Educational administration and organization Books

Book SynopsisRemote 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?In Work Remotely, Penguin Business Experts Anastasia Tohmé and Martin Worner explain everything you need to know:- Set your own targets and monitor productivity- Establish boundaries between working hours and free time- Manage effective communication and decision-making at a distanceIncluding case studies from the companies around the world who are innovating and revolutionizing the way we work, Work Remotely shares useful advice and practical tips to ensure you get the most out of working away from the office environment.

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Book SynopsisMeetings allow us to bring people together to inspire each other, solve problems and make a difference. Yet, we all spend too much time in dull, frustrating meetings where little is achieved and even less is followed up on afterwards. In Hold Successful Meetings, executive coach and former Google leader Caterina Kostoula will change all this. Her unique framework will:- Equip you to hold fewer, more purposeful meetings- Create a creative and inclusive environment- Leave participants inspired and ready to take actionWhether virtual or in-person, people will leave your meetings inspired by the value you created together and ready to make an impact.''I bought this for my whole team at Google!'' Reader review

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Book SynopsisGlobally, 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.Trade ReviewThe 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 *This 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 *The 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 *Overall, 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 *An 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 *It 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 *Table of ContentsIntroduction: 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

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Book SynopsisWhy bibliometrics is useful for understanding the global dynamics of science but generate perverse effects when applied inappropriately in research evaluation and university rankings.The research evaluation market is booming. “Ranking,” “metrics,” “h-index,” and “impact factors” are reigning buzzwords. Government and research administrators want to evaluate everything—teachers, professors, training programs, universities—using quantitative indicators. Among the tools used to measure “research excellence,” bibliometrics—aggregate data on publications and citations—has become dominant. Bibliometrics is hailed as an “objective” measure of research quality, a quantitative measure more useful than “subjective” and intuitive evaluation methods such as peer review that have been used since scientific papers were first published in the seventeenth century. In this book,

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Book SynopsisThe essential guideupdated, expanded, and easier to use than ever. Creating 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. Updated, expanded, and reorganized to improve ease of use, the fourth edition of this bestselling handbook includes: New and improved graphics ideal for visualizing the process More explanations and tips, especially for writing in the early stages An expanded range of learning tools Additional reflection sections to direct metacognitive activities Four new reference supplements This 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.Trade ReviewThis 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 ProfessorThe strengths of The Literature Review include visuals, graphic organizers, checklists, practice activities, chapter structure, and glossary. -- Jennifer Shettel, Professor of Literacy EducationMajor 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 & InstructionClear, 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 LeadershipThere 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. -- Dr. Jacqueline Thousand, Professor EmeritaTable of ContentsLiterature 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

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Book SynopsisDial back and make room for impactWith teacher and leader workloads and burnout at an all-time high, it's time forde-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.InMaking Room for Impact, 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: Research that tells us the process of schooling is often over-engineered and that gives us permission to dial back, carefully A step-by-step process for deciding which initiatives are most effectiveand how to let go of the ones that are not Useful tools, templates, and charts that educators can immediately use in their de-implementation workat school, in teaching teams, or at the system level It'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.Trade Review"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." -- Michael Barber"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." -- Russell Bishop ONZM"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!" -- Andy Buck"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." -- Jenni Donohoo"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." -- Douglas Fisher"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." -- Harry Fletcher-Wood"Making Room for Impact is 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! I 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— Making Room for Impact 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." -- Michael Fullan"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." -- Thomas R. Guskey"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 Making Room for Impact, 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." -- Frederick M. Hess"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. The 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." -- Mary James"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 Making Room for Impact, 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." -- Daniel Muijs"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. The 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." -- Alison Peacock"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 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." -- Douglas Reeves"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. Making Room for Impact shows it can be done and provides the research, tools, and guidance to make it happen." -- Andreas Schleicher"Making Room for Impact 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. The 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. Having 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." -- Tom Sherrington"I cannot praise Making Room for Impact 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 Building to Impact—you 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. In Making Room for Impact 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. What’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. Making Room for Impact is THE book for our times—everyone interested in the future of our schools should read it!" -- John Tomsett"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!" -- Daniel T. Willingham"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! In Making Room for Impact, 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!" -- Yong ZhaoTable of ContentsForeword 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

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Book SynopsisThe teachers aren't the problemit's the system that needs fixing.The 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.Informed 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 A comprehensive plan for effective implementation to scale An assets-based approach to high expectations, culturally responsive teaching, and rigor Templates for re-engineering school- aTrade ReviewStrange 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. -- Michael Fullan, Author and Professor EmeritusJon 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. -- Douglas Reeves, Author"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." -- Jim Knight, Senior Partner and Research Associate"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." -- John Hattie, Melbourne Laureate Professor EmeritusIf 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. -- Ron Berger, Senior Advisor for Teaching and Learning"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." -- Jay McTighe, Consultant and Co-Author"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." -- Susan Moore Johnson, Jerome T. Murphy Research Professor"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." -- Steve Tozer, Founding Director"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." -- Jal Mehta, Professor of Education"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." -- Sarah Fiarman, Leadership ConsultantTable of ContentsDefining 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

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Book SynopsisThe go-to legal resource for today's principals! New technology and world events have upended everything we once took for granted about schools,including the laws and policies that govern them.School safety concerns, curriculum challenges, theever-changing landscape of social media, and the 2020/2021 COVID-19 crisis have made school leadershipan infinitely more complex arena.Familiarity with the law is essential to help principals maintain safe and equitable communities and minimize legal risk.The 4thedition ofThe Principal's Quick-Reference Guide to School Lawprovides the go-to help principals need to increase their knowledge of education law in this time of change. Within its pages, leaders can access tools to help them make better decisions when educational law related issues impact their schools. Readers will find A completely revamped design for easier reference Practical examples to help demystify complex cases Updated cases studies from 2014 to today Guidance on new topics, such as vaping, sexting, student protests and walkouts An Education Law 101 for Teachers section to help leaders provide basic legal training for staff and teachers. Written for aspiring and current school principals, this book will answer all the what if questions that inevitably arise at least once in every leader's tenure.Trade ReviewThe fourth edition of The Principal’s Quick-Reference Guide to School Law is an excellent reference book for school practitioners and future school leaders. Robert Hachiya provides helpful guidance on how to prevent legal controversies and how to apply the law fairly and equitably when legal issues arise. The book is user-friendly, comprehensive, and succinct—which is not an easy balance to strike! You will appreciate having this informative book in your school law tool kit. -- Martha M. McCarthy * Presidential Professor, Loyola Marymount University, Chancellor’s Professor Emeritus, Indiana University *This well-written book places a helpful lens on describing, predicting, and preventing the types of legal entanglements that school site administrators might face. The text skillfully weaves pertinent case law with well-chosen examples of real-life situations. It is the practical application of law that makes this book especially helpful for both students of administration and practicing principals. The fourth edition’s updated content includes legal challenges around transgender students, emerging issues with social media and schools, and new case law that directly impacts the action of school leaders. I’ve used previous editions of this text for introductory law classes, and students often note how much they appreciate this book and plan to keep it for future reference. -- Barbara Hickman * Assistant Professor, Program Coordinator, Educational Leadership, School of Counseling, Leadership, Advocacy, and Design *The fourth edition of The Principal’s Quick-Reference Guide to School Law is an invaluable resource for improving the legal literacy of today’s school leaders. The new edition includes important legal updates that many existing school law guides do not cover, including the changing legal landscape of the use of social media by students and some of the legal issues impacting schools as a result of the ongoing COVID-19 pandemic. The book also addresses a myriad of legal issues from the unique perspective of school administrators and their need to make informed decisions serving the best interests of students and their staff. This is a must-have resource for school leaders who need to effectively navigate the complexities of legal issues impacting our schools. -- Kevin P. BradyTable of ContentsPreface and Advisement Acknowledgments About the Author Introduction 1. The School and the Legal Environment 1a. The School’s Relationship to the Legal Environment 1b. Constitution Clauses and Amendments That Affect Education Practice 1c. Selected Federal Statutes That Affect Education Practice 1d. Supreme Court Rulings That Affect Education Practice 2. Preventive Law: Developing Risk and Crisis Management Programs 2a. Prevention and Risk Management 2b. Duty and Risk Management 2c. Working With the Media 3. Tort Liability 3a. The Law of Torts and the Concept of Negligence 3b. The Concept of Negligence and Its Application to Duty and Standards of Care 3c. Negligence, Duty, and Standards of Care in School Activities 3d. State-Created Danger and Deliberate Indifference 4. Students’ Rights 4a. Symbolic Expression 4b. Oral and Written Expression 4c. Privacy, Search, and Seizure 4d. Gender Identity 5. Technology and Social Media 5a. Student Technology Misconduct On and Off School Grounds 5b. Use of Technology to Monitor Students 6. Student Discipline 6a. Discipline Considerations for Principals 6b. Due Process 6c. Applying Discipline to Students 7. Sexual Harassment 7a. Origins of Sexual Harassment Prohibitions 7b. Definitions 7c. Title IX and Changing Guidance 7d. How to Handle Allegations and Complaints 7e. Additional Essential Topics of Focus 7f. Prevention 8. Special Education Services 8a. The Purpose and Historical Context of Special Education 8b. Key Terminology and Principles in Special Education Law 8c. Identification and Procedures for Students With Disabilities 8d. Disciplining Students With Disabilities 8e. Suggested Additional Resources 9. Program Management 9a. School Attendance 9b. Bilingual and Special Language Programs 9c. Religion in Public Schools 9d. The Marketplace of Ideas 9e. Health and Safety Issues 10. Copyright Law 10a. Sources of Copyright Law 10b. Copyright Protections 10c. Public Domain and Fair Use 10d. Minimizing Risk 11. Human Resources Management 11a. Human Resource Functions and Demands on Principals 11b. Important Laws Related to Human Resources 11c. Staff Selection 11d. Negligent Hiring, Defamation, and Referencing 11e. Examples of Management Cues 12. Teachers’ Rights 12a. Licensure and Employment Contracts 12b. Teachers’ Rights 12c. Teacher Discipline and Dismissal 12d. Hearings and Procedural Due Process 12e. Performance Evaluation 13. Education Law 101 for Teachers: Priorities for Professional Development 13a. Code of Ethics for Educators 13b. Teachers and Students 13c. Relationship With Administrators 13d. Teacher Protection in Practice Table of Cases References and Resources

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Book SynopsisThink Beyond the Facts! Knowing the facts is not enough. If we want students to develop intellectually, creatively problem-solve, and grapple with complexity, the key is in conceptual understanding. A Concept-Based curriculum recaptures students’ innate curiosity about the world and provides the thrilling feeling of engaging one’s mind. This updated edition introduces the newest thought leadership in Concept-Based Curriculum and Instruction. Educators will learn how to Meet the demands of rigorous academic standards Use the Structure of Knowledge and Process when designing disciplinary units Engage students in inquiry through inductive teaching Identify conceptual lenses and craft quality generalizations Explore deeper levels of learning and become a Master Concept-Based Teacher. "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." Carol Ann Tomlinson, William Clay Parrish, Jr. Professor University of Virginia, Curry School of Education "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." Charles Fadel, Author of "Four-Dimensional Education" and "21st Century Skills" Founder, Center for Curriculum Redesign Visiting Scholar, Harvard Graduate School of EducationTrade Review"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." -- Carol Ann Tomlinson, Ed.D., William Clay Parrish, Jr. Professor"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." -- Julie Stern, Independent Trainer and Curriculum Designer"This new, updated edition of Erickson’s Concept-Based Curriculum and Instruction for the Thinking Classroom 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!" -- Jennifer T. H. Wathall, Consultant and Author of Concept-Based Mathematics"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. Concept-Based Curriculum and Instruction 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." -- Karen L. List, Project Director, PK – 3rd Grade Leadership Program, Executive Coach, LEAD CT"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. 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. " -- Ashish Trivedi, MYP School Services Manager, Asia Pacific"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." -- Charles Fadel, Author of “Four-Dimensional Education” and “21st Century Skills""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." -- Guadalupe Arellano, Student Advocate and Instructional Coordinator"The 2nd edition of Concept-Based Curriculum and Instruction effectively brings together Erickson′s Structure of Knowledge and Lanning′s Structure of Process 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 Concept-Based Curriculum and Instruction!" -- Carla Marschall, Vice Principal and Concept-Based Curriculum and Instruction Consultant"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." -- Caroline Joslin-Callahan, Primary School Principal"Concept-Based Curriculum and Instruction for the Thinking Classroom starts 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." -- MiddleWebTable of ContentsIntroduction 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

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Book SynopsisHarness the power of data to transform classrooms through inquiry and analysis with this updated, best-selling resource When teachers examine the simple but complex act of teaching, the power yielded can be transformative. For three editions, teacher preparation and professional development providers have turned to this bestselling how-to guide for an authentic clear description of teacher inquiry and how to harness it for greatest effect. In this 4th edition, readers will journey toward understanding the link between teacher inquiry and the creation of data-driven classrooms by walking through some of today’s most relevant scenarios as well as timeless and enduring examples. Featuring helpful exercises and step-by-step instructions, this edition includes: • A head on discussion of equity and social justice and the role inquiry plays in tackling it • A look at professional practice doctoral programs as ripe context for inquiry • A complete chapter on the role literature plays in teacher research • A more seamless integration between the text and accompanying website Grab this text, raise your voice at the table of educational reform, and transform assumptions for more impactful teaching. Trade Review"The Reflective Educator’s Guide to Classroom Research, 4E is a practical volume that can be used as an interactive guide for university supervisors to facilitate teacher candidates in engaging in inquiry-based reflective practices while gathering data during their field-based experiences." -- Rebecca J. Blankenship, Ph.D., Assistant Professor, TESOL Program Director, QEP Liaison, Florida Agricultural and Mechanical University"The Fourth Edition of The Reflective Educator′s Guide to Classroom Research presents the crucial field of teacher research in an engaging and positive manner, with many explanatory examples and scenarios. True to its title, "reflective," the narrative highlights the importance of the qualitative approach to research in which the researcher looks at personal and experiential qualities that affect educational change." -- Harriette L. Spiegel, Ph. D. Lecturer, The University of Tennessee at Martin"This book makes a distinct contribution to the field by providing teachers with a step-by-step approach to teacher inquiry. It is also a great resource for teachers who want to conduct their own inquiries in schools. It is comprehensive, easy to read, and rich with examples and exercises that model the process of teacher inquiry for every stage." -- Suha Tamim, Clinical Assistant Professor, University of South Carolina"Teacher inquiry is a catalyst for change, but the process can be intimidating. This text has a different feel to it. It is reflective in nature, which adds a personal touch to the research process. While it hits on all the same points as someone engaging in action research, the change to an inquiry stance reflects what teachers currently experience in their classrooms. Multiple examples throughout provide the support necessary and the text is useful for both an action research course and a teacher wishing to make systematic, deliberate improvements to his/her teaching. I highly recommend The Reflective Educator’s Guide to Classroom Research, 4E to anyone interested in using data to inform and strengthen their instruction and provide a more equitable classroom." -- Terri Duncko, Ph.D., Adjunct Professor, Beeghly College of Education"This book is a wonderful guide for teachers conducting research in their schools. It clearly explains the process and guides teacher researchers through with well thought out activities combined with ample rich examples to enhance understanding." -- Diane Barrett, Professor & Chair of the School of Education, University of Hawaii at Hilo"Stop and look no further: The Reflective Educator’s Guide to Classroom Research, 4E is the definite text on teacher inquiry. Inside these covers you will find answers to what teacher inquiry entails, why the inquiry process is vital to a healthy teaching profession, and how teachers can translate their wonderings into a systemic form of study that informs classroom change and improvement. Happy inquiring!" -- Dr. Cynthia Carver Associate Professor & Chair of Teacher Development, Oakland UniversityTable of ContentsPreface About This Book Acknowledgments About the Authors How to Use the Inquiry Books Chapter 1. Teacher Inquiry Defined What Is Teacher Inquiry? What Is the Relationship Between Teacher Inquiry and Teacher Professional Growth? What Evidence Exists That Teacher Inquiry Is Worth Doing? How Is Teacher Inquiry Different From What I Already Do as a Reflective Teacher? Why Inquire? Inquiry as a Pathway to Equity What Are Some Contexts Ripe for Teacher Inquiry? How Does My Engaging in Teacher Inquiry Help Shape the Profession of Teaching? Chapter 2. The Start of Your Journey: Finding a Wondering Where Do I Begin? Where Do I Find My Wonderings and Questions? What Happens If I Still Cannot Locate My Wondering? Chapter 3. Learning With and From the Literature: The Importance of Reading Why Read? Where and How Do I Find Readings to Inform My Inquiry? A Few Words of Literature Wisdom Chapter 4. Learning With and From Your Colleagues: The Importance of Collaboration Why Is Collaboration So Important? What Are the Possibilities for How I Might Collaborate? Chapter 5. Developing a Research Plan: Making Inquiry a Part of Your Teaching Practice What Do Data Look Like, How Do I Collect Them, and How Do They Fit Into My Work as a Teacher? When Do I Collect Data and How Much Do I Collect? Chapter 6. Considering the Ethical Dimensions of Your Work as an Inquirer What Should I Consider When Thinking About Ethics in Relation to Practitioner Research? What Role Do School District Research Policies Play in the Inquiry Process? What Role Do University Institutional Review Boards Play in the Inquiry Process? Chapter 7. Finding Your Findings: Data Analysis What Is Formative Data Analysis? What Is Summative Data Analysis? What Might Summative Analysis of Qualitative Data Look Like? Chapter 8. Making Your Inquiry Public: Publishing and Presenting Why Is It Important to Share My Work With Others? How Do I Present My Work? How Do I Write About My Work? What Might My Writing Look Like? Chapter 9. Contributing to the Creation of More Equitable Schools and Classrooms: The Why of Inquiry Coming to View Inquiry as a Pathway to Equity: A Teacher Researcher’s Story (Mickey MacDonald) Informing Thinking, Teaching, and Teacher Education: The Power of Equity-Focused Inquiry (Paige Bildstein, Mikhayla Kruse-Meek, Jillian Pohland, Nicole Snitkey, and Hilarie Welsh) Chapter 10. On Your Way: Becoming the Best Teacher and Researcher You Can Be What Is an Inquiry Stance? Why Is It Important to Assess the Quality of My Work? What Is the Difference Between Generalizability and Transferability? How Do I Go About Assessing Teacher Research Quality and Why Is It So Difficult to Do? What Are Some Quality Indicators for Teacher Research? What Are Some Ways to Enhance Inquiry Quality? Where Do I Go From Here? References Index

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Book SynopsisA NEW EDITION OF THE GROUNDBREAKING BOOKA new edition - revised and updated with over 100 pages of new material - of the groundbreaking book that brings the principles of organizational learning to today s schools and classrooms.A unique collaboration between the celebrated management thinker and Fifth Discipline author Peter Senge , and a team of renowned educators and organizational change leaders, the revised edition of Schools The Learn addresses the new and unique pressures on our educational system that have emerged since the book's initial publication in 2000.In a fast-changing world where school populations are increasingly diverse, children live in ever-more-complex social and media environments, standardized tests are applied as overly simplistic "quick fixes," and advances in science and technology continue to accelerate, the pressures on our educational system are inescapable. Schools That Learn offers a much-needed way to open dialogue about these problems and provides pragmatic opportunities to transform school systems into learning organizations.Drawing on observations and advice from more than 70 writers and experts on schools and education, this book features:· methods for implementing organizational learning and explanations of why they work· compelling stories and anecdotes from the field - classrooms, schools, and communities· charts, tables and diagrams to illustrate systems thinking and other practices· guiding principles for how to apply innovative practices in all types of school systemsSchools That Learn is the essential guide for anyone who cares about the future of education and keeping our nation s schools competitive in our fast-changing world.

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Book SynopsisAt once a slogan and a vision for future scholarship, interdisciplinarity promises to break through barriers to address today''s complex challenges. Yet even high-stakes projects often falter, undone by poor communication, strong feelings, bureaucratic frameworks, and contradictory incentives. This new book shows newcomers and veteran researchers how to craft associations that will lead to rich mutual learning under inevitably tricky conditions. Strikingly candid and always grounded, the authors draw a wealth of profound, practical lessons from an in-depth case study of a multiyear funded project on cultural property. Examining the social dynamics of collaboration, they show readers how to anticipate sources of conflict, nurture trust, and jump-start thinking across disciplines. Researchers and institutions alike will learn to plan for each phase of a project life cycle, capturing insights and shepherding involvement along the way.Trade Review"A deeply helpful guide born of careful observation, research, and--especially--firsthand experiences. Every page sparkles with insights and helpful guidance while at the same time presenting what turns into a captivating story. I could easily identify one hundred faculty colleagues desperate to have this book in hand."--Jason Baird Jackson, Director, Mathers Museum of World Cultures at Indiana University Bloomington"Rarely, if ever, have we seen such a clear-eyed ethnography of the political economy of the Western academic workplace. This book should be required reading for anyone who professes to care not just about interdisciplinarity, but about the short- and long-term future of curiosity-driven knowledge as well. Buy a copy for yourself, and then buy one for every administrator in sight. We can and should all recognize ourselves in here and, having done so, we should ask--regardless of discipline--what can be done to challenge the variety of neoliberal practices with which we are complicit in our own research?"--Antoinette Burton, Director, Illinois Program for Research in the Humanities "Sustaining Interdisciplinary Collaboration is a timely book, perhaps even a necessary book, in the now years-long moment of the most recent rise of interdisciplinarity in academia."--Journal of Folklore Research"Eminently comprehensible and enjoyable to read."--Western Folklore"Sustaining Interdisciplinary Collaboration is a timely book, perhaps even a necessary book, in the now years-long moment of the most recent rise of interdisciplinarity in academia."--Journal of Folklore Research "In this engaging work . . . The authors provide a multifaceted view of the complexities of this type of research project." --Journal of American Folklore

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Book SynopsisIn an era of skyrocketing tuition and concern over whether college is “worth it,” this is an indispensable contribution to the dialogue assessing the state of American higher education. A powerful exposé of unmet obligations and misplaced priorities, it explains in detail why so many leave college with so little to show for it.Trade ReviewInstead of being a great equalizer, Paying for the Party argues, the American way of college rewards those who come not just academically but socially prepared, while treating working-class students more cruelly, and often leaving them adrift. -- Ross Douthat * New York Times *A striking new book… Although full of the comedies, rivalries and mini-dramas one might find in a high school movie or romcom, it is also a serious—and seriously depressing—study of American higher education. -- Matthew Reisz * Times Higher Education *Beautifully written, knitting together themes of social class, gender, sexuality, organizations, and education, the book is destined to be a classic…Its authors have cemented their status as experts on higher education. -- Amy J. Binder * Chronicle of Higher Education *Paying for the Party is well written and perversely hard to put down. Readers who did their own share of partying in college may cringe in rueful recognition. -- Mary Taylor Huber * Change *Focusing on the pathways leading to the college experience, the authors reveal an honest, if at times unflattering, look at the reality of the academic experience for women of both high and low socioeconomic status. Packed in with the data derived from the authors’ interviews is an intimate portrait of the study’s participants combined with researcher commentary that clarifies what the data represent: an unsettling picture of universities failing to lessen the disadvantages facing many of their students… This work will provide spectacular insights into gender and schooling and serve as a useful example of how to report ethnographic research. -- Rachel Wadham * Library Journal (starred review) *In typical frat parties, Armstrong and Hamilton see much that is wrong with college education today. Such parties allow daughters of the affluent to flaunt their social advantages while exposing the vulnerabilities of female students from less-privileged backgrounds. Unfortunately, the authors find such parties well established in the ‘party pathway’ through the university. Focusing on female students, the authors find from campus observations and interviews ample evidence that four years on the party pathway will open doors of power for the elite while stranding the wannabes with mountains of student-loan debt and few employment options for paying off that debt… A provocative exposé of socially polarizing trends in higher education—certain to spark debate. -- Bryce Christensen * Booklist *Armstrong and Hamilton report the results of their five‐year study of a group of young women who began in the same freshman dorm but ended up in very different situations. The constraints of social and economic class remained formidable, and moving into the professional class seemed virtually impossible, especially for those women who followed what the authors call ‘the party pathway.’ Women from more privileged backgrounds survived their partying through school due to their more substantial support systems at home. We also see how difficult the college adjustment was for less talented students and for women from modest backgrounds and small towns… The conclusions are sobering, if not depressing. Armstrong and Hamilton assail the university itself for a number of failures, including an ineffectual system of student advising; a plethora of meaningless majors and courses designed to attract full‐paying students, many of whom have no intention of actually pursuing such a career; and its continuing support for the fraternity/sorority system, which the authors contend undermines the very academic mission of the university. Athletics take some major blame, as well. The authors also discovered that some of the women who transferred to regional campuses performed better and were happier. * Kirkus Reviews *Armstrong and Hamilton pepper the book with student interviews, and ultimately suggest substantial changes to university structure for creating an egalitarian, merit-based environment. The extensive research and approachable writing style make this book useful to any audience interested in learning more about social differences within the education system. * Publishers Weekly *With astute observations and insights, Paying for the Party sheds new light on the lived experiences of contemporary students. It is a very important piece of scholarship that will inform the national discourse on the current state of U.S. higher education. -- Richard Arum, author of Academically AdriftBy focusing on the lives of young women who spent freshman year living on a ‘party floor,’ Armstrong and Hamilton help us understand critical issues facing American higher education, including the out-sized role of sororities and fraternities and how the values of affluent students coincide with the interests of universities to empower the ‘party pathway.’ Richly observed and vividly narrated, this is an important ethnography of American campus life. -- Steven Brint, University of California, RiversideIn this bold book, Armstrong and Hamilton capture the strikingly different pathways women undergraduates can take through public universities—‘party,’ ‘professional,’ or ‘mobility’—and show how the dominant campus culture indulges the upper-middle class and limits the prospect of the upwardly mobile. The authors show the complex connections between parental resources, sociability, educational outcome, post-graduation lives, and the importance of the right brand of shoes. This book illuminates the realities of the college experience today, when an adult life without crushing debt is fast becoming the privilege of the few. -- Michèle Lamont, author of How Professors ThinkPaying for the Party is very provocative and should be read by every dean of students on every residential campus. At a time when women are making rapid progress in educational attainment compared to men, Armstrong and Hamilton show how young women’s academics, social lives, and labor-market opportunities get aligned in college—and what happens when they do not. -- Mitchell Stevens, author of Creating a Class

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Book SynopsisFrom ADHD to schizophrenia and everything in between, what you need to know about how kids' mental health impacts them in school.

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Book SynopsisAn insightful and original take on educational leadership Advice from the Principal's Desk: 5 Pillars of School Leadership is a fresh, new take on school leadership from award-winning former school administrator and professor of education Dr. David Franklin. In the book, you'll find the tools and strategies that veteran school administrators need to succeed in their roles. You'll learn how to increase attendance and parental involvement in student affairs, minimize suspension, navigate budget cuts, and more. The author explores five key areas that school leaders cannot neglect and examines how busy school leaders should spend their extremely limited time. You'll also discover: Strategies you can deploy to best support your students and other stakeholders How to navigate the often-conflicting demands of parents, teacher unions, and governing bodies How to best use and implement technology to support your work and create a positive and prTable of ContentsIntroduction xi Pillar I: Leadership 1 Chapter 1: Becoming 3 Chapter 2: Principal Leadership Matters 7 Chapter 3: Setting the Tone 13 Chapter 4: A Top-down Approach Versus Collaborative Approach 19 Chapter 5: Be Seen 23 Chapter 6: Professional Learning Communities (PLCs) 31 Chapter 7: Looking at the Right Data 37 Tales from the Principal’s Desk 41 Pillar II: Instruction 47 Chapter 8: Instruction Matters 49 Chapter 9: It’s Not How Much Time, But What You Do with It 53 Chapter 10: Shifting from Teacher-Led to Teacher-Facilitated Instruction 59 Chapter 11: Classroom Observations (Walkthroughs and Instructional Rounds) 67 Chapter 12: Implementing Instructional Technology 73 Chapter 13: Assessment for Learning 81 Tales from the Principal’s Desk 87 Pillar III: Community 93 Chapter 14: We’re Not in Kansas Anymore 95 Chapter 15: School and Community Research 97 Chapter 16: Using Social Media in Schools 101 Chapter 17: Know Your Neighborhood 109 Chapter 18: Connecting with the Community 113 Chapter 19: One Call per Day 119 Chapter 20: Video Conferencing for All 123 Tales from the Principal’s Desk 127 Pillar IV: Attendance 131 Chapter 21: Get to School, Ferris! 133 Chapter 22: Get Butts in Seats 137 Chapter 23: Conducting Home Visits 141 Chapter 24: Creating Attendance Plans That Work 145 Chapter 25: Holding Parents Accountable 151 Tales from the Principal’s Desk 157 Pillar V: Culture 161 Chapter 26: Culture Is Everything 163 Chapter 27: Inclusion for All 171 Chapter 28: Creating a Safe Environment 183 Chapter 29: Sharing Your Own Story 191 Chapter 30: Creating a Collaborative Culture from the Ground Up 195 Tales from the Principal’s Desk 201 Conclusion 207 References 213 Acknowledgments 217 About the Author 219 Index 221

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Book SynopsisGet organized, plan effectively, and keep your school running smoothly!Developed for both aspiring and experienced elementary school principals, this unique resource-updated from the top-selling first edition-lays out everyday challenges and administrative necessities to help you plan strategically for the academic year. This month-by-month planning tool, designed by veteran administrators, helps you get off on the right foot in July to set your course for a successful school year. Its emphasis is to help principals develop the skills to foresee future calendar events, and to put into operation specific plans to maintain a calm learning environment. Chapters cover key tasks for each month, beginning in July, and contain: Overview of tasks Communications-letters, memos, correspondence, media relations, including sample documents Planning-workshops, orientatTrade Review"Administrators will enjoy this! The book has a clear reflective piece for principals throughout the text, the material is truly applicable and realistic, and the book could be used in any school by any principal, new or veteran." -- James Davis"This book will be helpful to the elementary school principal, especially the beginning principal seeking a guide to the overall school year." -- Christi BuellTable of ContentsPreface Acknowledgments About the Authors 1. July July′s Key Tasks July′s Communications July′s Planning July′s Personnel July′s Checklists 2. August August′s Key Tasks August′s Communications August′s Planning August’s Personnel August’s Checklists 3. September September’s Key Tasks September’s Communications September’s Planning September’s Personnel September’s Checklists 4. October October’s Key Tasks October’s Communications October’s Planning October’s Personnel October’s Checklists 5. November November’s Key Tasks November’s Communications November’s Planning November’s Personnel November’s Checklists 6. December December’s Key Tasks December’s Communications December’s Planning December’s Personnel December’s Checklists 7. January January’s Key Tasks January’s Communications January’s Planning January’s Personnel January’s Checklists 8. February February’s Key Tasks February’s Communications February’s Planning February’s Personnel February’s Checklists 9. March March’s Key Tasks March’s Communications March’s Planning March’s Personnel March’s Checklists 10. April April’s Key Tasks April’s Communications April’s Planning April’s Personnel April’s Checklists 11. May May’s Key Tasks May’s Communications May’s Planning May’s Personnel May’s Checklists 12. June June’s Key Tasks June’s Communications June’s Planning June’s Personnel June’s Checklists Resources Resource A: Teacher Handbook Resource B: How to Build a Mission Statement Resource C: Summer Letters to Parents Resource D: Meet Your Teacher Night – Suggestions to Teachers Resource E: Weekly Memo to Staff Resource F: Parents’ Elementary School Guidebook Resource G: Best Practices in Quality Education for Students With Severe Disabilities Resource H: Teacher Job Description Resource I: Helping Children Cope at Holiday Time Resource J: Retirement Congratulatory Letters Resource K: Attention Deficit Disorder Resource L: Parallel Block Scheduling Resource M: Spring Break Welcome Back Letter Resource N: National TV Turnoff Week Resource O: Standardized Testing Memo to Teachers Resource P: Standardized Testing Letter to Parents Resource Q: Summer Reading List Resource R: End-of-the-Year Sign-Out Checklist

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Book SynopsisTrade ReviewCrisply written, compellingly argued, authoritative . . . [University Technology Transfer] provides extremely useful information to anyone who is involved in creating or developing a TT office . . . It should be required reading for all presidents, vice-chancellors and senior managers of universities that have a TT office and are tempted to interfere in its activities.—Mark Anderson, IP DraughtsTable of ContentsIntroduction1. Question Time2. Coming Out3. How It Works4. Why It Is Difficult5. Structures6. Going to Market7. Mind the Gap8. Innovation Community9. Give and Take10. Currencies and Metrics11. Impact12. Whatever NextAfterwordAcknowledgmentsNotesIndex

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Book SynopsisA practical guide to building the connections students need to thrive in and after college from the authors of the best-selling Relationship-Rich Education. Decades of research demonstrate how important the relationships with peers and professors are for students academically, personally, and professionally. Yet many students lack the strategies to develop educationally purposeful relationships in college. Connections Are Everything shows students the simple steps they can take to make their own college experience meaningful and transformational. In short, practical chapters, this guide helps readers learn how to build relationships through various strategies, including using relationship accelerators like internships and mentorships, undergraduate research, and campus employment. Undergraduate demographics have changed dramatically as students of color and first-generation students become the new majority at colleges and universities across the United States. Connections are particuTrade ReviewWhile steeped in research, Connections Are Everything is accessible. It's a quick read, and its tone is friendly and practical....The pandemic has frayed students' connections to campus in ways that colleges are still struggling to understand, much less repair. After reading the book, I'm confident it could be enormously helpful to just about any student who reads it.—Beckie Supiano, Chronicle of Higher EducationTable of ContentsIntroduction: Read This First!Section 1: Relationships and You1. Start with One2. College Comes with Challenges3. You Have What It TakesSection 2: You Never Know Who Will Change You (or How)4. Connecting with Peers: Find Your People5. Connecting with Professors: In and Out of Class6. Connecting with Staff: Allies EverywhereSection 3: You Can Do It7. Relationship Accelerators8. Make the Most of Mentoring Conversations9. Building Your Relationship ConstellationConclusion: Take These Ideas with YouAfterword, by Mohamed A. Farge and Timothy K. EatmanAcknowledgementsWords to Know (Glossary)NotesIndex

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Book SynopsisAmerica has long compared its students to top-performing kids of other nations. But how do the world''s education superpowers look through the eyes of an American high school student? Author Amanda Ripley follows three teenagers who chose to spend one school year living and learning in Finland, South Korea, and Poland. Through their adventures, Ripley discovers startling truths about how attitudes, parenting, and rigorous teaching have revolutionized these countries'' education results. In The Smartest Kids in the World, Ripley''s astonishing new insights reveal that top-performing countries have achieved greatness only in the past several decades; that the kids who live there are learning to think for themselves, partly through failing early and often; and that persistence, hard work, and resilience matter more to our children''s life chances than self-esteem or sports. Ripley''s investigative work seamlessly weaves narrative and research, providing in-depth analysis aTrade Review“[Ripley] gets well beneath the glossy surfaces of these foreign cultures and manages to make our own culture look newly strange…The question is whether the startling perspective provided by this masterly book can also generate the will to make changes.” * New York Times Book Review *“Compelling . . . What is Poland doing right? And what is America doing wrong? Amanda Ripley, an American journalist, seeks to answer such questions in The Smartest Kids in the World, her fine new book about the schools that are working around the globe ….Ms. Ripley packs a startling amount of insight in this slim book.” * The Economist *“[T]he most illuminating reporting I have ever seen on the differences between schools in America and abroad.” * Jay Mathews, education columnist, The Washington Post *“[The Smartest Kids in the World is] a riveting new book….Ripley’s policy recommendations are sensible and strong….The American school reform debate has been desperately in need of such no-nonsense advice, which firmly puts matters of intellect back at the center of education where they belong.” * The Daily Beast *“The Smartest Kids in the World should be on the back-to-school reading list of every parent, educator and policymaker interested in understanding why students in other countries outperform U.S. students on international tests.” -- US News & World Report“Gripping….Ripley's characters are fascinating, her writing style is accessible, and her observations are fresh….If you're interested in how to improve public schools, read Ripley's book today.” -- The Huffington Post“In riveting prose...this timely and inspiring book offers many insights into how to improve America’s mediocre school system.” -- Publishers Weekly, starred review"If you care about education, you must read this book. By recounting what three intrepid kids learned from the rest of the world, it shows what we can learn about how to fix our schools. Ripley's delightful storytelling has produced insights that are both useful and inspiring." -- Walter Isaacson, author of Steve Jobs and Benjamin Franklin“This book gives me hope that we can create education systems of equity and rigor—if we heed the lessons from top performing countries and focus more on preparing teachers than on punishing them." -- Randi Weingarten, President, American Federation of Teachers“This is a no-nonsense, no-excuses book about how we can improve outcomes for all kids, from the poorest to the wealthiest. It avoids platitudes and ideology and relies instead on the experiences of students.” -- Joel Klein, CEO, Amplify, and former chancellor, New York Department of Education“Amanda Ripley observes with rare objectivity and depth. She finds a real and complex world ‘over there’—schools with flaws of their own but also real and tangible lessons about how to do better by our kids. The Smartest Kids in the World gave me more insights, as a parent and as an educator, than just about anything else I’ve read in a while.” -- Doug Lemov, author of Teach Like a Champion“Such an important book! Amanda Ripley lights the path to engaging our next generation to meet a different bar. She makes an enormous contribution to the national and global discussion about what must be done to give all our children the education they need to invent the future.” -- Wendy Kopp, founder and chair, Teach For America, and CEO, Teach For All"The Smartest Kids in the World is a must read for anyone concerned about the state of American public education. By drawing on experiences, successes, and failures in education systems in the highest-performing countries across the globe, Amanda Ripley lays out a course for what we must do to dramatically improve our nation's schools.” -- Michelle Rhee, Founder and CEO of StudentsFirst“Ripley’s stirring investigation debunks many tenets of current education reform.” -- BookPage“In lively, accessible prose….Ripley’s book looks at the data from a new perspective. Those stunned parents and teachers in New York State and elsewhere would do well to read this book first if they are inclined to blame their children’s/students’ poor results on a new test.” -- OECD “Education Today” Blog“[Ripley] is a compelling storyteller who deftly plaits humorous anecdotes and hard data to whip you in the face with her findings.” -- Kristen Levithan * Brain, Child Magazine *“Ripley’s evaluation of education in a changing world is revealing and thought-provoking.” * Rocky Mountain Telegram *“A good read . . . . If you want to understand what goes on in other countries’ education systems, read [The Smartest Kids in the World].” * Coshocton Tribune *

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Book SynopsisChange your child''s future starting today: Learn how to use Stephen R. Covey''s proven 7 Habits to create a leadership program for kids of all ages so they can be more effective, more goal oriented, and more successful. In today''s world, we are inundated with information about who to be, what to do, and how to live. But what if there was a way to learn not just what to think about, but how to think? A program that taught how to manage priorities, focus on goals, and be a positive influence? The Leader in Me is that program. In this bestseller, Stephen R. Covey took the 7 Habits that have already changed the lives of millions of readers and showed how even young children can use them as they develop. These habits-be proactive, begin with the end in mind, put first things first, think win-win, seek to understand and then to be understood, synergize, and sharpen the saw-are being adapted by schools around the country in leadership programs, most famously at the A.B Combs Elementary school in Raleigh. Not only does it work, but it works better than anyone could have imaged. This book is full of examples of how the students blossom under the program: the classroom that decided to form a support group for one of their classmates who had behavioural problems; the fourth grader who found a way to overcome his fear of public speaking and wound up taking his class to see him compete in a national story telling competitive, or the seven-year-old who told her father than they needed to go outside and play because they both needed to ''sharpen the saw''. Perfect for individuals and corporations alike, The Leader in Me shows how easy it is to incorporate these skills into daily life. It is atimely answer to many of the challenges facing today''s young people,businesses, parents, and educators-one that is perfectly matched tothe growing demands of our certain future.

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Book SynopsisThis delightful activity book, based on Molly Potter''s bestselling title How Are You Feeling Today?, is filled with lively illustrations and engaging activities about dealing with a whole range of emotions, from excitement and happiness to shyness and jealousy.We all have feelings; sometimes they feel comfortable and sometimes they feel uncomfortable. Can you sort them out and work out which emotion is which? And can you fill in a dot-to-dot boredom buster and draw a fluffy, smiling, happy monster? Use this book to explore how you are feeling and complete the activities with the colourful stickers!With useful tips for parents and carers about delivering emotional literacy at the front of the book, this activity and sticker book will help children get to grips with their emotions on a daily basis.

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Book SynopsisIn Why Knowledge Matters, influential scholar E. D. Hirsch, Jr., addresses critical issues in contemporary education reform and shows how cherished truisms about education and child development have led to unintended and negative consequences.Hirsch, author of The Knowledge Deficit, draws on recent findings in neuroscience and data from France to provide new evidence for the argument that a carefully planned, knowledge-based elementary curriculum is essential to providing the foundations for children's life success and ensuring equal opportunity for students of all backgrounds. In the absence of a clear, common curriculum, Hirsch contends that tests are reduced to measuring skills rather than content, and that students from disadvantaged backgrounds cannot develop the knowledge base to support high achievement. Hirsch advocates for updated policies based on a set of ideas that are consistent with current cognitive science, developmental psychology, and social science.The book focuses on six persistent problems of recent US education: the over-testing of students; the scapegoating of teachers; the fadeout of preschool gains; the narrowing of the curriculum; the continued achievement gap between demographic groups; and the reliance on standards that are not linked to a rigorous curriculum. Hirsch examines evidence from the United States and other nations that a coherent, knowledge-based approach to schooling has improved both achievement and equity wherever it has been instituted, supporting the argument that the most significant education reform and force for equality of opportunity and greater social cohesion is the reform of fundamental educational ideas.Why Knowledge Matters introduces a new generation of American educators to Hirsch's astute and passionate analysis.

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Book SynopsisEach story in this collection begins with an undesirable or out-of-balance situation and, through the use of metaphor and an imaginative story journey, leads to a more desirable resolution. In this way, the stories also have the potential for nurturing positive values.The stories cover many kinds of universal behaviour. Following the alphabet from A to Z, the behaviour is identified in the story title e.g. anxious, bossy, cranky greedy jealous lazy swearing uncooperative ... and more. The stories can be told directly, or adapted. They can be turned into home-made picture books and puppet shows, or used as springboards for the creation of new tales for particular behaviour challenges and situations.

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Book SynopsisInterdisciplinarity is an inflationary concept in the discourses of higher education and science policy. Yet, some recent structural reforms in European and US universities reflect fundamental changes in the organization of knowledge production and teaching. This publication takes a fresh look at the meaning given to the concept of interdisciplinarity with these reforms. It presents examples of different forms of interdisciplinary research and teaching. These case studies are put in the broader context of reflections on developments in the organization of universities and their implications for knowledge production.

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Book SynopsisFrom Bursar to School Business Manager offers an insight into how other schools are successfully operating their business and teaching support services.

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Book SynopsisThe fourth edition provides in-depth treatments of critical measurement topics, and the chapter authors are acknowledged experts in their respective fields.

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Book SynopsisSam Kelly's story intersects with the major developments in twentieth-century African American history, from the rich culture of the Harlem Renaissance and the integration of the U.S. Army to the civil rights movement and the political turmoil of the 1960s.Trade Review"Kelly's book is important reading for all students of African American, Pacific Northwest, military, civil rights, and educational history and will also appeal to a popular audience." -- Kimberly Jensen * Pacific Northwest Quarterly *"A signature feature of Kelly's approach to educational equity was inclusiveness. He sought not just redress for African Americans but also for Chicanos, Native Americans, Asian Americans, and poorer white students as well. . . A self-described patriot and 'conservative' . . . Kelly viewed educational service as an extension of his patriotic duty to country, epitomized on the battlefield." * Oregon Historical Quarterly *"Kelly's autobiography details the career of a man motivated from an early age to work for the benefit of his race as a whole." * Oregonian *"Follow Sam Kelly through his life and you'll learn about American history and about Seattle's past. Like Zelig or Forrest Gump, Kelly was often there. Unlike those fictional characters, he was real, and he made an impact. You can visit history in 'Dr. Sam." * The Seattle Times *Table of ContentsForeword by Governor Daniel Evans Acknowledgments Introduction by Quintard Taylor Part 1: Childhood 1. A Connecticut Childhood 2. Thirty Minutes from Harlem Part 2: Soldier 3. A Segregated Army 4. In Occupied Japan 5. Integrating the Army 6. Korea 7. A Career Solider Part 3: Educator 8. Community College Instructor 9. Coming to the University of Washington 10. Building the Office of Minority Affairs 11. Final Years at the University of Washington Part 4: Advocate 12. Starting Over 13. The Vancouver Years Epilogue: A Life of Service and Friendship Chronology U.S. Army Awards, Citations, and Commendations, 1945-65 Index

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Book Synopsis''THE CHAMBERS DICTIONARY IS THE MOST USEFUL AND DIVERTING SINGLE-VOLUME WORD-HOARD AVAILABLE'' Telegraph''CHAMBERS IS A MARVEL OF WIT, CLARITY AND PRACTICALITY'' Observer''THE MOST HUMAN OF DICTIONARIES'' Philip Pullman''CHAMBERS IS AN OPEN DOOR TO WORDS AT THEIR WITTIEST, MOST ROOTED, MOST REVEALING, AND MOST POWERFUL'' Ali SmithFirst published in 1872, The Chambers Dictionary contains more words, phrases and meanings than any other single-volume English dictionary. Yet it remains lighter and easier to hold, and now has an even more durable jacket so that it will be a beautiful hardback reference for many years to come.This 13th edition retains the much-loved features of The Chambers Dictionary, including the unique, quirky definitions. There are over 1,000 new words and meanings, and there is also a brand new two-colour Word Lover''s Ramble, showing how English words and Trade ReviewChambers is a marvel of wit, clarity and practicality - ObserverChambers is an open door to words at their wittiest, most rooted, most revealing, and most powerfulA page a day keeps the doddypolls at bayThe most human of dictionariesThe traditional favourite dictionary of every serious cryptic solver and setter based in the UKThe Chambers Dictionary is the most useful and diverting single-volume word-hoard available - TelegraphA monument to lexicographic excellence... radical, innovative and different - IndependentFor many years now, Chambers have had a stronghold on the word game market. This dictionary is a pure delight to browse - www.word-buff.com

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Book SynopsisExperienced teacher, Gurdeep Singh, provides practical tips and strategies for secondary school teachers to help them manage classroom behaviour, reduce their workload and improve their own wellbeing.

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Book SynopsisThe Innovative University illustrates how higher education can respond to the forces of disruptive innovation , and offers a nuanced and hopeful analysis of where the traditional university and its traditions have come from and how it needs to change for the future.Trade Review"Scholars will find this work a good point of departure for asking more pointed questions about how nest to meet the demands of an increasingly disparate population of students (and potential students) who have different needs and expectations from previous generations of college-going individuals." — Journal of College Student Retention Vol. 15 (3)Table of ContentsPreface vii Acknowledgments xv Introduction: Ripe for Disruption—and Innovation xix Part One: Reframing the Higher Education Crisis Chapter 1 The Educational Innovator’s Dilemma: Threat of Danger, Reasons for Hope 3 Part Two: The Great American University Chapter 2 Puritan College 33 Chapter 3 Charles Eliot, Father of American Higher Education 46 Chapter 4 Pioneer Academy 72 Chapter 5 Revitalizing Harvard College 80 Chapter 6 Struggling College 98 Chapter 7 The Drive for Excellence 110 Chapter 8 Four-Year Aspirations in Rexburg 139 Chapter 9 Harvard’s Growing Power and Profile 148 Chapter 10 Staying Rooted 157 Part Three: Ripe for Disruption Chapter 11 The Weight of the DNA 171 Chapter 12 Even at Harvard 185 Chapter 13 Vulnerable Institutions 192 Chapter 14 Disruptive Competition 206 Part Four: A New Kind of University Chapter 15 A Unique University Design 223 Chapter 16 Getting Started 238 Chapter 17 Raising Quality 249 Chapter 18 Lowering Cost 276 Chapter 19 Serving More Students 301 Part Five: Genetic Reengineering Chapter 20 New Models 325 Chapter 21 Students and Subjects 347 Chapter 22 Scholarship 358 Chapter 23 New DNA 379 Chapter 24 Change and the Indispensable University 396 Notes 403 The Authors 445 Innosight Institute 447 Index 449

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Book SynopsisWhat’s the scarcest resource in schools? Almost any educator will answer, “Time.” The lack of time for colleagues to work together is one of the biggest barriers to improving teaching and learning. All too often, educators also say that the biggest waste of time ismeetings. People in schools attend dozens, if not hundreds, of meetings a year. How can that time be used wisely?This book, by two editors of Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning,attempts to bring about a fundamental shift in how educators think about the meetings they attend. The authors make the case that these gatherings are potentially the most important venue where adult and organizational learning can take place in schools, and that making more effective use of this time is an important key to increasing student achievement.In Meeting Wise, the authors show why planning meetings is a high-leverage strategy for changing how people work together in the service of school improvement. To this end, they have created a meeting-planning “checklist” to develop a common language for discussing and improving the quality of meetings. In addition, they provide guidelines for readers on “wise facilitating” and “wise participating,” and also include “top tips” and “common dilemmas.”Simple, succinct, and practical, Meeting Wise is designed to be read and applied at every level of the educational enterprise, from district leadership meetings and professional developmentsessions to teacher-team meetings and even teachers’ meetings with parents and students.Table of ContentsCONTENTS Acknowledgments ix Introduction 1 Overview of the Book 3 How to Use This Book 5SECTION I: THINKING DIFFERENTLY1 Why Focus on Meetings? 9 Time as a Resource 9 Meetings as Powerful Learning Spaces 122 The Meeting Wise Checklist 19 Purpose 21 Process 24 Preparation 32 Pacing 343 Using the Checklist 39 Complete Agenda OverhaulGreenville Fifth-Grade Team Meeting 40 Targeting Intentional CollaborationJackson County Central Office Leadership Team 48 Targeting Adult LearningSheldon Academy Faculty Retreat 54 Targeting OutcomesHigh School Parent/Teacher Conference 58 Targeting Problem Solving Over ComplianceStatewide Quarterly Superintendents’ Meeting 61 Targeting ConnectionsNational Anti-Bullying Network Virtual Meeting 64 The Meeting Wise Agenda Template 68SECTION II: WORKING DIFFERENTLY4 Setting Up for Success 73 Foudnational Setup Tasks 73 Recurring Setup Tasks 785 Wise Facilitation 85 Keeping to (and Deviating from) the Agenda 88 Supporting Full Engagement 99 Managing Conflict 108 Maintaining Awareness of the Role You Play 1166 Wise Participation 119 Keeping to (and Deviating from) the Agenda 121 Supporting Full Engagement 124 Managing Conflict 129 Maintaining Awareness of the Role You Play 1337 Becoming Meeting Wise 141 Finding an Entry Point 142 Words to the Wise 148SECTION III: RESOURCES Selected Readings 153 Selected Protocols 155 Protocols in Brief 161 Quick Reference Guide 165 Notes 173 About the Authors 175 Index 177

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Book SynopsisSafe Is Not Enough illustrates how educators can support the positive development of LGBTQ students in a comprehensive way so as to create truly inclusive school communities. Using examples from classrooms, schools, and districts across the country, Michael Sadowski identifies emerging practices such as creating an LGBTQ-inclusive curriculum; fostering a whole-school climate that is supportive of LGBTQ students; providing adults who can act as mentors and role models; and initiating effective family and community outreach programs.While progress on LGBTQ issues in schools remains slow, in many parts of the country schools have begun making strides toward becoming safer, more welcoming places for LGBTQ students. Schools typically achieve this by revising antibullying policies and establishing GSAs (gay-straight student alliances). But it takes more than a deficit-based approach for schools to become places where LGBTQ students can fulfill their potential. In Safe Is Not Enough, Michael Sadowski highlights how educators can make their schools more supportive of LGBTQ students’ positive development and academic success.

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Book SynopsisSocial Network Theory and Educational Change offers a provocative and fascinating exploration of how social networks in schools can impede or facilitate the work of education reform. Drawing on the work of leading scholars, the book comprises a series of studies examining networks among teachers and school leaders, contrasting formal and informal organizational structures, and exploring the mechanisms by which ideas, information, and influence flow from person to person and group to group. The case studies provided in the book reflect a rich variety of approaches and methodologies, showcasing the range and power of this dynamic new mode of analysis. An introductory chapter places social network theory in context and explains the basic tools and concepts, while a concluding chapter points toward new directions in the field. Taken together, they make a powerful statement: that the success or failure of education reform ultimately is not solely the result of technical plans and blueprints, but of the relational ties that support or constrain the pace, depth, and direction of change. This unique volume provides an invaluable introduction to an emerging and increasingly important field of education research.

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Book SynopsisIn this increasingly regulated, but contested, climate, teacher education has become a field of study separate from the study of learning or teaching itself. The Oxford Encyclopedia of Global Perspectives on Teacher Education includes new articles on innovative, grounded, and theory-based work being done by established global scholars who are interrogating educational issues related to teacher education. A major aim of the project is to pave the way for scholars to learn from each other, recognizing not only similarities but also differences in perspectives, and in doing so, encourage those working in teacher education to create more sustainable, focused, and collaborative approaches to the merging of theory and practice.The Encyclopedia is international in scope and encompasses the breadth of significant scholarship in the field of teacher education from both well-known and emerging scholars. Comprehensive in nature, it includes new foundational essays on the most pressing issues impacting teacher education and includes analytic essays from across the globe. Topics include a balance of critical, historical, psychological, and sociological perspectives. Written with both early-career and more experienced scholars in mind, the collection provides international perspectives on crucial topics such as social justice and equity in teacher education, and features a number of scholars from Indigenous communities and the Global South. As teacher education is increasingly held responsible for everything from falling PISA rankings, widening achievement gaps, and lower student outcomes to even poverty itself, this volume is particularly timely in its collection of the most significant thinking and research in the field.Trade ReviewI would synthesize the book's benefits into two main categories: perspectives and availability. In terms of the perspectives, the book provides the reader with an assortment of views on teacher education; some are innovative and inspiring, some are combined and synthesized, and some are updated and newly developed from canonical works. As for availability, all collected works appear online as part of the Oxford Research Encyclopedia of Education, which makes access convenient. * Yang Gao, Dalian Maritime University, Journal of International Students *Table of ContentsAgency in Teacher Education Applying Disability Critical Race Theory (DisCrit) in the Practice of Teacher Education in the United States Art-Informed Pedagogies in the Preparation of Teachers Blended Learning in Teacher Education Bourdieu and Education Community-based Experiential Learning in Teacher Education Community-Engaged Teacher Preparation Complexity Theory and Teacher Education Conceptions and Models of Teacher Education Concepts of Care in Teacher Education Core Reflection Approach in Teacher Education 'Crisis' in Teacher Education, The Critical Media Literacy in Teacher Education, Theory, and Practice Culturally Responsive Classroom Management Culturally Responsive Pedagogy in Teacher Education Deleuze and Guattari and Teacher Education Early Childhood Teacher Education in Global Perspective Educating Teachers for High-Poverty Schools Education and Activism Emotion and Teacher Education Ethnographic Inquiry in Teacher Education Exploration of Evolving Approaches to Teacher Identity Revealed in Literature on Teaching from 2010 to 2018, An Gender and Sexual Diversity in Teacher Education Global Orientations, Local Challenges, and Promises in Initial Teacher Education Globalization, Digital Technology, and Teacher Education in the United States Heuristic Inquiry in Teacher Education Impact of Educational Neoliberalism on Teachers in Singapore, The Indigenous Australian Studies, Indigenist Standpoint Pedagogy, and Student Resistance Indigenous Teacher Education in Canada and Aotearoa New Zealand Influence of Pedagogical Entrepreneurship in Teacher Education, The Influence of Teacher Education on Teacher Beliefs, The Inquiry-Based Learning and its Enhancement of the Practice of Teaching John Dewey and Teacher Education Learner Engagement in Teacher Education Longitudinal Study of Teachers Mentoring in Teacher Education, The Role of Online Networks in Teacher Education Performance-Based Assessment in Preparing Teachers Postcolonial Theory in Teacher Education Preparing Assessment-Literate Teachers Preparing Pre-service Teachers for Rural Schools Preparing Teachers for Collaborative Classrooms Professional Experience for International Students within the Australian Teacher Education Context Professionalizing Teacher Education Accountability Real-Time Coaching for Pre-Service Teachers Research on Racism in Teacher Education in the United States Reviews of Teachers' Beliefs School Based Pre-service (Initial) Teacher Training Programs in the United States of America and the United Kingdom School-Based Professional Development Programs for Beginning Teachers Simple and Complex Views of Teacher Development Simulation as a Strategy in Teacher Education Spiritual Development and Preparation of Teachers Standards and Benchmarks in Teacher Training Programs Status of Teachers, The Status, Content, and Evaluation of Lesson Study in Japan on Teacher Professional Development Systemic Functional Linguistics in Teacher Education Teacher Education and Inclusion in the Asia-Pacific Region Teacher Education and Inclusivity Teacher Education and Lesson Study Teacher Education and Refugee Students Teacher Education and the Global Impact of Teach For All Teacher Education and Whiteness and Whiteness in Teacher Education in the United States Teacher Education for Bi/Multilingual Students Teacher Education for Cultural and Linguistic Diversity in the United States Teacher Education in Australia Teacher Education in Finland and Future Directions Teacher Education in Germany Teacher Education in México Teacher Education in New Zealand Teacher Education in Russia Teacher Education in Singapore Teacher Education Reform in the Asia-Pacific Region Teacher Education Research Teacher Identity Research and Development Teacher Leadership and Professionality Teacher Preparation for Physical Education in an Increasingly Sedentary World in Singapore Teacher Quality in Singapore Teacher Research in Teacher Education Teacher Training for the Transformation of Schools and Communities Teachers' Knowledge for the Digital Age Theories of Generative Change in Teacher Education Transforming Teacher Education in South Africa Translanguaging in Educating Teachers of Language-Minoritized Students Trauma-Informed Practice for Pre-service Teachers Well-being and the Preparation of Teachers

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Book SynopsisFrom the Disney Teacher of the Year and New York Times bestselling author comes the ideal updated companion to the revised edition of The Essential 55. Ron Clark''s The Essential 55 took the country by storm, selling over over one million copies. Now he provides a new edition of the companion workbook with fresh exercises for teachers and parents to transform any child into a successful student.The Essential 55 Workbook is full of easy-to-do lessons to help you reinforce The Essential 55 rules that every child should know. With a series of self-tests, exercises, and questionnaires, The Essential 55 Workbook allows you to adapt Ron Clark''s successful tools to your own situation. With determination, discipline, and regular rewards, the children you stick by will be the children you come to admire.

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Book SynopsisThomas J. Sergiovanni is Lillian Radford Professor of Education at Trinity University, San Antonio, Texas, where he teaches in the school leadership program and in the five-year teacher education program. Prior to joining the faculty at Trinity, he was on the faculty of education administration at the University of Illinois, Urbana-Champaign, for 19 years, and he chaired the department for 7 years. A former associate editor of Educational Administration Quarterly, he serves on the editorial boards of Journal of Personnel Evaluation in Education and Catholic Education: A Journal of Inquiry and Practice. Among his recent books are Moral Leadership (1992), Building Community in Schools (1994), Leadership for the Schoolhouse (1996), The Lifeworld of Leadership: Creating Culture, Community, and Personal Meaning in Our Schools (2000), Strengthening the Heartbeat: Leading and Learning Together in Schools (2005), Supervision:Table of ContentsPart 1 The Moral Dimension Chapter 1 Setting the Stage: Administering as a Moral Craft Part 2 Toward a New Theory of Principal Leadership Chapter 2 The Principal's Job Today and Tomorrow Chapter 3 The Limits of Traditional Management Theory Chapter 4 A New Theory for the Principalship Chapter 5 The School as a Moral Community Part 3 Providing Leadership Chapter 6 The Forces of Leadership and the Culture of Schools Chapter 7 The Stages of Leadership: A Developmental View Chapter 8 Leading in a Community of Leaders Part 4 Instructional Leadership Chapter 9 Characteristics of Successful Schools Chapter 10 Becoming a Community of Mind Chapter 11 Teaching, Learning, and Community Chapter 12 Instructional Leadership, Supervision, and Teacher Development Chapter 13 Clinical Supervision, Coaching, Peer Inquiry, and Other Supervisory Practices Part 5 Motivation, Commitment, and Change Chapter 14 Motivation, Commitment, and the Teacher's Workplace Chapter 15 The Change Process Glossary References Index

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Book SynopsisAbout our authors Edward H. Moore is a Professor Emeritus in the College of Communication and Creative Arts at Rowan University in Glassboro, New Jersey. Moore started his career as a school public relations practitioner and went on to serve more than 25 years as a public relations counselor, journalist, and educator working with a variety of corporate and educational organizations throughout North America, Europe, and Asia. Moore was managing editor of Communication Briefings, an international communications newsletter, and he previously served as Associate Director of the National School Public Relations Association. Moore taught public relations for more than 20 years. At Rowan University he was a Professor and Coordinator of the M.A. program in public relations. He holds an M.A. in school information services from Glassboro, New Jersey, State College, and is accredited in public relations by the Universal Accreditation Board. Dr.Table of ContentsBrief Contents PART I: ESSENTIAL CONSIDERATIONS The Importance of Public Relations Public Character of the School Understanding the Community Policies, Goals, and Strategies Administering the Program PART II: RELATIONS WITH SPECIAL PUBLICS The Communication Process Communicating with Internal Publics Communicating with External Publics Crisis Communication Communication about School Services, Activities, and Events PART III: COMMUNICATIONS TOOLS Working with the News Media Creating and Delivering Online and Print Communications Conducting Special Issue Campaigns Communication School Finance Issues PART IV: EVALUATION Communication Assessment and Accountability Appendix A: Organizations that Could Be Helpful

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Book SynopsisCurriculum with Soul is a dynamic guide for Secondary English leaders, revitalising curriculum planning and strategy across all key stages. It encourages the use of diverse texts and impactful assessments, offering practical examples and reflective points. This book empowers and challenges teachers to create an inspiring and joyful curriculum.Jo Heathcote draws on her passion for English and years of experience as a Head of Department, examiner, author, and consultant in schools, to make the case for reframing your thinking about the English curriculum and rekindling the spirit and passion in English classrooms.Jo''s engaging and accessible style blends personal experience with sage advice. She champions a straightforward, manageable curriculum design that focuses on teaching essential content effectively without overwhelming students. The book shows how to build a logical progression of skills and knowledge to enrich students' learning experiences, while also making the most of the fr

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Book SynopsisPedagogy with Heart is a dynamic teaching guide for new and trainee Secondary English teachers. It delves into the core principles of English instruction, offering strategies to enhance oracy, reading, and writing. With a focus on practical application and teacher wellbeing, it empowers educators to master their craft and teach confidently.Eleanor White draws on her love and passion for English and years of experience as a Head of Department and current teacher trainer, to highlight the richness and versatility of English as a subject.The warm, friendly tone blends pedagogical ideas with research and practical application so you can implement strategies with care and confidence. Whether you're seeking to develop speaking and listening; encourage a love of reading in your students; understand the importance of feedback, questioning and thinking critically, this guide is packed with great advice to transform your English classroom.Organised into succinct, accessible chapters with plenty

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Book SynopsisIn times of international political and economic change the great universities of Europe and North America are being transformed. The papers of this volume are the outcome of the process of discussions, which took place during the 1995 international symposium on the future role of the university held in Vienna, Austria.Trade ReviewProfessor Sir David Williams, Vice-Chancellor, University of Cambridge This invaluable volume addresses both the pressures for change...and also the responses of university governing bodies and heads in terms of institutional adaptation. A common theme throughout has been the vital importance of maintaining the values and ethos of universities through the whirlwind of change... The book will be essential reading for all those who, in different ways are concerned for the future of universities, and who are able to participate in the debate.Table of ContentsForeword (Chancellor Paul Hardin, Rector Fritz Scheuch). Acknowledgments. List of Contributors. The implications of a post-industrial environment for the university: an introduction (D.D. Dill, B. Sporn). An historical perspective on the university's role in social development (S. Rothblatt). The New Social Demands and Underlying Assumptions. The stirring of the prince and the silence of the lambs: the changing assumptions beneath higher education policy, reform, and society (G. Neave). Mass higher education and social mobility: a tenuous link (H. Nowotny). The university as an instrument for the development of science and basic research: the implications of mode 2 science (M. Gibbons). The university as an instrument for economic and business development: United States and European comparisons (H. Goldstein et al.). Implications for University Organization. Images of university structure, governance, and leadership: adaptive strategies for the new environment (M. Peterson). Complexity and differentiation: the deepening problem of university integration (B. Clark). The "marketization" of higher education: reforms and potential reforms in higher education finance (G. Williams). The new context for academic quality (F. van Vught). University 2001: what will the university of the 21st century look like? (B. Sporn, D.D. Dill).

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Book SynopsisProvides readers with an overview of the state of higher education research and its relationship to policy and practice. This work draws upon developments in higher education research in Australia, Canada, Japan and Latin America to provide a comparative perspective on the state of higher education research.Table of ContentsPart 1: Introduction. The relationships between higher education research and higher education policy and practice: the researcher's perspective (U. Teichler). Part 2: Major Issues in Comparative Perspective. Research, policy and practice: assessing their actual and potential linkages (E. El-Khawas). Higher education research, policy and practice: contexts, conflicts and the new horizon (Motohisa Kaneko). Higher education research: the hourglass structure and its implications (P.A.M. Maassen). Part 3: Experiences from Individual Countries and Regions. Higher education research and policy in Canada (G.A. Jones). Higher education policy research in Australia (M. Hayden). Recent developments of higher education research and higher education policy in Japan (Akira Arimoto). Latin America: higher education research in a transformation context (C. Garcia-Guadilla). Part 4: A Synthesis. Higher education research in the light of a dialogue between policy makers and practitioners (P. Scott). Annex 1. Higher education and the World Bank: from policy to practice. Annex 2. Academic social science research and policy-making in Chile (R. Urza).Annex 3. Select Bibliography on higher education research and policy-making.

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Book SynopsisFor classroom teachers at all levels, here is a unique collection of practical, proven-effective techniques and ready-to-use tools for managing classroom behavior and creating the positive environment that students and teachers need to promote learning. Each classroom-tested strategy is presented in a simple-to-use format for quick reference that shows: What the technique or idea is, Why you need it, and How to make it work. Plus, the techniques are complemented by support ideas, time-saving reproducible forms, lively illustrations, and interesting, reproducible quote about teaching. For easy to use, it s all printed in a big, 8-1/2 x 11 lay-flat format for easy photocopying and its organized into 10 sections: PHILOSOPHY provides a philosophical framework for the strategies presented in the book, such as The Three C s of Teaching. KNOW YOU CLIENTS features activities and surveys, including Icebreaker: Backpack IntroducTrade Review"This book is positive, funny and full of ideas." (Arizona Daily Star, 2/2/03)Table of ContentsAbout This Teacher's Resource v Section 1 Philosophy 1 Section 2 Know Your "Clients" 17 Section 3 Home and School 57 Section 4 The First Week of School 75 Section 5 Vocabulary 93 Section 6 Techniques, Strategies, and Good Ideas 105 Section 7 Teaching Skills 147 Section 8 Great "Little Gems" 189 Section 9 Survival Skills 207 Section 10 Forms 225 Appendix 245 Bibliography 251

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Book SynopsisThe Guide covers changing school programs, staffing for effective discipline, and cutting-edge approaches such as peer counseling for dealing with student values and problems that are drastically different from those of only a few years ago.Table of ContentsChapter one: Kids aren't buying what we're selling anymore. It's a new ball game in school discipline. Modern threats to every school. What doesn't work anymore and why. The new agenda for today's youth. Chapter two: Shaping a school culture that works for learning. How the culture drives the school's discipline. Using your school's image as a self-fulfilling prophecy. Reproducible. An informal audit of school climate. How to drag your school's discipline philosophy into today's real world. Trust-building programs that can turn your school around. Celebrating diversity as a positive force in the school. Reproducible. Antidiscrimination pledge. New ways to work with today's students for better discipline. Conflict resolution: Students helping students to solve problems. Reproducible. Conflict resolution worksheet. Guidelines for a successful peer counseling program. Reproducible. Peer counseling application form. How to match students with "caring adults". Reproducible. Male minority mentor proposal. Chapter three: How changing school programs can promote positive discipline. What it takes to have a curriculum where all students succeed. How to personalize education through schools-within-a-school. Earmarks of successful alternative programs. Advisor-Advisee programs: revisited and revitalized. Reproducible. Role of advisors. Themes for the school year. Taking the school to students who won't come to school. Reproducible. Guidelines for the week. Sample evaluation form. Success secrets for effective after-school programs. Reproducible. Sample list of elementary and secondary activities. Sample mission, "Givens," goals of the student activity program. Sample activity director job description. Sample expectations for activity advisors. Sample eligibility policy. Ten Ways to use technology to turn students on. Chapter four: Assistant principals can't do it all anymore— staffing for effective discipline. What it takes to get the job done today. How to make effective use of police liaison officers. Reproducible. Police-school liaison program philosophy. Defining the role of security monitors. Reproducible. Security monitor— job description. Hall monitor— job description. Disciplinary Aide— job description. Step-by-step procedures for conducting background checks on security personnel. Reproducible. Sample release form. Sample records request letter. Why social workers are more important than ever. Using management aides for one-on-one supervision. Reproducible. Management/behavior aide— job description. Blueprints for using teacher-deans to improve discipline. Making everyone part of the school's discipline team. Reproducible. Behavior intervention program. Creative use of advocates and ombudsmen. Chapter five: How to deal with gangs in school. What gangs are all about. Why gangs appeal to today's youth. Special concerns about girls in gangs. How to spot gang presence in your school. How to make your school a safe-zone from gangs. Reproducible. Examples of gang symbolism in graffiti. Tips for releasing information about gangs to the media. Sample parent letter. Sample policy #1: gang activity or association. Sample policy #2: gang activity or association. Chapter six: What to do to curb violence in school. New ways to keep weapons out of your school. Security measures that reduce violence. Reproducible. Sample procedures. Sample parent letter. Tips for handling fights in school. Sample incident report form. How to plan an antiviolence education program. Handling the worst case scenario: terrorism in school. Sample antiviolence policies that work. Reproducible. Sample policy #1: weapons in school. Sample policy #2: dangerous weapons in the schools. Sample policy #3: possession of weapons and/or ammunition. Sample policy #4: weapons. Chapter seven: The best of the best in drug prevention measures. Current trends in student drug use. What's new in drug education. Role of the chemical health specialist. Reproducible. Chemical health specialist sample job description. Making drug prevention a community affair. Reproducible. Sample mission statement. Sample PCN Parent letter. How to have a drug-free school. Reproducible. Tobacco-free environment (policy #1). Alcohol and other drugs policy (policy #2). Student drug abuse (policy #3). Alcohol use by students (policy #4). Student Discipline-alcohol (policy #5). Student use of beepers (policy #6). Emergency intervention guidelines. Contract for life. Weekly Bulletin messages. Chapter eight: How to handle sexual harassment in school. What is sexual harassment? What's not? Examples of sexual harassment in schools. Special concerns about student-to-student harassment. How to protect your students and yourself. Reproducible. Sample sexual harassment report form. How to investigate complaints. Reproducible. Process for investigation. Tips on proper documentation. Reproducible. Sample letter of reprimand. Sexual harassment checklist. Samples policies dealing with sexual harassment. Reproducible. A sample school policy on sexual harassment. Sample policy: prohibition of sexual harassment and sexual violence. Chapter nine: New approaches to traditional discipline problems. Workable ways to reduce truancy. Reproducible. Sample policy #1: truancy. Sample policy #2: student attendance policy. Sample policy #3: appeals process— attendance. Sample truancy notice. Modern steps to stop student stealing. Tested tips to reduce vandalism. How to handle bus discipline. Reproducible. Sample policy #1: student conduct on school buses. Sample policy #2: student conduct on school buses. Sample policy #3: bus rider rules and disciplinary measures. Sample policy #4: school bus misconduct form. What to do about teen pregnancies, AIDS, and other STDs. Reproducible. Model guidelines for school attendance of children with Human Immune Deficiency Virus. Better methods for crowd control. Reproducible. Guidelines for good spectator sportsmanship. Improving substitute teacher discipline. Reproducible. Sample evaluation form: substitute teacher performance appraisal. Do's and Don'ts of due process. Reproducible. Sample policy #1: Student due process rights. Sample policy #2: due process. Sample policy #3: student due process rights. Student grievances form. New uses of suspension and expulsion. Reproducible. Sample expulsion letter. Sample Policy: suspension/expulsion of handicapped students. Chapter ten: Helping teachers learn the secrets of successful classroom management. It's a different classroom today. Defining a new role for teacher in discipline. Modernizing your classroom rules. What teaching strategies work best with today's students. 75 discipline tips for today's teachers. Reproducible. Behavior improvement form. Classroom behavior chart. Behavior marks on student report cards. Chapter eleven: How to rejuvenate the partnership between home and school. What went wrong with the partnership? The school's role in strengthening the family and the partnership. Reproducible. Education on the home front (16 ways to help your child stay out of trouble and succeed in school). How to help families boost self-esteem in their students. Reproducible. Parent tips on building a child's self-esteem. How to reach at-risk families and gain their support. What it takes to get communitywide involvement. Reproducible. Sample mission and goals: children first partnership. Process for community dialogue. Reproducible. Protocol for conducting town meetings. Chapter twelve: Little things that make a difference in discipline. Ways to work smarter in solving discipline problems. Reproducible. Tips for handling committees and meetings. How to document disciplinary action. When and how to use legal counsel. Where to go for help. What king of staff development helps discipline. Reproducible. Staff development evaluation form. Chapter thirteen: A final word. It's better than most people think. We're all in this together. Making it work. Appendices. Appendix A: Sample discipline policies. Reproducible. Educational and personal rights. Ombudsman. Student conduct off school grounds. Summer school. Special situations-substance abuse. Appendix B: Bibliography.

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Book SynopsisAs budgets tighten for school districts, a sound understanding of just how teaching and administration translate into student learning becomes increasingly important. Rebecca Barr, a researcher of classroom instruction and reading skill development, and Robert Dreeben, a sociologist of education who analyzes the structure of organizations, combine their expertise to explore the social organization of schools and classrooms, the division of labor, and the allocation of key resources. Viewing schools as part of a social organization with a hierarchy of levelsdistrict, school, classroom, instructional group, and studentsavoids the common pitfalls of lumping together any and all possible influences on student learning without regard to the actual processes of the classroom. Barr and Dreeben systematically explain how instructional groups originate, form, and change over time. Focusing on first grade reading instruction, their study shows that individual reading aptitude actually has little direct relation to group reading achievement and virtually none to the coverage of reading materials once the mean aptitude of groups is taken into consideration. Individual aptitude, they argue, is rather the basis on which teachers form reading groups that are given different instructional treatment. It is these differences in group treatment, they contend, that explain substantial differences in learning curricular material.

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Book SynopsisOne of the challenges facing education reformers in the US is how to devise a consistent and intelligent framework for instruction that will work across the nation's notoriously fragmented and politically conflicted school systems. This book offers guidance for state and local school systems as they attempt to respond to future reform proposals.Trade Review"Improvement by Design takes a fascinating look at an approach to and a period of educational reform that has not been fully examined. By providing a powerful illustration of the weaknesses and turbulence that reformers continue to ignore at their peril and cogently arguing for the development of a much more sophisticated infrastructure to support teaching and learning, the book makes a valuable contribution to the literature." (Thomas Hatch, Teachers College, Columbia University)"

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