Educational strategies and policy Books

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Book SynopsisCultural Diversity and Inclusion in Early Years Education reveals how cultural diversity can be celebrated in every early years setting. Acknowledging the impact of culture on a child's development and identity, the book demonstrates the need for practitioners to appreciate cultural difference, value diversity and ensure inclusive practices.Alongside comprehensive discussion of current and historical policy relating to multiculturalism and relevant sociocultural theory, the book provides practical guidance and resources to support practitioners in responding to the challenges of working with families and children from diverse cultural backgrounds. Chapters focus on topics such as: policy and the role of the practitioner sociocultural theories relating to child development building working relationships with families the impact of culture on a child''s identity enabling Trade Review"This is a very important book for practitioners. There are increasing pressures, stirred in part by the national media, straining relationships that have been built between communities... From sociocultural theories to practical applications this is a book that should reach a wiude audience." — Neil Henty, Early Years Educator Table of ContentsAcknowledgements Glossary Introduction PART I Chapter one: What is inclusion? Chapter two: The political context of cultural diversity Chapter three: How does theory relate to cultural diversity? Chapter four: Who are we? The impact of cultural diversity on a child’s identity PART II Chapter five: Working with families Chapter six: Working with young children Conclusion and resources/strategies for cultural diversity

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Book SynopsisLooking at schools and universities, it is difficult to pinpoint when education, teaching and learning started to haemorrhage purpose, aspiration and function. Libraries and librarians have been starved of funding. Teachers cram their curriculum with ''skill development'' and ''generic competencies'' because knowledge, creativity and originality are too expensive to provide to unmotivated students and parents obsessed with league tables, not learning. Meanwhile, the internet offers a glut of information on everything-under-the-sun, a mere mouse-click away. Bored surfers fill their cursors and minds with irrelevancies. We lose the capacity to sift, discard and judge. Information is no longer for social good, but for sale. Tara Brabazon argues that this information fetish has been profoundly damaging to our learning institutions and to the ambitions of our students and educators. In The University of Google she projects a defiant and passionate vision of education as a pathway to reTrade Review'A passionate, scholarly, deeply considered and, at the same time, practical critique of how universities internationally confuse access to digital information with developing educated and critical citizens. The book will be of value in positively shaping both pedagogic practice and institutional policies.' Alan Jenkins, Oxford Brookes University, UK 'The University of Google is my book of the year for 2007. I have nagged colleagues and friends to read ever since I saw a manuscript copy. It will have a huge impact on everyone in higher education, helping those suspicious of new media to formulate their criticisms and those eager to adopt it better placed to introduce it appropriately.' Frank Webster, City University London, UK 'Angry, experiential and humorous, this book connects with the modern teaching experience in so many ways. Any tutor, teacher or administrator who has ever had to upload a series of lecture notes with the knowledge that many students will merely download the notes and not attend the lecture will engage with this book. The pages offer guidance to bridging the gap between principles and practice. It offers practical steps to blocking students from googling their way through their degrees...This is an engaging book that should grace the shelves of any digitally-aspirant teacher.' M/C Reviews, media-culture.org.au 'It is a thoroughly researched and clearly argued work, written with passion and commitment...As the title suggests, The University of Google tackles the problems and possibilities of the online and digital realm. Brabazon is not a Luddite, and understands that such media and spaces have potential for higher education: the fault is not with the media per se, but how or why it might be used...Perhaps it is for those policy makers further up the academic pecking order that The University of Google would make the most interesting reading, as ultimately it is their decisions that affect those of us at the chalk-face.' Art/Design/MedTable of ContentsContents: Introduction; Living (in the) Post. Section 1 Literacy: BA (Google): graduating to information literacy; Digital Eloi and analogue Morlocks. Section 2 Culture: Stretching flexible learning; An i-diot's guide to i-lectures; Popular culture and the sensuality of education. Section 3 Critique: Exploiting knowledge?; Deglobalizing education; Burning towers and smoldering truth: September 11 and the changes to critical literacy. Conclusion: The gift: why education matters; Select bibliography; Index.

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Book SynopsisFinding Our Way Home: Women's Accounts of Being Sent to Boarding School shares the personal stories of sixteen women, all of whom were sent away to board at an early age. Their accounts delve into the depths of long suppressed emotions and feelings, and the lifelong impact that the early separation from their families has had. Much has been written about the impact of boarding school syndrome' on male boarders, but less about their female counterparts. This book is the first to explore the experience from a purely female perspective, and offers an intriguing insight into the world of boarding schools and the upbringing of girls born in the mid-to-late 20th century. Finding Our Way Home is a book for everyone who ever attended boarding school, as well as psychotherapists and counsellors working with boarding school survivors. Trade ReviewThe stories in this volume contribute women’s voices to the more well known ones of men who suffered in boarding schools.A compelling read; each individual history adds to the picture of the trauma inflicted on children by the separation from their families. These tales from different generations build a picture of the ubiquity of the enduring emotional damage of this tradition. Professor Joy Schaverien Author of Boarding School Syndrome: The Psychological Trauma of the ‘Privileged’ Child. ‘Finding Our Way Home’ is a wonderful resource for those wanting to know more about how boarding school affects people when they are in an institution and what happens to them in life beyond. The evidence provided by these stories very much enriches our understanding of females who have boarded in the last 60 years and more recently. I would highly recommend it to anyone researching this field and who seeks authentic voices of those who have lived through this experience.Allison Paech, Educationalist, CambridgeEvery child has the right to be small, dependent and living with their loved ones at home. In this collection of women’s stories each one evokes the voice of her young self as she writes about her boarding school experiences. This can help us gain some insight into the ‘madness’ and at times, unspeakable cruelty that boarding means to many. . . By speaking out, these women will hopefully move and inspire others who seek to understand why their symptoms of being a boarding school survivor will not simply go away. Nicola Miller, Psychotherapist & Boarding School Survivors Facilitation Team Table of ContentsTable of ContentsForeword Joy SchaverienIntroductionNikki SimpsonChapter 1: On Becoming a BoarderLouise SinclairChapter 2: Skinny Dipping in the RhineFrances Den HollanderChapter 3: My StoryNatasha WilsonChapter 4: Being Sent, Then and NowCaroline GiddensChapter 5: Finding My Way HomeNikki SimpsonChapter 6: Memories From My Formative YearsMarianne SimpsonChapter 7: Give and TakeAlison HiggsChapter 8: The Story of a Little Girl LostColette KnightChapter 9: Paradise LostIsobel HendersonChapter 10: SometimesJo TrotterChapter 11: Boarding School MusingsMargot OakenbyChapter 12: Privileged DeprivationMarcia TurnerChapter 13: Coming in From the ColdSusanna HoareChapter 14: Severe HousemistressPatricia MorrisChapter 15: The TrunkMargaret LaughtonChapter 16: Whispering WallsElizabeth RoutledgeAfterwordJane BarclayAfterword: A Psychotherapist’s ReflectionsPippa FosterHelp and Support/More InformationEditor’s Note and AcknowledgementsNikki Simpson

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Book SynopsisThe Rediscovery of Teaching presents the innovative claim that teaching does not necessarily have to be perceived as an act of control but can be understood and configured as a way of activating possibilities for students to exist as subjects. By framing teaching as an act of dissensus, that is, as an interruption of egological ways of being, this book positions teaching at the progressive end of the educational spectrum, where it can be reconnected with the emancipatory ambitions of education. In conversation with the works of Emmanuel Levinas, Paulo Freire, Jacques Rancière, and other theorists, Gert Biesta shows how students' existence as subjects hinges on the creation of existential possibilities, through which students can assert their grown-up place in the world. Written for researchers and students in the areas of philosophy of education, educational theory, curriculum theory, teaching, and teacher education, The Rediscovery of Teaching demonstrates the imporTrade Review"This book is an essential read for anyone interested in the philosophy of education, education theories or the important role of the teacher. As someone new to philosophy I was challenged by the terminology, but recognized and agreed with many of the ideas and arguments presented."— Wendy Coley, inTuition (Society for Education & Training)Table of ContentsCONTENTSAcknowledgementsPrologue The need for a re(dis)covery of teachingChapter 1 What is the educational task?Chapter 2 Freeing teaching from learningChapter 3 The rediscovery of teachingChapter 4 Don’t be fooled by ignorant schoolmastersChapter 5 Asking the impossible: Teaching as dissensusEpilogue Giving teaching back to educationReferencesIndexAbout the author

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Book SynopsisTrauma, Abandonment and Privilege discusses how ex-boarders can be amongst the most challenging clients for therapists; even experienced therapists may unwittingly struggle to skilfully address the needs of this client group. It looks at the effect on adults of being sent away to board in childhood and the problems associated with boarding, which have only recently been acknowledged by mainstream mental health professionals. This practice-based book is illustrated by case studies, diagrams and exercises and is divided into three parts: Recognition; Acceptance; Change'. It aims to help readers understand the emotional processes of boarding and the psychological aspects of survival, outlining the steps toward recovery and the repercussions of survival. The book also explores how ex-boarders frequently struggle with intimate relationships with spouses and partners and offers interventions and strategies for those working with ex-boarder clients. Trade Review"This book alerts psychotherapists to the hidden emotional trauma of boarding school. Case histories show how deceptive appearances can be. Many boarding children grow up with chronic anxiety, despite leading busy, conscientious, adult lives; they struggle with close relationships having learnt to dissociate and to project disowned feelings onto others. A helpful addition to a growing literature on this peculiar aspect of British life." – Sue Gerhardt, author of Why Love Matters and The Selfish Society"British independent boarding schools are frequently seen as the envy of the world. This provocative book – based on twenty-five years of therapeutic practice – suggests that far from being models of excellence, they are the source of psychological distress which mars the lives even of those who appear to be their most successful products. Passionate engagement, exceptional clinical experience and case studies which portray the anguish of the human soul make this an impressive book which should be required reading for therapists, educationists and politicians. It may also prove a life-saver for many boarding school ‘survivors’." - Brian Thorne, Emeritus Professor of Counselling, University of East Anglia, Co-founder, the Norwich Centre for Personal, Professional and Spiritual Development"Informed by a wealth of experience Bassett and Duffell have created a valuable and timely resource for therapists and counsellors.Vivid examples from workshops and testimony from boarding school survivors build a convincing picture of the ‘strategic survival personality’. Informed by theory the book is accessible and practical; it offers suggestions on technique, including exercises and questions for practitioners. It will equip the professional reader to identify and work with this client group and offers significant insights for ex-boarders. This is an excellent and lively contribution to the growing literature in this field." - Professor Joy Schaverien PhD, Jungian Psychoanalyst and author of Boarding School Syndrome: The Psychological Trauma of the Privileged Child’"Basset and Duffell have written a helpful, lucid and controversial book that sets out the fruits of 30 years work with this newly recognised and challenging client group. Using real life case studies they show how a, so-called, ‘privileged' education, based in a style of 'attachment breaking institutionalisation with its roots in Victorian hyper- masculinity', has a cost for individuals and society as a whole. The case studies show how painstaking psychotherapy can offer a route to helping these clients reclaim their humanity. This is a follow up to nick's groundbreaking 'The Making of Them' - which stripped the veil from the culturally acceptable face ofpublic school education." - Adam Jukes"This book alerts psychotherapists to the hidden emotional trauma of boarding school. Case histories show how deceptive appearances can be. Many boarding children grow up with chronic anxiety, despite leading busy, conscientious, adult lives; they struggle with close relationships having learnt to dissociate and to project disowned feelings onto others. A helpful addition to a growing literature on this peculiar aspect of British life." – Sue Gerhardt, author of Why Love Matters and The Selfish Society"British independent boarding schools are frequently seen as the envy of the world. This provocative book – based on twenty-five years of therapeutic practice – suggests that far from being models of excellence, they are the source of psychological distress which mars the lives even of those who appear to be their most successful products. Passionate engagement, exceptional clinical experience and case studies which portray the anguish of the human soul make this an impressive book which should be required reading for therapists, educationists and politicians. It may also prove a life-saver for many boarding school ‘survivors’." - Brian Thorne, Emeritus Professor of Counselling, University of East Anglia, Co-founder, the Norwich Centre for Personal, Professional and Spiritual Development"Informed by a wealth of experience Bassett and Duffell have created a valuable and timely resource for therapists and counsellors.Vivid examples from workshops and testimony from boarding school survivors build a convincing picture of the ‘strategic survival personality’. Informed by theory the book is accessible and practical; it offers suggestions on technique, including exercises and questions for practitioners. It will equip the professional reader to identify and work with this client group and offers significant insights for ex-boarders. This is an excellent and lively contribution to the growing literature in this field." - Professor Joy Schaverien PhD, Jungian Psychoanalyst and author of Boarding School Syndrome: The Psychological Trauma of the Privileged Child"Basset and Duffell have written a helpful, lucid and controversial book that sets out the fruits of 30 years work with this newly recognised and challenging client group. Using real life case studies they show how a, so-called, ‘privileged' education, based in a style of 'attachment breaking institutionalisation with its roots in Victorian hyper- masculinity', has a cost for individuals and society as a whole. The case studies show how painstaking psychotherapy can offer a route to helping these clients reclaim their humanity. This is a follow up to nick's groundbreaking 'The Making of Them' - which stripped the veil from the culturally acceptable face ofpublic school education." - Adam Jukes"Trauma, Abandonment and Privilege is a must-read for any and every therapist who has worked, is working or may work with clients in connection with boarding school, in whatever capacity... Anyone who has any experience of and/or interest in the phenomenon of boarding as a practice dating back over centuries, which remains ‘alive and kicking’ today, will find this a compelling read... A powerful book – much needed and not to be overlooked: by therapists, clients and the wider world." - Jane Barclay, Psychotherapist"While boarding schools are far less harsh environments compared with 50 Uears ago, 'the trauma of separation and loss of familg is still the same. Attachments are still deliberatelg broken'. So, while attending boarding school mag be less of a'Big T'trauma, it still constitutes a'tittle t' trauma.l Consequentlg, the impact of boarding school remains an issue for the boarders of todag and the ex-boarders of tomorrow, (sadlg) confirming this book's importance both now and for gears to come." - Helen Corderg"The book offers case histories, diagrams and exercises and is divided into three parts (recognition, acceptance and change), covering the emotional processes of boarding and the psychological aspects of survival; steps towards recovery and repercussions of survival. It also explores how ex-boarders frequently struggle with intimate relationships and offers interventions and strategies for those working with exboarder clients." - Human Givens Journal"This will prove a valuable resource for therapists working with adults who have experienced the boarding school system and who are seeking therapy to address concerns in later life. It may also be useful for other mental health workers – having been to boarding school may not present as the primary issue but may emerge as a contributing factor during therapeutic work. Recognition work is identified as the first stage in helping adults who have been adversely affected by this type of education and this book helps therapists to identify this. It gives them some tools to work with and some timely warnings of what to expect in terms of transference." - Alison BlankTable of ContentsForeword Part 1 Recognition Chapter 1 Introduction Chapter 2 What Therapists Can Do: an overview Chapter 3 Managing Separation and Loss Chapter 4 Survival Chapter 5 Signs, Symptoms and Relationship Issues Part 2 Acceptance Chapter 6 Remembering Chapter 7 Adapting Chapter 8 Trauma Chapter 9 Sex: Puberty, Gender, and Abuse Part 3 Change Chapter 10 The Healing Process Chapter 11 Unmasking Survival Patterns Chapter 12 Homecoming Postscript Boarding in the 21st Century Appendix Useful Organisations

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Book SynopsisIf young children are to flourish and become happy, confident and motivated learners, they need to develop in an environment that gives them the opportunities and freedom to play and learn, along with the support of parents and practitioners who are flourishing themselves. This invaluable text looks at the conditions that enable all those engaged in the early years sector to flourish, covering themes such as the outdoor environment, the curriculum, parent partnership, equality and ethical practice. Divided into three sections, each part covers: Concepts: A consideration of how flourishing is framed by political, historical and policy frameworks. Practices: Exploring the issues that early years practitioners are faced with when engaging with parents and multi-agent professionals within their setting. Futures: Examining some of the long-term issues that may need to be revisited on a regular basis to enable continual and fTable of ContentsIntroduction Part 1: Concepts 1. The conceptualisation of flourishing 2. Constructs of the Flourishing Child 3. The ecology of flourishing 4. Risk taking, philosophy and ethical practice to facilitate flourishing Part 2: Practices 5. Flourishing through Forest School 6. Parent Partnership for Flourishing in an Age of Austerity 7. Equality for flourishing in the Early Years 8. The Creative Curriculum: Flourishing in the play environment Part 3: Futures 9. Pedagogical documentation to support flourishing 10. Flourishing and Quality Conclusion

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Book SynopsisWinner of the 2022 CIES Jackie Kirk Outstanding Book AwardHigher 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 indeeTrade ReviewThis 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 *Table of ContentsIntroduction, Wenona Giles, Lorrie Miller, Philemon Misoy, Norah Kariba, Okello Mark Oyat Part I: Putting a Project into Action 1. Historical and Political Contestations in the Dadaab Refugee Camps and North-Eastern Kenya, Mohamed Duale, Esther Munene, and Marangu Njogu 2. Gender Disparities in University Access in the Kenyan Kakuma Camps, Danielle Bishop, Hanan Duri, and Grace Nshimiyumukiza 3. The Challenges of Reciprocity and Relative Autonomy in North/South Partnerships, Josephine Gitome and Don Dippo 4. Development of a Community Health Education Degree Programme through a North-South Collaboration: Lessons Learned, F. Beryl Pilkington and Isabella I. Mbai Part II: Students and Teachers: Inside the BHER Supported Classroom 5. Refugees Respond: Using Digital Tools, Networks and ‘Production Pedagogies’ to Envision Possible Futures, Abdikadir Abikar, Abdullahi Aden, Kurt Thumlert, Negin Dahya, Jennifer Jenson 6. Technology and Flexibility: The On-line Learning Experience of Teaching Assistants and their Students in the Dadaab Refugee Camps, Hawa Sabriye, Dacia Douhaibi, with contributions from Arte Dagane and Ochan Leomoi 7. Out of Bounds: The BHER Bones of Teaching Geography Across Borders, Megan Youdelis, Dacia Douhaibi, Devin Holterman, Kamal Paudel, Valerie Preston, Tarmo K. Remmel, Elizabeth Lunstrum, Joseph Mensah 8. Academic Philanthropy and Pedagogies of Resilience, Lorrie Miller, Graham Lea, Rita Irwin, Samson Nashon, Elizabeth Jordan, Kimberly Baker, Espen Stranger-Johannessen 9. Refugee Students’ Experience of Accessing English Language Learning in Dadaab, Kenya, HaEun Kim, Nombuso Dlamini, Dahabo Ibrahim, Seraphin Kimonyo, and Johanna Reynolds 10. A Gallery to Rethink and Re-place the Anthropocene: Framing From A Place-based Borderless Higher Education, Steve Alsop and Roxanne Cohen Afterword, Fouzia Warsame, the Dean of Education, Somali National University, Mogadishu References Index

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Book SynopsisDrawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to knowledge of the powerful' for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers' powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings.Trade Review[T]his is an important and timely book for researchers, teacher educators, policymakers, and practitioners. The book reminds us to share ‘respect for knowledge’ in teacher education. ... The book makes a noteworthy contribution to understanding innovation in teacher education. * European Journal of Teacher Education *This is a powerful book addressing the complexity of powerful teacher knowledge highly relevant to policy makers, researchers/teacher educators, and teachers. * Kari Smith, Professor, Teacher Education Department, Norwegian University of Science and Technology (NTNU), Norway *A book which, with its rich perspectives on a range of subjects and cross-curricular contexts, is sure to be of help to active and future teachers, teachers of teachers and others interested parties. Knowledge and quality of teaching are the key words to meet the challenges of the time. * Pavel Zgaga, Professor of Philosophy of Education, University of Ljubljana, Slovenia *Table of ContentsList of Illustrations List of Contributors Preface Series Editors' Foreword Foreword, Sirpa Tani (University of Helsinki, Finland) Acknowledgements 1. Powerful Professional Knowledge and Innovation in Teacher Education Policy and Practice, Martin Stolare, Brian Hudson, Niklas Gericke and Christina Olin-Scheller (Karlstad University, Sweden) 2. Reinventing Subject Teaching in Integrated Teacher Education Programs in Norway, Lise Iversen Kulbrandstad and Lars Anders Kulbrandstad (Inland Norway University of Applied Sciences, Norway, and Karlstad University, Sweden) 3. Teacher Education and History Teachers’ Powerful Professional Knowledge, Mikko Puustinen (University of Helsinki, Finland) 4. Embedding Epistemic Quality in the Pedagogy of Student Geography Teachers, Alex Standish and David Mitchell (UCL Institute of Education, University College London, UK) 5. Epistemic Literacy as an Aim for Religious Education and Implications for Teacher Education, Alexis Stones and Jo Fraser-Pearce (UCL Institute of Education, University College London, UK) 6. Investigating Literature as Knowledge in School English, Larissa McLean Davies, Lyn Yates (University of Melbourne, Australia) and Wayne Sawyer (Western Sydney University, Australia) 7. Transforming Circular Economy Principles into Teachers’ Powerful Professional Knowledge, Kalle Juuti (University of Helsinki, Finland) and Niklas Gericke (Karlstad University, Sweden) 8. Teachers as Curriculum Makers for School Mathematics of High Epistemic Quality, Brian Hudson (Karlstad University, Sweden, and University of Sussex, UK) 9. Establishing Links to Specialised Knowledge in Social Studies Teaching, Ann-Christin Randahl and Martin Kristiansson (Karlstad University, Sweden) 10. Supporting Teachers’ Professional Development in Social Studies Education, Martin Stolare, Gabriel Bladh and Martin Kristiansson (Karlstad University, Sweden) 11. From a Personal to a Pedagogically Powerful Understanding of School Mathematics, Cosette Crisan, (UCL Institute of Education, University College London, UK) 12. Implications of Powerful Professional Knowledge for Innovation in Teacher Education Policy and Practice, Martin Stolare, Brian Hudson, Niklas Gericke and Christina Olin-Scheller (Karlstad University, Sweden) References Index

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Book SynopsisBravo! This book brilliantly meets the moment. Julie Nicholson, Mills College and Co-Director, Center for Equity in Early Childhood, USAA lovely insightful exploration of leadership through a social justice lens. Lord Victor Adebowale, UKAcross 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.Based on in-depth interviews with renowned global leaders in ECE, this book provides an introduction to the six-eTrade ReviewThis 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 *June 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 & Ogunte, UK *Bravo! 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 *Investing 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 *This 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 *This 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 *Table of ContentsIntroduction 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

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Book SynopsisThis book tells the real story of education in low-income countries and shows why ordinary people are making extreme sacrifices to reject free public schools in favor of low quality private schools, both legal and illegal. Based on the author's experience of working in the UN system, for a child rights NGO in New Delhi; and working on aid projects and with private foundations in Africa and South Asia, Joanna Harma reveals how public education systems got to their current state of dysfunction. She argues that the international aid community and United Nations bodies such as UNESCO and UNICEF have facilitated the decline in public education and argues that young children are being let down by education systems and policy from the local to the international. Harma looks at this issue from the perspectives of various stakeholders including international human rights workers, parents, the companies who set up the schools, policy makers and NGO workers. The book includes a preface fro

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Book SynopsisTake a good look at the reasons why homeschooling can help today''s kids thrive Homeschool Rising is a guide for anyone interested in homeschooling their children, regardless of background. It busts through the myths surrounding homeschooling, reveals the failures of our current school system, and demonstrates how home education and loving, motivated parents can provide a solution for students and families everywhere. There are many assumptions made about homeschoolingthat the child will be socially awkward due to lack of social interaction, that parents are not equipped to educate their children, that homeschooling is only for White, Christian, middle-class parents, and more. In Homeschool Rising, educator Christy-Faith offers insights from more than 20 years in the field and her experience working with thousands of students to debunk these myths and misconceptions. The truth is, homeschooling sets today's students up for success in a way t

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Book SynopsisLovejoy and James McKeen Cattell, in securing a greater role for faculty in the government of colleges and universities.Trade Review... meticulously researched and absorbing history... The Weekly Standard Tiede has done a superb job of illuminating the Association's early years. But his investigation does more: it instigates further thought. His book should be of interest to anyone trying to come to grips with the role of the professoriate today and with the future of the AAUP. -- Matthew Finkin, University of Illinois Academe A volume worth reading as much for its walk-on characters ("distinguished classicist Basil Gildersleeve") as for its discussion of the AAUP's Declaration of Principles. Times Higher Education (UK) Regardless of one's personal perspective on academic freedom and tenure, this book is a must-read for those in higher education programs and administration. It will be enlightening to foes of tenure and refreshing to those who advocate it. Choice Tiede presents a useful history with case studies of the AAUP's early years. Academic Quest Tiede's work will serve as a resource not only for scholars of the history of higher education, but also for researchers and practitioners who seek to gain a long-term historical perspective and context on important topics such as shared governance, academic freedom, tenure, and due process. Journal of College and University Law What we do have now is an excellent story of university reform that includes a thorough exhumation of the compromises and conflicts that were central to the founding and priorities of the AAUP-all of whose principles and liturgy are still invoked a century later -- John Thelin The Journal of the Gilded Age and ProgressiveTable of ContentsForeword by Michael BérubéAcknowledgmentsIntroduction. The University Question1. No Hired Man2. University Reform3. The Carnegie Foundation for the Advancement of Teaching4. The Committee of Nine5. The Founding of the AAUP6. First Investigations and the Committee of Fifteen7. The 1915 Declaration of Principles on Academic Freedom and Academic Tenure8. The Goal of Investigations and the Early Development of Academic Due Process9. Academic Freedom in the Age of Repression10. Academic Unrest11. The Growth and Development of the AssociationConclusion. From University Reform to the 1920sAppendix. Officers of the AAUP, Members of Committee A, and Members of Investigative Committees, 1915–20NotesIndex

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Book SynopsisWeerts, Cynthia A. Wells, Letha ZookTable of ContentsForeward , by Laura W. Perna and Richard EkmanPreface , by Christopher C. MorphewAcknowledgmentsAn Overview of the Independent College Sector, by Harold V. Hartley III1. Public Purposes and Benefits of Independent Higher Education, by Barrett Taylor and David WeertsReaction , by Marc Roy2. Access and Affordability, by Valerie Crespin-Trujillo and Nicholas W. HillmanReaction , by Roger Drake3. Assessment of Student Learning Outcomes, by Jillian Kinzie and Cynthia A. CogswellReaction , by Letha B. Zook4. Leveraging Learning Technologies at Liberal Arts Colleges and Universities, by Christopher C. Morphew and Stephen VassalloReaction , by Kevin M. Ross5. Ensuring Student Success, by Laurie A. SchreinerReaction , by Charlie McCormick6. Student Demographics and Equity, by Julie J. ParkReaction , by Mary B. Marcy7. Meaning Making and the Liberal Arts, by Cynthia A. Wells, David Guthrie, and Daniel CusterReaction , by Linda McMillin8. The Faculty Role in the Smaller Private College, by John M. BraxtonReaction , by Carolyn J. Stefanco9. Institutional Strategy and Adaptation, by James C. Hearn and Erin B. CiarimboliReaction , by Richard H. Dorman10. Trusses and Gaps in the Bridge from Research to Practice, by Christopher C. Morphew and John M. BraxtonContributors Index

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Book SynopsisThe hidden problem of student hunger on college campuses is real. Here's how colleges and universities are addressing it. As the price of college continues to rise and the incomes of most Americans stagnate, too many college students are going hungry. According to researchers, approximately half of all undergraduates are food insecure. Food Insecurity on Campusthe first book to describe the problemmeets higher education's growing demand to tackle the pressing question How can we end student hunger? Essays by a diverse set of authors, each working to address food insecurity in higher education, describe unique approaches to the topic. They also offer insights into the most promising strategies to combat student hunger, including utilizing research to raise awareness and enact change; creating campus pantries, emergency aid programs, and meal voucher initiatives to meet immediate needs; leveraging public benefits and nonprofit partnerships to provide additional resources; changing higTable of ContentsForeword, by Sara Goldrick-RabAcknowledgmentsIntroductionKatharine M. Broton and Clare L. CadyChapter 1. Food Insecurity in Higher EducationKatharine M. BrotonChapter 2. If Not Us, Who? Building National Capacity to Address Student Food Insecurity through CUFBAClare L. CadyChapter 3. The American Federation of Teachers Local 212 / MATC FAST (Faculty and Students Together) FundMichael RosenChapter 4. Channeling Student Idealism and Energy through Campus OrganizingTalia Berday-Sacks and James DubickChapter 5. Student Action and Nonprofit Partnership: The Swipe Out Hunger StoryRachel SumekhChapter 6. The Trampoline of Public Benefits: Using Existing Resources to Fight Food InsecuritySarah Crawford and Nicole HindesChapter 7. Transformational Change for Student Success: The California State University Basic Needs InitiativeDenise Woods-Bevly and Sabrina SandersChapter 8. Research as a Catalyst for Positive Systemic ChangeJennifer J. Maguire and Rashida M. Crutchfield Chapter 9. Amarillo College: Loving Your Student from Enrollment to GraduationRussell Lowery-Hart, Cara Crowley, and Jordan HerreraChapter 10. Addressing Student Hunger through Policy Change: Leveraging Federal Food Benefits to Support College CompletionAmy Ellen Duke-Benfield and Samuel ChuConclusionKatharine M. Broton and Clare L. CadyIndex

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Book SynopsisExamines policies, norms, and classroom practices of the US and Mexican education systems, with the aim of preparing educators to understand and help transnational children and youth.Millions of students in the US and Mexico begin their educations in one country and find themselves trying to integrate into the school system of the other. As global migration increases, their numbers are expected to grow and more and more teachers will find these transnational students in their classrooms. The goal of The Students We Share is to prepare educators for this present and future reality. While the US has been developing English as a Second Language programs for decades, Mexican schools do not offer such programs in Spanish and neither the US nor Mexico has prepared its teachers to address the educational, social-psychological, or other personal needs of transnational students. Teachers know little about the circumstances of transnational students'' lives or histories and have little to no knowledge of the school systems of the country from which they or their family come. As such, they are fundamentally unprepared to equitably educate the "students we share," who often fall through the cracks and end their educations prematurely. Written by both Mexican and US pioneers in the field, chapters in this volume aim to prepare educators on both sides of the US-Mexico border to better understand the circumstances, strengths, and needs of the transnational students we teach. With recommendations for policymakers, administrators, teacher educators, teachers, and researchers in both countries, The Students We Share shows how preparing teachers is our shared responsibility and opportunity. It describes policies, classroom practices, and norms of both systems, as well as examples of ongoing partnerships across borders to prepare the teachers we need for our shared students to thrive.

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Book SynopsisBrings together scholars and higher education system leaders to highlight concrete examples of system change and realignment to advance student success.Long an afterthought of the American higher education ecosystem, multi-campus systems have become more important than ever. In recent years, leading higher education systems have engaged in transforming the way they work, scaling best practices, leveraging data and analytics, and creating platforms to optimize and personalize these systems for increasingly diverse students. In Higher Education Systems Redesigned, leaders of these efforts share their insights into "systemness" and how to facilitate sustainable change in a system setting while navigating and leveraging tensions between campus and system priorities. Highlighting examples of successful realignment of these priorities with a focus on contextualized design and implementation, the book charts a shift in the aim of systems. Rather than perpetuating existing norms as they have traditionally done, systems are taking measures to spark innovation across campuses and use evidence-based practices to foster student access and completion rates, better serve communities, and drive social mobility and economic growth. Each chapter concludes with a list of takeaways to guide other system leaders and administrators. One of the few recent examinations of higher education systems, Higher Education Systems Redesigned offers a theoretical and practical framework for how systems can continually evolve.

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Book SynopsisCaregiver involvement is key to a child''s reading success story, and libraries are in the perfect position to provide the guidance needed for parents and caregivers to embrace their role as their children''s first and most enduring teachers.Libraries offer many programs and services for children, but sometimes caregivers are left out of the equation, especially once children start school. Nevertheless, parents and caregivers are an integral part of literacy development, and libraries are a great place for them to witness modeling practices and participate in engaging family programs that encourage early literacy. Mary Schreiber combines personal experience and professional research with the programming expertise of youth librarians from across the country in this guide for libraries looking to make an even greater impact on the level of literacy attained by the children they serve. In Partnering with Parents, readers will find a wealth of information on how to talk to caTrade ReviewPart parent resource, part librarian guide, this volume provides many ideas on how to work with parents both in and outside of the library. Especially useful for new public librarians. * School Library Journal *Partnering with Parents is helpful for new librarians who want to ensure best practices, and for seasoned librarians who may want to try a fresh approach with parents and beginning or non-readers. This title is essential for every children's room reference collection or professional book shelf. * Baker & Taylor Staff Pick *Table of ContentsAcknowledgments Introduction Chapter 1 Helping Parents Get It Right from the Beginning Fundamentals of Early Literacy Collection Development and Merchandising: Young Child Reaching Families with Young Children Building Your Readers Advisory Toolbox Chapter 2 Apps, Blocks, Cartoons…What Is a Parent to Do? Play in the Library Technology in the Library Collection Development and Merchandising: Play Programs That Promote Family Play Building Your Readers Advisory Toolbox Chapter 3 How Do I Teach My Child to Read? When to Start The Challenges of Leveling Books Collection Development and Merchandising: From Pre-Reader to Reader Programs and Services for the Beginning Reader Building Your Readers Advisory Toolbox Chapter 4 Supporting Parents of Developing Readers When Reading Is Not Happening as Expected Working with Developing Reader Families Collection Development and Merchandising: Alternate Formats Programs to Support Developing Readers Building Your Readers Advisory Toolbox Chapter 5 My Child Isn't a Reader—Now What? The Apathetic Reader Empowering the Reader Collection Development and Merchandising: High-Interest Formats Inviting Parents into Library Programs Building Your Readers Advisory Toolbox Chapter 6 Parents of School Age Children, the Library Is Still Here for You! How to Get Parents on Board for Enjoyable Reading Readers Advisory Straight from the Stacks Collection Development and Merchandising: School Age Family Programs for School Age Kids Building Your Readers Advisory Toolbox Chapter 7 Does the Library Offer Anything for My Family? Public Libraries Are for Everyone The Inclusive School Library Collection Development and Merchandising: Diversity Community-Focused Programming Building Your Readers Advisory Toolbox Chapter 8 A Parent's Job Is Never Done Independent Reader + Parent Reader = Book Conversations Collection Development and Merchandising: Genres Connecting with Parents Building Your Readers Advisory Toolbox Epilogue Partnering with Parents: Putting It into Action Programming with Parents in Mind Readers Advisory for the Librarian Your Action Plan Happy Reading! Appendix A: Baby and Me Plan: Every Child Ready to Read, Part 2, Cuyahoga County Public Library Appendix B: Large Print Order, October 2017, Cuyahoga County Public Library Appendix C: Book Buddies Sample Plan, Cuyahoga County Public Library Appendix D: Family Graphic Novel Book Group, Little White Duck 4th–5th Grade Discussion Questions, Multnomah County Library Appendix E: Predicting the 2018 Caldecott Winner, Dayton Metro Library Appendix F: 50 Book Challenge, Euclid Public Library Appendix G: Adapted Storytime, Cuyahoga County Public Library Appendix H: Winter Reading Challenge, San Mateo County Libraries Index

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Book SynopsisThis revised and updated second edition of Comparative and International Education: An Introduction to Theory, Method and Practice provides a comprehensive and authoritative introduction to the key themes, definitions and approaches in this important field. It covers the history, theory, and methods of comparative and international education, as well as the relationship with education and national development, and outlines what we can learn from comparative studies. Clear explanations are complemented with examples of real research in the field including work on policy borrowing, learner-centred pedagogy and university internationalization.Trade ReviewThis valuable, updated second edition of Comparative and International Education: An Introduction to Theory, Method and Practice provides a comprehensive and in-depth introduction to the evolving field of comparative and international education ... [This book] is highly recommended for educational practitioners and scholars (from both inside and outside the field of comparative and international education) who seek a better understanding of the field. This book will also be highly useful in providing a global framework for education students and early-stage scholars new to this field. -- Netta Sagie, Tel Aviv University * Journal of Research in International Education *[Comparative and International Education, 1st edition] is very approachable and clearly written and yet manages to address major features a beginning comparative educator would need to learn about the field...I would recommend the text for an initial comparative/international education course. -- Suzanne Majhanovich * Comparative Education Review *A must-read for those interested in the cultural history of comparative education, the complexities of studying a human enterprise that is in constant change, and the societal implications of scholars' conclusions. Phillips and Schweisfurth build a strong foundation of theory for the practice needed for learning and teaching in a dynamic educational future. * David L. Stoloff, Professor, Education Department, Eastern Connecticut State University, USA *Both students and teachers of comparative and international education will welcome this revised and updated version of what has, rightly, become a core book in the field. In providing this concise, balanced and highly readable overview the authors have made a valuable contribution to an increasingly important area of study. * Clive Harber, Emeritus Professor of International Education, University of Birmingham, UK and Honorary Professor of Education, University of South Africa, Pretoria, South Africa *An excellent book for students of comparative and international education to indulge in. It leaves the reader with a thorough insight into what comparative education is all about... and provides readers with a firm foundation for further absorption into the many aspects of the field. It is a pleasure also to recommend the book as a course book for comparative education courses outside the English-speaking world. * Thyge Winther-Jensen, Professor in Department of Educational Sociology, School of Education, University of Aarhus, Denmark *Reading [Comparative and International Education, 1st edition] will provide you with a solid grounding in the principles of comparative and international education, and will equip you with a better understanding of the theory and practice that lies behind these terms. It is an in-depth and specialised text suitable for education professionals. -- SEDA, September 2009Comparative and International Education: An Introduction to Theory, Method, and Practice, now in its second edition, continues to live up to its name ... New directions and research foci are couched within a succinct and clear explication of the fundamentals of comparative research. Discussions are presented in an easily readable yet thought-provoking way ... Education students, researchers, seasoned teachers, and the growing community of users and producers of comparative studies will find in this book an excellent vademecum. The authors sincerely deserve to be commended for writing it. * Comparative Education Review (of the second edition) *No one should embark on comparative or international study of education without reading – and using – this book. It is not only an essential source, but also a rich and erudite journey through a range of possibilities for comparison. Whether post-colonialism or test results, development or human rights, pedagogy or global citizenship, the book raises critical questions of why and how to research across cultures and contexts. This new edition continues to provide such critical insights while addressing new challenges posed by global communications and policy transfer. -- Lynn Davies, Emeritus Professor of International Education, University of Birmingham, UKComparative and International Education is a refreshing and authoritative text covering the history, methods, theory, and current developments of the field. This book provides a solid grounding for new scholars of comparative and international education, as well as for anyone involved in educational research in international contexts. The authors present concise chapters that cover a complex landscape, while also raising important questions that invite discussion and debate. The inclusion of a chapter on policy transfer and borrowing in this second edition rounds out the volume, making it an even stronger foundational text for the field. * Laura M Portnoi, Associate Professor of Education, California State University, Long Beach, USA *David Phillips and Michele Schweisfurth should be commended for this engaging introduction to comparative and international education. The comprehensive chapters on history, method, and competing perspectives in the field are enhanced by their discussion of enduring themes, such as policy transfer, pedagogy, and post-conflict education. Throughout, the authors emphasize the importance of context in single and multiple country studies and the explanatory potential of comparison in theoretical and applied research. * Frances Vavrus, Associate Professor of Comparative and International Development Education, University of Minnesota, USA *Good highlight on some of the core contents and methods used in comparative and international education. * Qi Sun, Associate Professor, Program Coordinator, University of Tennessee Knoxville, USA *Table of ContentsAcknowledgements Foreword to the 1st Edition, Erwin H. Epstein Foreword to the 2nd Edition, Jeremy Rappleye Preface to the 2nd Edition Introduction 1. Making Comparisons 2. How Comparative Education has Developed 3. Policy Transfer 4. International Education: Meanings, Practice, and Research 5. Education and National Development: An Introduction to Key Ideas and Questions 6. Comparative Education: Method 7. Researching Education and Development: Perspectives, Practicalities, and Ethics 8. Comparative Education Research: Survey Outcomes and Their Uses 9. Outcomes of Comparative Education: Selected Themes Conclusions References Index

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Book SynopsisAmid debates about the future of both higher education and Europeanisation, this book is the first full-length exploration of how Europe's 35 million students are understood by key social actors across different nations.Table of Contents1. Introduction 2. In transition 3. Citizens 4. Enthusiastic learners and hard workers 5. Future workers 6. Stressed 7. Threats and objects of criticism 8. Conclusion

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Book SynopsisDesigned as a reference, learning and teaching tool to assist students, educators and researchers, this book describes the history, contribution and application of over 90 keywords in the field of education policy research.Table of ContentsIntroduction Keywords A Activism Actor-Network Theory Advocacy Affect Alignment Anthropology Archaeology Artefact Assemblage Attraction Automation B Borrowing Bricolage Broker C Community Consultant Context Convergence Criticality Critical discourse analysis Critical race theory Cultural political economy Cycle D Decoupling Deliberative policy analysis Deliverology Dialogue Diffusion Digital education Digital policy sociology Discourse analysis Dispositif Divergence Drift E Elite Embodiment Enactment Entrepreneur Environmental and sustainability policy analysis Epistemology Event Experimentation Expertise F Fast policy Feminist policy analysis Framing G Genealogy Governance Governmentality H Historiography I Implementation Indigenous policy analysis Infrastructure Institutional theory Instrument Intermediary Interpretive policy analysis L Leadership M Mediation Mediatisation Micro-credential Mobility Multiple- streams analysis N Narrative policy analysis Neoliberalism Numbers O Ontology P Partnership Performativity Policy ethnography Policy field analysis Policy learning Policy network analysis Policy scholarship Policy science Policy sociology Policy trajectory analysis Policy work Privatisation Problematisation Q Queer policy analysis R Rationality Regime Regulation Resistance Rhetorical analysis S Scaler policy analysis Silence Social network analysis Spatial policy analysis T Temporal policy analysis Think tank Topology Transfer Translation U Unbundling V Visual methods W World culture theory

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Book Synopsis When teachers use data effectively, students see results. 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. In this volume, the authors explore the crucial function of data for designing, implementing, and evaluating professional learning. The book's features include: An original think piece by Thomas Guskey on using data in deliberate and thoughtful ways in the context of professional learning Specific implementation strategies that focus on analyzing student, educator, and system data and assessing progress A detailed case study of one district's journey to successful use of data and how it led to measurable improvement in student aTrade Review"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…Reach the Highest Standard is created to be an essential set of tools to help school and system leaders take those steps toward educator effectiveness." -- Stephanie Hirsh, Executive DirectorTable of ContentsIntroduction 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

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Book SynopsisWith 50% new material reflecting current research and pedagogical perspectives, this indispensable course text and teacher resource is now in a thoroughly revised third edition. Leading educators provide a comprehensive picture of reading, writing, and oral language instruction in grades 5â12. Chapters present effective practices for motivating adolescent learners, fostering comprehension of multiple types of texts, developing disciplinary literacies, engaging and celebrating students' sociocultural assets, and supporting English learners and struggling readers. Case examples, lesson-planning ideas, and end-of-chapter discussion questions and activities enhance the utility of the volume. New to This Edition *Chapters on new topics: building multicultural classrooms, Black girlsâ digital literacies, issues of equity and access, and creating inclusive writing communities. *New chapters on core topics: academic language, learning from multiple texts, and reading Trade Review"Insightful and engaging, this text provides educators with current knowledge and critical teaching applications. The third edition's increased attention to multimodalities and diversity and social justice makes a core text in the field even more desirable. The contributors challenge us to rethink and extend our practices to support adolescent literacy learning most effectively. I have used selected chapters in graduate courses, and the text was very well received. My students came away with both the passion and capability to implement new teaching practices and research projects."--Jacqueline Lynch, PhD, School of Education and Human Development, Florida International University "Presented by a dream team of researchers and educators, the third edition of this text offers evidence-based methods that center literacy instruction around adolescents' strengths, interests, and lived experiences. The volume consistently demonstrates the centrality of doing literacy in a way that truly responds to the identities of the learners we serve. Not only is this approach humanizing and equitable, but it also enhances learning. Taken together, the chapters offer a powerful vision in which teachers join with students to cultivate the strategies, skills, and agency needed for reading and writing in today’s world."--Leslie David Burns, PhD, Program Chair of Secondary English Education, University of Kentucky "This text bridges the gap between research and classroom practice in my methods course for preservice teachers. Not only are the chapters research based, but the authors also highlight youth and teacher experiences, providing a rich context for discussions about adapting literacy practices to address the various needs of students and their communities. While the third edition continues to provide exceptional resources for rigorous literacy instruction, there is a greater focus on creating space to honor cultural and linguistic diversity in the classroom. From exploring the digital literacies of Black girls to teaching multilingual text sets to challenging systemic racism across the disciplines, the new chapters are timely and speak directly to the experiences of students and teachers today.”--Anthony Celaya, PhD, Department of English, Southeast Missouri State University-Provides an array of useful ideas to strengthen and enlarge teachers' approaches to adolescent literacy instruction....Recommended. Students of all levels. (on the first edition)--Choice Reviews, 12/1/2008Table of ContentsForeword, Donna E. Alvermann I. Valuing Adolescents 1. Texts and Adolescents: Embracing Connections and Connectedness, Alfred W. Tatum 2. Cultivating a Multilingual Classroom Community: A Focus on Texts, Maneka Deanna Brooks 3. The Role of Motivation in Engaged Literacy Practices of Adolescents, David G. O’Brien, Deborah R. Dillon, Yongjun Lee, & Casey Norton 4. #EyebrowsOnFleek: Centering Black Girls’ Performative Digital Literacies in the Urban Secondary Context, Delicia Tiera Greene 5. Teaching Literacy to Youth Who Struggle with Academic Literacies, Aubrey N. Comperatore & Leigh A. Hall II. Developing Literacy Strategies 6. A Model for Equity and Access: Teaching Adolescent Literacy through a Black Historical Lens, Gholnecsar E. Muhammad & Chelsea Moodie 7. Academic Language Development for Adolescents: Multiple Contexts/Multiple Opportunities, Linda Kucan 8. Comprehension in Secondary Schools, Douglas Fisher, Nancy Frey, & John Almarode 9. Creating and Sustaining Inclusive Writing Communities for Adolescents, Bryan Ripley Crandall, Kelly Chandler-Olcott, & Elizabeth Carol Lewis 10. Engaging Adolescents with Multiple Texts in Literacy Instruction, Byeong-Young Cho, Lindsay Woodward, & Min-Young Kim III. Developing Disciplinary Literacies 11. Traveling Together over Difficult Ground: Negotiating Success with a Profoundly Inexperienced Reader in an Introduction to Chemistry Class, Cindy Litman & Cynthia L. Greenleaf 12. Fostering Acquisition of Mathematics Language, Codruta Temple & Kathleen A. Hinchman 13. Teaching History and Literacy, Timothy Shanahan & Cynthia Shanahan 14. Teaching Literary Literacy, Emily C. Rainey & Scott Storm 15. Reading and Challenging Texts in High School: How Teachers Can Scaffold and Build Anti-Racist Reading for Social Justice in the Disciplines, Elizabeth Birr Moje & Jennifer Speyer Baker IV. Addressing Program and Policy Issues 16. Culturally Compelling Teaching, Multimodality, and Transmediation in an Eighth-Grade English Class, Andrea L. Tochelli-Ward & Fenice B. Boyd 17. Reimagining/Disrupting Reading Interventions: A Focus on Situated Literacy Learning, Youth Identities, and Meaningful Social Relationships, Katherine K. Frankel & Julie E. Learned 18. Differentiated Literacy Instruction for Adolescent Students, Zaline Roy-Campbell 19. Assessment for Literacy Growth and Content Learning in Secondary Schools, William G. Brozo 20. Coaching and Growing Literacy Communities of Practice, Josephine Peyton Marsh, David R. Krauter, Lettice E. Pelotte, & Deborah Gonzalez Index

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Book SynopsisHow local educational justice movements wrestle with neoliberal school reformParents, educators, and activists are passionately fighting to improve public schools around the country. In This Is Our School! Hava Rachel Gordon takes us inside these fascinating school reform movements, exploring their origins, aims, and victories as they work to build a better future for our education system. Focusing on a school district in Denver, Colorado, Gordon takes a look at different coalitions within the school reform movement, as well as the surprising competition that arises between them. Drawing on over eighty interviews and ethnographic research, she explores how these groups vie for power, as well as the role that race, class, and gentrification play in shaping their successes and failures, strategies and structures. Gordon shows us what happens when people mobilizefrom the ground up and advocate for educational change. This Is Our School! gives us an inside look at the diverse voices withTrade Review"In this important new book, Hava Rachel Gordon shows how grassroots movements have organized to resist efforts by neoliberal reformers to take control of local public schools. Using Denver as a focal point for her analysis, Gordon shows us that not only is resistance occurring, but in some cases, community groups are winning important victories against formidable opponents in their efforts to retain control over public schools. Well documented and written in a clear and compelling style, This is Our School! will serve as a guide to those who seek to retain public schools as the foundation of democracy." -- Pedro A. Noguera, author of The Trouble With Black Boys: ...And Other Reflections on Race, Equity, and the Future of Public Education"Hava Rachel Gordon has provided us with a significant advance in our understanding of the contradictions, limits, and possibilities of activist movements in educational reform. It is consistently insightful and grounded in the real politics of communities on the ground. I strongly recommend it." -- Michael W. Apple, author of Can Education Change Society?"This Is Our School! offers a powerful, in-depth exploration of educational justice movements as they negotiate neoliberal education policy and disinvestment in urban communities. Hava Rachel Gordon’s careful analysis of alliances between youth activists and community groups in Denver offers new insights into the dynamics of racial politics, coalition-building, and the potential for community inclusion. This book is an important and timely contribution." -- Nancy Naples, author of Grassroots Warriors: Activist Mothering, Community Work, and the War on Poverty"In the wake of protests against school mask mandates and a supposed critical-race-theory takeover of the curriculum, Hava Rachel Gordon’s new book provides a fresh examination of neoliberal school reforms and the impact of the coalitions opposing them." * Mobilization *

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Book SynopsisMeaningful school reform starts with your most powerful partneryour students! Students have plenty of opinions when it comes to school, and they're not all about free ice cream in the cafeteria. When you take time to listen, you'll find that students' aspirations can drive your school toward exciting new goals. And when students know they're being heard, they develop self-worth, engage meaningfully in their own academic success, and become purposeful in their educations. This groundbreaking book presents a blueprint for enacting a successful partnership between educators and students. You'll discover how to Ask the right questionsand understand how to build from the answers you get Engage students in decision-making and improvement-related processes Implement the Aspirations Framework to guide students toward achieving their full potential Filled with examTrade Review"Student voice is an often missed element of promoting a positive school climate, where students take ownership of their learning experience. This books sheds light on the importance of this topic and provides practical advice on how to let student voice take a central role in promoting learning at school." -- Pablo Zoido, Analyst"This book speaks to a movement that many people talk about but few act upon, Student Voice. Russell Quaglia and Michael Corso have lived their professional careers listening to students and acting on what they have heard. Now they share what it takes for education to truly become student-centered." -- Raymond J. McNulty, Dean of the School of Education"I just finished reading Student Voice. Words cannot accurately capture my impression. It is simply the best education book I′ve ever read. I′m blown away by the quality, humility, simplicity and complexity, and call to action." -- Robert Neu, Superintendent"Schools have long told students to have goals and aspirations. But when it comes down to it, test scores and Adequate Yearly Progress stand in the paths of schools and students. This book lays out clearly that what students desire and what states require do not have to be mutually exclusive. I can’t wait to share Student Voice with my colleagues." -- Lisa Brewster-Cook, English Teacher "Students routinely achieving their full potential, high performing schools becoming the new normal – Student Voice makes the compelling case that we can’t get there from here without fundamentally changing the culture of schools to listen and act on what students say about their schools, their lives, and their aspirations. Refreshingly straightforward, this book provides a unique mix of profound truths and practical guidance for transforming education." -- Anthony Jackson, Vice President for Education"If you haven’t considered student voice, then this book is a must read with great ideas and insightful stories that should engage you further and might just influence your practice. If you’re already committed to student voice, then this book provides compelling evidence and vital structure that place student voice and aspirations front and center in education, a must-read aid to planning and implementation. As we seek to increase schools’ relevance in an ever more rapidly changing world, this book outlines and details a model for the way forward. Quaglia and Corso combine evidence from students, guiding principles, and conditions for their implementation in schools, stories from practice and practical notes to assist reflection and development. Written in an accessible and easy-to-read style, they together form powerful positive guidance for teaching and learning, and for change in schools." -- Gavin Dykes, Director"Student Voice not only captures the urgency of our professional, societal, and moral imperatives to transform the educational system, but it also provides a thoughtful, thought-provoking, and well-researched framework for ensuring that all of our students can and will pursue and attain their aspirations. With moving stories and insights from students and teachers, heartfelt personal anecdotes, extensive analyses of data, and a deep understanding of the power of shared leadership, Dr. Quaglia and Dr. Corso have crafted a roadmap for the journey all of us as learners seek to travel—the road on which the voices of our students are the instruments of change in creating the future. Student Voice connects the dots of what too often seem to be disparate research about and facets of the elements of student achievement of academic, social, and personal aspirations and offers a comprehensive and coherent road to actualizing deep, meaningful, and sustainable change." -- Beth Havens, Educational Consultant for Innovation and Special Projects"Student Voice is the result of many years of experience working with students and teachers around the world – and it shows. Drs. Quaglia and Corso have stuffed every nook and cranny of this book with practical ways to understand young people that are both sensible and profound. This is your go-to field guide for student aspirations." -- Adam Ray, Pearson Foundation"This book captures the essence of what has been missing in educational reform for the past several decades, in that it highlights the perspectives that matter most—the students’. Having witnessed the transformational potential of inculcating the Aspirations Framework into a school, "student voice" will forever serve as the lodestar in the development of curriculum, instruction, and policy in my professional practice. The Aspirations Framework opens the door to this new era in education; in fact, student voice is the "McLuhanian" medium that will transform education in the 21st century, only if we, educators and society as a whole, take the time to listen." -- David E. Reilly, Assistant Superintendent"Quaglia and Corso champion student voice in this beautiful and inspirational narrative. This book provides a career-changing framework for educators to listen, learn, and lead; driven by the most important voice of all. My personal Aspiration is now to dream and do more to elevate student voice. Student Voice is a MUST READ for every educator seeking to meaningfully impact the lives of students." -- Dr. Lisa Kinnaman, Co-Director"Student Voice reveals the secret to turning schools into vibrant communities of engaged learners – simply and profoundly – giving students a voice in their own learning. It offers a hopeful, poignant and elegant vision for closing the gap for the alarming number of students who are disconnected from school. Quaglia challenges educators to value student voice through intentional listening and responsive action and tells them how to create meaningful partnerships that keep students engaged, excited, and achieving. This is a must-read roadmap for reform-weary educators who will be inspired to take the less traveled path of listening to and responding to the voice of each of their students." -- Gail Connelly, Executive Director"In this book, Dr. Quaglia and Dr. Corso offer a successfully tested framework designed to empower students by giving them a meaningful voice in the educational process. It starts with a conversation that leads to an understanding of student perceptions of their educational experience and ultimately creates a trusting partnership between students and educators. The partnership guides the educational process, positively influences school climate and creates an environment in which students can successfully achieve their aspirations. Student Voice is a professional investment every school community should make." -- Steve York, Assistant Superintendent"In this magnificent book, Quaglia and Corso have unearthed a deep missing piece in learning. The elephant in the room, ironically turns out to be Student Voice! And now we have it-their aspirations, the 8 conditions of deep learning relating to self-worth, engagement, and purpose. Thanks to the authors we have a whole new set of strategies where change, learning, educators and students merge.This is innovation at its best." -- Michael Fullan, Professor Emeritus"Deliberate Optimism is what every teacher needs before the start of school, in the midst of the longest months of teaching, and at the end of the academic year. The work of Silver, Berckemeyer and Baenen is insightful, uplifting and engaging! The book is inspiring and reminds all educators they are in control of their own happiness and can transfer that happiness and optimism to students." -- Dr. Russell J. Quaglia, FounderTable of ContentsPreface Introduction: It′s Time to Listen I. Listening 1. Student Aspirations Dreaming and Doing The Aspirations Profile 2. The Aspirations Framework Guiding Principles Conditions in Schools Learning to Listen II. Learning 3. Reality is Not the Enemy Listening to Learn Ignorance of Reality is the Enemy Listening Broadly 4. Students Speak About Self-Worth Condition 1: Belonging Condition 2: Heroes Condition 3: Sense of Accomplishment 5. Students Speak About Engagement Condition 4: Fun & Excitement Condition 5: Curiosity & Creativity Condition 6: Spirit of Adventure 6. Students Speak About Purpose Condition 7: Leadership & Responsibility Condition 8: Confidence to Take Action III. Leading 7. Students as Co-Leaders The Current Cacophony 8. The Context of Leadership Aspirations and the Whole Child Aspirations and Maslow′s Hierarchy of Needs Aspirations as Curriculum Aspirations in the 21st Century 9. From Student Voice to Our Choice

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Book Synopsis1. From Response to Intervention to Multi-Tiered Systems of Support: Advances in the Science and Practice of Assessment and Intervention; Shane R. Jimerson, Matthew K. Burns, & Amanda M. VanDerHeyden.- I. Foundations of Science.- 2. Data-based Decision-making; Stanley L. Deno.- 3. Applied Behavior Analysis: A Foundation for Response to Intervention; Scott P. Ardoin, Liliana Wagner, Kathryn E. Bangs.- 4. Learning Disabilities/Special Education; John L. Hosp, Sally Huddle, Jeremy W. Ford, Kiersten Hensley.- 5. Prevention and Response to Intervention: Past, Present, and Future; Ann C. Schulte.- 6. Problem-Solving Consultation; William P. Erchul & Caryn S. Ward.- II. Foundations of Practice.- 7. The Role of Professional Learning Communities in Successful Response to Intervention Implementation; Lori Helman & Kay Rosheim.- 8. Response to Intervention and Accountability Systems; Timothy J. Runge, David J. Lillenstein, & JosTrade Review“This book on best practices for using response to intervention (RTI) within Multi-Tiered Systems of Support (MTSS) covers both assessment and intervention. … The book is replete with figures and tables which help clarify the text. This book fully discusses the multitiered systems of support. This update is justified because of the increase in research studies since the previous edition.” (Gary B. Kaniuk, Doody’s Book Reviews, April, 2016)Table of Contents1. From Response to Intervention to Multi-Tiered Systems of Support: Advances in the Science and Practice of Assessment and Intervention; Shane R. Jimerson, Matthew K. Burns, & Amanda M. VanDerHeyden.- I. Foundations of Science.- 2. Data-based Decision-making; Stanley L. Deno.- 3. Applied Behavior Analysis: A Foundation for Response to Intervention; Scott P. Ardoin, Liliana Wagner, Kathryn E. Bangs.- 4. Learning Disabilities/Special Education; John L. Hosp, Sally Huddle, Jeremy W. Ford, Kiersten Hensley.- 5. Prevention and Response to Intervention: Past, Present, and Future; Ann C. Schulte.- 6. Problem-Solving Consultation; William P. Erchul & Caryn S. Ward.- II. Foundations of Practice.- 7. The Role of Professional Learning Communities in Successful Response to Intervention Implementation; Lori Helman & Kay Rosheim.- 8. Response to Intervention and Accountability Systems; Timothy J. Runge, David J. Lillenstein, & Joseph F. Kovaleski.- 9. Multi-tiered Systems of Support and Evidence-Based Practices; Karen C. Stoiber & Maribeth Gettinger.- 10. Preservice Teacher Education and Response to Intervention within Multi-tiered Systems of Support: What Can We Learn From Research and Practice?; David H. Allsopp, Jennie L. Farmer, David Hoppey.- 11. Common Core State Standards and Response to Intervention: The Importance of Assessment, Intervention, and Progress Monitoring; Shane R. Jimerson, Rachel Stein, Aaron Haddock, & Reza Shahroozi.- III. Tier 1 – Assessment, Problem Analysis, and Intervention.- 12. Screening Assessment within a Multi-Tiered System of Support: Current Practices, Advances, and Next Steps; Nathan H. Clemens, Milena A. Keller-Margulis, Timothy Scholten, & Myeongsun Yoon.- 13. The Role of Tier I Mathematics Instruction in Elementary and Middle Schools: Promoting Mathematics Success; Asha K. Jitendra & Danielle N. Dupuis.- 14. Classroom Reading Instruction for All Students; Barbara R. Foorman amd Jeanne Wanzek.- 15. Classwide Intervention Using Peer-Assisted Learning Strategies; Kristen L. McMaster & Douglas Fuchs.- IV. Tier 2 – Assessment, Problem Analysis, and Intervention.- 16. Assessment: Periodic Assessment to Monitor Progress; Benjamin Silberglitt, David Parker, & Paul Muyskens.- 17. Problem-Analysis at Tier 2: Using Data to Find the Category of the Problem; Matthew K. Burns, Kathrin E. Maki, Abbey C. Karich, Matthew Hall, Jennifer J. McComas & Lori Helman.- 18. Multilevel Response-to-Intervention Prevention Systems: Mathematics Intervention at Tier 2; Lynn S. Fuchs, Douglas Fuchs, & Amelia S. Malone.- 19. Implementation of Tier 2 Reading Interventions in the Primary Grades; Jeanne Wanzek, Stephanie Al Otaiba, & Brandy Gatlin.- V. Tier 3 – Assessment, Problem Analysis, and Intervention.- 20. Progress Monitoring for Students Receiving Intensive Academic Intervention; David A. Klingbeil, Tera L. Bradley, & Jennifer J. McComas.- 21. Introduction to Problem Analysis to Identify Tier 3 Interventions: Brief Experimental Analysis of Academic Problems; Melissa Coolong-Chaffin & Jennifer J. McComas.- 22. Tier 3: Intensive Mathematics Intervention Strategies; Robin S. Codding & Ryan Martin.- 23. Tier 3 Primary Grade Reading Interventions: Can We Distinguish Necessary from Sufficient?; Stephanie Al Otaiba, Jill Allor, Miriam Ortiz, Luana Greulich, Jeanne Wanzek & Joseph Torgesen.- VI. Contemporary Implementation Science.- 24. Assuring the Response to Intervention Process has Substance: Assessing and Supporting Intervention Implementation; George H. Noell & Kristin A. Gansle.- 25. Accuracy and Validity of Methods for Identifying Learning Disabilities in a Response to Intervention Service Delivery Framework; Jeremy Miciak, Jack M. Fletcher, & Karla K. Stuebing.- 26. Contextual Influences and Response to Intervention; Amy L. Reschly & Melissa Coolong-Chaffin.- 27. Using Single Case Design in a Response to Intervention Model; T. Chris Riley-Tillman & Daniel M. Maggin.- VII. Contemporary Implementation Topics.- 28. Technology-Based Assessment and Problem Analysis; Gerald Tindal & Julie Alonzo.- 29. Educational Technology and Response to Intervention: Affordances and Considerations; Janet S. Twyman & Melinda S. Sota.- 30. Response to Intervention for English Learners; Diana Socie & Mike Vanderwood.- 31. Essential Features of Tier 2 & 3 School-wide Positive Behavioral Supports; Barbara S. Mitchell, Allison L. Bruhn, & Timothy J. Lewis.- 32. Implementing Response to Intervention in Secondary Schools; Mark R. Shinn, Holly S. Windram, & Kerry A. Bollman.- 33. Advances in Multi-Tiered Systems of Support for Prekindergarten Children: Lessons Learned from 5 Years of Research and Development from the Center for Response to Intervention in Early Childhood; Judith J. Carta, Charles R. Greenwood, Howard Goldstein, Scott R. McConnell, Ruth Kaminski, Tracy A. Bradfield, Alisha Wackerle-Hollman, Maura Linas, Gabriela Guerrero, Elizabeth Kelley & Jane Atwater.- 34. Teacher Formative Assessment: The Missing Link in Response to Intervention; Linda A. Reddy, Christopher M. Dudek, & Elisa S. Shernoff.- VIII. Effective Contemporary Models.- 35. Challenges Faced by New Implementation sites: The Role of Culture in the Change Process; Dawn Miller & Rachel Freeman.- 36. Making Response to Intervention Stick: Sustaining Implementation Past Your Retirement; Kim Gibbons & W. Alan Coulter.- 37. Evaluating the Impact of Response to Intervention in Reading at the Elementary Level Across the State of Pennsylvania; Edward S. Shapiro.- 38. Data-Based Decision-Making, the Problem Solving Model, and Response to Intervention in the Minneapolis Public Schools; Doug Marston, Matthew Lau, Paul Muyskens, & Jennifer Wilson.- 39. Implementing Response to Intervention in a Rural Setting; Renee Guy, Amanda Fields, & Lynn Edwards.- 40. Toward a Unified Response-to-Intervention Model: Multi-Tiered Systems of Support; Matthew K. Burns, Shane R. Jimerson, Amanda M. VanDerHeyden, & Stanley L. Deno.

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Book SynopsisIf you want to tackle an environmental problem in your neighborhood but do not know where to start, An Environmental Leader''s Tool Kit can help. In this handbook, Jeffrey W. Hughes shares the proven strategies you need to step up and get meaningful action done.From designing a pilot study to managing contentious public meetings and more, Hughes walks you through the essentials of effective place-based environmental efforts. Among the tools you will find here are worksheets to kickstart brainstorming, appendixes that demystify jargon you might encounter, and illuminating, real-life examples. Down-to-earth and stimulating, An Environmental Leader''s Tool Kit is a launchpad for those ready to make a difference now.

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Book SynopsisWhen the numbers don’t lie, this is your guide to doing what’s right According 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? In Solving Disproportionality and Achieving Equity, 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: Understand through compelling vignettes and case studies how bias affects policies and practices even in good schools Know what questions to ask and what data to analyze to get to the root cause Create your own road map for becoming an equity-driven school, with staff activities, data collection forms, checklists, and progress monitoring tools If 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. "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." —Pedro Noguera, Distinguished Professor of Education UCLA, Graduate Schools of Education and Information StudiesTrade Review"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." -- Pedro Noguera, Distinguished Professor of Education"Solving Disproportionality and Achieving Equity 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." -- Gary Bloom, Senior Program Consultant"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." -- William A. Howe, EducatorTable of ContentsAcknowledgments 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

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Book SynopsisShared knowledge between educators breeds shared success in all systems and schools Comprehensive in scope, CLARITY illustrates how system and school leaders must come together to boost student achievement and build teacher capacity to learn, teach and lead. By emphasizing collaborative processes, Lyn Sharratt’s detailed design demonstrates how shared knowledge, equity and expertise can make every classroom more impactful and every teacher more empowered. Readers will uncover these ‘Big Ideas’: 14 essential Parameters to guide system and school leaders toward building powerful collaborative learning cultures Case studies, vignettes and firsthand accounts from gifted teachers and leaders bring important theories and practices to life From all points in the organization, a ‘line-of-sight’ directly to students’ FACES in every classroom to ensure continuous improvement Data-driven tasks and tools to tackle solutions needed in all facets of education With more than four decades of research, writing and practical experience in system, school, and classroom improvement, Sharratt provides a ‘why-and-how-to guide’ to assist educators across the globe as they solve 21st century-created problems and identify the much-needed learning critical to the success of our future citizens. Table of ContentsList of Online Resources List of Acronyms Foreword by John Hattie Preface Acknowledgments About the Author In Memoriam Introduction by Alma Harris PART I. LEARNING Chapter 1. CLARITY: The 14 Parameters: A Learning Framework The Third Teacher: Creating a Collaborative Culture of Learning Introduction to the 14 Parameters Achieve CLARITY Using the 14 Parameters How to Begin Implementing the 14 Parameters A Deliberate Pause to Create CLARITY Chapter 2. CLARITY: Knowing the FACES of Learners Achieving Because They Believe They Can Parameter #1: Shared Beliefs and Understandings Parameter #14: Shared Responsibility and Accountability Putting FACES on the Data Powerful Questions to Get to Know Learners and Learning Parents Are Critical Partners in Knowing Each Learner Parameter #12: Parents and the Community Are Critical Partners in Learning A Deliberate Pause to Create CLARITY Chapter 3. CLARITY: Collaborative Inquiry With Teachers and Leaders Parameter #11: Collaborative Inquiry The Value of Collaborative Inquiry When Do We Inquire Collaboratively? Professional Learning Communities at Work Lead in Order to Learn and Learn in Order to Lead A Deliberate Pause to Create CLARITY PART II. TEACHING Chapter 4. CLARITY in Teaching: Assessment Parameter #3: Quality Assessment Informs Instruction Formative and Summative Assessment Debriefing Each Component of the Assessment Waterfall Chart Learning Walls Capture the Ongoing Assessment Journey A Deliberate Pause to Create CLARITY Chapter 5. CLARITY in Teaching: Instruction Parameter #3: Assessment Informs Instruction and Parameter #13: Cross-Curricular Literacy Connections Literacy Learning Is the Foundation of All Instruction Eight Components of High-Impact Literacy Instruction A Deliberate Pause to Create CLARITY Chapter 6. CLARITY: Processes That Support Collaborative Inquiry With Students Parameter #14: Shared Responsibility and Accountability Collaborative Inquiry With Students Collaborative Inquiry in the Classroom Three Approaches to Student-Led Collaborative Inquiry A Deliberate Pause to Create CLARITY Chapter 7. CLARITY: Using Data for Prevention and Intervention Parameter #6: Case Management Approach Prevention: Data Walls Intervention: Case Management Meetings Parameter #5: Early and Ongoing Intervention A Deliberate Pause to Create CLARITY PART III. LEADING Chapter 8. CLARITY: The Knowledgeable Other—Leading Alongside Parameter #2: The Embedded Knowledgeable Other Six Evidence-Proven Professional Learning Approaches A Deliberate Pause to Create CLARITY Chapter 9. CLARITY: Precision in Leadership Practice Parameter #4: Principals and System Leaders as Lead Learners The Six Dimensions of Leadership The New Sixth Leadership Dimension System Leadership in Action School Leadership in Action Principal Learning Teams Learning Walks and Talks: Leading to Ensure the Growth of All Students A Deliberate Pause to Create CLARITY Conclusion CLARITY: Leadership for the Future The FACES of CLARITY Afterword by Melanie Greenan Glossary of Terms References and Further Reading Index

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Book SynopsisBuild a positive school climate to impact students, teachers, and the community! Is improving school climate on your to-do list? Do you think about it as a top-down directive or as a dialogue to build equity within the school? A healthy school environment should never be seen as an option, but instead supported as a must-have. Peter DeWitt offers leaders practical high impact strategies to improve school climate, deepen involvement in student learning, and engage a broader family network. In addition to international vignettes focused on community stakeholders and research-based practices, this book features tools such as: • A leadership growth cycle to help leaders build their self-efficacy • A teacher observation cycle centered on building collective efficacy • An early warning system to identify potential at-risk students • Action steps following each chapter to apply to your own setting • Discussion questions for use in team environments Establishing a supportive and inclusive school climate where professionals can take risks to improve the lives of students is vital to maximize learning in any school community. "This is a fabulous book by a renowned expert in the field of leadership. Peter DeWitt explains the complex and credible in a way that is thought-provoking, challenging and inspiring. I love how he gives insights in what successful collaborative leadership is and shows how we can all build our skills and mindset for leading towards collective efficacy." —James Nottingham, Challenging Learning author and creator of #TheLearningPit JN Partnership LTD, Northumberland, United KingdomTrade Review"Peter DeWitt has provided us with a powerful and timely book on the growing phenomenon of ‘Collective Efficacy’. The Six Chapters contain a goldmine of ideas, resources, tools, surveys, action steps and reflective questions. What I like best is that the book is grounded equally in research and practice. This is an urgently needed book, and you will learn a lot from it!" -- Michael Fullan, Professor Emeritus"While schools focus on common standards, data analysis, and increasing achievement, Peter DeWitt explains the critical nature of school climate and why, as the "5th C," it is imperative for school success. As a school leader, Peter often asked thought-provoking questions, engaged in challenging conversations, and encouraged reflection, much as he does in Collaborative Leadership: A Collective Efficacy Approach to Improving School Climate. Through interesting vignettes, personal experience, and a variety of research, Peter provides a practical approach for growing a rich, safe environment." -- Melissa J. Weatherwax, M.S.Ed., Former classroom teacher"If you are a fan of cooperative learning like I am and believe in the power of team work, this book is for you. Whether you are a district leader, school principal or classroom teacher, you will find numerous examples and practical ideas that Peter DeWitt offers in this book useful. Collaborative Leadership shows how one plus one can sometimes be three in collectively led schools." -- Pasi Sahlberg, Author"Peter’s book provides hands-on information on how collaborative leadership can help you create a school climate with the focus on learning. One in which all students (and teachers) feel they belong and are able to grow. Each chapter ends with action steps and questions to help me find the confidence to lead my team towards collective efficacy, including my own, without avoiding the tough topics." -- Claire Ohlenschlager, M.Ed., English Department Chair"This is a fabulous book by a renowned expert in the field of leadership. Peter DeWitt explains the complex and credible in a way that is thought-provoking, challenging and inspiring. I love how he gives insights in what successful collaborative leadership is and shows how we can all build our skills and mindset for leading towards collective efficacy." -- James Nottingham, Challenging Learning author and creator of #TheLearningPit"In School Climate: Leading With Collective Efficacy, Peter DeWitt delivers in print what he so readily delivers in person -- clarity and coherence around a most important topic. As a former high school principal and district leader, DeWitt leaves me with both the confidence that I can do this, and the understanding of how I can make progress, starting today. This is a must read for any school leader." -- Kerry Alcorn, Teacher/Author/Leader"Peter DeWitt gives school leaders exactly what they need, research-based school improvement strategies that work effectively in schools today. Our instructional leadership teams, working with Peter over the past year building teachers’ self-efficacy and collective teacher efficacy, are now co-constructing a school culture where everyone not only grows, but thrives. School Climate: Leading With Collective Efficacy is a roadmap to this proven approach to student success." -- Matthew Bolduc, Director of Curriculum and Professional Development"Supported by current educational research, and grounded in powerful leadership narratives, Dewitt offers a compelling case for leaders and learning communities to collaborate to achieve collective efficacy for student success. The practical strategies, research citations, conceptual frameworks, rubrics, and self-assessment tools provide leaders with practical instruments for reflection, setting intentions, securing accountability, and measuring the impact of a collaborative climate and culture." -- Jill Ott, Project Lead-Supporting LGBTQ Students"As educators we consistently hear about the importance of collaboration, critical thinking, communication and creatively and in School Climate, Peter DeWitt highlights the additional key element ‘Climate’. By providing action steps, discussion questions and reflective tools, this book helps guide teachers, leaders and those teachers who aspire to be leaders, to develop a positive school climate. Increased self-awareness encourages teachers to become more reflective and effective, which develops a more collaborative school climate. Providing effective strategies throughout, this book is relevant and applicable to all school contexts, teams and individuals." -- Andrea Stringer, Professional Learning Coach"After reading DeWitt′s book on collaborative leadership and school climate, my own self-efficacy improved. I closed the cover feeling empowered and eager to share what I′ve learned. The discussion questions bring practicality to the possibility of implementation and excitement about the potential results." -- Sera Deo, MST, 4th Grade Teacher"Where am I going? How am I going? Where to next? Simple, yet aspirational questions we ask our students to answer daily, but are we ready to ask this of ourselves in relation to our leadership of school climate and collective efficacy? Peter Dewitt is comprehensive, yet succinct, producing a practical guide for developing individual and collective efficacy in an inclusive, positive school climate. Research-based strategies, thought-provoking questions and effective tools at your fingertips, ready for immediate use. If you′re after a good read, that′s exactly what you′ll get here....but if you′re after an essential resource to empower your school community through the strength of belief that they can make learning happen, you will get that and more." -- Ben Walsh, Principal"Collaborative Leadership: A Collective Efficacy Approach to Improving School Climate is an impressive follow-up to DeWitt’s previous book, Collaborative Leadership: Six Influences That Matter Most. In his latest offering, DeWitt offers practical yet deep advice and strategies for improving school climate for the benefit of students, families, teachers, and administrators. Throughout the book, he communicates by seamlessly combining research with his experiences and the accounts of other professionals in the field. Many ideas can be implemented tomorrow, and DeWitt’s main points are those with which any educational leader could identify. If you are looking for a book to assist you on your journey to advancing your leadership abilities, your school, and/or your district, look no further!" -- Ross Cooper, Supervisor of Instructional Practice K-12"School Climate: Leading With Collective Efficacy combines the research, anecdotes, reflection questions, and action steps necessary to become a high-impact, capacity-building school leader. DeWitt′s style, all-at-once relatable and grounded in the work of John Hattie and so many others, will prompt readers to consider the essential aspects to our work together to be catalysts for progress in teacher, and community learning, and in student achievement." -- Dennis J. Schug, Jr., PrincipalTable of ContentsPreface Acknowledgments About the Author Introduction: A Tale of Two Leaders Meet Tim Meet Trudy Leadership and School Climate Chapter 1. What Is Collaborative Leadership? The Hattie Effect The Importance of Self-Efficacy In Pursuit of Collaboration What the Research Says Collaborative Leadership Framework Collaborative Leadership Growth Cycle In the End Chapter 2. School Climate: Setting Up a Safe Space to Collaborate Why Does School Climate Matter? Collaborative Leadership Framework for Teachers Solving the Issues: Collaboration in Action In the End Chapter 3. Climate Change: Raising Student Self-Efficacy Social-Emotional Learning Minoritized Populations The Early Warning System (EWS) Using the Early Warning System A Warning About the EWS In the End Chapter 4. Increasing Teacher Self-Efficacy The Cycle of Collaborative Teacher Observation: A Review Professional Learning and Development (PLD) Teacher Leaders and School Climate Building Collective Efficacy Through Collaborative Inquiry Classroom Climate In the End Chapter 5. Building Collective Efficacy With Families What Do We Expect From Families? Family Engagement Communication Do We Openly Listen to Families? In the End Chapter 6. Building Our Own Self-Efficacy A Tale of Two Leaders What’s Your Mindset? How Do Leaders Increase Their Own Self-Efficacy? In the End Appendix Collaborative Leadership Reflection Tool Faculty Meeting Exit Ticket Teacher Efficacy Scale (Short Form) Collective Teacher Efficacy Scale Leadership Self-Efficacy Scale References Index

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Book SynopsisDispersal, or ‘bussing’, was introduced in England in the early-1960s after white parents expressed concerns that the sudden influx of non-Anglophone South Asian children was holding back their own children’s education. It consisted in sending busloads of mostly Asian children to predominantly white suburban schools in an effort to ‘spread the burden’ and to promote linguistic and cultural integration. Although seemingly well-intentioned, dispersal proved a failure: it was based on racial identity rather than linguistic deficiency and ultimately led to an increase in segregation, as bussed pupils were daily confronted with racial bullying in dispersal schools. This is the first ever book on English bussing, based on an in-depth study of local and national archives, alongside interviews with formerly-bussed pupils decades later.Trade Review'This book is a brilliant and timely study bringing together a history of English public policies on race, post-colonial thinking on immigration and the realities of urban education. It examines the failed attempt over forty years ago, to 'de-segregate' schools attended by migrant, especially Asian children, by their forced dispersal - 'bussing' them to 'white' schools. The hysterical reaction to immigrant minorities, the nostalgia for an all white England, the ignorance of central and local government in the 1960s and 1970s, were all still apparent around the 2016 Brexit vote.'Sally Tomlinsom, Emeritus Professor at Goldsmiths, Honorary Fellow in the Department of Education, University of Oxford, and is also an Associate in the Department of Sociology University of Warwick 'With ‘bussing’ still best known as an American phenomenon, The ‘desegregation’ of English schools uses the history of dispersal policies to shed new light on racism in British education and public life at both the local and national level. Olivier Esteves explores ethnic minority experiences, memories, and resistance with insight and sensitivity in a study that is sure to provoke readers to ask new questions about the history of diversity in 1960s, 1970s, and early 1980s Britain.'Elizabeth Buettner, University of Amsterdam‘This book challenges the popular wisdom which seeks to position the debates of racial segregation, schooling and bussing within the US context. Esteves should be congratulated for the depth and the breadth of archival research which locates the question of desegregation and schooling firmly within a historical context of English towns and cities. Drawing upon rich empirical data and theoretical insight, Esteves clinically shows how the policy of Bussing developed, how it was contested and finally rejected during the 80s. This book is an essential read for anyone interested in the question of race and schooling’. Shamim Miah, Senior Lecturer University of Huddersfield and author of Muslim, Schooling and Question of Self-Segregation and Muslims, Security and Schooling: Trojan Horse, Prevent and Racial Politics.'Esteves’ new work constitutes a place-by-place treatment of the troubling phenomena of bussing and educational dispersal. It is by far the most extensive and thorough examination of the topic. More than this, it provides a window onto the various social and cultural conflicts engendered by various schemes in urban development, race relations, and migration control. It is a fine piece of scholarship and a sensitive analysis of an important moment in postwar British history, complete with transatlantic resonances.'Brett Bebber, Associate Professor of History at Old Dominion University, USA'Olivier Esteves has written an important and timely book. In this deeply researched and clearly written study, Esteves traces how different communities addressed class, ethnic, and religious segregation in British schools. Weaving together postwar and postcolonial history, Esteves illuminates the differences and similarities between bussing and school segregation in England and the United States. The insights Esteves provides regarding immigration, assimilation, and citizenship will be of interest to a wide range of readers.'Matthew Delmont, Professor of History at Dartmouth College and the author of Why Busing Failed: Race, Media, and the National Resistance to School Desegregation.‘Esteves has produced a long overdue definitive account of bussing in England, his study is essential reading for those interested in race and education in the UK as well as broader debates about racism in British society, particularly in the wake of Brexit and the recent Windrush scandal.’Timothy Peace, University of Glasgow, Ethnic and Racial Studies‘Esteves has completed a valuable piece of work. Bringing together a considerable amount of information and material, he has succeeded in shining a light on a neglected part of modern British history.’Journal of Contemporary History -- .Table of ContentsIntroduction 1 “To allay people’s fears on numbers”: the introduction of dispersal in Southall 2 Improvisation in high places? Setting the national framework for bussing 3 “Before it gets out of hand”: the introduction of dispersal in Bradford 4 Reluctant cities: how London and Birmingham said no to dispersal5 Dispersing in diverse places: how the other L.E.A.s fared6 Taking the bullying by the horns: the emergence of resistance against bussing7 Babylon by bus: the quotidian experience of being bussed ConclusionIndex

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Book SynopsisRooted in an international political economy theoretical framework, this book provides unique insights into the global forces and local responses that are shaping education systems in Central America and the Latin Caribbean (CALC). The book covers all Spanish-speaking countries of the CALC region and examines the effects of macro-economic pressures, geopolitical intervention, neo-colonial relationships, global pandemics, transnational gang networks, and the influence of international organizations. Chapters analyse the challenges and opportunities these global forces present to education systems in the region as well as highlighting the local efforts to address, mitigate, and counteract them. In doing so, the book illuminates how education can contribute to either maintaining or challenging inequalities and exclusion in the face of pressures from the global to local levels.Table of ContentsPART 1: INTRODUCTION, CONTEXT AND FRAMEWORK 1. Neglect of Central America and the Latin Caribbean - D. Brent Edwards Jr., Mauro C. Moschetti, Pauline Martin and Ricardo Morales-Ulloa 2. The Political Economy of Education and Development in Central America and the Latin Caribbean: Regional Dynamics & a Framework for Analysis - D. Brent Edwards Jr. PART 2: CENTRAL AMERICA 3. Comparative Analysis of Education Reform in Central America: El Salvador, Guatemala, Honduras, and Nicaragua—1990-2010 - D. Brent Edwards Jr. 4. Deconcentration of Education in Honduras: Restriction and Ritualization of a Chimeric Reform - Ricardo Morales-Ulloa and Mauro C. Moschetti 5. Locally-Driven Innovation Through Teacher Peer Mentoring in Times of COVID: A Professional Learning Community in Rural El Salvador - Kristin Rosekrans, Celia Morán and Carolina Bodewig 6. Learning Convivencia at School: Lessons on Peaceful Coexistence Policy Enactment from El Salvador – Pauline Martin 7. When Schools Become Gang Turf: Schools and Government-Sponsored Prevention Programs in El Salvador - Wim Savenije 8. Bridging the Curricular Divide: Open Education Resources and the Digitization of Guatemala’s National Basic Curriculum - Matthew Aruch, Felix Alvarado, Rachel Dyl, Michael Lisman, Shue-kei Joanna Mok, Katherine Summers and Kate Maloney Williams 9. Balancing Global Education Policy and Inclusive Education in Costa Rica: Capitalist Pressures, Social-Democratic Tendencies, and Technological Responses - Vanessa Pietras 10. Edtech and Equity in Panama: Mobile Technology for Leveling the Learning Field – Nanette Archer Svenson and Mariana Leon 11. Education as an Antidote to Underdevelopment, and the Epistemicide that it has Entailed – Tobias Roberts PART 3: THE LATIN CARIBBEAN 12. The Impact of the Opening of the Market Economy on Education and Teachers in Cuba: An Analysis of the Special Period - Changha Lee 13. Contrasting Trends of Low-Fee Private Schools in the Dominican Republic and Honduras: Dialectical Relationships and the Ethos of Privatization - Alejandro Caravaca, Mauro Moschetti, D. Brent. Edwards Jr. and Xavier Bonal 14. Educational Policies on Gender Perspective in Puerto Rico in the Face of the Transnational Anti-Gender Crusade - Loida M. Martínez Ramos PART 4: CONCLUSIONS AND FUTURE DIRECTIONS 15. The Dialectics of Education and Development in Central America and the Latin Caribbean - D. Brent Edwards Jr. 16. Whither Education and Development in Central America and the Latin Caribbean? Dialectical Reflections, Decolonial Options - D. Brent Edwards Jr.

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Book SynopsisIf ever there was a time for love and nurture it is now. Love and Nurture approaches are intertwined and impossible to focus on in isolation. This practical book for Early Years students and practitioners includes real-life case studies and practical examples alongside academic underpinning and essential theory. It supports students to understand and explore the need for and importance of Love and Nurture in early years practice. The book focuses on key child developmental factors including brain development, attachment awareness, love languages and nurturing touch, the science of nurture, the theory of love and nurture and building relational practice.

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Book Synopsis

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Book Synopsis

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Book SynopsisThis powerful book helps teachers redefine an inclusive curriculum by questioning what is taught, how it is taught, to whom, and under what conditions. It offers teachers a wealth of challenging, open-ended pursuits that give students voice and help them better understand their world. It explores opportunities for students to connect with social justice issues in the real world through imagined experiences found in short stories, novels, plays, picture books, graphic novels, and primary source documents, such as letters.Trade ReviewA thought provoking and interesting read." - SEN Magazine, August 2016

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Book SynopsisBased on what we now know about reading, this practical book offers strategies in a consistent format that is easy for teachers to incorporate in their daily instruction. This grab-bag of classroom-tested activities allows teachers to choose what they need to meet the diverse needs of students in grades 1 through 8. These strategies guide students through the reading process and build important comprehension skills through reading, talk, art, drama, and more. These innovative ways to use the best children’s books inspire students to become enthusiastic and avid readers, and take the first giant step into becoming lifelong readers.

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Book SynopsisThis practical book invites teachers to investigate different strategies to teach both whole-class and individual intervention lessons in reading. The book strives to take students beyond the simple view of reading and make them active users of language who make connections among the elements that science tells us are part of the reading process. Teachers will find strategies focused on self-regulation, word recognition, and language comprehension, along with various ways to connect and strengthen each aspect of reading. The lessons address new research about the complexities of reading and focus on scaffolding and differentiating learning for students in elementary classrooms.Table of ContentsIntroduction 1. The Active View of Reading 2. Active Self-Regulation 3. Word Recognition 4. Language Comprehension 5. Bridging Processes That Build Word Recognition and Language Comprehension 6. Bringing It All Together in the Classroom Reproducibles Resources Index

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Book SynopsisIn 1884, the Canadian government enacted a ban on the potlatch, the foundational ceremony of the Haida people. The tradition, which determined social structure, transmitted cultural knowledge, and redistributed wealth, was seen as a cultural impediment to the government’s aim of assimilation.The tradition did not die, however; the knowledge of the ceremony was kept alive by the Elders through other events until the ban was lifted. In 1969, a potlatch was held. The occasion: the raising of a totem pole carved by Robert Davidson, the first the community had seen in close to 80 years. From then on, the community publicly reclaimed, from the Elders who remained to share it, the knowledge that has almost been lost.Sara Florence Davidson, Robert’s daughter, would become an educator. Over the course of her own education, she came to see how the traditions of the Haida practiced by her father—holistic, built on relationships, practical, and continuous—could be integrated into contemporary educational practices. From this realization came the roots for this book.Trade ReviewIn 1969, Sara’s father Robert raised a totem pole in the community, demonstrating a commitment to tradition and stitching together stories and practices from community Elders that helped to honour traditional wisdom and revive Indigenous knowledge. In recounting how her father learned traditions and took up totem carving and potlatching, Sara has raised a new pole with this book, and shares knowledge like gifts at a potlatch. Anyone reading this work will feel like they’ve been paid to witness what Indigenous knowledge and pedagogy looks like. We are blessed to have Potlatch as Pedagogy; reading it is truly nourishing. Sara shows us through lucid storytelling and collaborative remembering that Indigenous people are resilient and with commitment can heal from past trauma, revive traditions, reinterpret them for application in the contemporary moment, and in the process make ourselves whole again. -- Dr. Jean-Paul Restoule, Professor and Chair, Indigenous Education, University of VictoriaAn uplifting, inspiring, and insightful book. Indigenous pedagogy is a developing field of study and practice to which this work is a valuable contribution. Given that Indigenous cultural revitalization and celebration is frequently localized in regard to community and national relevance, this book’s focus on Haida is essential. Davidson and Davidson offer readers an important exploration of how one nation’s culture, knowledge, and protocols can inform pedagogy for the better. -- Dr. Frank Deer, Canada Research Chair and Associate Professor, University of ManitobaThis is not a book to be read quickly; it requires reflection to fully appreciate its content, purpose, and value. But time spent with Potlatch as Pedagogy will connect you with the Davidsons’ stories and enrich your understanding of Haida knowledge, culture, and historical struggles; and stimulate thought for considering how Indigenous knowledge, storytelling, and pedagogies could be included in educational practices.Highly Recommended -- Anita Miettunen * CM Association *These nine sk’ad’a principles can serve as the threads to strengthen our teaching practice. As educators we have a great responsibility to learn and teach Indigenous history and knowledge. But we can also weave Indigenous pedagogy into our everyday teaching practice. Potlatch as Pedagogy is an accessible, engaging and heartfelt work. * ETFO Voice *

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