduced in 2016 to reduce the number of appeals, the controversial grading processes in 2020 and 2021 when exams were cancelled, why ‘real’ grades are so unreliable, and some solutions too.’ – \u003ci\u003eHuy Duong, parent\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘\u003cb\u003eEveryone in UK education should reflect upon the problems identified in this powerful book\u003c\/b\u003e – and then decide what to do about them.’ – \u003ci\u003eNick Hillman, Director, Higher Education Policy Institute\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003eAnyone with an interest in how examinations are assessed, from those in government, regulators, schools, colleges, universities to employers, teachers, parents and students, should read Dennis Sherwood's \u003cb\u003eincisive\u003c\/b\u003e analysis. His conclusions will have a profound impact on our idea of the accuracy, reliability and fairness of examinations.\u003ci\u003e – Mike Larkin, Emeritus Professor Queen's University of Belfast and Total Equality For Students\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘\u003cb\u003eDennis provides a clear, step-by-step outline of what is going so terribly wrong \u003c\/b\u003eand the easy ways to remedy this.’ \u003ci\u003e– Ollie Green, A-level student\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eDEDICATION.\u003c\/b\u003e To the unknown, but very large, number of young people who have been damaged by the award of wrong exam grades, in the hope that this will not happen in the future\u003cbr\u003e\u003cbr\u003e \u003cb\u003eSTATISTICS.\u003c\/b\u003e Over the decade from 2010 to 2019, a total of about 70 million GCSE, AS and A-level grades were awarded following each year’s summer exams in England. • Of which around 17.5 million were wrong. • Yes,17.5 million. • That’s about 1 wrong grade in every 4.\u003cbr\u003e\u003cbr\u003e \u003cb\u003eFOREWORD.\u003c\/b\u003e Foreword by Dr Robin Bevan Headteacher, Southend High School for Boys NEU Past National President, 2020-21. old standard! Well, maybe not! For many years England’s GCSE and A-level qualifications enjoy an international reputation as world-leading. This book forensically analyses grades\u003cbr\u003e\u003cbr\u003e \u003cb\u003e1. EXAM GRADES ARE IMPORTANT.\u003c\/b\u003e A'Level and GCSE grades can affect life chances, yet the regulator Ofqual's own statistics show that 1 in 4 grades can be wrong. This book gives all the evidence, discusses the implications, and – most importantly – offers some solutions\u003cbr\u003e\u003cbr\u003e \u003cb\u003e2. EXAMS IN ENGLAND.\u003c\/b\u003e Deals with GCSE, AS-Level and A-level exams, exam centres and schools, awarding bodies, the regulators Ofsted, DfE, and Ofqual, the House of Commons Education Committee, marking, grade structures, grade boundaries, criterion referencing, cohort referencing, norm referencing\u003cbr\u003e\u003cbr\u003e \u003cb\u003e3. ARE EXAM GRADES 99.2% ACCURATE?\u003c\/b\u003e Edexcel’s claim that grades are 99.2% accurate on results day (taken from Pearson-Edexcel’s website), assesses comments made about grade reliability by School Standards Minister Nick Gibb, Ofqual's Chief Regulator Glenys Stacey and Ofqual's Marking Consistency Metrics\u003cbr\u003e\u003cbr\u003e \u003cb\u003e4. TWO IMPORTANT WORDS: ‘ACCURATE’ AND ‘RELIABLE’.\u003c\/b\u003e What does ‘accurate’ mean in the context of exams? Can exam marks ever be accurate? Looking at how marking by different examiners can alter the grade. The reliability of a grade is the probability that an originally-awarded grade is confirmed\u003cbr\u003e\u003cbr\u003e \u003cb\u003e5. SUMMER 2016: OFQUAL MAKE IT HARDER TO APPEAL.\u003c\/b\u003e Until 2015, candidates unhappy with their grades could – for a fee – request a re-mark. But in May 2016, Ofqual changed the rules for challenges and appeals, intentionally denying access to an expert second opinion. Why did the regulator do that?\u003cbr\u003e\u003cbr\u003e \u003cb\u003e6. OFQUAL’S FIRST MEASURES OF GRADE RELIABILITY.\u003c\/b\u003e In 2015, Ofqual carried out an extensive study in which the entire cohorts of GCSE, AS and A-level scripts, in 12 subjects, were marked twice: firstly, as normal, by an ordinary examiner; secondly, by a senior examiner, whose mark was designated 'true'\u003cbr\u003e\u003cbr\u003e \u003cb\u003e7. OFQUAL’S REAL MEASURES OF GRADE RELIABILITY.\u003c\/b\u003e Using Ofqual data, the author calculates the reliability of mathematics grades is 96%, chemistry 92%, physics 88% etc right down to the lower arts subjects such as English literature (58%), history (56%) and combined English language and literature (52%)\u003cbr\u003e\u003cbr\u003e \u003cb\u003e8. WHY GRADES ARE UNRELIABLE.\u003c\/b\u003e Three reasons why marking (marketing error) is not the problem. Instead, there is a more powerful explanation – fuzziness. Ofqual admit: 'There is often no single, correct mark for a question'. So marks may legitimately vary, causing valid but 'fuzzy' results\u003cbr\u003e\u003cbr\u003e \u003cb\u003e9. NOVEMBER 2018 TO SUMMER 2019.\u003c\/b\u003e Newspaper sized on Ofqual's admission about grade unreliability, with reports in the Daily Telegraph and Sunday Times. Ofqual insists that marking error is to blame for any problems but stresses that results and grades are overwhelmingly accurate\u003cbr\u003e\u003cbr\u003e \u003cb\u003e10. 2020: CAGS AND RANK ORDERS.\u003c\/b\u003e Due to the Covid epidemic, the UK government cancels all physical GCSE, AS-Level and A-Level exams and replaces them with an Ofqual algorithm, which is crude. 'The details of the algorithm were both important and missing from Ofqual’s Guidance documents.'\u003cbr\u003e\u003cbr\u003e \u003cb\u003e11. THE GREAT CAG CAR CRASH.\u003c\/b\u003e On results day, Thursday 13th August, and over the next few days, progressively more stories surfaced on some ‘peculiarities’ in the algorithm’s results. Yes, overall, nearly 40% of CAGs were down-graded, but some were up-graded, sometimes very strangely\u003cbr\u003e\u003cbr\u003e \u003cb\u003e12. THE AFTERMATH.\u003c\/b\u003e Were the CAGs right? Or fair? In a word, no. Or rather, some were, and some weren’t. I hope that most – if not the vast majority – were; but some definitely weren’t, and no one knows how many. Furthermore, Ofqual proved to be hugely obstructive in letting anyone find out\u003cbr\u003e\u003cbr\u003e \u003cb\u003e13. SUMMER 2021: THE TAGS.\u003c\/b\u003e With Covid-19 once again obstructing physical exams, Ofqual oversaw Teachers Assessed Grades. 'The process was a mess in principle, and made even worse by the problems of rounding and statistics. But overall, Ofqual designed and implemented a totally flawed process...'\u003cbr\u003e\u003cbr\u003e \u003cb\u003e14. NINE WAYS TO DELIVER RELIABLE AND TRUSTWORTHY GRADES.\u003c\/b\u003e Presents 14 solutions in order to offer a comprehensive ‘menu’ of possibilities, so as to stimulate the debate about which is indeed the best and most effective: the best and most effective among 15 possibilities\u003cbr\u003e\u003cbr\u003e \u003cb\u003e15. FIVE FUNDAMENTALLY DIFFERENT WAYS TO DELIVER RELIABLE AND TRUSTWORTHY ASSESSMENTS.\u003c\/b\u003e Five more solutions to the problem of delivering reliable grades – or rather ‘assessments,’ for as will be seen, the last solution suggests a different way of representing students’ achievements on their certificates\u003cbr\u003e\u003cbr\u003e \u003cb\u003e16. OVER TO YOU…\u003c\/b\u003e Reliable, trustworthy, grades are not just a public ‘good.’ Our young people deserve them. After 11, 12 and 13 years of school, the end-game, the key prizes, are those certificates with those grades. What a kick in the teeth it is for so many grades to be wrong\u003cbr\u003e\u003cbr\u003e \u003cb\u003eAPPENDIX - FUZZINESS, A DEEPER DIVE.\u003c\/b\u003e The central concept in this book is fuzziness – my word for the fact that different, equally qualified examiners can legitimately give the same script different marks. Here I define and describe fuzzy exam grades\u003cbr\u003e\u003cbr\u003e \u003cb\u003eACKNOWLEDGEMENTS.\u003c\/b\u003e Among others: Adi Bloom, Bernard Minsky, Bernard Trafford, Bill Watkin, Camilla Turner, Catherine Brioche, Carly Minsky, Elaine Hughes, Professor George Constantinides, Helen Pike, Dr Huy Duong, JL Dutaut, John Dickens, Liz Charin, Liz Lightfoot, Mark Corver, Mark Fretten\u003cbr\u003e\u003cbr\u003e \u003cb\u003eREFERENCES.\u003c\/b\u003e A full list of statistical sources, newspaper articles, think tank reports, and regulatory information for this book on English school exam grades\u003cbr\u003e\u003cbr\u003e INDEX. A full index. Such as the As: A-level 24 grade inflation Fig 5 (p 47) grade reliability, approximate measure for qualifications as awarded Fig 15, Table 3 (p 119) grade reliability, approximate measure for subject units or components Fig 13 (p 100), 104 results from ‘mutant algorithm’ 2020","brand":"Canbury Press","offers":[{"title":"Default Title","offer_id":47850500948311,"sku":"9781912454990","price":21.25,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781912454990.jpg?v=1710614681"},{"product_id":"hold-successful-meetings-9780241481950","title":"Hold Successful Meetings","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eMeetings allow us to bring people together to inspire each other, solve problems and make a difference. \u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eYet, we all spend too much time in dull, frustrating meetings where little is achieved and even less is followed up on afterwards. In \u003ci\u003eHold Successful Meetings\u003c\/i\u003e, executive coach and former Google leader Caterina Kostoula will change all this. Her unique framework will:\u003cbr\u003e\u003cbr\u003e\u003cb\u003e- Equip you to hold fewer, more purposeful meetings\u003cbr\u003e- Create a creative and inclusive environment\u003cbr\u003e- Leave participants inspired and ready  to take action\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eWhether virtual or in-person, people will leave your meetings inspired by the value you created together and ready to make an impact.\u003cbr\u003e\u003cbr\u003e''I bought this for my whole team at Google!'' Reader review\u003c\/p\u003e","brand":"Penguin Books Ltd","offers":[{"title":"Default Title","offer_id":48066833613143,"sku":"9780241481950","price":9.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780241481950.jpg?v=1713211753"},{"product_id":"how-to-be-a-student-and-not-destroy-planet-earth-9781900322713","title":"How to be a Student and Not Destroy Planet Earth","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eFriendly, cool and easy to use, How to be a Student and Not Destroy Planet Earth! gives students living away from home all the information they need to cut their carbon emissions - both their own and their university's.\u003c\/p\u003e","brand":"Book Curl","offers":[{"title":"Default Title","offer_id":48088137171287,"sku":"9781900322713","price":8.21,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781900322713.jpg?v=1713545581"},{"product_id":"familyrun-universities-in-japan-sources-of-inbuilt-resilience-in-the-face-of-demographic-pressure-19922030-9780198879756","title":"FamilyRun Universities in Japan Sources of","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eGlobally, private universities enrol one in three of all higher education students. In Japan, which has the second largest higher education system in the world in terms of overall expenditure, almost 80% of all university students attend private institutions. According to some estimates up to 40% of these institutions are family businesses in the sense that members of a single family have substantive ownership or control over their operation. This updated edition of Family-Run Universities in Japan offers a detailed historical, sociological, and ethnographic analysis of this important, but largely under-studied, category of private universities as family business. It examines how such universities in Japan have negotiated a period of major demographic decline since the 1990s: their experiments in restructuring and reform, the diverse experiences of those who worked and studied within them and, above all, their unexpected resilience. It argues that this resilience derives from a number of ''inbuilt'' strengths of family business which are often overlooked in conventional descriptions of higher education systems and in predictions regarding the capacity of universities to cope with dramatic changes in their operating environment. This book offers a new perspective on recent changes in the Japanese higher education sector and contributes to an emerging literature on private higher education and family business across the world.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThe authors give a thorough historical overview of Japanese private university management and use statistical data to get to the heart of the problem. * Hirochika Nakamaki, National Museum of Ethnology, Japan, Journal of Royal Anthropological Institute *\u003cbr\u003eThis book is much more than its rather prosaic title. It is a comprehensive and illuminating analysis of private higher education in Japan and worldwide, a focus on the understudied phenomenon of family-owned universities in Japan, a case study of Japanese family-owned university, and a discussion of the likely future of Japanese private higher education. All of this is cogently argued, engagingly written, and packaged into a 223 page volume. * Philip Altbach, Boston College, USA, Japanese Studies *\u003cbr\u003eThe authors' main argument that the resilience of family-run universities plays a significant role especially in the face of the many challenges may meet the demand of family-run universities in Asia-Pacific region because the authors have successfully integrated comparative perspectives of family business both in Japan and other regions, and thus made generalization of the core concept of the strength of family-run universities, stemmed from the inbuilt resilience...  Even though the book is about family-run universities in Japan, their findings and conclusion give courage, confidence, and hope to those who are involved in governance, management, and administration of those in Asia-Pacific region. * Kazuhito Obara, Asia Pacific Journal of Education *\u003cbr\u003eOverall, Family-Run Universities in Japan is well-written, exceptionally researched, and provides much food for thought. It offers a wealth of data, insights, and micro-level theorizations that will provide numerous jumping off points for further study in a range of different fields. * Christopher D. Hammond, Higher Education *\u003cbr\u003eAn enormously profound picture of the Japanese higher education system ... An enormous wealth of information on higher education and society in a single country -- discussed as well as being not just typical for a single country -- is well collected and convincingly presented with a lesson: a specific social phenomenon can be understood well, if one is ready for the adventure of getting to know in detail the enormous complexity of conditions. * Ulrich Teichler, Contemporary Japan *\u003cbr\u003eIt provides perhaps the most succinct depiction of contemporary Japanese higher education available in English, and it illuminates the little-known phenomenon of family-run educational enterprises. The unique dynamics described by the authors illuminate facets of higher education in Japan and in private sectors worldwide. * Roger L. Geiger, Higher Education Quarterly *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction: The 'Puzzle' of Japan's Resilient Private Universities 1: The Predicted Implosion of Japan's Private Higher Education System 2: Japanese Private Universities in Comparative Perspective 3: A University under Fire: A Short Ethnography of MGU 1992-2007 4: MGU 2008-2018: The Law School and Other Reforms 5: The Resilience of Japan's Private Universities 6: Private Universities as Family Business","brand":"Oxford University Press","offers":[{"title":"Default Title","offer_id":48732826796375,"sku":"9780198879756","price":25.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780198879756.jpg?v=1719998569"},{"product_id":"a-dictionary-of-education-9780199679393","title":"A Dictionary of Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eEducation is of relevance to everyone, but it involves specialized terminology which may be unfamiliar or opaque. 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In this book,\u003c\/p\u003e","brand":"MIT Press Ltd","offers":[{"title":"Default Title","offer_id":48733445685591,"sku":"9780262035125","price":26.1,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780262035125.jpg?v=1720000109"},{"product_id":"we-want-to-do-more-than-survive-abolitionist-teaching-and-the-pursuit-of-educational-freedom-9780807028346","title":"We Want to Do More Than Survive Abolitionist","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eWinner of the 2020 Society of Professors of Education Outstanding Book Award\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eDrawing on personal stories, research, and historical events, an esteemed educator offers a vision of educational justice inspired by the rebellious spirit and methods of abolitionists.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eDrawing on her life’s work of teaching and researching in urban schools, Bettina Love persuasively argues that educators must teach students about racial violence, oppression, and how to make sustainable change in their communities through radical civic initiatives and movements. 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The scenes are presented with increasing levels of difficulty to allow for selection when working with students of different ages and abilities. Missing items may be categorised as either having no influence on a situation, causing an inconvenience, preventing the functioning of an object, or not being possible in real life  both encouraging basic reasoning and the development of problem solving skills.\u003cbr\u003e\u003cbr\u003e\u003cem\u003eIntended for use in educational settings and\/or therapy contexts under the supervision of an adult. This is not a toy.\u003c\/em\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e48 A5 colour flashcards depicting a range of scenarios with a number of items removed.\u003c\/p\u003e\u003cp\u003eInstruction booklet providing guidance on administration. 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In other words, how you think about the impact of the actions you take has more effect on student achievement than your leadership practices themselves.\u003cbr\u003e  \u003cbr\u003e  Building on over twenty-five years of Visible Learning research and girded by a theory of action that ensures school leaders have the expertise to select, implement, and evaluate high impact interventions, \u003cstrong\u003e\u003cem\u003e10 Mindframes for Leaders: The VISIBLE LEARNING Approach to School Success\u003c\/em\u003e\u003c\/strong\u003e brings the mindframes of ten world-renowned educators to life. Ten chapters, each written by a different thought leader, detail a mindframe at the heart of successful school leadership, along with the high probability influences that make each mindframe visible. A must-have resource for any educator working toward student achievement at ever-higher levels, each chapter includes:\u003cbr\u003e  \u003cbr\u003e   The most current, up-to-date findings from the Visible Learning research, including the factors from Visible Learning that support each mindframe\u003cbr\u003e   Practical ideas for leaders to implement high-impact strategies in classrooms and schools\u003cbr\u003e   Vignettes, questions, insights, and exercises to help educators clarify and refine their own mindframes\u003cbr\u003e  \u003cbr\u003e  Lead your school to reform from the inside out. Cultivate these ways of thinking, and you're more likely to have major impacts on the learning lives of those students entrusted to your care.\u003cbr\u003e  \u003cbr\u003e  \u003cstrong\u003e\u003cem\u003eIncludes Contributions From\u003c\/em\u003eJohn Hattie, Peter DeWitt, Raymond L. 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DeWitt Chapter 7. “I engage as much in dialogue as in monologue”—Douglas Fisher, Nancy Frey, and Dominique Smith Chapter 8. “I explicitly inform teachers\/students what successful impact looks like from the outset”—Laura Link Chapter 9. “I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others”—Sugata Mitra Chapter 10. “I focus on learning and the language of learning”—Jim Knight Conclusion—John Hattie and Raymond Smith References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738193310039,"sku":"9781071800133","price":30.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071800133.jpg?v=1723811807"},{"product_id":"stories-of-caring-school-leadership-9781071801826","title":"Stories of Caring School Leadership","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cstrong\u003eReal-life examples to inform and inspire caring in your leadership practices!\u003cbr\u003e  \u003c\/strong\u003e\u003cbr\u003e  The practice of caring is essential to effective schooling. Published as a companion to\u003cem\u003eCaring School Leadership\u003c\/em\u003e, this comprehensive resource of powerful, real-life stories will make clear the connection between caring leadership and student academic success and well-being.\u003cem\u003eStories of Caring School Leadership\u003c\/em\u003eincludes a guide for using the stories in self-directed reflection and learning, for educators practicing in schools and professional preparation programs. Readers will find stories that\u003cbr\u003e  \u003cbr\u003e  will help aspiring and practicing leaders reflect upon and further develop caring as a quality of their leadership\u003cbr\u003e  affirm the importance of caring as a fundamental quality of school leadership\u003cbr\u003e  provide examples of caring school leadership in action that can be analyzed, reflected upon, and used to develop practice\u003cbr\u003e  \u003cbr\u003e  Stories have the power to \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eCaptivating, moving, and sincere; a beautiful collection of stories of caring leadership practice. Full of dilemmas around boundaries and privacy, ambiguities and ethics, inequities and responsibility, this book illuminates, instructs, and inspires. It will be an eye-opener for anyone skeptical of the hard and necessary work that is caring and that schools and educators do on a daily basis. \u003c\/p\u003e \u003cbr\u003e -- Milena Batanova\u003cbr\u003e\u003cp\u003eWhat an interesting time we are in where a book that feeds the spirit presents a perspective that is both bold and lacking in today’s discourse! Our society’s future lies in our ability to guide the youngest among us towards social and emotional health. We will have left an indelible mark on society if we are able to cultivate in our future leaders with the capacity to be thoughtful, intelligent, kind, and caring. It will take a journey to get there from where we are today. This book should be required reading for the trip. \u003c\/p\u003e \u003cbr\u003e -- John C Borrero\u003cbr\u003e\u003cp\u003eThe voices of these inspiring educators and their stories of hope bring to life how \"caring lies at the heart of schooling\" (p. xii). We are reminded that the little things are the big things. The stories illuminate the power of caring, loving, holding, listening, and being present—physically and psychologically—to and for each other. The storytellers create a tapestry made up of the textures of care in different forms—helping us to move closer together in our relationships and connectedness. Get ready to open your heart and be filled with goosebumps.\u003c\/p\u003e \u003cbr\u003e -- Ellie Drago-Severson\u003cbr\u003e\u003cp\u003eAnyone who has ever worked in a school understands how important caring leadership is for human flourishing. With provocative questions for immediate application, these three highly respected scholars have framed stories that prove that caring leadership is happening in schools right now. The stories told by school leaders themselves are instructive and inspiring. The student artwork is a perfect complement. This book is more than a must-read for educators - it is a pure joy.\u003c\/p\u003e \u003cbr\u003e -- Jon Eckert\u003cbr\u003e\u003cp\u003eThese stories truly capture what is at the heart and soul of good school leadership: authentic and unwavering care. These accounts are inspiring and motivating for anyone beginning, proceeding along, or reflecting on their own journey as a school leader. I’m forever grateful for the gift these authors have given us all. This will be a frequently called upon resource to share with the current and aspiring leaders I support.\u003c\/p\u003e \u003cbr\u003e -- Richard Frank\u003cbr\u003e\u003cp\u003eThe stories in this book remind us that caring is an indispensable quality in teaching and leadership. \u003cem\u003eStories of Caring School Leadership\u003c\/em\u003e is an essential resource for those charged with supporting students and adults for today′s world—and tomorrow′s.\u003c\/p\u003e \u003cbr\u003e -- Kevin Gallick\u003cbr\u003e\u003cp\u003eThis profound and practical book animates the irreplaceable presence of caring necessary for the learning and development of children and youth. Constructed from practitioners’ stories with multiple avenues for access, the moving narratives give examples of why high school parents will flock to conferences, how middle school students were helped to address concerns about a teacher, an elementary child on the autism spectrum was given timely support, an equity committee was formed, and how an organizational context for caring was created.\u003c\/p\u003e -- Robert Garmston\u003cbr\u003e\u003cp\u003e\u003cem\u003eStories of Caring School Leadership\u003c\/em\u003e brings compassionate, caring leadership to life through poignant stories and inspiring artistic expressions. The National Association of Secondary School Principals is committed to supporting gtreat leaders in every school who are committed to the success of each student. The sharing of student artwork lets the reader peer into the hearts of our most vulnerable and most precious assets—our students. This book \"shows and tells\" what school leadership should look like. Congratulations to Mark, Joe, and Karen for bringing authenticity to the vision of school leadership that NASSP finds crucial.  \u003c\/p\u003e \u003cbr\u003e -- Beverly J Hutton\u003cbr\u003e\u003cp\u003eAt times both touching and heartbreaking, this book is a rich source for learning that helps us envision equity -- truly caring about each individual student and valuing their unique set of experiences, assets, and needs. I connected with so many of these stories, and I applaud the authors for embracing the power of stories to bridge the gap between theory and practice. To lead for equity, we must do the internal work to see and recover from our own biases and assumptions about students, teachers, and families. These stories are a powerful tool for connecting though our shared humanity and for co-creating the culturally responsive and just school experiences that will free our young people to flourish.\u003c\/p\u003e \u003cbr\u003e -- Rebecca D. Kaye\u003cbr\u003e\u003cp\u003eThis collection of stories presents an authentic picture of what it means to be a school leader today. As I read the book I cried, laughed, nodded, and said aloud, \"Oh, yeah, that happens, sometimes more than we’ll ever know.\" The storytellers paint a picture of the challenges students face each day that extend beyond their academic success and how school leaders are instrumental in shaping and nurturing schools in which students’ very existence and well-being depend on caring school administrators. This book illustrates the many ways leaders cultivate and model caring within their community to extend collective responsibility for student, staff, and family success. These stories show how vital it is for today’s school leaders to act with compassion and urgency so that all students, staff members, and community members have advocates, are acknowledged, and feel worthy, valued, and cared for. \u003c\/p\u003e \u003cbr\u003e -- Joellen Killion\u003cbr\u003e\u003cp\u003eAs a teacher and principal for nearly twenty years, I highly recommend this book to all educators needing a return to the well that drew us into the profession in the first place. The premise and stories in the book tap into the common thread that unites all educators but is often overlooked—a care for humanity. Smylie, Murphy, and Louis remind us that an ethos of caring is a resilient, sustainable, effective road to the Rome we seek for our students and communities. The stories in the text are perfect for a mid-afternoon reading with leadership teams, faculty, or pre-service teachers as a way to reground ourselves in the work that ultimately matters most. \u003c\/p\u003e \u003cbr\u003e -- Christian Sawyer\u003cbr\u003e\u003cp\u003e\u003cem\u003eStories of Caring School Leadership\u003c\/em\u003e centers us in the reality that our most essential and basic need is to feel known and cared for. It is through our connection to each other that we grow and thrive. This book brings years of research on school leadership to life. It serves as a powerful resource for school leaders as they deepen their commitment to foster caring within their schools. Stories move people and without a doubt the readers of this book will be drawn, moved, and compelled to invest again and again in the students, educators, families and communities that they serve.  \u003c\/p\u003e \u003cbr\u003e -- Sonia Stewart\u003cbr\u003e\u003cp\u003eThis book is a treasure trove of meaningful and beautiful stories that illustrate the power of caring between educators, students, and families. The book begins by defining caring in the context of schools, followed by a cogent argument for why we need to understand and practice caring. At the start of each collection of stories, there is a set of focusing questions to deepen the reader’s engagement with and reflection on the stories. This book would be valuable for the preparation of school leaders, as well as for self-study and professional development.\u003c\/p\u003e \u003cbr\u003e -- Megan Tschannen-Moran\u003cbr\u003e\u003cp\u003eThis collection of stories demonstrates the importance of building caring relationships with children and their families in order to create a school culture where learning can take place.  You will find examples of how school leaders show students and their families empathy, kindness, and compassion. This book is a must read for educators who want to see the Professional Standards for Educational Leaders brought to life.\u003c\/p\u003e \u003cbr\u003e -- Jacquelyn Wilson\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Illustrations Preface Acknowledgments About the Authors Introduction: Caring School Leadership Collection I:  Stories of Being Caring in Relationships with Students    Introduction    Questions for Reflection and Discussion Stories From PreK and Elementary Schools    1. Walk You to School?    2. Terry    3. Ana    4. I Don’t Have a Knife    5. Opening Up    6. Had It Gone a Different Way    7. Three Musketeers    8. Fever Free and Smiling    9. Now What Do I Do?    10. Sheila    11. Pizza and a Football    12. Connecting    13. Two Yearbooks    14. The Lunchroom Stories From Secondary Schools    15. Minister of Presence    16. Sue Knows She Is Loved    17. What’s Going on With Renee?    18. Promise    19. Red Sneakers    20. Nate    21. Patrick    22. Four Years With That Student    23. On the Bus Ramp    24. Giving and Taking the Chance    25. You Just Gotta Be Calm    26. Not Giving Up    27. The Last Leg    28. I’ve Got Your Back    29. Toss and Turn    30. Authentic Care    31. Jason    32. Let Me Work on That    33. The Business Card    34. Not All Who Wander Are Lost    35. Not Too Tired to Be Caring    36. Swimming Upstream    37. Try This    38. The Tux    39. Breaking the Law    40. No Pity, Just Care    41. It’s Because My School Family Loves Me    42. Natalie    43. Our Collective Responsibility    44. Bicycle Built for Two Collection II: Stories of Cultivating Schools as Caring Communities    Introduction    Questions for Reflection and Discussion Stories From Elementary Schools    45. We Like the Egg Chairs    46. Hear My Message, Not My Tone    47. Family Connect Time    48. Our Transformation    49. Dots    50. Season of Giving    51. Evaluating Faculty With Challenge and Support    52. Coaching With Care    53. Accepting Your Feelings    54. Seth    55. Learning Together    56. Helping a Teacher Build Relationships With Students    57. Buddy Bench    58. 360 Degrees of Caring    59. The Results Are In    60. Always There for Me    61. Lunch With the Principal    62. School Welcomes Stories From Secondary Schools    63. We Choose Relationships    64. Small Steps    65. Getting You Ready to Walk    66. Student Advocates    67. Grab a Sandwich    68. Welcome to Refugee High    69. Do We Really Know?    70. Setting Rules and Policies    71. No One Graduates Alone    72. Responding to the Crises    73. Good Works Toward Each Other    74. Fostering a Caring Faculty Culture    75. Promoting Safety and Community Through Near Peer Mentoring    76. When It Is Actually Not Easy    77. Mama Bears    78. Celebrating Matt    79. Everyone Has a Voice    80. Our Work Is Really All About Caring    81. A More Inclusive Culture    82. Enforcing the Norms    83. True Safety    84. Gail and Her Girls    85. Our Food Pantry Collection III: Stories of Fostering Caring in Families and Community    Introduction    Questions for Reflection and Discussion    86. Engaging Parents in Equity Dialogues    87. The Fire    88. Family Support    89. This School Is Here for You    90. An Open Letter to Parents of Children Throughout New York State Regarding Grades 3–8 Testing    91. Community Career Fairs and Pop-Up Food Banks    92. Born and Bred    93. We Are Going to Be Together in This    94. My Mom Is in Trouble    95. We Just Couldn’t See It    96. Our Next Mayor    97. Promoting Early Childhood Education in Families and the Community    98. Visiting With the Kids    99. Parent University    100. What Can We Do? 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The second edition of \u003cem\u003eEvocative Coaching\u003c\/em\u003e helps skillful coaches develop trust and unearth the values and fears that both motivate and block teachers from achieving all that they hope.\u003c\/p\u003e  \u003cp\u003eUsing the LEAD (listen, emphasize, appreciate, and design) process\u003cstrong\u003e\u003cem\u003e, \u003c\/em\u003e\u003c\/strong\u003eEvocative Coaches take a partnership role, ask questions, and co-create designs. This person-centered, no-fault, strengths-based model is grounded in adult learning theory and positive psychology and emphasizes the emotional intelligence needed to establish trust. The hands-on guide for coaching practitioners works with other coaching models and \u003c\/p\u003e  \u003cp\u003e is grounded in extensive research\u003c\/p\u003e  \u003cp\u003e includes real-life vignettes and s\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"Evocative Coaching \u003cem\u003eis a refreshing approach that will get many coaches excited. \u003c\/em\u003e\u003cem\u003eIt dials down to the basic building block of the coaching process that sometimes gets forgotten - the construction of a trusting relationship between the coach and their learning partner.  \u003cem\u003eIt fosters positivity, amplifies current strengths, and focuses on human connection with a learning partner\/coachee, which is a change from the data-crunching, nuts-and-bolts setup of some coaching styles.\u003c\/em\u003eThis is an approach that will help instructional coaches to re-focus and work on their interpersonal skills and the methods they use within their coaching sessions\u003c\/em\u003e.\" -- Mike Melie\u003cbr\u003e\"\u003cem\u003eIn \u003c\/em\u003eEvocative Coaching\u003cem\u003e, \u003cem\u003ethe authors model how a coach can stay completely respectful of a teacher while also continuing to find ways to support a teacher in experimenting with and implementing stronger practices. Using the LEAD Model, \u003cem\u003ealong with helpful sample coaching conversations and real-life vignettes, authors have created a \u003cem\u003elogical and intuitive resource.\"\u003c\/em\u003e\u003cbr\u003e \u003c\/em\u003e\u003cbr\u003e . \u003c\/em\u003e\u003cbr\u003e \u003c\/em\u003e -- Kendra Hanzlik\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\"T\u003cem\u003ehis book is a must read.  It is a must read because it shares wisdom and big heart of the authors.  Throughout the book they echo the sentiments of Emerson.. \"to find the beauty in others; to leave the world a bit better whether by a healthy child, a garden patch, or a redeemed social condition\u003c\/em\u003e.\"\u003c\/p\u003e \u003cbr\u003e -- Jim Thompson\u003cbr\u003e\"Evocative Coaching \u003cem\u003epresents\u003c\/em\u003e\u003cem\u003e the next level of coaching and speaks more to how to get a teacher to find the answers within themselves and provide the space for a teacher to explore while taking risks within their instructional practices.\u003c\/em\u003e\"\u003cbr\u003e -- Frank Chiki\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface Acknowledgments About the Authors Chapter 1: Introduction to Evocative Coaching    The Dynamic Dance of Evocative Coaching: LEAD    The Five Concerns of Coaching    The Power of Evocative Coaching    Coaching from a Variety of Roles    Key Points in This Chapter    Questions for Reflection and Discussion Chapter 2: Coaching Presence    Lessons from a Horse Whisperer    Fostering Trust and Rapport    Holding the Coaching Space    Conveying Coaching Presence    Creative Energy Check-In    The First Coaching Session    Key Points in This Chapter    Questions for Reflection and Discussion Loop 1: The No-Fault Turn Chapter 3: Listen for Stories    The Power of Story    Evoking Teacher Stories    Attentive Listening    Imaginative Story Listening    Key Points in This Chapter    Questions for Reflection and Discussion Chapter 4: Empathize for Connection    Understanding Empathy    Leading with Heart    The Language of Compassion    The Golden Sigh    Key Points in This Chapter    Questions for Reflection and Discussion Loop 2: The Strengths-Building Turn    The Learning Brief Chapter 5: Appreciate Strengths    The Principles of Appreciative Inquiry    SOAR—Illuminating the Best of What Is and What Might Be    Key Points in This Chapter    Questions for Reflection and Discussion Chapter 6: Design-Thinking    Designing SMARTER Experiments    Choreographing the Coaching Dance    Key Points in This Chapter    Questions for Reflection and Discussion Chapter 7: The Dynamic Flow of Change    Getting into Flow    Managing Clouds, Wind, and Thunder    Rolling with Resistance    Honoring Ambivalence    Exploring Culture Change    Getting out of the Way    Key Points in This Chapter    Questions for Reflection and Discussion Chapter 8: The Reflective Coach    Hearing Our Own Story    Self-Empathy    Inquiring Into Our Own Professional Practice    Design Our Own Smarter Experiments    Professional Coaching Code of Ethics    Conclusion    Key Points in This Chapter    Questions for Reflection and Discussion Appendix: Evocative Coaching Principles, Questions, and Reflections References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738195439959,"sku":"9781071805336","price":30.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071805336.jpg?v=1723811809"},{"product_id":"onyourfeet-guide-understanding-plc-9781071810231","title":"OnYourFeet Guide Understanding PLC","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eEach On-Your-Feet Guide is laminated, 8.5”x11” tri-fold (6 pages), and 3-hole punched. \u003cp\u003eUse the On-Your-Feet Guides\u003c\/p\u003e\u003cul\u003e\u003cli\u003e\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738197963095,"sku":"9781071810231","price":15.37,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071810231.jpg?v=1723811811"},{"product_id":"collective-leader-efficacy-9781071813720","title":"Collective Leader Efficacy","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eNot just another book on leadership teams\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eFor school teams to succeed, they need leadership, independence, meaningful collaboration, and a shared conviction that they have real power to enact actual change. Educators know this, but they often lack an inquiry process that creates a community of learning leaders that is capable of deep collective impact on student learning and wellbeing.\u003c\/p\u003e  \u003cp\u003eIn this research-based, hands-on guidebook, school leadership coach Peter DeWitt introduces eight key drivers to integrating teacher and leader efficacy (mindset, well-being, context beliefs, working conditions, professional learning, organizational commitment, skills, and confidence) and harnesses it with a process to help you focus on the nuances of instruction and teaming to develop powerful collective leader efficacy.\u003c\/p\u003e  \u003cp\u003eReaders will find:\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eActivities and strategies designed to build collective efficacy in instructional teams and foster leadership and interdependence among teachers\u003c\/li\u003e      \u003cli\u003eTheories of action to focus team efforts and how to create your own\u003c\/li\u003e      \u003cli\u003eTools, reflection prompts, and guiding questions to help you define your desired outcomes and the steps necessary to get there\u003c\/li\u003e  \u003c\/ul\u003e  \u003cp\u003eWith this book and the research within it, your instructional leadership team will develop a learner's mindset, a collective commitment to improvement, and a shared process for inquiry and continual growth so you can nurture greater impact together.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eIn this excellent book, Peter DeWitt demonstrates how instructional leadership teams can have a greater impact on student learning. Offering a balance between research and practice, DeWitt shows, for example, how the mindsets both of individuals and of their teams can help them meet challenges and achieve that impact. As an experienced teacher, principal, worldwide consultant, and writer, DeWitt speaks with authority and wisdom. -- Carol Dweck * Stanford, CA *\u003cbr\u003eCollective efficacy has a powerful impact on leaders, teachers, and students, but it is hard to implement. DeWitt teases out the key skillsets and mindsets needed: understanding one another, collaborating, and evaluating impact. He addresses the critics and shows more than a correlation of successful students and teachers; DeWitt proves that actively implementing a culture of collective efficacy leads to higher levels of satisfaction, greater impact on students, and successful implementation across the school. This is not only a \"how to\" book, but also is grounded firmly in evidence, and a pleasure to read. -- John Hattie * Melbourne, Victoria, Australia *\u003cbr\u003eInsightful and practical—this book is a must read for formal and informal school leaders as well as leadership teams who aspire to improve outcomes for all students. DeWitt combines research and field experience in order to demonstrate specific ways to strengthen commitment, collaboration, and confidence among members of leadership teams in schools. This book is timely, relevant, and an important contribution to the literature on collective efficacy. -- Jenni Donohoo\u003cbr\u003eInstructional leadership teams play a vital role in supporting learning in schools. They are especially important during this time of rapidly changing expectations. In this book, Peter DeWitt applies the theory of collective efficacy to these instructional leadership teams, outlining eight important contributors. Including student councils as part of a school’s leadership is a fresh new approach. -- Megan Tschannen-Moran * Williamsburg, VA *\u003cbr\u003eThis book will challenge leaders and make a difference for children. It offers a pragmatic, research-based approach to building the collective\u003cbr\u003e efficacy of leaders in all roles in a school with intention and commitment to relationship building, collaboration, data collection, and action research toward measurable outcomes. \u003cbr\u003e \u003cbr\u003e The pandemic pivot highlighted the need for collective leader efficacy as foundational and essential in responding to the changing parameters and dynamics of our new reality in education. It will likely never look the same and this is the right focus at the perfect\u003cbr\u003e time. \u003cbr\u003e \u003cbr\u003e The skills are built toward the development of a theory of action model logically and on the shoulders of great practitioners and\u003cbr\u003e scholars. The learning, digesting, and applying to practice model is transformative. \u003cbr\u003e \u003cbr\u003e The contributors to CLE are clear and built on the foundation of mindset and well-being. In that environment, the other contributors are enhanced. -- Janice White * Troy, NY *\u003cbr\u003eCollective leader efficacy is a new concept that Peter proposes to consider how leadership teams can work together to make a difference in the lives of students. While there are many books on the nature and change of school leadership, this book makes a difference with its practitioner-oriented approach. Not only does it propose a new concept that extends our thinking on leadership towards its collective impact, but it sets out the individual dimensions that shape this practice in a very practical way. For each dimension that contributes to collective leader efficacy, it lays out the theory of change, provides bibliographical resources, guiding questions and activities that educational leaders can use to reflect on how to improve their practice. A very practical resource for educational leaders internationally which is valuable in the current times of uncertainty and change -- Beatriz Pont * Senior Education Policy Analyst, OECD Directorate for Education and Skills, Paris, France *\u003cbr\u003eDeWitt straddles the ground between collective efficacy, instructional leadership, and distributed leadership. The book is packed to the rafters with practical exercises, tools, and protocols that will help you to get (meaningfully) busy at enhancing the learning lives and well-being of children. You will not be handed silver bullets or magic beans, but you will find much to support deep impact. -- Arran Hamilton * Group Director, Education Cognition Education Ltd., Kuala Lumpur, Malaysia *\u003cbr\u003eWe have known for quite some time that collective teacher efficacy is a powerful influence on student learning. Before we can expect teachers to focus on building their capability though, we first need school leaders and leadership teams that believe that: 1) this is possible; 2) it is their responsibility to nurture, and; 3) have the skills and capabilities to do so. Put simply we need Collective Leader Efficacy! In this book, Peter DeWitt draws upon research and personal practice to create a compelling narrative in support of deliberately and intentionally building collective leader efficacy (CLE). This is a book I will be both referring to and recommending to colleagues well into the future. -- Timothy O’Leary * Former School Leader, Education Consultant *\u003cbr\u003eAs a researcher, academic and experienced school leader, DeWitt offers a refreshing approach and insight into leadership in schools. The structure of the chapters takes you on the journey of learning, experience and always draws it back to key questions\/reflections and actionable steps.\u003cbr\u003e \u003cbr\u003e DeWitt presents models in clear language to meet all busy school leaders. He gets it. He understands the complexities and multiple relationships in schools. This book is highly suitable for any school leader in any country. Many leadership books can leave you inspired but with no idea or time to apply it. This book is different—you will be inspired and empowered to leave with strategies, models, and activities that actually work! -- Anne-Marie Duguid * Director Empowering Education Partnership, London, UK *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgments About the Author Foreword by Michael Fullan Vocabulary terms Introduction SECTION I: RESEARCH Chapter 1: Collective Leader Efficacy SECTION II – CONTRIBUTORS FOR COLLECTIVE LEADER EFFICACY Chapter 2: Developing a Leadership Mindset Chapter 3: Mental Health \u0026amp; Wellbeing Chapter 4: Context Beliefs Chapter 5: Working Conditions Chapter 6: Professional Learning and Development Chapter 7: Organizational Commitment Chapter 8: The Skills to Work in Collectives Chapter 9: The Confidence to work in collectives SECTION III – DELIBERATE PRACTICE AND PROCESS Chapter 10: What Components Define an Instructional Core? Chapter 11: Instructional Leadership Team’s Cycle of Inquiry Chapter 12 – Focus for Improvement Appendix 1 – Instructional Leadership Team: Request for Inclusion on the Team Appendix 2 – Activity: Cultivating Mindsets of Collaboration Appendix 3 – Weekly Log: Where Do You Spend Your Time? Appendix 4 – Learning Walk Form Appendix 5 – Guiding Questions 1- 4 Appendix 6 – Timetable Checklist Appendix 7 – Purpose Statements 1-3 Appendix 8 – Inquiry Questions 1-3 Appendix 9 – Theories of Action 1-3 Appendix 10 – Theory of Action Evidence Templates Appendix 11 – Blank Template Program Logic Model References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738199994711,"sku":"9781071813720","price":30.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071813720.jpg?v=1723811812"},{"product_id":"difference-making-at-the-heart-of-learning-9781071814857","title":"Difference Making at the Heart of Learning","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eYour students will change the world!\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eToday's learners know they face a complex future. They yearn to live in a world where people are working with purpose, leading with character and making a difference. Learning to identify problems and use smart tools to develop meaningful solutions will help them make a difference in their families, their communities and for society. \u003c\/p\u003e  \u003cp\u003eThey need your help. This inspirational, yet practical guide shows educators how to build on students' own talents and interests to develop their desire for a better world, entrepreneurial mindset and personal leadership skills. Features include:\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eNew learning priorities centered around making a difference\u003c\/li\u003e      \u003cli\u003eA framework based on the 25 most important issues of our time\u003c\/li\u003e      \u003cli\u003eExamples and case studies from a diverse range of projects, people, and places\u003c\/li\u003e  \u003c\/ul\u003e  Students learn more when they feel a sense of purpose. With adults like y\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eA clarion call for helping students build purpose, passions, and how they will contribute into schooling, which is critical if we are to enable all children to fulfill their human potential--and our societal possibilities.\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eMichael B. Horn\u003c\/p\u003e \u003cp\u003eCo-founder, Clayton Christenson Institute for Disruptive Innovation\u003c\/p\u003e Author, \u003cem\u003eChoosing College\u003c\/em\u003e and \u003cem\u003eBlended\u003c\/em\u003e -- Michael B. Horn, Co-founder, Clayton Christenson Institute for Disruptive Innovation, and Author, Choosing College and Blended\u003cbr\u003e\u003cem\u003eVander Ark and Liebtag prove that the future of learning already is with us. It just happens to be scattered. Read this compelling and inspiring account of how ‘difference making and learning’ is at the heart of human purpose, and ask yourself what you can do in your own community to make learning have new and deep meaning. There has never been a time where our combined effort to change the fundamental of learning is so urgently needed.\u003cbr\u003e ?\u003c\/em\u003e \u003cp\u003eMichael Fullan\u003c\/p\u003e \u003cp\u003eProfessor Emeritus, OISE\/University of Toronto\u003c\/p\u003e -- Michael Fullan, Professor Emeritus, OISE\/University of Toronto\u003cbr\u003eDifference Making at The Heart of Learning \u003cem\u003ebeautifully illustrates an educational vision that is simply common sense: If we want to improve the world, we must put that mission at the heart of the learning experience. When students are getting smart to do good for others, they care more, they work harder, and they become better human beings. This book shares inspiring examples from schools and systems all over the world that connect academic learning to civic contribution and the development of ethical character. What could be more important?\u003cbr\u003e ?\u003c\/em\u003e \u003cp\u003eRon Berger\u003c\/p\u003e \u003cem\u003eChief Academic Officer, EL Education\u003c\/em\u003e -- Ron Berger, Chief Academic Officer, EL Education\u003cbr\u003e\u003cem\u003eIn a time crisis, Vander Ark and Liebtag’s latest book poses an urgent question: ′What if learning experiences were focused on making a difference in the world?′ The book profiles more than 50 schools where students seek to find the difference they want to make and acquire the skills and knowledge they need along the way. Much more than a powerful call to action, this book represents a turning point in how we think about the purpose of education.\u003cbr\u003e \u003c\/em\u003e \u003cp\u003eTony Wagner\u003c\/p\u003e Best-selling author, \u003cem\u003eThe Global Achievement Gap\u003c\/em\u003e and \u003cem\u003eCreating Innovators\u003c\/em\u003e -- Tony Wagner, Best-selling author, The Global Achievement Gap and Creating Innovators\u003cbr\u003eEducation is on a journey of transformation and for the past decade Tom VanderArk and Emily Liebtag have been two of the very best guides. In their new book, they offer ‘creating difference makers’ as a meaningful vision for the future of education and in doing so not only provide a valuable roadmap but a powerful destination.\u003cbr\u003e ?Ken Kay, Co-founder, P21 and Edleader21 \u003cbr\u003e ?Co-author, \u003cem\u003eThe Leaders Guide to 21st Century Education\u003c\/em\u003e and \u003cem\u003eBold Moves for 21\u003csup\u003est\u003c\/sup\u003e Century Leaders\u003c\/em\u003e  -- Ken Kay, Co-founder, P21 and Edleader21; Co-author, The Leaders Guide to 21st Century Education and Bold Moves for 21st Century Leaders\u003cbr\u003e\u003cem\u003eFrom global pandemics to income inequality, the world faces unprecedented challenges. Today’s students may be ones to find a better way forward—but only if they develop their potential as problem solvers and change makers. In this book, Tom Vander Ark and Emily Liebtag share a hopeful and timely message about what school can be when the focus shifts from content coverage to leadership, problem solving, and community connections. Plentiful examples from diverse contexts show young people learning by stepping up, taking action, making a difference.\u003cbr\u003e \u003c\/em\u003eSuzie Boss \u003cp\u003eProject-based learning advocate\u003c\/p\u003e \u003cem\u003eAuthor, \u003cem\u003eAll Together Now: How to Engage Your Stakeholders in Reimagining School\u003c\/em\u003e\u003c\/em\u003e -- Suzie Boss, Project-based learning advocate, Author, All Together Now: How to Engage Your Stakeholders in Reimagining School\u003cbr\u003e\u003cem\u003eWe all know that the current way of doing school needs an overhaul. This book provides inspiring examples and a compelling vision to put student contribution at the heart of learning. What a refreshing read!\u003cbr\u003e ?\u003c\/em\u003e \u003cp\u003eJulie H. Stern\u003c\/p\u003e \u003cp\u003eCo-founder, Education to Save the World\u003c\/p\u003e \u003cp\u003eAuthor, \u003cem\u003eTools for Teaching Conceptual Understanding\u003c\/em\u003e and \u003cem\u003eVisible Learning for Social Studies\u003c\/em\u003e \u003c\/p\u003e -- Julie H. Stern, Co-founder, Education to Save the World; Author, Tools for Teaching Conceptual Understanding and Visible Learning for Social Studies\u003cbr\u003e\u003cp\u003e\u003cem\u003eWe too often focus solely on the what and hows of school; Difference Making at the Heart speaks to our collective WHY for school and community. It’s equal parts inspiration to effect change and an actionable playbook to make a difference. Even reading by myself, I felt connected and bonded; I felt the urgent call to action and I felt surrounded by others feeling the same. \u003cbr\u003e ?\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003eGrant Knowles, Innovation Coordinator\u003c\/p\u003e \u003cp\u003eHamilton County Schools\u003c\/p\u003e \u003cp\u003eChattanooga, TN\u003cem\u003e\u003cstrong\u003e \u003c\/strong\u003e\u003c\/em\u003e\u003c\/p\u003e -- Grant Knowles, Innovation Coordinator, Hamilton County Schools\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword Preface Thanks to Difference Makers About the Authors Introduction Part I: We’re All in This Together Chapter 1: A New Mutuality    Dislocation and Concentration    Curbing the Misuse of Smart Machines    New and Different Challenges    The New Mutuality    No Better Time to Make a Difference Chapter 2: We Thrive by Contributing    Contribution Is Ancient Wisdom    Teaching Civic Virtues    What If Impacting the World Was the Goal?    Difference Making Is Motivating    The Psychology Behind Making a Difference    Difference Making Is Easier Than Ever    The Coming Social Economy    Contribution Builds Communities Chapter 3: Earth Owner’s Manual    Driving Questions    25 Most Important Issues of Our Time    How to Get Started Part II: Everyone Has a Big Next Step Chapter 4: Learning to Lead    New Priorities    Equity at the Heart of Leadership    Building Personal Effectiveness    Developing Agency    Cultivating Global Citizenship    Entrepreneurial Mindset    Exercising Collaboration    Design Thinking    New Priorities Power Community Change Chapter 5: Purpose Powers Contribution    On Calling    Passion as a Skill Chapter 6: Communities of Contribution    Leadership and Service    Technology and Design    Health, Food, and Nature    Entrepreneurship    The Arts    The Emerging Social Economy Part III: Difference Making: Schools Alive With Possibility Chapter 7: A New History    A Return to Place and Purpose Chapter 8: Contribution at the Core    Difference Making as the Priority    Time and Support for Difference Making    Community-Connected Contribution    Difference Making With an Equity Commitment    Educators as Difference Makers Chapter 9: Colleges for Contribution    The College Identity Crisis    Enabling Contribution in Health Sciences    The Case for Contribution in College    The University of Difference Making    Engineering for Impact    Climate Action    Learn and Earn    New Roads to Contribution Conclusion Bibliography Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738200224087,"sku":"9781071814857","price":22.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071814857.jpg?v=1723811811"},{"product_id":"the-taking-action-guide-for-the-governance-core-9781071819012","title":"The Taking Action Guide for the Governance Core","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cstrong\u003e\u003cem\u003ePractical resources for building cohesive governance teams\u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  As a supplement to the best-selling \u003cem\u003eThe Governance Core,\u003c\/em\u003e this practical guide will help trustees and superintendents adopt a governance mindset and partnership that creates coherence throughout the district. With a systems thinking approach, the authors provide readers with the strategies and tools needed to build cohesive teams and engage in deeper learning and decision making. \u003cem\u003eThe Taking Action Guide for the Governance Core\u003c\/em\u003e offers readers:\u003cbr\u003e  \u003cbr\u003e   a deeper understanding of core governance and how to build it\u003cbr\u003e   a planning guide to help new trustees get started\u003cbr\u003e   protocols and sample agendas for focusing on strategy and systems during open board meetings\u003cbr\u003e  \u003cbr\u003e  Educational leaders will find this guide offers them a foundation for building strong, flourishing school districts that are equipped to adapt to and meet the daunting challenges of our time.\u003cbr\u003e  \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAuthors’ Note About the Authors Taking Action Guide Overview How to Use This Guide Module Content and Learning Processes At a Glance Module 1: Moral Imperative and the Governance Core    1.1: Quote Share    1.2: Quick Write    1.3: Say Something    1.4: Think-Pair-Share    1.5: The 3-2-1    Governance Core Planning Guide    Personal Reflections Module 2: Governance Mindset    2.1: Governance Mindset Reflection    2.2: Jigsaw    2.3: What? So What? Now What?    2.4: The 5 R’s: Read, Record, Retell, Relate, and Reflect    2.5: Governance Working Styles    Governance Mindset Progression    Governance Core Planning Guide    Personal Reflections Module 3: Governing With Coherence    3.1: The 4 Corner Placemat    3.2: S.T.A.R.    3.3: Go to the Wall    Governance Coherence Progression    Governance Core Planning Guide    Personal Reflections Module 4: Governance Culture    4.1: Developing Governance Principles    4.2: Establishing Governance Norms    4.3: Developing Governance Protocols    Governance Culture Progression    Governance Core Planning Guide    Personal Reflections Module 5: The Governance Job    5.1: Deep Dive    5.2: Governance Reflection    Governance Job Progression    Governance Core Planning Guide    Personal Reflections Module 6: Governance Tools    6.1: The 3 P’s: Purpose, Positives, and Plan    Governance Core Planning Guide    Personal Reflections Module 7: Welcoming New Trustees    7.1: Protocol Planning    7.2: Turn and Talk    Governance Core Planning Guide    Personal Reflections Module 8: Rising to the Occasion    8.1: The 4 A’s: Assumptions, Agreements, Arguments, and Action    Consolidating the Governance Core Planning Guide    Personal Reflections Appendix 1: The Board Planning Calendar: What? Why? How? When? Appendix 2: Board Planning Calendar Governance Tool Worksheet Resources","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738201796951,"sku":"9781071819012","price":23.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071819012.jpg?v=1723811813"},{"product_id":"becoming-an-evocative-coach-9781071820148","title":"Becoming an Evocative Coach","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cstrong\u003eCoaching Teachers and Leaders to Greatness\u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  Research shows that coaching is the best way to bring about robust change in both instructional and leadership practices. Coaching becomes evocative when it is a person-centered, strengths-based model grounded in adult learning theory, focused on growth.\u003cbr\u003e  \u003cbr\u003e  Designed as a companion to both Evocative Coaching: Transforming Schools One Conversation at a Time, 2nd Edition and Evoking Greatness: Coaching to Bring Out the Best in Educational Leaders, this guide will allow coaches to reflect on their learning and put evocative coaching strategies into practice. Readers will learn how to:\u003cbr\u003e  \u003cbr\u003e   Follow the LEAD (listen, emphasize, appreciate, design) process to become a partner in professional learning\u003cbr\u003e   Engage in coaching conversations as they develop evocative coaching skills through various activities that invite reflection\u003cbr\u003e   Develop instructional coaching and leadership skills that foster innovation\u003cbr\u003e  \u003cbr\u003e  This interactive guide is meant to be used by participants of an evocative coaching workshop, members of a book study group or PLC, a self-study reader, or anyone who wants to coach teachers and leaders to greatness.\u003cbr\u003e  \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Megan Tschannen-Moran Chapter One: Practice for Chapter One    Activity 1.1 Interview    Activity 1.2 Adult Learning Reflection    Activity 1.3 Adult Learning Characteristics    Activity 1.4 Coaching Demonstration    Activity 1.5 Coaching Demonstration for LEAD    Activity 1.6 Coaching Platform Chapter Two: Practice for Coaching Presence    Activity 2.1 Coach as Whisperer    Activity 2.2 Exploring Trust    Activity 2.3 Brainstorming    Activity 2.4 Creative Energy Check In    Activity 2.5 Reflection without Judgment    Activity 2.6 Importance of Trust    Activity 2.7 Coaching Energies    Activity 2.8 Coaching Practice    Activity 2.9 Coaching Presence Chapter Three: Practice for Listen for Stories    Activity 3.1 Mindful Listening    Activity 3.2 Story Listening    Activity 3.3 Quiet Listening    Activity 3.4 Reflective Listening    Activity 3.5 Imaginative Listening Chapter Four: Practice for Empathize for Connection    Activity 4.1 Observations without Evaluation    Activity 4.2 Distinguishing Feelings from Thoughts    Activity 4.3 Distinguishing between Needs and Strategies    Activity 4.4 Feelings and Needs    Activity 4.5 Empathy Statements    Activity 4.6 Restating Causal Attributions    Activity 4.7 Compassionate Listening Interview Interlude: The Learning Brief    Activity - Learning Brief Template Chapter Five: Practice for Appreciate Strengths    Activity 5.1 Appreciative Inquiry    Activity 5.2 Appreciative Inquiry Principles    Activity 5.3 SOAR Chapter Six: Practice for Design for Action    Activity 6.1 Hypothesis    Activity 6.2 Relevance    Activity 6.3 Strategies    Activity 6:4 Data Collection    Activity 6.5 Confidence Level    Activity 6.6 A Complete Coaching Conversation Chapter Seven: Practice for the Dynamic Flow of Change    Activity 7.1 Flow    Activity 7.2 Environmental Factors    Activity 7.3 Immunity to Change    Activity 7.4 Coaching Traps Chapter Eight: Practice for the Reflective Coach    Activity 8.1 Reflecting on Action    Activity 8.2 Feedback    Activity 8.3 VIA Strengths Survey    Activity 8.4 Cultivating Strengths    Activity 8.5 Your New Coaching Platform Resources References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738201829719,"sku":"9781071820148","price":17.09,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071820148.jpg?v=1723811814"},{"product_id":"breakthrough-leadership-9781071824412","title":"Breakthrough Leadership","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eNow is the time for\u003cem\u003eBreakthrough Leadership\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eThis book was borne out of urgency. We face the consequences of a raging pandemic, coupled with an unprecedented call to end racial injustice. COVID-19 has exposed longstanding structural inequities, while at the same time offering a rare breakthrough opportunity to dismantle inequitable systems that have harmed our most marginalized students for generations.\u003c\/p\u003e  \u003cp\u003e\u003cem\u003eBreakthrough Leadership\u003c\/em\u003eis rooted in moral courage and calls us to\u003cem\u003eact upon\u003c\/em\u003eanew discovery,or epiphany about a fundamental truth that challenges previous beliefs.\u003c\/p\u003e  \u003cp\u003eWhile this book\u003cem\u003e\u003c\/em\u003eoffers examples of schools that were beating the odds pre-COVID-19 as well as strategies for\u003cem\u003echanging\u003c\/em\u003ethose odds in the future.\u003cem\u003eBreakthrough Leadership\u003c\/em\u003ealso\u003cem\u003e\u003c\/em\u003espotlights professionals now leveraging crises like this to shape local and national priorities toward a more equitable and healthy society for our children in o\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"With all its devastation, COVID-19 also presents the opportunity of the century to transform the public education system that, to say the least, has become stalled and stagnant in the past 50 years. The good news is that there are strong pockets of pent-up desire and frustration to develop new learning that engages students in the demands of the 21st century. Among other problems, inequity has worsened over the past 20 years despite substantial increased budgets and rhetoric to the contrary. \u003c\/em\u003eBreakthrough Leadership \u003cem\u003emakes a significant contribution to our next phase, which must be one of definable and targeted transformation of equity-based kerning. This book meets the challenge in two significant ways. First, it advocates a bold and specific vision. while at the same time is detailed in the specific strategies and actions that need to be taken in the face of COVID-19 related fallout. Second, aside from its revolutionary timeliness, the virtue of\u003c\/em\u003e Breakthroug\u003cem\u003eh is that is stems from grass roots practice and practitioners. Any solution to our present problems must be relentlessly bottom up. This collection represents a strong contribution to the growing post-COVID movement that is vital for the immediate future of public education.\"\u003c\/em\u003e -- Michael Fullan, Professor Emeritus\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Pedro A. Noguera Acknowledgments About the Authors Chapter 1. Out of the Crisis Chapter 2. Breakthrough Leadership Chapter 3. The First Hundred Days: A Pandemic Reentry Plan Chapter 4. Relational Trust as a Foundation for the Equitable Learning Community Chapter 5. Principle 1—The Pillars of an Equitable Learning Community: Mission, Vision, Values, and Goals Chapter 6. Principle 2—Ensuring Achievement for All Students: Comprehensive Systems for Prevention and Intervention Chapter 7. Principle 3—Data-Based Decision Making for Continuous Improvement Chapter 8. Principle 4—Collaborative Teaming Focused on Curriculum, Instruction, and Assessments Chapter 9. Principle 5—Meaningful Engagement With Families and Community Chapter 10. Principle 6—Building Sustainable Leadership Capacity Index\u003c\/p\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738202714455,"sku":"9781071824412","price":29.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071824412.jpg?v=1723811814"},{"product_id":"the-daily-sel-leader-9781071830857","title":"The Daily SEL Leader","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cstrong\u003e\u003cem\u003eEveryone in your school community benefits when you invest in YOU.\u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  Social-emotional learning is one of the hottest education topics today. Most of the focus, however, has been at the student level. The truth is that school leaders can't implement social-emotional learning effectively if they don't deeply understand it for themselves.\u003cbr\u003e  \u003cbr\u003e  A deeper, renewed self-awareness and understanding of your own and others' emotional needs is the key to promoting social-emotional learning across your school. Exploring and mastering core social and emotional competencies a little at a time with the help of this guide fits perfectly with the daily demands of being a school leader, team leader, or classroom leader. Using the core CASEL skills presented in six modules, this guided journal will help you:\u003cbr\u003e  \u003cbr\u003e  \u003cul\u003e      \u003cli\u003eBecome more self-aware of what each CASEL skill means for leadership\u003c\/li\u003e      \u003cli\u003eBuild stronger relationships throughout schools, classrooms, and communities\u003c\/li\u003e      \u003cli\u003eIncrease credibility and approachability\u003c\/li\u003e      \u003cli\u003eEngage stakeholders confidently\u003c\/li\u003e  \u003c\/ul\u003e  \u003cbr\u003e  Because human growth and leadership go hand in hand, meeting students, teachers, and colleagues where they are at emotionally will begin a ripple effect and leave a lasting impact on your learning community. To do that, however, you must first focus on developing your own SEL skills.\u003cbr\u003e  \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis easy-to-use and well-researched journal will definitely guide leaders to grow their SEL skills. I am eager to begin using \u003cem\u003eThe Daily SEL Leader\u003c\/em\u003e. Leaders who use it are going to be inspired to learn more about SEL, which will positively affect their relationships with students, staff,  the community and, most importantly, themselves. I can′t wait to see the impact!\u003c\/p\u003e -- Claudia Frandsen * Director of Leadership Support Services SEL Community of Practice Coordinator, Curriculum \u0026amp; Instruction, Ventura County Office of Education, Camarillo, CA *\u003cbr\u003e\u003cp\u003eAs the importance of everyday Social Emotional Learning is being understood by more educational stakeholders, we are finding that adults need the tools to practice social and emotional competencies in order to model them in their classrooms and with students. The authors have developed a wonderful resource for educators to use that provides them with real world examples and practices that will accelerate the adoption of these crucial skills. I highly recommend this book for educators who want to advance their practices of social and emotional competencies.\u003c\/p\u003e -- Jennifer Rogers * Founder Rogers Training Solutions, LLC Author, Leading for Change Through Whole-School Social Emotional Learning *\u003cbr\u003e\u003cp\u003eBailey and Weiner have gifted educators with a multi-tool guide in \u003cem\u003eThe Daily SEL Leader. \u003c\/em\u003eReaders are supported through a theory of action, inserting SEL inputs within a continuous improvement cycle, provide daily actions for individuals and teams to practice and strengthen their own SEL competencies and a step-by-step instructional manual on exactly \u003cem\u003ehow\u003c\/em\u003e to integrate social emotional learning competencies into everyday spaces with adults and students. This one is bound to be a repeat read by administrators and teachers alike!\u003c\/p\u003e -- Sara M. Burd * RDT Director of Social Emotional Learning and Counseling, Arlington Public Schools- Arlington, MA Council of Distinguished Educators, National Commission on Social Emotional and Academic Development *\u003cbr\u003e\u003cp\u003eI have supported school leaders for over 20 years, and I have struggled to find a meaningful, ongoing, and frankly, efficient, way to both support principals in their own social emotional well-being and to develop their capacity to develop their teams’ social emotional well-being.  This is an invaluable tool for just that! With short manageable activities, it guides the school leader through a daily practice of reflection and goal setting that builds not only their personal growth but also their professional capacity for developing the social emotional growth of their team.\u003c\/p\u003e -- Hae-Sin Thomas * Former CEO, Education for Change Charter Schools, Aspen Fellow and Lifelong Oakland Quality Schools Advocate, Oakland, CA *\u003cbr\u003e\u003cp\u003e\u003cem\u003eThe Daily SEL Leader\u003c\/em\u003e is a comprehensive and practical resource that will guide educational leaders to understand, practice and model SEL skills. This book is written for educators, by educators. It is insightful, functional and will foster impactful leadership.\u003c\/p\u003e -- Michelle L. Trujillo * Author, Start with the Heart: Igniting Hope in Schools through Social and Emotional Learning *\u003cbr\u003e\u003cp\u003eSocial and emotional learning isn’t just for kids. It’s for all. And in particular, it’s for school leaders, for whom a normal day requires confidently and cheerfully meeting the unexpected. Wise leaders know that we are truly only in charge of our own selves, and that we can achieve tremendous personal growth by fine-tuning our social and emotional skills. Bailey and Weiner’s \u003cem\u003eDaily SEL Leader \u003c\/em\u003eshows the way. As inspiring as it is practical, this is a must-have resource for anyone serious about being a respected, trusted, and cherished educator.   \u003c\/p\u003e -- Julie Lythcott-Haims * New York Times bestselling author of How to Raise an Adult and Real American *\u003cbr\u003e\u003cp\u003eAs a busy school principal, I love the accessibility of \u003cem\u003eThe Daily SEL Leader\u003c\/em\u003e. Written in short, easy to digest modules, this book gives me a daily burst of inspiration, grounding me in the core SEL skills that I seek to deepen in my leadership. The focus on reflection and action is key, helping me cultivate these skills in my daily practice.\u003c\/p\u003e -- Lillian Hsu * Principal of Latitude 37.8, an XQ Super School, Former Principal of High Tech High, Chula Vista, Oakland, CA *\u003cbr\u003eI love that this is a book and reflection journal all in one! It is easy to follow and highlights the major SEL skills leaders need to move the work with a growth mindset. -- Rose Prejean-Harris * SEL Director, Atlanta Public Schools, Atlanta, GA *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgments About the Authors Introduction Module 1: Self-Awareness Week 1.1: Developing Accurate Self-Perception Week 1.2: Strengths of Emotions Week 1.3: Developing Self-Confidence Week 1.4: Developing Self-Efficacy Module 2: Self-Management Week 2.1: Self-Motivation Week 2.2: Goal Setting and Productive Habits Week 2.3: Organizational Skills Week 2.4: Impulse Control Week 2.5: Stress Management Week 2.6: Self-Discipline Module 3: Social Awareness Week 3.1: Perspective Taking Week 3.2: Empathy Week 3.3: Appreciating Diversity Week 3.4: Respect for Others Module 4: Relationship Skills Week 4.1: Communication Week 4.2: Social Engagement Week 4.3: Relationship Building Week 4.4: Teamwork Module 5: Responsible Decision Making Week 5.1: Identifying Problems Week 5.2: Analyzing Situations Week 5.3: Solving Problems Week 5.4: Evaluating Week 5.5: Reflecting Week 5.6: Ethical Responsibility Module 6: Next Steps Appendix A Appendix B References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738204352855,"sku":"9781071830857","price":19.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071830857.jpg?v=1723811816"},{"product_id":"race-resilience-9781071833063","title":"Race Resilience","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eReview, rethink, and redesign racial support systems NOW\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eAs schools engage in courageous conversations about how racialization and racial positioning influences thinking, behaviors, and expectations, many educators still lack the resources to start this challenging and personally transformative work.\u003cem\u003eRace Resilience\u003c\/em\u003eoffers guidance to educators who are ready torethink, review,andredesigntheir support systems and foster the building blocks of resiliency for staff.\u003c\/p\u003e  \u003cp\u003eReaders will learnhow to:\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eModel ethical, professional, and social-emotional sensitivity\u003c\/li\u003e  \u003c\/ul\u003e  \u003cul\u003e      \u003cli\u003eDevelop, advocate, and enact on a collective culture\u003c\/li\u003e  \u003c\/ul\u003e  \u003cul\u003e      \u003cli\u003eMaintain a continuously evaluative process for self and school wellness\u003c\/li\u003e  \u003c\/ul\u003e  \u003cul\u003e      \u003cli\u003eEngage meaningfully with students and their families\u003c\/li\u003e  \u003c\/ul\u003e  \u003cul\u003e      \u003cli\u003eImprove academic and behavioral outcomes\u003c\/li\u003e  \u003c\/ul\u003e  \u003cp\u003eRace resilient educators work \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\"Fostering Educator Resilience \u003cem\u003eis practical, useful, and very realistic. I would love to use this book in professional development with my staff or in a workshop. The activities, vignettes, and reflection activities will help administrators create or change the culture and climate in whatever environment they find themselves\u003c\/em\u003e.\" \u003c\/p\u003e -- Janice Wyatt-Ross\u003cbr\u003e\"Fostering Educator Resilience \u003cem\u003eprovides\u003c\/em\u003e \u003cem\u003etimely and immediately applicable guidance. The resources and ability to reflect on them with prompts guides your reflection. The book provides realistic and practical guidance that educators can easily relate to and that resonate with their current needs.\u003cbr\u003e \u003c\/em\u003e \u003cp\u003e\u003cem\u003eOne of the major strengths of the book is the variety of ways resources are being shared. I walked away knowing new people I wanted to read up on, new resources I needed to check out, and thinking about how I could take the exercises in this book into my work. It’s a resource full of resources!\u003c\/em\u003e\"\u003c\/p\u003e -- Tamisha Williams\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"A major strength of this book is the reflective opportunities and personal perspectives which give the reader the opportunity to internalize the information that is presented.\"\u003c\/em\u003e\u003c\/p\u003e -- Jayne Ellspermann\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Nancy Boyd-Franklin, PhD Preface Acknowledgments About the Authors Chapter 1. The Implementation Process: Steps to Becoming a Race Resilient School    Year 1: Planning to Become a Race Resilient School    No Need to Reinvent the Wheel    Years 2–4 and Continuous Improvement Chapter 2. The NEED: Societal Changes Change Schools    Changes in the Workplace    Household, Community, and Environment: The Three Realms of Adverse Childhood Experiences Chapter 3. Creating the Culture for Developing a Race Resilient Climate    School-to-Prison Pipeline    Blind Spots Impact Other Groups of Students    Measuring Up: Culture and Climate Are Not Synonymous    Locus of Control Chapter 4. Educators’ Emotions Matter: Building Up Stamina for Developing a Race Resilient Climate    So How Do Educators Feel?    Our Daily Goal: Minimizing Distress and Maximizing Eustress    Our Hormonal Brain Under Distress and Eustress Chapter 5. Racialization Can Be Blinding    Racial Positioning    United We Stand, Divided We Crawl    The “R” Word    2020 and America’s Racial Awakening    Through the Eyes of a Child: Racialization and Historical Trauma    Historical and Generational Trauma    Genes Load the Gun, Environment Pulls the Trigger    E Pluribus Hurt, E Pluribus Healing    This Is Us Chapter 6. Race Has Mattered in the School House    The Effects of Racialization: White Identity Dispositions, Internalized Racism, and Stereotype Threat    White Identity Dispositions    Internalized Racism and Stereotype Threat Chapter 7. Mindful of Race    Mindfulness in Teaching and Learning    The Weight Room Versus the Wait Room    Positive Psychology’s Five Building Blocks of Life Chapter 8. Educator Resilience, Educator Race Resilience, and Mindfulness for Racial Equity    Transforming a District    Transforming a School    In the Space Between Is Mindfulness    Introduction to Space Between Appendix Appendix A. Processing for Racial Awareness and Creating a Race Resilient Action Plan Appendix B. Race Resilient School Checklist Glossary of Terms References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738204909911,"sku":"9781071833063","price":29.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071833063.jpg?v=1723811817"},{"product_id":"the-distance-learning-playbook-for-school-leaders-9781071839843","title":"The Distance Learning Playbook for School Leaders","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eEffective school leadership is effective leadership, regardless of where it occurs  \u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  In March 2020, there was no manual for leading schools and school systems during a pandemic. School leaders had to figure things out as the crisis unfolded. But starting now, leaders have the opportunity to prepare for leading schools through distance learning with purpose and intentusing what works best to accelerate students' learning all the while maintaining an indelible focus on equity.  \u003cbr\u003e  \u003cbr\u003e  Harnessing the insights and experience of renowned educators Douglas Fisher, Nancy Frey, and John Hattie, \u003cstrong\u003e\u003cem\u003eThe Distance Learning Playbook for School Leaders\u003c\/em\u003e\u003c\/strong\u003e applies the wisdom and evidence of the VISIBLE LEARNING research to understand what works best. Spanning topics from school climate at a distance, leader credibility, care for self and colleagues, instructional leadership teams, stakeholder advisory groups, and virtual visibility,\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\u003cem\u003eResearch has highlighted the role of instructional leadership on teacher efficacy and effectiveness. Strong, positive instructional leadership has a significant impact on both teaching and learning in our brick and mortar classrooms. Furthermore, teaching and learning at a distance is no exception. Fisher, Frey, Smith, and Hattie have provided a practical, user-friendly playbook that supports school leaders as they strive to leverage their leadership skills in what is called the \"new normal.\" But my main take-away from this playbook is that the ideas within these pages will enhance instructional leadership well beyond distance learning and allow school leaders to extend the reach of their impact to any setting at any time. This playbook will enhance leading for engagement and impact for years to come.  \u003c\/em\u003e\u003c\/p\u003e -- John Almarode, Associate Professor and Executive Director of Teaching and Learning * College of Education, James Madison University, Waynesboro, VA *\u003cbr\u003e\u003cp\u003e\u003cem\u003eLearning \u003c\/em\u003e\u003cstrong\u003e\u003cem\u003ecan\u003c\/em\u003e\u003c\/strong\u003e\u003cem\u003e\u003cem\u003e \u003c\/em\u003e\u003c\/em\u003e\u003cem\u003ehappen from a distance -- especially when leaders support teachers, students, and parents, also from a distance. This essential guide offers practical steps for leaders to foster a sense of community and lead professional learning with teachers. With resources like this, we just might all emerge from this crisis as \u003c\/em\u003e\u003cstrong\u003e\u003cem\u003ebetter\u003c\/em\u003e\u003c\/strong\u003e\u003cem\u003e\u003cem\u003e \u003c\/em\u003e\u003c\/em\u003e\u003cem\u003eeducators than we were before.  \u003c\/em\u003e\u003c\/p\u003e -- Julie Stern, International Consultant and Educator * Washington, D.C. *\u003cbr\u003e\u003cp\u003e\u003cem\u003eAs schools transition into a new way of operating, \u003c\/em\u003eThe Distance Learning Playbook for School Leaders\u003cem\u003e helps us to dot our Is and cross our Ts as we move into learning, leading, and continuously growing in a virtual setting. Not only does the playbook ensure a well-rounded view of our current situation, it provides leaders an opportunity to pause and carefully develop plans of action based on guided reflection. Fisher, Frey, Smith, and Hattie have created a playbook that will enable leaders to persevere through today′s challenges and keep the focus on student learning. \u003c\/em\u003e\u003c\/p\u003e -- Connie Hamilton, Speaker and Education Consultant\u003cbr\u003e\u003cp\u003eThe Distance Learning Playbook for School Leaders \u003cem\u003eis an essential companion for any leader (whether school or district) who is looking for measured, actionable, and practical insights. Fisher, Frey, Smith, and Hattie have created a resource that supports leaders as they navigate through the uncharted territory of leading from a distance. By including stories from the field balanced with research based strategies and insights, this book should be used by all leaders regardless of whether they are leading face to face or virtually.\u003c\/em\u003e\u003c\/p\u003e -- Vince Bustamante, Consultant and Instructional Coach * Edmonton, AB Canada *\u003cbr\u003e\u003cp\u003e\u003cem\u003eWith \u003c\/em\u003eThe Distance Learning Playbook for School Leaders\u003cem\u003e, Fisher, Frey, Smith and Hattie have created an accessible and thorough guide for educators addressing the complex needs of all members of their school communities in the time of the COVID-19 pandemic. Using an extensive evidence base and the authors’ real-world experience, this thoughtful and practical guide addresses the most common concerns and questions of school leaders in the new era of distance learning, and reframes these challenges as opportunities to deepen educational practice and connected leadership, while compassionately supporting staff and students. This book arrives just in time to be an invaluable resource for educators and school communities across the country looking to uphold high standards for teaching and provide students with quality educational experiences, even when it is at a distance. \u003c\/em\u003e\u003c\/p\u003e -- Martha Staeheli, Instructor * Yale School of Medicine Department of Psychiatry, New Haven, CT *\u003cbr\u003e\u003cp\u003e\u003cem\u003eThis is the book school leaders need to be reading right now.\u003c\/em\u003e The Distance Learning Playbook for School Leaders \u003cem\u003eprovides just-in-time support while also being timeless in nature. The authors tackle the very things we are wrestling with in a highly relatable and action-oriented way.\u003c\/em\u003e\u003c\/p\u003e -- Dr. Brad Gustafson * St. Michael, MN *\u003cbr\u003e\u003cp\u003e\u003cem\u003eAs an administrator who has been working since the pandemic began, I find that most leadership books tell you how to work harder or more efficiently, without acknowledging the mental health burden school leadership often takes. What’s refreshing in this book is that it starts with individual self-care and self-care for your colleagues. I intend to use the planning frameworks the authors suggested in order to ensure self-care is prioritized for myself \u0026amp; my colleagues at my school site. \u003c\/em\u003e\u003c\/p\u003e -- Courtney Miller, Assistant Principal * Covina, CA *\u003cbr\u003e\u003cp\u003e\u003cem\u003eIn these tumultuous times, balanced and effective leadership is critical. This book provides a compelling view into the complex art of leading schools today. This is an invaluable book for any school leader who seeks to be balanced, wise, engaged and effective with all stakeholders\u003c\/em\u003e.\u003c\/p\u003e -- Fatma Trabelsi, Independent Educational Consultant * Tunis, Tunisia *\u003cbr\u003e\u003cp\u003e\u003cem\u003eWith school systems now consigned to an online learning model as a response to the ongoing pandemic, school leaders need to deeply consider how to lead learning from a distance. With no established guidelines, no specific training, and no prior experience in this scenario, many leaders still struggle to assess their own effectiveness and impact with their staff. How do you know the quality of learning in your school? \u003c\/em\u003eThe Distance Learning Playbook for School leaders\u003cem\u003e not only details myriad challenges; it also usefully provide practical strategies, rubrics, surveys, and activities to address the problems faced in the new \"normal\". Utilizing a motif of essential questions paired with a strategic goal, the authors enter the lifeworld of school leadership and provide actionable insights. For any administrator seeking a hands-on guide to maximize their impact and increase engagement in uncertain and complex settings, this book is your must-have, go-to resource. \u003c\/em\u003e\u003c\/p\u003e -- Megel Barker, MYP Coordinator * Muscat, Oman *\u003cbr\u003e\u003cp\u003e\u003cem\u003eAdjusting to the present norm effectively is a major concern for most educators. \u003c\/em\u003eThe Distance Learning Playbook for School Leaders\u003cem\u003e is a timely and relevant guide for leaders on how to carry out their roles virtually without compromising standards and expectations. Leaders will learn how every stakeholder’s--including parents, families, communities, and teachers--interests can be fully protected in an online learning environment.\u003c\/em\u003e\u003c\/p\u003e -- Ngozi Umoru, Educator * Lagos, Nigeria *\u003cbr\u003e\u003cp\u003e\u003cem\u003eIn our lifetime we have not had to consider how to lead schools during a worldwide crisis. \u003c\/em\u003eThe Distance Learning Playbook for School Leaders\u003cem\u003e reminds us that what teachers and leaders do is really what matters, not the medium which they do it through. With the right skills and attitude, this timely playbook offers excellent tips and reminders that can easily guide school leaders on every level through crisis and into a  strong climate of excellence.\u003c\/em\u003e\u003c\/p\u003e -- Zetha Nobles, International School Leader * Cypress, TX *\u003cbr\u003e\u003cp\u003e\u003cem\u003eTimely advice for leadership teams to make instructional leadership a priority by providing opportunities, guidance and explicit action steps to increase administrator and teacher agency. No longer is teacher self-care, accountability partnerships, and applying safe practices before implementation taking a back seat as \u003c\/em\u003eThe Distance Learning Playbook for School Leaders\u003cem\u003e shares how to set the foundation for supporting teachers, families, and students in this rapid transition to online teaching and learning through easy to apply research-based strategies. A must read for school district and K12 administrators.\u003c\/em\u003e\u003c\/p\u003e -- Dr. Sonja Lopez Arnak, Faculty in Teacher Education * Washington, D.C. *\u003cbr\u003e\u003cp\u003e\u003cem\u003eThe Distance Learning Playbook for School Leaders: Leading for Engagement and Impact in Any Setting\u003c\/em\u003e is a great practical guide for managing both the stress and priorities associated with distance learning. As a new school leader navigating my way through principalship, this book references many obstacles that I have already faced in the first month of school and challenges that have presented itself along the way. The section on virtual learning walks really hit home because my district heavily focuses on this practice, so I was able to make meaningful connections. Also, the reflective guides embedded in the book give me useful tools to implement in either my leadership team meetings or school wide faculty meetings.\u003c\/p\u003e -- Amanda Austin, Director * Addis, LA *\u003cbr\u003e\u003cp\u003e\u003cem\u003eThis book is insightful, progressive, and just what school leaders need to move their organizations forward. Due to the Covid-19 pandemic, the field of education was forced to shift its ethos on a dime. This guide to distance learning will support the nimbleness and flexibility needed to create and implement and sustain a high-quality distance learning program with fidelity.\u003c\/em\u003e\u003c\/p\u003e -- Mona Fairley-Nelson, Deputy Head of School - Curriculum, Instruction, and Assessment * Santo Domingo, Dominican Republic *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Chapter 1. School Climate at a Distance    Take Care of Yourself    Take Care of Your Colleagues    Leader Credibility    Instructional Leadership Teams    Stakeholder Advisory Groups    Virtual Visibility    The Feel of School Chapter 2. Professional Learning at a Distance    Learning Beliefs at a Distance    Collaborative Inquiry Cycles    Input Training    Safe Practice    Virtual Learning Walks    Microteaching in Distance Learning    Personalized Professional Learning    Social Presence    Parent Education and Support Chapter 3. Instructional Leadership at a Distance    Revisit School Goals in Light of Distance Learning    Align Goals to Expectations    Clarify Teacher Expectations    Ensure Culturally Sustaining Pedagogies    Use a Distance Learning Instructional Framework    Demonstrating in Distance Learning    Collaborating in Distance Learning    Coaching and Facilitating in Distance Learning    Practicing in Distance Learning Chapter 4. Mindframes for Leaders From a Distance    I am an evaluator of my impact on teacher and student learning.    I see assessment as informing my impact and next steps.    I collaborate with my peers and my teachers about my conceptions of progress and my impact.    I am a change agent and I believe all teachers and students can improve.    I strive for challenge rather than merely doing my best.    I give and help students and teachers understand feedback and I interpret and act on feedback given to me.    I engage as much in dialogue as in monologue.    I explicitly inform teachers and students what successful impact looks like from the outset.    I build relationships and trust so that learning can occur in a place where it is safe to make mistakes and learn from others.    I focus on learning and the language of learning. References Index About the Authors","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738207203671,"sku":"9781071839843","price":23.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071839843.jpg?v=1723811818"},{"product_id":"collective-equity-9781071844748","title":"Collective Equity","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"\u003cem\u003eSonja Hollins-Alexander and Nicole Law use a highly interactive and practical approach to conveying the theories and best practices of realizing the imperative of collective equity.\u003c\/em\u003e\"\u003cbr\u003e -- James McKay\u003cbr\u003e\"Collective Equity \u003cem\u003eis timely at any stage of professional development. It will help to set the stage for prospective educators and challenge them to think deeply about the importance of collectively and authentically providing instruction. It will help to strengthen their capacity to engage and commit to consistent proven practices that best meet the varied needs of students. This book charges us to be lifelong learners.\u003c\/em\u003e\"  -- Dr. Theresa W. Yeldell, Ed.D\u003cbr\u003e\"\u003cem\u003eSuccessful implementation of educational equity requires joining forces with all school stakeholders to build brave spaces where all voices and perspectives are acknowledged, affirmed, and validated.  This is the key to unlock creativity, innovation, and sustained commitment. \u003c\/em\u003eCollective Equity\u003cem\u003e provides a blueprint of the essential dispositions, components, structures, and reflection tools for engagement in this never-ending equity journey.  Collective equity brings the plane down to earth so that we can close the knowing and doing gap\u003c\/em\u003e.\" -- Waldo V. Alvarado, M.S.Ed.\u003cbr\u003e\"\u003cem\u003eSonja Hollins-Alexander and Nicole Law eloquently illustrate the synergy that can happen in a collective learning community to address inequities and make a real impact in schools.  Send a copy of this book to every school administrator, classroom teacher, and policymaker you can find and urge them to read it.\u003c\/em\u003e\"  -- Ron Wahlen\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword Acknowledgments Publisher’s Acknowledgments About the Authors Introduction Chapter 1: Coming Together    Coming Together Through Our Shared Truth    Working Together    Coming Together to Work Together    Connecting Dimensions of Identity    Community Agreements and Equity Fatigue    Coming Together Using a Collective Equity Framework    Equity Pathways and Equity Pavers    Understanding the Three Levels of Culture    From Culturally Conscious to Culturally Humble (An Equity Pathway) Chapter 2: Cultivating an Environment of Collective Equity    From Deficit Thinking to Asset-Based Actions    Shared Truths and Purpose    Vision and Mission Development    Essential Components of Collective Equitable Cultures    Collective Engagement by Design Process Chapter 3: Enacting Motivation and Relational Trust for the Collective Equity Movement    Relational Trust    The Circle of Trust Approach    The Art of the Heart    The Stimuli of Building Relational Trust    Motivation to Nurture the Collective    Can We Breathe? Chapter 4: Culturally Fortifying Practices    From Equity Moves to Culturally Fortifying Transformational Practices    Culturally Fortifying Classroom Strategies Chapter 5: Equity Dispositions for The Collective    Cultural Sustainability    From Systems to Classrooms    Collective Efficacy    Collective Equity Dispositions Chapter 6: Realizing the Promise of Collective Equity    Leading for Collective Equity    Collective Equity Leadership Attributes    Disrupting Systems of Oppression and Inequity    Engaging the Collective    Equity Pathways    Equity Pavers Final Words From the Authors Glossary References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738209431895,"sku":"9781071844748","price":30.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071844748.jpg?v=1723811821"},{"product_id":"leading-schools-in-disruptive-times-9781071846605","title":"Leading Schools in Disruptive Times","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cstrong\u003e\u003cem\u003eFrom surviving to thriving during constant disruption\u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  The updated edition of this handbook couldn't have come at a better time. Focusing on lessons learned from the disruptions of 2020, including the COVID school closures and the renewed pursuit of social justice, the authors show school leaders how to prepare for and respond to disruptions that are leading to a new normal.\u003cbr\u003e  \u003cbr\u003e  Educators are racing to stay ahead of pandemic-scale disruptions and need a blueprint for transformation. This book will walk you through the decision-making process so you'll be able to transform as a leader to confront the issues you'll face in the 2020s. Features include:\u003cbr\u003e  \u003cbr\u003e   Practical strategies for identifying and responding to disruptions\u003cbr\u003e   An overview of the CAT framework: coping, adjusting, transforming\u003cbr\u003e   Real-life stories from exceptional educational leaders\u003cbr\u003e   Tips on guiding teachers, staff, and students through the many lessons learned during the pandemic\u003cbr\u003e   Activities, scenarios, and practical actions to lead through complex topics that include remote learning, social justice issues, education reforms, generational differences, and social media issues\u003cbr\u003e  \u003cbr\u003e  The pandemic has been the biggest disruption in school history, and this will be a decade of monumental change for schools. Your stakeholders will look to you to guide themand this book gives you the tools you need to have the mindset and practical steps to be successful in an ever-changing world.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAbout the Authors Acknowledgements Preface Chapter 1: School Disrupted Chapter 2: Types of Disruptions Chapter 3: Safety Chapter 4: Diversity Chapter 5: Technology Chapter 6: Reforms Chapter 7: Generations Chapter 8: Global Readiness Chapter 9: Transparency Chapter 10: School Assessment Chapter 11: Hyper-Change References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738210447703,"sku":"9781071846605","price":25.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071846605.jpg?v=1723811820"},{"product_id":"the-literature-review-9781071852903","title":"The Literature Review","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eThe essential guideupdated, expanded, and easier to use than ever.\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eCreating a successful literature review can be a daunting task, which is why so many researchers have relied on previous editions of this book to make the process more manageable. Using the six-step model, you'll work seamlessly to narrow your research topic, focus your literature search, negotiate the myriad of books, periodicals, and reports about your topicand, of course, write the review.\u003c\/p\u003e  \u003cp\u003eUpdated, expanded, and reorganized to improve ease of use, the fourth edition of this bestselling handbook includes:\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eNew and improved graphics ideal for visualizing the process\u003c\/li\u003e      \u003cli\u003eMore explanations and tips, especially for writing in the early stages\u003c\/li\u003e      \u003cli\u003eAn expanded range of learning tools\u003c\/li\u003e      \u003cli\u003eAdditional reflection sections to direct metacognitive activities\u003c\/li\u003e      \u003cli\u003eFour new reference supplements\u003c\/li\u003e  \u003c\/ul\u003e  \u003cp\u003eThis pioneering book has provided countless graduate students and researchers with a road map to success. Its model takes you through the logical progression needed for producing a quality literature reviewwhile taking the mystery out of the process.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis book is clearly outlined with easy-to-understand steps supported by wonderful visuals. The key vocabulary, tips section, and checklist all provide tremendous support to any reader wanting to take the needed steps to write a meaningful literature review. This book provides sections that are concise and to the point, making it very easy for readers to skim and refer back to as needed. I commend the authors for presenting such a complex task with so much simplicity. The exercises provided are a great resource for the reader, as well as to a professor who wants to use this book as a text and assign the exercises as class activities . . . I will be sharing this book with colleagues and recommending it to my graduate students. I will also be considering how I can incorporate this book into classes that I teach. -- Rebecca Brooks, Associate Professor\u003cbr\u003e\u003cp\u003eThe strengths of \u003cem\u003eThe Literature Review\u003c\/em\u003e include visuals, graphic organizers, checklists, practice activities, chapter structure, and glossary.\u003c\/p\u003e -- Jennifer Shettel, Professor of Literacy Education\u003cbr\u003eMajor strengths are the detail and explicitness of the narrative. Everything is spelled out and there are lots of graphics to present a visual support for the content. The book does not skip anything but also does not talk down to the reader. -- Lori Helman, Professor, Curriculum \u0026amp; Instruction\u003cbr\u003eClear, thorough, accessible, easy to read with good examples. Love the mapping in Step Three! The authors do an excellent job of discussing ideas, strategies, and tips. Logical, clear, and helpful conclusions are made throughout. -- Linda R. Vogel, Professor of Education Leadership\u003cbr\u003eThere is a clear framework for critically thinking about and applying a 6-step process for conducting a literature review . . . Unlike any other book, it provides a deep dive examination of how to approach and complete a high-quality literature review via a systematic critical thinking process.\u003cbr\u003e \u003cbr\u003e -- Dr. Jacqueline Thousand, Professor Emerita\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eLiterature Review Flow Chart Preface Acknowledgments About the Authors Introduction: Doing and Producing a Literature Review    Key Vocabulary    Introduction Overview    The Purpose of a Literature Review    The Literature Review Defined    The Literature Review Process    Mindset: Personal Dispositions on Thinking, Doing, and Deciding    The Ethics of Reviewing the Literature    Reflective Oversight    Plan Wisely Before You Begin    Summary    Checklist    Reflective Exercise 1. Step 1: Select and Define a Topic    Key Vocabulary    Chapter Overview    Task 1. Identify a Subject for Study    Task 2. Translate the Personal Interest or Concern Into a Research Query    Task 3. Link the Research Query to the Appropriate Discipline    Task 4. Write the Preliminary Research Topic Statement    Summary    Checklist    Reflective Exercise 2. Step 2: Develop the Tools of Argumentation    Key Vocabulary    Chapter Overview    Concept 1. Building the Case for a Literature Review    Concept 2. Arguments—the Basics    Concept 3. Evaluating the Basic Parts of an Argument    Concept 4. Understanding Claims    Concept 5. Building Evidence    Concept 6. Warrant—Logically Connecting the Evidence to the Claim    Concept 7. Complex Claims    Summary    Checklist    Reflective Exercise 3. Step 3: Search the Literature    Key Vocabulary    Chapter Overview    Task 1. Select the Literature to Review    Task 2. Conduct a Literature Search    Task 3. Refine Your Topic    Summary    Checklist    Reflective Exercise 4. Step 4: Survey the Literature    Key Vocabulary    Chapter Overview    Task 1. Assemble the Collected Data    Task 2. Organize the Information    Task 3. Analyze the Patterns of Data    Summary    Checklist    Reflective Exercise 5. Step 5: Critique the Literature    Key Vocabulary    Chapter Overview    What Is a Literature Critique?    Concept 1. Making the Case for the Literature Review    Concept 2. Descriptive Argument Patterns: Factual Reasoning    Concept 3. Implicative Argument Patterns: Implicative Reasoning    Concept 4. The Implicative Argument: Nine Basic Patterns    Concept 5. Backing    Doing a Critique of the Literature: Building the Advocacy Argument    Task 1. Determining the Implicative Logic Pattern Inferred by the Topic of Study    Task 2. Reframe Claims to Meet the Prerequisite Conditions Identified by the Selected Logic Type    Task 3. Build the Advocacy Argument    Concept 6. Fallacies    Concept 7. The Case Is Everything    Summary    Checklist    Reflective Exercise 6. Step 6: Write the Review    Key Vocabulary    The Writing Process: Overview    Task 1. Write to Understand    Task 2. Write to Be Understood    Style Manuals    Checklist    Reflective Exercise    Last Words Supplements Supplement A The Role of the Literature Review Supplement B Literature Review 101 Supplement C Writing a Journal Supplement D SQRRR Glossary References and Further Reading Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738212381015,"sku":"9781071852903","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"how-tutoring-works-9781071855959","title":"How Tutoring Works","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Chapter 1: Relationships Chapter 2: Confidence and Cognitive Challenges Chapter 3: Goals Chapter 4: Learning to Learn Chapter 5: Learning Content Chapter 6: Practice References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738213822807,"sku":"9781071855959","price":26.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071855959.jpg?v=1723811825"},{"product_id":"collaboration-and-coteaching-for-dual-language-learners-9781071849996","title":"Collaboration and CoTeaching for Dual Language","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"\u003cem\u003eThis engaging and accessible book provides a valuable resource to catalyze teacher collaboration in dual language programs. Lachance and Honigsfeld take care to present strategies across the collaborative instructional cycle—from planning to teaching to assessment to reflection. For the novice and veteran alike, this work will guide and inspire collegial partnerships that advance dynamic bilingualism.\u003c\/em\u003e\" -- Martin Scanlan\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eThis book is the professional resource we’ve all been waiting for! I love the structure of this book and how it’s designed for an accessible book study for teams as they navigate the unique opportunities presented by co-teaching in dual language settings. I found this resource incredibly valuable for educators and leaders as it has practical tools and strategies that can equip us all to effectively collaborate with each other in our effort to better serve our dual language students!\u003c\/em\u003e\"\u003c\/p\u003e -- Carly Spina\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eAt last, a book we have been waiting for- one that combines our growing interest in dual language  programming with collaboration and co-teaching. Scholars Joan Lachance and Andrea Honigsfeld provide practical guidance on the laws and regulations on one hand and our professional creativity and inspiration on the other. Drawing from their kindred spirit of space adventure and exploration, each chapter takes readers to a\u003c\/em\u003e mission control\u003cem\u003e room to learn about key ideas, an exploration site to try new these in our own contexts, a captain’s log space to reflect on our learning, navigation systems to provide us with key information from research and the field and much more as we prepare take-off to using an approach that works.\u003c\/em\u003e\u003c\/p\u003e -- Debbie Zacarian\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eIn this powerful and practical new resource, Joan and Andrea have outlined not only why teachers should collaborate in dual language programs, but also how this collaboration can happen and what school leaders can do to support. By integrating the collaborative cycle of co-planning, co-teaching, co-assessing and co-reflecting within the unique dual language ecosystem, this book helps to build important connections - across languages and across disciplines – catalyzing both student learning and teacher learning.\u003c\/em\u003e\"\u003c\/p\u003e -- Jon Nordmeyer\u003cbr\u003e\u003cp\u003e\"Collaboration and Co-teaching for Dual Language Learners: Transforming Programs for Multilingualism and Equity\u003cem\u003e is THE instructional resource that our dual language programs have been waiting for. It provides coaches and teachers a dual language specific collaborative instructional cycle that enhances teacher capacity and elevates student outcomes. Every chapter provides tips and tools for effective and practical implementation. I highly recommend it for district DL directors, campus and district coordinators, coaches, teachers, and paraprofessionals.\u003c\/em\u003e\"\u003c\/p\u003e -- Gloria Stewart-Kooper\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eDr. Lachance and Dr. Honigsfeld’s text invites us to explore learning spaces where dual language programming and teacher collaboration unite, creating a school-wide web of intentional support for multilingual learners to flourish both academically and linguistically. I can′t wait to fly to the moon with this transformative lens of collaboration coupled with multilingual language development!\u003c\/em\u003e\"\u003c\/p\u003e -- Helen (Lannie) Simpson\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eMission Accomplished!  My mind traveled through six chapters with a mission in mind: to learn, to understand, to anchor into real examples of practice and powerful strategies based on research.  Strategic reflection pushes readers to pause, think, and formulate next steps to implement right away. This exceptional resource provides educators with much needed tools to navigate, explore, and map out ways to develop higher levels of teaching in dual language programs. As a dual language instructional coach, I transverse these territories in my daily practice and I can say I have found a focus for my upcoming year in my school with this book. \u003c\/em\u003e\u003cem\u003eEs una combinación perfecta de teoría, práctica y reflexión.\" \u003c\/em\u003e\u003c\/p\u003e -- Gabriela Garcia-Marroquin\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eVery few books explore the topic in a way that Lachance and Honigsfeld do. This book is for anyone embarking on implementing a dual language approach or revisiting their current program. It pinpoints the key elements of collaboration and coteaching from delivery, assessment to reflection.  The book is unique in its format allowing the reader the opportunity to hear from practitioners and students\u003c\/em\u003e.\"\u003c\/p\u003e -- Barbara Tedesco\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eThis book couldn’t be more timely! Creating space for teacher and leader collaboration that is efficient and effective can make all the difference when striving for a well-articulated program where each and every DLI student, teacher, and leader thrives. Thank you for this publication. It will go a long way toward helping leaders and teachers to advocate in their own districts and schools for finding space in an already busy schedule for meaningful collaboration\u003c\/em\u003e.\"\u003c\/p\u003e -- Jon Valentine\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eEducators involved in dual language programs will find \u003c\/em\u003eCollaboration and Co-Teaching for Dual Language Learners:  Transforming Programs for Multilingualism and Equity\u003cem\u003e a much-needed book that guides teachers in how to effectively plan and reflect together.  The many voices represented in the book are refreshing and the research presented is strength-based and highly relevant.  This book is essential reading for teachers in two-teacher dual language programs who share students!\u003c\/em\u003e\"\u003c\/p\u003e -- Karen Beeman\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eIn this volume, the authors offer a strong rationale and practical, research-informed guidance for teacher collaboration and co-teaching for the sake of dual language education and the support needed to effectively design, deliver, and assess engaging instruction in dual language programs. In this unique resource, you will explore the fundamentals for dual language education and how the collaborative instructional cycle—co-planning, co-teaching, co-assessment, and reflection—is an essential component of dual language programs. This one-of-a-kind book is a must read for anyone who teaches or administers a dual language program!\u003c\/em\u003e\"\u003c\/p\u003e -- Maria G. Dove\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eThis is an invaluable resource for guiding educators who co-teach and co-plan in dual language programs. It is not only based on theory and research but includes options to facilitate the process of getting started and making existing dual language programs more effective. This well-stated phrase \"Dual language is for everyone in K-12 education\" cannot be emphasized enough! Multilingualism promotes equity for all and should be the norm in all schools!\u003c\/em\u003e\" \u003c\/p\u003e -- Mónica Lara\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eA welcome addition to the professional literature on dual language program implementation!  Co-planning across instructional personnel and across languages, co-teaching, collaborative assessment and collaborative leadership are critical to the success of dual language programs and this volume delivers on all of those topics!  Packed with useful figures, charts and checklists and organized around catchy recurring icons that represent the overarching organizational structure for each chapter, this volume is extremely approachable, highly interactive, and well-grounded in the 4 pillars of effective dual language programs.\"\u003c\/em\u003e\u003c\/p\u003e -- Nancy Cloud\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eDr. Lachance and Dr. Honigsfeld harness their knowledge on collaborative practices to provide critical research-supported and classroom-approved recommendations for dual language educators that will maximize student growth towards bilingualism, biliteracy, and multiculturalism. This book will be a powerful and practical tool for educators to understand the how and why of collaborative practices in a dual language program.\u003c\/em\u003e\"\u003c\/p\u003e -- Ryan Zak\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eThis book provides a better understanding of how collaboration can move student learning, strategies for additive forms of multilingualism, as well as an invaluable historical perspective addressing the dangers of a deficit approach to language pedagogy. Examples and anecdotes show how dual language programs and collaborative teaching can change dynamics and better support student learning. Not only does this book provide tools and resources, it also provides writing and discussion prompts that allow readers to process and clarify their own perspectives as they react to the content. This book really hits the mark in helping shift mindsets about dual language education.\u003c\/em\u003e\"\u003c\/p\u003e -- Lisa Auslander\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eSuccessful collaborations in education have transformative power for the educators engaged in it and, most importantly, for the students benefiting from it. Yet, collaboration requires specific resources for success- time, intention, knowledge, and skill. Collaboration and Co-Teaching in Dual Language is a key publication for acquiring the knowledge and skills to make collaboration successful in dual language classrooms. From a social justice perspective, it is a critical contribution to the field to bring about equity to the multilingual learners in dual language. Thank you for bringing this work to life and to our classrooms. ¡Adelante!\u003c\/em\u003e\"\u003c\/p\u003e -- Mariana Castro\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eThis practitioner-oriented book is a must-have for all educators -from paraprofessionals to classroom teachers to the school and district leaders - who support Dual Language Learners. It is perfectly timed for today′s dual language educators who are advancing students toward multilingual language diversity society. In addition to the most recent foundational research on dual language instruction, the book provides a plethora of essential tools and resources, coupled with real-world scenarios, demonstrating the work necessary to implement effective dual language programs. Best practices are highlighted and showcased throughout the book through a robust array of authentic examples\u003c\/em\u003e.\"\u003c\/p\u003e -- Ron Woo\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eOur students deserve coherent, language-rich, multilingual learning, yet it′s often so hard when we lack a map to guide our work. Lachance and Honigsfeld remind us that our intentional planning and our collaborative conversations will ensure that our students simultaneously develop academic, linguistic, and cross-cultural skills. I′m delighted that Joan and Andrea have stepped into this unique space and I′m anxious to share their roadmap with my colleagues in Tigard-Tualatin schools.\u003c\/em\u003e\"\u003c\/p\u003e -- Tim Blackburn\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eIt is exciting to see an advance copy of this book. This book will be transformational for our practice as a group of dual language schools. The authors masterfully weave practice, practical application, pedagogy, and the multicultural multilingual voices of students and educators in schools throughout the globe. I am thrilled to have this resource for my dual language teams. It is packed with concrete examples of pedagogy manifested in the classroom, but also highlights that most important ingredient that must be baked into any dual language program -collaborative practice.\u003c\/em\u003e\u003c\/p\u003e -- Stephanie Drynan * Dual Language Coordinator, Qatar Foundation Schools, *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword Chapter 1: Introduction Chapter 2: Foundations of Dual Language Programs Chapter 3: Collaborative Planning in Dual Language Programs Chapter 4: Collaborative Teaching in Dual Language Programs Chapter 5: Collaborative Assessment and Reflection in Dual Language Programs Chapter 6: Leadership Support for Collaborative Practices in Dual Language Programs References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738216214871,"sku":"9781071849996","price":30.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071849996.jpg?v=1723811826"},{"product_id":"social-emotional-wellbeing-for-educators-9781071866856","title":"Social Emotional WellBeing for Educators","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eLearn how to take self-care off your to-do list!\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eIt's been a rough couple of years for teachers and school leaders. Your ability to be resilient and concentrate on social-emotional learning has been put to the test and now you deserve reliefwithout the pressure of having yet one more thing piled on your plate.\u003c\/p\u003e  \u003cp\u003eThis book's unique and compelling framework empowers you to practice self-care through thoughts and actions that are within your control, enhancing your well-being without taking on extraneous responsibilities. Features include\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eA checklist for determining your baseline of strengths and needs\u003c\/li\u003e      \u003cli\u003eSelf-reflection questions, journaling opportunities, and action-planning exemplars\u003c\/li\u003e      \u003cli\u003eA process for tracking, celebrating, and revising your own tangible objectives\u003c\/li\u003e      \u003cli\u003eTeaching guidance for distance or hybrid education\u003c\/li\u003e      \u003cli\u003eStrategies to share with your students\u003c\/li\u003e  \u003c\/ul\u003e  It's right there in the word: \u003cem\u003ewell-being! \u003c\/em\u003eIt isn't a thing to do, but a way to \u003cem\u003ebe\u003c\/em\u003e. When you integrate the principles of SEL into your everyday life, you'll be a person of joy, peace, and gratitude and a more inspired and empowerededucator.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"\u003c\/em\u003eSocial Emotional Well-Being for Educators\u003cem\u003e \u003c\/em\u003e\u003cem\u003eis a valuable resource. Michelle Trujillo has created a Framework for Social Emotional Well-Being that is aligned with the five SEL competencies as defined by CASEL and which provides practical ideas, strategies, and opportunities for educators to nourish their own well-being and ultimately those of young people.\"\u003c\/em\u003e\u003c\/p\u003e -- Karen Van Ausdal\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"She had me at ′Throwing Out the Lesson Plan.′ Michelle Trujillo’s latest book offers some of the most relevant advice I’ve heard in the wake of pandemic education—starting with throwing out the lesson plan! These are not normal times, and we should not be conducting business as usual in our schools. In fact, even under the best of circumstances, some of our most impactful teaching moments happen when we are willing to be present in the moment and connect with our students on a deeper level. This book will help us do exactly that, and equally important, learn to care for our own well-being along the way.\"\u003c\/em\u003e\u003c\/p\u003e -- Amy Cranston, EdD\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"As a life-long educator, Michelle Trujillo understands that SEL skills are the essence of who we are as human beings. She knows through her work in alternative education that SEL skills can serve as our North Star when our life’s journey presents rough seas. \u003c\/em\u003eSocial Emotional Well-Being for Educators\u003cem\u003e empowers us with reflection opportunities, practical strategies, and a framework for being that will light our way as we encounter the challenges found in uncharted waters.\u003c\/em\u003e\u003c\/p\u003e -- Maurice J. Elias\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"\u003c\/em\u003eSocial Emotional Well-Being for Educators\u003cem\u003e is a necessary read for anyone working within a school community. An educator’s well-being is vital to supporting the whole child, mitigating instructional loss, and integrating social emotional learning into the culture of the school community. Michelle′s newest book provides a framework for adult SEL that is authentic, practical, and empowering!\"\u003c\/em\u003e\u003c\/p\u003e -- Doug Fisher\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"If you want to know more about enhancing your social emotional well-being while making a tremendous impact on students, then this is the book for you. It is a delightful guide full of important information, especially when there is nothing left in your emotional tank. Michelle Trujillo takes readers on a wonderful journey into the work of social emotional learning and helps us continue to be empathetic, kind, and understanding educators. T\u003cem\u003ehere is no other book like it! \u003c\/em\u003e\u003c\/em\u003e\u003c\/p\u003e -- Pam Gilmartin, MEd\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Michelle has a voice that speaks directly to each reader and provides a deeper connection to the applicable content she provides in this book. It′s obvious from her writing and storytelling that the well-being of others is one of her core values. \u003c\/em\u003eSocial Emotional Well-Being for Educators\u003cem\u003e will have an immediate and positive impact on students and teachers alike.\"\u003c\/em\u003e\u003c\/p\u003e -- Keely Keller\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"\u003c\/em\u003eSocial Emotional Well-Being for Educators\u003cem\u003e is more than a book about ′adult SEL′ or adult ′self-care′—it is about a way of being for teachers which will affect their relationships with students and their ability to better handle the challenges of teaching in 2022 and beyond. This important book is grounded in good science and provides well-scaffolded tools that can help teachers be more self-aware and reflective about their behaviors. It is also grounded in good practice and will help teachers to be more empathic and to intentionally act in a way that supports equity and their connectedness with students and others.\"\u003c\/em\u003e\u003c\/p\u003e -- David Osher, PhD\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Teachers, school counselors, and other school staff will find this book a welcome support to deal with the stress and strains during COVID times and beyond. There are two strategies for handling these tough times—tolerating them, or pausing just long enough to grow from them. This hands-on book offers the strategies needed to pause and grow.\"\u003c\/em\u003e\u003c\/p\u003e -- Sara Rimm-Kaufman, PhD\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Michelle Trujillo has created a framework that integrates the concepts of Adult SEL and equity in a way that is applicable and meaningful. She ties the core components of social emotional learning with specific competencies for adults in a ′way of being′ for educators. Stakeholders need materials like this book to help guide them through the process by focusing on relevance, recognition, reflection, and making it real. Michelle is able to describe these concepts in concrete detail that will help our educators work through roadblocks to their personal well being. I highly recommend this book for all educators.\"\u003c\/em\u003e\u003c\/p\u003e -- Jennifer Rogers, PhD, LPC\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eThe teaching profession is the only one that impacts every other. Regardless of what people ultimately do, at some point they experience the influential effects of the person(s) who taught them how to do it. Michelle Trujillo makes an even more impactful point: While what we as educators do or teach others to do is essential, what and how we be is even more crucial. She addresses the premise that when we are socially and emotionally well, we are better able to encourage students to be the same. This well-written book even provides a definitive framework for doing so by operationalizing how one becomes more reflective, intentional, empathetic, connected, accountable, and equitable. Particularly at this challenging time, her book is one that must be read and practiced!\"\u003c\/em\u003e\u003c\/p\u003e -- Marcia Tate\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eThrowing out the Lesson Plan Adult SEL: Just Another Educational Initiative? A Framework for Social Emotional WellBeing    It’s a Way of BEING!    Setting the Stage:    A Tiered Continuum    Social Emotional WellBeing Check In    Conscious Connection Chart    A Deeper Dive: Relevance, Reflection, and Making it Real    Be Reflective    Be Intentional    Be Empathetic    Be Connected    Be Accountable    Be Equitable Modeling in the Moment    Guidance for Being During Distance or Hybrid Education    Social Emotional WellBeing - Strategies for Students A New Lesson Plan Meet the Author and the Thought Partners Acknowledgments References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738216378711,"sku":"9781071866856","price":24.69,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071866856.jpg?v=1723811827"},{"product_id":"making-room-for-impact-9781071917077","title":"Making Room for Impact","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003e\u003cstrong\u003eDial back and make room for impact\u003c\/strong\u003e\u003c\/em\u003e\u003c\/p\u003e\u003cp\u003eWith teacher and leader workloads and burnout at an all-time high, it's time for\u003cem\u003ede\u003c\/em\u003e-implementation: de-prioritizing and deleting the less effective, higher-cost initiatives we implement in schools. De-implementation allows us to focus on practices that have more supporting evidence and a higher probability of positive impact on students, and at the same time gain much-needed work-life balance.\u003c\/p\u003e\u003cp\u003eIn\u003cem\u003eMaking Room for Impact\u003c\/em\u003e, the internationally respected education experts and authors provide a clear four-stage process for winnowing down teaching and learning to high-effect practices. Informed by the latest research in learning, education, healthcare, and psychology, each step and tool is designed to move educators through the hard parts of letting go. Inside, you'll find:\u003c\/p\u003e\u003cul\u003e    \u003cli\u003eResearch that tells us the process of schooling is often over-engineered and that gives us permission to dial back, carefully\u003c\/li\u003e    \u003cli\u003eA step-by-step process for deciding which initiatives are most effectiveand how to let go of the ones that are not\u003c\/li\u003e    \u003cli\u003eUseful tools, templates, and charts that educators can immediately use in their de-implementation workat school, in teaching teams, or at the system level\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eIt's time to get our lives backwithout harming student learning. If we can collectively learn to let go and understand how to identify which initiatives are worthwhile, we'll have more time for what truly matters.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Written by an unbeatable team of authors on how to improve outcomes by decluttering, this book is surely of interest to school leaders and teachers everywhere.\"\u003c\/em\u003e\u003c\/p\u003e -- Michael Barber\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Two ideas came me as I was reading this book. The first was that these are such good ideas, I wonder why it has taken so long for them to reach print. The second one is that any book that promises me a means of ‘getting off the hamster wheel’ has to be taken seriously, so much so that I wish this movement to de-implementation had been more fully developed when I was working full-time directing a large-scale education reform project in 50 secondary schools: a recipe for needing de-implementation if ever there was one. I would have benefitted from the processes identified in this book immensely.\"\u003c\/em\u003e\u003c\/p\u003e -- Russell Bishop ONZM\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"I don’t think I have ever read an educational book quite like this, simply because the focus is not on the latest new thing you should be trying, but a compelling argument on how to become more effective through doing less. By suggesting a range of powerful practical processes through which you can remove, reduce, re-engineer or replace what you do, this book really empowers the reader to be bold. But this is not about taking risks; it is a powerful, evidence-informed guide on how to stop doing what you have always done (much of which we think is mandated from on high when it’s not) if there are better alternatives. As Michael Bungay-Stanier reminds us in his excellent book ‘The Coaching Habit’, one of the key questions we need to ask ourselves is, \"if you are saying yes to this, what are you saying no to?\" I cannot think of a better companion to have at your side than this unique and well-argued book which has the potential to transform workload, enhance staff well-being, and improve student outcomes. I absolutely loved it!\"\u003c\/em\u003e\u003c\/p\u003e -- Andy Buck\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Hamilton, Hattie, and Wiliam provide a comprehensive guide that will assist busy educators in determining what to stop, start, and continue in their efforts to improve schools. Their model is grounded in research and provides a practical and efficient methodology for de-implementation that is long overdue and needed in education.\"\u003c\/em\u003e\u003c\/p\u003e -- Jenni Donohoo\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Educational improvement efforts are plagued by remnants of previous efforts that were also designed to change outcomes. These fragments, or perhaps even entire initiatives, prevent the knowledge we have now from taking hold. Implementation fails because there are too many other things that are not working but haven’t been abandoned. It’s as if we’re at a buffet, with a full plate, and instead of removing some items, we ask for another plate and pile it on. We need to learn how to stop doing things that no longer work and this guide provides a toolkit for accomplishing just that.  Before trying to implement a new program or initiative, take stock and figure out what needs to go. Then follow the process outlined in this book to successfully de-implement and remove the clutter so that the good ideas take hold.\"\u003c\/em\u003e\u003c\/p\u003e -- Douglas Fisher\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"There′s no end to the list of tasks teachers and schools could take on. So where can teachers find the space and time needed to make improvements, adopt better programmes, or simply go home earlier? This admirable book offers the clearest answer I′ve yet seen. The authors offer valuable guidance in why making room for impact matters, how we can pursue it, and precisely what steps we might choose to take. Even more importantly, they offer schools license to work towards doing less and doing differently—not just more and more. The examples of how this can be done, practical and provocative alike, are also helpful. If you′ve ever wished you had more time, or didn′t have to do something, read this book.\"\u003c\/em\u003e\u003c\/p\u003e -- Harry Fletcher-Wood\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"\u003c\/em\u003eMaking Room for Impact \u003cem\u003eis a magnificent and unique book. It addresses a crucial almost completely neglected topic—how to get rid of or re-constitute things that no longer work!\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eI am sure the reader has heard the lament that the old ‘grammar of school’ continues to plague all efforts of reform. What reformers have traditionally done is to criticize the old way, try to implement the new only to find that they have failed time and again. How about: systematically getting rid of the old as you pave the way for the new. This book furnishes a roadmap to do just that. With fantastic graphics— a transformer′s dream tool box— \u003c\/em\u003eMaking Room for Impact\u003cem\u003e systematically guides us through nine ways to identify, unravel, and rid the organization of distractors as you mobilize the forces for new action. The reader learns to Discover, Decide, De-Implement, and Re-Decide, ending up with less work in total, and more powerful impact. This is a gem of a book for the action-oriented who want to affect both the small and big picture for the better.\"\u003c\/em\u003e\u003c\/p\u003e -- Michael Fullan\u003cbr\u003e\u003cp\u003e\"Skilled mountaineers know that to reach the summit, you carry only what you need. Carrying more diminishes your chances of success and threatens your survival. In this book, Arran, John, and Dylan provide the practical guidance that school leaders so desperately need to lighten their packs, improve their efficiency of impact, and succeed in reaching the summit of helping all students learn.\"\u003c\/p\u003e -- Thomas R. Guskey\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Kurt Vonnegut′s immortal ′Cat′s Cradle′ featured the Bokonist mantra ′busy, busy, busy.′ I′ve often thought the phrase works all too well as a description of schooling, where the mandatory and routine squeeze out the good. In \u003c\/em\u003eMaking Room for Impact\u003cem\u003e, instead of giving school leaders yet another to-do list, the authors instead offer much-needed but far-too-rare guidance on how to focus in on what matters most and carefully de-implement the rest.\"\u003c\/em\u003e\u003c\/p\u003e -- Frederick M. Hess\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Unbearable workloads are a chief reason given for the teacher shortage experienced in many countries. Often teachers are exhorted to ‘work smarter, not harder’, but they rarely receive advice about how to do this. This new book, from a team of highly regarded educators and researchers, is unique in that it provides guidance on both the ‘what’ and the ‘how’. It offers a process, based on principles, for removing, reducing, re-engineering, or replacing existing practices in order to concentrate on those practices likely to have most positive impact in terms of learning outcomes. \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eThe authors draw on extensive research from the fields of education, medicine, business, and across the English-speaking world. However, the book wears its learning lightly: It is very readable, has a strong sense of an audience of educators, and is structured in such a way that the key themes are reprised for practitioners who are likely to dip into different chapters as the need arises. It should be read by teachers, school leaders, and teacher educators, but also by policymakers who often promote innovations with insufficient attention to value or consequences.\"\u003c\/em\u003e\u003c\/p\u003e -- Mary James\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"De-implementation, or the science and art of removing, reducing, re-engineering, or replacing existing practices, is a novel concept in education, but a very important one in a world in which the limits in constantly adding more to the workload of teachers and leaders are ever more apparent. In \u003c\/em\u003eMaking Room for Impact,\u003cem\u003e an international dream-team of education researchers, Hamilton, Hattie, and William, have written a practical and user-friendly guide to exactly how we can go about de-implementing in our schools so we can make room not just for a better work-life balance, but also for better results for our students.\"\u003c\/em\u003e\u003c\/p\u003e -- Daniel Muijs\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"This is a fascinating and compelling read from some of our most influential education specialists. The central purpose is to provide an evaluative framework for educators to use in determining areas of professional workload that take up considerable time without directly improving student outcomes. The process of de-implementing is explored in detail, advice about areas that might be contributing to workload are suggested, but ultimately, we are offered a powerful manual for change.  \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eThe idea that more is better is challenged. The notion that much of what goes on in schools may be led by busy-ness or even ′fake work′ is set against a review process that privileges effectiveness and impact on learning. These arguments need to be rehearsed both within and beyond schools, optimizing teachers′ time and core skills to achieve the greatest benefit for our students. Persuasively, global data shows that some systems appear to be doing less whilst achieving more—a lesson for us all.\"\u003c\/em\u003e\u003c\/p\u003e -- Alison Peacock\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"In this profoundly important book, Hamilton, Hattie, and Wiliam reveal why so many well-intentioned educational reforms fail and, more importantly, what we can do about it. Before you start your next initiative, take the authors’ words to heart and de-implement first. With practical step-by-step advice, the \u003c\/em\u003e\u003cem\u003e process guides educators and leaders through the essential steps to declutter their agendas and focus on the essentials. The impressive evidence in these pages makes clear that the fragmentation associated with an abundance of initiatives is the enemy of learning. Yet it is astonishingly difficult to avoid the sunk cost fallacy—fearing that we cannot de-implement projects in which we have invested time, money, and political capital. No matter how promising the new initiative, it will fail unless you either buy a 36-hour day or follow the advice in this book.\"\u003c\/em\u003e\u003c\/p\u003e -- Douglas Reeves\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"One of the secrets of the highest-performing education systems is that they pursue fewer things at greater depth and avoid the mile-wide-inch deep implementation culture that often prevails elsewhere. But taking things away tends to be much harder in education than adding new things. \u003c\/em\u003eMaking Room for Impact\u003cem\u003e shows it can be done and provides the research, tools, and guidance to make it happen.\"\u003c\/em\u003e\u003c\/p\u003e -- Andreas Schleicher\u003cbr\u003e\u003cp\u003e\"Making Room for Impact\u003cem\u003e is a refreshingly original, timely, and beautifully crafted book. I′m certain the brilliantly conceived toolkit will energize educators around the world, empowering them to make the changes they need in order to take their schools forward by breaking the cycle of forever doing more and more and more. \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eThe de-implementation model combines a rigorous and systematic conceptual framework, intellectually satisfying in its clarity and logic, with a grounded pragmatism rooted in the wisdom you only gain by spending a lot of time around busy teachers and leaders in the manic world of education.  \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eHaving personally experienced the struggles of running a complex school with an overloaded agenda, the ideas set out here resonate completely.  It goes far beyond a simplistic ′less is more′ mantra, providing an extremely thorough, practical guide that will help countless educators to regain balance, and get back on track, focusing their energies on the things that make the most difference.\"\u003c\/em\u003e\u003c\/p\u003e -- Tom Sherrington\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"I cannot praise\u003c\/em\u003e\u003cem\u003e \u003c\/em\u003e Making Room for Impact\u003cem\u003e too highly. It took me 18 years as a headteacher to realize that the fewer things I asked colleagues to do, the better our school became. If you read this book—the follow up to \u003c\/em\u003eBuilding to Impact\u003cem\u003e\u003cem\u003e—\u003c\/em\u003eyou won’t have to spend 18 years learning how and why to de-implement. The thing is, we can only use each hour of our lives once. That is why opportunity cost is the most important concept in the wider lives of people working in schools.  \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eIn \u003c\/em\u003eMaking Room for Impact \u003cem\u003e you’ll find a step-by-step guide to creating the time and space for developing high quality teaching and learning by stopping doing things that don’t have enough impact on our pupils’ academic progress. This book will show you how to stop headteachers writing school improvement plans with 15 priorities, how to stop deputy headteachers discussing meaningless progress data which everyone knows is meaningless, and how to stop teachers doing marking which has no impact upon learning. We need to focus more intently upon improving the quality of teaching and learning if we are going to improve the quality of provision for our pupils. This book shows you how. \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eWhat’s more, if we could persuade our CEOs, governing bodies, Trust boards, local authorities, and policymakers to heed the advice so clearly articulated by Hamilton, Hattie and Wiliam, we may just re-establish teaching as a joyous profession where colleagues are able to meet the challenges of the job and avoid burnout, and by doing so solve the teacher-recruitment crisis. \u003c\/em\u003eMaking Room for Impact \u003cem\u003e \u003c\/em\u003e\u003cem\u003eis THE book for our times—everyone interested in the future of our schools should read it!\" \u003c\/em\u003e\u003c\/p\u003e -- John Tomsett\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"This book is brilliant. Every educator recognizes that we sometimes try something new and it doesn′t work out...and every educator recognizes that stopping is not always easy! This book takes you, step by step, through the process of identifying a target for de-implementation, choosing a strategy, and implementing it. This book will be invaluable for administrators!\"\u003c\/em\u003e\u003c\/p\u003e -- Daniel T. Willingham\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Schools are crowded with many unnecessary and fruitless policies and practices. School leaders, teachers, and students are all overworked with futile reforms and innovations, mandatory requirements, and unproductive tasks. Schools must do less! \u003c\/em\u003eIn Making Room for Impact\u003cem\u003e, Arran Hamilton, John Hattie, and Dylan Wiliam make compelling arguments for doing less and provide excellent guidance for schools to do less. This is a great read for educators!\"\u003c\/em\u003e\u003c\/p\u003e -- Yong Zhao\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Dr. Lyn Sharatt Part 1: The Big Picture Chapter 1: Why We Need to De-Implement (and Why it’s Hard) Chapter 2: Room for Impact: The Helicopter Overview Part 2: Discover Stage Chapter 3: Permit Chapter 4: Prospect Chapter 5: Postulate Part 3: Decide Stage Chapter 6: Propose Chapter 7: Prepare Chapter 8: Picture Part 4: De-Implement Stage Chapter 9: Proceed Part 5: Re-Decide Stage Chapter 10: aPpraise Chapter 11: Propel Conclusion","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738217361751,"sku":"9781071917077","price":30.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071917077.jpg?v=1723811827"},{"product_id":"transforming-schools-for-multilingual-learners-9781071884607","title":"Transforming Schools for Multilingual Learners","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eThis newly revised edition of \u003c\/em\u003eTransforming Schools for Multilingual Learners: A Comprehensive Guide for Educators \u003cem\u003eis a must-have for schools on the journey of creating equitable learning opportunities for all students. In the times of racial injustices, the COVID-19 pandemic, natural disasters, and a slew of global and regional crises, it is critically important that all educators hear Debbie Zacarian’s argument and act on her carefully created recommendations for supporting multilingual learners.\u003c\/em\u003e\u003c\/p\u003e -- Andrea Honigsfeld\u003cbr\u003e\u003cem\u003eAs a nation, we have undergone and continue to experience change in school policies, practices, and programs for multilingual learners. Through myriad real-life vignettes and exemplars, in this updated edition we come to witness how effective language programs can meet the requirements for federal compliance while slowly evolving on the local level to be more inclusive of the voices of educators, students, and families. Zacarian adeptly captures this transformation as she juxtaposes the increasingly important roles of educators as collaborators and advocates for multilingual learners in program planning, delivery, and evaluation against a backdrop of a less than adequate workforce that is not well-informed in understanding the social, cultural, and linguistic assets of these students.\u003c\/em\u003e -- Margo Gottlieb\u003cbr\u003e\u003cem\u003e\"The education of multilingual learners requires both a depth and a breadth of knowledge among leaders to ensure that systems are established and resourced to provide equitable opportunities for students and equitable access for families. \u003c\/em\u003eTransforming Schools for Multilingual Learners: A Comprehensive Guide for Educators\u003cem\u003e provides both the research foundation and the practical application for schools, through the requisite asset-based lens. This framework can assist schools in planning school improvement plans and in their equity, diversity, and inclusion goals. In the end schools can be places where all are welcomed, all are celebrated, and all can achieve.\"\u003c\/em\u003e -- Kellie Jones\u003cbr\u003e\u003cp\u003eTransforming Schools for Multilingual Learners: A Comprehensive Framework for Educators \u003cem\u003eis a must-have resource for school leaders, as well as in-service teachers and preservice teachers, to better understand how to create policies, practices, and programs for MLs to thrive. In this second edition work, Debbie Zacarian provides the latest, detailed information for all educators to better understand the needs of MLs and what to do to support their success. This book should be a staple in everyone’s professional library. \u003c\/em\u003e\u003c\/p\u003e -- Maria G. Dove, Ed.D.\u003cbr\u003e\u003cp\u003e\u003cem\u003eThe second edition of\u003c\/em\u003e Transforming Schools for Multilingual Learners: A Comprehensive Framework for Educators \u003cem\u003edefinitely joins the \"short list\" of books that all teachers and schools who serve English Language Learners should be reading!\u003c\/em\u003e\u003c\/p\u003e -- Larry Ferlazzo\u003cbr\u003e\u003cem\u003eUnder the guidance of well-informed and dedicated district leadership, multilinguals can thrive. Dr. Zacarian′s second edition addresses the most recent topics in our field while anchored firmly on decades of sound research around what works for multilingual students. The first edition lit the way for many, and this second edition promises to illuminate the path for school leaders committed to the march for educational equity for multilingual students. \u003c\/em\u003e -- Tan Huynh\u003cbr\u003eDebbie’s second edition brings to the forefront of school reform the importance of assets-based approaches to strengthen the success of multilingual learners.  School teams will definitely welcome the ideas, rubrics and strategies for creating effective policies, practices, and structures for transforming schools.  -- Margarita Espino Calderón\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword Chapter 1: Starting with our Students and Ourselves Chapter 2: Integrating the Regulations and Principles Chapter 3: Selecting Effective Program Models Chapter 4: Designing, Implementing, and Strengthening the English Language Development Component Chapter 5: Addressing the Core Content Component of a Language Education Program Chapter 6: Emphasizing the Importance of Family Engagement Chapter 7: Identifying and Working with Multilingual Learners with Learning Differences and Learning Disabilities Chapter 8: Putting It All Together: Making Data-Drive Decisions to Strengthen the Success of Language Assistance Programs","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738218180951,"sku":"9781071884607","price":30.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071884607.jpg?v=1723811828"},{"product_id":"the-drivers-9781071855010","title":"The Drivers","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eBe bold. Think big. Change Schools.\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eEveryday we're problem solvingbut deep down we know the system is no longer working. Do we just keep trying harder, or do we dare to transform how we do school?\u003c\/p\u003e\u003cp\u003eIn \u003cem\u003eThe Drivers: Transforming Learning for Students, Schools, and Systems\u003c\/em\u003e, renowned authors Michael Fullan and Joanne Quinn build on their previous books and lay out a complete model for transforming teaching and learning. The goal: making sure students are actually prepared to live and thrive in the complex world around them. Learn to:\u003c\/p\u003e\u003cul\u003e    \u003cli\u003eOrient students, staff, and community around the four drivers: wellbeing and learning, social intelligence, equality investments, systemness\u003c\/li\u003e    \u003cli\u003eBelieve that young people can generate more l magic in the world if we enable them\u003c\/li\u003e    \u003cli\u003eTake cues from five school communities who have successfully embarked on system change\u003c\/li\u003e    \u003cli\u003eLead, develop, and connect with others at different s\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eFullan and Quinn make the case for an educational paradigm that places humanity and its needs at the center. In clear and compelling language, they explain how we can move quickly from the schools we have to the ones our society needs. For those who recognize that education is critical\u003cbr\u003e to creating a more just and equitable future, this book will serve as a guide and source of inspiration. -- Pedro Noguera * Los Angeles, California *\u003cbr\u003e\u003cem\u003eThe Drivers\u003c\/em\u003e is truly a book for the moment. Fullan and Quinn offer a set of interlocking design principles, brought to life by cases of school- and district-level transformation, which light a way toward a future where all can thrive. The book manages to be both clear-eyed and aspirational—a\u003cbr\u003e combination that will resonate with stakeholders at all levels of the system. -- Sarah Fine * San Diego, California *\u003cbr\u003eThis book is an engaging must-read for all educators involved in systems change because it offers strategies centered on\u003cbr\u003e the humanity and well-being of stakeholders. It will help you rebuild a framework around systems change with meaningful insights from successful school communities around the world. -- Michele Broadnax * Los Angeles, California *\u003cbr\u003eFullan and Quinn have braided together some of the most important, current, and cutting-edge research with a clear understanding of the challenges of moving theory to practice. This book offers powerful advice on shifts that must happen in our school system and society if we are ever\u003cbr\u003e to achieve the pluralistic, multiracial democracy we have promised to our children. -- Jeff Duncan-Andrade * San Francisco, California *\u003cbr\u003eA timely book that provides an innovative approach to education. Fullan and Quinn draw on extensive international and practical experience to comprehensively understand the drivers essential for fostering change in education. This is a must-read for educators, policy makers, and anyone interested in positively impacting education and the world. -- Leandro Folgar Ruétalo, * Uruguay *\u003cbr\u003eThis is truly great work—an arresting and compelling guide to transforming our systems of education. It demands the exercise of our crucial role as stewards in service to and in cooperation with others. \u003cem\u003eThe Drivers\u003c\/em\u003e reactivates the lifeblood of a human system of learning. -- Anthony Mackay * Washington, D.C. *\u003cbr\u003eFullan and Quinn’s passionate and easy-to-read book is a call to action that will inspire and inform those seeking to transform our education system so that every learner has the deep learning required to survive and thrive in a complex world. This is what is needed to drive the necessary transformation of our schools. -- Sandra Milligan * Melbourne, Australia *\u003cbr\u003eFullan and Quinn’s four interrelated drivers build an ecosystem that enables learners to live with themselves, live with people who are different from them, and live with the planet. This is the daring and ambitious agenda we need given the challenges humanity faces. -- Andreas Schleicher * France *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgements About the Authors Prefrace Where to From Here? Driver 1: Well-Being and Learning Driver 2: Social and Machine Intelligence Driver 3: Equity-Equity Investments Driver 4: Systtemness: Everyone′s Agenda Deep-Learning: The Future Depends on It Epilogue: The Humanity Paradigm in Action References\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738218279255,"sku":"9781071855010","price":23.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071855010.jpg?v=1723811828"},{"product_id":"disrupting-the-teacher-opportunity-gap-9781071907832","title":"Disrupting the Teacher Opportunity Gap","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eThe teachers aren't the problemit's the system that needs fixing.\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eThe missing element in 70 years of school reform is a surround-sound focus on High-Expertise Teaching. We could have it in any district, regardless of zip code, if we reengineered the twelve processes that impact teachers' knowledge and skill. A handbook for action and a persuasive case for making every school a reliable engine of constant learning, this book outlines the actions necessary to ensure High-Expertise Teaching reaches more children, more of the time.\u003c\/p\u003e\u003cp\u003eInformed by a substantial research base and decades of implementation, scholar-practitioner Jon Saphier presents the foundational elements of High-Expertise Teaching in this capstone work, along with\u003c\/p\u003e\u003cul\u003e    \u003cli\u003eA comprehensive plan for effective implementation to scale\u003c\/li\u003e    \u003cli\u003eAn assets-based approach to high expectations, culturally responsive teaching, and rigor\u003c\/li\u003e    \u003cli\u003eTemplates for re-engineering school- a\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003eStrange as it may seem we have forgotten teachers in the free-fall nature of what education and learning is for. Jon Saphier, in a marvelously comprehensive re-positioning of ‘high expertise teaching,′ has given the ′system’ and all of us as individuals a fundamental and stirring wake-up call for action. Read and consume this new ‘bible;’ it makes expert teaching come alive exactly at the time we need it most.\u003c\/em\u003e -- Michael Fullan, Author and Professor Emeritus\u003cbr\u003e\u003cem\u003eJon Saphier is a national treasure. At the time of our greatest teacher shortage in a century, Saphier provides a guide for developing and maintaining a commitment to a culture of excellence in every school. This book sums up not only the latest and best evidence, but also a lifetime dedicated to the teaching profession and the development of high-expertise teaching. He calls leaders, policymakers, and parents to account for the fact that we routinely tolerate mediocrity from the classroom to the board room. The good news is that it doesn’t have to be that way. This is a book to be read, studied, and re-read by people joining our profession and to experienced teachers who, like Saphier, are committed to making every day that they serve our children better than the previous year.\u003c\/em\u003e -- Douglas Reeves, Author\u003cbr\u003e\u003cem\u003e\"Jon Saphier’s starting point is recognizing the complexity of teaching. Then he explains clearly and powerfully what and how we can put practices in place so teachers can develop the expertise they need to address that complexity. Coaches, leaders, and teachers who want to understand how to prepare teachers for the art and craft of teaching (and shouldn’t that be everyone) need to read this book and put its ideas into practice.\"\u003c\/em\u003e -- Jim Knight, Senior Partner and Research Associate\u003cbr\u003e\u003cem\u003e\"The greatest crisis in education relates to courage—the courage to call the low and high levels of expertise among educators, the success or otherwise of central offices to support and scale up expertise, and the courage of the profession itself to scream from the rooftops that student success is fundamentally due to their expertise. We have so much expertise, but we lack the courage to call it when it is not present, blaming the structures of schools, the funding, that parents sent the wrong child to the class, the curriculum, the tests, and so on. This is a brave book, as Saphier screams for a focus on expertise.  He knows success, sees expertise, and appreciates the strong evidence base. But he argues that the inattention to teacher capacity is titanic, the pathway to a collapsing profession, and cause of lower student success. Every educator needs Saphier sitting on their shoulder as they make decisions to improve the learning lives of every student.\"\u003c\/em\u003e -- John Hattie, Melbourne Laureate Professor Emeritus\u003cbr\u003e\u003cem\u003eIf you could choose one focus for school reform, what would it be? Jon Saphier, the renowned master of instructional practice, says there can only be one right answer: good teaching. He argues, citing research, experience, and common sense, that Highly Effective Teaching is not only the most vital element, but is also fully understood and achievable. In this important book he gives us a detailed blueprint for how to make it possible. Education would be better everywhere if we followed the advice in these pages.\u003c\/em\u003e -- Ron Berger, Senior Advisor for Teaching and Learning\u003cbr\u003e\u003cem\u003e\"Veteran educator Jon Saphier offers a comprehensive, thoughtful, and timely contribution to the field. Combining the keen observations of a cultural anthropologist and skilled ethnographer with more than 60 years in the profession, Saphier makes the case that High Expertise Teaching (HET) is the primary route to improved student achievement. He shines the light on the ′teacher opportunity gap′ to learn HET and describes what educational leaders can do to fill that gap. If current and aspiring educational leaders could only read a single book this year, they should choose this one.\"\u003c\/em\u003e -- Jay McTighe, Consultant and Co-Author\u003cbr\u003e\u003cem\u003e\"If you think we can’t give all kids the education they deserve, think again. In his compelling new book, Jon Saphier not only urges us to rely on the knowledge we have to create the schools we need, but he shows us how to do it. By developing reliable systems to support skillful teaching throughout their school, educators can proceed with confidence and certainty rather than chance or whim.\"\u003c\/em\u003e -- Susan Moore Johnson, Jerome T. Murphy Research Professor\u003cbr\u003e\u003cem\u003e\"Drawing on a lifetime of scholar-activism in combating inequity in the nation’s schools, Jon Saphier’s new book focuses on something that school districts can actually control:  the systematic supports for teacher learning that districts are in a position to provide—but in general do not.  The book is a call to practical action that the leadership of any district or state agency can choose to hear or ignore—with the greatest of consequences for students in our schools.\"\u003c\/em\u003e -- Steve Tozer, Founding Director\u003cbr\u003e\u003cem\u003e\"Jon Saphier is the country′s leading authority in explicating the skills and knowledge needed for skillful teaching. In this volume, he takes it up a level, offering a similarly comprehensive approach to building the systems and culture needed to support excellent teaching. Synthesizing more than five decades of research with his extensive practical experience, Saphier offers a one-stop-guide to everything a school or district leader needs to create wall-to-wall high expertise teaching.\"\u003c\/em\u003e -- Jal Mehta, Professor of Education\u003cbr\u003e\u003cem\u003e\"One of Jon Saphier’s gifts to the field has been his highly-detailed guide to effective teaching. Now he’s taken the same practical and comprehensive approach to describing the conditions needed for that quality teaching to take root in schools and districts. It’s a daunting task, but Saphier provides readers with a detailed map, an abundance of tools, and frequent concrete examples to help us envision quality leadership practice. With this wise book as a guide, leaders will know the most important steps to take to ensure every child receives High-Expertise Teaching.\"\u003c\/em\u003e -- Sarah Fiarman, Leadership Consultant\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eDefining the Problem    The Blind Spot in Policy, Reform, and Long-Term Planning    The Solution --  Elevating High-Expertise Teaching: the Missing Element in School Reform School-based Processes for High Expertise Teaching    The Skillful Culture Builder    How to Make Decisions that Stay Made    To See into the Soul of a School, Visit Common Planning Time Teams (CPTs)    BILTs Building Instructional Leadership Teams – Charter and Operation    Crafting the Role of the Coach District Based Processes for High Expertise Teaching    Where to Show Up and What to Do    Teacher Evaluation for Constant Learning    Supervising and Developing Principals Leadership Skills for High Expertise Teaching    The Nature of Professional Knowledge    Leadership Preparation Programs    The Courage to Lead    Political Savvy and Mobilization System Issues    High Expectations Teaching    Rigor and Curriculum Coherence    Ports of Call on a White Educator’s Journey to Culturally Proficient Instruction The Rest of the Story    The Plan    The Unwritten Chapters – Seven Potent Processes Hiring, Hiring, duction, Access and Academy, Pre-Service Education,  Certification and Recertification\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738220540247,"sku":"9781071907832","price":31.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071907832.jpg?v=1723811832"},{"product_id":"in-support-of-students-9781119885269","title":"In Support of Students","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eFrom Katie 7\u003c\/p\u003e \u003cp\u003eFrom Kristan 8\u003c\/p\u003e \u003cp\u003eIntroduction 8\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1: Planning for Systems Change 9\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe View from My Window, Kristan 9\u003c\/p\u003e \u003cp\u003eOur Call 10\u003c\/p\u003e \u003cp\u003eThe Need for Complex Change 12\u003c\/p\u003e \u003cp\u003eUnfreeze-Change-Refreeze Model 13\u003c\/p\u003e \u003cp\u003eConcerns-Based Adoption 15\u003c\/p\u003e \u003cp\u003eImplementation Science 17\u003c\/p\u003e \u003cp\u003eImprovement Science 21\u003c\/p\u003e \u003cp\u003eSummary 24\u003c\/p\u003e \u003cp\u003eReflection Questions 25\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2: Understanding MTSS 25\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eBaking, Not Caking 26\u003c\/p\u003e \u003cp\u003eDefining MTSS 26\u003c\/p\u003e \u003cp\u003eVision 32\u003c\/p\u003e \u003cp\u003eInstructional Design 32\u003c\/p\u003e \u003cp\u003eTiered Systems 33\u003c\/p\u003e \u003cp\u003eSystems and Structures 34\u003c\/p\u003e \u003cp\u003eSummary 36\u003c\/p\u003e \u003cp\u003eReflection Questions 37\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3: The Power of Inclusive Practices 38\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Power of Carrot Cake, Katie 38\u003c\/p\u003e \u003cp\u003eThe Opportunity Myth 39\u003c\/p\u003e \u003cp\u003eUniversal Design for Learning 41\u003c\/p\u003e \u003cp\u003eDeeper Learning 51\u003c\/p\u003e \u003cp\u003eDeeper Learning Tasks 53\u003c\/p\u003e \u003cp\u003eSummary 55\u003c\/p\u003e \u003cp\u003eReflection Questions 55\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4: Building Your Team and Crafting a Vision 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Ultimate Dream Team, Katie 57\u003c\/p\u003e \u003cp\u003eTeamwork Makes the Dream Work 58\u003c\/p\u003e \u003cp\u003eEstablishing the MTSS Team 58\u003c\/p\u003e \u003cp\u003eTeam Members 59\u003c\/p\u003e \u003cp\u003eTeam Process 61\u003c\/p\u003e \u003cp\u003eBuilding Team Norms 62\u003c\/p\u003e \u003cp\u003eCoordinating with Other Teams 65\u003c\/p\u003e \u003cp\u003eUnderstanding Effective Instructional Practice 66\u003c\/p\u003e \u003cp\u003eCreating the Vision 68\u003c\/p\u003e \u003cp\u003eDrafting the Vision 69\u003c\/p\u003e \u003cp\u003eSummary 71\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5: Kicking Off the Needs Assessment Process 72\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMy Reflection in the Mirror, Kristan 72\u003c\/p\u003e \u003cp\u003eWhere Do I Start? Katie 73\u003c\/p\u003e \u003cp\u003eSeeing Our Current Systems 73\u003c\/p\u003e \u003cp\u003eDocument Review 75\u003c\/p\u003e \u003cp\u003eDocument Review Sample: High School Schedule 78\u003c\/p\u003e \u003cp\u003eAsset Mapping 81\u003c\/p\u003e \u003cp\u003eSystems Inventory 83\u003c\/p\u003e \u003cp\u003eSummary 84\u003c\/p\u003e \u003cp\u003eReflection Questions 84\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6: Data Analysis to Prepare for MTSS 86\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Power of Lived Experiences, Kristan 86\u003c\/p\u003e \u003cp\u003eData Analysis 87\u003c\/p\u003e \u003cp\u003eOutcomes Data 88\u003c\/p\u003e \u003cp\u003eInstructional Data 89\u003c\/p\u003e \u003cp\u003ePerspectives Data 89\u003c\/p\u003e \u003cp\u003eSystems Data 90\u003c\/p\u003e \u003cp\u003eEquity Reviews 90\u003c\/p\u003e \u003cp\u003eTransforming Equity Reviews Into Action 93\u003c\/p\u003e \u003cp\u003ePrepare Your Data Culture 95\u003c\/p\u003e \u003cp\u003eSet a Positive Data Culture 95\u003c\/p\u003e \u003cp\u003eCreate a Comprehensive Assessment Map 96\u003c\/p\u003e \u003cp\u003eDesign a Data Decision Flowchart 97\u003c\/p\u003e \u003cp\u003eCreate Data Systems 99\u003c\/p\u003e \u003cp\u003eSummary 100\u003c\/p\u003e \u003cp\u003eReflection Questions 100\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7: Conducting the Self-Assessment 101\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eRefinishing the Glider, Katie 101\u003c\/p\u003e \u003cp\u003eCompleting the Self-Assessment 102\u003c\/p\u003e \u003cp\u003eInstructional Vision 104\u003c\/p\u003e \u003cp\u003eInstructional Design 105\u003c\/p\u003e \u003cp\u003eTiered Systems 108\u003c\/p\u003e \u003cp\u003eSystems and Structures 111\u003c\/p\u003e \u003cp\u003eKey Findings 114\u003c\/p\u003e \u003cp\u003eSummary 117\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8: Root-Cause Analysis 118\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDown the River 118\u003c\/p\u003e \u003cp\u003eIdentify Potential Root Causes 119\u003c\/p\u003e \u003cp\u003eOrganizing Your Proposed Root Causes Around Control 120\u003c\/p\u003e \u003cp\u003eReview Root Causes for Leverage 121\u003c\/p\u003e \u003cp\u003eValidate Your Root Causes 122\u003c\/p\u003e \u003cp\u003eVerify Your Root Causes 123\u003c\/p\u003e \u003cp\u003eSummary 124\u003c\/p\u003e \u003cp\u003eReflection Questions 124\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9: Planning for Success 126\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWalk with Me, Kristan 126\u003c\/p\u003e \u003cp\u003eSample Process Overview 127\u003c\/p\u003e \u003cp\u003eWriting SMART Goals 133\u003c\/p\u003e \u003cp\u003eVetting Your Plan 137\u003c\/p\u003e \u003cp\u003eLogic Models 139\u003c\/p\u003e \u003cp\u003eYour Turn 144\u003c\/p\u003e \u003cp\u003eAction Planning 145\u003c\/p\u003e \u003cp\u003eSummary 148\u003c\/p\u003e \u003cp\u003eReflection Questions 148\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10: Implementing Systems 149\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAvoiding the Fate of Sisyphus 149\u003c\/p\u003e \u003cp\u003eUnpacking Fidelity 150\u003c\/p\u003e \u003cp\u003eFidelity Checks in Practice 154\u003c\/p\u003e \u003cp\u003eFeedback Loops 155\u003c\/p\u003e \u003cp\u003eA Case Study: Integrating MTSS 157\u003c\/p\u003e \u003cp\u003eSummary 160\u003c\/p\u003e \u003cp\u003eReferences 161\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendix A 169\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eAppendix B: Sample Action Steps for MTSS Strategy 177\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eVision Action Steps 177\u003c\/p\u003e \u003cp\u003eInstructional Design Sample Action Steps 177\u003c\/p\u003e \u003cp\u003eCurricular Materials 178\u003c\/p\u003e \u003cp\u003eEquitable Practices 178\u003c\/p\u003e \u003cp\u003ePedagogy 179\u003c\/p\u003e \u003cp\u003eAssessment 179\u003c\/p\u003e \u003cp\u003eLearning Environment 180\u003c\/p\u003e \u003cp\u003eTiered Systems Planning 181\u003c\/p\u003e \u003cp\u003eTiered Supports 181\u003c\/p\u003e \u003cp\u003eData Systems 182\u003c\/p\u003e \u003cp\u003eAccess to Resources 182\u003c\/p\u003e \u003cp\u003eLeveraging Systems and Structures 184\u003c\/p\u003e \u003cp\u003eStaff Development and Competency 184\u003c\/p\u003e \u003cp\u003eStructural Support 185\u003c\/p\u003e \u003cp\u003eContinuous Improvement Cycles 185\u003c\/p\u003e \u003cp\u003eHuman Resources 187\u003c\/p\u003e \u003cp\u003eAbout the Authors 187\u003c\/p\u003e \u003cp\u003eKatie Novak, Ed.D. 188\u003c\/p\u003e \u003cp\u003eKristan Rodriguez, Ph.D. 189\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48738367930711,"sku":"9781119885269","price":21.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119885269.jpg?v=1723811983"},{"product_id":"prepositions-colorcards-9781138300682","title":"Prepositions Colorcards","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003ePrepositions, 2\u003csup\u003end\u003c\/sup\u003e Edition\u003c\/em\u003e is a valuable resource for building pre-language concepts, developing verbal comprehension, and expanding expressive language. Comprising 48 fully-updated colour flashcards, divided into eight sets of six, each set represents a single preposition in a variety of contexts.\u003c\/p\u003e\u003cp\u003eThe concepts and vocabulary shown relate to common circumstances and experiences, while the prepositions illustrated aim to teach awareness of space, position, and movement. This second edition of our bestselling resource contains new, modern images that have been selected for use with a wide range of ages, interests and language abilities.\u003c\/p\u003e\u003cp\u003eWith the inclusion of modern, engaging images, this 2\u003csup\u003end\u003c\/sup\u003e edition is a valuable intervention to support SLTs, SENCOs and teachers develop pupils'' comprehension and use of prepositions. Each card also provides other language possibilities, in particular the opportunity to develop the use of verbs and expressive l\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e48 large (A5) colour flashcards arranged in eight numbered sets of six. Each set represents a single preposition. Instruction booklet providing guidance on administration. Includes instructions in English, Dutch, French, German, Italian, Japanese, Portuguese, Spanish and Swedish. \u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":48738407317847,"sku":"9781138300682","price":31.49,"currency_code":"GBP","in_stock":true}]},{"product_id":"adjectives-colorcards-9781138555662","title":"Adjectives Colorcards","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eAdjectives, 2\u003csup\u003end \u003c\/sup\u003eEdition\u003c\/em\u003e is designed to help develop comprehension and expression of adjectives. Comprising 48 fully-updated colour flash cards  typically shown with the adjective opposite in meaning where it exists  the cards assist with building pre-language concepts, practising the use of newly-learned skills, developing verbal comprehension and extending vocabulary.\u003c\/p\u003e\u003cp\u003eDeveloped with experienced Speech and Language Therapists, this second edition of our bestselling resource contains the concepts and vocabulary shown relate to common experiences, and have been selected for use with a range of ages, interests and abilities.\u003c\/p\u003e\u003cp\u003eThis 2\u003csup\u003end\u003c\/sup\u003e edition is a valuable intervention to support SLTs, SENCOs and teachers develop pupils'' comprehension and expression of adjectives. The included instructions are available in nine languages - English, Dutch, French, German, Italian, Janapese, Portuguese, Spanish and Swedish.\u003cbr\u003e\u003cbr\u003e\u003cem\u003eIntended for use in educati\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e48 large (A5) colour flashcards, with guidance on application. Includes instructions in English, Dutch, French, German, Italian, Japanese, Portuguese, Spanish and Swedish. \u003c\/p\u003e\u003c\/em\u003e\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":48738412396887,"sku":"9781138555662","price":29.75,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781138555662.jpg?v=1723812025"},{"product_id":"the-education-we-need-for-a-future-we-cant-predict-9781071802083","title":"The Education We Need for a Future We Cant","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cstrong\u003e\u003cem\u003eImprove Schools and Transform Education\u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  In order for educational systems to change, we must reevaluate deep-seated beliefs about learning, teaching, schooling, and race that perpetuate inequitable opportunities and outcomes. Hatch, Corson, and Gerth van den Berg challenge the narrative when it comes to the grammar of schooling--or the conventional structures, practices, and beliefs that define educational experiences for so many childrento cast a new vision of what school could be.\u003cbr\u003e  \u003cbr\u003e  The book addresses current systemic problems and solutions as it:\u003cbr\u003e  \u003cbr\u003e  \u003cul\u003e      \u003cli\u003eHighlights global examples of successful school change\u003c\/li\u003e      \u003cli\u003eDescribes strategies that improve educational opportunities and performance\u003c\/li\u003e      \u003cli\u003eExplores promising approaches in developing new learning opportunities\u003c\/li\u003e      \u003cli\u003eOutlines conditions for supporting wide-scale educational improvement\u003c\/li\u003e  \u003c\/ul\u003e  \u003cbr\u003e  This provocative book approaches education reform by highlighting what works, while also demonstrating what can be accomplished if we redefine conventional schools. We can make the schools we have more efficient, more effective, and more equitable, all while creating powerful opportunities to support all aspects of students' development.\u003cbr\u003e  \u003cbr\u003e  \u003cp\u003e\u003cem\u003eYou won't find a better book on system change in education thanthis one. We learn why schools don't change; how they can improve; what it takes to change a system; and, in the final analysis, the possibilities of system change. Above all,\u003c\/em\u003eThe Education We Need\u003cem\u003erenders complexity into clarity asthe writing is so clear and compelling. A powerful read on a topic of utmost importance.\u003c\/em\u003e\u003c\/p\u003e  \u003cp\u003e\u003cstrong\u003e~Michael Fullan, Professor Emeritus,\u003c\/strong\u003e\u003cstrong\u003eOISE\/Universtiy of Toronto\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003e\u003c\/p\u003e  \u003cp\u003e\u003cem\u003eI cannot recommend this book highly enough  Tom tackles long-standing and emerging educational issues in new ways with an impressive understanding of the challenging complexities, but also feasible possibilities, for ensuring excellence and equity for all students.\u003c\/em\u003e\u003c\/p\u003e  \u003cp\u003e\u003cstrong\u003e~Carol Campbell, Associate Professor,\u003c\/strong\u003e\u003cstrong\u003eOntario Institute for Studies in Education, University of Toronto\u003c\/strong\u003e\u003c\/p\u003e  \u003cbr\u003e  \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eFor decades Tom Hatch has been engaged in school reform as an observer, researcher, and participant—as well as the involved parent of three children. He has surveyed efforts across the United States and much of the world—notably Norway, Finland, and Singapore—sympathetically but not uncritically. In this magisterial work, he presents the lessons he has learned and offers sage advice to those who seek to improve our schools—anywhere, everywhere.\u003c\/em\u003e\u003c\/p\u003e -- Howard Gardner, Hobbs Research Professor of Cognition and Education\u003cbr\u003e\u003cp\u003e\u003cem\u003eYou won’t find a better book on system change in education than \u003c\/em\u003eThe Education We Need for a Future We Can’t Predict\u003cem\u003e. It addresses all the key issues and does so from the ground up. We learn why schools don’t change; how they can improve; what it takes to change a system; and, in the final analysis, the possibilities of system change. It has remarkable geographical range based on lived-in familiarity of the countries in question: the US, Finland, Singapore, South Africa, Norway, and more. Above all, \u003c\/em\u003eThe Education We Need\u003cem\u003e renders complexity into clarity as the writing is so clear and compelling. A powerful read on a topic of utmost importance.\u003c\/em\u003e\u003c\/p\u003e -- Michael Fullan, Professor Emeritus\u003cbr\u003e\u003cp\u003e\u003cem\u003eIt is highly unusual and wonderfully refreshing to read a book so carefully pitched to our turbulent times as Tom Hatch’s \u003c\/em\u003eThe Education We Need for a Future We Can’t Predict\u003cem\u003e. This magnum opus masterfully blends a moving personal memoir, trenchant social and political analysis, and an inspiring vision of a better world. This is must-reading for all serious educators and change leaders in the age of the coronavirus and beyond.\u003c\/em\u003e\u003c\/p\u003e -- Dennis Shirley, Duganne Faculty Fellow and Professor\u003cbr\u003e\u003cp\u003eThe Education We Need for a Future We Can’t Predict\u003cem\u003e \u003c\/em\u003e\u003cem\u003eis an absolute must read for everyone interested in effective and equitable educational changes. Drawing on Tom Hatch’s extensive expertise from research and direct involvement in educational improvement work, this book provides wise advice and practical actions ranging from micro-innovations for teaching, learning and equity in classrooms, to school improvement and reform, and large-scale change to transform education systems. I cannot recommend this book highly enough – Tom tackles long-standing and emerging educational issues in new ways with an impressive understanding of the challenging complexities, but also feasible possibilities, for ensuring excellence and equity for all students.  \u003c\/em\u003e\u003c\/p\u003e -- Carol Campbell, Associate Professor\u003cbr\u003e\u003cp\u003e\u003cem\u003eTom Hatch has been ‘in the arena’ where policy, programs, people, and power converge to educate children. In his fantastic, informative new book, \u003c\/em\u003eThe Education We Need for a Future We Can’t Predict\u003cem\u003e, Tom travelled the globe to study how individuals, classrooms, schools, school systems, and nations ‘try with despair and hope to change and transform educational opportunities.’ Whether you’re a parent, practitioner, or policymaker, this book is written for you to take action to improve schools and communities; and to create new educational possibilities.\u003c\/em\u003e\u003c\/p\u003e -- Pablo Muñoz, Superintendent of Schools\u003cbr\u003e\u003cp\u003e\u003cem\u003eThis educational odyssey is a fascinating story about why we need, now more than ever, to both improve our schools and transform education systems at the same time. In the era of global health crisis, political instability and economic uncertainty, Tom Hatch and colleagues bring us a much-needed message of optimism and hope: We can change schools for better and improve education systems if we really want to do so. This book is a must-read for those who want to think differently about the education and what it takes to have schools that our children need for a future we can’t predict.\u003c\/em\u003e\u003c\/p\u003e -- Pasi Sahlberg, Professor of Education Policy\u003cbr\u003e\u003cem\u003eTom Hatch has worked at the center of some of the landmark school reform initiatives of our times. He has inside knowledge of the promise and the disappointments of school reform. In this perceptive book, Hatch shares his well-informed vision of what can work in efforts to improve our schools. The book is a timely and valuable contribution to our literature on school improvement.\u003c\/em\u003e -- William Damon, Professor of Education\u003cbr\u003e\u003cp\u003e\u003cem\u003eVery few books on school reform contain so many ideas and insights into how to develop and improve education and educational systems for the future challenges. This book underlines in a very interesting and absorbing way the fact that we do not know about the future and we can’t predict it. We can, however, create a future together by offering a right to good teaching and learning in our systems. In this task, our education must focus on humanity, equity, democracy, sustainable way of life and at the same time to take into account the uniqueness of a person and the richness of multi cultures\u003c\/em\u003e.\u003c\/p\u003e -- Mikko Salonen, Educational Leadership Consultant, Coach\u003cbr\u003e\u003cp\u003e\u003cem\u003eThere are many reasons to feel discouraged about attempts to substantively transform public education these days. The grammar of schooling has proved remarkably hard to change, most reform efforts have failed to prepare our children for the messy world we’re passing on to them, and we’re now entering a world where disruptions to life and work will likely become part of our everyday realities. If you’re one of those unwilling to give up to hopelessness, or if you’re already on the verge of losing hope, you have to read this book by Tom Hatch. \u003c\/em\u003eThe Education We Need for a Future We Can’t Predict\u003cem\u003e is at the same time thoughtful and pragmatic, American and global, micro- and macro. Tom provides a thoughtful analysis of why it is so hard to change schools and what it takes to make meaningful change stick in classrooms and across entire education systems. Tom’s book is a good reminder that our way out of this mess and towards a brighter future is to be found in our human agency, understood as our capacity to exercise choice in the face of uncertainty. And it shows, through example, how and why it is so important - even urgent - for the United States to look beyond its borders to learn from the amazing educational transformation work going on abroad, all the way from Europe to Africa, from South-East Asia to Latin America. \u003c\/em\u003e\u003c\/p\u003e -- Santiago Rincon Gallardo, Education Consultant\u003cbr\u003e\u003cp\u003e\u003cem\u003eEducation is plagued by an absent of knowledge on the intricacies related to \"making change happen\" in education focused governmental and non-governmental organizations. Tom Hatch provides numerous examples of change efforts in the United States and in numerous countries that dot the globe. Global and local change approaches are described in ways that are helpful to leaders struggling to design strategies to inform strategic and tactical approaches that are evidenced based and relevant to common struggles organizations face in diverse geographic, demographic and political contexts. The lessons learned draw upon research and practical knowledge derived from the vantage point of a highly skilled researcher and his family’s real-life journey in educational systems in Norway, Sweden, and the United States.\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eThe various conceptualizations of change strategies included in this book provide a much-needed resource for practitioners, reformers and policy makers to consider in planning and implementing change in complex times in a variety of educational settings across the globe. Tom’s personalization of research offers excellent case studies offer a variety of ways to think about making change happen. Readers are certain to identify with a rich array of relevant research and practice whether planning change for an education oriented non-profit, schools, districts, or state and national change projects. \u003c\/em\u003e\u003c\/p\u003e -- Larry Leverett, Retired Executive Director\u003cbr\u003e\u003cp\u003e\u003cem\u003eHatch has written a deeply personal and reflective book that weaves decades of personal and global research evidence with his own personal experience as a student, parent and scholar in different countries. As a result, \u003c\/em\u003eThe Education We Need\u003cem\u003e provides a unique, timely and compelling argument for how lives within schools and education systems are inextricably linked to local and national context.\u003c\/em\u003e\u003c\/p\u003e \u003cem\u003e This book will be essential reading for my students!\u003c\/em\u003e -- Karen Edge, Reader in Educational Leadership\u003cbr\u003e\u003cp\u003e\u003cem\u003eA well written and well-argued book, bringing in the value of small scale changes in improving whole educational systems across the developed and developing world. It is healthily critical, reflective and humble while seeking to be constructive and ultimately optimistic, too. The book shows that educational transformation without social transformation is extremely unlikely on any significant scale, but that substantial improvement of what already exists is feasible, desirable and, of itself, can make significant contributions to equity.\u003c\/em\u003e\u003c\/p\u003e -- Andy Hargreaves * Research Professor, Boston College, Director of CHENINE (Change, Engagement \u0026amp; Innovation in Education), University of Ottawa, President \u0026amp; Co-Founder, ARC Education *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Figures List of Programs Preface    An Education in Schools    An Education in School Reform    Why This Book? Acknowledgments About the Authors Introduction    School Improvement in (Norwegian) Perspective    Improving Schools and Transforming Education    Design and Organization PART 1: WHY SHOULD SCHOOLS CHANGE? Chapter 1: Increasing Access and Quality    What Has Improved in Schooling in the Developing World?    What Has Improved in Established Educational Systems?    Improvement Is Not Enough    The Bottom Line Chapter 2: Establishing Equitable Learning Opportunities    Equity, Opportunity, and Education    The Vicious Cycle: Economic Inequality + Inequality of Educational Opportunity    Separate and Unequal    How Inequality Adds Up    The Bottom Line Chapter 3: Learning With Purpose    What Are Schools For?    The Power of Unanticipated Learning    The Education We Need for a Future We Can’t Predict    The Bottom Line    Key Ideas From Part 1 PART 2: WHY DON’T SCHOOLS CHANGE? Chapter 4: The “Grammar of Schooling” Always Pushes Back    The Possibilities of Incremental Improvement    The Challenges of Radical Change    What It Really Takes to Improve Chapter 5: Beliefs Endure, but Times Change    “Real School” and “Real Learning”    Real Differences in Values    Turbulent Conditions    Improving in “Niches”    Key Ideas From Part 2 PART 3: HOW CAN SCHOOLS IMPROVE? Chapter 6: From Common Concerns to High-Leverage Problems    Identifying Common Needs and Concerns    From Common Concerns to High-Leverage Problems    High-Leverage Problems and Foundational Skills    From High-Leverage Problems to Systemic Improvement    Looking for Leverage: Finding Productive Problems Chapter 7: Solving Problems and Developing Micro-Innovations    Micro-Innovations for Teaching and Learning    Expanding the Power of Educators    Micro-Innovations Across the System    Micro-Innovations Beyond the Classroom    An Abundance of Needs and Possibilities    Key Ideas From Part 3 PART 4: HOW CAN EDUCATION CHANGE? Chapter 8: The Conditions for Learning    Plugging Into Schools    Finding the Right Fit    Scaling Into School Systems Chapter 9: From Possibilities to Practice    Building the Infrastructure for New Forms of Learning    Evolution and Expansion of the Infrastructure for Learning    Spandrels: Planning for Unpredictable Opportunities    Creating the Conditions for Improvement    Key Ideas From Part 4 PART 5: WHAT DOES IT TAKE TO CHANGE SCHOOL SYSTEMS? Chapter 10: Capacity-Building    Investing in Expertise and Materials    Relationships and Social Networks    From “Best Practice” to Comprehensive Support Chapter 11: Coherence and Common Understanding    What Does Curriculum “Renewal” in Finland Really Entail?    Coherence Inside and Outside Schools in Singapore    Beyond Alignment Chapter 12: Collective Responsibility    Trust in Society    Accountability, Answerability, and Responsibility    Building the Capacity for Collective Responsibility    Improvement in a Norwegian Context    The Mechanisms That Can Support Education Into the Future    Key Ideas From Part 5 PART 6: CONCLUSION\/REPRISE Chapter 13: From Improvements to Movements    Pursue a Series of High-Leverage Problems    Develop New Approaches to Critical Challenges    Take Small Steps to Make Big Changes    Key Ideas for Creating the Education We Need    Condense Schooling and Increase Learning Chapter 14: The Problems and Possibilities for Improvement in Every System    Improvement in Context    Steering Toward the Future    Between Nudges and Disruption    High-Leverage Leadership References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738523939159,"sku":"9781071802083","price":25.64,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071802083.jpg?v=1720049211"},{"product_id":"mentoring-and-coaching-in-education-9781350264229","title":"Mentoring and Coaching in Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eDrawing on a wide range of experiences, Lizana Oberholzer and Derek Boyle clearly define the terms coaching' and mentoring' before looking at how coaching and mentoring are used in schools to develop teachers. They offer theoretical frameworks, key strategies and principles at each stage to support phase specific development, and explore how these strategies can be used to help teachers to continue to develop to become confident classroom practitioners, as well as future leaders. Lizana and Derek also consider the key challenges and issues mentors and coaches might face. Each chapter explores how coaches and mentors can offer support and provide a safe supportive environment to allow teachers to continue to grow and develop, whatever phase they are in on their learning journey.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eA refreshing and engaging guide for teacher educators and school-based mentors that draws on key literature framed within common teacher career progression and pathways as being a key direction in their professional learning journey. * Julie Jordan, Associate Lecturer, Sheffield Hallam University and Independent Educational Consultant, UK *\u003cbr\u003eAs mentoring is a training priority for many schools, this is a timely guide with practical strategies for quality sessions at every level. This should be in every staff CPD library so teachers at all stages can see how their career could develop further through engaging with the mentoring process. * Bethany K. Kelly, Director of Programmes, Faculty of Education, University of Buckingham, UK *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword About the Authors  Introduction:  Lizana Oberholzer How To Use This Book 1. What is Coaching and Mentoring? 2. Mentoring an Initial Teacher Trainee 3. Mentoring a Newly Qualified Teacher 4. Mentoring a Recently Qualified Teacher (RQT) 5. Mentoring a Middle Leader (ML)  6. Mentoring a Senior Leaders 7. Coaching and Mentoring Headteachers  8. Coaching and Mentoring Women into Leadership  9. Coaching and Mentoring BAME Colleagues into Leadership  Conclusion References   Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738612085079,"sku":"9781350264229","price":21.84,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350264229.jpg?v=1720049651"},{"product_id":"the-stressfree-guide-to-studying-at-university-9781412944939","title":"The StressFree Guide to Studying at University","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eProviding a positive and supportive guide to understanding, preventing and managing the stress that can be associated with student life, this book is structured around the main stressors that are likely to be encountered as a student, such as the initial adjustment to university life, financial difficulties and the pressure of examinations. Throughout, the emphasis is on achieving well-being, by minimizing the disruption caused by stress and learning from difficult experiences.  \u003cp\u003eThree main strategies are investigated for handling stress:\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003ereducing the likelihood of encountering stressful situations\u003c\/li\u003e      \u003cli\u003elearning how to handle stressful situations when they cannot be avoided\u003c\/li\u003e      \u003cli\u003emoving on from stressful experiences and achieving positive well-being.\u003c\/li\u003e  \u003c\/ul\u003e  \u003cp\u003eThis guide will be a great help to any student troubled by the pressures of university. The highly practical stragtegies provided here will help to ensure that the reader gets the most \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eStress and well-being: an overview Ways of handling stress and anxiety Leaving home and starting university Assessment: coursework, exams and stress Survival skills, relationships and social life Major life events Finance Life planning Aftermath The forgotten army: mature, part-time and overseas students\u003c\/p\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739113664855,"sku":"9781412944939","price":31.36,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781412944939.jpg?v=1720051202"},{"product_id":"how-to-achieve-the-every-child-matters-standards-9781412948166","title":"How to Achieve the Every Child Matters Standards","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIncludes CD-Rom\u003cp\u003e\u003c\/p\u003e\u003cp\u003e'Rita Cheminais has once again written a practical resource to help educational settings deliver positive outcomes for all pupils...Settings should consider that working towards the achievement of these standards will complement their existing process of evaluation, review and development' - \u003cb\u003e\u003ci\u003eSpecial \u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e'This book (and CD-Rom) focuses on practical approaches to achieving Every Child Matters Standards in a wide range of educational settings...[It] is likely to be particularly useful to educational management teams in schools and related settings, especially where they are embarking on the process of applying the standards or evaluating their efforts in achieving them' - \u003cb\u003e\u003ci\u003eEarly Years Update \u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e`This very practical book is a must for anyone working towards achieving the Every Child Matters Standards. Local authorities, schools, early years settings, children's centres and post 16 providers will find this book inv\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e′This very practical book is a must for anyone working towards achieving the Every Child Matters Standards. Local authorities, schools, early years settings, children′s centres and post 16 providers will find this book invaluable in supporting their goal to meeting the standards. It is easy to use and contains all the information needed at each step of the process. The CD will provide copies of all the forms described in the book which will build up an extensive evidence base to support the self evaluation process′ \u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003e - Lorraine Petersen, CEO of NASEN \u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eEvery Child Matters Standards: Concept; Guiding Principles; Where and When to Use Them; Advantages; Assessors How to Achieve the Every Child Matters Standards Undertaking the Every Child Matters Standards Audit Building an Every Child Matters Portfolio of Evidence The Every Child Matters Evidence Descriptors for the 12 Standards Monitoring and Evaluating Progress towards Meeting the Every Child Matters Standards Appendices - Model Every Child Matters Standards Information Brochure; Every Child Matters Standards Power Point Presentation; Model Every Child Matters Standards Contract of Agreement; Model Every Child Matters Standards Award Certificate","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739114647895,"sku":"9781412948166","price":44.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781412948166.jpg?v=1720051206"},{"product_id":"doubling-student-performance-9781412969635","title":"Doubling Student Performance","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003ci\u003eIn my work, I see the power of good schools to change young lives for the better almost every day. This book takes us behind the doors of unusually high-performing high-poverty schools to show us how they do it and where they get the funding. The book is a valuable tool for educators who want to improve their results and a reminder to parents and policy makers that we should never expect less.\u003cbr\u003e\u003c\/i\u003eKati Haycock, President\u003cbr\u003eThe Education Trust\u003c\/p\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003eRadically reform your school and improve academic achievement using readily accessible resources!\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eAt a time when the United States is struggling with far-reaching educational reform, school leaders need a blueprint for dramatically improving student success and supporting those efforts by effectively reallocating and managing available resources. \u003c\/p\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eDoubling Student Performance \u003c\/em\u003e\u003c\/strong\u003ecombines the latest research with the authors' national study of diverse schools that were able to signi\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"This book provides examples of urban, suburban, and rural schools and districts that have doubled student performance. These district and school best practices are chronicled throughout this book and accompanied by a series of ten steps to doubling student performance. The authors detail how the reallocation of time and resources contributed to the doubling of student performance.\"\u003c\/em\u003e -- Gerald N. Tirozzi, Executive Director\u003cbr\u003e\u003cem\u003e\"The authors strike a balance between research-based practices and evidence from real schools. The chapter outlining the 10 steps was especially useful because it allows the reader to take a mental inventory of what he or she already has under way and what may come next. Three additional chapters—on smaller class size, professional development and extra help for students—serve as case studies with the key concept that funding possibilities are endless when you look for them.\"\u003c\/em\u003e -- The School Administrator, September 2010, Vol. 67(8)\u003cbr\u003e\u003cem\u003e\"This is a must-read book for state, district, and school leaders. It reaffirms the good work that is happening in many, many places in our country and describes the strategies and use of resources that make a significant difference in student achievement.\"\u003c\/em\u003e -- Paul Rosier, Executive Director, Washington Association of School Administrators\u003cbr\u003e\u003cem\u003e\"In my work, I see evidence of the power of good schools to change young lives for the better almost every day. This book takes us behind the doors of unusually high-performing, high-poverty schools to show us how they do that, and where they get the funding to support their programs. The book is a valuable tool for educators who want to improve their results and a reminder to parents and policy makers that we should never expect less.\"\u003c\/em\u003e -- Kati Haycock, President\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgements Preface 1. Places That Have Doubled Student Performance    Rural Districts and Schools that have Doubled Perfo    Rosalia, Washington    Abbotsford, Wisconsin    Doubling Student Performance at the Advanced Level: Monroe, Wisconsin\t    Monroe school district improvement process    Other Rural Examples    Medium Sized Districts    The Madison, Wisconsin Story    Kennewick, Washington    LaCrosse, Wisconsin    Columbus School in Appleton, Wisconsin    Doubling Performance in High Minority, High Poverty Schools\t 2. The Stimulus for Change and the Educational Change Process    Pressure from Multiple Sources to Improve Student Achievement    Pressure from State-Standards Based Reform    Pressure from District Administrators    Pressure from Within the School    Pressure from the Federal Government    The Large-Scale Organizational Change Process    Laying the Foundation for Change    Creating a New Educational Strategy    Implementation, Monitoring and Continuous Improvement 3. Ten Steps to Double Student Performance    Step 1:  Understanding the Performance Problem and Challenge    Step 2:  Set Ambitious Goals    Step 3:  Change the Curriculum Program and Create a New Instructional Vision    Step 4:  Formative Assessments and Data-Based Decision-Making    Step 5:  Ongoing, Intensive Professional Development    Step 6:  Using Time Efficiently and Effectively    Step 7:  Extending Learning Time for Struggling Students    Step 8:  Collaborative, Professional Culture    Step 9:  Widespread and Distributed Instructional Leadership    Step 10:  Professional and Best Practices    Summary and Conclusions 4. Reducing Class Size    Resources at School Sites    Reallocating Resources to Reduce Elementary Class Size    School-Wide Strategies to Reduce Class Sizes    A District wide Strategy to Reduce Class Size in Early Elementary Grades    Summary 5. Finding Resources for Professional Development    Resources Needed for an Effective Professional Development Program    A Professional Development Fiscal and Program Audit    Doubling Performance Districts    Using Extant Professional Development Days Effectively    Planning and Professional Development Time    Summary 6. Funding Extra-Help Strategies    Individual and Small-Group Tutoring for Struggling Students    Extended Time for Struggling Students to Learn the Core Curriculum    Summer School Program Focused on Core Instruction 7. Linking Resources Needed to Double Performance    Finance Adequacy    Approaches to School Finance Adequacy    Evidence-Based Approach to School Finance Adequacy References Index\u003c\/p\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739117203799,"sku":"9781412969635","price":27.89,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781412969635.jpg?v=1723812197"},{"product_id":"introduction-to-intercollegiate-athletics-9781421416625","title":"Introduction to Intercollegiate Athletics","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAimed at upper-level undergraduate and graduate students, scholars, teachers, practitioners, athletic administrators, and advocates of intercollegiate athletics, Introduction to Intercollegiate Athletics provides readers with up-to-date and comprehensive knowledge about the changes to-and challenges faced by-university athletics programs.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePreface\u003cbr\u003e\u003cb\u003ePart I: Historical Analysis, Governance and Leadership, and Ethics\u003c\/b\u003e\u003cbr\u003eChapter 1: From Sports Page to Front Page: Intercollegiate Athletics and American Higher Education\u003cbr\u003eChapter 2: Organization and Governance of the NCAA\u003cbr\u003eChapter 3: Leadership in Intercollegiate Athletics\u003cbr\u003eChapter 4: Ethical Issues in Intercollegiate Athletics: Purpose Achieved or Challenged?\u003cbr\u003e\u003cb\u003ePart II: Theoretical Perspectives on Higher Education and Athletics\u003c\/b\u003e\u003cbr\u003eChapter 5: Theoretical Tenets of Higher Education and College Athletes\u003cbr\u003e\u003cb\u003ePart III: The College Athlete Experience\u003c\/b\u003e\u003cbr\u003eChapter 6: Today's College Athlete\u003cbr\u003eChapter 7: MVP: Predictors of Four-Year Transfer for Community College Athletes\u003cbr\u003eChapter 8: Intercollegiate Athletics Climate: Effects on Students, Faculty, and Administrators\u003cbr\u003e\u003cb\u003ePart IV: The Business Enterprise of College Athletics\u003c\/b\u003e\u003cbr\u003eChapter 9: Taxation of College Sports: Policies and Controversies\u003cbr\u003eChapter 10: College Sports Spending Decisions and the Academic Mission\u003cbr\u003eChapter 11: The Business Model of Intercollegiate Sports: The Haves and Have-Notes\u003cbr\u003eChapter 12: Millionaire College Coaches and the Schools That Pay Them\u003cbr\u003e\u003cb\u003ePart V: The Significance of Race and Ethnicity Issues\u003c\/b\u003e\u003cbr\u003eChapter 13: Cross-Racial Interaction of Division I Athletes: The Campus Climate for Diversity\u003cbr\u003eChapter 14: The Miseducation of African American Male College Athletes\u003cbr\u003eChapter 15: For Colored Girls Who Have Considered Black Feminist Thought When Feminist Discourse and Title IX Weren't Enough\u003cbr\u003eChapter 16: Conference Realignment and the Demise of the Academic Mission\u003cbr\u003e\u003cb\u003ePart VI: Gender Equity and Compliance Issues\u003c\/b\u003e\u003cbr\u003eChapter 17: Effects of Titles IX on Intercollegiate Athletics, 1972-2012\u003cbr\u003eChapter 18: Key Case Law and Legislation Shaping Women's Opportunity in Intercollegiate Athletics\u003cbr\u003eChapter 19: Title IX Compliance and Intercollegiate Athletics \u003cbr\u003eChapter 20: Barriers to Leadership for Women in College Athletics\u003cbr\u003e\u003cb\u003ePart VII: NCAA and Member Institution Policy Concerns\u003c\/b\u003e\u003cbr\u003eChapter 21: College Athletes' Rights\u003cbr\u003eChapter 22: Recruiting in Intercollegiate Athletics\u003cbr\u003eChapter 23: Intercollegiate Athletics and Amateurism\u003cbr\u003eChapter 24: Freedoms Lost: Exploring Social Media Policies in Intercollegiate Athletics\u003cbr\u003eChapter 25: The Atlete and University Contractual Relationship\u003cbr\u003e\u003cb\u003ePart VIII: The Academic Reform Movement\u003c\/b\u003e\u003cbr\u003eChapter 26: The Dilemma of Academic Support for College Athletes: Advising to the APR\u003cbr\u003eChapter 27: College Athletes in Revenue and Nonrevenue Sports: Language, Culture, Identity\u003cbr\u003eChapter 28: Best Practices in Career Transition Programming for College Athletes\u003cbr\u003eEpilogue: The Changing Landscape of Athletics in American Higher Education\u003cbr\u003eIndex\u003c\/p\u003e","brand":"Johns Hopkins University Press","offers":[{"title":"Default Title","offer_id":48739135750487,"sku":"9781421416625","price":40.85,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781421416625.jpg?v=1720051272"},{"product_id":"research-methods-in-educational-leadership-and-management-9781446200446","title":"Research Methods in Educational Leadership and Management","description":"This classic guide continues to be the leading Research Methods text that specifically deals with Educational Leadership and Management. The collection boasts an array of high-profile international expert contributors, covering a wide range of specialisms,  emphasising the importance of the critically engaged practitioner. \u003cp\u003e\u003c\/p\u003e \u003cp\u003eAccessible and user-friendly, this edition has been fully revised and updated to take full account of online research. 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It is a companion to \u003cb\u003eEducational Leadership: Context, Strategy and Collaboration\u003c\/b\u003e, also published by Sage.\u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e\u003cp\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e′This excellent compilation provides a valuable overview of key themes and issues, enabling the reader to engage critically with emerging ideas and debates′\u003cb\u003e-Professor Tim Simkins, Sheffield Hallam University\u003c\/b\u003e\u003cbr\u003e \u003c\/p\u003e\u003cp\u003e\u003c\/p\u003e \u003cp\u003e′This timely collection brings together important writings to critically examine the complex issue of leadership for learning and how pupil, professional and institutional learning are inextricably linked. 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Hallam et al Coming to Terms with ′Voice′  - Pat Thomson Schools, Teachers and Curriculum Change: A Balancing Act? - Mark Priestley PART TWO: WORKING AS A CHANGE AGENT Introduction - Margaret Preedy Educational Change: Implementation and Continuation - Michael Fullan Teaching and the Change Wars: The Professionalism Hypothesis - Linda Darling-Hammond School Leadership in an Age of Accountability: Tensions between Managerial and Professional Accountability - Jorunn Møller Distributing Leadership to Improve Outcomes for Students - Helen S. Timperley Change from the Middle? Exploring Middle Manager Strategic and Sense-Making Agency in Public Services - Raymond Caldwell Managing Resources to Support Learning - Rosalind Levacic PART THREE: LEADING PROFESSIONAL DEVELOPMENT Introduction - Marion Cartwright From Simplicism to Complexity in Leadership Identity and Preparation: Exploring the Lineage and Dark Secrets - Jacky Lumby and Fenwick English Revisiting Informal and Incidental Learning as a Vehicle for Professional Learning and Development - Victoria J. Marsick, Karen E. Watkins, and Barbara Lovin Leading Professional Learning Communities - Louise Stoll Leadership Development - Tony Bush Mentoring and Coaching Programmes for the Professional Development of School Leaders - Bruce G. Barnett and Gary R. O′Mahony Myriad Professional Identities: The Challenge for Leading Professional Development in the Further Education Context? - Marion Cartwright Conclusion - Margaret Preedy Index","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48739316629847,"sku":"9781446253342","price":42.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781446253342.jpg?v=1720051887"},{"product_id":"education-policy-unravelled-9781474270069","title":"Education Policy Unravelled","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eGillian Forrester\u003c\/b\u003e is Associate Professor of Education at Staffordshire University, UK. \u003cbr\u003e\u003cbr\u003e\u003cb\u003eDean Garratt \u003c\/b\u003eis Professor and Head of School of Education at York St John University, UK.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eEducation policy is an increasingly complex arena and this book – extensive in its historical and geographical perspective, detailed in its examination of policy contexts and enactments, and critical in its insistence on digging beneath the status quo and challenging the platitudes of politicians and policy makers – lives up to its promise to unravel policy. I cannot think of a better guide for students, teachers and researchers. * Matthew Clarke, Chair Professor in Education, York St John University, UK *\u003cbr\u003eThe inclusive education chapter is one of the best I have seen. * Anne Ferguson, University of Glasgow, UK *\u003cbr\u003eThis book has always been well received by a number of academic tutors in teacher education. This book offers interesting analysis of education policy and fits nicely into modules that look at the nature of the curriculum in this country including policy\/statutory review and changes. This book also allows you to see many of the bigger ideas associated with a curriculum and this serves to extend student perspectives on a curriculum, leading them into more political and social justice spheres. * Claire Morse, University of Winchester, UK *\u003cbr\u003eDoes exactly as the title suggests ... This is an excellent book for those attempting to understand education in light of recent policy initiatives with a critical lens. * Kamal Ahmed, University of Cumbria, UK *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgements 1. Introduction: The Development of Education Policy in the Modern Era 2. Education: Improvement or Control? 3. Policy and Social Justice 4. The Evolving Primary Curriculum 5. Developments in Early Childhood Education and Care 6. Post-compulsory Education 7. Economics of Education 8. Inclusive Schools: Special Educational Needs and Disability 9. Globalization and Policy-borrowing 10. Possibilities for Education Policy References Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48739592012119,"sku":"9781474270069","price":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781474270069.jpg?v=1720052680"},{"product_id":"creating-a-democratic-climate-for-kids-9781475857993","title":"Creating a Democratic Climate for Kids","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003ca id=\"_Hlk30095603\"\u003e\u003c\/a\u003eThe principles of democracy, freedom, and the rights of individuals are taught from textbooks, but the principles of autocracy and dictatorship are still practiced in most schools and homes. It is no wonder our children feel unsettled, defiant, and even outright rebellious. Many of our young people are growing up ignorant of, and uncommitted to, the great principles upon which our nation was founded. The way to make children committed to our democratic way of life is to make them full participants in it. This new guide is provided to assist educators and parents in making our schools and homes models of democracy, giving our kids the freedom of choice, and bestowing on them the basic rights of citizenship. Parents and educators must unite as democratic leaders to guide, coach, and stimulate our young people to assume responsibility for themselves. The future of our nation may depend on it!\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eNot only is Creating a Democratic Climate for Kids an easy to use toolbox of practical and easily applicable strategies, but it is also a much-needed updated approach for dealing with today’s kids. Surely this will be a recommended resource for all educators, counselors, and others in contact with today’s youth. -- Jose D. Vasquez, LCDCI, LVN, Managing Director of Lakeview Education, Rockwall, TX; Licensed Chemical Dependency Counselor; former educator and nurse for high risk youth offenders\u003cbr\u003eCreating a Democratic Climate for Kids is an excellent book for reinvigorating American civics. At a time where public cynicism—especially among our young people— threatens to engulf and jeopardize our nation, McCormick provides practical rubrics for restoration and useful 21st century knowledge. This is a great educational tool for repairing one of the most serious breaches in our public culture today. The book provides a wealth of practical tools for resolving conflicts and creating a positive communication culture. -- Ben Voth, associate professor, communication; director of speech and debate, Southern Methodist University; former advisor for the George W Bush institute, the Coolidge Presidential foundation and the United States Holocaust Memorial Museum in DC\u003cbr\u003eHaving reviewed McCormick’s newest educational work Creating a Democratic Climate for Kids, I can state that this work has arrived at the perfect time for our educational setting. McCormick blends past knowledge and experience with well thought out techniques for today’s ever-changing climate found in our educational system. This work begins with the meaning behind behaviors and the social impact it has on the climate, then McCormick takes the reader through the development of strategies to enhance the skill set found in students and their peers. This should be a part of your educational tool set. -- Robert D. Wood, Med, leadership, youth group leader; former high school principal\u003cbr\u003eAs a teacher of English language learners, empowering my students with knowledge and tools spelled out in Creating a Democratic Climate for Kids is a game changer! This treasure trove of concrete tools reveals classroom-worthy principles of democracy for all students. It galvanizes the reader with straightforward, easy to implement strategies to instill these values in all our students. -- Michelle Heh, ELL Teacher, Cumberland Valley School District, Mechanicsburg, PA\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface\u003cbr\u003e\u003cbr\u003eChapter 1: Why Methods of “The Good ‘Ole Days” Are No Longer Effective in Today’s Schools and Homes\u003cbr\u003e\u003cbr\u003e Chapter 2: Key Concepts In The Philosophical Premises: The Power Of Encouragement \u003cbr\u003e\u003cbr\u003eChapter 3: Some Basic Counseling Tools\u003cbr\u003e\u003cbr\u003eChapter 4: Behavior Management Tips to Minimize Misbehavior\u003cbr\u003e\u003cbr\u003eChapter 5: Building a Personal Democratic System Of Discipline: Some Strategies, Theories And Principles to Consider\u003cbr\u003e\u003cbr\u003eAppendix: A Quick Reference To Useful Tools To Promote Positive Behaviors \u003cbr\u003e\u003cbr\u003eBibliography","brand":"Rowman \u0026 Littlefield","offers":[{"title":"Default Title","offer_id":48739631268183,"sku":"9781475857993","price":33.75,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781475857993.jpg?v=1720052776"},{"product_id":"the-plc-book-9781483382654","title":"The PLC Book","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eThe secret to your PLC's success? You.\u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  Commitment to improving student outcomes is a natural part of being a teacher. So when you bring your experience, skills, and questions to a professional learning community, you help shape the future of the teamand that makes all the difference for your students.\u003cbr\u003e  \u003cbr\u003e  Unlike other PLC resources, this book isn't just for leadersit's designed to help every member of the team be a driving force for success. With it, you'll work together to\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eGive voice to important issues and dilemmas\u003c\/li\u003e      \u003cli\u003eDecide where to focus your work\u003c\/li\u003e      \u003cli\u003eDevelop and implement a plan for gaining insight into your area of focus\u003c\/li\u003e      \u003cli\u003eTake action based on individual and collective learning\u003c\/li\u003e      \u003cli\u003eShare results with others outside the PLC\u003c\/li\u003e  \u003c\/ul\u003e  \u003cp\u003eSuccessful PLCs buzz with a collaborative energy that comes from the engagement of teachers. With this guide, you'll make the most o\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\"The PLC Book \u003cem\u003eis an essential resource for all principals and teachers who wish to create a powerful culture of adult and student learning in their schools.  Dana and Yendol-Hoppey created a practical go-to guide designed to help all educators understand and enact an exciting program of professional learning.  A must-read for all who are currently engaging in or wish to begin Professional Learning Communities in their schools.\"\u003c\/em\u003e\u003c\/p\u003e -- Todd Whitaker\u003cbr\u003e\u003cp\u003e\u003cem\u003e \"\u003c\/em\u003eThe PLC Book\u003cem\u003e is destined to be an essential text in the fields of teacher education, teacher professional development, school administration and a handbook for teachers and others engaged in the pursuit of systemic educational change.\"\u003c\/em\u003e\u003c\/p\u003e -- Frances Rust, Senior Fellow \u0026amp; Director of Teacher Education Program\u003cbr\u003e\u003cp\u003e\"The PLC Book\u003cem\u003e is a must-read for anyone wishing to establish a PLC in their school, from the leader looking for a whole-school approach, to the classroom practitioner seeking to connect with a group of educators.\"\u003c\/em\u003e\u003c\/p\u003e -- Liane Pitcher-Leigh, Evidence-Based Teaching Lead\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"\u003c\/em\u003eThe PLC Book\u003cem\u003e is as essential as \u003c\/em\u003eThe Reflective Educator’s Guide to Professional Learning Communities\u003cem\u003e! Their careful guidance and realistic examples support the work of teachers to genuinely learn together based on inquiry, shared common goals and reflective practices.\"\u003c\/em\u003e\u003c\/p\u003e -- Donnan Stoicovy, Elementary Principal\/Lead Learner\u003cbr\u003e\u003cp\u003e\"The PLC Book\u003cem\u003e creates a powerful and memorable connection between the idea of Professional Learning Communities and the actuality of creating and sustaining them.\"\u003c\/em\u003e\u003c\/p\u003e -- Teri Schrader, The School Reform Initiative\u003cbr\u003e\u003cp\u003e \u003c\/p\u003e \u003cp\u003e\"The PLC Book\u003cem\u003e will be a go-to resource for teachers, from those looking to begin PLCs for the first time to experienced PLCs looking to refine their collaborative work and get more focused on what makes a difference for student learning.\"\u003c\/em\u003e\u003c\/p\u003e -- Jennie Beltramini, K-8 Math Instructional Coach\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Dana and Yendol-Hoppey have blazed a path of professional development that few have been brave enough to tackle. They understand schools and how they operate on a core level.\"\u003c\/em\u003e\u003c\/p\u003e -- Jodi Bergland Holen, Professor\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"As no one else, Nancy and Diane master the art of bringing innovative theories into the practice.\" \u003c\/em\u003e\u003c\/p\u003e -- Rik Vanderhauwaert, DNI\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword Acknowledgements About the Authors 1. PLC Defined    What Is A PLC?    Do PLCs Really Work?    How Do PLCs Work?    Why Is This Book Called The PLC Book? 2. Getting Started    What Getting Started Is and Why It’s Important    How to Get Started    What Does Getting Started Look Like?    Questions For Discussion 3. Establishing A PLC’s Direction    What Establishing A PLC Direction Is and Why It’s Important    How To Establish A Direction For Your PLC    What Does Establishing A Direction For Your PLC Look Like?    Questions For Discussion 4. Developing A PLC Action Learning Plan    What A PLC Action Learning Plan Is and Why It’s Important    How To Develop A PLC Action Learning Plan    What Might Developing An Action Learning Plan Look Like?    Questions For Discussion 5. Analyzing Data In Your PLC    What Data Analysis Is and Why It’s Important    How To Analyze Data    What Might Analyzing Data Look Like?    Questions for Discussion 6. Making PLC Learning Public    What Making PLC Learning Public Is and Why It’s Important    How to Make PLC Learning Public    What Might Sharing the Work of Your PLC Look Like?    Questions for Discussion 7. Essential Elements of Healthy PLCs    Establish a Vision    Build Trust    Understand and Embrace Collaboration    Encourage, Recognize and Appreciate Diversity Within the Group    Promote the Development of Critical Friends    Pay Attention to the Work “In-Between”    Hold the Group Accountable for and Document Their Learning    Have a Comprehensive View of What Constitutes Data    Understand Change and Acknowledge The Discomfort It May Bring    Work With Building Administrators References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739660398935,"sku":"9781483382654","price":23.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781483382654.jpg?v=1720052842"},{"product_id":"reduce-change-to-increase-improvement-9781506325378","title":"Reduce Change to Increase Improvement","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eToo much change, not enough improvement\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003e\u003cstrong\u003e\u003cem\u003e \u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003ePlanned changes often fail because those designing them underestimate the complexity of implementation. \u003c\/p\u003e  \u003cp\u003e \u003c\/p\u003e  \u003cp\u003e\u003cem\u003eReduce Change to Increase Improvement\u003c\/em\u003e provides a practical structure for helping system and school leaders increase improvement while reducing ineffective change and innovation. By drilling down to the beliefs and values that inform the actual practice of change leaders, Robinson identifies the mindset, processes, and actual behaviors that contribute to successful reform efforts and, importantly, provide school leaders with concrete tools that enable them to be more effective. \u003c\/p\u003e  \u003cp\u003e \u003c\/p\u003e  \u003cp\u003eThe structures described in the book are illustrated by numerous examples, cases, and conversation extracts and center on four phases of engagement: \u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003eAgreeing about the problem to be solved \u003c\/li\u003e\n\u003cli\u003eRevealing the beliefs that sustain the current practices \u003c\/li\u003e\n\u003cli\u003eEvaluating the relative merit of the existing practices and proposed theory \u003c\/li\u003e\n\u003cli\u003eImplementing and monitoring the new theory of action \u003c\/li\u003e\n\u003c\/ul\u003e  \u003cp\u003e\"Finally, a serious, evidence-proven book about educational change that takes a different tact – beginning with the impact on the learner. \u003cem\u003eReduce Change to Increase Improvement\u003c\/em\u003e is a treasure-trove of concrete information for educational leaders. Robinson, always cautious about \"change for change sake\", brilliantly delineates each step of the way for leaders using authentically-documented conversations and practical discussion-starters that guide us through this collective inquiry approach towards student improvement. All leaders need this concise, clearly-stated text to guide their intentional improvement practices. \u003c\/p\u003e  \u003cp\u003e—\u003cstrong\u003eDr. Lyn Sharratt, International Consultant and Author\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003e\u003cstrong\u003eOISE, University of Toronto, Ontario, Canada\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"There are many reasons why Viviane Robinson is one of my favorite researchers in the field of educational leadership. Her depth of knowledge and understanding of school improvement makes her a stand out in the profession. Reduce Change to Increase Improvement is a book all leaders should read because it will help them understand what improvement looks like and how to avoid the pitfalls that too many leaders fall into.\"\u003c\/em\u003e\u003c\/p\u003e -- Peter DeWitt, Ed.D., Corwin Author\/Consultant\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Viviane Robinson’s brilliant new masterpiece is provocatively entitled Reduce Change to Increase Improvement.   It is a stunning achievement. Every sentence bristles with penetrating insights and practical recommendations in the hands of Robinson’s sparkling prose. The sections on engaging respectfully with teachers’ theories of action should be required reading for every school principal or superintendent. Best of all, this expertly crafted book is a pleasure to read and re-read.  It will be cited frequently around the world for years to come.\"\u003c\/em\u003e\u003c\/p\u003e -- Dennis Shirley, Professor\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"\u003c\/em\u003e\u003cem\u003eFinally, a serious, evidence-proven book about educational change that takes a different tact – beginning with the impact on the learner. \"Reduce Change to Increase Improvement\u003c\/em\u003e\u003cem\u003e\" is a treasure-trove of concrete information for educational leaders wanting to move away from the frequently-used, ineffective Bypass Theory leading to no change in student outcomes to the rarely-used, highly effective Engagement Theory that gets at the heart of leading school improvement. Robinson, always cautious about \"change for change sake\", brilliantly delineates each step of the way for leaders using authentically-documented conversations and practical discussion-starters that guide us through this collective inquiry approach towards student improvement. She highlights that only by integrating new thinking into current classroom practice will reform be successful - AND only if built on a firm foundation of leaders and teachers rigorously examining shared beliefs and exposing tacitly-held disbeliefs about the capacity of all students to learn. All leaders need this concise, clearly-stated text to guide their intentional improvement practices.\"\u003c\/em\u003e\u003c\/p\u003e -- Dr. Lyn Sharratt, International Consultant and Author\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"This is a ‘must read’ for anyone who is serious about achieving meaningful improvement and understanding more about the potential of engaging with theories of action. With her forensic eye for detail, Viviane Robinson unpicks why current practice is sustained and shows how deep and respectful coaching dialogue can produce mutual commitment and powerful professional learning. It’s a book with many applications.\"\u003c\/em\u003e\u003c\/p\u003e -- Louise Stoll, PhD, Professor of Professional Learning\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Never was a book more welcome than one that addresses why so much change leads to so little impact. Viviane’s work gets right to the heart of the beliefs, values and conditions that lie at the heart of our willingness to either embrace change or resist it. Viviane gives us an opportunity to eavesdrop on real conversations that model skillful enquiry into the values and beliefs that drive our behavior and that are more likely to lead to change that ‘pays off.’ In a world where change is constant, and resources are tight we should all be intolerant of any more failed attempts.  I would like to see every Education Ministry, school adviser and school leader not just reading this book but using it to shape their practice so change can be far less frequent, but have far more impact.\"\u003c\/em\u003e\u003c\/p\u003e -- Maggie Farrar, Education Consultant\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"I have worked with principals in graduate programs and professional learning series in six countries over the last two decades. Each and every one of these leaders would benefit from reading this new book. Viviane Robinson combines her research findings, powerful insights into how to re-design thinking about principal wellbeing, and invaluable examples from practice. \u003c\/em\u003e\u003cem\u003eThe writing has voice and is highly engaging to read. The sooner this book is published, the better. These theoretically powerful and practical insights are needed and overdue.\"\u003c\/em\u003e\u003c\/p\u003e -- Omar Mekki, Senior Advisor\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"My colleague Dr. Judy Halbert and I have worked with principals in graduate programs and in professional learning series in six countries over the last two decades. Each and every one of these leaders would benefit from reading this new book by Professor Robinson. She combines her research findings, a logic train that is important and highly useable, a powerful insight into how to re-design thinking about principal well-being and work load and examples from practice that are invaluable. Her writing has voice and is highly engaging to read. The sooner this book has been published, the better. These theoretically powerful and practical insights are needed and overdue.\"\u003c\/em\u003e\u003c\/p\u003e -- Dr. Linda Kaser, Co-Director of the Center for Innovative Educational Leadership\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"The challenge in our current understanding of school improvement is not knowing what schools ought to do, but knowing how school leaders can get those things done. Leaders’ ability to engage and involve teachers in improvement processes is a missing resource in many schools. Reading this book will absolutely help school leaders redefine how they should act and behave in order to implement improvements to benefit not only their students’ learning but also teachers’ professional development. This book makes a significant contribution to the education management literature in a clear, concise and practical way. A ‘must read’ for new and established school leaders.\"\u003c\/em\u003e\u003c\/p\u003e -- Johan From, Professor in Political Science\/Director of School Leadership Master’s Program\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"This book is remarkable.  It combines a deep understanding of how and why theories of action influence the success or failure of improvement efforts in schools, with a range of intensely practical strategies and examples that illustrate how leaders can work to enhance their approaches to change.  Robinson draws on more than 10 years of research and development work with leaders, often based on detailed observation and analysis of coaching conversations and real situations in schools, to identify and make explicit the values, beliefs, actions and consequences that drive behavior and the ways in which leaders can engage with these to create shared understandings and agendas for improvement.   The chapter on how this work informed the design of a new leadership development program to address well-being for school principals is particularly fascinating.  I can’t recommend the book highly enough to serving leaders and all those involved in supporting change and improvement in schools.\"\u003c\/em\u003e\u003c\/p\u003e -- Toby Greany, Professor\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Reduce Change to Increase Improvement is logically developed from foundation principles to take the reader through the thinking, understanding, planning, professional learning, action, and evaluative processes. The use of general and personal theories of action is appropriate and effective. The work is supported well by illustrations and extracts from actual cases of aspects of change. I think its greatest strength is the emphasis throughout on working with and through other people and the interpersonal and cognitive work this requires. T\u003c\/em\u003e\u003cem\u003ehis book helps to professionalize the education profession and provides a timely and valuable resource for our understanding and building of capability for change that makes a difference to students.\"\u003c\/em\u003e\u003c\/p\u003e -- Stephen Dinham, Associate Dean and Professor of Instructional Leadership\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Tables and Figures Preface Acknowledgments About the Author 1. Too Much Change, Not Enough Improvement    Not All Change Is Desirable    Distinguish Between Change and Improvement    Improvement Means Positive Impact on Learners    The Impact of Leadership on Student Outcomes    Reflection and Action 2. Understand the Challenge of Improvement    Understand Theories of Action    Espoused Theories of Action Versus Theories in Use    Helping to Change Theories of Action    Reflection and Action 3. Two Approaches to Leading Improvement: Bypass and Engage    The Limitations of the Bypass Approach    The Bypass Approach: A National Initiative    From Bypass to Engagement    Reflection and Action 4. The Four Phases of Theory Engagement    Phase I. Agree on the Problem to Be Solved    Phase II. Inquire Into the Relevant Theory of Action    Phase III. Evaluate the Relative Merit of the Current and Alternative Theories of Action    Phase IV. Implement and Monitor a New, Sufficiently Shared Theory of Action    Reflection and Action 5. Learning How to Lead Improvement: Coaching That Engages Principals    Excerpt 1: Engage Others’ Thinking    Excerpt 2: The Self-Referential Critique    Excerpt 3: Bypass and Reframing    Reflection and Action 6. Learning How to Lead Improvement: Professional Learning That Engages Participants    The Context    Phase I. Agree on the Problem to Be Solved    Phase II. Reveal the Relevant Theories of Action    Phase III. Evaluate the Relative Merit of the Current and Alternative Theories of Action    Phase IV. Implement and Monitor a New, Sufficiently Shared Theory of Action    Reflection and Action Afterword by Stephen Dinham References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739815162199,"sku":"9781506325378","price":25.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781506325378.jpg?v=1720053210"},{"product_id":"teaching-sprints-how-overloaded-educators-can-keep-getting-better-9781506340401","title":"Teaching Sprints: How Overloaded Educators Can","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cstrong\u003e\u003cem\u003eEnhance teachers’ expertise – in every term, every school year.\u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  With all of the everyday demands of teaching, the job of \u003cem\u003eimproving \u003c\/em\u003eclassroom practice is a challenge for teachers and school leaders. Grounded by research and field-tested around the world, \u003cem\u003eTeaching Sprints\u003c\/em\u003e offers a professional improvement process that works in theory and practice.\u003cbr\u003e  \u003cbr\u003e  Including insights from the field, and practical protocols, this book outlines a simple model for engaging in short bursts of evidence-informed improvement work. Using \u003cem\u003eTeaching Sprints\u003c\/em\u003e, teams of teachers can enhance their expertise together, in a way that is sustainable on the ground. \u003cbr\u003e  \u003cbr\u003e  In \u003cem\u003eTeaching Sprints\u003c\/em\u003e, readers will find:\u003cbr\u003e  \u003cul\u003e\n\u003cli\u003ethree big ideas about practice improvement\u003c\/li\u003e\n\u003cli\u003ea detailed description of a simple improvement process\u003c\/li\u003e\n\u003cli\u003eadvice on how to establish a routine for continual improvement\u003c\/li\u003e\n\u003c\/ul\u003e  \u003cbr\u003e  Whether you’re a classroom teacher thinking about your own practice, an instructional leader supporting colleagues to teach better tomorrow, or a school leader interested in enhancing your program for professional learning, \u003cem\u003eTeaching Sprints\u003c\/em\u003e is a must-read for you.\u003cbr\u003e  \u003cbr\u003e  \u003cem\u003e\"Among the greatest unresolved issues within schools is developing great models of implementation: Sprints is certainly one of the breakthroughs. This book can make major improvements in schools and classrooms, ironically by focusing on tiny shifts.\"\u003c\/em\u003e\u003cbr\u003e  \u003cstrong\u003eJohn Hattie, Laureate Professor\u003cbr\u003e  Melbourne Graduate School of Education\u003cbr\u003e  Melbourne, Australia\u003c\/strong\u003e\u003cbr\u003e  \u003cem\u003e\u003cbr\u003e  \"Once in a while you come across a book that really cuts through the complexity of issues and provides a refreshing and practical approach to improving what happens in schools. This is such a book. Evidence-based, easy to read and full of down-to-earth ideas that busy teachers can implement. I love it.\"  \u003c\/em\u003e\u003cbr\u003e  \u003cstrong\u003eSteve Munby, Visiting Professor\u003cbr\u003e  University College London \u003cbr\u003e  Former CEO, National College for School Leadership\u003cbr\u003e  London, UK\u003c\/strong\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eAmong the greatest unresolved issues within schools is developing great models of implementation: Sprints is certainly one of the breakthroughs. This book can make major improvements in schools and classrooms, ironically by focusing on tiny shifts. \u003c\/em\u003e\u003c\/p\u003e -- John Hattie\u003cbr\u003e\u003cp\u003e\u003cem\u003eOnce in a while you come across a book that really cuts through the complexity of issues and provides a refreshing and practical approach to improving what happens in schools. This is such a book. Evidence-based, easy to read and full of down-to-earth ideas that busy teachers can implement. I love it.\u003c\/em\u003e  \u003c\/p\u003e -- Steve Munby\u003cbr\u003e\u003cp\u003e\u003cem\u003eIn our work we find that 80% of our best ideas come from leading practitioners. This book is a godsend to this domain of learning from doing. With three big components, and three guidelines to quick action for each idea,\u003c\/em\u003e Teaching Sprints \u003cem\u003ehelps people to get to action and learn from it quickly. Identify best bets, and establish improvement routines. Breakspear and Ryrie Jones have given us a strong framework for action in frantic times.\u003c\/em\u003e\u003c\/p\u003e -- Michael Fullan, Professor Emeritus\u003cbr\u003e\u003cp\u003e\u003cem\u003eAs someone who works closely with teachers to support their development in a wide range of contexts, I found \u003c\/em\u003eTeaching Sprints\u003cem\u003e absolutely inspiring and illuminating. Simon and Bronwyn have managed to capture the complex process of teacher improvement in an elegantly simple framework with crystal clear underlying principles founded on both practice and research evidence, alongside very practical implementation tools. It′s a brilliant concept and I′m sure a lot of teachers and leaders will find this incredibly valuable. \u003c\/em\u003e\u003c\/p\u003e -- Tom Sherrington, Education Consultant and Author\u003cbr\u003e\u003cp\u003e\u003cem\u003eSimon and Bron have such a practical way of combining insights from research and practice to help teachers have the best possible impact in their classrooms. This book is a goldmine of practical, tried-and-tested and evidence-informed strategies for teachers and school leaders who want to improve what they do.\u003c\/em\u003e\u003c\/p\u003e -- Danielle Toon, Associate Director\u003cbr\u003e\u003cp\u003e\u003cem\u003eAuthors Breakspear \u0026amp; Ryrie Jones, informed and supported by fellow practitioners \u0026amp; researchers, deliver a powerful Guide for a profession committed to getting better at good work. The Teaching Sprints model is an ‘innovation lab in the school’; it is a rigorous, adaptive, and impactful approach to embedding professional learning. \u003c\/em\u003eTeaching Sprints\u003cem\u003e advocates iterative and sustainable improvement in collaborative professional practice - but it does much more - it demonstrates how to do it!\u003c\/em\u003e\u003c\/p\u003e -- Anthony Mackay, President \u0026amp; CEO * National Center on Education \u0026amp; the Economy *\u003cbr\u003e\u003cp\u003eTeaching Sprints\u003cem\u003e is an important book for anyone who works with teachers on practice improvement. Breakspear and Ryrie Jones provide a simple, flexible process for engaging small groups of teachers in developing their craft of teaching. Using simple, straightforward protocols, \u003c\/em\u003eTeaching Sprints \u003cem\u003ehelps teachers to engage with relevant research, choose one small piece of their craft to change and make that shift to ultimately improve student learning outcomes. I can′t wait to share this book with all teachers in my district!\u003c\/em\u003e\u003c\/p\u003e -- Leanne Peters, Assistant Superintendent\u003cbr\u003e\u003cp\u003e\u003cem\u003eFor too long teachers have been asked to change practice outside of the context of the classroom and outside the realm of engagement with students. Here, Breakspear and Ryrie Jones provide a logical, sensible, and pragmatic approach that enables the busy teacher to improve in the classroom with kids. Start with best bets, practice makes progress, and focus on tiny shifts are the key ingredients to launching doable and long-lasting improvement. This is a brilliant book every teacher, coach, and leader should use as they seek to improve teaching and learning. \u003c\/em\u003e\u003c\/p\u003e -- Michael McDowell, Superintendent\u003cbr\u003e\u003cp\u003e\u003cem\u003eThis book delivers exactly what teachers want – a structured, logical and achievable strategy to improve their classroom practice and reflect on evidence of impact. \u003c\/em\u003e\u003c\/p\u003e -- Adrian Piccoli, Professor\u003cbr\u003e\u003cp\u003eTeaching Sprints\u003cem\u003e provides educators with a lens to think about and explore their practice in tangible ways. The clearly articulated process facilitates collaborative conversations among teams, with a focus on evidence informed decisions. The opportunity to practice, adjust and reflect supports teachers’ professional learning through ongoing intentional and incremental adjustments over time.\u003c\/em\u003e\u003c\/p\u003e -- Barb Isaak, Executive Director\u003cbr\u003e\u003cp\u003e\u003cem\u003eAs the world turns faster and with increasing uncertainty, we, as educators, need to be agile and excellent. We need to project our professionalism and do everything in our power to ensure that the system we deliver is worthy of our children and their futures. This book is brilliantly researched, incredibly pragmatic and, most importantly, profoundly important in helping us all to meet that challenge. \u003c\/em\u003e\u003c\/p\u003e -- Richard Gerver, Speaker, Educator\u003cbr\u003e\u003cp\u003e\u003cem\u003eAs a school principal, I’ve found \u003c\/em\u003eTeaching Sprints\u003cem\u003e to be the most effective way to facilitate teacher improvement. It is simple but powerful because it gives teachers a real sense of satisfaction. Through each Sprint, and sometimes in a short space of time, they see both personal improvement and improvement in their students.\u003c\/em\u003e\u003c\/p\u003e -- Lindy Smith, Principal\u003cbr\u003e\u003cp\u003e\u003cem\u003eBrilliant! As school leaders we live, eat and breathe school improvement. In \u003c\/em\u003eTeaching Sprints,\u003cem\u003e Simon and Bron give us a practical and effective way to make it happen. I wish they had written this 20 years ago when I was a principal.\u003c\/em\u003e\u003c\/p\u003e -- Neil Barker, Former Director\u003cbr\u003e\u003cp\u003e\u003cem\u003eOur teachers are proof of the impact \u003c\/em\u003eTeaching Sprints\u003cem\u003e has on improving their practice and ensuring impact. Teachers meaningfully engage in \u003c\/em\u003eTeaching Sprints\u003cem\u003e because they know it works.\u003c\/em\u003e\u003c\/p\u003e -- Kylie Donovan \u0026amp; Donna Beath\u003cbr\u003e\u003cp\u003e\u003cem\u003eTeaching Sprints has enabled our teams of educators to refine and improve their teaching practice by engaging with research. The Sprints process fosters collaborative learning and has been a valuable form of professional development in creating lasting change. I like that teachers reflect on their current practice and then identify areas where they could improve their expertise. The change is evident in the conversations you hear in meetings where the first step is engaging with research to inform the decisions we make. It is not uncommon to hear teachers say, ‘Well, what is the best way of teaching...?’ \u003c\/em\u003eSprints\u003cem\u003e has reaffirmed the need for teachers to be continual learners who constantly strive to get better, regardless of their experience. \u003c\/em\u003e\u003c\/p\u003e -- Angela Dobbin, Assistant Principal\u003cbr\u003e\u003cp\u003e\u003cem\u003eAs a school leader, I credit the role \u003c\/em\u003eTeaching Sprints\u003cem\u003e has had in shaping staff culture – it’s one of continual teacher improvement. Through \u003c\/em\u003eSprints\u003cem\u003e, teachers at my school routinely improve their effectiveness while simultaneously building strong relational trust.\u003c\/em\u003e\u003c\/p\u003e -- Steven Hooke, Principal * The Oaks Public School *\u003cbr\u003e\u003cp\u003e\u003cem\u003eThe Teaching Sprints process has become embedded in our school’s practice. Teachers collaborate, using the three phases of a Teaching Sprint to research around best practice, implement, review, refine, and assess. Improvement in student learning outcomes is evident as a result of the focus on improving and refining teacher pedagogy.\u003c\/em\u003e\u003c\/p\u003e -- Joanne Graham, Principal\u003cbr\u003e\u003cp\u003eTeaching Sprints\u003cem\u003e is a great process that allowed our team to have some engaging professional dialogue on our teaching practice. It gave us a safe space to reflect on research and share our learning.\u003c\/em\u003e\u003c\/p\u003e -- Kate Foley, Prep One Teacher\u003cbr\u003e\u003cp\u003e\u003cem\u003eTransformative. Timely. Teacher and research informed. Teaching Sprints provides us with the space for deliberate dialogue around two critical aspects of education; improving student outcomes and shifting pedagogical practice.\u003c\/em\u003e\u003c\/p\u003e -- Karen Graham, Deputy Principal (Instructional Leader)\u003cbr\u003e\u003cp\u003eTeaching Sprints\u003cem\u003e has enabled our portfolio of schools\/pre-schools to be involved in a consistent organisational process for developing teacher practice and collaboration. As a local Education Team, the impact of this approach has been clearly identified through the collection of evidence which is enhancing our overall Site Improvement focus.\u003c\/em\u003e\u003c\/p\u003e -- Adam Box, Education Director, Partnerships, Schools, and Preschools\u003cbr\u003e\u003cp\u003e\u003cem\u003eThis book starts with a compelling proposition for anyone involved in teacher learning: \"If it doesn’t work for teachers, it doesn’t work.\" What Simon and Bronwyn outline is an evidence-based, field-tested, no-nonsense process to support teachers in continually improving their teaching practice. This is a timely and welcome addition to the teacher learning discourse.\u003c\/em\u003e\u003c\/p\u003e -- Ryan Dunn, Lecturer\u003cbr\u003e\u003cp\u003e\u003cem\u003eThrough Teaching Sprints, thousands of our teachers and leaders now have another, and arguably better, way of moving through a disciplined inquiry process - the intentional experimentation, the fast fails, the iterative improvement. It is these small shifts that have added up over hundreds of our schools to make improvement across a system. We now have more expert teachers who not only know the most impactful teaching strategies, but where and how to use them, for which students and at precisely the right time.  \u003c\/em\u003e\u003c\/p\u003e -- Simon Lindsay, Manager\u003cbr\u003e\u003cp\u003e\u003cem\u003eTeaching Sprints are so successful because the core values privilege teacher need and student improvement above anything else. Sprints have transformed our approach to professional learning and teacher growth. We now have a truly authentic and impact driven model for our teachers to engage with. \u003c\/em\u003e\u003c\/p\u003e -- Nicole West, Deputy Principal\u003cbr\u003e\u003cp\u003e\u003cem\u003eIt is evident that if we wish to make education systems significantly better, we need to focus simultaneously on transformation of education system and improvement of teaching. The art of sustainable educational change is to find small steps that would make big impact in teachers’ practice. \u003c\/em\u003eTeaching Sprints\u003cem\u003e is a book about that. It is a great resource for leaders and teachers who are looking for practical ideas that can improve what teachers do in schools every day.\u003c\/em\u003e\u003c\/p\u003e -- Pasi Sahlberg, Professor of Education Policy\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface Acknowledgments About the Authors Introduction Part 1 – Big Ideas About Getting Better Part 2 – The Teaching Sprints Process Part 3 – Establishing an Improvement Routine Conclusion – Better Than Before Appendices References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739817652567,"sku":"9781506340401","price":25.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781506340401.jpg?v=1720053213"},{"product_id":"concept-based-curriculum-and-instruction-for-the-thinking-classroom-9781506355399","title":"Concept-Based Curriculum and Instruction for the","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eThink Beyond the Facts!\u003cbr\u003e  \u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  Knowing the facts is not enough. If we want students to develop intellectually, creatively problem-solve, and grapple with complexity, the key is in \u003cstrong\u003econceptual understanding\u003c\/strong\u003e. A Concept-Based curriculum recaptures students’ innate curiosity about the world and provides the thrilling feeling of engaging one’s mind. \u003cbr\u003e  \u003cbr\u003e  This updated edition introduces the newest thought leadership in Concept-Based Curriculum and Instruction. Educators will learn how to\u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003eMeet the demands of rigorous academic standards\u003c\/li\u003e\n\u003cli\u003eUse the Structure of Knowledge and Process when designing disciplinary units\u003c\/li\u003e\n\u003cli\u003eEngage students in inquiry through inductive teaching\u003c\/li\u003e\n\u003cli\u003eIdentify conceptual lenses and craft quality generalizations\u003c\/li\u003e\n\u003c\/ul\u003e  \u003cp\u003eExplore deeper levels of learning and become a Master Concept-Based Teacher.\u003cbr\u003e  \u003c\/p\u003e  \u003cem\u003e\"This book is smart, wise, and energizing. It honors the disciplines we teach by reminding us of their inherent meaning. It honors teachers with the belief that they grow as human beings through understanding the power of what they teach. It honors students by expecting them to become thinkers capable of reasoned stewardship of the world they live in and will inherit.\"\u003c\/em\u003e\u003cbr\u003e  \u003cstrong\u003eCarol Ann Tomlinson, William Clay Parrish, Jr. Professor\u003cbr\u003e  University of Virginia, Curry School of Education\u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  \u003cem\u003e\"As factual and procedural knowledge are a click away, education needs to foster contextualization and higher order thinking through a focus on transferable conceptual understandings. This essential book translates the needed sophistication of concept-based learning into actionable classroom practices.\"\u003c\/em\u003e\u003cbr\u003e  \u003cstrong\u003eCharles Fadel, Author of \"Four-Dimensional Education\" and \"21st Century Skills\"\u003cbr\u003e  Founder, Center for Curriculum Redesign\u003cbr\u003e  Visiting Scholar, Harvard Graduate School of Education\u003c\/strong\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"This book is smart, and wise, and energizing. It honors the disciplines we teach by reminding us of their inherent meaning, rather than allowing us to accept them as collections of data. It honors teachers with the belief that they grow as human beings through understanding the power of what they teach and crafting approaches for sharing that power with young learners. It honors students by expecting them to become thinkers capable of reasoned stewardship of the world they live in and will inherit. It maps out a path for achieving the twin goals of content understanding and developing thinking—both too long absent in too many schools.\"\u003c\/em\u003e -- Carol Ann Tomlinson, Ed.D., William Clay Parrish, Jr. Professor\u003cbr\u003e\u003cem\u003e\"This revised edition is essential for all educators! If you want to help students deal with the overwhelming rate of complexity and information overload they face, look no further. This practical guide will help you design units for deep learning that lasts.\" \u003c\/em\u003e -- Julie Stern, Independent Trainer and Curriculum Designer\u003cbr\u003e\u003cem\u003e\"This new, updated edition of Erickson’s \u003c\/em\u003eConcept-Based Curriculum and Instruction for the Thinking Classroom\u003cem\u003e provides deep insights on how to create a thinking classroom by developing intellect and preparing our students for the 21st Century. This is a research-based, practical guide to designing curriculum and instruction that focuses on conceptual understandings through utilizing an inquiry-based approach. This book is bursting with examples and systematic strategies to engage and motivate our students. A must read for all 21st century educators!\"\u003c\/em\u003e -- Jennifer T. H. Wathall, Consultant and Author of Concept-Based Mathematics\u003cbr\u003e\u003cem\u003e\"The authors are justly intent on advancing the intellect of our students and ensuring schools are places that shape lifelong learners. The Concept-Based approach challenges teachers to think deeply about what and how they are teaching so that students deepen their understanding and retain and apply what they’ve learned. One of the greatest challenges any teacher faces is the transfer of agency from the teacher to the student. \u003c\/em\u003eConcept-Based Curriculum and Instruction\u003cem\u003e does just that. If we are serious about promoting engaged, motivated, productive, creative citizens, our teacher preparation institutions must provide in-depth guidance in this powerful design process. It is imperative that pre-service teachers understand \"how knowledge and processes are structured and the relationship of these structures to teaching, learning, and intellectual development.\" I know of no better resource to guide pre-service teachers in the development of thinking students than this text and others by these authors.\"\u003c\/em\u003e -- Karen L. List, Project Director, PK – 3rd Grade Leadership Program, Executive Coach, LEAD CT\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Teachers must be able to engage and motivate learners before they can teach them. However, engagement and motivation only come when learning is relevant and intrinsically interesting. For learning to be relevant and intrinsically interesting, teachers must start by crafting deeper conceptual understandings of personal or transferable significance.\u003c\/em\u003e\u003cem\u003e Given the pressures of a coverage curriculum, developing students’ critical, creative and conceptual minds is one of the biggest challenges our teachers face today. This brilliant piece of work by Lynn, Lois, and Rachel is what teachers need to address the challenge. The authors have beautifully presented a broad range of theoretically grounded and highly practical strategies to improve student engagement, thinking, and motivation through the principles of Concept-Based Curriculum and Instruction. \"\u003c\/em\u003e\u003c\/p\u003e -- Ashish Trivedi, MYP School Services Manager, Asia Pacific\u003cbr\u003e\u003cem\u003e\"What should students know in an age of search engines? As factual and procedural knowledge are a click away, education needs to foster contextualization and higher order thinking through a focus on transferable conceptual understandings. This should be the Holy Grail of a modern education, which needs to crisply redefine what type of content matter is most needed so as to reserve time and space for deeper learning to occur.  This essential book translates the needed sophistication of concept-based learning into actionable classroom practices, which every teacher will be enchanted to have.\"\u003c\/em\u003e -- Charles Fadel, Author of “Four-Dimensional Education” and “21st Century Skills\"\u003cbr\u003e\u003cem\u003e\"A must read for all teacher credentialing programs. A valuable teacher’s guide on creating deep, passionate concept-based units of inquiry. This book artfully engages the reader’s thinking and takes them through a journey merging best practices in teaching and learning with brain based pedagogy. Once again, the authors explicitly demonstrate why Concept-Based teaching and learning is essential for all 21st century learners.\"\u003c\/em\u003e -- Guadalupe Arellano, Student Advocate and Instructional Coordinator\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"The 2nd edition of \u003c\/em\u003eConcept-Based Curriculum and Instruction\u003cem\u003e effectively brings together Erickson′s \u003c\/em\u003eStructure of Knowledge\u003cem\u003e and Lanning′s \u003c\/em\u003eStructure of Process\u003cem\u003e to present a coherent vision for Concept-Based teaching and learning across the disciplines. The enhanced focus on inquiry reiterates the importance of giving children the opportunity to form their own conceptual understandings inductively. I recommend this book to anyone interested in getting to the heart of \u003c\/em\u003eConcept-Based Curriculum and Instruction\u003cem\u003e!\"\u003c\/em\u003e\u003c\/p\u003e -- Carla Marschall, Vice Principal and Concept-Based Curriculum and Instruction Consultant\u003cbr\u003e\u003cem\u003e\"This book provides support for educators implementing a concept-based curriculum. The practical planning steps and concrete examples for a range of grade levels provide an invaluable guide for those who aspire to make learning powerful. The book does not shy away from the reality of what a challenging journey the transition to a concept-based curriculum will be; rather it embraces the challenge as part of the joy of learning.\"\u003c\/em\u003e -- Caroline Joslin-Callahan, Primary School Principal\u003cbr\u003e\"Concept-Based Curriculum and Instruction for the Thinking Classroom \u003cem\u003estarts with a brief introduction on how our brains work and why it is important to look at each unit of study with a conceptual focus. The authors discuss the difference between inductive and deductive instruction and also show us how structured versus guided inquiry differ. There are lesson templates, examples of lessons, checklists, and even most frequently asked questions to guide us in continuing our challenging but rewarding journey into concept-based teaching.\"\u003c\/em\u003e -- MiddleWeb\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction 1. The Thinking Classroom 2. The Structures of Knowledge and Process 3. Designing Concept-Based Instructional Units 4. Inquiry in Designing Concept-based Lessons 5. The Developing Concept-based Teacher and Self Assessments Resources A. Concept-Based Curriculum Glossary of Terms B. Sample Verbs for Level 2 and 3 Generalizations C. Concept-Based Graphic Organizers D. Unit Design Steps E. Checklist for Evaluating Concept-based Units F. Mathematics Generalizations for Secondary Grade Levels G. 3D American History Unit Web References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739820044631,"sku":"9781506355399","price":29.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781506355399.jpg?v=1723812269"},{"product_id":"a-local-assessment-toolkit-to-promote-deeper-learning-transforming-research-into-practice-9781506393759","title":"A Local Assessment Toolkit to Promote Deeper","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eBuild assessments you can really use   Unlock the how, when, what, and why\u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  \u003cbr\u003e  Watch your system become greater than its parts by building local capacity through common language and deeper knowledge of assessment components. For years, educators have turned to the Hess Cognitive Rigor Matrices (CRM). Now for the first time, the modules are packaged into one resource to help you evaluate the quality and premise of your current assessment system. \u003cbr\u003e  Designed as a professional development guide for long-term use by school leaders, five content-rich, topic-based modules:\u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003eOffer field-tested, teacher-friendly strategies for local school test development\u003c\/li\u003e\n\u003cli\u003eCan be used for individual or professional development opportunities\u003c\/li\u003e\n\u003cli\u003eAllow for sequential or non-sequential use \u003c\/li\u003e\n\u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Karin Hess has a gift. She understands the complex and technical world of assessment, but she is able to convey concepts, techniques, and strategies in a way that is clear, practical, and right on target for today’s schools and classrooms. Her central focus on transfer is operationalized in practices that depend upon and promote cognitive rigor, literacy, and student performance. This IS assessment for deeper learning. But her greater gift—and the one offered to teachers and instructional leaders so ably in this invaluable resource—is her richly developed ′toolkit′ of professional development modules. Karin Hess not only gives us the why but also the how and the what if around developing great assessment practices.\"\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e -- Chris Gareis, Professor of Education and co-author of Teacher-Made Assessments: How to Connect Curriculum, Instruction, and Student Learning\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Using Karin Hess′s tools and protocols ensured that our district curriculum, instruction, and assessments are rigorous and aligned with state standards. By having us focus on cognitive rigor and plan for challenging questions and tasks, we are better equipped to guide our students to challenging and higher cognitive levels. This also allows our students to transfer their thinking to non-routine situations. Thank you for guiding and supporting our vision!\" \u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e -- Marcia Smith, Assistant Superintendent for Teaching and Learning\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword Acknowledgments About the Author Introduction Module 1: Are My Students Thinking Deeply or Just Working Harder? Infusing Rigor Into Instruction and Assessment: Laying the Groundwork for Deeper Learning for All Students    1.1 What Is Cognitive Rigor?    1.2 Developing a Common Understanding of What Cognitive Rigor Is and What It Is Not    1.3 Seven Common Misconceptions About Rigor    1.4 Bloom Meets Webb: Origins of the Hess Cognitive Rigor Matrix    Reflections    1.5 Getting Started Applying Your Understanding of Rigor and Deeper Learning Part 2: Support Materials for Module 1    I. A Workshop Plan for Module 1    II. The Hess Cognitive Rigor Tools: About the Tools in This Module    III. Strategies and Tools for Professional Developers and Teacher Planning    IV. Kid Tools: Resources for Use With Students to Support Deeper Thinking Module 2: Is the Task Appropriate to the Text? Examining and Using Increasingly Complex Texts    2.1 What Makes Texts Complex, and Why Should Every Teacher Care?    2.2 The Thinking Behind the Tools in Module 2    2.3 Five Key Learnings From a Text Complexity Analysis Process    2.4 Understanding Quantitative and Qualitative Complexity Measures    2.5 Unpacking Overall Text Complexity Using a Qualitative Analysis Approach    2.6 A Detailed Discussion of What to Look for—Eight Qualitative Complexity Factors    Reflections Part 2: Support Materials for Module 2    I. A Workshop Plan for Module 2    II. The Hess Text Complexity Tools: About the Tools in This Module    III. The Importance of Teaching About Text Structures    IV. Sample Instructional Strategies for Teaching About Text Structures    V. Sample Text-Based Assessment Strategies Module 3: What Does This Test Really Measure? Designing and Refining High-Quality Assessments for Deeper Learning    3.1 What Is a High-Quality Assessment?    3.2 Assessment Purposes and Use: Formative, Interim, and Summative    3.3 Developing and Refining Rubrics and Scoring Guides    3.4 What Can You Learn From Analyzing Student Work Products?    3.5 Developing Anchor Papers for Performance Tasks and Anchor Sets for Calibration    3.6 Cognitive Labs: An Effective and Efficient Alternative to Piloting New Assessments    Cognitive Lab Part 1: Observe and Document—Done While Students Are Working    Cognitive Lab Part 2: Small Group Interview    Cognitive Lab Part 3A: Interpret Student Work Samples and Make Decisions    Cognitive Lab Part 3B: Collaboratively Interpreting Evidence in Student Work    3.7 Guidelines for Creating Task Validation Teams: Analyzing Technical Quality of Assessments    Local Assessment Cover Page for Task Validation    Analyzing Assessments for Technical Quality: Conducting a Task Validation    Reflections Part 2: Support Materials for Module 3    I. A Workshop Plan for Module 3    II. The Hess PLC Tools: About the Tools in This Module    III. Strategies and Tools for Professional Developers and Teacher Planning    IV. Sample Formative Assessment Strategies    V. Sample Performance Assessment Design Strategies Module 4: Where Do I Start, What Do I Teach Next, Which Supports Work Best? Using Learning Progressions as a Schema for Planning Instruction and Measuring Progress    4.1 What Are Learning Progressions (or Learning Trajectories), and How Can They Be Used to Scaffold Instruction and Guide the Design and Use of Assessments of Deeper Learning?    4.2 Four Interrelated Guiding Principles of Learning Progressions    4.3 Standards, Learning Progressions, and Curriculum: How Are They Related?    4.4 Zooming “In” and Zooming “Out” of Learning Progressions: Two Sides to the Same Coin    4.5 Applying the Four Interrelated Guiding Principles to Better Understand a Learning Progression    4.6 Providing System Coherence: Using Learning Progressions for Instructional and Assessment Planning    4.7 Lessons Learned—Using Learning Progressions to Guide Instruction and Change Assessment Practices    4.8 Looking for Increasing Rigor—by Observing Shifts in Teacher and Student Roles    4.9 Suggested Ways to Get Started Using the “Looking for Rigor” Walk-Through Tool #26    Reflections Part 2: Support Materials for Module 4    I. A Workshop Plan for Module 4    II. The Hess LP Tools: About the Tools in This Module    III. Strategies and Tools for Professional Developers and Teacher Planning    IV. Strategies and Resources for Use With Students Module 5: Is This a Collection of Tests or an Assessment System? Building and Sustaining a Local Comprehensive Assessment System for Deeper Learning    5.1 Rethinking What It Means to Have a Comprehensive Local Assessment System    5.2 Five Indicators of a Comprehensive Local Assessment System    5.3 Multiple Measures and Common Assessments    5.4 What Exactly Are “Common” Assessments and Where Do They Fit in the Local Assessment System?    5.5 Revisiting Alignment From a Systems Perspective    5.6 Interpreting Results From Local Assessment Analyses    Reflections Part 2: Support Materials for Module 5    I. A Workshop Plan for Module 5    II. The Hess Alignment Tools: About the Tools in This Module Appendices    Appendix A: Summary of Hess Tools to Guide Local Assessment Development, Instructional Planning, and PLC Activities    Appendix B: Instructional and Formative Assessment Strategies to Uncover Thinking    Appendix C: Troubleshooting Tips When Designing Assessment Items and Tasks    Appendix D: Sample “What I Need to Do” Rubrics—Science, ELA, Mathematics, Blank Template    Appendix E: Student Profile: Science Inquiry Learning Progression    Appendix F: Student Learning Progression Literacy Profile—Grades 7–8    Appendix G: Writing Persuasively Learning Progression (Strand 7, LPF)    Appendix H: LPF STRAND 7 (Grades K–2) Sample Lesson Planning Steps Using Learning Progressions    Appendix I: An Expanded Glossary for Understanding and Designing Comprehensive Local Assessment Systems References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739826008407,"sku":"9781506393759","price":33.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781506393759.jpg?v=1720053233"}],"url":"https:\/\/bookcurl.com\/collections\/educational-administration-and-organization.oembed?page=220","provider":"Book Curl","version":"1.0","type":"link"}