{"title":"Educational strategies and policy Books","description":"","products":[{"product_id":"missing-the-mark-why-so-many-school-exam-grades-are-wrong-and-how-to-get-results-we-can-trust-9781912454990","title":"Missing the Mark: Why So Many School Exam Grades","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eUNCOVERED: 1 in 4 EXAM GRADES IS WRONG\u003c\/b\u003e\u003cbr\u003e \u003cbr\u003e'\u003cb\u003eAn important contribution to our thinking\u003c\/b\u003e.’ – \u003ci\u003eSixth Form Colleges Association\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e\u003ci\u003e\u003cb\u003e'An uncomfortable but important read.’\u003c\/b\u003e – Headmasters’ and Headmistresses’ Conference\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e\u003ci\u003e\u003cb\u003e'Everyone in UK education should reflect upon the problems identified in this powerful book'\u003c\/b\u003e – Higher Education Policy Institute\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003eEvery summer one million GCSE and A-Level candidates receive results that define their school years and set them up for their life. But those results are gravely unreliable.\u003cbr\u003e \u003cbr\u003eIn fact, about one grade in four in England is WRONG. That is 1.5 million grades every year.\u003cbr\u003e \u003cbr\u003eAn A-Level grade B might have been an A, or even a C, had a different examiner marked the script. Similarly, a GCSE grade 7 might have received a grade 8 or a 6. \u003cbr\u003e \u003cbr\u003eFor a decade, young people and their friends and families have been unable to grasp the full extent of this randomness. Now, in this definitive and easy to follow book, Dennis Sherwood explains why so many pupils receive final grades that don’t do them justice. And he suggests ways to regain trust, which apply to essay-based exams throughout the world.\u003cbr\u003e \u003cbr\u003e\u003cb\u003eReviews\u003c\/b\u003e\u003cbr\u003e \u003cbr\u003e‘Know an A Level student who you were absolutely sure should nail an A* but ended up with a B? Well, they probably should have got that A* but were a victim of this scandal. Sherwood’s work changed my outlook. Let him change yours too.’ – \u003ci\u003eRobert Campbell, former Chief Executive, Morris Education Trust\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Dennis has been challenging our thinking about assessment and the awarding of grades for many years, combining detailed research with an engaging manner and clear explanations... this is an important contribution to our thinking.’ – \u003ci\u003eBill Watkin, Chief Executive, Sixth Form Colleges Association\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Dennis Sherwood asks the questions about exam grades that no one really wants to answer. His analysis suggests that much of what we think we know about school exams is based at best on wishful thinking and at worst on wilful misrepresentation of statistics. But he also has some positive suggestions for improvement. Missing the Mark is an uncomfortable but important read.’ – \u003ci\u003eMelvyn Roffe, Chair, Headmasters’ and Headmistresses’ Conference\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Missing a grade can result in university or college applications being rejected. Dennis Sherwood asks the $64,000 question: ‘Are grades reliable enough for the purposes they are supposed to serve?’ This book presents an insightful analysis of this important matter, including the rules introduced in 2016 to reduce the number of appeals, the controversial grading processes in 2020 and 2021 when exams were cancelled, why ‘real’ grades are so unreliable, and some solutions too.’ – \u003ci\u003eHuy Duong, parent\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Everyone in UK education should reflect upon the problems identified in this powerful book – and then decide what to do about them.’ – \u003ci\u003eNick Hillman, Director, Higher Education Policy Institute\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003eAnyone with an interest in how examinations are assessed, from those in government, regulators, schools, colleges, universities to employers, teachers, parents and students, should read Dennis Sherwood's incisive analysis. His conclusions will have a profound impact on our idea of the accuracy, reliability and fairness of examinations.\u003ci\u003e – Mike Larkin, Emeritus Professor Queen's University of Belfast and Total Equality For Students\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Dennis provides a clear, step-by-step outline of what is going so terribly wrong and the easy ways to remedy this.’ \u003ci\u003e– Ollie Green, A-level student\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e\u003cb\u003eAbout the author\u003c\/b\u003e\u003cbr\u003e \u003cbr\u003eDennis Sherwood is a management consultant with experience of solving complex problems. He has a Physics Masters from the University of Cambridge, an MPhil in Molecular Biophysics and Biochemistry from Yale University and a PhD in biology from the University of California in San Diego. After being a consulting partner at Deloitte Haskins + Sells, and Coopers \u0026amp; Lybrand, he became an executive director at Goldman Sachs. He now runs his own business, The Silver Bullet Machine Manufacturing Company Limited, specialising in organisational creativity and innovation. He is author of 14 books.\u003cbr\u003e \u003cbr\u003e\u003cb\u003eExtract - Foreword\u003c\/b\u003e\u003cbr\u003e \u003cbr\u003eGold standard! Well, maybe not! For many years England’s GCSE and A-level qualifications have enjoyed an international reputation as world-leading. They have frequently been cited as ‘gold standard’ examinations. In this book Dennis Sherwood applies forensic analysis, in an accessible format, to one aspect of those qualifications – the grades awarded to each student on results day. His expert commentary leaves us in no doubt that the architecture of reliability is nothing more than a fancy façade on a house that’s built on sand.\u003cbr\u003e \u003cbr\u003eThis is not a book about whether examinations are the best way to assess authentic learning. That’s a different debate, although there’s evidence here that excessive reliance on end-of-course examinations exacerbates the great grading scandal.\u003cbr\u003e \u003cbr\u003eThis is also not a book about whether the content of our examination-driven school and college curriculum is well-designed, fit for purpose or sufficiently visionary for the future needs of students. That too is a long overdue discussion which should inform public policy, but Dennis retains his focus on one pressing issue. Are the grades awarded to students at the end of the examination process a reliable indicator of their performance and ability? Can those grades be trusted to determine suitability for advanced academic study or access to employment? Do they serve to differentiate authentically between one student and the next?\u003cbr\u003e \u003cbr\u003eWe are all familiar with the results day photographs that accompany the headlines in August. Enthusiastic celebrations with beaming smiles. Images that are carefully contrived to align with the supporting text as ‘Camelia’ (or whoever) progresses to a top university with her four A* grades or ‘Daniel’ revealed to be a prodigy as he attains twelve grade 9’s in his GCSEs.\u003cbr\u003e \u003cbr\u003eTheir results may well be impressive and will certainly open doors towards privileged academic opportunities. But what if the student with AAB is actually no better, in any meaningful sense, than the student with BAC? What if these grades lack the precision that they appear to convey? Is there an element of unreliability in how they are awarded – such that two otherwise identical candidates may as well roll a dice alongside completing their examination paper to determine which, say, of two adjacent grades they may ultimately be awarded?\u003cbr\u003e \u003cbr\u003eIf Dennis is right – and I think he is – then a great grading scandal unfolds before our eyes every summer...\u003cbr\u003e \u003cbr\u003e\u003ci\u003e[Buy the book to continue reading the foreword]\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e\u003ci\u003eDr Robin Bevan, Headteacher, Southend High School for Boys and NEU Past National President, 2020-21\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e‘\u003cb\u003eKnow an A Level student who you were absolutely sure should nail an A* but ended up with a B?\u003c\/b\u003e Well, they probably should have got that A* but were a victim of this scandal. Sherwood’s work changed my outlook. Let him change yours too.’ – \u003ci\u003eRobert Campbell, former Chief Executive, Morris Education Trust\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Dennis has been challenging our thinking about assessment and the awarding of grades for many years, combining detailed research with an engaging manner and clear explanations... this is \u003cb\u003ean important contribution to our thinking\u003c\/b\u003e.’ – \u003ci\u003eBill Watkin, Chief Executive, Sixth Form Colleges Association\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Dennis Sherwood asks the questions about exam grades that no one really wants to answer. His analysis suggests that much of what we think we know about school exams is based at best on wishful thinking and at worst on wilful misrepresentation of statistics. But he also has some positive suggestions for improvement. Missing the Mark is \u003cb\u003ean uncomfortable but important read\u003c\/b\u003e.’ – \u003ci\u003eMelvyn Roffe, Chair, Headmasters’ and Headmistresses’ Conference\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘Missing a grade can result in university or college applications being rejected. Dennis Sherwood asks the $64,000 question: ‘Are grades reliable enough for the purposes they are supposed to serve?’ This book presents \u003cb\u003ean insightful analysis\u003c\/b\u003e of this important matter, including the rules introduced in 2016 to reduce the number of appeals, the controversial grading processes in 2020 and 2021 when exams were cancelled, why ‘real’ grades are so unreliable, and some solutions too.’ – \u003ci\u003eHuy Duong, parent\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘\u003cb\u003eEveryone in UK education should reflect upon the problems identified in this powerful book\u003c\/b\u003e – and then decide what to do about them.’ – \u003ci\u003eNick Hillman, Director, Higher Education Policy Institute\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003eAnyone with an interest in how examinations are assessed, from those in government, regulators, schools, colleges, universities to employers, teachers, parents and students, should read Dennis Sherwood's \u003cb\u003eincisive\u003c\/b\u003e analysis. His conclusions will have a profound impact on our idea of the accuracy, reliability and fairness of examinations.\u003ci\u003e – Mike Larkin, Emeritus Professor Queen's University of Belfast and Total Equality For Students\u003c\/i\u003e\u003cbr\u003e \u003cbr\u003e‘\u003cb\u003eDennis provides a clear, step-by-step outline of what is going so terribly wrong \u003c\/b\u003eand the easy ways to remedy this.’ \u003ci\u003e– Ollie Green, A-level student\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eDEDICATION.\u003c\/b\u003e To the unknown, but very large, number of young people who have been damaged by the award of wrong exam grades, in the hope that this will not happen in the future\u003cbr\u003e\u003cbr\u003e \u003cb\u003eSTATISTICS.\u003c\/b\u003e Over the decade from 2010 to 2019, a total of about 70 million GCSE, AS and A-level grades were awarded following each year’s summer exams in England. • Of which around 17.5 million were wrong. • Yes,17.5 million. • That’s about 1 wrong grade in every 4.\u003cbr\u003e\u003cbr\u003e \u003cb\u003eFOREWORD.\u003c\/b\u003e Foreword by Dr Robin Bevan Headteacher, Southend High School for Boys NEU Past National President, 2020-21. old standard! Well, maybe not! For many years England’s GCSE and A-level qualifications enjoy an international reputation as world-leading. This book forensically analyses grades\u003cbr\u003e\u003cbr\u003e \u003cb\u003e1. EXAM GRADES ARE IMPORTANT.\u003c\/b\u003e A'Level and GCSE grades can affect life chances, yet the regulator Ofqual's own statistics show that 1 in 4 grades can be wrong. This book gives all the evidence, discusses the implications, and – most importantly – offers some solutions\u003cbr\u003e\u003cbr\u003e \u003cb\u003e2. EXAMS IN ENGLAND.\u003c\/b\u003e Deals with GCSE, AS-Level and A-level exams, exam centres and schools, awarding bodies, the regulators Ofsted, DfE, and Ofqual, the House of Commons Education Committee, marking, grade structures, grade boundaries, criterion referencing, cohort referencing, norm referencing\u003cbr\u003e\u003cbr\u003e \u003cb\u003e3. ARE EXAM GRADES 99.2% ACCURATE?\u003c\/b\u003e Edexcel’s claim that grades are 99.2% accurate on results day (taken from Pearson-Edexcel’s website), assesses comments made about grade reliability by School Standards Minister Nick Gibb, Ofqual's Chief Regulator Glenys Stacey and Ofqual's Marking Consistency Metrics\u003cbr\u003e\u003cbr\u003e \u003cb\u003e4. TWO IMPORTANT WORDS: ‘ACCURATE’ AND ‘RELIABLE’.\u003c\/b\u003e What does ‘accurate’ mean in the context of exams? Can exam marks ever be accurate? Looking at how marking by different examiners can alter the grade. The reliability of a grade is the probability that an originally-awarded grade is confirmed\u003cbr\u003e\u003cbr\u003e \u003cb\u003e5. SUMMER 2016: OFQUAL MAKE IT HARDER TO APPEAL.\u003c\/b\u003e Until 2015, candidates unhappy with their grades could – for a fee – request a re-mark. But in May 2016, Ofqual changed the rules for challenges and appeals, intentionally denying access to an expert second opinion. Why did the regulator do that?\u003cbr\u003e\u003cbr\u003e \u003cb\u003e6. OFQUAL’S FIRST MEASURES OF GRADE RELIABILITY.\u003c\/b\u003e In 2015, Ofqual carried out an extensive study in which the entire cohorts of GCSE, AS and A-level scripts, in 12 subjects, were marked twice: firstly, as normal, by an ordinary examiner; secondly, by a senior examiner, whose mark was designated 'true'\u003cbr\u003e\u003cbr\u003e \u003cb\u003e7. OFQUAL’S REAL MEASURES OF GRADE RELIABILITY.\u003c\/b\u003e Using Ofqual data, the author calculates the reliability of mathematics grades is 96%, chemistry 92%, physics 88% etc right down to the lower arts subjects such as English literature (58%), history (56%) and combined English language and literature (52%)\u003cbr\u003e\u003cbr\u003e \u003cb\u003e8. WHY GRADES ARE UNRELIABLE.\u003c\/b\u003e Three reasons why marking (marketing error) is not the problem. Instead, there is a more powerful explanation – fuzziness. Ofqual admit: 'There is often no single, correct mark for a question'. So marks may legitimately vary, causing valid but 'fuzzy' results\u003cbr\u003e\u003cbr\u003e \u003cb\u003e9. NOVEMBER 2018 TO SUMMER 2019.\u003c\/b\u003e Newspaper sized on Ofqual's admission about grade unreliability, with reports in the Daily Telegraph and Sunday Times. Ofqual insists that marking error is to blame for any problems but stresses that results and grades are overwhelmingly accurate\u003cbr\u003e\u003cbr\u003e \u003cb\u003e10. 2020: CAGS AND RANK ORDERS.\u003c\/b\u003e Due to the Covid epidemic, the UK government cancels all physical GCSE, AS-Level and A-Level exams and replaces them with an Ofqual algorithm, which is crude. 'The details of the algorithm were both important and missing from Ofqual’s Guidance documents.'\u003cbr\u003e\u003cbr\u003e \u003cb\u003e11. THE GREAT CAG CAR CRASH.\u003c\/b\u003e On results day, Thursday 13th August, and over the next few days, progressively more stories surfaced on some ‘peculiarities’ in the algorithm’s results. Yes, overall, nearly 40% of CAGs were down-graded, but some were up-graded, sometimes very strangely\u003cbr\u003e\u003cbr\u003e \u003cb\u003e12. THE AFTERMATH.\u003c\/b\u003e Were the CAGs right? Or fair? In a word, no. Or rather, some were, and some weren’t. I hope that most – if not the vast majority – were; but some definitely weren’t, and no one knows how many. Furthermore, Ofqual proved to be hugely obstructive in letting anyone find out\u003cbr\u003e\u003cbr\u003e \u003cb\u003e13. SUMMER 2021: THE TAGS.\u003c\/b\u003e With Covid-19 once again obstructing physical exams, Ofqual oversaw Teachers Assessed Grades. 'The process was a mess in principle, and made even worse by the problems of rounding and statistics. But overall, Ofqual designed and implemented a totally flawed process...'\u003cbr\u003e\u003cbr\u003e \u003cb\u003e14. NINE WAYS TO DELIVER RELIABLE AND TRUSTWORTHY GRADES.\u003c\/b\u003e Presents 14 solutions in order to offer a comprehensive ‘menu’ of possibilities, so as to stimulate the debate about which is indeed the best and most effective: the best and most effective among 15 possibilities\u003cbr\u003e\u003cbr\u003e \u003cb\u003e15. FIVE FUNDAMENTALLY DIFFERENT WAYS TO DELIVER RELIABLE AND TRUSTWORTHY ASSESSMENTS.\u003c\/b\u003e Five more solutions to the problem of delivering reliable grades – or rather ‘assessments,’ for as will be seen, the last solution suggests a different way of representing students’ achievements on their certificates\u003cbr\u003e\u003cbr\u003e \u003cb\u003e16. OVER TO YOU…\u003c\/b\u003e Reliable, trustworthy, grades are not just a public ‘good.’ Our young people deserve them. After 11, 12 and 13 years of school, the end-game, the key prizes, are those certificates with those grades. What a kick in the teeth it is for so many grades to be wrong\u003cbr\u003e\u003cbr\u003e \u003cb\u003eAPPENDIX - FUZZINESS, A DEEPER DIVE.\u003c\/b\u003e The central concept in this book is fuzziness – my word for the fact that different, equally qualified examiners can legitimately give the same script different marks. Here I define and describe fuzzy exam grades\u003cbr\u003e\u003cbr\u003e \u003cb\u003eACKNOWLEDGEMENTS.\u003c\/b\u003e Among others: Adi Bloom, Bernard Minsky, Bernard Trafford, Bill Watkin, Camilla Turner, Catherine Brioche, Carly Minsky, Elaine Hughes, Professor George Constantinides, Helen Pike, Dr Huy Duong, JL Dutaut, John Dickens, Liz Charin, Liz Lightfoot, Mark Corver, Mark Fretten\u003cbr\u003e\u003cbr\u003e \u003cb\u003eREFERENCES.\u003c\/b\u003e A full list of statistical sources, newspaper articles, think tank reports, and regulatory information for this book on English school exam grades\u003cbr\u003e\u003cbr\u003e INDEX. A full index. Such as the As: A-level 24 grade inflation Fig 5 (p 47) grade reliability, approximate measure for qualifications as awarded Fig 15, Table 3 (p 119) grade reliability, approximate measure for subject units or components Fig 13 (p 100), 104 results from ‘mutant algorithm’ 2020","brand":"Canbury Press","offers":[{"title":"Default Title","offer_id":47850500948311,"sku":"9781912454990","price":21.25,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781912454990.jpg?v=1710614681"},{"product_id":"the-inequality-machine-how-universities-are-creating-a-more-unequal-world-and-what-to-do-about-it-9781784756376","title":"The Inequality Machine: How universities are","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003e'Indelible and extraordinary, a powerful reckoning with just how far we've allowed reality to drift from our ideals.' Tara Westover, \u003ci\u003eNew York Times Book Review\u003c\/i\u003e\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eWe're told that universities are our greatest driver of social mobility. But it's a lie.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003e\u003ci\u003eThe Inequality Machine\u003c\/i\u003e is a damning exposé of how the university system ingrains injustice at every level of American society.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003ePaul Tough, bestselling author of \u003ci\u003eHow Children Succeed\u003c\/i\u003e, exposes a world where small-town colleges go bust, while the most prestigious raise billions every year; where overstretched admissions officers are forced to pick rich candidates over smart ones; where black and working-class students are left to sink or swim on uncaring campuses. Along the way, he uncovers cutting-edge research from the academics leading the way to a new kind of university - one where students succeed not because of their background, but because of the quality of their minds.\u003cbr\u003e\u003cbr\u003eThe result is a call-to-arms for universities that work for everyone, and a manual for how we can make it happen.\u003cbr\u003e\u003cbr\u003e\u003cb\u003e'Humanizes the process of higher education . . . Fascinating stories about efforts to remediate class disparities in higher education' \u003ci\u003eNew Yorker\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eA \u003cb\u003ereadable \u003c\/b\u003ekiss-and-tell study . . . Tough finds that higher education, which has the potential to increase upward mobility, has become an obstacle that perpetuates social rigidity. The poor remain poor and the rich get richer . . . this study is \u003cb\u003elaced with deep anger\u003c\/b\u003e.\u003c\/p\u003e * Times Higher Education *\u003cbr\u003eHumanizes the process of higher education . . . \u003cb\u003eFascinating stories\u003c\/b\u003e about efforts to remediate class disparities in higher education * New Yorker *\u003cbr\u003e[Tough] \u003cb\u003ewrites movingly \u003c\/b\u003eabout students who are trying to navigate the confounding, expensive, and intimidating process of getting into and staying in college. * WIRED *\u003cbr\u003e\u003cb\u003eImportant \u003c\/b\u003e. . . Among his book's many vital contributions are its portraits of schools and programs that model a better way. * New York Times *\u003cbr\u003ePaul Tough is a beautiful reporter and writer and a deeply moral guide to understanding the situation of children in our heartless meritocracy . . .\u003cb\u003e A great book that should start a necessary conversation.\u003c\/b\u003e -- George Packer, author of THE UNWINDING","brand":"Cornerstone","offers":[{"title":"Default Title","offer_id":48066947023191,"sku":"9781784756376","price":10.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781784756376.jpg?v=1713212868"},{"product_id":"nasty-people-9780071410229","title":"Nasty People","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eA guide to staying sane while dealing with difficult people. It gives readers the tricks and techniques needed to: identify the invalidators in their lives; protect their sanity; use humor to get out of the blame game; conquer self-doubt; stop invalidating themselves; confront emotional bullies; and see the bigger picture.","brand":"McGraw-Hill Education - Europe","offers":[{"title":"Default Title","offer_id":48732111241559,"sku":"9780071410229","price":14.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780071410229.jpg?v=1719995232"},{"product_id":"imagine-if-9780141990972","title":"Imagine If...","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eAn urgent manifesto for re-defining human potential in our turbulent times, from the bestselling author of \u003c\/b\u003e\u003cb\u003e\u003ci\u003eThe Element\u003c\/i\u003e\u003c\/b\u003e \u003cbr\u003e\u003cbr\u003e\u003ci\u003e''As we face an increasingly febrile future, the answer is not to do better what we''ve done before. We have to do something else . . . We must urgently re-imagine education and schools'' \u003c\/i\u003e \u003cbr\u003e\u003cbr\u003eImagination and creativity are at the root of every uniquely human achievement and those achievements have brought us to this present moment. As we reckon with the extractive practices that have depleted our natural resources and threaten our survival as a species, Sir Ken Robinson argues that we must also find a better way of cultivating human potential in order to navigate our uncertain future.  \u003cbr\u003e\u003cbr\u003eThis incisive book distills the thought and expertise that underpinned Sir Ken''s influential work as educator, speaker and adviser; grounded in his unwavering belief in the indispensable value of human potential. \u003ci\u003eImagine If . . .\u003c\/i\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eA change-maker . . . for forty years he persuasively made the case for more creativity in teaching and the curriculum * Guardian *\u003cbr\u003eHe makes us rethink what real schooling, learning and creativity means -- Malala Yousafzai\u003cbr\u003eThe world's most well-known education luminary * Forbes *\u003c\/p\u003e","brand":"Penguin Books Ltd","offers":[{"title":"Default Title","offer_id":48732512780631,"sku":"9780141990972","price":10.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780141990972.jpg?v=1719997210"},{"product_id":"an-african-american-dilemma-a-history-of-school-integration-and-civil-rights-in-the-north-9780190605131","title":"An African American Dilemma A History of School","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAn African American Dilemma offers the first social history of northern Black debates over school integration versus separation from the 1840s to the present.Since Brown v. Board of Education in 1954 Americans have viewed school integration as a central tenet of the Black civil rights movement. Yet, school integration was not the only--or even always the dominant--civil rights strategy. At times, African Americans also fought for separate, Black controlled schools dedicated to racial uplift and community empowerment.An African American Dilemma offers a social history of these debates within northern Black communities from the 1840s to the present. Drawing on sources including the Black press, school board records, social science studies, the papers of civil rights activists, and court cases, it reveals that northern Black communities, urban and suburban, vacillated between a preference for either school integration or separation during specific eras. Yet, there was never a consensus. It also highlights the chorus of dissent, debate, and counter-narratives that pushed families to consider a fuller range of educational reforms.A sweeping historical analysis that covers the entire history of public education in the North, this work complicates our understanding of school integration by highlighting the diverse perspectives of Black students, parents, teachers, and community leaders all committed to improving public education. It finds that Black school integrationists and separatists have worked together in a dynamic tension that fueled effective strategies for educational reform and the Black civil rights movement, a discussion that continues to be highly charged in present-day schooling choices.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eAn essential account of the complex and often troubling history of America's implementation of meaningful school integration strategies.... Particularly impressive is Burkholder's use of a broad...body of evidence....Here we see the activists who confronted established power firsthand. The many parental discussions, confrontations, frustrations, and disappointments give this book a very human face.... Burkholder does not shy from confronting the numerous obstacles still in the way of the ultimate goal of nondiscriminatory quality educational integration reform. The author also addresses new reform models that achieve less-than-perfect integration ends in the face of daunting geographical, social, and economic demographics. * Theodore W. Eversole, Journal of American History *\u003cbr\u003eA much-needed comprehensive history of the North that covers the 1840s to the present, adding important periodization to this history.... This study is timely, extensive, and a major contribution to the history of African American education....Zoë Burkholder should be commended for writing such a superb book. An African American Dilemma has strong use of social science and legal research...Painstakingly researched, Burkholder seems to have left few stones unturned....She manages the varying viewpoints of white conservatives, moderates, and liberals as well as Black nationalists, integrationists, moderates, civil rights leaders, and Black power advocates. Burkholder also simplifies a complex history with excellent writing, representative vignettes, and amplified voices of scholars, leaders, teachers, parents, and students. * Dionne Danns, History of Education Quarterly *\u003cbr\u003eFrom the first page...Zoë Burkholder challenges readers' assumptions about segregated Black schools in the United States.... Burkholder offers stories about critics, advocates, successes, and failures of both ideas, encouraging the reader to understand that different contexts and schooling experiences might lead people to different conclusions about what is the best to achieve quality education for Black children....I recommend An African American Dilemma to any reader who wants to nuance their understanding of the history of debates around integration beyond the most common narratives about the civil rights movement in the South. Burkholder writes with a pleasant narrative voice, peppering the chapters with strong imagery and diverse characters that make this book easy to read. * Alyssa Napier, Harvard Educational Review *\u003cbr\u003eA very important history of the United States with schools-and ideas about schooling and democracy-at its center.... Burkholder analyzes more than one hundred and eighty years of debates about education with deep understanding and remarkable clarity of expression....I am...deeply impressed by Burkholder's argument that, in the end the fractious debate and determined activism over time have actually resulted in a stronger understanding of what education is, and the factors which facilitate its creation, transmission and retention.... All of us owe a debt not only to Zoë Burkholder for her excellent book, but to the educational activists who stayed with it-and have often succeeded. * Ben Keppel, Journal of Social History *\u003cbr\u003eIn this sweeping history, Professor Burkholder synthesises many local studies to give a national view of the struggles surrounding integration versus separation among Black educational activists.... Through this exhaustively researched and beautifully written book we learn that public schools have been 'spectacular and important sites of northern civil rights activism'...and that white communities consistently opposed Black educational equality, in the northern as well as the southern United States. Burkholder shows definitively that integration was not the only goal for African American educational activists and concludes that education reform must draw on notions of both integration and separate, Black-controlled schools. In taking this position...this book offers both lessons and caveats for those looking towards the future. * Christine Woyshner, History of Education *\u003cbr\u003eWith stunning precision, Zoë Burkholder portrays the long struggle of African Americans for equal education in the northern states—from their fight against systemic racial disparities in the 1840s to the racial disparities in public schools in the twenty-first century. Her impressive research reveals equality to mean far more than the Janus-faced goal of integrated schools versus separate, black-controlled schools. Burkholder situates the promise and pitfalls of each within the complex and changing contexts of specific urban school systems, judicial decisions, as well as ideological and policy debates at various critical moments. Her brilliant insights into public education's unfolding, yet still unresolved dilemma for African Americans make this book an especially cogent read for our present time. * Evelyn Brooks Higginbotham, Harvard University *\u003cbr\u003eA much needed, sweeping new history of the high-stakes, fiercely fought debates that have informed African American attempts to dismantle unequal and segregated schools. Burkholder brings our understanding of the many, disparate attempts to attain educational justice—across time and in a vast range of locales in the North—into a coherent narrative. Black leaders and parents fought relentlessly against educational injustice and amongst themselves over the question of whether Black controlled 'separate' or desegregated schools were the answer to endemic racism in education. Often they tacked between two, creatively responding to ever shifting political winds. An African American Dilemma keeps the urgent question of education itself and the lived experience of those who were too often denied it at its center. An impressive achievement. * Rachel Devlin, author of A Girl Stands at the Door: The Generation of Young Women who Desegregated America's Schools *\u003cbr\u003eIn her important new book Zoë Burkholder follows the fierce debates over school segregation that have long cut through northern African-American communities. She takes us into Boston's antebellum battles over its Common Schools, Philadelphia's early twentieth century descent into segregation, New Rochelle's transformation into 'The Little Rock of the North,' the bitter clash between Newark's nascent Black political class and its largely-white teachers' union, and Hartford's extensive efforts to lure white suburbanites back to its schools. An African-American Dilemma is a thorough, thoughtful history of one of the American dilemma's most enduring issues. * Kevin Boyle, author of Arc of Justice: A Saga of Race, Civil Rights and Murder in the Jazz Age *\u003cbr\u003eBurkholder has made a riveting contribution to the literature on Black education, civil rights and Jim Crow's geography. It offers a deep assessment of past reform efforts while also contextualising today's ongoing racial landscapes of public education. In doing so, Burkholder challenges triumphalist narratives of the civil rights movement and illustrates the need for interrogating and rethinking markers of the movement's beginning and its end. * Francis V. Gourrier, Jr., English Historical Review *\u003cbr\u003eA masterful study of school integration and Civil Rights in the North which breaks new ground on a very challenging topic in American life and culture...Burkholder's work...offer[s] a very unique argument that does something rare in scholarship on school desegregation, which is to discuss it as a dilemma between the presumed ideals of larger societal integration, and the somewhat lesser known ideal of racial separation...One begins to understand by reading this incredibly well-researched study, the true nature of some of the many major barriers to school desegregation in the North...The author carries that forward into the 1990s and early 2000s...offering a model for school districts...still sorely in need of paradigms for successful examples of school integration. * Zebulon Vance Miletsky, History: Reviews of New Books *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgments Introduction Chapter One: Caste Abolished: Integration for Freedom, 1840-1900 Chapter Two:  The Education that Is Their Due: Separation for Racial Uplift, 1900-1940 Chapter Three:  A Powerful Weapon: Integration for Equality, 1940-1965 Chapter Four: Conflict in the Community: Separation for Black Power, 1966-1974 Chapter Five: An Armageddon of Righteousness: Integration for Justice, 1974-present Conclusion Notes Index","brand":"Oxford University Press Inc","offers":[{"title":"Default Title","offer_id":48732538601815,"sku":"9780190605131","price":25.19,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780190605131.jpg?v=1719997336"},{"product_id":"why-we-teach-science-and-why-we-should-9780192867193","title":"Why We Teach Science and Why We Should","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIn Why We Teach Science (and Why We Should), former high school teacher and historian of science education John L. Rudolph examines the reasons we've long given for teaching science and assesses how they hold up to what we know about what students really learn.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eScience education isn't just for producing future scientists. It's for producing science literate citizens. The benefits of science literacy, long accepted in US education, are now being questioned and even attacked. In Why We Teach Science, Rudolph examines how well science education has served this purpose and finds it lacking. He argues for a new approach to teaching science, one that meets the needs of a science literate society. * Gale M. Sinatra, University of Southern California. Co-Author of Science Denial: Why It Happens And What to Do About It *\u003cbr\u003eIn Why We Teach Science and Why We Should, John Rudolph provocatively interrogates the discrepancy between the professed aims of American science education and the way in which it is actually conducted, ending with a compelling plea to reorient science education to serve science and society effectively. * Glenn Branch, deputy director, National Center for Science Education *\u003cbr\u003eThis book is an essential read for anybody with any interest in what goes on in science education in our schools. Drawing from a lifetime of scholarship, he shows how we got to where we are today, and then, how that is failing the overwhelming majority of our children. He offers a new innovative vision of how to do justice to science and to young people. * Jonathan Osborne, Graduate School of Education, Stanford University *\u003cbr\u003eScience has been seen as both the cause and the solution to every American dilemma for the past sixty years. In Why We Teach Science, John L. Rudolph pushes beyond the clichés of those debates to offer a unique, clear-eyed prescription for the kind of science education we really need. * Adam Laats, author of Fundamentalist U and Creationism USA *\u003cbr\u003eIn Why We Teach Science, John Rudolph reflects on Americans' distressing lack of understanding of how science creates reliable knowledge, so starkly revealed by the pandemic. Building on the wisdom of visionaries like Carl Sagan and James Rutherford, he argues convincingly for a new type of science education that focuses on having students learn \"where science sits as a knowledge-producing institution in society and the value scientific expertise offers\". Beautifully written, Rudolph correctly challenges our long-standing focus on teaching science facts. Badly needed are thousands of college professors to lead the way by addressing this urgent call. * Bruce Alberts, Chancellor's Leadership Chair in Biochemistry and Biophysics for Science and Education, University of California, San Francisco *\u003cbr\u003eWhat goals should science education aim for? And are today's schools achieving those goals? Why We Teach Science provides a lucid and comprehensive framework for thinking about these questions, outlining a practical philosophy for science education while also persuasively arguing that some goals are more worth achieving than others. * Andrew Shtulman, Professor of Psychology, Occidental College, author of scienceblind *\u003cbr\u003eA timely book by one of the country's best and most interesting thinkers about the history and current practice of science. * Ethan Hutt, University of North Carolina *\u003cbr\u003eThere is a great deal to admire in this book and the desired audience is not restricted to academics or educators. There is potential for this work to stir conversation and perhaps shape policy. Rudolph gives voice to countless grumbling conversations science education professors have. * John Settlage, University of Connecticut *\u003cbr\u003eThe topic is timely; the pandemic and climate change have increased attention to science education, and Rudolph writes thoughtfully. * Andy Zucker, Concord Consortium (retired) *\u003cbr\u003eIn a thoroughly researched yet accessible style, Rudolph provides an overview of the evolution of the why and how of formal science education from the late 1800s to the present. * Choice *\u003cbr\u003eWhy we Teach Science (and Why we Should)should be read by every science educator and teacher. The more we come to realize that change is needed, the more likely it is for this change to happen. John Rudolph is to be commended for writing a book that is a call for change. * Kostas Kampourakis, Progress in Science Education *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction What We Say 1: The Reasons We Teach Science What We Do 2: The Science Education We Have 3: Should We Be Training More Scientists? The Numbers Say No 4: The Failure of Scientific Literacy 5: How Well Does the Science Education We Have Actually Work? 6: Science Education for Better Thinking and the Limits of","brand":"Oxford University Press","offers":[{"title":"Default Title","offer_id":48732605579607,"sku":"9780192867193","price":23.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780192867193.jpg?v=1719997616"},{"product_id":"the-education-debate-what-everyone-needs-to-know-what-everyone-needs-to-knowrg-9780197531327","title":"The Education Debate What Everyone Needs to Know","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis new book is good for any person who wants to become really acquainted with what the US education system is all about. * Choice *","brand":"Oxford University Press Inc","offers":[{"title":"Default Title","offer_id":48732645392727,"sku":"9780197531327","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"familyrun-universities-in-japan-sources-of-inbuilt-resilience-in-the-face-of-demographic-pressure-19922030-9780198879756","title":"FamilyRun Universities in Japan Sources of","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eGlobally, private universities enrol one in three of all higher education students. In Japan, which has the second largest higher education system in the world in terms of overall expenditure, almost 80% of all university students attend private institutions. According to some estimates up to 40% of these institutions are family businesses in the sense that members of a single family have substantive ownership or control over their operation. This updated edition of Family-Run Universities in Japan offers a detailed historical, sociological, and ethnographic analysis of this important, but largely under-studied, category of private universities as family business. It examines how such universities in Japan have negotiated a period of major demographic decline since the 1990s: their experiments in restructuring and reform, the diverse experiences of those who worked and studied within them and, above all, their unexpected resilience. It argues that this resilience derives from a number of ''inbuilt'' strengths of family business which are often overlooked in conventional descriptions of higher education systems and in predictions regarding the capacity of universities to cope with dramatic changes in their operating environment. This book offers a new perspective on recent changes in the Japanese higher education sector and contributes to an emerging literature on private higher education and family business across the world.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThe authors give a thorough historical overview of Japanese private university management and use statistical data to get to the heart of the problem. * Hirochika Nakamaki, National Museum of Ethnology, Japan, Journal of Royal Anthropological Institute *\u003cbr\u003eThis book is much more than its rather prosaic title. It is a comprehensive and illuminating analysis of private higher education in Japan and worldwide, a focus on the understudied phenomenon of family-owned universities in Japan, a case study of Japanese family-owned university, and a discussion of the likely future of Japanese private higher education. All of this is cogently argued, engagingly written, and packaged into a 223 page volume. * Philip Altbach, Boston College, USA, Japanese Studies *\u003cbr\u003eThe authors' main argument that the resilience of family-run universities plays a significant role especially in the face of the many challenges may meet the demand of family-run universities in Asia-Pacific region because the authors have successfully integrated comparative perspectives of family business both in Japan and other regions, and thus made generalization of the core concept of the strength of family-run universities, stemmed from the inbuilt resilience...  Even though the book is about family-run universities in Japan, their findings and conclusion give courage, confidence, and hope to those who are involved in governance, management, and administration of those in Asia-Pacific region. * Kazuhito Obara, Asia Pacific Journal of Education *\u003cbr\u003eOverall, Family-Run Universities in Japan is well-written, exceptionally researched, and provides much food for thought. It offers a wealth of data, insights, and micro-level theorizations that will provide numerous jumping off points for further study in a range of different fields. * Christopher D. Hammond, Higher Education *\u003cbr\u003eAn enormously profound picture of the Japanese higher education system ... An enormous wealth of information on higher education and society in a single country -- discussed as well as being not just typical for a single country -- is well collected and convincingly presented with a lesson: a specific social phenomenon can be understood well, if one is ready for the adventure of getting to know in detail the enormous complexity of conditions. * Ulrich Teichler, Contemporary Japan *\u003cbr\u003eIt provides perhaps the most succinct depiction of contemporary Japanese higher education available in English, and it illuminates the little-known phenomenon of family-run educational enterprises. The unique dynamics described by the authors illuminate facets of higher education in Japan and in private sectors worldwide. * Roger L. Geiger, Higher Education Quarterly *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction: The 'Puzzle' of Japan's Resilient Private Universities 1: The Predicted Implosion of Japan's Private Higher Education System 2: Japanese Private Universities in Comparative Perspective 3: A University under Fire: A Short Ethnography of MGU 1992-2007 4: MGU 2008-2018: The Law School and Other Reforms 5: The Resilience of Japan's Private Universities 6: Private Universities as Family Business","brand":"Oxford University Press","offers":[{"title":"Default Title","offer_id":48732826796375,"sku":"9780198879756","price":29.38,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780198879756.jpg?v=1719998569"},{"product_id":"educational-goods-values-evidence-and-decisionmaking-9780226514178","title":"Educational Goods  Values Evidence and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"The University of Chicago Press","offers":[{"title":"Default Title","offer_id":48732910190935,"sku":"9780226514178","price":24.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780226514178.jpg?v=1719998913"},{"product_id":"the-color-of-mind-9780226525358","title":"The Color of Mind","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eRejecting the view that racial differences in educational achievement are a product of innate or cultural differences, Darby and Rury uncover the historical interplay between ideas about race and American schooling, to show clearly that the racial achievement gap has been socially and institutionally constructed.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"'A mind is a terrible thing to waste'--but if the minds in question are black, then from the perspective of white racist educational policies, there's really nothing much to lose to begin with. In this powerful indictment of the long history of discriminatory practices in U.S. schools, Derrick Darby and John L. Rury demonstrate how traditional racist assumptions about the 'color of mind' have systematically denied black students equal dignity and respect, and created the longstanding racial achievement gap in education. They demand corrective educational justice--a demand every decent American should support.\"--Charles W. Mills, Graduate Center, City University of New York \"The Color of Mind insists that no educational reform can succeed without teachers and school leaders knowing that black children were never supposed to learn or achieve by the same standards of their white counterparts. This pernicious idea and practice is at the root of today's black-white achievement gap. Knowing this history is the first and most consequential step towards ensuring that every school respects the dignity of black lives and black minds. Then comes the obvious, as this brilliant work shows: dismantling every policy of racially disparate tracking, disciplining or special education if real justice is ever to be achieved.\"--Khalil Gibran Muhammad, author of The Condemnation of Blackness: Race, Crime, and the Making of Modern Urban America \"The Color of Mind is timely intervention into debates and discourses about the relationship between race, justice, and American education. From philosophy it offers a useful genealogy of the ethics of white supremacy and its impact on mutual racial respect; from history it offers a lean and direct account of the development of not only education policy but also the background conditions that preempted certain policies while making others possible. The authors have done a remarkable thing - they have made the hard work or pairing conceptual and historical work on an issue and topic that has been at the center of American debates for more than a century look easy and effortless to read.\"--Christopher J. Lebron, Johns Hopkins University \"'Achievement gap'--the phrase seems as normal or natural as anything we know about education. However, The Color of Mind meticulously documents the historical, social, political, and cultural context in which disparity was manufactured and is currently maintained. Everyone who cares about educational inequality should read this book.\"--Gloria J. Ladson-Billings, University of Wisconsin","brand":"The University of Chicago Press","offers":[{"title":"Default Title","offer_id":48732910453079,"sku":"9780226525358","price":22.8,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780226525358.jpg?v=1719998913"},{"product_id":"how-policies-make-interest-groups-governments-unions-and-american-education-9780226820880","title":"How Policies Make Interest Groups Governments","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eA critical, revelatory examination of teachers unions' rise and influence in American politics.    As most American labor organizations struggle for survival and relevance in the twenty-first century, teachers unions appear to be an exception. Despite being all but nonexistent until the 1960s, these unions are maintaining members, assetsand political influence. As the COVID-19 epidemic has illustrated, today's teachers unions are something greater than mere labor organizations: they are primary influencers of American education policy. How Policies Make Interest Groups examines the rise of these unions to their current place of influence in American politics.  Michael Hartney details how state and local governments adopted a new system of labor relations that subsidizedand in turn, strengthenedthe power of teachers unions as interest groups in American politics. In doing so, governments created a force in American politics: an entrenched, subsidized machine for membership recruitment, \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"Hartney makes a courageous but careful foray into the highly charged debate over the causes and consequences of teacher unionization in America...a meticulous, nuanced, and thoughtful book that should be read by anyone who cares about public education in the United States.\" * Education Next *\u003cbr\u003e\"[Hartney] uses rigorous quantitative analysis to document how unions built and maintained influence in the years since: negotiating agreements that prioritize their institutional stability, mobilizing for state and local elections, and leveraging American Federalism to block legislation they oppose. For this reason, the book is sure to be foundational for anyone studying teacher unions and education, especially in political science, history, and sociology.\" * Choice *\u003cbr\u003e\"Teachers’ unions loom large when it comes to education politics and policy. Depending on how you see things, they’re either essential champions for kids and educators—or the biggest obstacle to school improvement. . . . Mike Hartney has written a terrific book, \u003ci\u003eHow Policies Make Interest Groups: Governments, Unions, and American Education\u003c\/i\u003e, which helps illuminate some of the tensions behind the headlines. He explains the odd partnership between government bodies and the unions, in an analysis that helps make sense of the debates over school closures and pandemic schooling.\" * Rick Hess Straight Up *\u003cbr\u003e\"This is an important, bold, and meticulously-researched book. Hartney brings together an impressive array of data to demonstrate just how extensively the government has subsidized teachers' unions' organization—and how teachers' unions use their resources and clout to influence state and local policy. This is an important contribution to scholarship on policy feedback and is also essential reading for anyone trying to understand the politics of education in the United States.\"\u003cbr\u003e   -- Sarah F. Anzia, University of California, Berkeley\u003cbr\u003e“A very rich empirical portrait of teacher political involvement and union power. Hartney breaks new ground with his findings. This timely work is essential reading for scholars, educators, and policymakers.”\u003cbr\u003e   -- Sarah Reckhow, author of Follow the Money: How Foundation Dollars Change Public School Politics\u003cbr\u003e“Beautifully written and thoughtfully composed, the book does not merely fill a gap in the literature. It opens our eyes to hugely consequential developments of the last 50 years and their enduring implications for lobbying, state formation, the limited possibilities for policy change, and the evolution of the Democratic Party.”  \u003cbr\u003e\u003cbr\u003e   -- William Howell, author of Presidents, Populism, and the Crisis of Democracy\u003cbr\u003e\"Hartney brings a careful and empirical perspective to bear on a question that has for decades been the subject of legend: the influence of teachers' unions upon education policies, and on student outcomes.\"\u003cbr\u003e   -- Jonathan Chait, New York Magazine\u003cbr\u003e\u003cp\u003e\"Deftly analyzing a mass of data, Michael Hartney guides the reader through the fraught debate over the role of teachers unions in American politics. Hartney’s analysis is measured, careful, and compelling. This is a book that will be of great interest to scholars as well as informed readers interested public education.\"\u003c\/p\u003e -- Daniel DiSalvo, City College of New York-CUNY\u003cbr\u003e\"Hartney has written an innovative book of exceptional quality. Exploring the origins, power, and activities of America’s teachers unions, he demonstrates the pervasive consequences of 'policy feedback' on American education: with government policies (state labor laws) promoting union power, which then feeds back to profoundly shape politics—and government policies themselves. His analysis is comprehensive, based on a variety of data sets, and beautifully crafted. It makes a significant contribution to the study of education politics, as well as the study of institutional politics generally.\" -- Terry M. Moe, Stanford University\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Abbreviations\u003cbr\u003e Preface\u003cbr\u003e Chapter 1. Governments, Teachers Unions, and Education Policy\u003cbr\u003e Chapter 2. Meetings, Mailboxes, and Mobilization\u003cbr\u003e Chapter 3. Turning Out Teachers\u003cbr\u003e Chapter 4. Creatures of the State\u003cbr\u003e Chapter 5. Members, Money, and Maintenance\u003cbr\u003e Chapter 6. Teachers Unions in State Politics\u003cbr\u003e Chapter 7. Teachers Unions in Local Politics\u003cbr\u003e Chapter 8. Teacher-Union Power and Student Achievement\u003cbr\u003e Chapter 9. The Resilience of Teachers Unions\u003cbr\u003e Chapter 10. The Scorecard: Unions versus Reformers\u003cbr\u003e Acknowledgments\u003cbr\u003e Notes\u003cbr\u003e Index","brand":"The University of Chicago Press","offers":[{"title":"Default Title","offer_id":48732927557975,"sku":"9780226820880","price":79.8,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780226820880.jpg?v=1719998984"},{"product_id":"blended-learning-in-practice-a-guide-for-practitioners-and-researchers-the-mit-press-9780262039475","title":"Blended Learning in Practice A Guide for","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eA guide to both theory and practice of blended learning offering rigorous research, case studies, and methods for the assessment of educational effectiveness.\u003c\/b\u003e\u003cp\u003eBlended learning combines traditional in-person learning with technology-enabled education. Its pedagogical aim is to merge the scale, asynchrony, and flexibility of online learning with the benefits of the traditional classroom—content-rich instruction and the development of learning relationships. This book offers a guide to both theory and practice of blended learning, offering rigorous research, case studies, and methods for the assessment of educational effectiveness. \u003c\/p\u003e\u003cp\u003eThe contributors to this volume adopt a range of approaches to blended learning and different models of implementation and offer guidelines for both researchers and instructors, considering such issues as research design and data collection. In these courses, instructors addressed problems they had noted in traditional classrooms, attempti\u003c\/p\u003e","brand":"MIT Press Ltd","offers":[{"title":"Default Title","offer_id":48733449748823,"sku":"9780262039475","price":49.4,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780262039475.jpg?v=1720000125"},{"product_id":"safe-enough-spaces-9780300261554","title":"Safe Enough Spaces","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eFrom the president of Wesleyan University, a compassionate and provocative manifesto on the crises confronting higher education\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"A timely book on a fascinating topic. . . . Roth’s historical approach is useful and instructive.\"—Sarah Carr, \u003ci\u003eWashington Post\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e“In \u003ci\u003eSafe Enough Spaces\u003c\/i\u003e, Wesleyan President Michael Roth offers historical, sociological, and economic contexts for the free speech debates on campus. Pragmatism may be foolhardy in our hyperbolic time, but it is exactly what we need right now. Bravo!”—Cathy N. Davidson, author of \u003ci\u003eThe New Education\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e“Michael Roth provides a critical wake-up call, showing us how the reputation of the American higher-education system is at risk if we buy into the shortsightedness of today's political environment and fail to see the strength of what has lasted us centuries. This thoughtful and valuable book is a must-read for anyone that cares about the future of higher education, indeed the future of our democracy.\"—Jeffrey J. Selingo, \u003ci\u003eNew York Times\u003c\/i\u003e bestselling author of \u003ci\u003eThere Is Life After College\u003c\/i\u003e and \u003ci\u003eCollege (Un)Bound\u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e“Keywords like free speech, diversity, and safe spaces have become weaponized, littering higher education with political land mines. Thankfully, Michael Roth has cleared a path for us, offering a deeply reasoned argument about how we can return to the good-faith exploration of challenging ideas that are essential to the preservation of our democracy.”—Jonathan Holloway, Northwestern University\u003cbr\u003e\u003cbr\u003e“\u003ci\u003eSafe Enough Spaces\u003c\/i\u003e does not ask us to simply choose sides. Instead, it compels us to think more deeply about safe spaces, political correctness, and the contexts in which contentious intellectual exchange unfolds in American higher education. This is a must-read for anyone trying to make sense of confusing times in academia.”—Alford Young, Jr., University of Michigan\u003cbr\u003e\u003cbr\u003e","brand":"Yale University Press","offers":[{"title":"Default Title","offer_id":48733518135639,"sku":"9780300261554","price":12.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780300261554.jpg?v=1720000399"},{"product_id":"next-generation-science-standards-9780309272278","title":"Next Generation Science Standards","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIdentifies the science all K-12 students should know. 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What we can do is equip them with the tools they need to ensure they have a positive social experience.\u003c\/p\u003e\u003cp\u003eBased on many years'' experience counselling bullies and targets, Stella O''Malley offers concrete strategies to empower children and teenagers to deal confidently with bullying and dominant characters.\u003c\/p\u003e\u003cp\u003eShe identifies effective ways for families to cope when bullying occurs, including approaching the school authorities, communicating with the bully''s parents and tips to tackle cyberbullying.\u003c\/p\u003e\u003cp\u003eStella''s common-sense approach will help your child, tween or teen to develop their emotional intelligence and will provide relief for families navigating the rapidly changing social environment, both online and in school.\u003c\/p\u003e\u003cp\u003e''Bully-Proof Kids is the handbook for Irish parents to deal with bullying and exclusion.'' DR MARY O''KANE, EARLY YEARS\u003c\/p\u003e\u003cp\u003e''A vital life raft for parents, teache\u003c\/p\u003e","brand":"Gill","offers":[{"title":"Default Title","offer_id":48736071516503,"sku":"9780717175420","price":14.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780717175420.jpg?v=1723810491"},{"product_id":"i-wish-my-teacher-knew-9780738219141","title":"I Wish My Teacher Knew","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cdiv\u003e\u003cdiv\u003eOne day, third-grade teacher Kyle Schwartz asked her students to fill-in-the-blank in this sentence: I wish my teacher\u003cbr\u003eknew _____. The results astounded her. Some answers were humorous, others were heartbreaking-all were profoundly moving and enlightening. The results opened her eyes to the need for educators to understand the unique realities their students face in order to create an open, safe and supportive place in the classroom. When Schwartz shared her experience online, #IWishMyTeacherKnew became an immediate worldwide viral phenomenon. Schwartz''s book tells the story of #IWishMyTeacherKnew, including many students'' emotional and insightful responses, and ultimately provides an invaluable guide for teachers, parents, and communities.\u003c\/div\u003e\u003c\/div\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003ePraise for I Wish My Teacher Knew: \"I Wish My Teacher Knew is both inspiring and practical. With rich detail, it shows how, by beginning with building trust between a teacher and her students, magic can follow. Teachers will value the helpful to-do's, and all of us will value the account of life in the classroom. At a time when policymakers are obsessed with tests and accountability, I Wish My Teacher Knew delivers a powerful reminder that teaching isn't a matter of drill and kill, that the teacher's job is to develop children's excitement about learning as well as their character. For anyone who cares about teaching and learning--and that should be all of us--this book is indispensable.\"--David L. Kirp, Berkeley professor and author of Improbable Scholars: The Rebirth of a Great American School System and a Strategy for America's Schools \"Kyle Schwartz truly understands that relationships matter most in the classroom, and she shares tools and stories that every educator will find both powerful and engaging. It is a 'back-to-school' must read!\" --Tony Wagner, author of The Global Achievement Gap and Creating Innovators Library Journal, 6\/1\/16, starred review \"Sharing the profound events that shaped her pupils' lives, both online and now in this book, allowed the author to show how easy it is to bring teachers and students together to build a stronger classroom community...A real passion for the kinds of teaching that better the lives of students is evident in Schwartz's every word, and her compassion and caring is contagious.\" BookPage, August 2016 \"Provide[s] suggestions for transforming any classroom or school into a greater community. After reading Schwartz's book, teachers will be inspired to join the #IWishMyTeacherKnew movement and get to know their students better.\" InfoDad blog, 8\/4\/16 \"There is wisdom as well as pain in the fill-in-the-blank responses that Schwartz shares with readers.\" \"The Bookworm Sez\" syndicated column, 8\/2\/16 \"If you're a teacher...this book could change your career. Look for it.\" Philadelphia Tribune, 8\/6\/16 \"Enlightening...An invaluable guide for teachers, parents and communities.\" New York Times, 8\/31\/16 \"Details how essential it is for teachers and families to be partners.\" Us Weekly, 9\/1\/16 \"Full of handwritten student notes as well as research on child poverty.\"","brand":"Hachette Books","offers":[{"title":"Default Title","offer_id":48736462209367,"sku":"9780738219141","price":17.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780738219141.jpg?v=1723810655"},{"product_id":"one-teacher-in-ten-in-the-new-millennium-9780807055861","title":"One Teacher in Ten in the New Millennium","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eTwenty completely new stories of negotiating the triumphs and challenges of being an LGBT educator in the twenty-first century\u003c\/b\u003e\u003cbr\u003e\u003cb\u003e \u003c\/b\u003e\u003cbr\u003eFor more than twenty years, the One Teacher in Ten series has served as an invaluable source of strength and inspiration for lesbian, gay, bisexual, and transgender educators. This all-new edition brings together stories from across America—and around the world—resulting in a rich tapestry of varied experiences. From a teacher who feels he must remain closeted in the comparative safety of New York City public schools to teachers who are out in places as far afield as South Africa and China, the teachers and school administrators in \u003ci\u003eOne Teacher in Ten in the New Millennium\u003c\/i\u003e prove that LGBT educators are as diverse and complex as humanity itself. Voices largely absent from the first two editions—including transgender people, people of color, teachers working in rural districts, and educators from outside the Unit","brand":"Beacon Press","offers":[{"title":"Default Title","offer_id":48737424507223,"sku":"9780807055861","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"teaching-number-sense-9780826486875","title":"Teaching Number Sense","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eJulia Anghileri\u003c\/b\u003e is Senior Lecturer in the Faculty of Education at the University of Cambridge, UK. She is a consultant to the both the National Numeracy Strategy and the QCA.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"Endorsements for the First Edition \"It is an excellent introduction to what a becoming mathematics teacher needs to know. The book is full of ideas for activities that might be used in the classroom...\" Educational Review \"... an excellent book which provides a concise and acessible account of what it means to develop number sense. It will be an invaluable resource for both undergraduate and postgraduate education students. It will also help practising teachers to explore links between theory and practice in the teaching of mathematics. It's on my essential reading list!\" Mathematics in School\"\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1. Making sense of numbers; 2. Counting and coming to know numbers; 3. Towards a system of symbols. 4. Addition and subtraction; 5. The empty number line; 6. Multiplication and Division; 7. Written calculations; 8. Teaching approaches.","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48737485128023,"sku":"9780826486875","price":32.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780826486875.jpg?v=1723811245"},{"product_id":"street-data-9781071812716","title":"Street Data","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eRadically reimagine our ways of being, learning, and doing\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eEducation can be transformed if we eradicate our fixation on big data like standardized test scores as the supreme measure of equity and learning. Instead of the focus being on fixing and filling academic gaps, we must envision and rebuild the system from the\u003cem\u003estudent\u003c\/em\u003eupwith classrooms, schools and systems built around students' brilliance, cultural wealth, and intellectual potential.Street data reminds us that what is measurable is not the same as what is valuable and that data can be humanizing, liberatory and healing.\u003c\/p\u003e  \u003cp\u003eBy breaking down street data fundamentals: what it is, how to gather it, and how it can complement other forms of data to guide a school or district's equity journey,Safir and Dugan offer an actionable framework for school transformation. Written for educators and policymakers, this book\u003c\/p\u003e  \u003cp\u003eOffers fresh ideas and innovative tools to apply immediately\u003c\/p\u003e  \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003eStreet Data \u003cem\u003ecalls upon readers to ′flip the dashboard′ from a focus on big data to a focus on the voices at the margins – those learners and their families who have been most affected by deep-rooted systemic inequities.  When we listen closely to these voices with curiosity, courage, and humility, we gain a greater understanding of the meaning and root causes of these inequities, as well as how they can be addressed in ways that transform and heal. Policymakers and educators at every level of the system need this book to forge a path to genuine equity.\"\u003c\/em\u003e -- Linda Darling-Hammond\u003cbr\u003e\u003cem\u003e\"For far too long, education leaders have implemented reform strategies without engaging and centering those most impacted – the students. Shane Safir provides an energizing, anti-racist, actionable framework that centers the voices of the most marginalized students as the experts and co-conspirators that we need to create an education system worthy of their brilliance. Read this, share it, and be a part of ushering in this ′new normal′ of street-level data to unlock racial justice in our schools.\"\u003c\/em\u003e -- Taryn Ishida, Youth Organizer and Executive Director\u003cbr\u003e\"\u003cem\u003eWith\u003c\/em\u003e Street Data, \u003cem\u003eShane and Jamila have built a conversation more than a framework, wherein students, their communities, teachers, leaders and systems are interconnected parts of a family unit. As a Professor and Psychologist, I found myself drawn to the work’s human and family centered focus. Throughout the work, these are linked to an emphasis on building approaches to the art of teaching grounded in listening, making and holding room for all members of the learning family, and setting goals and evolving approaches that begin with the student as their core. Shane and Jamila are engaging us all in a critically important conversation, where the data we gather and share around learning spaces is shaped and centered on the voices and beings of students. It is family systems centered teaching and learning. It is holistic, and it is necessary.\u003c\/em\u003e\" -- Napoleon Wells , Ph.D.\u003cbr\u003e\u003cem\u003e\"Shane Safir and Jamila Dugan have given us a vivid and immensely readable account of what public education could and should be. Rather than quick fixes, the book is rich with real-life examples and immediately actionable equity practices that educators and leaders can use to tackle root causes. The authors have also issued an unspoken but clear challenge to all of us who care about children′s learning and development: \u003c\/em\u003e′What if policy decisions were anchored in the lived experiences of students, their families, and their educators?′ \u003cem\u003eTheir call to action is clear and urgent: we must reverse-engineer and radically reimagine our resources, policies, and practices to support the broad conditions in which students can authentically thrive, and most particularly students who are the most marginalized by the current system. The vision of educational justice laid out in the book will not be more widely practiced if we simply rely on individual teachers and principals to push forward alone into the headwinds. It must be supported at systems and state levels, so that it becomes the rule and not the exception.\"\u003c\/em\u003e -- Sophie Fanelli, President\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003eStreet Data \u003cem\u003eissues an urgent, timely provocation to listen to, honor, and be informed by the experiences, wisdom, fears, and aspirations of children and families who have been forced to the margins by our schools and institutions. Rich with stories that affirm our shared humanity and connectedness, Safir and Dugan offer a humanistic approach and practical guidance for embedding love, equity, curiosity, and courage in our efforts to manifest learning spaces where every young person learns, develops, and thrives.\u003cbr\u003e \u003cbr\u003e \"Safir and Dugan call on us to free ourselves from old constructs about data for improvement that are rooted in Whiteness as normative and, instead, model ways to integrate concepts of wholeness, justice, deep culture, personal mastery, and agency into our school transformation efforts. This book is an important contribution to all of us who are working to create a world that works for all of us.\"\u003cbr\u003e \u003c\/em\u003e \u003cem\u003e\u003cbr\u003e \u003c\/em\u003e -- LaShawn Routé Chatmon, Executive Director\u003cbr\u003e\u003cem\u003e\"In this absolutely path-breaking book, Shane Safir uses the concept of ′street data′ as an entry point to a fundamentally different paradigm for schooling. Foregrounding listening, understanding, and loving over counting, measuring, and classifying, \u003c\/em\u003eStreet Data\u003cem\u003e illustrates what it would truly mean to develop a humanizing and liberating approach to school transformation. Startlingly fresh in its prose, clear in its convictions, and moving effortlessly between theory and practice, we can only hope \u003c\/em\u003eStreet Data\u003cem\u003e will mark the beginning of a new and different era for American education. A spectacular book!\"\u003c\/em\u003e -- Jal Mehta, Professor of Education\u003cbr\u003e\"\u003cem\u003eOld systems are crumbling before our eyes as new ones are being built. \u003c\/em\u003eStreet Data \u003cem\u003eoffers key insights about how to transform data and explore indigenous knowledge creation for a new world. Shane Safir and Jamila Dugan give us new ways to analyze, diagnosis, and assess everything from student learning to district improvement to policy. This book is a must read for researchers and practitioners searching for a fresh and deeply authentic model for school transformation.\u003c\/em\u003e\" -- Shawn Ginwright\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eStreet Data\u003c\/em\u003e gives us a vibrant picture of what it means to do school when we authentically center our students. Shane and Jamila provide inspiration and clear examples of how we can humanize our classrooms and create a more just education system. Critically for change agents, we also find practical advice for supporting adults across the system as they begin to shift their approach to a new normal that builds with and for students. There is no doubt that we need a new way forward and \u003cem\u003eStreet Data\u003c\/em\u003e is a trusted map for charting a course for maximum impact.\"\u003c\/p\u003e -- Shanna Peeples\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword Acknowledgments About the Authors Prologue: Data in a Time of Pandemic PART I: WHY STREET DATA, WHY NOW? Chapter 1: Leading for Equity: Another World Is Possible    Guiding Principle: Reimagine our ways of knowing and learning.    Core Stance: Holism Chapter 2: No Shortcut: Avoiding Equity Traps and Tropes, by Dr. Jamila Dugan    Guiding Principle: See the barriers; imagine what is possible.    Core Stance: Awareness PART II: CHOOSE THE MARGINS Chapter 3: Flip the Dashboard: Street Data Drives Equity    Guiding Principle: Center voices from the margins.    Core Stance: Antiracism Chapter 4: Pound the Pavement: Digging Into the Levels of Data    Guiding Principle: Seek root causes over quick fixes.    Core Stance: Deep Listening PART III: DEEPEN THE LEARNING Chapter 5: Redefine “Success”: Street Data and the Pedagogy of Voice    Guiding Principle: Equity work is first and foremost pedagogical.    Core Stance: Agency Chapter 6: Build Coherence: Focus, Holism, and Well-Being    Guiding Principle: Less is more; focus is everything.    Core Stance: Coherence Chapter 7: Make Learning Public: Valuing Teacher Voices, by Carrie Wilson    Guiding Principle: Mobilize a pedagogy of voice for educators.    Core Stance: Symmetry PART IV: TRANSFORM THE CULTURE Chapter 8: Embrace Vulnerability: Moving Through Street Data Cycles    Guiding Principle: Break the cycle of shame.    Core Stance: Vulnerability Chapter 9: Calling Folks In and Up to Equity: Street-Level Conversations    Guiding Principle: Every moment is an equity moment.    Core Stance: Warm Demander Epilogue: The Journey Toward Liberation Appendices Glossary Bibliography Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738198815063,"sku":"9781071812716","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"breakthrough-leadership-9781071824412","title":"Breakthrough Leadership","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eNow is the time for\u003cem\u003eBreakthrough Leadership\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eThis book was borne out of urgency. We face the consequences of a raging pandemic, coupled with an unprecedented call to end racial injustice. COVID-19 has exposed longstanding structural inequities, while at the same time offering a rare breakthrough opportunity to dismantle inequitable systems that have harmed our most marginalized students for generations.\u003c\/p\u003e  \u003cp\u003e\u003cem\u003eBreakthrough Leadership\u003c\/em\u003eis rooted in moral courage and calls us to\u003cem\u003eact upon\u003c\/em\u003eanew discovery,or epiphany about a fundamental truth that challenges previous beliefs.\u003c\/p\u003e  \u003cp\u003eWhile this book\u003cem\u003e\u003c\/em\u003eoffers examples of schools that were beating the odds pre-COVID-19 as well as strategies for\u003cem\u003echanging\u003c\/em\u003ethose odds in the future.\u003cem\u003eBreakthrough Leadership\u003c\/em\u003ealso\u003cem\u003e\u003c\/em\u003espotlights professionals now leveraging crises like this to shape local and national priorities toward a more equitable and healthy society for our children in o\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"With all its devastation, COVID-19 also presents the opportunity of the century to transform the public education system that, to say the least, has become stalled and stagnant in the past 50 years. The good news is that there are strong pockets of pent-up desire and frustration to develop new learning that engages students in the demands of the 21st century. Among other problems, inequity has worsened over the past 20 years despite substantial increased budgets and rhetoric to the contrary. \u003c\/em\u003eBreakthrough Leadership \u003cem\u003emakes a significant contribution to our next phase, which must be one of definable and targeted transformation of equity-based kerning. This book meets the challenge in two significant ways. First, it advocates a bold and specific vision. while at the same time is detailed in the specific strategies and actions that need to be taken in the face of COVID-19 related fallout. Second, aside from its revolutionary timeliness, the virtue of\u003c\/em\u003e Breakthroug\u003cem\u003eh is that is stems from grass roots practice and practitioners. Any solution to our present problems must be relentlessly bottom up. This collection represents a strong contribution to the growing post-COVID movement that is vital for the immediate future of public education.\"\u003c\/em\u003e -- Michael Fullan, Professor Emeritus\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Pedro A. Noguera Acknowledgments About the Authors Chapter 1. Out of the Crisis Chapter 2. Breakthrough Leadership Chapter 3. The First Hundred Days: A Pandemic Reentry Plan Chapter 4. Relational Trust as a Foundation for the Equitable Learning Community Chapter 5. Principle 1—The Pillars of an Equitable Learning Community: Mission, Vision, Values, and Goals Chapter 6. Principle 2—Ensuring Achievement for All Students: Comprehensive Systems for Prevention and Intervention Chapter 7. Principle 3—Data-Based Decision Making for Continuous Improvement Chapter 8. Principle 4—Collaborative Teaming Focused on Curriculum, Instruction, and Assessments Chapter 9. Principle 5—Meaningful Engagement With Families and Community Chapter 10. Principle 6—Building Sustainable Leadership Capacity Index\u003c\/p\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738202714455,"sku":"9781071824412","price":29.44,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071824412.jpg?v=1723811814"},{"product_id":"equity-warriors-9781071851371","title":"Equity Warriors","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eAdvance equity by learning to crack the system's codes\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eWe must act now\u003cstrong\u003e, \u003c\/strong\u003eusing what we already know, to advance equity and raise the achievement of every student. With three decades of leading equity work across the country, George S. Perry Jr. issues a call to action for educational leaders who are willing to \u003cem\u003efight the fight\u003c\/em\u003e for equity for all students. \u003c\/p\u003e  \u003cp\u003eSchool and district leaders will encounter roadblocks as they enact systemic change, but \u003cstrong\u003e\u003cem\u003eEquity Warriors\u003c\/em\u003e\u003c\/strong\u003e introduces practical, realistic, and strategic approaches for navigating those barriers. \u003cstrong\u003e\u003cem\u003eEquity Warriors\u003c\/em\u003e\u003c\/strong\u003e equips education leaders with the moves they can make today to achieve the vision that every student becomes a high achiever by\u003cbr\u003e  \u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eProviding real school and district examples of systemic equity efforts\u003c\/li\u003e      \u003cli\u003eDemonstrating the parallel work that school and district teams must do to achiev\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003eI hope district and school leaders will consider this book as a handbook for educational equity success.  It delves deep into what all leaders need to be thinking about, talking about and doing to make their schools the best they can be for all students.\u003c\/em\u003e\u003c\/p\u003e -- Janet Crews\u003cbr\u003e\u003cp\u003eEquity Warriors\u003cem\u003e will have an enormous impact in schools as it addresses the how and why to authentic outcomes to address equity issues in schools. The case studies and wisdom within are essential reading for everyone.\u003c\/em\u003e\u003c\/p\u003e -- Dr.  Ken Darvall\u003cbr\u003e\u003cp\u003e\u003cem\u003eThis book is incredibly timely and relevant in a world where educators and educational leaders are crying out for change; for help and support to meet the complex learning needs of all our students to ensure every child can by a high achiever; for those who make decisions that affect schooling to make them with ‘every child’ in mind... We are living in world affected by crises after crises, systemic bias and racism, lack of faith in politicians and those in positions of power, and amidst all that, this book inspires educators to act with hope and deliberation, to enact change within the constraints that exist, to work with what we already have to improve outcomes for all of our students.\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e\u003cem\u003eThis book provides practical, realistic and useful guidance for system and school leaders to enact change. You don’t come away thinking, \"Those are great ideas, I just don’t know how to enact them\", as there are enough specific suggestions for exactly ‘what’ each leader can do, to the point of being an equity ‘road map’ for leaders.\u003c\/em\u003e\u003c\/p\u003e -- Rachael Lehr\u003cbr\u003e\u003cem\u003eEquity is an extremely relevant and timely topic that is essential for all school leaders and all schools and communities.  This book provides critically important research and very relevant examples for consideration.  The suggestions in ‘your move’ throughout the book provide  actions for positive and meaningful steps that school leaders can take to move forward\u003c\/em\u003e -- Marianne L. Lescher, Ph.D.\u003cbr\u003e\u003cp\u003e\u003cem\u003eThis book is a timely response to our need to discuss uncomfortable topics in an uncomfortable time. Solutions are presented as well as a well-articulated presentation of the problem. This is worth the read. It may change the trajectory of a child’s life.\u003c\/em\u003e\u003c\/p\u003e -- Dr. Roseanne Lopez\u003cbr\u003e\u003cem\u003eWhat school leaders are not taught well is how to initiate change that will lead to educational improvement for all students. \u003c\/em\u003eEquity Warriors\u003cem\u003e is a doing, leading book, and not a sit back in a sun-lounge reading book. I took away a treasure trove of internationally applicable ideas that I can use in my school today. So, if you want to make a real, moral difference to the lives of the kids that we teach you will find this road map so rewarding.\u003c\/em\u003e -- Dr. Neil MacNeill, PhD, EdD.\u003cbr\u003e\u003cp\u003eEquity Warriors \u003cem\u003eprovides a relevant call to action for every school and district leaders. The authors implore educators to make their move and takes steps towards greater equity in every school. This is a must-read for new and experienced educational leaders!\u003c\/em\u003e\u003c\/p\u003e -- Jacie Maslyk\u003cbr\u003e\u003cp\u003eThis book is a great guide to ensure all district and school site leaders have an equity foundation with researched based protocols to support leaders in becoming equity warriors. \u003c\/p\u003e -- Courtney Miller\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Larry Leverett Introduction Preface: Begin with Students Part I: Build an Equity Agenda: Student Data Chapter 1: District leaders define equity by knowing students and finding allies    Politics: Balance conflicts to build an equity agenda    Diplomacy: Build a critical mass of support for advancing equity    Warfare: Use student data to convince, question, and teach Chapter 2: School leaders center the equity agenda on student experiences    Politics: Engage the school community in shaping and telling the school’s story    Diplomacy: Rally stakeholders to your school’s equity agenda    Warfare: Know your students Part II: Lead with Purpose: Values-Enhanced Leadership Chapter 3: District leaders identify and engage with shared values    Politics: Surface and articulate values    Diplomacy:  Lead change focusing on values    Warfare: Act with purpose, understanding, and resolve Chapter 4: School leaders communicate and live their values, and expect the same from others    Politics: Help others stand with you    Diplomacy: Link values to intended outcomes    Warfare: Act deliberately Part III: Educate Each and Every Student Well: Teaching \u0026amp; Learning    Chapter 5: District leaders focus and maintain attention on teaching and learning    Politics: Bring coherence to systems, structures, resources, stakeholders, and culture    Diplomacy: Build expertise and capacity around teaching and learning    Warfare: Act with a laser-like focus on teaching and learning Chapter 6: School leaders ensure each and every student succeeds    Politics: Bring coherence to provide access to rigorous learning for all students    Diplomacy: Use protocols and processes to build capacity    Warfare: Hold everyone in the school accountable for student learning Epilogue\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738205794647,"sku":"9781071851371","price":23.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071851371.jpg?v=1723811817"},{"product_id":"engaging-in-culturally-relevant-math-tasks-612-9781071841785","title":"Engaging in Culturally Relevant Math Tasks 612","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eEmpower your students as they reimagine the world around them through mathematics\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eCulturally relevant mathematics teaching engages students by helping them learn and understand math more deeply, and make connections to themselves, their communities, and the world around them. The mathematics task provides opportunities for a direct pathway to this goal. But many teachers ask, how can you find, adapt, and implement math tasks that build powerful learners?\u003c\/p\u003e  \u003cp\u003e\u003cstrong\u003e\u003cem\u003eEngaging in Culturally Relevant Math Tasks\u003c\/em\u003e\u003c\/strong\u003ehelps teachers to design and refine inspiring mathematics learning experiences driven by the kind of high-quality and culturally relevant mathematics tasks that connect students to their world. With the goal of inspiring all students to see themselves as doers of mathematics, this book provides intensive, in-the-moment guidance and practical classroom tools that empower educators to shape culturally relevant experiences while systematically building tasks that are standards-based. It includes\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eA pathway for moving through the process of asking, imagining, planning, creating, and improving culturally relevant math tasks.\u003c\/li\u003e      \u003cli\u003eTools and strategies for designing culturally relevant math tasks that preservice, novice, and veteran teachers can use to grow their practice day by day.\u003c\/li\u003e      \u003cli\u003eResearch-based teaching practices seen through the lens of culturally relevant instruction that help students develop deep conceptual understanding, procedural knowledge, fluency, and application in 6-12 mathematical content.\u003c\/li\u003e  \u003c\/ul\u003e  \u003cp\u003eExamples, milestones, opportunities for reflection, and discussion questions guide educators to strengthen their classroom practices, and to reimagine math instruction in response. This book is for any educator who wants to teach mathematics in a more authentic, inclusive, and meaningful way, and it is especially beneficial for teachers whose students are culturally different from them.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThe book is a great resource and provides a deep dive into culturally responsive and relevant mathematics practices. It includes rich examples\u003cbr\u003e and tasks that can be used during instruction, professional development, and research initiatives in mathematics education that seek to embrace\u003cbr\u003e culture and emphasize the relevance of mathematics in our everyday lives. Notably, the culturally relevant mathematics task-building framework\u003cbr\u003e provides clear guidance for creating cognitively demanding tasks that draw on the knowledge and experiences of individuals’ communities and\u003cbr\u003e empower them to address existing inequities. -- Ruthmae Sears * Tampa, FL *\u003cbr\u003eThis phenomenal book provides practical approaches to analyze, identify, and create culturally relevant mathematics tasks that help secondary\u003cbr\u003e mathematics teachers create opportunities to connect to students’ lived experiences. -- Lateefah Id-Deen * Kennesaw, GA *\u003cbr\u003eThank you, Matthews, Jones, and Parker, for the secondary version of \u003cem\u003eEngaging in Culturally Relevant Math Tasks\u003c\/em\u003e. You provide secondary teachers\u003cbr\u003e with the tools to deepen their understanding of culturally relevant pedagogy for the classroom. Our students need it! -- John Staley * Randallstown, MD *\u003cbr\u003eThe authors of \u003cem\u003eEngaging in Culturally Relevant Math Tasks\u003c\/em\u003e have provided a well-needed modern vision of what mathematics teaching and learning\u003cbr\u003e at the secondary level should look like in the 21st century. Teachers who read this book will be given the tools to begin developing rich, engaging,\u003cbr\u003e meaningful mathematics experiences that foster joy and creativity for their students while empowering students and teachers as change agents. -- Robin Wilson * Los Angeles, CA *\u003cbr\u003eIn this much-needed work, Matthews, Jones, and Parker build seamlessly on their prior volume for Grade K–5 teachers. The authors provide practical\u003cbr\u003e guidance to support teachers in finding, adapting, or creating tasks with challenging contexts that help develop students’ hope, empathy, and\u003cbr\u003e agency. This is an invaluable resource for teachers who want to center students’ voices and lived experiences. -- Tami S. Martin * Normal, IL *\u003cbr\u003eFor those who fear that culturally relevant math can be misconstrued as formulaic tricks or bombastic rhetoric, this book lives up to the title’s\u003cbr\u003e promise of fostering hope. Readers will find a wealth of frameworks for reaching students where they are at, for illuminating the cultural\u003cbr\u003e landscapes that escape our notice, and for inspiring students to see how mathematical ways of knowing and social motivations for inquiry can be\u003cbr\u003e united with rigor, compassion, and scholarly excellence. -- Ron Eglash * Ann Arbor, MI *\u003cbr\u003eThe authors remind us that quality math tasks are not solely defined by their level of cognitive demand but must also give deliberate attention\u003cbr\u003e to inquiring about and centering the cultural brilliance and wisdom of students and their communities. This book is a must-read for middle and high school math teachers. -- Tonya Gau Bartell * Pleasant Lake, MI *\u003cbr\u003eWhat a wonderful resource full of concrete, actionable strategies for creating more inclusive, culturally responsive mathematics classrooms. The authors offer not only a multitude of rich task examples that are classroom tested, but they also provide guidance for designing mathematically meaningful tasks that are relevant for the students and communities you serve. At the heart of their work is a deep respect for students’ identities and abilities and for the work of teachers committed to a more just, equitable, and hopeful approach to mathematics education. -- Mark Ellis * Fullerton, CA *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface Part I: Building a Foundation for Culturally Relevant Mathematics Teaching Chapter 1: What is Culturally Relevant Mathematics Teaching Chapter 2: Imagining Culturally Relevant Teaching through Mathematics Practices and Tasks Chapter 3: Creating and Assessing Culturally Relevant Mathematics Tasks PART II: Practical Approaches for Planning and Creating Culturally Relevant Mathematics Tasks Chapter 4: Planning with Intention and Hope Chapter 5: Creating Contexts for Cultural Inquiry Chapter 6: Creating Contexts for Empathy, Agency, and Action PART III: Refining Our Notions and Experiences Chapter 7: The Journey—Improving Culturally Relevant Mathematics Teaching Chapter 8: The Flow—Implementing and Refining Culturally Relevant Tasks, Lessons, and Units Chapter 9: Continuing the Journey Resources Appendices","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738208874839,"sku":"9781071841785","price":28.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071841785.jpg?v=1723811819"},{"product_id":"putting-faces-on-the-data-9781071855102","title":"Putting FACES on the Data","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eWhen numbers become people, learners thrive\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eWaves of dataindigestible, dehumanized, and disaggregatedare crashing into the education system every day, driving you to distraction. But imagine a world where you're not being drowned by data, but inspired by it; where that data has a FACE and gives you focused information on how to reach every student.\u003c\/p\u003e  \u003cp\u003eSharratt and Fullan turn worldwide research into a road map for school leaders to use ongoing assessment to inform instruction and drive equity at the classroom, school, district, and state levels. Inside you will find\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eA fresh look at data to incorporate new learning\u003c\/li\u003e      \u003cli\u003eUpdated case studies, figures, and vignettes\u003c\/li\u003e      \u003cli\u003eInsights from more than 500 educators in answering the 3 research questions: Why do we put FACES on data? How do we put FACES on data? and What are the top three leadership skills needed to do this work?\u003c\/li\u003e      \u003cli\u003eAn integrated approach to using the 14 Parameters to enhance Deep Learning and critical thinking \u003c\/li\u003e      \u003cli\u003eTools for committing to equity and excellence\u003c\/li\u003e  \u003c\/ul\u003e  \u003cp\u003eFACES is about setting up the conditions for success in every classroom: identifying the right factors, at the right time, with the right resources. Its focus on student-centered data will help you:\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eIncrease learners' growth and achievement\u003c\/li\u003e      \u003cli\u003eimprove engagement that results in students, teacher and leader empowerment\u003c\/li\u003e      \u003cli\u003ebuild cultures of learning\u003c\/li\u003e      \u003cli\u003edrive a learning environment of continuous improvement\u003c\/li\u003e  \u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eA superb book. Full to the brim of practical, workable ideas. Sharratt and Fullan exude love and compassion for all students everywhere, reinforcing that they all deserve the best educational experience, irrespective of circumstance or context. It also reminds us to look at faces first, data second, in the pursuit of achievement for all.  Powerful and persuasive, this book speaks directly to the importance of focusing on global education now more than ever.\u003c\/p\u003e -- Alma Harris * University of Swansea *\u003cbr\u003e\u003cp\u003eA rich tapestry weaving together data, student identity, and informed professional judgement.  Sharratt and Fullan have provided a context for the use of student data to move from an aspiration that all children can learn to an accountable set of actions to ensure that all means all.   Putting faces on the data requires knowing the whole learner, including their identity, community, and lived experience.  \u003c\/p\u003e -- Cathy Montreuil * Department of Education and Early Child Development *\u003cbr\u003e\u003cp\u003eUnlocking the capacity of each student remains the essential work of all teachers and leaders. This new edition expertly provides an elaborated and contemporary focus on how to enhance school performance through identifying and understanding the abilities, passions, and potential of our next generation of innovators and problem solvers.\u003c\/p\u003e -- Jim Watterston * The University of Melbourne *\u003cbr\u003e\u003cp\u003eSharratt and Fullan’s 2012 work was a catalyst for progress in Queensland public education, leading us out of a \"teacher-led \/ data-driven\" binary into a new era characterised by deep understanding of our student and community needs, grounded in evidence. New perspectives in this edition reflect contemporary research and case studies, updated parameters, and provocations around emerging global challenges.\u003c\/p\u003e -- Sharon Schimming * Department of Education Queensland *\u003cbr\u003e\u003cp\u003eA book starts with blank pages, has within it a lovely apparition and a sense of beauty waiting to be imprinted so that potential readers can then make interpretations about what they see. There is no immaculate perception when interpreting data, but there are multiple meanings tied to beautiful faces.  Sharratt and Fullan paint the pictures, sculpt the beauty of the meaning of data, and dive deeply into the interpretations and implications.  A work of art, indeed.\u003c\/p\u003e -- John Hattie * University of Melbourne *\u003cbr\u003e\u003cp\u003eThis is our forever work.\u003c\/p\u003e -- Gerard Mowbray * Diocese of Maitland-Newcastle *\u003cbr\u003e\u003cp\u003eMy journey as a school and system leader has run parallel to the 10 years of \u003cem\u003ePutting Faces on the Data\u003c\/em\u003e. As a school leader, it helped me learn that the only way you lift outcomes – whether for a class or a school – is child by child. This ensures that we have a line of sight to what each child and school needs to improve student outcomes. Thank you from every child who has been ‘given a face’ in a class, school, and system across the world.\u003c\/p\u003e -- Leanne Nixon * School Performance North *\u003cbr\u003e\u003cp\u003eThis book changed the way our system views data and how collectively a shared understanding of data literacy brings accountability to the forefront. There is no system improvement without ′Putting Faces on the Data′!     \u003c\/p\u003e -- Kate O′Brien * Education and Research Sydney Catholic Schools *\u003cbr\u003e\u003cp\u003eIt is great to have a 10th anniversary edition of FACES! This book changed the way we understood how to promote improvement in our work with teachers and leaders in Chile. It taught us what to look for in the process of learning, what data is relevant to collect, and how leaders become learners with their teachers. FACES taught us that focus for collaboration and professional learning is all about putting each student’s achievements at the center of our conversations! \u003c\/p\u003e -- Isidora Recart * Fundación Educacional Arauco *\u003cbr\u003e\u003cp\u003eIn this fast-paced world, work that is relevant ten years after its first edition speaks to its durability. Each part of this book can be found in the work we do – I see data walls and I hear conversations about assessment and how it drives instruction. This book guides our work with practical examples, clear explanations, and guidance. Thank you to Lyn and Michael for continuing to make Putting FACES on the Data relevant and valuable to all educators!\u003c\/p\u003e -- Elaine Lochhead * Seine Rover School Division *\u003cbr\u003e\u003cp\u003eLyn Sharratt and Michael Fullan clearly articulate the complexity of change and the necessity to understand the 13 parameters by providing an insightful resource using case studies to provide an indisputable pathway to system improvement.  This is a must read for every system leader, school leader, and teacher leader.  Their work has been pivotal in my work as a system change leader in both Manitoba and Alberta and is even more important coming out of a global pandemic.\u003c\/p\u003e -- Michael Borgfjord * Pembina Hills School Division *\u003cbr\u003e\u003cp\u003eThis powerful book provides the missing links between intention and action. Educators want to see every student succeed in learning and in life. The challenge is to reform the system to deliver on broader and deeper goals while also engaging each student on a pathway to their \"best possible, most richly imagined future.\" This book is a beacon of hope that honours the work of all teachers and leaders by making sense of the improvement journey in classrooms, schools, and systems.\u003c\/p\u003e -- Mary Jean Gallagher * Ontario Ministry of Education *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword Preface Chapter 1: Information Glut to Well-Known FACES Chapter 2: The Power of Putting FACES on the Data Chapter 3: Making It Work in Practice - Assessment Literacy Chapter 4: Making It Work in Practice - Instruction Chapter 5: Leaderhsip - Individualizing for Improvement Chapter 6: Ownership - Of All the Faces Epilogue","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738213232983,"sku":"9781071855102","price":30.39,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071855102.jpg?v=1723811824"},{"product_id":"how-tutoring-works-9781071855959","title":"How Tutoring Works","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Chapter 1: Relationships Chapter 2: Confidence and Cognitive Challenges Chapter 3: Goals Chapter 4: Learning to Learn Chapter 5: Learning Content Chapter 6: Practice References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738213822807,"sku":"9781071855959","price":26.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071855959.jpg?v=1723811825"},{"product_id":"how-learning-works-9781071856635","title":"How Learning Works","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eTranslate the science of learning into strategies for maximum learning impact in your classroom.\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eThe content, skills, and understandings students need to learn today are as diverse, complex, and multidimensional as the students in our classrooms. How can educators best create the learning experiences students need to truly learn?\u003c\/p\u003e  \u003cp\u003e\u003cstrong\u003e\u003cem\u003eHow Learning Works: A Playbook\u003c\/em\u003e\u003c\/strong\u003eunpacks the science of how students learn and translates that knowledge into promising principles or practices that can be implemented in the classroom or utilized by students on their own learning journey. Designed to help educators create learning experiences that better align with how learning works, each module in this playbook is grounded in research and features prompts, tools, practice exercises, and discussion strategies that help teachers to\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eDescribe what is meant by learning in the local context of your classroom, including identifying any barriers to learning.\u003c\/li\u003e      \u003cli\u003eAdapt promising principles and practices to meet the specific needs of your studentsparticularly regarding motivation, attention, encoding, retrieval and practice, cognitive load and memory, productive struggle, and feedback.\u003c\/li\u003e      \u003cli\u003eTranslate research on learning into learning strategies that accelerate learning and build students' capacity to take ownership of their own learningsuch as summarizing, spaced practice, interleaved practice, elaborate interrogation, and transfer strategies.\u003c\/li\u003e      \u003cli\u003eGenerate and gather evidence of impact by engaging students in reciprocal teaching and effective feedback on learning.\u003c\/li\u003e  \u003c\/ul\u003e  Rich with resources that support the process of parlaying scientific findings into classroom practice, this playbook offers all the moves teachers need to design learning experiences that work for all students!\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgments INTRODUCTION    The Purpose of This Learning Playbook    The Learning Plan With the Modules    Learning Within the Modules    Collaborating for Great Learning PART I CHAPTER 1. WHAT DOES LEARNING LOOK LIKE IN YOUR CLASSROOM?    A Definition of Learning    Checks for Understanding CHAPTER 2. WHAT ARE DIFFERENT WAYS TO THINK ABOUT LEARNING?    Three Different Types of Knowledge    Three Parts of the Learning Process    Checks for Understanding CHAPTER 3. WHAT ARE THE BARRIERS TO LEARNING?    Acquisition    Consolidation    Storage    Challenges to Learning by Design    Checks for Understanding CHAPTER 4. HOW DO STUDENTS LEARN?    Learning Myths    The Science of Learning    Checks for Understanding PART II CHAPTER 5. PROMISING PRINCIPLE 1: MOTIVATION    What Is Motivation?    What Does This Principle or Practice Look Like in the Classroom?    How Do We Implement This Principle and Practice Into Our Classrooms?    Checks for Understanding CHAPTER 6. PROMISING PRINCIPLE 2: ATTENTION    What Is Attention?    Factors Influencing Attention    What Does This Principle or Practice Look Like in the Classroom?    How Do We Implement This Principle and Practice Into Our Classrooms?    Checks for Understanding CHAPTER 7. PROMISING PRINCIPLE 3: ELABORATE ENCODING    What Is Elaborate Encoding?    Components of Elaborate Encoding    Approaches to Promoting Elaborate Encoding    What Does This Principle or Practice Look Like in the Classroom?    How Do We Implement This Principle and Practice Into Our Classrooms?    Checks for Understanding CHAPTER 8. PROMISING PRINCIPLE 4: RETRIEVAL AND PRACTICE    What Is Retrieval and Practice?    Timing of Retrieval    Types of Retrieval Practice    What Does This Principle or Practice Look Like in the Classroom?    How Do We Implement This Principle and Practice Into Our Classrooms?    Checks for Understanding CHAPTER 9. PROMISING PRINCIPLE 5: COGNITIVE LOAD    What Is Cognitive Load?    What Does This Principle or Practice Look Like in the Classroom?    How Do We Implement This Principle and Practice Into Our Classrooms?    Checks for Understanding CHAPTER 10. PROMISING PRINCIPLE 6: PRODUCTIVE STRUGGLE    What Is Productive Struggle?    What Does This Principle or Practice Look Like in the Classroom?    How Do We Implement This Principle and Practice Into Our Classrooms?    Checks for Understanding CHAPTER 11. PROMISING PRINCIPLE 7: FEEDBACK    What Is Feedback and What Makes It Effective?    What Does This Principle or Practice Look Like in the Classroom?    How Do We Implement This Principle and Practice Into Our Classrooms?    Checks for Understanding    Where to Next? PART III CHAPTER 12. EXPLICIT STRATEGY INSTRUCTION    The Gradual Release of Responsibility    Effective Learning Practices    A Return to Germane Cognitive Load    Checks for Understanding CHAPTER 13. LEARNING STRATEGY 1: GOAL SETTING    The Benefits of Goal Setting    Getting Ready for Goal Setting    The Process of Goal Setting    Checks for Understanding CHAPTER 14. LEARNING STRATEGY 2: INTEGRATING PRIOR KNOWLEDGE    The Benefits of Integrating Prior Knowledge    Getting Ready to Integrate Prior Knowledge    A Process for Integrating Prior Knowledge    Bonus Material: Annotated Reading    Checks for Understanding CHAPTER 15. LEARNING STRATEGY 3: SUMMARIZING    Essential Characteristics of Summarizing    Getting Ready to Summarize    A Process for the Explicit Instruction of Summarizing    Checks for Understanding CHAPTER 16. LEARNING STRATEGY 4: MAPPING    Three Different Ways to Map    Getting Ready for Mapping    A Process for the Explicit Instruction of Summarizing    Checks for Understanding CHAPTER 17. LEARNING STRATEGY 5: SELF-TESTING    Benefits of Self-Testing    What if Learners Make Mistakes?    Getting Ready to Implement Self-Testing    A Process for Implementing Self-Testing    Bonus Material: Cooperative Learning    Checks for Understanding CHAPTER 18. LEARNING STRATEGY 6: ELABORATIVE INTERROGATION    Benefits of Elaborative Interrogation    Getting Ready to Implement Elaborative Interrogation    Bonus Material: Jigsaw    A Process for Implementing Elaborative Interrogation    Checks for Understanding PART IV CHAPTER 19. GENERATING AND GATHERING EVIDENCE    Planning for Evaluation    Success Criteria and Evaluation    Planning to Gather Evidence    Planning to Collect and Organize Evidence    Making Sense of the Evidence    Conclusion References Index About the Authors","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738214183255,"sku":"9781071856635","price":30.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071856635.jpg?v=1723811826"},{"product_id":"the-drivers-9781071855010","title":"The Drivers","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eBe bold. Think big. Change Schools.\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eEveryday we're problem solvingbut deep down we know the system is no longer working. Do we just keep trying harder, or do we dare to transform how we do school?\u003c\/p\u003e\u003cp\u003eIn \u003cem\u003eThe Drivers: Transforming Learning for Students, Schools, and Systems\u003c\/em\u003e, renowned authors Michael Fullan and Joanne Quinn build on their previous books and lay out a complete model for transforming teaching and learning. The goal: making sure students are actually prepared to live and thrive in the complex world around them. Learn to:\u003c\/p\u003e\u003cul\u003e    \u003cli\u003eOrient students, staff, and community around the four drivers: wellbeing and learning, social intelligence, equality investments, systemness\u003c\/li\u003e    \u003cli\u003eBelieve that young people can generate more l magic in the world if we enable them\u003c\/li\u003e    \u003cli\u003eTake cues from five school communities who have successfully embarked on system change\u003c\/li\u003e    \u003cli\u003eLead, develop, and connect with others at different s\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eFullan and Quinn make the case for an educational paradigm that places humanity and its needs at the center. In clear and compelling language, they explain how we can move quickly from the schools we have to the ones our society needs. For those who recognize that education is critical\u003cbr\u003e to creating a more just and equitable future, this book will serve as a guide and source of inspiration. -- Pedro Noguera * Los Angeles, California *\u003cbr\u003e\u003cem\u003eThe Drivers\u003c\/em\u003e is truly a book for the moment. Fullan and Quinn offer a set of interlocking design principles, brought to life by cases of school- and district-level transformation, which light a way toward a future where all can thrive. The book manages to be both clear-eyed and aspirational—a\u003cbr\u003e combination that will resonate with stakeholders at all levels of the system. -- Sarah Fine * San Diego, California *\u003cbr\u003eThis book is an engaging must-read for all educators involved in systems change because it offers strategies centered on\u003cbr\u003e the humanity and well-being of stakeholders. It will help you rebuild a framework around systems change with meaningful insights from successful school communities around the world. -- Michele Broadnax * Los Angeles, California *\u003cbr\u003eFullan and Quinn have braided together some of the most important, current, and cutting-edge research with a clear understanding of the challenges of moving theory to practice. This book offers powerful advice on shifts that must happen in our school system and society if we are ever\u003cbr\u003e to achieve the pluralistic, multiracial democracy we have promised to our children. -- Jeff Duncan-Andrade * San Francisco, California *\u003cbr\u003eA timely book that provides an innovative approach to education. Fullan and Quinn draw on extensive international and practical experience to comprehensively understand the drivers essential for fostering change in education. This is a must-read for educators, policy makers, and anyone interested in positively impacting education and the world. -- Leandro Folgar Ruétalo, * Uruguay *\u003cbr\u003eThis is truly great work—an arresting and compelling guide to transforming our systems of education. It demands the exercise of our crucial role as stewards in service to and in cooperation with others. \u003cem\u003eThe Drivers\u003c\/em\u003e reactivates the lifeblood of a human system of learning. -- Anthony Mackay * Washington, D.C. *\u003cbr\u003eFullan and Quinn’s passionate and easy-to-read book is a call to action that will inspire and inform those seeking to transform our education system so that every learner has the deep learning required to survive and thrive in a complex world. This is what is needed to drive the necessary transformation of our schools. -- Sandra Milligan * Melbourne, Australia *\u003cbr\u003eFullan and Quinn’s four interrelated drivers build an ecosystem that enables learners to live with themselves, live with people who are different from them, and live with the planet. This is the daring and ambitious agenda we need given the challenges humanity faces. -- Andreas Schleicher * France *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgements About the Authors Prefrace Where to From Here? Driver 1: Well-Being and Learning Driver 2: Social and Machine Intelligence Driver 3: Equity-Equity Investments Driver 4: Systtemness: Everyone′s Agenda Deep-Learning: The Future Depends on It Epilogue: The Humanity Paradigm in Action References\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738218279255,"sku":"9781071855010","price":23.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071855010.jpg?v=1723811828"},{"product_id":"disrupting-the-teacher-opportunity-gap-9781071907832","title":"Disrupting the Teacher Opportunity Gap","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eThe teachers aren't the problemit's the system that needs fixing.\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eThe missing element in 70 years of school reform is a surround-sound focus on High-Expertise Teaching. We could have it in any district, regardless of zip code, if we reengineered the twelve processes that impact teachers' knowledge and skill. A handbook for action and a persuasive case for making every school a reliable engine of constant learning, this book outlines the actions necessary to ensure High-Expertise Teaching reaches more children, more of the time.\u003c\/p\u003e\u003cp\u003eInformed by a substantial research base and decades of implementation, scholar-practitioner Jon Saphier presents the foundational elements of High-Expertise Teaching in this capstone work, along with\u003c\/p\u003e\u003cul\u003e    \u003cli\u003eA comprehensive plan for effective implementation to scale\u003c\/li\u003e    \u003cli\u003eAn assets-based approach to high expectations, culturally responsive teaching, and rigor\u003c\/li\u003e    \u003cli\u003eTemplates for re-engineering school- a\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003eStrange as it may seem we have forgotten teachers in the free-fall nature of what education and learning is for. Jon Saphier, in a marvelously comprehensive re-positioning of ‘high expertise teaching,′ has given the ′system’ and all of us as individuals a fundamental and stirring wake-up call for action. Read and consume this new ‘bible;’ it makes expert teaching come alive exactly at the time we need it most.\u003c\/em\u003e -- Michael Fullan, Author and Professor Emeritus\u003cbr\u003e\u003cem\u003eJon Saphier is a national treasure. At the time of our greatest teacher shortage in a century, Saphier provides a guide for developing and maintaining a commitment to a culture of excellence in every school. This book sums up not only the latest and best evidence, but also a lifetime dedicated to the teaching profession and the development of high-expertise teaching. He calls leaders, policymakers, and parents to account for the fact that we routinely tolerate mediocrity from the classroom to the board room. The good news is that it doesn’t have to be that way. This is a book to be read, studied, and re-read by people joining our profession and to experienced teachers who, like Saphier, are committed to making every day that they serve our children better than the previous year.\u003c\/em\u003e -- Douglas Reeves, Author\u003cbr\u003e\u003cem\u003e\"Jon Saphier’s starting point is recognizing the complexity of teaching. Then he explains clearly and powerfully what and how we can put practices in place so teachers can develop the expertise they need to address that complexity. Coaches, leaders, and teachers who want to understand how to prepare teachers for the art and craft of teaching (and shouldn’t that be everyone) need to read this book and put its ideas into practice.\"\u003c\/em\u003e -- Jim Knight, Senior Partner and Research Associate\u003cbr\u003e\u003cem\u003e\"The greatest crisis in education relates to courage—the courage to call the low and high levels of expertise among educators, the success or otherwise of central offices to support and scale up expertise, and the courage of the profession itself to scream from the rooftops that student success is fundamentally due to their expertise. We have so much expertise, but we lack the courage to call it when it is not present, blaming the structures of schools, the funding, that parents sent the wrong child to the class, the curriculum, the tests, and so on. This is a brave book, as Saphier screams for a focus on expertise.  He knows success, sees expertise, and appreciates the strong evidence base. But he argues that the inattention to teacher capacity is titanic, the pathway to a collapsing profession, and cause of lower student success. Every educator needs Saphier sitting on their shoulder as they make decisions to improve the learning lives of every student.\"\u003c\/em\u003e -- John Hattie, Melbourne Laureate Professor Emeritus\u003cbr\u003e\u003cem\u003eIf you could choose one focus for school reform, what would it be? Jon Saphier, the renowned master of instructional practice, says there can only be one right answer: good teaching. He argues, citing research, experience, and common sense, that Highly Effective Teaching is not only the most vital element, but is also fully understood and achievable. In this important book he gives us a detailed blueprint for how to make it possible. Education would be better everywhere if we followed the advice in these pages.\u003c\/em\u003e -- Ron Berger, Senior Advisor for Teaching and Learning\u003cbr\u003e\u003cem\u003e\"Veteran educator Jon Saphier offers a comprehensive, thoughtful, and timely contribution to the field. Combining the keen observations of a cultural anthropologist and skilled ethnographer with more than 60 years in the profession, Saphier makes the case that High Expertise Teaching (HET) is the primary route to improved student achievement. He shines the light on the ′teacher opportunity gap′ to learn HET and describes what educational leaders can do to fill that gap. If current and aspiring educational leaders could only read a single book this year, they should choose this one.\"\u003c\/em\u003e -- Jay McTighe, Consultant and Co-Author\u003cbr\u003e\u003cem\u003e\"If you think we can’t give all kids the education they deserve, think again. In his compelling new book, Jon Saphier not only urges us to rely on the knowledge we have to create the schools we need, but he shows us how to do it. By developing reliable systems to support skillful teaching throughout their school, educators can proceed with confidence and certainty rather than chance or whim.\"\u003c\/em\u003e -- Susan Moore Johnson, Jerome T. Murphy Research Professor\u003cbr\u003e\u003cem\u003e\"Drawing on a lifetime of scholar-activism in combating inequity in the nation’s schools, Jon Saphier’s new book focuses on something that school districts can actually control:  the systematic supports for teacher learning that districts are in a position to provide—but in general do not.  The book is a call to practical action that the leadership of any district or state agency can choose to hear or ignore—with the greatest of consequences for students in our schools.\"\u003c\/em\u003e -- Steve Tozer, Founding Director\u003cbr\u003e\u003cem\u003e\"Jon Saphier is the country′s leading authority in explicating the skills and knowledge needed for skillful teaching. In this volume, he takes it up a level, offering a similarly comprehensive approach to building the systems and culture needed to support excellent teaching. Synthesizing more than five decades of research with his extensive practical experience, Saphier offers a one-stop-guide to everything a school or district leader needs to create wall-to-wall high expertise teaching.\"\u003c\/em\u003e -- Jal Mehta, Professor of Education\u003cbr\u003e\u003cem\u003e\"One of Jon Saphier’s gifts to the field has been his highly-detailed guide to effective teaching. Now he’s taken the same practical and comprehensive approach to describing the conditions needed for that quality teaching to take root in schools and districts. It’s a daunting task, but Saphier provides readers with a detailed map, an abundance of tools, and frequent concrete examples to help us envision quality leadership practice. With this wise book as a guide, leaders will know the most important steps to take to ensure every child receives High-Expertise Teaching.\"\u003c\/em\u003e -- Sarah Fiarman, Leadership Consultant\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eDefining the Problem    The Blind Spot in Policy, Reform, and Long-Term Planning    The Solution --  Elevating High-Expertise Teaching: the Missing Element in School Reform School-based Processes for High Expertise Teaching    The Skillful Culture Builder    How to Make Decisions that Stay Made    To See into the Soul of a School, Visit Common Planning Time Teams (CPTs)    BILTs Building Instructional Leadership Teams – Charter and Operation    Crafting the Role of the Coach District Based Processes for High Expertise Teaching    Where to Show Up and What to Do    Teacher Evaluation for Constant Learning    Supervising and Developing Principals Leadership Skills for High Expertise Teaching    The Nature of Professional Knowledge    Leadership Preparation Programs    The Courage to Lead    Political Savvy and Mobilization System Issues    High Expectations Teaching    Rigor and Curriculum Coherence    Ports of Call on a White Educator’s Journey to Culturally Proficient Instruction The Rest of the Story    The Plan    The Unwritten Chapters – Seven Potent Processes Hiring, Hiring, duction, Access and Academy, Pre-Service Education,  Certification and Recertification\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738220540247,"sku":"9781071907832","price":31.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071907832.jpg?v=1723811832"},{"product_id":"the-socialemotional-learning-playbook-9781071886762","title":"The SocialEmotional Learning Playbook","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eTeach skills and foster the dispositions of social and emotional learning in yourself, your students, and your school.\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003eSocial and emotional learning (SEL) is like any academic subject students learn in schooltheir learning expands and deepens, year after year. As an educator, what can you do to support not only your students' well-being and SEL development, but your own?\u003c\/p\u003e\u003cp\u003e\u003cem\u003e\u003cstrong\u003eThe Social-Emotional Learning Playbook: A Guide to Student and Teacher Well-Being\u003c\/strong\u003e\u003c\/em\u003eprovides the language, moves, and evidence-based advice you need to identify and nurture social and emotional learning in yourself, your students, and your school. Sparking deep reflection and transformative growth, this highly interactive playbook profiles six tenets of social and emotional learningbuilding resilience, belonging and prosocial skills, emotional regulation, relational trust and communication, individual and collective efficacy, and community of care. Each module feat\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eNancy Frey, Douglas Fisher, and Dominique Smith believe that we must nurture ourselves first before we can nurture students and the school: if we do not nurture ourselves, we will have compassion fatigue. Each section of this book supports self-care so that we are prepared to develop a plan for students. This mantra remains true in every chapter. \u003cem\u003eThe Social-Emotional Learning Playbook\u003c\/em\u003e will certainly engage teachers while discussing the challenging and important work of improving social-emotional learning within the classroom and community. -- Crystal Wash * Researcher, CERA, Chicago, IL *\u003cbr\u003eIncluding the social and emotional component in schools is vital, and the relevance of the book is clear: it is designed to be incorporated into a school or district’s SEL initiative. The topic is so very important, especially now, after and continuing the recovery after the pandemic. -- Lydia Bagley * Instructional Support Specialist Cobb County School District, Marietta, GA *\u003cbr\u003eThis book is an excellent professional development resource, filled with examples that are culturally relevant and grounded in real-world contexts to\u003cbr\u003e help readers understand how SEL can be applied or practiced. I work closely with faculty and students in teacher education and early childhood education programs, and I would recommend this book to them. -- Jeffrey Liew * Professor, Texas A\u0026amp;M University, Bryan, TX *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Module 1: Building on Strengths for Resilience Module 2: Identities, Belonging, and Prosocial Skills Module 3: Emotional Regulation Module 4: Relational Trust and Communication Module 5: Individual and Collective Efficacy Module 6: Community of Care References\u003c\/p\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738222899543,"sku":"9781071886762","price":30.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071886762.jpg?v=1723811833"},{"product_id":"the-science-of-learning-and-development-in-education-9781108999786","title":"The Science of Learning and Development in","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAll teachers need to know how children and adolescents learn and develop. Traditionally, this knowledge had been informed by a mix of speculative and scientific theory. However, in the past three decades there has been substantial growth in new scientific knowledge about how we learn. The Science of Learning and Development in Education provides an exciting and comprehensive introduction to this field. This innovative text introduces readers to brain science and the science of complex systems as it applies to human development. Section 1 examines the science of learning and development in the 21st century; Section 2 explores the emotional, cultural, moral and empathetic brain; and Section 3 focuses on learning, wellbeing and the ecology of learning environments. Written in an engaging style by leading experts and generously illustrated with colour photographs and diagrams, The Science of Learning and Development in Education is an essential resource for pre-service teachers.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePart I. The Science of Learning and Development in the Twenty-First Century: 1. Introducing the science of learning and development in education; 2. Hebb's Postulate and the learning brain; 3. The dynamics of learning and development; 4. The active learner: working memory, metacognition and brain research; 5. The dynamics of literacy and numeracy learning and development; Part II. The Emotional, Cultural, Moral and Empathic Brain: 6. The emotional brain, learning and development; 7. The social and cultural brain, learning and development; 8. The dynamic, moral, empathetic brain; Part III. Learning, Wellbeing and the Ecology of Learning Environments: 9. The learner, embodied cognition and the affordance of learning environments; 10. Science of Learning, assessment and feedback; 11. Student wellbeing and the science of learning and development.","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":48738349711703,"sku":"9781108999786","price":66.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781108999786.jpg?v=1723811959"},{"product_id":"rooted-in-joy-9781119898030","title":"Rooted in Joy","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eHow teachers can unlock the power of inclusivity and joy to transform their classroom and behavior management\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIn \u003ci\u003eRooted in Joy: Creating a Classroom Culture of Equity, Belonging, and Care\u003c\/i\u003e, educational justice advocate and educator Deonna Smith delivers a unique blend of theory, academic frameworks, narrative, and digestible advice on impacting deeply rooted school culture challenges and managing the day-to-day classroom. This research-based book brings a friendly and accessible voice to a complex issue, making the subject matter easy to follow and apply in the real world.\u003c\/p\u003e \u003cp\u003eIn the book, you'll build your toolbox for cultivating a inclusive and joyful classroom culture throughhumanizing your students and acknowledging the role that culture and race play in the educational system.You'll also:\u003c\/p\u003e \u003cul\u003e \u003cli\u003eFind valuable, downloadable resources that complement and highlight the topics discussed in the book\u003c\/li\u003e \u003cli\u003eDiscover resources suited to first-year teache\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eGlossary\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eChapter 1 When We Know Better, We Do Better\u003c\/p\u003e \u003cp\u003eChapter 2 What We Need to Know\u003c\/p\u003e \u003cp\u003eChapter 3 Mindshift Bootcamp\u003c\/p\u003e \u003cp\u003eChapter 4 Building a Healthy Ecosystem\u003c\/p\u003e \u003cp\u003eChapter 5 Maintaining the Ecosystem\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003eEpilogue: Where Are They Now?\u003c\/p\u003e \u003cp\u003eAbout the Author\u003c\/p\u003e \u003cp\u003eReferences\u003c\/p\u003e \u003cp\u003eIndex\u003c\/p\u003e\n\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48738374189399,"sku":"9781119898030","price":17.84,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119898030.jpg?v=1723811991"},{"product_id":"iterate-9781119913504","title":"Iterate","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eInnovate and implement new, effective ways of teaching in your school\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eIn \u003ci\u003eIterate: The Secret to Innovation in Schools\u003c\/i\u003e, veteran educator, MIT professor, and incorrigible innovator Justin Reich delivers an insightful bridge between contemporary educational research and classroom teaching, showing you how to leverage the cycle of experiment and experience to create a compelling and engaging learning environment. In the book, you''ll learn how to employ a process of continuous improvement and tinkering to develop exciting new programs, activities, processes, and designs. \u003c\/p\u003e\u003cp\u003eThe author draws on over two decades of experience with educators, education researchers, and school leaders to explain how to apply the latest advances in the academic literature to your school, classroom, or online\/hybrid course. You''ll also find: \u003c\/p\u003e\u003cul\u003e\u003cli\u003eComplimentary access to two popular courses archived at the MIT Open Learning Library: \u003ci\u003eLaunching Innovation in Schools\u003c\/i\u003e and \u003ci\u003eDesign Thin\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/i\u003e\u003cp\u003eIntroduction: The Secret to School Improvement               7\u003c\/p\u003e \u003cp\u003eMy Best Teaching Ever: Wilderness Medicine      7\u003c\/p\u003e \u003cp\u003eCreating Time and Space for Iteration     9\u003c\/p\u003e \u003cp\u003eIterative Improvement at MIT     10\u003c\/p\u003e \u003cp\u003eThree Cycles for Iterative Improvement 11\u003c\/p\u003e \u003cp\u003eThe Cycle of Experiment and Peer Learning          13\u003c\/p\u003e \u003cp\u003eDesign Thinking for Leading and Learning              15\u003c\/p\u003e \u003cp\u003eCollaborative Innovation Cycle   17\u003c\/p\u003e \u003cp\u003eThree Principles for Iteration      18\u003c\/p\u003e \u003cp\u003eThink In Cycles and Spirals            19\u003c\/p\u003e \u003cp\u003eAct in Short Design Cycles             19\u003c\/p\u003e \u003cp\u003eImprove in Community  19\u003c\/p\u003e \u003cp\u003eChapter 1: What is the Cycle of Experiment and Peer Learning?   21\u003c\/p\u003e \u003cp\u003eChanging the Complex, Fine-Grained Work of Teaching   24\u003c\/p\u003e \u003cp\u003eTeachers Primarily Change Their Pedagogy in Response to Other Teachers             26\u003c\/p\u003e \u003cp\u003eThree Phases to the Cycle of Experiment and Peer Learning          27\u003c\/p\u003e \u003cp\u003eExperiment        28\u003c\/p\u003e \u003cp\u003eExperience         29\u003c\/p\u003e \u003cp\u003ePlan       32\u003c\/p\u003e \u003cp\u003eWhat’s missing from the Cycle of Experiment and Peer Learning 33\u003c\/p\u003e \u003cp\u003eEvaluation and Measurement    34\u003c\/p\u003e \u003cp\u003eLoss       35\u003c\/p\u003e \u003cp\u003ePower, Difference, and Design Justice     37\u003c\/p\u003e \u003cp\u003eLeadership and the Cycle of Experiment and Peer Learning            40\u003c\/p\u003e \u003cp\u003eChapter 2: Spinning the Cycle of Experiment and Peer Learning   44\u003c\/p\u003e \u003cp\u003eCreating More Opportunities for Experimentation            46\u003c\/p\u003e \u003cp\u003ePointing a Light: Targets of Difficulty        47\u003c\/p\u003e \u003cp\u003eMaking Time: Summer Innovation Funding           47\u003c\/p\u003e \u003cp\u003eFinding the Resources All Around You: Students as Designers       49\u003c\/p\u003e \u003cp\u003eInnovation Staffing: Department Heads, Coaches, and Teachers on Special Assignment    50\u003c\/p\u003e \u003cp\u003eUsing the Bully Pulpit      51\u003c\/p\u003e \u003cp\u003eMaking Team Learning Richer: Looking at Student Work and Instructional Rounds              53\u003c\/p\u003e \u003cp\u003eThe Proof of the Pudding: Looking at Student Work          53\u003c\/p\u003e \u003cp\u003eGetting into Classrooms: Instructional Rounds    54\u003c\/p\u003e \u003cp\u003eInstitutional Learning: Ramping up Planning through Peer-to-Peer Learning           56\u003c\/p\u003e \u003cp\u003eMeeting Times are Instructional Sharing Times   58\u003c\/p\u003e \u003cp\u003eTeacher Led Peer-to-Peer Learning          59\u003c\/p\u003e \u003cp\u003eSeeing Outside Expertise as the Catalyst Teacher to Peer-to-Peer Learning             61\u003c\/p\u003e \u003cp\u003eRowing in the Same Direction: Creating Common Instructional Language and a Shared Vision        62\u003c\/p\u003e \u003cp\u003ePreparing to Communicate Together: Creating a Common Instructional Language               62\u003c\/p\u003e \u003cp\u003eDeveloping a Shared Vision: Right-Sized Goals     64\u003c\/p\u003e \u003cp\u003eIterating Forward with The Cycle of Experiment and Peer Learning             66\u003c\/p\u003e \u003cp\u003eChapter 3: What is Design Thinking?        68\u003c\/p\u003e \u003cp\u003eFrom Waterfalls to Sprints: A Brief History of Design         71\u003c\/p\u003e \u003cp\u003eFrom Dewey to Design Thinking 74\u003c\/p\u003e \u003cp\u003eThe Design Justice Critiques of Design Thinking   76\u003c\/p\u003e \u003cp\u003eGetting Started with Design Thinking for Leading and Learning    78\u003c\/p\u003e \u003cp\u003eKey Principles to Design Thinking for Leading and Learning            81\u003c\/p\u003e \u003cp\u003eSix Phases for Design Thinking for Leading and Learning  84\u003c\/p\u003e \u003cp\u003eDiscover               84\u003c\/p\u003e \u003cp\u003eFocus    88\u003c\/p\u003e \u003cp\u003eImagine 91\u003c\/p\u003e \u003cp\u003ePrototype           93\u003c\/p\u003e \u003cp\u003eTry          97\u003c\/p\u003e \u003cp\u003eReflect \u0026amp; Share 99\u003c\/p\u003e \u003cp\u003eReflection and Inclusion 101\u003c\/p\u003e \u003cp\u003eConclusion          102\u003c\/p\u003e \u003cp\u003eChapter 4: Getting Started with Design   104\u003c\/p\u003e \u003cp\u003eDiscover               104\u003c\/p\u003e \u003cp\u003eResearch to Discover: Surveys, Interviews, and Observations       104\u003c\/p\u003e \u003cp\u003eIterating on Discovery    106\u003c\/p\u003e \u003cp\u003eCombining Local Knowledge with Education Research     108\u003c\/p\u003e \u003cp\u003eFocus    109\u003c\/p\u003e \u003cp\u003eGoing from Observable Data to Underlying Challenges    109\u003c\/p\u003e \u003cp\u003eFinalizing a Focus Area   112\u003c\/p\u003e \u003cp\u003eImagine 113\u003c\/p\u003e \u003cp\u003eUser Personas (or Community Personas)               114\u003c\/p\u003e \u003cp\u003eImagine by Analogy         115\u003c\/p\u003e \u003cp\u003eImagining from Flare to Focus     117\u003c\/p\u003e \u003cp\u003ePrototype           118\u003c\/p\u003e \u003cp\u003eSketching and Storyboarding      119\u003c\/p\u003e \u003cp\u003ePaper Prototyping and Wireframing         121\u003c\/p\u003e \u003cp\u003ePhysical Prototyping and Rehearsals        123\u003c\/p\u003e \u003cp\u003eTry          124\u003c\/p\u003e \u003cp\u003eWhen to Try Out Your Prototypes             125\u003c\/p\u003e \u003cp\u003eHow to Try Out Your Prototypes 126\u003c\/p\u003e \u003cp\u003eWho Should Try Out Your Prototypes      130\u003c\/p\u003e \u003cp\u003eReflect \u0026amp; Share 132\u003c\/p\u003e \u003cp\u003eDesign Crits         132\u003c\/p\u003e \u003cp\u003eConclusion          134\u003c\/p\u003e \u003cp\u003eChapter 5: The Collaborative Innovation Cycle     136\u003c\/p\u003e \u003cp\u003eFour Phases of the Collaborative Innovation Cycle             139\u003c\/p\u003e \u003cp\u003eDeveloping the Collaborative Innovation Cycle with Peter Senge 142\u003c\/p\u003e \u003cp\u003eLooking Inwards and Outwards, Setting the Frame for the Collaborative Innovation Cycle 143\u003c\/p\u003e \u003cp\u003eSystems Thinking in Schools        143\u003c\/p\u003e \u003cp\u003eWho Leads? Distributed Leadership in Schools    145\u003c\/p\u003e \u003cp\u003eKey Principles for the Collaborative Innovation Cycle        146\u003c\/p\u003e \u003cp\u003eBringing People Together Around Ideas They Care About               147\u003c\/p\u003e \u003cp\u003eFour Questions for Innovation    150\u003c\/p\u003e \u003cp\u003eRefining a Vision and Getting to Work     154\u003c\/p\u003e \u003cp\u003eBuilding from Personal Visions to Shared Vision  155\u003c\/p\u003e \u003cp\u003eManaging Difference in a Shared Vision  159\u003c\/p\u003e \u003cp\u003eThe Someday-Monday Dilemma 161\u003c\/p\u003e \u003cp\u003eGetting to Work: The Cycle of Experiment and Peer Learning, and Design Thinking for Leading and Learning           164\u003c\/p\u003e \u003cp\u003eWorking Together Through Ups and Downs          165\u003c\/p\u003e \u003cp\u003eFour Fields of Listening  171\u003c\/p\u003e \u003cp\u003eTools for Better Listening: The Ladder of Inference           176\u003c\/p\u003e \u003cp\u003eAddressing Disagreement Through a Bias to Action           180\u003c\/p\u003e \u003cp\u003eMeasuring Progress and Adjusting            183\u003c\/p\u003e \u003cp\u003eKey Principles for Measuring Progress and Adjusting        184\u003c\/p\u003e \u003cp\u003eDistinguishing Assessment from Evaluation          186\u003c\/p\u003e \u003cp\u003eGathering Evidence from Artifacts of Learning     188\u003c\/p\u003e \u003cp\u003eGathering Evidence from People               193\u003c\/p\u003e \u003cp\u003eUsing Assessment to Revitalize Initiatives and to Get Unstuck      198\u003c\/p\u003e \u003cp\u003eConclusion          199\u003c\/p\u003e \u003cp\u003eChapter 6: Tools and Strategies for the Collaborative Innovation Cycle     201\u003c\/p\u003e \u003cp\u003eActivities for Bringing People Together Around Ideas They Care About     201\u003c\/p\u003e \u003cp\u003eVisions for a Powerful Learning Environment       202\u003c\/p\u003e \u003cp\u003eFour Questions for Innovation    204\u003c\/p\u003e \u003cp\u003eAsset Mapping  208\u003c\/p\u003e \u003cp\u003eActivities for Refining a Vision and Getting to Work           211\u003c\/p\u003e \u003cp\u003eExploring Possible Visions: Rightboro Scenarios  211\u003c\/p\u003e \u003cp\u003eRefining a Vision: The Someday\/Monday Starter Kit          218\u003c\/p\u003e \u003cp\u003ePart 1 - Someday: What Does Awesome Look Like?           218\u003c\/p\u003e \u003cp\u003ePart 2 - Monday: Concrete Steps               220\u003c\/p\u003e \u003cp\u003eActivities for Working Together Through Ups and Downs                221\u003c\/p\u003e \u003cp\u003eActivity: Left-Hand Column Case 222\u003c\/p\u003e \u003cp\u003eActivities for Measuring Progress and Adjusting 225\u003c\/p\u003e \u003cp\u003eAssessment Planning Scenarios 225\u003c\/p\u003e \u003cp\u003eAssessment Plan              230\u003c\/p\u003e \u003cp\u003eFrom Launching Innovation in Schools to Sustaining Innovation in Schools              232\u003c\/p\u003e \u003cp\u003eConclusion: Cycles, Endings, and Beginnings         234\u003c\/p\u003e \u003cp\u003eBalancing Coherence and Innovation      234\u003c\/p\u003e \u003cp\u003eWhen Cycles End              235\u003c\/p\u003e \u003cp\u003eFinal Thoughts: Inclusion and Joy              237\u003c\/p\u003e \u003cp\u003eAppendix 1: Design Thinking Starter Project Walkthrough: Helping a Friend with a Routine or Event           239\u003c\/p\u003e \u003cp\u003eStep 1: Discover: Prepare for \u0026amp; Conduct an Initial Interview          239\u003c\/p\u003e \u003cp\u003ePrepare \u0026amp; Conduct Interview Template 241\u003c\/p\u003e \u003cp\u003eExample Interview          243\u003c\/p\u003e \u003cp\u003eStep 2: Focus: Identify a Specific Design Problem               246\u003c\/p\u003e \u003cp\u003eKey Takeaways Template             247\u003c\/p\u003e \u003cp\u003eKey Takeaways Example 248\u003c\/p\u003e \u003cp\u003eStep 3a: Imagine new Solutions 250\u003c\/p\u003e \u003cp\u003eBrainstorm Template     251\u003c\/p\u003e \u003cp\u003eBrainstorm Template     253\u003c\/p\u003e \u003cp\u003eStep 3b: Choosing a Solution for Prototyping       254\u003c\/p\u003e \u003cp\u003eStep 4: Prototype Your Solution 255\u003c\/p\u003e \u003cp\u003eStep 5: Try out your Prototype, Get User Feedback, and Iterate  258\u003c\/p\u003e \u003cp\u003eDesign Hypothesis Tryout Template         259\u003c\/p\u003e \u003cp\u003eFeedback Template        261\u003c\/p\u003e \u003cp\u003eFeedback Example          263\u003c\/p\u003e \u003cp\u003eStep 7: Reflect and Share              266\u003c\/p\u003e \u003cp\u003eAppendix 2:  Design Thinking for Leading and Learning in Practice Walkthrough   268\u003c\/p\u003e \u003cp\u003eDiscover               269\u003c\/p\u003e \u003cp\u003eDiscover 1a: Find Your Team       269\u003c\/p\u003e \u003cp\u003eDiscover 1b: Review The School Change Status Quo          269\u003c\/p\u003e \u003cp\u003eDiscover 1c: Identify a Problem of Practice            270\u003c\/p\u003e \u003cp\u003eDiscover 1d: Identify Stakeholders           272\u003c\/p\u003e \u003cp\u003eDiscover 1e: Gather Stakeholder Perspectives on Your Problem of Practice through Interviews, Observations, Student Work, or Surveys             272\u003c\/p\u003e \u003cp\u003eDiscover 1f: Research and Comparison schools    275\u003c\/p\u003e \u003cp\u003eFocus    276\u003c\/p\u003e \u003cp\u003eFocus 2a: Thinking About Needs (Focus) 276\u003c\/p\u003e \u003cp\u003eStep 3: Brainstorm Solutions (Imagine)   278\u003c\/p\u003e \u003cp\u003eStep 3b: Evaluate Ideas (Imagine)             279\u003c\/p\u003e \u003cp\u003eStep 4: Plan Initial Steps (Prototype)       280\u003c\/p\u003e \u003cp\u003eStep 5: Take a Step and Iterate (Try)        284\u003c\/p\u003e \u003cp\u003eStep 7: Reflect \u0026amp; Share  286\u003c\/p\u003e\n\u003c\/li\u003e\u003c\/ul\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48738375860567,"sku":"9781119913504","price":21.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119913504.jpg?v=1723811993"},{"product_id":"lead-like-the-legends-9781138948655","title":"Lead Like the Legends","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eBased on the popular presentation of the same name, \u003ci\u003eLead Like the Legends \u003c\/i\u003euses the inspiring words of musical legends to help teachers and administrators learn the principles of effective leadership.\u003c\/p\u003e\u003cp\u003eThe book is organized around 14 musical greats, including Ray Charles, Duke Ellington, Marian Anderson, Carlos Santana, The Beatles, Bob Dylan, and Louis Armstrong. As you examine the words of wisdom from these artists, you'll learn the keys to strong leadership, such as\u003c\/p\u003e\u003cul\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003ebeing sincere;\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eaccepting no limits; \u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eleading with imagination;\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eleading by participating;\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003ebeing daring and high energy;\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003eusing teamwork; and\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003cli\u003ebeing yourself.\u003c\/li\u003e\n\u003cp\u003e\u003c\/p\u003e\n\u003c\/ul\u003e\u003cp\u003eEach chapter includes motivational stories and examples from school leaders across the country, as well as reflection activities, self-assessments, and planning tools to help you implement the ideas. Whether you're a\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003e\"David Steinberg has written a unique and imaginative reflection on the concepts of effective leadership. As an experienced educator in the classroom, in the school office, and at the central office level, he connects the realities of our day-to-day work in schools to the extensive research in educational leadership. Using familiar tunes and the life experiences of the composers, David guides us through the important characteristics of truly effective leaders, far beyond the nuts and bolts of good management. This is a refreshing and inspirational book for anyone who hopes to lead others.\" \u003cstrong\u003e--Jerry Perlet, Former Principal and Washington Post Distinguished Leader\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\"Poignant. The way that David Steinberg introduces leadership concepts through the lens of musical greats and elaborates on them with real examples of leadership in action is elucidating. A must read for educators who need inspiration and practical advice on how to unleash their leadership potential.\" \u003cstrong\u003e--Kevin M. Maxwell, Ph.D., Chief Executive Officer, Prince George's County Public Schools, Maryland\u003c\/strong\u003e\u003c\/p\u003e\u003cp\u003e\"In this book, David Steinberg masterfully uses heartfelt, authentic stories and musical analogies, offering lessons to support the growth of teachers and leaders. His inspirational storytelling and reflection tools encourage educators to be bold, supportive, and visionary in their work.\" \u003cstrong\u003e--Kim Oliver Burnim, Teacher Leader and 2006 National Teacher of the Year, Silver Spring, Maryland\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAbout the Author\u003c\/p\u003e\u003cp\u003eAcknowledgments\u003c\/p\u003e\u003cp\u003ePrelude\u003c\/p\u003e\u003cp\u003eHow to Read \u003ci\u003eLead Like the Legends\u003c\/i\u003e\u003c\/p\u003e\u003cp\u003eCh. 1 Judy Garland – Be Sincere\u003c\/p\u003e\u003cp\u003eCh. 2 Rogers and Hammerstein, Joe Raposo – Be Optimistic\u003c\/p\u003e\u003cp\u003eCh. 3 Ray Charles – Accept No Limits\u003c\/p\u003e\u003cp\u003eCh. 4 George Gershwin – Be Eclectic\u003c\/p\u003e\u003cp\u003eCh. 5 Duke Ellington – Lead by Participating \u003c\/p\u003e\u003cp\u003eCh. 6 Leonard Bernstein – Lead with Imagination\u003c\/p\u003e\u003cp\u003eCh. 7 Marian Anderson – Be Strong by Being Principled\u003c\/p\u003e\u003cp\u003eCh. 8 Frank Sinatra – Train to Grow\u003c\/p\u003e\u003cp\u003eCh. 9 Bob Dylan – Put the Message Across\u003c\/p\u003e\u003cp\u003eCh. 10 Elvis Presley – Be Daring and High Energy\u003c\/p\u003e\u003cp\u003eCh. 11 Carlos Santana – Unify\u003c\/p\u003e\u003cp\u003eCh. 12 The Beatles – Use Teamwork \u003c\/p\u003e\u003cp\u003eCh. 13 The Temptations – Move Together\u003c\/p\u003e\u003cp\u003eCh. 14 Louis Armstrong – Be Yourself\u003c\/p\u003e\u003cp\u003eCoda\u003c\/p\u003e\u003cp\u003eShare Your Story\u003c\/p\u003e\u003cp\u003eTestimonials\u003c\/p\u003e","brand":"Taylor \u0026 Francis Ltd","offers":[{"title":"Default Title","offer_id":48738421768535,"sku":"9781138948655","price":24.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781138948655.jpg?v=1723812034"},{"product_id":"rebellious-read-alouds-9781071844144","title":"Rebellious Read Alouds","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003eSpark meaningful conversations about race, identity, and social justice in your classroom using read alouds as an entry point.\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eStudents need to see themselves and their peers in the books they read, and to engage with varying viewpoints. How can educators create a safe and nurturing space that inspires young children to explore diversity and ask curious questions?\u003c\/p\u003e  \u003cp\u003eIn\u003cstrong\u003e\u003cem\u003eRebellious Read Alouds\u003c\/em\u003e\u003c\/strong\u003e,author Vera Ahiyyabeloved by educators worldwide as The Tutu Teacher (@thetututeacher and @diversereads on Instagram)empowers teachers toencourage classroom conversationsaboutimportant and culturally relevant topics using daily read alouds as an entry point. Presenting a broad range of read aloud lessons around current, diverse picture books that can ignite deep conversations and learning about self, others, and the world, this wise and joyful guide prepares educators to tackle hushed topics with young children. It includes:\u003c\/p\u003e  \u003cul\u003e      \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAre you wondering how to have conversations with your youngest learners about essential topics for today’s classrooms? In \u003cem\u003eRebellious Read Alouds, \u003c\/em\u003eVera will support you every step of the way beginning with her accessible three-part framework—start small, be consistent, be constant. In each lesson, she skillfully weaves together literacy and social justice standards, without losing sight of your primary focus—learners. Every rebellious read aloud includes key questions to spark conversation and action. With Vera whispering in your ear, you’ll feel confident in taking steps toward \"activating your young activists.\"\u003c\/p\u003e -- Maria Walther * Author of The Ramped-Up Read Aloud and Shake Up Shared Reading *\u003cbr\u003e\u003cp\u003eI have spent decades promoting the art and function of read aloud experiences and have been a staunch advocate for revisiting books with a different lens to provide students opportunities to unearth nuance, shift perspective, build empathy, and take action. As I was reading Rebellious Read Alouds I found myself nodding and saying, \"amen,\" a lot. If you believe that small children cannot be part of big conversations, this book is for you. If you find \"hushed\" topics uncomfortable, this book is for you. If you are searching for books that can spark interest and action for social justice, this book is for you. If you are searching for a way to bring read aloud, deep conversations, big thinking, and the growth of human potential into your classroom while addressing the \"have tos\" of school, this book is for you. As you read you have Vera there with you, nudging, encouraging, offering scaffolds to help you take the next step. Vera has curated an impressive list of books around 9 themes that are general enough to fit in almost any elementary classroom. She has developed 45 lessons (enough for each week of the school year with a bonus lesson within each theme) that are organized around a simple framework (start small, be consistent, keep constant) that can be generalized to any theme you may choose to pursue. I’ll say it again, this book is for you. \u003c\/p\u003e -- Lester Laminack * Educator, Author, and Consultant *\u003cbr\u003e\u003cp\u003eI will be sharing Vera′s book with all my preservice and early career teachers, who understand the importance of filling their classroom libraries with books that serve as windows, mirrors, and sliding glass doors. Vera empowers us with manageable and engaging ways to use books as the springboard for the essential - though often tricky to start - conversations about race, ability, and so many other areas of identity. She encourages rebellion in the best possible way - to ensure that all children are seen and valued in classrooms.\u003c\/p\u003e -- Molly Ness * Author of Every Minute Matters, and Think Big With Think Alouds, Grades K-5 *\u003cbr\u003e\u003cp\u003eVera Ahiyya has created something amazing for every stage of the rebellious reader′s heart! The power of a great story is that it can be the catalyst to so much change. In Rebellious Read Alouds, Ahiyya beautifully breaks down stories, lessons, and ideas about books that inspire the most important conversations, the conversations about who we are. The framework of Rebellious Read Alouds effortlessly empowers educators and parents to start using literacy to better understand their world and themselves. A must read for all. \u003c\/p\u003e -- Juan E. Gonzalez Jr. * Elementary School Teacher, Speaker, and Social Media Content Creator *\u003cbr\u003e\u003cp\u003eAs I read the manuscript, I kept thinking to myself, this a book teachers need in their hands. So many teachers don’t know how to read and talk about these topics and this is the guide to help them. The breadth of diversity is overflowing, and teachers can follow along with a sample scope and sequence OR pick and choose topics\/books as they see fit. Vera’s passion for the subject rings through and her voice is loud and clear.\u003c\/p\u003e -- Matt Halpern * Education Consultant, Speaker, and Author *\u003cbr\u003e\u003cp\u003eOne of the most important aspects of professional learning is that the experience not only explains \u003cem\u003ewhy\u003c\/em\u003e it’s important to make an instructional shift, but \u003cem\u003ehow\u003c\/em\u003e. \u003cem\u003eRebellious Read Alouds: Lessons to Invite Conversations About Diversity With Children’s Books\u003c\/em\u003e is one of those precious gifts for teachers that is both inspirational and practical in a way that is empathetic and responsive to and supportive of the needs of teachers and students. Vera Ahiyya provides the \u003cem\u003ewhy\u003c\/em\u003e -- rationale for being rebellious as a teacher and interviews with featured educators – as well as the \u003cem\u003ehow\u003c\/em\u003e, with standards-based read-aloud lessons that show teachers how to make necessary shifts to instructional practices that use a framework of \u003cem\u003ethe small, the consistent, and the constant \u003c\/em\u003eas a scaffold. In these pages, we see what it looks like to partner with parents, administrators, and colleagues along the way, and how to make the journey both enjoyable and transformational for teachers and students as a community of learners. \u003c\/p\u003e -- Afrika Afeni Mills * DEI Director, Educational Consultant, and author of Open Windows, Open Minds: Developing Antiracist Students *\u003cbr\u003e\u003cp\u003eReady to break free from the confines of what may sometimes seem like stale literature not representative of the world around us, but more importantly the world of our children?\u003cem\u003e The Rebellious Read Aloud\u003c\/em\u003e is a must-read for anyone and everyone lucky enough to stare into young eyes full of wonderment and a thirst to learn about their peers around them. Ahiyya Vera provides an invitation to venture into what many naively still view as uncharted territory in children’s literature. \u003cem\u003eThe Rebellious Read Aloud\u003c\/em\u003e boldy –and responsibly!- provides title after title of literature that serve as catalysts for dialogue and are rooted in topics that are beautifully a part of our children’s lives: immigration, divorce, religion, LGBTQ+, and others, all while promoting an environment of celebration and appreciation of the beauty of our differences. As global educators, we have the responsibility to interrupt and dispel stereotypes and ignorant ideologies that often run rampant in the world around us, and instead instill awareness, compassion, and acceptance of others so that our children may engage with their community and beyond to make our planet more peaceful, sustainable and equitable.\u003c\/p\u003e -- Hilda E. Martinez * M.A., NBCT, 2020 San Diego County Teacher of the Year, Early Literacy Resource Teacher *\u003cbr\u003e\u003cp\u003e\u003cem\u003eRebellious Read Alouds\u003c\/em\u003e is a book that is needed right now and it’s presented in a way that is simple, easy to use and yet, has a strong call to action for the urgency of this work in our world today.  Children deserve to have teachers who honor the identity of all children in their classrooms and beyond and the author shows us how this is possible with read aloud books and powerful conversations.. This book is an excellent entry point for brave teachers to do the work. \u003c\/p\u003e -- Katie Keier * Kindergarten Teacher and co-Author of Catching Readers Before They Fall *\u003cbr\u003e\u003cp\u003eThis beautiful and impactful guide  will change the pedagogical approach of educators worldwide.Vera′s overall theme is to create a true safe space for students and all involved  to come face to face with their deepest emotions, fears, and ultimately reflections in the mirror via Read Alouds. By doing this educators, parents, and community members will be challenged to do the same as they learn the importance of taking time to connect with your students, embracing diverse perspectives to inspire change beyond the classroom through creative critical reflection, thanks to this text. \u003c\/p\u003e -- Darius Phelps * GAEYC 2016 Childcare Giver of the Year, Educator, Writer, Poet, \u0026amp; Illustrator *\u003cbr\u003e\u003cp\u003eVera is the QUEEN of books for a reason! This book is for any teacher that wants to center inclusiveness and diversity, but isn′t always sure where to start. She has taken the time to carefully cultivate a list of books that you should be reading and walks you through how to tackle the lessons and topics that some might find controversial or intimidating. \u003c\/p\u003e -- Naomi O’Brien * Founder of Read Like a Rock Star, Content Creator, and Author *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePrologue Part 1: What is a Rebellious Read Aloud Part 2: Rebellious Read Aloud Lessons Introduction to Lesson Format Our NAMES Are Important Our FEATURES Are Important Our TRADITIONS Are Important Our ACTIONS Are Important Our FAMILIES Are Important Our IDENTITIES Are Important Our DISABILITIES Are Important Our FOODS Are Important Our HISTORIES Are Important Part 3: Communicating with Parents, Administrators, and Colleagues Epilogue: Wishes Appendix\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738524791127,"sku":"9781071844144","price":26.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071844144.jpg?v=1720049220"},{"product_id":"writing-workouts-grades-612-9781071867044","title":"Writing Workouts Grades 612","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003e\u003cstrong\u003eStudent Writers Go the Distance with a Strength-Training Approach\u003c\/strong\u003e\u003c\/em\u003e\u003c\/p\u003e\u003cp\u003eGood writers don't wing itthey have a plethora of skills. They list, picture, circle, strategize and revise to make language come alive. They know what to use and when. Like ace athletes, they are highly trained, well-versed in the techniques found in this lively book.\u003c\/p\u003e\u003cp\u003e\u003cem\u003e\u003cstrong\u003eWriting Workouts \u003c\/strong\u003e\u003c\/em\u003eprovides a method for instruction that gives students the fun they want and the targeted skill practice they need. Slinky paragraphs, pop-up poems, paint chip plotting, and many other activities get the serious business of teaching critical and creative writing done. Author Rebecca Harper shows you how to go about it systematically, so writing is tied to relevant lessons and writing standards. Help students learn to:\u003c\/p\u003e\u003cul\u003e    \u003cli\u003eHone skills in persuasive writing, argument, fiction, poetry, memoir and more\u003c\/li\u003e    \u003cli\u003eToggle between brief and multi-step writing tasks, to build stamina (and not hyperventilate when faced with complex compositions)\u003c\/li\u003e    \u003cli\u003eTap into auditory, visual, and kinesthetic, and digital components of crafting\u003c\/li\u003e    \u003cli\u003eThink about word, sentence, and paragraph-level techniques\u003c\/li\u003e    \u003cli\u003eJump the high-jumps of research writing by getting good at each smaller leap\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003eStudents in middle school and high school often feel they are forever-sprinting toward a high-stakes writing task. With \u003cem\u003eWriting Workouts\u003c\/em\u003e, you help students crowd out stress with a strength-training approach to success.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eRebecca G. Harper combines play and purpose throughout \u003cem\u003eWriting Workouts, Grades 6–12: Strategies to Build Students’ Writing Skills, Stamina, and Success\u003c\/em\u003e. Using the analogy of fitness training throughout the book, she brilliantly explains the importance of each component. The accompanying lessons and ideas follow a format that is not only easy to follow but also relevant and meaningful. Full of current and relatable resources, teachers will find inspirational and turnkey ideas in Harper’s latest book—ideas that will bring laughter, engagement, joy, and learning to the students in their classrooms.  -- Melanie Meehan\u003cbr\u003eRebecca G. Harper has created the hyper-practical guide I wish I had had as an early-career writer’s coach. I love the emphasis on writing as a discipline and growth as the fruit of practice. There is a lot to play with and try in this volume. -- Dave Stuart Jr.\u003cbr\u003eRebecca G. Harper cleverly leads us to rethink how we teach writing. She reminds us of the recursive nature of writing and demonstrates how writers move through their process not in a regimented lockstep but in a focused and deliberate manner with attention to various aspects at different times. Harper has created an impressive collection of strategies that students can use to build their writing muscles wherever they are in their process. \u003cem\u003eWriting Workouts, Grades 6–12\u003c\/em\u003e is a book you’ll return to over and over as you plan instruction and confer with individual writers. -- Lester Laminack,\u003cbr\u003eDeveloping as a writer is a hard lift for many students. Luckily, we now have Rebecca G. Harper’s Writing Workouts, Grades 6–12—an all-in-one guide for helping students develop the writing fitness needed to engage in such a difficult journey. Offering both an innovative framework and hundreds of practical resources and writing lessons, this is that rare writing-instruction book that offers clever and effective lessons and tips that will improve one’s lessons today and thought-provoking larger suggestions to improve one’s overall approach to writing instruction. -- Matthew Johnson\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1 – Writing Fitness Chapter 2 – Writing Warmups Chapter 3 – Targeted Training Chapter 4 – High Intensity Training Chapter 5 – Cold Starts and Cool Down Chapter 6 – Rest, Recover, Revise Chapter 7 – Stretch Day Chapter 8 - Balanced Literacy Diet References","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48738525380951,"sku":"9781071867044","price":26.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781071867044.jpg?v=1720049224"},{"product_id":"independent-study-that-works-9781324019664","title":"Independent Study That Works","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIndependent study programmes aren't for the best students; they are populated by students at their best.","brand":"WW Norton \u0026 Co","offers":[{"title":"Default Title","offer_id":48738571485527,"sku":"9781324019664","price":14.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781324019664.jpg?v=1720049509"},{"product_id":"reinventing-pedagogy-of-the-oppressed-9781350117174","title":"Reinventing Pedagogy of the Oppressed","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eSince its publication in 1968 Paulo Freire's \u003ci\u003ePedagogy of the Oppressed\u003c\/i\u003e has maintained its relevance well into the 21st century. This book showcases the multitude of ways in which Freire's most celebrated work is being reinvented by contemporary, educators, activists, teachers, and researchers. The chapters cover topics such as: spirituality, teacher identity and education, critical race theory, post-truth, academic tenure, prison education, LGBTQ educators, critical pedagogy, posthumanism and indigenous education. There are also chapters which explore Freire''s work in relation to W.E.B Du Bois, Myles Horton, Martin Luther King, Jr., and Simone de Beauvoir. Written by leading first and second-generation Freirean scholars, the book includes a foreword by Ira Shor and an afterword by Antonia Darder.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eI would recommend this book as a must-have for teacher educators to reflect and explore alternative models of teacher education as well as teachers and educational researchers committed to critical theory and literacies as it provides an excellent overview of the world through a Freirean lens and within different settings. * Educational Review *\u003cbr\u003eAt a time of growing authoritarian movements across the globe, the work of Paulo Freire stands out as a prescient beacon of struggle and hope. \u003ci\u003eReinventing Pedagogy of the Oppressed: Contemporary Critical Perspectives \u003c\/i\u003ebuilds on that political ideal and memory of resistance and in doing so brilliantly reinvents and extends Freire work by engaging it from a variety of disciplines, studies, and emancipatory concerns. In this book, theory and practice emerge in a fresh and original appropriation of Paulo’s work at a time when education as the foundation for critical thought and practice is in crisis.  This is a brilliant and important addition to a Freire’s work that should be read by everyone who believes that education is central to politics and those modes of resistance that make a radical democracy possible. * Henry Giroux, Professor for Scholarship in the Public Interest and Paulo Freire Distinguished Scholar in Critical Pedagogy, McMaster University, Canada *\u003cbr\u003e\u003ci\u003eReinventing Pedagogy of the Oppressed: Contemporary Critical Perspectives \u003c\/i\u003eis written in an accessible manner and is empirically rich. * International Review of Education *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword: On the Road to Social Justice: Reinventing Paulo Freire Ira Shor \u003ci\u003e(City University of New York, USA)\u003c\/i\u003e Introduction: James D. Kirylo \u003ci\u003e(University of South Carolina, USA)\u003c\/i\u003e \u003cb\u003ePart I: The Criticality of Teacher Preparation\u003c\/b\u003e 1. Preparing Foundational Phase Educators: Reading the Word and World through Transect Walks   Deidre Geduld, Ivor Baatjes, and Heloise Sathorar (\u003ci\u003eNelson Mandela University, South Africa)\u003c\/i\u003e 2. W.E.B. DuBois and Paulo Freire: Toward a ‘Pedagogy of the Veil’ to Counter Racism in Early Childhood Education Meir Muller\u003ci\u003e (University of South Carolina, USA) \u003c\/i\u003eand Nathaniel Bryan\u003ci\u003e (Miami University Ohio, USA)\u003c\/i\u003e 3. The Community as a Teacher Educator: Preparing Critically Conscious Teacher Candidates in Detroit Kaitlin Popielarz\u003ci\u003e (Wayne State University, USA)\u003c\/i\u003e \u003cb\u003ePart II: Pedagogy and Practice\u003c\/b\u003e 4. Making Meaning in the Carceral Space: Freirean Dialogue and Existential Becoming in the Jail or Prison Classroom   Gregory Bruno \u003ci\u003e(Kingsborough Community College, City University of New York, USA)\u003c\/i\u003e 5. Critical Race Counterstories and Freire’s Critical Pedagogy: Navigating Race in an Interdisciplinary Literature and Religious Studies Course   Soumitree Gupta\u003ci\u003e (Carroll College, USA) \u003c\/i\u003eand Gerardo Rodríguez-Galarza\u003ci\u003e (St. Norbert College, USA)\u003c\/i\u003e 6. Toward a Software of the Oppressed: A Freirean Approach to Surveillance Capitalism  Erin Rose Glass\u003ci\u003e (UC San Diego, USA)\u003c\/i\u003e 7. Freirean Cultural Circles in a Contemporary Social Studies Class Shelley Martin-Young\u003ci\u003e (Oklahoma State University, USA)\u003c\/i\u003e 8.The Liberatory Potential for Teacher Mindfulness  Amy E. Laboe \u003ci\u003e(University of Virginia, USA)\u003c\/i\u003e 9. Who’s in Charge?: Teacher Authority and Navigating the  Dialogical-Based Classroom  A.J. Tierney\u003ci\u003e (Oklahoma State University, USA)\u003c\/i\u003e \u003cb\u003ePart III: The Intersection of Paulo Freire and Myles Horton, Martin Luther King, jr., and Simone De Beauvoir\u003c\/b\u003e 10. “To Speak a Book”: Lessons from Myles Horton and  Paulo Freire’s We Make the Road Walking Jon Hale and Alexandra Bethlenfalvy\u003ci\u003e (University of South Carolina, USA)\u003c\/i\u003e 11. The Beloved Community and Utopia: Hope in the Face of Struggle as Envisioned by Martin Luther King, Jr. and Paulo Freire  Drick Boyd\u003ci\u003e (Eastern University, USA)\u003c\/i\u003e 12. Less Certain But No Less Committed: Paulo Freire and Simone  de Beauvoir on Ethics and Education  Peter Roberts\u003ci\u003e (University of Canterbury, New Zealand)\u003c\/i\u003e \u003cb\u003ePart IV: Policy, The Environment, and Liberation Theology\u003c\/b\u003e 13. Ley de Reforma Educativa de Puerto Rico: A Freirean Perspective  Patricia M Virella \u003ci\u003e(Sarah Lawrence College, USA) \u003c\/i\u003eand Jennie Weiner\u003ci\u003e (University of Connecticut, USA)\u003c\/i\u003e 14. Overcoming (In)Difference: Emancipatory Pedagogy and Indigenous Worldviews toward Respectful Relationships with the More-Than-Human World  Jennifer Markides\u003ci\u003e (University of Calgary, Canada)\u003c\/i\u003e 15. We Write on the Earth as the Earth Writes on Us: Paulo Freire the (Post)Humanist  \u003ci\u003eTricia M. Kress (Molloy College, USA) and Robert Lake (Georgia Southern University, USA)\u003c\/i\u003e 16.The Postdigital Challenge of Paulo Freire’s Prophetic Church   Peter McLaren\u003ci\u003e (Chapman University, USA) \u003c\/i\u003eand Petar Jandric\u003ci\u003e (Zagreb University of Applied Sciences, Croatia)\u003c\/i\u003e \u003cb\u003ePart V: Reflections, Experiences, And Considerations\u003c\/b\u003e 17. Pursuing Critical Consciousness on the Tenure Track: Toward  a Humanizing Praxis within the Neoliberal University  Rolf Straubhaar, Sara Torres, Sascha Betts\u003ci\u003e (Texas State University, USA)\u003c\/i\u003e 18. Living in the Contradictions: LGBTQ Educators and Critical Pedagogy  Dena Lagomarsino\u003ci\u003e (Tulane\/New York University, USA)\u003c\/i\u003e 19. An Eye-Witness Account of Freire’s Return Back to Brazil after the Exile: Personal Reflections on Fighting Oppression  Nelio Bizzo\u003ci\u003e (University of São Paulo, Brazil)\u003c\/i\u003e 20. Dare to Hope: The Art of Untying the Tongue and Awakening the Resilient Spirit  Débora B. Agra Junker \u003ci\u003e(Garrett-Evangelical Theological Seminary, USA)\u003c\/i\u003e Afterword: Paulo Freire Fifty Years Later   Antonia Darder\u003ci\u003e (Loyola Marymount University, USA)\u003c\/i\u003e References  Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738590720343,"sku":"9781350117174","price":24.69,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350117174.jpg?v=1720049577"},{"product_id":"education-and-international-development-9781350119055","title":"Education and International Development","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eEducation and International Development\u003c\/i\u003e provides an introduction to the debates on education and international development, giving an overview of the history, influential theories, key concepts, areas of achievement and emerging trends in policy and practice.   Written by leading academics from Canada, India, Netherlands, South Africa, UK, USA, and New Zealand, this second edition has been fully updated in light of recent changes in the field, such as the introduction of the Sustainable Development Goals and the increased focus on environmental sustainability and equality. The book includes three new chapters on private providers, decolonisation and learning outcomes as well as a range of pedagogical features including key concept boxes, biographies of influential thinkers and practitioners, further reading lists, questions for reflection and debate, and case studies from around the developing world.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis is a well-crafted edited volume that provides one of the best introductions to the field of education and international development. The second, fully updated, edition captures the challenges that emerged with Covid-19, Black Lives Matters and ongoing events. Readers will engage with a diversity of literatures while deepening their own knowledge with critical reflexivity. * Michael Crossley, Professor of Comparative and International Education, University of Bristol, UK *\u003cbr\u003eThe study of comparative education, global studies in education and international development are changing and have always represented shifting and fluid paradigms, as well as intersectionality.  Here is a text that is self-consciously engaging with these, sometimes invisible, attributes.  The 2nd edition is a text of deployment, contextualizing complexity and intersectionality in analyses that open the discourse, present platforms from which students and practitioners may find their way forward towards building more relevant, socially just scholarship and policy. * Sonia Mehta, Visiting Assistant Professor of Educational Studies, Macalester College, USA *\u003cbr\u003e[1st Edition] Honourable Mention at the 2016 Prose Awards * Prose Awards *\u003cbr\u003eMcCowan and Unterhalter's compendium on the interplay between education and international development is timely, useful and inherently significant ... A compelling choice for student audiences. * Progress in Development Studies (of the first edition) *\u003cbr\u003eTristan McCowan and Elaine Unterhalter have brought together an outstanding group of scholars to examine the inextricable links between education and development. Aimed at students and practitioners, this volume raises timely questions about knowledge production and its translation in the politically-contentious worlds of education policy and development practice. * Frances Vavrus, Professor and Coordinator of Graduate Programs in Comparative and International Development Education at the University of Minnesota, USA (of the first edition) *\u003cbr\u003eThe book should become a mainstay of courses in comparative and international education, development and globalization studies, social policy, and international organizations. It also represents an informative and accessible text for policy analysts and practitioners in international agencies and NGOs. * Aaron Benavot, Professor of Global Education Policy at the University at Albany SUNY, USA (of the first edition) *\u003cbr\u003eA star-studded multi-disciplinary group of authors... this is a book many of us, including academics, professionals, national and international development agencies and undergraduate and postgraduate students working in the field of education and development have been waiting for. * Relebohile Moletsane, Professor and John Langalibalele Dube in Rural Education, University of KwaZulu-Natal, South Africa (of the first edition) *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eNotes on Contributors  Acknowledgements  Introduction \u003cb\u003ePart I: Histories, Ideas and Actors in International Education\u003c\/b\u003e  1. Histories of the Field of Education and International Development, \u003ci\u003eElaine Unterhalter (University College London, UK) \u003c\/i\u003e  2. Theories of Development,\u003ci\u003e Tristan McCowan (University College London, UK) \u003c\/i\u003e  3. The Education for All Initiative and the Sustainable Development Goals: History and Prospects \u003ci\u003eKaren Mundy and Caroline Manion (University of Toronto, Canada) \u003c\/i\u003e  4. Decolonial Perspectives on Education and International Development, \u003ci\u003eLerato Posholi (University of the Witwatersrand, South Africa) and Pablo Del Monte (University of the Free State, South Africa) \u003c\/i\u003e  5. Power, Participation and Partnerships in Research, \u003ci\u003eIan Warwick,\u003c\/i\u003e \u003ci\u003eElaine Chase and\u003c\/i\u003e \u003ci\u003eRosie Vaughan (University College London, UK) \u003c\/i\u003e \u003cb\u003ePart II: Key Themes\u003c\/b\u003e  6. Schools, Citizens and the Nation-State, \u003ci\u003eSusan Garnett Russell (Teachers College, Columbia University, USA) and Monisha Bajaj (University of San Francisco, USA)\u003c\/i\u003e   7. The Education-Economic Growth Nexus, \u003ci\u003eMonazza Aslam (University of Oxford, UK) and Shenila Rawal (University of Bristol, UK) \u003c\/i\u003e  8. Addressing Intersecting Inequalities in Education, \u003ci\u003eElaine Unterhalter (University College London, UK) \u003c\/i\u003e  9. Teachers and Teacher Education Policies, \u003ci\u003eGita Steiner-Khamsi (Teachers College, Columbia University, USA)\u003c\/i\u003e  10. Quality Education and Global Learning Metrics, \u003ci\u003eWilliam C. Smith \u003c\/i\u003eand \u003ci\u003eAaron Benavot (University at Albany SUNY, USA) \u003c\/i\u003e  11. De Facto and By-design Privatization of Education in Developing Countries,\u003ci\u003e Joanna Härmä (University of Sussex) \u003c\/i\u003e  12. (Re)examining the Politics of Education in Crisis and Conflict-affected Contexts, \u003ci\u003eRitesh Shah (University of Auckland, New Zealand) and Mieke Lopes Cardozo (University of Amsterdam, The Netherlands) \u003c\/i\u003e  13. Education, Religion and Values,\u003ci\u003e Eva Sajoo (University of British Columbia, Canada) \u003c\/i\u003e  14. Languages and Identities,\u003ci\u003e Sheila Aikman (University of East Anglia, UK) \u003c\/i\u003e  15. Livelihoods and Skills, \u003ci\u003eStephanie Matseleng Allais (University of the Witwatersrand, South Africa) \u003c\/i\u003e  16. Adult Education: Movements, Policies and Processes, \u003ci\u003eCharlotte Nussey (University College London, UK)\u003c\/i\u003e  17. Higher Education and Development: Critical Issues and Debates,\u003ci\u003e Rebecca Schendel and Tristan McCowan (University College London, UK) \u003c\/i\u003e  18. Education, Environmental Crises and Sustainability, Meera Tiwari \u003ci\u003e(University of East London, UK) \u003c\/i\u003e Conclusion: An Interview with \u003ci\u003eAnita Rampal\u003c\/i\u003e \u003ci\u003e(University of Delhi, India) \u003c\/i\u003e References   Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738591277399,"sku":"9781350119055","price":27.54,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350119055.jpg?v=1720049579"},{"product_id":"observing-children-from-birth-to-6-9781350135390","title":"Observing Children From Birth to 6","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eObservation is an essential skill for all who work as carers and educators of children. It is the key way to assess a child's stage of development, to asses their progress, alert you to their needs, to plan for their teaching and to enjoy each child's unique qualities. Now thoroughly updated to cover new policies, trends and regulations in line with EYFS Statutory Framework (2021), this book offers a focused guide to observational techniques that will enable you to become a skilled practitioner. This new edition includes main development checkpoints in the first six years of life under the headings of the three prime areas and four Specific areas of the EYFS. The second section of this chapter describes theoretical perspectives of children's development and encourages students to research and analyze theories in order to complete a series of challenging activities. Pedagogical features include chapter objectives, key questions, chapter summaries, case studies and a set of activities to\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e[Of the 4th Edition] This is a book that should be invaluable for students conducting observations... full of practical and sensible ideas gleaned from the authors' combined knowledge and experience. * Journal for Education and Teaching *\u003cbr\u003e[Of the 4th Edition] I would give this book 10 out of 10 for being clearly written, easy to follow and very useful for all working in childcare. * Sarah Palmer, National Childminding Association, UK *\u003cbr\u003eA book destined to encourage even the most experienced within the child care sector to look at their practices, how they document, plan and engage with the children in their care. An easy and very informative read. * Mrs Amy J Ozog, Early Childhood Educator, Amy’s Family Day Care, Australia *\u003cbr\u003eThis new and updated edition provides essential reading to students, trainees and practitioners working with young children. Skilful and effective observation is fundamental to practice and the eminently experienced authors guide readers through the process each step of the way. Use of this book will develop proficiency and deeper understanding. * Sarah Barton, Senior Lecturer and Course Leader EY ITT, University of Portsmouth, United Kingdom *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction 1. Why do Observations?  2. Observational Techniques  3. A Guide to Presenting      and Experimenting with Observational Techniques  4. Extending and Utilizing      Your Observations  5. Providing Activities To      Assist Planning within the Early Years Environment  6. Outline of development      from Birth to 6 Years  Bibliography Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738593079639,"sku":"9781350135390","price":21.84,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350135390.jpg?v=1720049585"},{"product_id":"borderless-higher-education-for-refugees-9781350151239","title":"Borderless Higher Education for Refugees","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eWinner of the 2022 CIES Jackie Kirk Outstanding Book Award\u003c\/b\u003eHigher education is increasingly recognized as crucial for the livelihoods of refugees and displaced populations caught in emergencies and protracted crises, to enable them to engage in contemporary, knowledge-based, global society. This book tells the story of the Borderless Higher Education for Refugees (BHER) project which delivers tuition-free university degree programs into two of the largest protracted refugee camps in the world, Dadaab and Kakuma in Kenya. Combining a human rights approaches, critical humanitarianism and a concern with gender relations and intersecting inequalities, the book proposes that higher education can provide refugees with the possibility of staying put or returning home with dignity. Written by academics based in Canada, Kenya, Somalia and the USA, as well as NGO workers and students from the camps, the book demonstrates how North-South and South-South collaborations are possible and indee\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis book provides an honest and highly reflective account of the design and implementation of a higher education in emergencies project. The BHER story is told with a degree of humbleness and modesty regarding the inherently problematic initiative of a Northern\/Western University to bring together a consortium\/partnership with universities in the South and how it successfully navigated unequal power relations and neo-colonial patterns of thinking and acting. * Barbara Moser-Mercer, Visiting Professor, University of Nairobi, Kenya *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction, \u003ci\u003eWenona Giles, Lorrie Miller, Philemon Misoy, Norah Kariba, Okello Mark Oyat\u003c\/i\u003e \u003cb\u003ePart I: Putting a Project into Action\u003c\/b\u003e 1. Historical and Political Contestations in the Dadaab Refugee Camps and North-Eastern Kenya, \u003ci\u003eMohamed Duale, Esther Munene, and Marangu Njogu\u003c\/i\u003e  2. Gender Disparities in University Access in the Kenyan Kakuma Camps, \u003ci\u003eDanielle Bishop, Hanan Duri, and Grace Nshimiyumukiza\u003c\/i\u003e  3. The Challenges of Reciprocity and Relative Autonomy in North\/South Partnerships, \u003ci\u003eJosephine Gitome and Don Dippo\u003c\/i\u003e  4. Development of a Community Health Education Degree Programme through a North-South Collaboration: Lessons Learned, \u003ci\u003eF. Beryl Pilkington and Isabella I. Mbai\u003c\/i\u003e \u003cb\u003ePart II: Students and Teachers: Inside the BHER Supported Classroom\u003c\/b\u003e  5. Refugees Respond: Using Digital Tools, Networks and ‘Production Pedagogies’ to Envision Possible Futures, \u003ci\u003eAbdikadir Abikar, Abdullahi Aden, Kurt Thumlert, Negin Dahya, Jennifer Jenson\u003c\/i\u003e 6. Technology and Flexibility: The On-line Learning Experience of Teaching Assistants and their Students in the Dadaab Refugee Camps, \u003ci\u003eHawa Sabriye, Dacia Douhaibi, with contributions from Arte Dagane and Ochan Leomoi\u003c\/i\u003e  7. Out of Bounds: The BHER Bones of Teaching Geography Across Borders, \u003ci\u003eMegan Youdelis, Dacia Douhaibi, Devin Holterman, Kamal Paudel, Valerie Preston, Tarmo K. Remmel, Elizabeth Lunstrum, Joseph Mensah\u003c\/i\u003e  8. Academic Philanthropy and Pedagogies of Resilience, \u003ci\u003eLorrie Miller, Graham Lea, Rita Irwin, Samson Nashon, Elizabeth Jordan, Kimberly Baker, Espen Stranger-Johannessen\u003c\/i\u003e  9. Refugee Students’ Experience of Accessing English Language Learning in Dadaab, Kenya, \u003ci\u003eHaEun Kim, Nombuso Dlamini, Dahabo Ibrahim, Seraphin Kimonyo, and Johanna Reynolds\u003c\/i\u003e  10. A Gallery to Rethink and Re-place the Anthropocene: Framing From A Place-based Borderless Higher Education, \u003ci\u003eSteve Alsop and Roxanne Cohen\u003c\/i\u003e Afterword, \u003ci\u003eFouzia Warsame, the Dean of Education, Somali National University, Mogadishu\u003c\/i\u003e References Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738596094295,"sku":"9781350151239","price":25.64,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350151239.jpg?v=1720049597"},{"product_id":"social-leadership-in-early-childhood-education-and-care-9781350212145","title":"Social Leadership in Early Childhood Education","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eBravo! This book brilliantly meets the moment. \u003c\/b\u003e Julie Nicholson, Mills College and Co-Director, Center for Equity in Early Childhood, USA\u003cbr\u003e\u003cbr\u003e\u003cb\u003eA lovely insightful exploration of leadership through a social justice lens.\u003c\/b\u003e  Lord Victor Adebowale, UK\u003cbr\u003e\u003cbr\u003eAcross the world, organisations in early childhood education (ECE) face major organisational challenges, including staff recruitment, retention and wellbeing, in the context of sectoral fragmentation and under-investment. These issues impact negatively on the experience of children, staff, parents and the wider community. Social leadership is a new model of leadership that aims to address these challenges by refocusing leadership through a much stronger social justice lens and a community. It highlights the significance of warm and inclusive modes of leadership as a means of driving positive change.\u003cbr\u003e\u003cbr\u003eBased on in-depth interviews with renowned global leaders in ECE, this book provides an introduction to the six-e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis insightful, well-researched book makes a powerful case for considering early childhood education (ECE) as key to social leadership and the building of a fairer, better society. O’Sullivan and Sakr develop a compelling model of social pedagogy that, as a work in progress, is focused, timely and relevant well beyond ECE. * Dr Anne Douglas, Professor Emeritus, Robert Gordon University, Aberdeen, Scotland *\u003cbr\u003eJune and Mona explain the brilliant basics needed for a social leadership culture in the ECEC sector, and the impact this systems-change approach has on society. It says to people: “you matter, and you can contribute”. Not activating this model would mean digging the grave of our entire social fabric. * Servane Mouazan, Founder Conscious Innovation \u0026amp; Ogunte, UK *\u003cbr\u003eBravo! This book brilliantly meets the moment. June O’Sullivan and Mona Sakr introduce an inspired model of leadership that centers social purpose, employee well-being, collaborative innovation, and social and ecological sustainability. Scholarly, accessible, engaging and filled with concrete suggestions and global case examples, social leadership comes alive on every page. * Julie Nicholson, Ph.D., Professor of Practice, Mills College and Co-Director, Center for Equity in Early Childhood, USA *\u003cbr\u003eInvesting in the people who work in our early years sector will bring benefits to all children and their communities – but particularly the most disadvantaged – for years to come. The best examples show strong social leadership is at the core. * Laura Barbour, Early Years Lead, The Sutton Trust, Leading Social Mobility Charity, UK *\u003cbr\u003eThis provocative model should be used by all leaders to distil social justice and sustainability deep into their organisations - an approach like this, which prioritises long-term thinking, is increasingly vital to ensure humanity's survival. * Lord John Bird, UK *\u003cbr\u003eThis book captures the voice of June as a social entrepreneur, who challenges and provokes other ways of thinking about leadership for the benefit of children and the wider community. It is a lovely insightful exploration of leadership through a social justice lens. * Lord Victor Adebowale, UK *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction 1. Leading with Social Purpose 2. Driving a Social Pedagogy 3. Creating a Culture of Collaborative Innovation 4. Investing in Others’ Leadership 5. Facilitating Powerful Conversations 6. Sowing the Seeds of Sustainability 7. Conclusion References Index\u003c\/p\u003e","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738605695319,"sku":"9781350212145","price":20.89,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350212145.jpg?v=1720049631"},{"product_id":"learning-to-lead-for-transformation-9781350264069","title":"Learning to Lead for Transformation","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eLearning to Lead for Transformation \u003c\/i\u003etakes an international and inclusive approach, exploring learning and educational leadership from different cultural and theoretical perspectives, from Habermas' theory of cognitive interests to Freire's approach to education and Ngara's decolonized epistemology and\u003ci\u003e Ubuntu-\u003c\/i\u003ebased developmental approach. Enriching his presentation with Japanese and Western examples, Ngara uses the African tradition of storytelling as well as engaging exercises to explore:- The developmental approach to teaching and learning- The link between the proposed pedagogy and leadership development- The importance of relevant curriculum content- The importance of approaches based on indigenous knowledge systems or cultural traditions.Each topic is introduced with a tuning in exercise, and the reader is guided to reflect on their own experiences and understanding throughout the book with discussion points and activities.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eA\u003c\/i\u003e seminal, practical contribution to leadership as a discipline. Emmanuel Ngara builds a holistic bridge between state-of-the-art leadership practice, enhanced by the ancient wisdom from the cradle of humankind, Sub-Sahara Africa. His focus on educational leadership is arguably the point of greatest leverage for national development. A must read for aspiring leadership, educators and policy-makers. * Louis van der Merwe PhD (Development and Management), Managing Partner, Centre for Innovative Leadership, South Africa *\u003cbr\u003eNgara’s publication should be required reading on leadership, not just in education, but in every profession. A monumental, mosaic-tapestry of global educational theoretical frameworks, philosophies and paradigms, it makes a compelling case for transformational learning and leadership, highlighting \u003ci\u003eUtu\/Ubuntu\u003c\/i\u003e. Dialogical and illustrative, the book captures the reader’s attention from start to finish. * Micere Githae Mugo, Emerita Meredith Professor for Teaching Excellence, Syracuse University, USA *\u003cbr\u003eIn this highly accessible and scholarly book [Ngara] brings his rich understanding of education and leadership to a wider international readership. He provides the reader with valuable insights into the Ubuntu approach to leadership – an approach which has important implications for all those with leadership roles not only in education but across professions. * Comparative Education *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction \u003cb\u003ePart I: Understanding Education and Leadership\u003c\/b\u003e 1.       Education for Development and Leadership 2.       What is Leadership? 3. Leadership and Educational Leadership Theories \u003cb\u003ePart II: Approaches to Leadership\u003c\/b\u003e 4.       Educating People for Domination 5.       The Ubuntu Approach to Relationships  and Leadership 6.       Educating  People to Serve – Servant Leadership \u003cb\u003ePart III: Education for Personal \u003c\/b\u003e\u003cb\u003eLeadership\u003c\/b\u003e\u003cb\u003e Development\u003c\/b\u003e 7.       Discovering One’s Purpose in Life 8.       Personal Mastery, Self-Awareness and Leadership Qualities and Habits 9.       Developing Leadership Intelligences \u003cb\u003ePart IV: Education for Transformational Organisational Leadership\u003c\/b\u003e 10.   Vision and Organisational  Leadership 11.   Strategy as the Roadmap to the Desired State 12.   Execution as the Key to the Actual Destination \u003cb\u003ePart V: Domain Leadership, Success and Value\u003c\/b\u003e 13.   Educational Leadership, Issues and Principles 14. Leadership Development at Meso Level 15. A New Globalisatoin and a New Epistemology References Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738612052311,"sku":"9781350264069","price":24.69,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350264069.jpg?v=1720049651"},{"product_id":"responsibility-9781350302617","title":"Responsibility","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eStudents, parents, teachers, leaders, and policy-makers generate and take responsibility for their efforts, often without understanding the nature of the responsibility they hold. Barbara S. Stengel argues that every educational interaction is a call to and opportunity for responsibility for all involved.  In short, responsibility represents the goal for students, the guiding vision for educators' practice, and a useful design principal for leaders and policy makers. Using a critical pragmatist framing of the concept of responsibility, Stengel shows how greater attention to responsibility allows for a deeper understanding of diversity and equity as well as individual and common goods. It enables a deeper understanding of the moral dimensions of teaching and learning prospectively in growth rather than retrospectively in blame. The philosophical discussion of responsibility is coupled with discussion of the lived experiences of students, teachers, aides, and administrators and draws evi\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003ci\u003eResponsibility\u003c\/i\u003e offers an accessible entry point for practitioners who are dissatisfied with the factory model of public schooling and want to create schools with heart, but don’t know where to start. Stengel’s philosophical discussion, together with narratives from Bailey Middle School staff, provide a compelling account of how response-ability can positively shape a whole school’s culture. -- Ann Chinnery, Associate Professor in the Faculty of Education, Simon Fraser University, Canada\u003cbr\u003eA leading authority on pragmatism and education, Barbara Stengel expertly theorizes from her real-life experience in a so called failing school to show the difference responsibility (rather than accountability) makes in education. Her account is convincing and illuminating, exemplifying the potential of pragmatic philosophy in reckoning with the educational challenges of our times. -- Liz Jackson, Professor of International Education, Education University of Hong Kong, Hong Kong\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eSeries Editors Preface Introduction 1. Responsibility as Response-ability  2. Recognizing Response-ability 3. “OK, What Do We Have Control Over?” Cultivating the Critical in Response-ability  4. “We Can Make Mistakes and We Can Fix Them”: Interpreting-Responding in Community  5. “Everything was Intentional”: Attending to Relation and Responsiveness  6. “Let’s Remember Who We Are”: Making and Taking Responsibility  7. Embracing Uncertainty and Staying Open: Critical Pragmatist Optimism  Conclusion References  Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738617688407,"sku":"9781350302617","price":14.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350302617.jpg?v=1720049670"},{"product_id":"collaboration-9781350302730","title":"Collaboration","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eCollaboration is widely celebrated as an ability schools should teach children to practice. Yet collaboration has a darker side, as its use to refer to those complicit with Nazi occupiers and with colonial oppressors of many kinds suggests. In effect, collaboration is a contranym, a word that can mean something or its opposite. To collaborate can mean to work with one's friends and colleagues for the common good. It can also mean to sell out one's friends and colleagues for the sake of personal gain. What can schools do to encourage the first and discourage the second? The loyalty and commitment to shared ends that collaboration implies may seem a positive good only insofar as those loyalties and ends are also good  but how to judge?  This book asks: to whom should one be loyal and what are the limits of loyalty? What responsibility do collaborators bear for the outcomes of their joint projects? Should I make those friends and those responsibilities my own? These are questions children\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eThis beautifully written little book reminds us, at a time of threats to publicly funded education and democratic institutions, that schools are spaces where children learn to live and work together in the public sphere. Shuffelton explores the meaning and practice of collaboration, drawing on philosophy, history and literature to both confront collaboration’s dark side and affirm its central value for our social life. -- Judith Suissa, Professor of Philosophy of Education, IOE, UCL’s Faculty of Education and Society, University College London, UK\u003cbr\u003eIn education circles, collaboration tends to be presented as an unassailable good. Yet as Shuffelton shows in this engaging volume, it also has a dark side. Drawing from literary, cinematic, philosophical, and school-based examples, Shuffelton explores the ethical challenges of collaboration while describing key features of collaboration at its best: shared aims, agency, and mutual responsibility. This book is a great resource for educators who want to avoid uninspired group work and instead develop meaningful collaborative projects in schools. -- Kathy Hytten, Professor of Educational Leadership and Cultural Foundations, University of North Carolina Greensboro, USA\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eSeries Editors Preface 1. Introduction 2. Friendship and Loyalty 3. Collaboration and Responsibility 4. Living with Oneself References Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738617819479,"sku":"9781350302730","price":18.58,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350302730.jpg?v=1720049672"},{"product_id":"teaching-is-for-superheroes-9781394153732","title":"Teaching Is for Superheroes","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThis isn''t your average teaching book. With a fun, comic-book-inspired layout, \u003ci\u003eTeaching Is for Superheroes! \u003c\/i\u003eskips the information overload and gives you practical action steps for igniting enthusiasm in your K-12 classroom and achieving your professional goals. Now more than ever, teachers are in high demandyet the threat of burnout still looms large. This book will help you keep the spark alive, engaging you in a deeper examination of education by way of entertaining superhero archetypes and tropes. What's your teaching origin story? Your secret identity? Your powers, weaknesses, nemeses? The teachers-as-superheroes metaphor provides a rich venue through which you can thoughtfully analyze your purpose and pedagogy.\u003c\/p\u003e \u003cp\u003eThis high quality, eye-catching book offers you an inspirational springboard for practical insight and application in the classroom. You'll gain ideas for surviving your first year, navigating social media as a teacher, interacting productively with collea\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eForeword xiii\u003c\/p\u003e \u003cp\u003eAcknowledgments xv\u003c\/p\u003e \u003cp\u003eAbout the Author xvii\u003c\/p\u003e \u003cp\u003eIntroduction 1\u003c\/p\u003e \u003cp\u003eTeachers Are Superheroes 2\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 3\u003c\/p\u003e \u003cp\u003eReferences 4\u003c\/p\u003e \u003cp\u003e\u003cb\u003e01 Origin Stories 5\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTales of Passion! 5\u003c\/p\u003e \u003cp\u003eMy Tragic Backstory 6\u003c\/p\u003e \u003cp\u003eHappier Thoughts 7\u003c\/p\u003e \u003cp\u003eCatchy Catchphrases and Super Slogans 8\u003c\/p\u003e \u003cp\u003eFinding Purpose 11\u003c\/p\u003e \u003cp\u003eBorn or Made? 14\u003c\/p\u003e \u003cp\u003eYear One 15\u003c\/p\u003e \u003cp\u003eTo Be Continued! 17\u003c\/p\u003e \u003cp\u003eFurther Reading 17\u003c\/p\u003e \u003cp\u003eFurther Viewing 17\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 17\u003c\/p\u003e \u003cp\u003eReferences 18\u003c\/p\u003e \u003cp\u003e\u003cb\u003e02 Secret Identities 21\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eQ\u0026amp;A FYI (No TMI) 22\u003c\/p\u003e \u003cp\u003eThe Best at What I Do Forget 23\u003c\/p\u003e \u003cp\u003eWhat’s in a Name? 25\u003c\/p\u003e \u003cp\u003eThat’s Mister Fantastic to You 26\u003c\/p\u003e \u003cp\u003eThey Know Where You Live! 28\u003c\/p\u003e \u003cp\u003eDial H for Hero Help 28\u003c\/p\u003e \u003cp\u003eI Am Teacher Man! 31\u003c\/p\u003e \u003cp\u003eHero vs. Civilian 32\u003c\/p\u003e \u003cp\u003eBuffers for Blurred Boundaries 33\u003c\/p\u003e \u003cp\u003eTo Be Continued! 34\u003c\/p\u003e \u003cp\u003eFurther Reading 34\u003c\/p\u003e \u003cp\u003eFurther Viewing 34\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 35\u003c\/p\u003e \u003cp\u003eReferences 35\u003c\/p\u003e \u003cp\u003e\u003cb\u003e03 Costumes and Colors 39\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFashion Tip #1: Functionality 40\u003c\/p\u003e \u003cp\u003eFashion Tip #2: Simplicity 40\u003c\/p\u003e \u003cp\u003eWardrobe Malfunctions 41\u003c\/p\u003e \u003cp\u003eComplementary Colors— Primary Heroes, Secondary Villains 42\u003c\/p\u003e \u003cp\u003eColors in the Classroom 44\u003c\/p\u003e \u003cp\u003eWhat (Not) to Wear? 46\u003c\/p\u003e \u003cp\u003eQuick Changes or Gradual Transformations 48\u003c\/p\u003e \u003cp\u003eTimeless or Trendy 49\u003c\/p\u003e \u003cp\u003eDress Codes for Students and Teachers 50\u003c\/p\u003e \u003cp\u003eTo Be Continued! 53\u003c\/p\u003e \u003cp\u003eFurther Reading 53\u003c\/p\u003e \u003cp\u003eFurther Viewing 53\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 53\u003c\/p\u003e \u003cp\u003eReferences 54\u003c\/p\u003e \u003cp\u003e\u003cb\u003e04 Living and Learning in Your Universe 59\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eKeeping It Real 60\u003c\/p\u003e \u003cp\u003eClassrooms of SIN! 62\u003c\/p\u003e \u003cp\u003eNatural Light and Life 63\u003c\/p\u003e \u003cp\u003eMusical Chairs (and Desks) 64\u003c\/p\u003e \u003cp\u003eDeclarative Decorations 66\u003c\/p\u003e \u003cp\u003eYou Are the Real Clock King 66\u003c\/p\u003e \u003cp\u003eWhere Is Your Hideout? 67\u003c\/p\u003e \u003cp\u003ePutting a Personal Touch on Personal Space 69\u003c\/p\u003e \u003cp\u003eBe True to Your School(s) 70\u003c\/p\u003e \u003cp\u003eMeanwhile, at the Hall of Justice 71\u003c\/p\u003e \u003cp\u003eA Secret Sanctum Sanctorum 72\u003c\/p\u003e \u003cp\u003eTo Be Continued! 74\u003c\/p\u003e \u003cp\u003eFurther Reading 74\u003c\/p\u003e \u003cp\u003eFurther Viewing 74\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 75\u003c\/p\u003e \u003cp\u003eReferences 76\u003c\/p\u003e \u003cp\u003e\u003cb\u003e05 Strengths and Superpowers 79\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMan Without Fear and With- It Teachers 79\u003c\/p\u003e \u003cp\u003eFantastic Teaching Powers 81\u003c\/p\u003e \u003cp\u003eMr. Fantastic (Reed Richards) 81\u003c\/p\u003e \u003cp\u003eHuman Torch (Johnny Storm) 82\u003c\/p\u003e \u003cp\u003eInvisible Woman (Susan Storm- Richards) 83\u003c\/p\u003e \u003cp\u003eThe Thing (Ben Grimm) 85\u003c\/p\u003e \u003cp\u003eEarthbound (and Effective) Teacher Powers 86\u003c\/p\u003e \u003cp\u003eContent Knowledge (CK) 87\u003c\/p\u003e \u003cp\u003ePedagogical Knowledge (PK) 87\u003c\/p\u003e \u003cp\u003ePedagogical Content Knowledge (PCK) 88\u003c\/p\u003e \u003cp\u003eResearch- Aligned Framework for Teaching (RAFT) 90\u003c\/p\u003e \u003cp\u003eWeird Superpowers 92\u003c\/p\u003e \u003cp\u003eTo Be Continued! 93\u003c\/p\u003e \u003cp\u003eFurther Reading 93\u003c\/p\u003e \u003cp\u003eFurther Viewing 94\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 94\u003c\/p\u003e \u003cp\u003eReferences 95\u003c\/p\u003e \u003cp\u003e\u003cb\u003e06 Gadgets and Gizmos 101\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat’s in Your Utility Belt? 101\u003c\/p\u003e \u003cp\u003eMeaningful Materials 102\u003c\/p\u003e \u003cp\u003eTechnology: Vision or Ultron? 105\u003c\/p\u003e \u003cp\u003eMagic Bullets, Quick Fixes, Power Rings, and Ultimate Nullifiers 106\u003c\/p\u003e \u003cp\u003eThe Ultimate Educational Tool 106\u003c\/p\u003e \u003cp\u003eQuestioning 107\u003c\/p\u003e \u003cp\u003eResponding 108\u003c\/p\u003e \u003cp\u003eConveying Nonverbal Behaviors 109\u003c\/p\u003e \u003cp\u003eListening and Noticing 110\u003c\/p\u003e \u003cp\u003eWaiting and Thinking 110\u003c\/p\u003e \u003cp\u003eUtility and Synergy 111\u003c\/p\u003e \u003cp\u003eSharpen the Saw (and Your Skills) 112\u003c\/p\u003e \u003cp\u003eTo Be Continued! 113\u003c\/p\u003e \u003cp\u003eFurther Reading 113\u003c\/p\u003e \u003cp\u003eFurther Viewing 113\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 114\u003c\/p\u003e \u003cp\u003eReferences 114\u003c\/p\u003e \u003cp\u003e\u003cb\u003e07 Vulnerabilities 119\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Color Is Your Kryptonite? 119\u003c\/p\u003e \u003cp\u003eGreen Kryptonite: Weakness 119\u003c\/p\u003e \u003cp\u003eHow to Answer the Interview Question “What Is Your Greatest Weakness?” 124\u003c\/p\u003e \u003cp\u003eRed Kryptonite: Unpredictability 125\u003c\/p\u003e \u003cp\u003eGold Kryptonite: Permanent Powerlessness 126\u003c\/p\u003e \u003cp\u003eWhite Kryptonite: Kills All Plant Life 127\u003c\/p\u003e \u003cp\u003eFeet of Clay 128\u003c\/p\u003e \u003cp\u003eKindness Is Not a Weakness 129\u003c\/p\u003e \u003cp\u003eTo Be Continued! 130\u003c\/p\u003e \u003cp\u003eFurther Reading 130\u003c\/p\u003e \u003cp\u003eFurther Viewing 130\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 130\u003c\/p\u003e \u003cp\u003eReferences 131\u003c\/p\u003e \u003cp\u003e\u003cb\u003e08 Archenemies 133\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eNot the Enemy #1: Students 134\u003c\/p\u003e \u003cp\u003eNot the Enemy #2: Parents 136\u003c\/p\u003e \u003cp\u003eAbsent Parents 138\u003c\/p\u003e \u003cp\u003eHelicopter Parents 139\u003c\/p\u003e \u003cp\u003eNot the Enemy #3: Other Teachers 140\u003c\/p\u003e \u003cp\u003eNot the Enemy #4: Administration 142\u003c\/p\u003e \u003cp\u003eSo, Who Is the Enemy? 143\u003c\/p\u003e \u003cp\u003eCheck Yourself! 145\u003c\/p\u003e \u003cp\u003eAvoid Villainous Traps (and Labels) 146\u003c\/p\u003e \u003cp\u003eTo Be Continued! 147\u003c\/p\u003e \u003cp\u003eFurther Reading 147\u003c\/p\u003e \u003cp\u003eFurther Viewing 147\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 148\u003c\/p\u003e \u003cp\u003eReferences 149\u003c\/p\u003e \u003cp\u003e\u003cb\u003e09 Teammates 153\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIron Sharpens Iron (Man) 154\u003c\/p\u003e \u003cp\u003eIsolation to Collaboration 155\u003c\/p\u003e \u003cp\u003eGet to Know Your Teammates (and Yourself) 157\u003c\/p\u003e \u003cp\u003eThe Leader 157\u003c\/p\u003e \u003cp\u003eThe Brain 158\u003c\/p\u003e \u003cp\u003eThe Brawn 158\u003c\/p\u003e \u003cp\u003eThe Techie 159\u003c\/p\u003e \u003cp\u003eThe Sneaker 159\u003c\/p\u003e \u003cp\u003eThe Speedster 160\u003c\/p\u003e \u003cp\u003eThe Jokester 161\u003c\/p\u003e \u003cp\u003eThe Rebel 161\u003c\/p\u003e \u003cp\u003eThe Loner 162\u003c\/p\u003e \u003cp\u003eComplex Characters 163\u003c\/p\u003e \u003cp\u003eGet Together (and Get Along) 165\u003c\/p\u003e \u003cp\u003eTeamwork Tactic #1: Lesson Study 166\u003c\/p\u003e \u003cp\u003eTeamwork Tactic #2: Curriculum Integration 167\u003c\/p\u003e \u003cp\u003eEducators Assemble! 168\u003c\/p\u003e \u003cp\u003eTo Be Continued! 170\u003c\/p\u003e \u003cp\u003eFurther Reading 170\u003c\/p\u003e \u003cp\u003eFurther Viewing 170\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 171\u003c\/p\u003e \u003cp\u003eReferences 172\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Sidekicks and Mentors 177\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Dynamic Duo 178\u003c\/p\u003e \u003cp\u003eSidekick Role #1: Point of Identification (and Accountability) 179\u003c\/p\u003e \u003cp\u003eSidekick Role #2: Source of Humor and Emotional Expression 180\u003c\/p\u003e \u003cp\u003eSidekick Role #3: Loyal Partner and Family Member 182\u003c\/p\u003e \u003cp\u003eTeaching (and Learning) with a Sidekick 183\u003c\/p\u003e \u003cp\u003eEarly and Engaged 184\u003c\/p\u003e \u003cp\u003eIntroductions and Orientations 185\u003c\/p\u003e \u003cp\u003eClassroom Cooperation 188\u003c\/p\u003e \u003cp\u003eA Delicate Dynamic 191\u003c\/p\u003e \u003cp\u003eFind Your Batman 193\u003c\/p\u003e \u003cp\u003eSidekick Paragons 195\u003c\/p\u003e \u003cp\u003eTo Be Continued! 196\u003c\/p\u003e \u003cp\u003eFurther Reading 196\u003c\/p\u003e \u003cp\u003eFurther Viewing 196\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 196\u003c\/p\u003e \u003cp\u003eReferences 198\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Legacy Heroes 201\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTouching the Future 202\u003c\/p\u003e \u003cp\u003eHonoring Your Heroes 203\u003c\/p\u003e \u003cp\u003eInfluential Teachers and the “Super Seven” 205\u003c\/p\u003e \u003cp\u003eLeaving a Legacy 206\u003c\/p\u003e \u003cp\u003eTo Be Continued! 207\u003c\/p\u003e \u003cp\u003eFurther Reading 207\u003c\/p\u003e \u003cp\u003eFurther Viewing 207\u003c\/p\u003e \u003cp\u003eQuestions for Reflection and Discussion 208\u003c\/p\u003e \u003cp\u003eReferences 208\u003c\/p\u003e \u003cp\u003eIndex 209\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48738656256343,"sku":"9781394153732","price":15.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781394153732.jpg?v=1720049795"},{"product_id":"reach-the-highest-standard-in-professional-learning-data-9781452291772","title":"Reach the Highest Standard in Professional","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003e\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cem\u003e\u003cstrong\u003eWhen teachers use data effectively, students see results.\u003c\/strong\u003e\u003c\/em\u003e\u003cbr\u003e  \u003cbr\u003e  Learning Forward is a leader in understanding and advancing professional learning that leads to student success. This series explores Learning Forward's seven Standards for Professional Learning, which outline the characteristics of effective professional learning.\u003cbr\u003e  \u003cbr\u003e  In this volume, the authors explore the crucial function of data for designing, implementing, and evaluating professional learning. The book's features include:\u003cbr\u003e  \u003cbr\u003e  \u003cul\u003e      \u003cli\u003eAn original think piece by Thomas Guskey on using data in deliberate and thoughtful ways in the context of professional learning\u003c\/li\u003e      \u003cli\u003eSpecific implementation strategies that focus on analyzing student, educator, and system data and assessing progress\u003c\/li\u003e      \u003cli\u003eA detailed case study of one district's journey to successful use of data and how it led to measurable improvement in student a\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Learning Forward’s Standards for Professional Learning define the essential elements of and conditions for professional learning that leads to changed educator practices and improved student results. They are grounded in the understanding that the ultimate purpose of professional learning is increasing student success. Educator effectiveness – and this includes all educators working in and with school systems, not just teachers – is linked closely to student learning. Therefore increasing the effectiveness of educators is a key lever to school improvement…\u003c\/em\u003eReach the Highest Standard \u003cem\u003eis created to be an essential set of tools to help school and system leaders take those steps toward educator effectiveness.\"\u003c\/em\u003e\u003c\/p\u003e -- Stephanie Hirsh, Executive Director\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction to the Series - Stephanie Hirsh The Learning Forward Standards for Professional Learning The Data Standard About the Authors 1. Using Data in Deliberate and Thoughtful Ways - Thomas R. Guskey 2. Using Data to Make Professional Learning Decisions - Patricia Roy 3. The Case Study - Valerie von Frank Index\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739344580951,"sku":"9781452291772","price":20.89,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781452291772.jpg?v=1720051964"},{"product_id":"generation-alpha-9781472281487","title":"Generation Alpha","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003e\u003cfont size=\"+1\"\u003e \u003c\/font\u003e\u003c\/b\u003e\u003cb\u003eEverything you need to know about how to best raise, educate and guide Generation Alpha (born 2010-24) - the most materially endowed and technologically literate generation ever - to help them live their best life.\u003c\/b\u003e\u003cb\u003e\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eRenowned social demographer Mark McCrindle shares everything we need to know about Generation Alpha in this accessible, fascinating book for parents and educators on how the most globally connected generation ever (born 2010-2024) will grow up, how we should parent them, what we should teach them and what we need to be aware of to ensure that we get the best out of them.\u003cbr\u003e\u003cbr\u003eDiscussing the impacts of the recent Coronavirus pandemic as an educational, world health and economic crisis with a unique set of problems presented to this first-ever remote-learning generation, Mark will help parents understand how complex the life experiences of today''s children truly are. From looking at digital anxieties around social media t\u003c\/p\u003e","brand":"Headline Publishing Group","offers":[{"title":"Default Title","offer_id":48739455369559,"sku":"9781472281487","price":15.29,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781472281487.jpg?v=1723812235"},{"product_id":"education-policy-unravelled-9781474270069","title":"Education Policy Unravelled","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eGillian Forrester\u003c\/b\u003e is Associate Professor of Education at Staffordshire University, UK. \u003cbr\u003e\u003cbr\u003e\u003cb\u003eDean Garratt \u003c\/b\u003eis Professor and Head of School of Education at York St John University, UK.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eEducation policy is an increasingly complex arena and this book – extensive in its historical and geographical perspective, detailed in its examination of policy contexts and enactments, and critical in its insistence on digging beneath the status quo and challenging the platitudes of politicians and policy makers – lives up to its promise to unravel policy. I cannot think of a better guide for students, teachers and researchers. * Matthew Clarke, Chair Professor in Education, York St John University, UK *\u003cbr\u003eThe inclusive education chapter is one of the best I have seen. * Anne Ferguson, University of Glasgow, UK *\u003cbr\u003eThis book has always been well received by a number of academic tutors in teacher education. This book offers interesting analysis of education policy and fits nicely into modules that look at the nature of the curriculum in this country including policy\/statutory review and changes. This book also allows you to see many of the bigger ideas associated with a curriculum and this serves to extend student perspectives on a curriculum, leading them into more political and social justice spheres. * Claire Morse, University of Winchester, UK *\u003cbr\u003eDoes exactly as the title suggests ... This is an excellent book for those attempting to understand education in light of recent policy initiatives with a critical lens. * Kamal Ahmed, University of Cumbria, UK *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgements 1. Introduction: The Development of Education Policy in the Modern Era 2. Education: Improvement or Control? 3. Policy and Social Justice 4. The Evolving Primary Curriculum 5. Developments in Early Childhood Education and Care 6. Post-compulsory Education 7. Economics of Education 8. Inclusive Schools: Special Educational Needs and Disability 9. Globalization and Policy-borrowing 10. Possibilities for Education Policy References Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48739592012119,"sku":"9781474270069","price":29.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781474270069.jpg?v=1720052680"},{"product_id":"a-prison-called-school-9781475815764","title":"A Prison Called School","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWhy are our educational institutions and practices such a poor fit for so many students?A Prison Called Schooladdresses the complex issues that place many students at a disadvantage as they try to survive yet another hurdle in lifeschool. Although some students are able to navigate and succeed in the current system, other students struggle to survive a system that is unable to meet their needs. For those students, school can feel like a twelve-year prison sentence.Students who cannot fit the outdated, one-size-fits-all model, are further penalized by a system that blames the struggling student rather than holding the institution accountable. For students to thrive in school, the system, not the students, must change in deep and substantial ways.A Prison Called Schoolis a powerful catalyst for creating the empowering, engaging, and effective learning environments that all students need to succeed in school and life.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eMetzger builds this study on multiple sources: interviews with high school students (from her doctoral research and earlier); observations of young adults struggling in schools; literature reviews; and personal experiences in education—as a teacher, psychologist, and youth advocate.  Her aim is to raise the visibility of high school students by describing their experiences; pose questions about school effectiveness; suggest changes in schooling; and emphasize the need to value, empower, and engage young adults in educational settings.  The four chapters in part 1 describe the struggles, challenges, and attributes of high school students; the six chapters in part 2 discuss the elements, features, and requirements for transforming (versus reforming) schools.  Metzger chastises schools—specifically, staff and teachers—for creating and maintaining high school environments and curricula that are sterile, disengaging, marginalizing, outdated, oppressive, disconnected, standardized, impersonal, passive, and devaluing.  Metzger suggests that though one can find research and literature that provide the bases to transform schools, the educational system continues to exist for itself and for the adults responsible for educating young adults.  In fact, schools ought to exist for the students—for supporting, empowering, engaging, respecting, and trusting them and for fostering inquiry and partnerships using strategies leading to ‘succeeders,’ i.e., skilled graduates with dispositions to be active, participatory citizens. Summing Up: Highly recommended. All readers. * CHOICE *\u003cbr\u003eMaure Ann Metzger presents a compelling narrative of the many difficulties encountered in schools by disadvantaged students. Especially effective is her analysis of how poverty affects a student’s ability 'to navigate the system' and find success in school. The use of extensive student anecdotal data provides strong support for her characterization of schools as prisons.... [T]he book is a brilliant and valuable presentation of why disadvantaged students feel imprisoned in school. * School Administrator *\u003cbr\u003eDespite 100 plus years of continuous \"reform\",  teenagers still experience high school as something akin to \"reform school\".  Especially the least advantaged.  Metzger puts it all together with both eloquence and force.  She has the anecdotal detail, empathy for all the actors,  and ideas and examples for how it could be different.   We'll repeat the same-old reform cycle again unless we pay attention to what's really happened in the past and happens daily in the schools we have at present.   Thanks Maure Ann Metzger for this sympathetic, hard-hitting and well-documented account. -- Deborah Meier, McArthur Fellowship recipient, Steinhardt School of Education, New York University, author \"In Schools We Trust: Creating Communities of Learning in an Era of Testing and Standardization\"\u003cbr\u003eA Prison Called School provides a comprehensive roadmap for school transformation for all students including the complex and frequently unmet needs of the most disempowered, disadvantaged and at-risk learners. Dr. Metzger identifies a variety of critical and empirically supported components of effective educational reform that are currently missing in many of the current school reform movements. Specifically, A Prison Called Schools expertly and passionately articulates the vitally important but frequently overlooked need for student empowerment and engagement in creating effective schools for all. Dr. Metzger weaves the powerfully true stories of disempowered and underserved students with her extensive experience in schools and comprehensive research-based paradigm for school transformation that will profoundly impact schools, educators and students. -- Doug Anderson, PhD, LP, consultant, keynote speaker, professional coach and founder of Solutions and Strengths, LLC\u003cbr\u003eI am impressed with A Prison Called School as the author identifies the key causes of problems with our schools today. I know of no other book about schooling so readable, grounded in research and practice, and thoroughly documented. It also suggests directions for a better system. An absolute must read for educators and the public. -- Wayne B. Jennings, PhD, director, International Association for Learning Alternatives\u003cbr\u003eA Prison Called School is a must read book for anyone interested in wanting to make school a safe non-corporate inclusive space for all students and end the school to prison pipeline. -- Anthony J. Nocella II, Fort Lewis College\u003cbr\u003eA Prison Called School is a dynamic and vigorous examination of America’s oppressive school system. Dr. Metzger, based on her extensive experience within the educational system in a variety of roles, her research examining student leadership, as well as her comprehensive examination of current research in the field of school reform, exhibits a courageous and comprehensive strategy in challenging the status quo of our country’s educational system.   The strength in the book, however, rests not only with Dr. Metzger’s expertise and writing skill, but with the voices of students; voices that are often either ignored or not solicited in mainstream education. These students’ voices reflect their pain, confusion, and inherent recognition of the need for school change, not the least of which is for their humanity to be respected, and their need for learning, development, and engagement in becoming productive citizens of the world. Dr. Metzger outlines a holistic strategy to ensure that students are the hub and the catalyst to transform schools. -- Susan Strauss, RN, EdD, harassment and bullying consultant, author \"Sexual Harassment and Bullying: A Guide to Keeping Kids Safe and Holding Schools Accountable\"\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgements Introduction  Part One  1                    Life on the Inside  2                    From Idealism to Institutionalism  3                    The Prisoners   4                    Disempowered to Disengaged  Part Two  5                    New Form, Not Reform    6                    Valuing Our Youth, Valuing Our Future    7                    The Power of Empowerment    8                    Real Learning for Real Life   9                    Engaged for Learning   10                  Partnerships that Transform  Conclusion  Notes  Bibliography  Resources","brand":"Rowman \u0026 Littlefield","offers":[{"title":"Default Title","offer_id":48739628253527,"sku":"9781475815764","price":26.25,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781475815764.jpg?v=1720052770"},{"product_id":"talk-about-teaching-9781483373799","title":"Talk About Teaching","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eImprove teaching practice through powerful professional conversations!\u003cbr\u003e  \u003c\/em\u003e\u003c\/strong\u003e\u003cbr\u003e  Move beyond isolated teaching, passive observations, and ineffective workshops to be the leader who engages staff and affirms the value of reflective and informal professional discussions. Launch meaningful conversations and a powerful team of teachers who understand how students learn, what motivates them, and how to implement that research in the classroom.\u003cbr\u003e  \u003cbr\u003e  Good leaders know that sharing, discussing, and examining teaching practices and student work improves student learning through professional examination, inquiry, and growth. Educators who harness the power of informal professional conversation invite teachers to do the intellectual work needed to connect with students and boost achievement. The second edition of this powerful book includes:\u003c\/p\u003e  \u003cul\u003e      \u003cli\u003eA new chapter guiding conversations to align with new state standards\u003c\/li\u003e      \u003cli\u003eOutlines for s\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"The book’s major strength is that it combines a discussion of what constitutes good teaching and how to conduct productive professional conversations. This book would be an excellent resource for supervisors and principals.\"\u003c\/em\u003e\u003c\/p\u003e \u003cp\u003e \u003c\/p\u003e -- M. Susan Bolte, Principal\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"This is a great resource for leaders who regularly facilitate conversations with teachers.  I use it in my graduate class in supervision and strongly recommend that students keep this book as a resource for the future.\"\u003c\/em\u003e\u003c\/p\u003e -- Diane Canino Rispoli, Clinical Professor of Educational Leadership and Former School Leader\u003cbr\u003e\u003cp\u003e\u003cem\u003e\"Talk About Teaching! Leading Professional Conversations provides a fine survey of how to encourage professional conversations and discussions about education, and comes from a team of teachers who discuss the basics of connecting with students on a meaningful level. The second edition of this book offers a new chapter on guiding conversations, sample topics and conversation activities, and discussions of how to engage students through conversational approaches and professional practices. From promoting analytic thinking to taking into account what motivates students and affects their actions, Talk About Teaching is for educators who want to open and foster dialogues that support the learning process.\"\u003c\/em\u003e\u003c\/p\u003e -- The California Bookwatch: January 2016\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgements About the Author Preface 1. Why Professional Conversation?    The Imperative for Improvement in Teaching    The Nature of Teacher Learning    Promoting Professional Learning Through Conversation    Assumptions Underlying Professional Conversations    Summary 2. Power and Leadership in Schools    Overview    The Reality of Power    Reconciling Power and Leadership    Summary 3. The Big Ideas that Shape Professional Conversations    What Constitutes Important Learning?    What Causes Learning?    How Are Students Motivated?    The Merging of All These Ideas    Summary 4. The Topics for Conversations    Power, Leadership, and the “Big Ideas”    Summary 5. Conversation Skills    Setting the tone for conversation    Linguistic Skills    Paraphrasing    Summary 6. Informal Professional Conversations    Purpose    Settings for Professional Conversations    Procedure    Summary 7. Implementation Issues    Finding Time for Conversation    Communicating the Purpose    Establishing Trust    Forging Understanding and Consensus on the “Big Ideas”    Elaborating the “Topics for Conversation”    Summary 8. Conversation Activities for Implementation    Establishing the Foundation    Communicating the Purpose    Establishing Trust    The Big Ideas: Considering High-Level Learning    How do People Learn?    Worthwhile learning experiences    Human Motivation    Topics for Conversation    Summary References Index\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739658334551,"sku":"9781483373799","price":27.89,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781483373799.jpg?v=1720052839"},{"product_id":"solving-disproportionality-and-achieving-equity-a-leader-s-guide-to-using-data-to-change-hearts-and-minds-9781506311258","title":"Solving Disproportionality and Achieving Equity:","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eWhen the numbers don’t lie, this is your guide to doing what’s right\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eAccording to federal data, African American students are more than three times as likely as their white peers to be suspended or expelled. As a school leader, what do you do when your heart is in the right place, but your data show otherwise? \u003cbr\u003e  \u003cbr\u003e  In \u003cem\u003eSolving Disproportionality and Achieving Equity\u003c\/em\u003e, Edward Fergus takes us on a journey into disproportionality by engaging our hearts and minds on the presence of biases that create barriers to the success of students of color. If your school is faced with a disproportionate rate of suspensions, gifted program enrollment, or special education referrals for students of color, this book shows how you can uncover the root causes and rally your staff to face the challenge head on. You will:\u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003eUnderstand through compelling vignettes and case studies how bias affects policies and practices even in good schools\u003c\/li\u003e\n\u003cli\u003eKnow what questions to ask and what data to analyze to get to the root cause\u003c\/li\u003e\n\u003cli\u003eCreate your own road map for becoming an equity-driven school, with staff activities, data collection forms, checklists, and progress monitoring tools\u003c\/li\u003e\n\u003c\/ul\u003e  \u003cp\u003eIf you are interested in developing a deep understanding of the policy, practice, and beliefs necessary for schools to address disproportionality and achieve equity, this book delivers all that and more.\u003cbr\u003e  \u003cbr\u003e  \u003cem\u003e\"Through careful analysis of data obtained from real cases, Edward Fergus shows how disproportionality is manifest and how it can be thoughtfully addressed. For educators and policy makers seeking solutions to these complex issues, this book will be an invaluable resource.\"\u003c\/em\u003e\u003cem\u003e \u003cbr\u003e  \u003c\/em\u003e\u003cstrong\u003e—Pedro Noguera, Distinguished Professor of Education\u003cbr\u003e  \u003c\/strong\u003e\u003cstrong\u003eUCLA, Graduate Schools of Education and Information Studies\u003c\/strong\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"Throughout the country, a growing number of educators have come to the realization that disproportionality in the placement of children of color in special education, and in school discipline practices, is a vital equity issue that must be confronted. In this important new book, Dr. Edward Fergus explains why this issue is so important and he shows what educators can do to solve the problem. Through careful analysis of data obtained from real cases, he shows how the problem is manifest and how it can be thoughtfully addressed. For educators and policy makers seeking solutions to these complex issues, this book will be an invaluable resource.\" \u003c\/em\u003e -- Pedro Noguera, Distinguished Professor of Education\u003cbr\u003e\"Solving Disproportionality and Achieving Equity\u003cem\u003e addresses burning and significant needs and issues in the field, including areas in which districts are facing legal requirements for action. The synthesis of research, theory, application, with an acknowledgment of the interpersonal and emotional dimensions of this work all contribute to its value.\"\u003c\/em\u003e -- Gary Bloom, Senior Program Consultant\u003cbr\u003e\u003cem\u003e\"I believe that this text has the potential to become a bible for every school leader who truly wants to examine the inequities in schools and then move forward with a comprehensive plan applying a sound analysis of the data.\"\u003c\/em\u003e -- William A. Howe, Educator\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgments About the Author Introduction    Changing Landscape of Teaching Force and Its Effect on Disproportionality    The Backdrop of the Integration Project Framework    Organization of the Book Sample Road Map for Creating an Equity-Driven School Chapter 1. Social Integration and Intensified Segregation Leading to Disproportionality    Post–Brown v. Topeka Board of Education Integration Patterns    Integration Project: Patterns of Student Enrollment Demographics    Integration Project: Patterns of Teacher and Principal Demographics Chapter 2. Knowing the Bias-Based Beliefs in Disproportionality    Bias-Based Beliefs in Pedagogy and School Practice: How Does It Show Up in Schools?    Colorblindness Belief    Deficit-Thinking Belief    Poverty-Disciplining Belief Chapter 3. Leadership Inquiry Skills for Building Equity Focus    Section 1: Understanding Your Data and Data System Capacity    Section 2: Practicing Analysis and Interpretation of Data: Case Studies Chapter 4. A Process for Identifying Disproportionality and Building an Equity Plan    Step 1: Identifying Your Starting Place    Step 2: Root Cause Process for Understanding Disproportionality Problems    Step 3: Monitoring Equity Work: 3- to 5-Year Span of Work    Step 4: Progress-Monitoring Tools: Monthly Data Calendar    Additional Equity Examinations Chapter 5. Building an Equity Belief School Climate    Leading Equity Competency 1: Know How to Manage Race Dialogues    Leading Equity Competency 2: Know How to Manage the Comfortable and Uncomfortable Tensions of Learning and Practice    Stage 1 Activities: Building Universal Equity Principles    Stage 2 Activities: Monthly or Quarterly Sessions on Bias-Based Beliefs    Other Ongoing Activities for Replacing Biased Beliefs    Application Activities Appendixes    1. Data Inventory Worksheet    2. Planning Sheet for Addressing Beliefs and Building Equity Principles    3. Exit Ticket    4. Definitions of Educational Equity Worksheet    5. Applying Definitions of Educational Equity    6. Applying Definitions of Educational Equity: Homework Worksheet    7. Building Our Universal Equity Principles Worksheet    8. Shifting Deficit-Thinking Worksheet    9. Shifting Deficit-Thinking Survey Worksheet    10. Definition Flashcards    11. Shifting Poverty-Disciplining Belief Statements Worksheet    12. Shifting Poverty-Disciplining Belief Statements Survey Worksheet    13. Meritocracy Line Exercise    14. Dual-Axis Model of Vulnerability    15. Dual-Axis Model of Vulnerability Application Worksheet    16. Racial Timeline Worksheet    17. Racial and Ethnic Group Worksheet    18. Shifting Common Colorblindness Statements Worksheet    19. Shifting Common Colorblindness Statements Survey Worksheet    20. Cultural Responsibility Beliefs Worksheet    21. Looking at Books Worksheet    22. Observing Classroom Environments Worksheet    23. Equity Resources for Curricular, Culture\/Climate, and Instruction References Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48739813753175,"sku":"9781506311258","price":27.89,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781506311258.jpg?v=1720053206"}],"url":"https:\/\/bookcurl.com\/collections\/educational-strategies-and-policy.oembed?page=10","provider":"Book Curl","version":"1.0","type":"link"}