Educational administration and organization Books

Book SynopsisTo sustain contemporary movements towards educational equity, postsecondary leaders at all levels need resources that connect evidence-based critiques of structural inequities to forward-thinking visions for a more socially-just academy. To address this critical challenge, we bring together scholars to deconstruct oppressive norms of theory and practice and provide a direction towards reconsiderations across various postsecondary contexts. Each chapter identifies a normative practice that reinforces material and cultural oppression of student populations from minoritized identities, challenge underlying assumptions that support current norms, and make recommendations for redeveloping practices that center the well-being and success of underserved student populations. In presenting a range of expertise and disciplinary foci in the study of higher education, this volume contributes to a holistic re-envisioning of colleges and universities as transformational spaces for social change.The book provides insights and recommendations from scholars to a wide-ranging audience, including federal and state policymakers, postsecondary administrators and leaders, philanthropists, researchers, and graduate students. The primary audience are graduate students enrolled in various educational leadership programs including educational policy studies, higher education, student affairs, curriculum and instruction, or learning sciences. This book will be especially valuable for increasing the focus on generative critique in research, practice, and policy in graduate programming curriculum. This volume will also be a valuable resource for policymakers involved in shaping postsecondary initiatives at the local, state, and federal levels. Finally, this book will appeal to current practitioners at colleges, and universities as they seek additional professional development and cross-institutional collegiality around practices related to social justice and equity.

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Book SynopsisThe National Education Finance Academy has once again convened university faculty members, state-level administrators, officials from state level chapters of the Association of School Business Officials, and others to provide a single-volume reference of school funding mechanisms for each of the states, the District of Columbia, Indian Country, and the US territories.This volume supplements the annual "state-of-the-state" profiles produced by the National Education Finance Academy so that educators, policymakers, and researchers can have access to accurate and concise information on how K12 education functions are supported across multiple jurisdictions. In addition, each profile addresses state level efforts to provide education funding to support schools during the COVID- 19 pandemic.The second edition expands upon groundbreaking work in the first edition, which for the first time reported comprehensively on the multiple jurisdictions and mechanisms impacting funding for Native American students, by also reporting on policies and funding mechanisms for public schools in US Territories.

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Book SynopsisThe National Education Finance Academy has once again convened university faculty members, state-level administrators, officials from state level chapters of the Association of School Business Officials, and others to provide a single-volume reference of school funding mechanisms for each of the states, the District of Columbia, Indian Country, and the US territories.This volume supplements the annual "state-of-the-state" profiles produced by the National Education Finance Academy so that educators, policymakers, and researchers can have access to accurate and concise information on how K12 education functions are supported across multiple jurisdictions. In addition, each profile addresses state level efforts to provide education funding to support schools during the COVID- 19 pandemic.The second edition expands upon groundbreaking work in the first edition, which for the first time reported comprehensively on the multiple jurisdictions and mechanisms impacting funding for Native American students, by also reporting on policies and funding mechanisms for public schools in US Territories.

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Book SynopsisSchool leadership instability is particularly problematic for scholars and practitioners concerned with PK-12 school improvement, as second only to teachers, campus leadership has been identified as a primary factor in students' academic success (Young et al., 2007). Yet, while principals play an indispensable role in students' academic success, the job has become considerably more stressful as the role of a school leader continues to evolve. Specifically, added responsibilities, increased work intensity, and the ever-present menace of high stakes accountability have intensified the stress levels encountered by today's school leaders (Carpenter & Brewer, 2012; Chaplain, 2001; Darmody & Smyth, 2016; Wang, et al., 2018). This intensification negatively impacts a school's teaching staff and its students, as the overall quality of the school experience can deteriorate if principals are unable to meet their potential due to the burnout and fatigue associated with chronic stress (Darmody & Smyth, 2016; Devos, et al., 2007).For principals to fully realize their ability to serve as catalysts for school improvement, they should be allowed to prioritize physical, mental, cognitive, and emotional health. Desired levels of wellbeing occur in the absence of chronic physical, social, psychological, emotional, economic, and cognitive distress (La Placa, et al., 2013). As authors in this volume demonstrate, many school leaders have commenced specific practices targeting cognitive, emotional, and behavioral wellbeing to cope with occupational stress and flourishing- or, at the very least, surviving in such a challenging environment. Among coping strategies leaders have adopted include mindfulness and other wellbeing interventions/strategies intended to facilitate healthier lifestyles, relieve stress, and improve personal resilience (Aviles & Dent, 2015; Mahfouz, 2018; Wells, 2015).Recently, there has been a call to consider educational leadership through a positive human flourishing lens. Research in this area focuses on integrating wellbeing practices in professional development programs for teachers and school administrators to highlight the positive effects of personal and collective wellbeing in schools (Cherkowski & Walker, 2014). For example, empirical studies have examined how incorporating mindfulness practice promotes positive adaptive skills, stress resilience, and social and emotional skills needed in a school environment (Abenavoli, et al., 2013; Benn, et al., 2012; Dvor a kova et al., 2017; Jennings, 2015; Meiklejohn et al., 2012; Mahfouz et al., 2018). New understandings about the relationship between school administrators' wellbeing and school improvement efforts should ignite interest within the field. As such, this book's chapters are organized into four distinct sections that provide: (a) an overview of the field (Section I), (b) an empirical argument for why such research is essential (Section II), (c) wellbeing models to be considered for use in the PK-12 setting (Section III), and, (d) specific wellbeing practices and frameworks currently being in PK-12 (Section IV).

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Book SynopsisSchool leadership instability is particularly problematic for scholars and practitioners concerned with PK-12 school improvement, as second only to teachers, campus leadership has been identified as a primary factor in students' academic success (Young et al., 2007). Yet, while principals play an indispensable role in students' academic success, the job has become considerably more stressful as the role of a school leader continues to evolve. Specifically, added responsibilities, increased work intensity, and the ever-present menace of high stakes accountability have intensified the stress levels encountered by today's school leaders (Carpenter & Brewer, 2012; Chaplain, 2001; Darmody & Smyth, 2016; Wang, et al., 2018). This intensification negatively impacts a school's teaching staff and its students, as the overall quality of the school experience can deteriorate if principals are unable to meet their potential due to the burnout and fatigue associated with chronic stress (Darmody & Smyth, 2016; Devos, et al., 2007).For principals to fully realize their ability to serve as catalysts for school improvement, they should be allowed to prioritize physical, mental, cognitive, and emotional health. Desired levels of wellbeing occur in the absence of chronic physical, social, psychological, emotional, economic, and cognitive distress (La Placa, et al., 2013). As authors in this volume demonstrate, many school leaders have commenced specific practices targeting cognitive, emotional, and behavioral wellbeing to cope with occupational stress and flourishing- or, at the very least, surviving in such a challenging environment. Among coping strategies leaders have adopted include mindfulness and other wellbeing interventions/strategies intended to facilitate healthier lifestyles, relieve stress, and improve personal resilience (Aviles & Dent, 2015; Mahfouz, 2018; Wells, 2015).Recently, there has been a call to consider educational leadership through a positive human flourishing lens. Research in this area focuses on integrating wellbeing practices in professional development programs for teachers and school administrators to highlight the positive effects of personal and collective wellbeing in schools (Cherkowski & Walker, 2014). For example, empirical studies have examined how incorporating mindfulness practice promotes positive adaptive skills, stress resilience, and social and emotional skills needed in a school environment (Abenavoli, et al., 2013; Benn, et al., 2012; Dvor a kova et al., 2017; Jennings, 2015; Meiklejohn et al., 2012; Mahfouz et al., 2018). New understandings about the relationship between school administrators' wellbeing and school improvement efforts should ignite interest within the field. As such, this book's chapters are organized into four distinct sections that provide: (a) an overview of the field (Section I), (b) an empirical argument for why such research is essential (Section II), (c) wellbeing models to be considered for use in the PK-12 setting (Section III), and, (d) specific wellbeing practices and frameworks currently being in PK-12 (Section IV).

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Book SynopsisPopular education press and scholarly conversations have focused on the impact of COVID-19 on various aspects of school leadership during the induction process and after. However, voices heard directly from the students are often left out or not heard from in a comprehensive oral historical account. We argue that while the attention is deservingly placed on principals and superintendents in schools leading through the pandemic crisis, there has been less dialogue about the impact of COVID-19 on aspiring leaders who will take the helm amid the lingering crisis. Focusing on this population is explicitly significant as COVID-19 has disrupted and traumatized aspiring leaders who will begin to leave the principalship or superintendency en masse.The novelty and longevity of COVID-19 have also upended schools across the country. Thus, we are left at the moment when although many students are preparing to be school leaders, those preparing them are not expected to stay. Preparing to Lead – Narratives of Aspiring School Leaders in a ""Post""-COVID World focuses on how graduate students in educational leadership preparation programs are experiencing their simultaneous preparation for leadership roles in the K-12 setting while working in schools in several districts across the United States. We approach this book as a way to elevate the voices of aspiring leaders who will enter the field in the current crisis-laden context. Chapter authors discuss both the challenges and opportunities they have experienced due to being in the dual role of aspiring leaders and current educators. Chapter authors also provide poignant feedback on how leadership preparation programs can assist their development as leaders and infuse equity-oriented approaches that mirror their own identity and the educational landscape they will lead in.

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Book SynopsisPopular education press and scholarly conversations have focused on the impact of COVID-19 on various aspects of school leadership during the induction process and after. However, voices heard directly from the students are often left out or not heard from in a comprehensive oral historical account. We argue that while the attention is deservingly placed on principals and superintendents in schools leading through the pandemic crisis, there has been less dialogue about the impact of COVID-19 on aspiring leaders who will take the helm amid the lingering crisis. Focusing on this population is explicitly significant as COVID-19 has disrupted and traumatized aspiring leaders who will begin to leave the principalship or superintendency en masse.The novelty and longevity of COVID-19 have also upended schools across the country. Thus, we are left at the moment when although many students are preparing to be school leaders, those preparing them are not expected to stay. Preparing to Lead – Narratives of Aspiring School Leaders in a ""Post""-COVID World focuses on how graduate students in educational leadership preparation programs are experiencing their simultaneous preparation for leadership roles in the K-12 setting while working in schools in several districts across the United States. We approach this book as a way to elevate the voices of aspiring leaders who will enter the field in the current crisis-laden context. Chapter authors discuss both the challenges and opportunities they have experienced due to being in the dual role of aspiring leaders and current educators. Chapter authors also provide poignant feedback on how leadership preparation programs can assist their development as leaders and infuse equity-oriented approaches that mirror their own identity and the educational landscape they will lead in.

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Book SynopsisIntroduction to Research in Leadership examines the process and skills required for effectively conducting research on the concept of leadership. Its authors employ a microscope for close analysis and build balconies to see trends and gain perspective. Designed to be imminently practical, it employs concrete examples of fictional graduate students, faculty, and professionals struggling with their own issues to help readers make sense of the world of research and all of its complexities. Filled with personal anecdotes, stories, and even a touch of humor and sarcasm, each chapter weaves in relevant concepts so that those beginning the process of producing scholarship can get started on a productive path and with a positive attitude.This introductory textbook reviews the core philosophies employed in creating new knowledge within a field of research. It describes quantitative, qualitative, and mixed methods, as well as several concepts that are common across these. The text concludes with chapters focused on critical scholarship in leadership and creating habits that lead to a lifetime of learning.

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Book SynopsisCOVID-19 ravaged the United States and the rest of the world in a similar manner as a Category V hurricane would, leaving no one safe in its wake. Unlike a hurricane though, where appropriate provisions and supports are possible and past experiences can help to prepare, how do you prepare for something Volatile, Uncertain, Complex, and Ambiguous such as a worldwide pandemic? Imagine having your high school graduation and prom ripped away from you with little to no warning. Imagine being a 40+ year professor and being told that "you are now going to teach hybrid with some students in the class and some students online," or imagine that you were accepted into the 2nd most prestigious Ph.D. program in the United States and dream of being a professor and look for those face-to-face mentoring opportunities on campus. This book addresses the lived experiences of many throughout the onset, duration, and the after-effects of the COVID-19 pandemic, and helps prepare readers for the never ending storm ahead.Our book offers guidance from leaders from different walks of life. We visit with a pastor who had to "get creative" to combat the pandemic, examine how school board members have interacted with parents and other community stakeholders, hear from a current superintendent in a large school district in Maine, and other stakeholders impacted by COVID-19. Our message is cautious, yet optimistic, to prepare the reader for life in a VUCA world.

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Book SynopsisCOVID-19 ravaged the United States and the rest of the world in a similar manner as a Category V hurricane would, leaving no one safe in its wake. Unlike a hurricane though, where appropriate provisions and supports are possible and past experiences can help to prepare, how do you prepare for something Volatile, Uncertain, Complex, and Ambiguous such as a worldwide pandemic? Imagine having your high school graduation and prom ripped away from you with little to no warning. Imagine being a 40+ year professor and being told that "you are now going to teach hybrid with some students in the class and some students online," or imagine that you were accepted into the 2nd most prestigious Ph.D. program in the United States and dream of being a professor and look for those face-to-face mentoring opportunities on campus. This book addresses the lived experiences of many throughout the onset, duration, and the after-effects of the COVID-19 pandemic, and helps prepare readers for the never ending storm ahead.Our book offers guidance from leaders from different walks of life. We visit with a pastor who had to "get creative" to combat the pandemic, examine how school board members have interacted with parents and other community stakeholders, hear from a current superintendent in a large school district in Maine, and other stakeholders impacted by COVID-19. Our message is cautious, yet optimistic, to prepare the reader for life in a VUCA world.

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Book SynopsisCreating and managing an effective classroom management and discipline system in today's urban classroom can be an arduous task for even the most competent teacher, let alone those who are new to the classroom. Urban teachers are faced with unique challenges, (poor working conditions, limited administrative support, and under resourced environments), that impact implementation and supervision of an effective classroom management plan, and often influences the teacher to transfer to another school or district or leave the profession all together.The basis of "I'll See You in Court": Supporting Social Justice, Diversity, Equity, and Critical Thinking Through Classroom Management and Discipline in Urban Schools, is to provide aspiring and veteran teachers with a classroom model that highlights an instructional and relational approach for managing the urban classroom. Authentic learning opportunities are centered, and provide the means to integrate social justice, cultural responsiveness, problem solving, and communication skills.This classroom management text is using a legal framework in order to catch the reader's attention, and to get the reader and in turn, classroom students, to understand that just as "societal management" has rules and consequences, it also includes the promise of due process which hopefully leads to equitable and fair outcomes. "I'll See You In Court" is a fun way for teachers and students to make sense of classroom management in a practical and analogous application.

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Book SynopsisCreating and managing an effective classroom management and discipline system in today's urban classroom can be an arduous task for even the most competent teacher, let alone those who are new to the classroom. Urban teachers are faced with unique challenges, (poor working conditions, limited administrative support, and under resourced environments), that impact implementation and supervision of an effective classroom management plan, and often influences the teacher to transfer to another school or district or leave the profession all together.The basis of "I'll See You in Court": Supporting Social Justice, Diversity, Equity, and Critical Thinking Through Classroom Management and Discipline in Urban Schools, is to provide aspiring and veteran teachers with a classroom model that highlights an instructional and relational approach for managing the urban classroom. Authentic learning opportunities are centered, and provide the means to integrate social justice, cultural responsiveness, problem solving, and communication skills.This classroom management text is using a legal framework in order to catch the reader's attention, and to get the reader and in turn, classroom students, to understand that just as "societal management" has rules and consequences, it also includes the promise of due process which hopefully leads to equitable and fair outcomes. "I'll See You In Court" is a fun way for teachers and students to make sense of classroom management in a practical and analogous application.

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Book SynopsisThe purpose of this book is to help secondary school principals and college faculty fulfill their key role for continuous improvement planning of educational practices and safety at their institution. Rapid social and technological advances have motivated the consideration of student voice in schools across the United States. By merging student voice and educator expertise, an intergenerational perspective can emerge that more accurately portrays the strengths and limitations of a school.Strom and Strom began their research on student voice by partnering with adolescents and principals from several schools to identify topics they saw as appropriate for polling to improve schools. This effort led to the development of ten polls on school stress, career exploration, time management, attention and distraction, tutoring, peer support, school cheating, frustration, cyberbullying, and Internet learning. Every poll contains 15 to 20 multiple-choice items. The process model for polling includes a step-by-step procedure that educational leaders can use to plan and implement school improvement. Different methods of data analysis and ways to report overall evidence-based school results are presented by age, gender, grade and ethnicity. Student polling is distinctive from other assessment strategies because the target for data gathering is a single school, without comparison to other schools. This narrow base to assess student voice ensures poll results are anonymous and have local relevance to guide stakeholder responses.The results of polling can provide data-based evidence that can be used for continuous education improvement planning. An additional benefit is to separately assess students in special education, gifted and talented programs, and second language acquisition learners. Our web site at learningpolls.org is intended to further inform educational leaders and invite their collaboration.

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Book SynopsisThe purpose of this book is to help secondary school principals and college faculty fulfill their key role for continuous improvement planning of educational practices and safety at their institution. Rapid social and technological advances have motivated the consideration of student voice in schools across the United States. By merging student voice and educator expertise, an intergenerational perspective can emerge that more accurately portrays the strengths and limitations of a school.Strom and Strom began their research on student voice by partnering with adolescents and principals from several schools to identify topics they saw as appropriate for polling to improve schools. This effort led to the development of ten polls on school stress, career exploration, time management, attention and distraction, tutoring, peer support, school cheating, frustration, cyberbullying, and Internet learning. Every poll contains 15 to 20 multiple-choice items. The process model for polling includes a step-by-step procedure that educational leaders can use to plan and implement school improvement. Different methods of data analysis and ways to report overall evidence-based school results are presented by age, gender, grade and ethnicity. Student polling is distinctive from other assessment strategies because the target for data gathering is a single school, without comparison to other schools. This narrow base to assess student voice ensures poll results are anonymous and have local relevance to guide stakeholder responses.The results of polling can provide data-based evidence that can be used for continuous education improvement planning. An additional benefit is to separately assess students in special education, gifted and talented programs, and second language acquisition learners. Our web site at learningpolls.org is intended to further inform educational leaders and invite their collaboration.

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Book SynopsisTeacher educator learning has received increasing attention in recent decades. Although the professional development needs of teacher educators has become more visible, the spaces where teacher educators learn to teach teachers is less clear. How do teacher educators learn? What do they learn? And where does this learning take place? This edited volume provides answers these questions through an unpacking of the programs, courses, and professional learning spaces in which beginning teacher educators learn.In this edited volume, chapters provide profiles, or "cases," of the spaces in which beginning university-based teacher educators are prepared. University based teacher educator learning occurs in a range of settings. As highlighted in this volume, such learning spaces include doctoral program concentrations or minors focused on the development of teacher educator identity and practice; individual doctoral courses dedicated to teacher education; formalized program experiences that assist in the preparation of teacher educators; and mentoring or critical friendship collaborations through which doctoral students learn about teacher education with peers or from experienced teacher educators.

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Book SynopsisTeacher educator learning has received increasing attention in recent decades. Although the professional development needs of teacher educators has become more visible, the spaces where teacher educators learn to teach teachers is less clear. How do teacher educators learn? What do they learn? And where does this learning take place? This edited volume provides answers these questions through an unpacking of the programs, courses, and professional learning spaces in which beginning teacher educators learn.In this edited volume, chapters provide profiles, or "cases," of the spaces in which beginning university-based teacher educators are prepared. University based teacher educator learning occurs in a range of settings. As highlighted in this volume, such learning spaces include doctoral program concentrations or minors focused on the development of teacher educator identity and practice; individual doctoral courses dedicated to teacher education; formalized program experiences that assist in the preparation of teacher educators; and mentoring or critical friendship collaborations through which doctoral students learn about teacher education with peers or from experienced teacher educators.

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Book SynopsisRooted and Radiant: Women's Narratives of Leadership shares the narratives of 39 women navigating the process of leadership. It seeks to honor the unique experiences of the narrative authors while also challenging the dominant stories of the leadership process. The audience for the book is leadership educators and women looking to further explore leadership as a phenomenon.Rooted and Radiant: Women's Narratives of Leadership is grounded in the hope and radiance described by Skye, one of the many voices in this collection, where she described how "leadership radiated all around me." The book is filled with narratives from women exploring their own stories of leadership and gender. These stories are woven together by an author team committed to centering the voices and lived experiences of these narrative authors. This book begins with important literature framing women and leadership. The early chapters also explore the research process of this book in-depth. The core of the book includes chapters focused on critical themes found in the 39 narratives and weaving together women's narratives of understanding and enacting leadership. The book concludes with critical hope about women and leadership moving forward.

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Book SynopsisRooted and Radiant: Women's Narratives of Leadership shares the narratives of 39 women navigating the process of leadership. It seeks to honor the unique experiences of the narrative authors while also challenging the dominant stories of the leadership process. The audience for the book is leadership educators and women looking to further explore leadership as a phenomenon.Rooted and Radiant: Women's Narratives of Leadership is grounded in the hope and radiance described by Skye, one of the many voices in this collection, where she described how "leadership radiated all around me." The book is filled with narratives from women exploring their own stories of leadership and gender. These stories are woven together by an author team committed to centering the voices and lived experiences of these narrative authors. This book begins with important literature framing women and leadership. The early chapters also explore the research process of this book in-depth. The core of the book includes chapters focused on critical themes found in the 39 narratives and weaving together women's narratives of understanding and enacting leadership. The book concludes with critical hope about women and leadership moving forward.

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Book SynopsisCompassionate Leadership for School Improvement and Renewal aims to equip educational leaders with the knowledge, skills, and learning experiences necessary to approach their work from an intentional stance of compassion. Schools serve as both sites and sources of suffering; yet compassionate leadership can facilitate healing for students, educators, and community members. The moment is right to move the field toward a compassion-centered approach to leadership. In recent years, people around the world have experienced unfathomable loss and suffering due to the COVID-19 pandemic, persistent inequities and subsequent social justice protests, war and violence, and catastrophic natural disasters. These events created perpetual anxiety, stress, fear, uncertainty, loss, and grief for millions of people--including educators. Now perhaps more than ever, people need to give and receive compassion. The purpose of the volume is to build educational leaders' capacity to demonstrate compassion, foster collective compassion within their schools and districts, establish organizational environments in which compassion is routinely given and received, and, subsequently, transform schools into sites of healing. Ultimately, through the unique contributions of each chapter, this volume offers a path toward school improvement that is both renewing and sustaining.Trade Review“As a former school counselor and school administrator, my view about compassionate leadership is one grounded in relational practice. This may be obvious to some, but unfortunately lost on many. This thoughtful volume edited by Kara Lasater and Kristina LaVenia explores a desperately needed reformulation of school leadership for our times. Compassionate leadership takes enormous courage because it works against much of the institutional ethos that forms and frames the role, thinking, and behaviors of those ostensibly charged to both manage and lead schools.” - William C. Frick, University of Oklahoma“The education system is in its most challenging period in decades, perhaps in the past century. The need now is to address student, staff and organizational suffering. Lasater and LaVenia et. al., offer antidotes in this volume by providing up to date research, theory and insight to cultivate, conceptualize and practice compassionate educational leadership. For those who teach and lead with their heart, this book is essential reading.” - Joseph A. Polizzi, Sacred Heart University“In an increasingly challenging educational landscape, leaders find themselves facing teacher shortages, student trauma, and learning loss. Schools could easily become institutions rife with secondary trauma and burned out professionals operating in stark contrast to the unifying motivations that drew each of us into this profession. This volume reminds us that among the many skill sets leaders must employ, organizational and leader compassion fulfills a fundamental human need and unlocks a means by which schools can transform from professional survival to the joyful work of changing lives for the better.” - Joshua Ray, Greenwood Public Schools

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Book SynopsisIn chemistry, a catalyst accelerates change without being depleted. As we seek school improvement, we need sustainable, scalable changes, and therefore catalytic structures are ideal. From communities of practice to professional learning communities to Networked Improvement Communities (NICs) much has been made in the scholarly and consultancy literature about collaborative approaches to improvement.The benefit of improvement communities that operate in networks over professional learning communities or isolated communities of practice is that they allow for broader experimentation, more rapid iteration, and greater possibility for scaling improvement. Educators have many tools and protocols to support the various approaches to improvement, evidenced by the many tools the Carnegie Foundation has developed for NICs alone. However, we need to understand how these are being used in a wide range of contexts and iterations.This book answers three questions: 1) How can improvement communities act as catalysts? 2) How do improvement communities serve as discipline, creative inquiry? 3) Most importantly, how do improvement communities support flourishing individuals? These three questions serve as the drivers of three sections with practical recommendations and insights for teachers, administrators, and policymakers that will lead to more sustainable leadership practices and thriving educators, students, and communities.

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Book SynopsisIn chemistry, a catalyst accelerates change without being depleted. As we seek school improvement, we need sustainable, scalable changes, and therefore catalytic structures are ideal. From communities of practice to professional learning communities to Networked Improvement Communities (NICs) much has been made in the scholarly and consultancy literature about collaborative approaches to improvement.The benefit of improvement communities that operate in networks over professional learning communities or isolated communities of practice is that they allow for broader experimentation, more rapid iteration, and greater possibility for scaling improvement. Educators have many tools and protocols to support the various approaches to improvement, evidenced by the many tools the Carnegie Foundation has developed for NICs alone. However, we need to understand how these are being used in a wide range of contexts and iterations.This book answers three questions: 1) How can improvement communities act as catalysts? 2) How do improvement communities serve as discipline, creative inquiry? 3) Most importantly, how do improvement communities support flourishing individuals? These three questions serve as the drivers of three sections with practical recommendations and insights for teachers, administrators, and policymakers that will lead to more sustainable leadership practices and thriving educators, students, and communities.

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Book SynopsisAlthough empirical evidence indicates that HSIs (Hispanic Serving Institutions) are making some progress in recognizing that enhancing the racial and cultural experiences of Latino/a/x students, "Latinx-enhancing" is part of their role as institutions that enroll and serve large numbers of minoritize students (Garcia, 2019), there are still institutional gaps on prioritizing opportunities for Latino/a/x students to engage in leadership development.Latino/a/x students often rely on informal out-of-college support systems found in their community-- comunidad, such as family and peers to thrive within college (Ceballo, 2004; Easley, et al, 2012), it is important to assist them in their development and implementation of strengths-based problem-solving communication approach (Guerra, 2015, 2016).Trade ReviewThis book is valuable to scholars and practitioners of higher education, especially those at minority-serving institutions invested in culturally relevant approaches to student success and asset-based development—particularly in relation to Latinx students and communities. Overall, the book paints a beautiful portrait of culturally responsive leadership that is rooted in partnership with the students we serve."" — Christian A. Bracho, California State University, Long Beach""The manuscript presents a perspective that has been untapped at HSIs- the student, student leadership and the student advocacy that is required to improve and intentionally influence HSI development. To date, no other work has been developed that addresses the role of the student in growth and servingness at HSIs."" — Paloma Vargas, Oxnard College

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Book SynopsisAlthough empirical evidence indicates that HSIs (Hispanic Serving Institutions) are making some progress in recognizing that enhancing the racial and cultural experiences of Latino/a/x students, "Latinx-enhancing" is part of their role as institutions that enroll and serve large numbers of minoritize students (Garcia, 2019), there are still institutional gaps on prioritizing opportunities for Latino/a/x students to engage in leadership development.Latino/a/x students often rely on informal out-of-college support systems found in their community-- comunidad, such as family and peers to thrive within college (Ceballo, 2004; Easley, et al, 2012), it is important to assist them in their development and implementation of strengths-based problem-solving communication approach (Guerra, 2015, 2016).Trade ReviewThis book is valuable to scholars and practitioners of higher education, especially those at minority-serving institutions invested in culturally relevant approaches to student success and asset-based development—particularly in relation to Latinx students and communities. Overall, the book paints a beautiful portrait of culturally responsive leadership that is rooted in partnership with the students we serve."" — Christian A. Bracho, California State University, Long Beach""The manuscript presents a perspective that has been untapped at HSIs- the student, student leadership and the student advocacy that is required to improve and intentionally influence HSI development. To date, no other work has been developed that addresses the role of the student in growth and servingness at HSIs."" — Paloma Vargas, Oxnard College

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisSummarizes information on adaptive behavior and skills as well as general issues in adaptive behavior assessment with the goal of promoting sound assessment practice during uses, interpretations, and applications of the Adaptive Behavior Assessment System-II (ABAS-II). This book assists in the functional use of the ABAS-II.Table of ContentsPreface Chapter 1 Adaptive Behaviors and Skills: An Introduction Thomas Oakland and Patti L. Harrison Chapter 2 Professional and Legal Issues in Adaptive Behavior Assessment Thomas Oakland and Patti L. Harrison Chapter 3 ABAS-II Assessment Methods Patti L. Harrison and Thomas Oakland Section II: ABAS-II AND ADAPTIVE SKILL AREAS Chapter 4 Communication Skills G. Richmond Mancil and Betsy Vinson Chapter 5 Skills Important to Community Use Stacy K. Dymond Chapter 6 Functional Academic Adaptive Skills Melissa A. Miller and Nicole Fenty Chapter 7 School and Home Living Adaptive Skills Daniel E. Steere, Heather Garrison, and Joyce Burgener Chapter 8 Health and Safety Adaptive Skill Area Martin Agran, Fred Spooner and Tracie-Lynn Zakas Chapter 9 The Use of Leisure Time Dr. Robert Beland Chapter 10 Promoting Self-care Skills Monica A. Wallace and Marisa W. Shubert Chapter 11 Social Skills Kristy Lee Park, Sheldon Loman, and Melissa Miller Chapter 12 ABAS-II and Work Skills and Attitudes Kagendo Mutua Chapter 13 Motor Functioning and Adaptive Behavior Sarah A. Schoen and Lucy Jane Miller Section III: ABAS-II AND ASSESSMENT ACROSS AGE RANGES Chapter 14 Using the ABAS-II with Infants, Toddlers, and Preschoolers Tina Smith-Bonahue Chapter 15 Using the ABAS-II with Elementary and Middle School Students Randy G. Floyd and Renee Bergeron Chapter 16 Using the ABAS-II with Adolescents and Young Adults Craig Rush, Michelle Major-Sanabria, Stephanie Corcoran Section IV: ABAS-II AND ASSESSMENT FOR SPECIAL POPULATIONS Chapter 17 Using the ABAS-II in Promoting and Evaluating Autonomy for Adults with Mental Impairments Steven Woolf and Christine Woolf Chapter 18 ABAS-II: Adaptive Behavior Assessment for Children with Intellectual and Developmental Disabilities Kathleen Armstrong, Heather Curtiss, Kyle Popkave, and Carol Lilly Chapter 19 Intervention Design and Diagnosis for Young Children with Autism using the ABAS-II Steven Woolf and Christine Woolf Chapter 20 Assessment of Adaptive Behavior in Adult Forensic Cases: The Use of the Adaptive Behavior Assessment System-II J. Gregory Olley and Ann W. Cox

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less