Educational strategies and policy Books

Book SynopsisInstead of drill-and-practice apps and worksheets, what if technology enabled exploration of math concepts? Instead of screens for disconnected individual learning, what if technology fostered mathematical discourse and collaboration? Instead of a one-size-fits-all approach to teaching mathematics, what if we used technology to differentiate to meet students’ diverse needs? Technology has the power and potential to support the teaching and learning of math content at all grade levels, but the presence of technology is insufficient unless it’s paired with effective teaching practices and meaningful content. This book poses and unpacks the above questions and many more, with detailed classroom examples to illustrate practical strategies for integrating technology in the K-5 math classroom, highlighting opportunities to amplify and transform mathematics teaching through strategic technology use.

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Book SynopsisAuthor Debbie Diller turns her attention to small reading groups and the teacher's role in small-group instruction. Making the Most of Small Groups: Differentiation for All grapples with difficult questions regarding small-group instruction in elementary classrooms such as: How do I find the time? How can I be more organized? How do I form groups? How can I differentiate to meet the needs of all of my students? Structured around the five essential reading elements - comprehension, fluency, phonemic awareness, phonics, and vocabulary - the book provides practical tips, sample lessons, lesson plans and templates, suggestions for related literacy work stations, and connections to whole-group instruction. In addition to ideas to use immediately in the classroom, Diller provides an overview of relevant research and reflection questions for professional conversations. Trade Review"This book is a must-have for the vast majority of teachers interested in developing and honing their skills at delivering differentiated instruction." - Education Review "An in-depth resource packed with tips, tricks and techniques." - Midwest Book ReviewTable of Contents1. Time 2. Organizing 3. Grouping 4. Comprehension 5. Fluency 6. Phonemic Awareness 7. Phonics 8. Vocabulary

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Book SynopsisEvery major measure of students' historical understanding since 1917 has demonstrated that students do not retain, understand, or enjoy their school experiences with history. Bruce Lesh believes that this is due to the way we teach historylecture and memorization. Over the last fifteen years, Bruce has refined a method of teaching history that mirrors the process used by historians, where students are taught to ask questions of evidence and develop historical explanations. And now in his new book 'Why Won't You Just Tell Us the Answer? he shows teachers how to successfully implement his methods in the classroom. Students may think they want to be given the answer. Yet, when they are actively engaged in investigating the pastthe way professional historians dothey find that history class is not about the boring memorization of names, dates, and facts. Instead, it's challenging fun. Historical study that centers on a question, where students gather a variety of historical sources and then develop and defend their answers to that question, allows students to become actual historians immersed in an interpretive study of the past. Each chapter focuses on a key concept in understanding history and then offers a sample unit on how the concept can be taught. Readers will learn about the following:, Exploring Text, Subtext, and Context: President Theodore Roosevelt and the Panama Canal, Chronological Thinking and Causality: The Rail Strike of 1877, Multiple Perspectives: The Bonus March of 1932, Continuity and Change Over Time: Custer's Last Stand, Historical Significance: The Civil Rights Movement, Historical Empathy: The Truman-MacArthur Debate By the end of the book, teachers will have learned how to teach history via a lens of interpretive questions and interrogative evidence that allows both student and teacher to develop evidence-based answers to history's greatest questions.Trade Review"What the book intends to do, and what is does well, is provide a 'road map' for those who wish to teach historical thinking skills in the secondary classroom. Lesh has written a valuable book for history teachers at the secondary level." - The History Teacher "Teachers are shown how to teach history using interpretive questions and interrogative evidence in this exciting alternative to traditional history paths, recommended for any educator's collection." - Midwest Book ReviewTable of ContentsIntroduction; Chapter 1: Reinventing My Classroom; Chapter 2: Introducing Historical Thinking; Chapter 3: Text, Subtext, and Context; Chapter 4: Using the Rail Strike of 1877 to Teach Chronological Thinking and Causality; Chapter 5: “Revolution in the Air”; Chapter 6: Continuity and Change over Time; Chapter 7: Long or Short?; Chapter 8: Trying on the Shoes of Historical Actors; Chapter 9: “How Am I Supposed to Do This Every Day?”; Chapter 10: Overcoming the Barrier to Change; Afterword

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Book SynopsisTen years since her first edition, author Debbie Miller returns with Reading with Meaning, Second Edition: Teaching Comprehension in the Primary Grades to share her new thinking about reading comprehension strategy instruction, the gradual release of responsibility instructional model, and planning for student engagement and independence. Reading with Meaning, Second Edition delves into strategy and how intentional teaching and guided practice can provide each child a full year of growth during their classroom year. New in this edition are lesson planning documents for each chapter that include guiding questions, learning targets, and summative assessments, as well as new book title recommendations and updated FAQs from the first edition.Also included are strategic lessons for inferring, determining the importance in each text, and synthesizing information. Teachers can help students make their thinking visible through oral, written, artistic, and dramatic responses and provide examples on how to connect what they read to their own lives.In this book, Miller reflects on her professional experiences and judgement along withcurrent research in the field. She provides a guide for any teacher hoping to build student relationships and develop lifelong independent learners.Trade Review"I walk away from this book inspired." - Room 241 blogTable of ContentsPrologue; Introduction to the Second Edition; 1: Guiding Principles; 2: In September, Part One; 3: In September, Part Two; 4: In October; 5: In November and December; 6: In January and February; 7: In March and April; 8: In May

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Book SynopsisHands-on lessons can be fun and compelling, but when it comes to life science, they aren't always possible, practical, effective, or safe. Children can't follow wolves as they hunt elk, visit a prehistoric swamp, or shrink down to the size of a molecule and observe photosynthesis firsthand. But they can explore a whole world of animals, plants, and ecosystems through the pages of beautifully illustrated, science-themed picture books.Perfect Pairs, which marries fiction and nonfiction picture books focused on life science, helps educators think about and teach life science in a whole new way. Each of the twenty lessons in this book is built around a pair of books that introduces a critical life science concept and guides students through an inquiry-based investigative process to explore that idea-;from life cycles and animal-environment interactions to the inheritance of traits and the critical role of energy in our world.Each lesson starts with a Wonder Statement and comprises three stages. Engaging Students features a hands-on activity that captures student interest, uncovers current thinking, and generates vocabulary. The heart of the investigative process, Exploring with Students, spotlights the paired books as the teacher reads aloud and helps students find and organize information into data tables. Encouraging Students to Draw Conclusions shows students how to review and analyze the information they have collected. Bringing high-quality science-themed picture books into the classroom engages a broad range of students, addresses the Performance Expectations outlined in the Next Generation Science Standards, and supports the goals of the Common Core State Standards for English Language Arts. Even if you are science shy, Perfect Pairs can help you become a more confident teacher whose classroom buzzes with curious students eager to explore their natural world.Trade Review'Hands-on lessons can be fun and compelling, but when it comes to life science, they aren't always possible, practical, effective, or safe. Children can't follow wolves as they hunt elk, visit a prehistoric swamp, or shrink down to the size of a molecule and observe photosynthesis firsthand. But they can explore a whole world of animals, plants, and ecosystems through the pages of beautifully illustrated, science-themed picture books. The collaborative work of Melissa Stewart (an award-winning author of more than 150 science-themed nonfiction books for children) and Nancy Chesley (a former elementary school teacher for twenty-six years and a K-5 science and literacy specialist for six years), Perfect Pairs: Using Fiction and Nonfiction Picture Books to Teach Life Science, Grades 3-5, showcases fiction and nonfiction picture books focused on life science, helps educators think about and teach life science in a whole new way. Each of the twenty lessons comprising Perfect Pairs is built around a pair of books that introduces a critical life science concept and guides students through an inquiry-based investigative process to explore that idea-from life cycles and animal-environment interactions to the inheritance of traits and the critical role of energy in our world. Each lesson starts with a "Wonder Statement" and comprises three stages. "Engaging Students" features a hands-on activity that captures student interest, uncovers current thinking, and generates vocabulary. The heart of the investigative process, "Exploring with Students," spotlights the paired books as the teacher reads aloud and helps students find and organize information into data tables. "Encouraging Students to Draw Conclusions" shows students how to review and analyze the information they have collected. Bringing high-quality science-themed picture books into the classroom engages a broad range of students, addresses the Performance Expectations outlined in the Next Generation Science Standards, and supports the goals of the Common Core State Standards for English Language Arts. Critique: Thoroughly 'user friendly' in organization and presentation, Perfect Pairs: Using Fiction and Nonfiction Picture Books to Teach Life Science, Grades 3-5 is an extraordinarily informative and practical instruction manual and textbook that is unreservedly recommended for college and university Teacher Education reference collections in general, and Elementary School Classroom Instruction supplemental studies reading lists in particular.' - Julie Summers Table of ContentsIntroduction; Getting Started; Meeting the Standards; Lessons for Grade 3; Lesson 3.1: What the Lives of All Creatures Have in Common, Even When Their Life Cycles Are Different; Lesson 3.2: How Being Part of a Group Helps Animals Survive; Lesson 3.3: Why Some Animals Look Different from Their Family Members; Lesson 3.4: What Fossils Can Tell Us About Life and Environments Long Ago; Lesson 3.5: How Variations in Characteristics Can Help Some Animals Survive; Lesson 3.6: How Animals Survive in a Cold Environment; Lesson 3.7: How People Try to Solve Problems That Occur When an Environment Changes; Lessons for Grade 4; Lesson 4.1: How Our Body Structures Help Us Survive; Lesson 4.2: How Feathers Help Birds Survive; Lesson 4.3: How a Tree's Structures Help It Survive; Lesson 4.4: How Animals Depend on Their Senses; Lesson 4.5: How Natural Resources Provide Electrical Energy; Lesson 4.6: How Energy Use Affects Environments and the Animals Living There; Lessons for Grade 5; Lesson 5.1A: Where Plants Get Most of the Materials They Use to Grow; Lesson 5.1B: Where Animals Get the Energy They Need to Live and Grow; Lesson 5.2: Why Dead Plants and Animals Don't Pile Up in Natural Places; Lesson 5.3: How Matter Moves Among Living Things and the Environment; Lesson 5.4: How Living Things Depend on Their Environment for Survival; Lesson 5.5: How Introduced Species Can Affect an Ecosystem; Lesson 5.6: How We Can Protect Earth's Resources and Environments

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Book SynopsisThe Daily 5: Fostering Literacy in the Elementary Grades, Second Edition retains the core literacy components that made the first edition one of the most widely read books in education and enhances these practices based on years of further experience in classrooms and compelling new brain research. The Daily 5 provides a way for any teacher to structure literacy (and now math) time to increase student independence and allow for individualized attention in small groups and one-on-one. Teachers and schools implementing the Daily 5 will do the following: Spend less time on classroom management and more time teaching Help students develop independence, stamina, and accountability Provide students with abundant time for practicing reading, writing, and math Increase the time teachers spend with students one-on-one and in small groups Improve schoolwide achievement and success in literacy and math. The Daily 5, Second Edition gives teachers everything they need to launch and sustain the Daily 5, including materials and setup, model behaviors, detailed lesson plans, specific tips for implementing each component, and solutions to common challenges. By following this simple and proven structure, teachers can move from a harried classroom toward one that hums with productive and engaged learners. What's new in the second edition: Detailed launch plans for the first three weeks Full color photos, figures, and charts Increased flexibility regarding when and how to introduce each Daily 5 choice New chapter on differentiating instruction by age and stamina Ideas about how to integrate the Daily 5 with the CAFE assessment system New chapter on the Math Daily 3 structureTrade Review"A fine 'must' for any educator's collection!" - Midwest Book ReviewTable of Contents1: That Was Then, This Is Now: How the Daily 5 and CAFE Have Evolved; 2: Our Core Beliefs: The Foundations of the Daily 5; 3: The 10 Steps to Teaching and Learning Independence; 4: What Do You Need to Begin the Daily 5?; 5: Launching Read to Self—The First Daily 5; 6: Foundation Lessons; 7: When to Launch the Next Daily 5; 8: The Math Daily 3; 9: Returning to Our Core Beliefs

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Book SynopsisBuilding Everyday Leadership in All Kids emphasizes that anyone can be a leader and it s never too early to start learning what leadership means and how to lead. This resource engages all emerging leaders, at all emotional and academic levels, by taking a full, practical approach to building personal and group leadership attitudes. The easy-to-use activities, in categories such as Understanding Leadership, Communication, Working with Others, Problem Solving, and Making a Difference, are designed to promote group interaction, build self-confidence, and allow students to explore personal understanding. Many activities are grouped for grades K 3 or 4 6, while others can be used with some minor adaptations for any age in the range. A special set of activities is specifically geared toward kids who are transitioning to middle school. Digital content includes customizable reproducible forms.

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Book SynopsisMythology for Teens: Classic Myths in Today''s World takes classical mythology to a new level by relating ancient stories to the culture, history, art, and literature of today. By looking at topics instrumental to both mythology and modern culture, teens are encouraged to question topics such as the repercussions of war, vanity and greed, the workings of fate, the nature of love, the roles of women in society, revenge and forgiveness, the meaning of life, and national identity. The majority of high school humanities and Advanced Placement courses teach classical mythology by simply retelling myths. By using teen-friendly reader''s theater scripts to tell the legends, in combination with activities, discussion questions, and exercises that help students apply what they''ve learned to real life, Mythology for Teens takes the classic myths taught in school and turns them into an engaging, interesting, and fresh way of looking at old material. Grades 7-12

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Book SynopsisFried and Sosland bring their combined experiences together to present a blueprint to reduce the pain, rage and revenge cycle of bullying. Their strategies have been captured from hands-on interaction with educators, parents and students. Their premise comes from the apocryphal village that is being ravaged by dysentery. Do you treat each person for their intestinal disorders or do you put in a sewer system? Do you work with each individual student or do you change a culture that hosts cruelty. Can you do both? The core of the book is the Student Empowerment Session that has been crafted and refined over fifteen years. This carefully organized, powerful system of questions has effected dramatic changes in children's insights about their behavior. The book also explores topics which include cyberbullying, children with disabilities, "mean girls," teachers who are bullies, parents who refuse to accept that their children are bullies, and academic vs. social emotional learning concerns to help readers change the culture and banish bully behavior.Trade ReviewAn invaluable book for parents who want to be advocates and protectors of their children. Straightforward and well-researched, Banishing Bullying Behavior brings to light the real issues kids face today and provides specific advice to parents. This should be required reading for anyone who is connected to kids. Kudos to Fried and Sosland for being spot-on. -- Joanne Stern, author of Parenting Is a Contact SportFried and Sosland have produced a valuable guide for educators and others working to rid our schools of bullying. Based on their extensive experience, the authors describe those practices that will create positive change and suggest practical strategies to make school a safe and comfortable place for learning. -- Marjorie P. Kaplan, superintendent, Shawnee Mission School District, 1992-2008A must for educators who believe in the potential of kids, this book sends a powerful message regarding the importance of creating a culture of respect for self and all others. Unique in it's specific suggestions, Fried and Sosland's book will inspire school staff and community members to join together in an effort to end the cycle of pain and revenge and to create a "BullySafe" environment. -- Mary Fischer, school counselor, Ida S. Baker High School, Lee County, FloridaWe must all accept our role as change agents if we are to banish bullying behavior in our schools and across society. In their book, SuEllen Fried and Blanche Sosland challenge our thinking while sharing new learning and strategies for addressing the bullying disorder. The book is essential reading for all who work with students. After I finished the last chapter, I felt inspired and empowered to further support and intervene with those who use bullying behaviors, their targets, and the witnesses who can make a difference. -- Robert ?B.R.? Rhoads, principal, Tillman Elementary School, Kirkwood, MissouriAs a middle school philosophy college instructor, I find that Banishing Bullying Behavior is a must-read for ALL future teachers. From the explanation of bullying, to the lessons on how we in the classroom can help and intercede, this book gives the responses any parent, child, or teacher would want. Bullying behavior is sadly a challenging problem in today’s schools, and with Fried’s and Sosland’s frank and encouraging material, the end could be in sight. -- Philip H. Hackett, adjunct professor, Xavier University, Cincinnati, OhioSuEllen Fried and her colleague Blanche Sosland have brought heart and head to bear in this book. They offer a thoughtful analysis, communicate compassion for targets and perpetrators alike, and explore programmatic efforts to make schools more positive places for children and youth. -- James Garbarino, director, Center for the Human Rights of Children, Loyola University Chicago (from the foreword)

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Book SynopsisThis book offers a comprehensive guide to the Transparency in Learning and Teaching (TILT) framework that has convincingly demonstrated that implementation increases retention and improved outcomes for all students. Its premise is simple: to make learning processes explicit and equitably accessible for all students. Transparent instruction involves faculty/student discussion about several important aspects of academic work before students undertake that work, making explicit the purpose of the work, the knowledge that will be gained and its utility in students’ lives beyond college; explaining the tasks involved, the expected criteria, and providing multiple examples of real-world work applications of the specific academic discipline. The simple change of making objective and methods explicit – that faculty recognize as consistent with their teaching goals – creates substantial benefits for students and demonstrably increases such predictors of college students’ success as academic confidence, sense of belonging in college, self-awareness of skill development, and persistence. This guide presents a brief history of TILT, summarizes both past and current research on its impact on learning, and describes the three-part Transparency Framework (of purposes, tasks and criteria). The three sections of the book in turn demonstrate why and how transparent instruction works suggesting strategies for instructors who wish to adopt it; describing how educational developers and teaching centers have adopted the Framework; and concluding with examples of how several institutions have used the Framework to connect the daily work of faculty with the learning goals that departments, programs and institutions aim to demonstrate.Trade Review"AAC&U has advocated for higher levels of transparency as a key principle of twenty-first century general education design. This book provides practical examples on how to turn that vision into practice at institutions and across systems. The Transparency Framework represents a strategy that has the potential to transform siloed student success efforts to scalable and sustainable models for quality and equity."Tia Brown McNair, Vice President, Office of Diversity, Equity, and Student SuccessAssociation of American Colleges and Universities"With the overarching goal of assessment being directly tied to the improvement of student learning, this book reinforces the general idea of the more information a student has about him/herself, the way they learn and the subject being studied, the more successful they will be in achieving academic success. The authors present a process (The Transparency Framework) that includes the who, what, when, where and why of what a student is expected to learn and how a faculty member can help ensure they do. Their research shows that the model is adaptable to every class size and institutional type. While not the proverbial silver bullet, it comes as close in its practical implementation of research based theories on student learning as I’ve ever seen."Belle Wheelan, President and Chief Executive OfficerSouthern Association of Colleges and Schools' Commission on Colleges"Transparent Design in Higher Education Teaching and Leadership brings together evidence and examples of one of the most elegant and transformative ideas I have encountered: revising assignments to clearly include the purpose, task, and criteria fosters student success and contributes to closing achievement gaps. This practical yet visionary volume offers a unique set of resources of special value to educational developers—faculty and staff working to improve higher education from centers for teaching and learning and similar units. With cases that are adaptable to a wide range of institutional settings and goals, this book should be one of the first resources educational developers turn to when designing programs, evaluating impact, and collaborating with institutional leaders."Cassandra Volpe Horii, Founding DirectorCaltech Center for Teaching, Learning, and Outreach; POD Network President, 2018-19"Who knew we could enrich and deepen learning by clearly explaining to students what they should focus on and why it matters! This book takes the mystery out of improving learning and teaching by appropriating a powerful idea hiding in plain sight to concentrate student and instructor effort on understandable, purposeful educational tasks adaptable to any classroom, lab or studio."George D. Kuh, Chancellor’s Professor Emeritus of Higher EducationIndiana University; Founding Director, National Survey of Student Engagement National Institute on Learning Outcomes Assessment"How I wish I had had this book a half century ago when I began my own career as a college professor. I would have known how to be 'transparent' with my underprepared, first generation, motivated, intelligent and creative students, in ways that would have made both them and me more successful much sooner and much more intentionally."John N. Gardner, Chair and Chief Executive OfficerJohn N. Gardner Institute for Excellence in Undergraduate EducationTable of ContentsForeword—Peter Felten and Ashley Finley Preface—James Rhem Acknowledgments Introduction. The Story of TILT and Its Emerging Uses in Higher Education—Mary-Ann Winkelmes Part One. The Fundamentals of Transparent Design for Faculty 1. Why it Works. Understanding the Concepts Behind Transparency in Learning and Teaching—Mary-Ann Winkelmes 2. How to Use the Transparency Framework—Mary-Ann Winkelmes 3. Faculty Voices and Perspectives on Transparent Assignment Design. FAQ’s for Implementation and Beyond—Allison Boye, Suzanne Tapp, Julie Nelson Couch, Robert D. Cox, and Lisa Garner Santa Part Two. Transparent Design for Faculty Developers 4. Transparency and Faculty Development. Getting Started and Going Further—Allison Boye and Suzanne Tapp 5. Designing Transparent Assignments in Interdisciplinary Contexts—Deandra Little and Amy Overman 6. Integrating TILT Initiatives Throughout a Center for Teaching and Learning. Educational Developer and Instructor Insights—Steven Hansen, Erin Rentschler, and Laurel Willingham-McLain 7. Using Principles from TILT for Workshop Design and Measuring the Impact of Instructional Development—Taimi Olsen, Ellen Haight, and Sara Nasrollahian Mojarad Part Three. Transparent Design Across Higher Education 8. Transparency in Faculty Development Collaborations at a Minority-Serving Research University—Katie Humphreys, Mary-Ann Winkelmes, Dan Gianoutsos, Anne Mendenhall, Erin Farrar, Melissa Bowles-Terry, Gayle Juneau-Butler, Debi Cheek, Leeann Fields, Gina M. Sully, Celeste Calkins, Ke Yu, and Sunny Gittens 9. Transparency and the Guided Pathways Model. Ensuring Equitable Learning Opportunities for Students in Community and Technical Colleges—Jennifer Whetham, Jill Darley-Vanis, Sally Heilstedt, Allison Boye, Suzanne Tapp, and Mary-Ann Winkelmes 10. Transparency to Close Opportunity Gaps in the Largest State System. A Pilot Experiment—Emily Daniell Magruder, Whitney Scott, Michael Willard, Kristina Ruiz-Mesa, and Stefanie Drew 11. Transparent Instruction in a Statewide Higher Education Network—Terri A. Tarr, Russell D. Baker, and Kathy E. Johnson 12. Assignment Design as a Site for Professional Development and Improved Assessment of Student Learning Outcomes—Jillian Kinzie and Pat Hutchings Epilogue. Final Thoughts—Allison Boye, Suzanne Tapp, and Mary-Ann Winkelmes List of Acronyms Editors and Contributors Index

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Book SynopsisA year in the life of a Chicago high school with one of the nation’s highest proportions of refugees, told with “strong novel-like pacing” (Milwaukee Magazine)“A stunning and heart-wrenching work of nonfiction.”—Chicago ReaderWinner of the Studs and Ida Terkel AwardFor a century, Chicago’s Roger C. Sullivan High School has been a home to immigrant and refugee students. In 2017, during the worst global refugee crisis in history, its immigrant population numbered close to three hundred—or nearly half the school—and many were refugees new to the country. These young people came from thirty-five different countries, speaking more than thirty-eight different languages. Called “a feat of immersive reporting” (National Book Review), and “a powerful portrait of resilience in the face of long odds” (Publishers Weekly), Refugee High, by award-winning journalist Elly Fishman, offers a riveting chronicle of the 2017–8 school year at Sullivan High, a time when anti-immigrant rhetoric was at its height in the White House. Even as we follow teachers and administrators grappling with the everyday challenges facing many urban schools, we witness the complicated circumstances and unique needs of refugee and immigrant children: Alejandro may be deported just days before he is scheduled to graduate; Shahina narrowly escapes an arranged marriage; and Belenge encounters gang turf wars he doesn’t understand. Heartbreaking and inspiring in equal measure, Refugee High raises vital questions about the priorities and values of a public school and offers an eye-opening and captivating window into the present-day American immigration and education systems.Trade ReviewPraise for Refugee High:“Refugee High may not provide the answers, but it contains important messages. Fishman suggests that we ignore our growing xenophobia at our peril, for these students are creative, resilient, adaptive, and caring. Her book is also a shout-out to the lasting value of public education. Refugee High showcases a school that not only serves as a welcoming landing pad for immigrants and refugees, but also as a launching pad for talented, productive, future generations of Americans. Students can be heroes, too.”—Martha Anne Toll, The Washington Post “A feat of immersive reporting.”—National Book Review“Fishman has crafted a compelling and thought-provoking narrative. . . . The strong novel-like pacing keeps the story engaging throughout, and the weight of the issues it addresses leaves readers thinking about the book long after it’s done.”—Milwaukee Magazine“A deeply compelling chronicle that brings us the poignant stories of new Americans set against a political backdrop of intense anti-immigrant rhetoric.”—Shepherd Express “A stunning and heart-wrenching work of nonfiction.”—Chicago Reader“Educators and general readers alike will find this vividly intimate work insightful.”—Library Journal “Fishman unearths the inner lives of her subjects with care and precision, and skillfully balances lighter moments (soccer games, TikTok dances) with harrowing turns of events. The result is a powerful portrait of resilience in the face of long odds.”—Publishers Weekly“A wondrous tapestry of stories, of young people looking for a home. With deep, immersive reporting, Elly Fishman pulls off a triumph of empathy. Their tales and their school speak to the best of who we are as a nation—and their struggles, their joys, their journeys will stay with you.”—Alex Kotlowitz, author of There Are No Children Here“As the only refugee in an Oklahoma high school in the 1990s, I used to have fantasies like this: what if a school existed that represented the wider world, everyone displaced, everyone applying for the same papers, pockets of society not defined by ill-fitting American markers, but following the precise contours of my own continent, its many faiths and colors? Refugee High is the realization of that daydream, and a riveting real-life answer to those youthful mysteries. A deep dive into an experiment I’ve always wanted to witness, meticulously researched, lovingly written, and rich in revelation.”—Dina Nayeri, the author of The Ungrateful Refugee and Refuge “Beautifully written, deeply reported, and bursting with humanity, Refugee High is a book you will read in a hurry and remember forever.”—Jonathan Eig, author of Ali: A Life and Luckiest Man “Elly Fishman’s Refugee High takes readers inside one of the most remarkable schools in the country. Fishman brings to life the individual experiences of the school’s teenagers, teachers and administrators, their struggles and joys. Through these intimate accounts, Refugee High shows the widening conflicts—of a city, a nation and world—that concern us all.”—Ben Austen, author of High-Risers: Cabrini-Green and the Fate of American Public Housing “A riveting immersion into the world of Chicago’s Sullivan High School, where half the students are immigrants or refugees. Through the lives of four young people from different corners of the globe, Elly Fishman vividly portrays the perils and possibilities that confront those who come to the United States in search of a better life. No reader will be able to forget these students and the almost unimaginable hurdles they struggle to surmount, and no reader will forget the teachers who dedicate themselves to preventing the American Dream from becoming a betrayal.”—Drew Faust, President Emeritus, Harvard University“Beautifully written, deeply reported, and bursting with humanity, Refugee High is a book you will read in a hurry and remember forever.”—Jonathan Eig, author of Ali: A Life and Luckiest Man

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Book SynopsisThe first three chapters of Action Research: Models, Methods, and Examples covers the history, foundations, and basics of conducting action research projects. In those chapters you will learn about the origins of action research as well as about the different methods and models of action research - from the original approaches used by Kurt Lewin and his students in the 1940s and 1950s to the diversity of current approaches to AR that are used to develop both solutions to real world problems and to construct a better understanding of important issues and concern in communities, schools, businesses, and organizations.The nine chapters in the second part of the book illustrate the many ways action research is practiced today. Those chapters illustrate the use of action research methods to accomplish everything from individual personal professional development to changing policies and practices in large organizations and systems.The chapters detail many specific methods of doing AR such as participatory action research, emancipatory action research, design based action research, collaborative inquiry, and many others.

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Book SynopsisWe perceive a continued lack of attention to intersectionality in education, despite growing interest in popular media and ongoing investment in intersectional-type work in the social sciences. Our collection invites urban educators, and educators in general to ask: “How can our work benefit by incorporating intersectionality theories in research and in practice?” “What might we be able to better see using an intersectional lens?” Though in many ways the literature on intersectionality and education echoes recommendations from studies of diversity over the years, we believe there is the potential for intersectionality to produce a serendipitous effect, revitalizing our theory and praxis around race, class, gender, and other identity axes in urban education. In addition, intersectionality can help and support theories based on a social justice by further illuminating research analysis, including shining a light on nuances that often remain in the shadow during analysis. We hope to engage readers with a range of possibilities for applying intersectionality theories in their own educational settings; urban or otherwise.In urban education, “urban” is a floating signifier that is imbued with meaning, positive or negative by its users. “Urban” can be used to refer to both the geographicalcontext of a city and a sense of “less than,” most often in relation to race and/or socioeconomic status (Watson, 2011). For Noblit and Pink (2007), “Urban, rather, is a generalization as much about geography as it is about the idea that urban centers have problems: problems of too many people, too much poverty, too much crime and violence, and ultimately, too little hope” (p. xv). Recently, urban education scholars such as Anyon (2005), Pink and Noblit (2007), Blanchett, Klinger and Harry (2009), and Lipman (2013) have elucidated the social construction of oppression and privilege for urban students, teachers, schools, families, and communities using intersectionality theories. Building on their work, we see the need for an edited collection that would look across the different realms of urban education - theorizing identity markers in urban education, education in urban schools and communities, thinking intersectionally in teacher education & higher education, educational policies & urban spaces - seeking to better understand each topic using an intersectional lens. Such a collection might serve to conceptually frame or provide methodological tools, or act as a reference point for scholars and educators who are trying to address urban educational issues in light of identities and power. Secondly, we argue that education questions and/or problems beg to be conceptualized and analyzed through more than one identity axis. Policies and practices that do not take into account urban students’ intertwining identity markers risk reproducing patterns of privilege and oppression, perpetuating stereotypes, and failing at the task we care most deeply about: supporting all students’ learning across a holistic range of academic, personal, and justice-oriented outcomes.Can educational policies and practices address the social justice issues faced in urban schools and communities today? We argue that doing intersectional research and implementing educational policies and practices guided by these frameworks can help improve the “fit.” Particular attention needs to be paid to intersectionality as a lens for educational theory, policy, and practice. As urban educators we would be wise to consider the intertwining of these identity axes in order to better analyze educational issues and engage in teaching, learning, research, andpolicymaking that are better-tuned to the needs of diverse students, families, and communities.

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Book SynopsisIn their first edition of Mentor Texts, authors Lynne Dorfman and Rose Cappelli helped teachers across the country make the most of high-quality children's literature in their writing instruction. Mentor Texts: Teaching Writing Through Children's Literature, K-6, 2nd Edition the authors continue to show teachers how to help students become confident, accomplished writers by using literature as their foundation. The second edition includes brand-new Your Turn Lessons, built around the gradual release of responsibility model, offering suggestions for demonstrations and shared or guided writing. Reflection is emphasized as a necessary component to understanding why mentor authors chose certain strategies, literary devices, sentence structures, and words. Dorfman and Cappelli offer new children's book titles in each chapter and in a carefully curated and annotated Treasure Chest. At the end of each chapter a Think About It'sTalk About It'sWrite About It section invites reflection and conversation with colleagues. The book is organized around the characteristics of good writing focus, content, organization, style, and conventions. The authors write in a friendly and conversational style, employing numerous anecdotes to help teachers visualize the process, and offer strategies that can be immediately implemented in the classroom. This practical resource demonstrates the power of learning to read like writers.Trade ReviewMentor Texts will raise your awareness of the choices and moves authors make, and invite purposeful planning and revision that will bring out the best in any piece of writing . . . A must have book for every writing teacher! —Paula Bourque, author of Close WritingLynne and Rose have again given us a treasure. Not only do they provide you with new titles to add to your mentor text library, they’ll show you new ways to use these texts with your young writers. —Stacey Shubitz, author of Craft MovesThe collaborative work of independent literacy consultant Rose Cappelli (who is active in the Keystone State Reading Association and her local reading council) and Lynne R. Dorfman (who teaches graduate level courses at Arcadia University and works as an independent literacy consultant), and now in a fully updated second edition, "Mentor Texts: Teaching Writing Through Children's Literature, K-6" includes brand-new "Your Turn Lessons", section built around the gradual release of responsibility model, offering suggestions for demonstrations and shared or guided writing. Reflection is emphasized as a necessary component to understanding why mentor authors chose certain strategies, literary devices, sentence structures, and words. New children's book titles are featured in each chapter and as part of a carefully curated and annotated Treasure Chest. At the end of each chapter, there is a "Think About It - Talk About It - Write About It" section which invites reflection and conversation with colleagues. "Mentor Texts" is organized around the characteristics of good writing of focus, content, organization, style, and conventions. Written, organized and presented in a friendly and conversational style, employing numerous anecdotes to help teachers visualize the process, and offer strategies that can be immediately implemented in the classroom, "Mentor Texts" is a practical resource that demonstrates the power of learning to read like writers -- making it a critically important, core addition to school district, college, and university library Teacher Education collections and supplemental studies reading lists.—Library Bookwatch: June 2017 James A. Cox, Editor-in-Chief Midwest Book Review Table of ContentsIntroduction to the Second Edition; Chapter 1: Reinventing the Writer with Mentor Texts; Chapter 2: Digging for Treasure: Discovering Personal Stories by Connecting with Literature; Chapter 3: What Are You Really Writing About? Discovering the Inside Story; Chapter 4: When Writers Use a Magnifying Lens; Chapter 5: Growing a Narrative from Beginning to End; Chapter 6: Using Scaffolds to Organize Texts; Chapter 7: Poetry: Everybody Can Be a Writer; Chapter 8: Choice, Voice, and All That Jazz; Chapter 9: Walk Around in the Author's Syntax; Chapter 10: A Treasure Chest of Books; Afterword

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Book SynopsisDr. Marian Small has written a landmark book for a wide range of educational settings and audiences, from pre-service math methods courses to ongoing professional learning for experienced teachers. Understanding the Math We Teach and How to Teach It, K-8 focuses on the big mathematical ideas in elementary and middle school grade levels and shows how to teach those concepts using a student-centered, problem-solving approach. Comprehensive and Readable: Dr. Small helps all teachers deepen their content knowledge by illustrating core mathematical themes with sample problems, clear visuals, and plain language Big Focus on Student Thinking: The book's tools, models. and discussion questions are designed to understand student thinking and nudge it forward. Particularly popular features include charts listing common student misconceptions and ways to address them, a table of suggested manipulatives for each topic, and a list of related children's book Implementing Standards That Make Sense: By focusing on key mathematics principles, Understanding the Math We Teach and How to Teach It, K-8 helps to explain the "whys" of state standards and provides teachers with a deeper understanding of number sense, operations, algebraic thinking, geometry, and other critical topics Dr. Small, a former dean with more than 40 years in the field, conceived the book as an essential guide for teachers throughout their career: "Many teachers who teach at the K-8 level have not had the luxury of specialist training in mathematics, yet they are expected to teach an increasingly sophisticated curriculum to an increasingly diverse student population in a climate where there are heightened public expectations. They deserve help."

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Book SynopsisEvidence-based bullying-prevention principles, policies, and practices to reduce peer cruelty and create safe, caring learning climates. Based on a practical, six-part framework for reducing peer cruelty and increasing positive behavior support, End Peer Cruelty, Build Empathy utilizes the strongest pieces of best practices and current research for ways to stop bullying. The book includes guidelines for implementing strategies, collecting data, training staff, mobilizing students and parents, building social-emotional skills, and sustaining progress, and presents the 6Rs of bullying prevention: Rules, Recognize, Report, Respond, Refuse, and Replace. This is not a program, but a comprehensive process for reducing bullying from the inside out, involving the entire school community. Bullying-prevention and character education expert Michele Borba, who s worked with over 1 million parents and educators worldwide, offers realistic, research-based strategies and advice. Use the book on its own or to supplement an existing program. Digital content includes customizable forms from the book and a PDF presentation for use in professional development.

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Book SynopsisAn early champion of childhood reminds parents and educators that children learn best when they are free to play and explore.Far ahead of his time, Friedrich Froebel (1782-1852) viewed children not as future adults to be seen and not heard, but as unique individuals with strengths and interests.Since he believed in joy-based learning - founding the first kindergarten on children’s innate desire to discover and create - his approach will resonate with those who value varying learning styles today. These extracts from his writings will embolden teachers and parents to withstand pressure to conform and will help them connect with children’s intrinsic motivation.This slim volume includes a biographical introduction followed by short selections introducing Froebel’s thought on topics such as the importance of unstructured play, time in nature, creative self-expression, faith, sports, and building character.

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Book SynopsisThis book, the second in the series, is a distinct exploration of how educational policy makers, curriculum developers, educators, learners and social activists can utilize the hitherto untapped rich resource of African traditional oral literature and visual cultures. These are epistemological reservoirs and invaluable pedagogical tools in the delivery of content in the classrooms of the present global village, most of whom contain diverse student populations from varying backgrounds. The content of the book is thus designed to help expand educators’ repertoire of understanding beyond the hitherto “conventional wisdom”, most of which are either outdated or are colonial impositions on former colonial entities. Our motivation for pulling together this anthology was due to the fact scholars, educators and educational policy makers have hitherto paid little attention to the epistemological and pedagogical value of Traditional Indigenous Knowledge systems (TIKS). Our objective has been largely achieved by this anthology in the sense that the research perspectives of the contributors to this effort have enhanced the hitherto limited exposure and knowledge about traditional oral literature and visual cultures in Africa. The torch that has been lighted from this endeavor heightens the epistemological and pedagogical implications of TIKS. In launching this book, we are extending a clarion call to researchers and disciples of Indigenous Knowledge systems in Africa and elsewhere to seize this opportunity and interest generated by this endeavor to undertake more studies in this area. Our current efforts were focused mainly on Africa TIKS systems, but we strongly believe that there are similar and equally powerful and important TIKS systems in other parts of the world, Asia, the Far East, Central and Southern America as well as the Caribbean that are longing for exploration and exposition. It is therefore our fervent hope that exploration and dissemination of knowledge in this field will continue with the flame lighted from this endeavor. We believe that these efforts will greatly enhance awareness an otherwise neglected and almost forgotten, but important aspects of knowledge creation and dissemination, especially about traditional and hitherto unwritten histories and knowledge systems around the world. These undertakings will help to broaden the conceptualization of what constitutes global knowledge within the current reality of globalization.Table of Contents Acknowledgements. Introduction. Voices, Insights and the future on African traditional oral literature and visual cultures Sankofa: Re-crafting African Indigenous Knowledge Systems in Culturally Conscious Classroom Contexts Recognizing and celebrating the cultural capital of cultural minority students in North American classrooms as empowering tools for academic success LIBATION: Pedagogical tool for Health and Social Education Rethinking traditional beliefs:Exploring ways to eradicate the stigma, segregation and violence against women accused of witchcraft in Ghana A case for African traditional literature in children’s education African Traditional Moonlight tales: A culturally relevant tool for discussing social issues with children African Music and Dance: Instructional Strategy for Global Education Cultural, ritualistic and pedagogical symbolism of the Morse Codes of ancient Africa in diverse learning environments: The Ikoro & Ekwe as typologies and agencies of non-verbal communication among the Igbo of Eastern Nigeria Examining the Roles of Modern Queen Mothers in Preserving the Cultural Heritage of the Akans of Ghana: Pedagogical Implications Adinkra Symbolism of Ghana: Pedagogical Implications for Schooling and Education Back to our roots: Using Puberty rites of the Akans of Ghana as Cultural Tools for promoting Traditional Ideals of Womanhood in Classroom Contexts Accentuating The Importance Of Traditional Festivals As Veritable Teaching Tools In Global Classroom Settings About the Contributors.

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Book SynopsisIs the American public school doing what we want it to do? Or, is what we want it to do in conflict with what society allows it to do? This book takes on issues central to understanding the complexities of the American public school experience. Readers are simultaneously taken into the historical and contemporary context of these issues through an honest and provocative approach that engages them into the real world of school. Chapters revolve around key issues such as religion, democracy, teachers, race, reform, pedagogy, efficiency, freedom, segregation, social class, exceptionality, gender, technology, and accountability.Paradoxes of the Public School promises to foster a thoughtful dialogue on the complexity of school and how best to improve it for the future. Teacher educators may find it useful to help develop teacher candidates’ understanding of the nature of school. However, anyone interested in the nature of school will find this book insightful, clear, and easy to follow. All readers will find this book to be cutting edge as it creatively fills a dire need for a compelling tale of school that is both informative and thought provoking.

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Book SynopsisThis book is written by a diverse cohort of both of American educators, including professors, teachers, school counselors, and school administrators from pre-K to college levels. Most of the contributors come from disciplinary areas of English as a second language and school administration. With the pressure of Common Core State Standards Initiative, American educators are now shifting their focus to standards-based instruction. Meanwhile, Chinese educators are moving away from national standards and developing state level curriculum and instruction to meet specific needs of the students in local provinces. There is also a debate about whether or not to use the National College Entrance Examination as the only test for college admission. Some provinces (e.g., Zhejiang and Hubei) are administering their own college entrance examinations. The book outlines the sociocultural roots of education in the three countries, linking the tradition and philosophical orientations to each country’s own history of education. Furthermore, the book compares and contrasts the curriculum, especially the teaching of English as a second/foreign language, in three countries.This book examines the stress of students, physical education, various pedagogical styles in foreign language education as well as instructional texts and cross-cultural dialogue between teachers. Additionally, the book explores factors that influence parent’s involvement and women’s educational and career aspirations. Lastly, the book presents modern technologies such as smart learning technologies and online learning platforms not only to facilitate future educational systems but also to promote international exchanges.The chapters of the book are thematically diverse, but they help to provide inspirations for educators both in American and Asian countries. The findings offer alternative practical lenses for educational community to seek for some “middle ground” between Chinese, South Korea and American education. The intended audience for this book is graduate students, teachers, administrators, and professionals in education.

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Book SynopsisReflecting on almost three decades of postsocialist transformations, the second edition of Globalization on the Margins explores continuities and changes in Central Asian education development since the dissolution of the Soviet Union in 1991, with a particular focus on the developments that took place since the production of the first edition in 2011. Rather than viewing these transformations in isolation, the authors place their analyses within the global context by reflecting on the interaction between Soviet legacies and global education reform pressures in the Central Asian countries of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. This new edition, in addition to a revised introduction and a newly added conclusion, consists of four thematic sections, each reflecting a key theme in the educational life of the Central Asian states. These thematic sections, introduction and conclusion collectively update our understanding of the recent developments and challenges in education of the five Central Asian states. They, however, go beyond mere information update, so as to complicate, re-engage, re-form and re-define the margins, taking up ‘margins’ a conceptual, geographic, cultural, and geo-political construct. Notwithstanding the diversity of local and international authors, variety of theoretical perspectives, methodological approaches, and conceptual lenses, the essays reveal the complexity and uncertainty of the post-socialist education transformations. Instead of portraying the transition process as the influx of Western ideas into the region, Globalization on the Margins provides new lenses to critically example education as a contested field of diverse perspectives, competing forces, and multidirectional flow of ideas, concepts, and reforms in Central Asia.

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Book SynopsisThis book answers two questions: What does the implementation of inclusive education require of a system of education and all parts of the system? How do various parts of the education system act on their commitment to inclusive educational practice? Decades after major legislation (i.e., the Civil Rights Act, the Elementary and Secondary Education Act, and the Education for All Handicapped Children Act) made high-quality education a fundamental right for all children in the United States, the dream of diverse, inclusive, democratic schooling has yet to be realized. Nevertheless, some classrooms, schools, districts, states, and universities have made progress. Inclusive Education: A Systematic Perspective explores the theoretical implications of inclusive practice as well as illustrative case studies and evaluation findings from states, educator preparation programs, districts, and schools that have reframed their work around the principles of inclusive practice. Whether these organizations position the work as “social justice education,” “culturally responsive teaching,” or “inclusion,” their efforts lead in the same direction— toward higher quality and more equitable education for all. The chapters will be relevant to graduate students, faculty members, and education leaders, at all levels, who seek a comprehensive overview of the commitment and practice of “inclusive education”. Chapters vary in their approaches to the topic, some presenting theoretical underpinnings, others describing practices or programs at particular sites, others reporting findings from empirical studies, and edited interviews with state and district leaders of inclusive-education initiatives. The book explores why inclusion is important and how it can be accomplished.

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Book SynopsisAMTE, in the Standards for Preparing Teachers of Mathematics (SPTM), puts forward a national vision of initial preparation for all Pre-K–12 teachers who teach mathematics. SPTM contains critical messages for all who teach mathematics, including elementary school teachers teaching all disciplines, middle and high school mathematics teachers who may teach mathematics exclusively, special education teachers, teachers of emergent multilingual students, and other teaching professionals and administrators who have responsibility for students’ mathematical learning. SPTM has broad implications for teacher preparation programs, in which stakeholders include faculty and administrators in both education and mathematics at the university level; teachers, principals, and district leaders in the schools with which preparation programs partner; and the communities in which preparation programs and their school partners are situated.SPTM is intended as a national guide that articulates a vision for mathematics teacher preparation and supports the continuous improvement of teacher preparation programs. Such continuous improvement includes changes to preparation program courses and structures, partnerships involving schools and universities and their leaders, the ongoing accreditation of such programs regionally and nationally, and the shaping of state and national mathematics teacher preparation policy. SPTM is also designed to inform assessment practices for mathematics teacher preparation programs, to influence policies related to preparation of teachers of mathematics, and to promote national dialogue around preparing teachers of mathematics. The vision articulated in SPTM is aspirational in that it describes a set of high expectations for developing a well-prepared beginning teacher of mathematics who can support meaningful student learning. The vision is research-based and establishes a set of goals for the continued development and refinement of a mathematics teacher preparation program and a research agenda for the study of the effects of such a program. SPTM contains detailed depictions of what a well-prepared beginning teacher knows and is able to do related to content, pedagogy, and disposition, and what a strong preparation program entails with respect to learning experiences, assessments, and partnerships. Stakeholders in mathematics teacher preparation will find messages related to their roles.Standards for Preparing Teachers of Mathematics includes standards and indicators for teacher candidates and for the design of teacher preparation programs. SPTM outlines assessment practices related to overall quality, program effectiveness, and candidate performance. SPTM describes specific focal practices by grade band and provides guidance to stakeholders regarding processes for productive change.

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Book SynopsisEducation has become synonymous with schooling, but it doesn’t have to be. As schooling becomes increasingly standardized and test driven, occupying more of childhood than ever before, parents and educators are questioning the role of schooling in society. Many are now exploring and creating alternatives. In a compelling narrative that introduces historical and contemporary research on self-directed education, Unschooled also spotlights how a diverse group of individuals and organizations are evolving an old schooling model of education. These innovators challenge the myth that children need to be taught in order to learn. They are parents who saw firsthand how schooling can dull children’s natural curiosity and exuberance and others who decided early on to enable their children to learn without school. Educators who left public school classrooms discuss launching self-directed learning centers to allow young people’s innate learning instincts to flourish, and entrepreneurs explore their disillusionment with the teach-and-test approach of traditional schooling.Trade Review"Kerry McDonald is leagues ahead of the rest of the education reform community. This book demonstrates why. McDonald's robust evidence of high-quality education without schooling forces us to consider something that makes everyone feel very uncomfortable: our system of compulsory schooling may do more harm than good." Corey DeAngelis, author of Doing More with Less and The School Choice Voucher"Kerry McDonald's Unschooled is a remarkable overview of the growing grassroots movement away from institutionalized education and toward self-directed learning in our homes and communities." Patrick Farenga, author of Teach Your Own and publisher of Growing Without Schooling magazine and www.HoltGWS.com"Whether you're currently unschooling, curious about unschooling, or simply know that something's not right with the institutionalized educational model, Kerry McDonald's Unschooled is an invaluable resource. To read it is to realize just how rich education can be." Ben Hewitt, author of Home Grown"This well-researched, inspiring book clearly demonstrates that self-directed education supports each person's innate curiosity and drive to learn. While the form it takes is unique to the individual, experience shows it typically fosters confidence, community engagement, and an abiding love of learning. Hope is right here in these pages." Laura Grace Weldon, author of Free Range Learning" Unschooled manages to offer everything: a coherent history lesson, fascinating profiles, an explanation of how self-directed learning works, and an overview of innovative programs, all delivered in a lively, encouraging voice." Grace Llewellyn, author of The Teenage Liberation Handbook and Guerrilla Learning"This book makes a compelling case for giving kids back their brains, time, curiosity, driveand joy!" Lenore Skenazy, president of Let Grow and founder of Free-Range Kids"Unschooled is a wonderful book, enviably balanced between rock-solid data and warm-hearted stories about real families and real young people who have flourished outside our country's factory-inspired school systems. It's not the first book to see how bright and interesting the world can be outside the soiledand, these days, often barredwindows of America's schools, but it's fresh, convincing, and clearly written." Robert Epstein, PhD, senior research psychologist, American Institute for Behavioral Research and Technology, and author of Teen 2.0: Saving Our Children and Families from the Torment of Adolescence

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Book SynopsisThe diversity and Inclusion movement in corporations and higher education has mostly fallen short of its most authentic goals. This is because it relies upon the dominant worldview that created and creates the problems it attempts to address. Rediscovering and applying our original Indigenous worldview offers a remedy that can bring forth a deeper and broader respect for diversity, and a different way to understand and honor it. This book offers a transformative learning opportunity for preserving diverse environments at every level, one that may be a matter of human survival.Trade ReviewPraise for: The Red Road: Linking Diversity and Inclusion Initiatives to Indigenous Worldview""Four Arrows has combined his internationally respected scholarship on Indigenous worldview with experience based story-telling to help bring forth a more effective way to actualize authentic respect for diversity, especially as it relates to transformational curricula in higher education. Had humanity begun this project long ago, Nature would not have to be bringing us back into balance so radically now."" —Tom McCallum (White Standing Buffalo,Métis/Michif-speaking elder, Cree Sundance Lodge Keeper, and author.

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Book SynopsisThough there has been a rapid increase of women’s representation in law and business, their representation in STEM fields has not been matched. Researchers have revealed that there are several environmental and social barriers including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities that continue to block women’s progress in STEM. In this book, the authors address the issues that encounter women of color in STEM in higher education.Table of Contents Foreword. Introduction: An Overview of K–12 Issues Related Women and Girls of Color in STEM. PART I: BUILDING CAPACITY OUTSIDE THE SCHOOL WALLS. Cultivating Hispanic/Latina and African American Females in Reading, Mathematics, and Science(Charms) for STEM at the Elementary School: Results of One Project, Patricia J. Larke, Gwendolyn Webb-Hasan, Teresa Jimarez, and Yeping Li. Plugging the Leaks in the STEMPipeline: Nurturing Early Interest in Science, Technology, Engineering, and Mathematics Among Girls of Color, Charlease Kelly-Jackson. UNO EUREKA!-STEM: Doing Something About the Double Bind, Carol T. Mitchell and Amelia Tangeman. PART II: BUILDING CAPACITY INSIDE THE SCHOOL WALLS. “We Stumble, Fall, Get Up, and Continue Walking”: Latina Students’ Attitudes Towards Science, Kathryn Scantlebury and Beth Wassell. Developing STEM Ambitions: An Examination of Inequality by Gender and Race/Ethnicity, Catherine Riegle-Crumb, Karisma Morton, and Sarah Blanchard. Black Women and Girls, Science Achievement, and Education Policy: Black Feminist and Critical Race Feminist Perspectives,Theodorea Regina Berry and Reanna S. Roby. African American Female Achievement in STEM: AP Courses Provide a Different Story? Jemimah L. Young and Jamaal Young. Kenyan Secondary School Students’ Perceptions of Their Science Classroom: Influence of Gender, School Type, and Instructional Context, Lee Shumow and Teresa A. Wasonga. African American Middle School Girls in a Community-Based Informal Program: Mining Rare Gems to Pursue STEM, Natalie S. King, Rose M. Pringle, Mayra L. Cordero, and Natalie Ridgewell. Latina Parental Involvement: Contributions to Persistence in STEM Fields, Katie Brkich, Alejandro J. Gallard Martinez, Alma D. Stevenson, Gillian Bayne, Wesley Pitts, Beth Wassell, Lorena Claeys, and Belinda Bustos Flores. Participation in the Advancing Out-of-School Learning in Mathematics and Engineering Project: Supporting Middle School Latinas’ Bilingual and STEM Identities, Carlos Lópezleiva, Sylvia Celedón-Pattichis, and Marios S. Pattichis. Exploring How School Counselors Position: Low-Income African American Girls As Mathematics and Science Learners:Findings From Year Two Data, Cirecie West-Olatunji, Eunhui Yoon, Lauren Shure, Rose Pringle, and Thomasenia Adams. STEM-ing the Tide: Women of Color Reimagining Their “Place” Through Sociocultural Action, Aria Razfar and Zayoni Torres. About the Editors. About the Contributors.

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Book SynopsisConflict management is an overlooked area in leadership development. Mediation as an intervention method to use in conflict management can be productive for building leadership capacity and organizational development in higher education. Adults average five conflicts per day and people in titled leadership spend over two-thirds of their time engaged in managing conflict. This book offers conflict management strategies, models, and processes to support college and university personnel in recognizing and managing conflicts and how to build skill sets that can enhance effective communication and address issues strategically.

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Book SynopsisIn the ever-evolving field of education, leaders face unprecedented challenges that require effective crisis management and creative problem-solving skills. The Covid-19 pandemic has further highlighted the critical need for innovative approaches to educational leadership to navigate through uncertainty, adapt to rapid changes, and ensure the sustainability of educational institutions. However, there is a significant research gap in this area, with limited resources available to guide leaders in the post-pandemic world. To address this pressing issue, Promoting Crisis Management and Creative Problem-Solving Skills in Educational Leadership offers a comprehensive solution. This book, authored by renowned scholars and practitioners, provides a roadmap for reimagining educational leadership and equipping leaders with the necessary skills to thrive in challenging times. By exploring various perspectives and drawing on real-world experiences, this book empowers educational leaders to effectively manage crises, inspire stakeholders, and guide their organizations toward success and sustainability. With its focus on crisis management, innovative problem-solving strategies, and the development of essential leadership competencies, this book fills the void in the existing literature. It not only offers insights into the unique challenges posed by the post-pandemic world but also provides practical guidance and actionable recommendations for leaders in educational settings. By reading this book, scholars, policymakers, researchers, and practitioners will gain valuable knowledge and tools to navigate the complexities of educational leadership, ensuring the continued growth and improvement of their institutions.

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Book SynopsisPostsecondary language classrooms present a profound problem as they become breeding grounds for the perpetuation of racial discrimination and linguistic inequalities. Racialized students encounter numerous barriers, both institutional and individual, that hinder their language learning and overall educational experiences. The prevailing monolingual and monocultural norms marginalize and erase the linguistic and cultural identities of these students, reinforcing power imbalances and maintaining oppressive structures. Interrogating Race and Racism in Postsecondary Language Classrooms offers a much-needed solution to address the pervasive issues surrounding race and language within higher education. Edited by Xiangying Huo and Clayton Smith, this transformative book presents an opportunity for scholars, educators, and researchers to confront and challenge the deeply ingrained racism, linguicism, and neo-racism present in language classrooms. Through an intersectional lens, the book not only exposes the complex intersections between race and language but also provides practical strategies to combat these injustices and create inclusive learning environments. With a diverse range of topics, from power dynamics and native speakers to multilingualism and anti-oppressive pedagogies, the book equips readers with the necessary tools to effect meaningful change. It amplifies marginalized voices, highlights lived experiences, and emphasizes the importance of anti-racist and anti-colonial practices in language education. By offering research-based chapters and employing various methodologies, the book empowers educators, administrators, and policymakers to dismantle oppressive systems and cultivate environments that foster racial justice and liberation. Interrogating Race and Racism in Postsecondary Language Classrooms catalyzes the transformation of language education in higher institutions. It paves the way for a paradigm shift that prioritizes inclusivity, social justice, and equitable language learning. By engaging scholars, researchers, and educators across disciplines, this book has the potential to reshape language classrooms and dismantle systemic barriers that perpetuate racial discrimination. It is a vital resource for those invested in creating an educational landscape that values and celebrates the diverse linguistic and cultural backgrounds of all students, ultimately contributing to a more just and inclusive society.

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Book SynopsisIn Race on Campus, Julie J. Park argues that there are surprisingly pervasive and stubborn myths about diversity on college and university campuses, and that these myths obscure the notable significance and admirable effects that diversity has had on campus life.Based on her analysis of extensive research and data about contemporary students and campuses, Park counters these myths and explores their problematic origins. Among the major myths that she addresses are charges of pervasive self-segregation, arguments that affirmative action in college admissions has run its course and become counterproductive, related arguments that Asian Americans are poorly served by affirmative action policies, and suggestions that programs and policies meant to promote diversity have failed to address class-based disadvantages. In the course of responding to these myths, Park presents a far more positive and nuanced portrait of diversity and its place on American college campuses.At a time when diversity has become a central theme and goal of colleges and universities throughout the United States, Race on Campus offers a contemporary, research-based exploration of racial dynamics on today’s college campuses.Table of Contents Table of Contents Introduction ONE: Black Students and the Cafeteria—What’s the Big Fuss? TWO: Who’s Really Self-Segregating? THREE: Is Class-Based Affirmative Action the Answer? FOUR: Why Affirmative Action Is Good for Asian Americans FIVE: Why the SAT and SAT Prep Fall Short SIX: The Problem of the “Problem of Mismatch” SEVEN: How Then Should We Think? Notes Acknowledgments About the Author Index

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Book SynopsisIn the thoroughly revised second edition of Start Where You Are, But Don't Stay There, H. Richard Milner IV addresses the knowledge and insights required on the part of teachers and school leaders to serve students of color. Milner focuses on a crucial issue in teacher training and professional education: the need to prepare teachers for the racially diverse student populations in their classrooms. The book, anchored in real world experiences, centers on case studies that exemplify the challenges, pitfalls, and opportunities facing teachers in diverse classrooms. The case studies- of teachers in urban and suburban settings- are presented amid current discussions about race and teaching. In addition, the second edition includes a new chapter dedicated to opportunity gaps in education and an expanded discussion of how Opportunity Centered Teaching can address these gaps.Start Where You Are, But Don't Stay There strives to help educators in the fight for social justice, equity, inclusion, and transformation for all students. It is a book urgently needed in today's increasingly diverse classrooms.

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Book SynopsisAn invigorating examination of the potential for meaningful change in education, from one of the nation's most astute observers of schooling and school improvement.In The Great School Rethink, education policy sentinel Frederick M. Hess offers a pithy and perceptive appraisal of American schooling and finds, in the uncertain period following pandemic disruption, an ideal moment to reimagine US education. Now is the time, he asserts, to ask hard questions about how schools use time and talent, how they work with parents, what they do with digital tools, and how they meet the needs of their communities.As Hess explains, to rethink is to acknowledge the realities of the education system while opening one’s mind to possibility. With characteristic verve and wit, Hess guides readers through his rethink process, a versatile and easily implemented approach to identifying issues and brainstorming possible responses. He encourages readers to explore what improvements might alleviate current pressures and frustrations, such as teacher shortages and burnout, declining student performance, and compromised learning time. Whether their goal is to achieve better student engagement, increase parent involvement, or implement personalized learning, readers will develop the mindset to ask the right questions, to fully understand the problem that’s being solved, and to evaluate the probable effectiveness of proposed solutions.Brimming with challenging questions, robust exercises, and eye-opening data, this book is a must-read for education professionals, parent advocates, and anyone passionate about the future of American education.Trade Review“Both practical and provocative, this is the essential book for every educational leader asking, 'What now?'"—Jillian Balow, Virginia superintendent of education“Rick Hess is at it again. Once again, he’s challenging his readers to question their assumptions about education and how schools work. In this new book, he calls for us to use the disruptions created by the pandemic as an opportunity to rethink what we are doing in our schools. His call for schools to be more humane, challenging, and exhilarating resonates with me, and I’m sure it will appeal to a wide variety of parents and educators who are tired of the status quo and are ready for something better. Rather than offering a set of recipes or prescriptions for change, he wisely poses questions to reinforce his call for rethinking what we’re doing in the name of education to the nation’s children. Timely, provocative, and without any of the jargon of typical books on school reform, Hess offers a lot for us to think about in this important new book.”—Pedro Noguera, Emery Stoops and Joyce King Stoops Dean, Rossier School of Education, University of Southern California “This is not a book filled with lists of things to do. Instead, it gives a thoughtful roadmap on where to focus and how to approach some of the biggest and most important challenges we face in public education. In typical Hess fashion, it’s provocative, disruptive, and will challenge the notion of what it means to actually rethink and act boldly for our kids.”—Penny Schwinn, Tennessee commissioner of education“With the pandemic receding, school leaders, teachers, policy makers and others have an opportunity to improve the American education landscape significantly for millions of students. In The Great School Rethink, Hess explores key issues of time, teacher talent, choice, and cultivating relationships with parents with an eye toward helping education leaders change for the future by getting focused on the present. For leaders looking for where to start, the answer is ‘right here.’”—Derrell Bradford, president, 50CAN

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Book SynopsisReading is an essential life skill not only for an individual's development and life chances but for social cohesion and a developed democracy. This book focuses on the importance of reading for pleasure and the difference that it can make to a person’s life chances, with a focus upon how libraries and librarians help reluctant and struggling readers: those who might fall through the net or be left behind. Reading by Right provides an edited collection of chapters covering aspects of overcoming reading difficulties or reading reluctance in children and young people from birth right through to teenage. The book examines the research into problems with the acquisition of reading and highlights some of the best practise to be found internationally, both as a practical aid but also to inspire partnership and cooperation. Content covered includes: an outline of the political and strategic framework that library and education practitioners face in trying to overcome the barriers to reading a review of the past several decades of research in this area how youngsters become ‘reluctant readers’ and how to improve the situation for everyone examples of successful projects from Korea and Finland, countries that consistently perform well in reading tests and international league tables a wealth of practical context, including case studies and perspectives from school and public libraries an overview of the ongoing relevance of debates and discussion around diversity in publishing and children’s books, including some potential solutions. The book will be invaluable reading for practitioners and students of librarianship in both the public and school sectors. It will also be of great interest to all teachers, consultants and educators concerned with literacy and reading, and to policy makers in both the school and library sectors.Trade ReviewThis book is a great read (no pun intended!), but it is far more than that. This is an essential toolkit for anyone working with children’s reading. Alongside the research there are many practical ideas for parents, librarians and teachers to take reading forward. Carrying this book around is the equivalent of having a vast library of information at your fingertips, curated by some of the finest librarians and experts. Personally I consider the index a thing of great beauty and the references and appendices are a wonderful resource on their own. -- Dawn Finch * Awfully Big Reviews *This book would best be utilized by library systems but could also be useful to an enterprising and creative individual librarian. -- Cheryl Clark * VOYA *Reading by Right provides the reader with many excellent examples of how to engage with children and young people in developing their reading skills. The key elements include allowing children to have ownership of their reading material. No material is inappropriate. Allow them to read picture books, graphic novels, educational graphic novels, non-fiction, audiobooks, etc. Allow them to play instead of reading if they prefer. Develop games that incorporate the books you’d like them to be reading. Support them in developing their own reading habits. Encourage reading for pleasure. The book provides an excellent bibliography throughout and also websites for further study on this topic. I am inspired to see how much of what I have learnt from this book I can bring to my library service. * An Leabharlann *Thoughtful and inspiring essays address the importance of reaching all readers, strategies for encouraging reluctant readers, and reasons why some children become reluctant readers...This reading is “right” and highly recommended. -- Renee McGrath * School Library Journal *'Most of us utilise reading every day of our lives, for our work, as part of study/education, for enjoyment and when seeking information. Very few of us dissect how we got to be able to do that. The beauty of this book is that it gets us to reflect on the ‘how’, and the challenges faced by those children who may not be able to acquire that skill as a matter of course, but who may need interventions to ensure that they develop competence, and equally importantly, an enjoyment of reading as they proceed through life.'- Josipa Crnic, Deakin University, Journal of the Australian Library and Information Association * Journal of the Australian Library and Information Association *'Most of us utilise reading every day of our lives, for our work, as part of study/education, for enjoyment and when seeking information. Very few of us dissect how we got to be able to do that. The beauty of this book is that it gets us to reflect on the ‘how’, and the challenges faced by those children who may not be able to acquire that skill as a matter of course, but who may need interventions to ensure that they develop competence, and equally importantly, an enjoyment of reading as they proceed through life.'- Josipa Crnic, Deakin University, Journal of the Australian Library and Information Association * Journal of the Australian Library and Information Association *'Ensuring that every child is given the best chance in life to become a lifelong reader is the central tenet of editor Joy Court's excellent book. A collection of 11 chapters, the foundation of which stand firm on well-informed theory and practice, Reading by Right provides us with a range of successful strategies for engaging and enthusing readers across the globe who need support, motivation or the right book to guide them towards the path of becoming someone who reads for pleasure.' -- Matthew Tobin * Literacy *Table of ContentsForeword – Chris Riddell Introduction – Joy Court 1. Supporting every child to read – Alexandra Strick and Wendy Cooling 2. Listening to their voices: what research tells us about readers – Teri S. Lesesne 3. Becoming a reluctant reader – Prue Goodwin 4. Reading Club: a case study from Finland – Mervi Heikkilä and Sara Tuisku 5. Trained reading helpers: Beanstalk’s magic ingredient – Ginny Lunn and Hilary Mason 6. Let all children experience the joy of reading: promoting children’s reading in Korea – Yeojoo Lim 7. Reflecting readers: ensuring that no one is excluded – Jake Hope 8. Pulling in reluctant readers: strategies for school librarians – Alison Brumwell 9. Not just for the avid reader: inclusive Carnegie and Kate Greenaway shadowing – Amy McKay and Joy Court 10. Listen up! How audiobooks support literacy – Rose Brock 11. Reading the future – Jake Hope

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Book SynopsisOut there in the so-called real world the education system is being crushed by the demands of capitalism and, in turn, is crushing those who pass through it, reducing them, diminishing them. The dream of the economic functioning unit. How do we break this? We need alternatives but not just one or two. We need the freedom and education to generate a trillion possibilities. An education system that is as broad as it is deep, that brings back a different type of thinking and a new use of fiction. This book signals the return of the dialogue and the conversation as the ground out of which new realities are born, the root out of which new alternatives are nurtured and explored.

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Book SynopsisPoetry can prove a great way into difficult conversations in therapeutic, classroom or family settings. This book is a clear and practical guide to the use of poetry as a therapeutic tool to help explore issues surrounding mental health and emotional wellbeing.The first part of the book provides guidance on different methods of using poetry to open up discussion. The second part consists of a collection of over 100 poems written by the author, on topics such as bullying, anxiety, bereavement, depression and eating disorders, with a range of therapeutic activities that can be used alongside each poem. The third part focuses on ways to support and encourage clients to write their own poetry and includes 50 poem writing prompts and examples.A complete resource for anyone considering using poetry to explore difficult issues, and a creative way of exploring important mental health issues in PSHE lessons, this book will be of interest to youth, school and adult counsellors, therapists, psychologists, pastoral care teams, PSHE co-ordinators and life coaches, as well as parents.Trade ReviewPoetry's many attributes include the capacity to absorb secrets and express pain too deep to talk about. Its ability to be a creative and healing tool for poets of all life stages and ages is as limitless as your imagination. Pooky's timely, easy-to-read and user-friendly book explores how the writing and reading of poetry can be a valuable resource for communicating with the self and others. -- June Alexander, mental health advocate and author of Using Writing as a Therapy for Eating DisordersAt last! A book that values and uses poetry as a therapeutic tool, as a way of helping us make sense of ourselves. Unlike so many stereotypes about poetry, this book is practical, unpretentious and heartfelt, with applications for helping people - young and old - way beyond mental health settings. Pooky Knightsmith has opened a very creative box for us to use. -- Nick Luxmoore, school counsellor and author of Horny and Hormonal, Feeling Like Crap and Working with Anger and Young PeopleIf you are "poetry-impaired" like me, Dr. Knightsmith's book is a revelation. Poetry is a language many of my depressed and suicidal adolescent clients speak fluently, but one I have never had much confidence using in my therapy. This beautiful, honest, and instructive book has given me another tool to use in my work. -- Jonathan B. Singer, Ph.D. Associate Professor, Loyola University, Chicago School of Social Work and coauthor of Suicide in Schools: A Practitioner's Guide to Multi-level Prevention, Assessment, Intervention, and PostventionWhoever you are, whatever you do, here is a profoundly personal and moving insight into the world of emotional and mental ill-health. But this book is much more than that. Whilst many will identify with the dark depths of emotion within her poems, Dr Knightsmith's greatest achievement is in offering teachers, carers and friends not only a valuable resource to enable empathy, but also a starting point to aid and encourage recovery. -- Dick Moore, Retired Head Teacher and Trainer for the Charlie Waller Memorial TrustThis is a remarkable and original book. Pooky's poems, born out of her own experience and that of those she has worked with, offer us real insight into the complexities of living with and recovering from mental ill-health. The careful structure of the book encourages exploration of relevant themes and is a welcome addition to supporting recovery, when used within a therapeutic setting. -- Jessica Streeting MA, School Nurse and Advisor to Public Health England (www.schoolhealthstreet.co.uk)In this informative and powerful text, Pooky shows us how we can find our voice within the poetic words of others and in the creation of our own poetry. Poetry offers a medium of self-expression that captures so much more than words and rationale. As such, poetry offers an ideal place to find empathy, meaning and solace. To believe that "someone else understands, and someone else is listening." -- Dr Helen Street, applied social psychologist and educator, The Positive Schools InitiativeThis is a remarkable resource not only for therapists but also for teachers of English, creative writing and drama. The prompts for discussion are very varied and raise issues of technique and the impact of a writer's choices as well as subject matter. The sections defining poetic forms and providing ways in to writing are brilliant for the classroom, and then there is the astonishing anthology ... -- Jane Bunclark, Head of Academic Drama, West Buckland School, DevonThis is an incredibly impressive and valuable book. Given its powerful and personal insight, it will in my view be perfect for use with professional therapists working one-to-one with clients. While the book is rightly intended for use in a one-to-one setting and not in the classroom, I have learnt much from reading it which will influence my work with the PSHE Association. -- Jenny Barksfield, Deputy CEO and Senior Subject Specialist, PSHE AssociationUsing Poetry to Promote Talking and Healing is a humble guide for both professionals of mental health and the public in general. By providing a heart-warming insight of a very personal experience, Pooky Knightsmith allows the reader to identify himself with the ordinary struggles of human existence in an effortless manner. An undeniable prolific written testimony of ascendancy and bravery, this book is a major trigger to personal change. The reader - and artist-to-be of its own piece of life story - is invited to set himself free of inner criticism and follow its instincts. The book offers an unexpected myriad of creative tools able to facilitate the expression of feelings. A specially worthwhile reading for any mental health professional eager to introduce creative possibilities in the therapeutic context. These tools might well work as the preface of a joint story written between therapist and client. -- Sofia Correia Alegria * SENcology blog *Table of ContentsForeword. Part 1. Using poetry as a way in: Ideas, strategies and techniques. I. Using poetry as a therapeutic tool. II. Poetry as a vehicle to discuss our feelings less directly. III. Poetry as a means for reflection. IV. Poetry as a means of exploring what we could do next. V. Poetry as a way to show someone how we're feeling. VI. Poetry as a reassurance that we are not alone in how we feel. VII. Writing poetry as part of recovery. Part 2. An anthology of discussion starting poems. I. Abuse and Bullying. Same Lyrics, Different Song. Cyberbullied. Iron Gaze. The End, Maybe. Abused. Frozen Out. Walking Away. Betrayed. II. Anxiety and Panic. Anxiety. Feelings of Anxiety. Panic Rising. Stage Fright. Panic Attack. Scared. Sleepless Nights. Ruled by Anxiety. III. Loss and Bereavemment. A New Hand to Hold. Before and After. Healing Hand. Leftover Love. Life Unbidden. But You Died. Nana's Wishes. Last Week's Flowers. Is It Better to have Loved and Lost. Scars. IV. Depression. the Tree Who Couldn't. The Shadow. Dark. Head Fight. Numb. Creeping Ivy. Rose Tinted. Matter over Mind. And So She Drank. Highs and Lows. Peaks and Ditches. Good Days, Bad Days. Don't Step into the Darkness. Outwardly Smiling. Other Worlds. The Same but Different. Always Falling. V. Eating Disorders and Body Image. Please Eat. A Father's View. Conversation with an Anorexic. Boy Anorexic. Recovery. FAT. Anorexia. Grandmaster or Life?. Hollows. The Girl and the Mirror. Scales. If You Could See What I See. Shopping for Magic. VI. Obsessions, Compulsions and Intrusive Thoughts. Intrusive Thoughts. The Voice of Hate. Recoevring Fate. Imaginary Friends. Invasive Thoughts. VII. Self-Harm. Fading Scars. Again. Conversation with a Self-Harmer. Finding Ways to Belong. Fresh Blood. VIII. Suicide. By His Own Hand. That Day. Beautiful Nature. Late. Do Not Fall. IX. Recovery. The Crest of a Wave. Kintsugi (Beauty in Broken). Marble in Jar. Thinking Forwards. X. Supporting and Listening. Helping Hand. Calmer Waters. A Disappointing Visit. Self-Esteem. Listening Ear. You Didn't Ask. How Are You?. Cuddles: The Best Medicine. It's Not Easy Being Friends Sometimes. Depression. Help Me to be a Better Friend. Trying to Help. Kind Words are Not Always Heard. Hidden Scars. Healing Hold. Part 3. Encouraging and Enablling Therapeutic Poetry Writing. I've never written a poem before. I'd rather write prose. I don't know anything about poetry.What I write will be rubbish. I don't know what to write. I don't have time. I'm too embarrassed to show anyone. Enjoy the process!. I. Poetic Forms. Form 1: Haiku. Form 2: Sonnet. Form 3: Acrostic. Form 4: Golden Shovel. Form 5: Terza Rima. Form 6: Rubáiyát. Form 7: Anaphora. Form 8: Pyramid. II. Poetry Prompts. Prompt 1: Dear me...Prompt 2: Something that scares you. Prompt 3: Confusing figure of speech. Prompt 4: A Haiku from your window. Prompt 5 - The last line changes everything. Prompt 6 - An unlikely thank you. Prompt 7 - An antidote to nightmares. Prompt 8 - First phrase, last phrase. Prompt 9 - Open with a question. Prompt 10 - The street where you grew up. Prompt 11 - Light and dark. Prompt 12 - No punctuation. Prompt 13 - Describe a smell. Prompt 14 - The meaning of life. Prompt 15 - School days. Prompt 16 - A set of instructions. Prompt 17 - Admiration acrostic. Prompt 18 - Rhyme and reason. Prompt 19 - How we met. Prompt 20 - Strip tease. Prompt 21 - Love is...Prompt - 22 - One word title. Prompt 23 - Fragile friendships. Prompt 24 - Extended metaphor. Prompt 25 - Your 100th birthday. Prompt 26 - Time difference. Prompt 27 - Screensaver. Prompt 28 - Apology. Prompt 29 - Simple pleasures. Prompt 30 - Twelve lines long. Prompt 31 - Doors. Prompt 32 - Favorite color. Prompt 33 - Good news. Prompt 34 - Life lesson. Prompt 35 - New beginning. Prompt 36 - Reprimand. Prompt 37 - Pyramid. Prompt 38 - Forwards backwards. Prompt 39 - Climbing. Prompt 40 - Heirloom. Prompt 41 - The wrong response. Prompt 42 - Loss of sense. Prompt 43 - Stigma. Prompt 44 - Harm and Hope. Prompt 45 - Controversial. Prompt 46 - Happy sad. Prompt 47 - Unlikely Haiku. Prompt 48 - Twenty nine. Prompt 49 - Holding hands. Prompt 50 - Random word.Final Thoughts from Pooky.

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Book SynopsisOne of the biggest challenges in the classroom is trying to teach when students act in unexpected and annoying ways. Based on the psychology of how children and people act, this book offers practical strategies for understanding why your students are behaving in the way they are, and how to react in a way that restores peace and harmony in the classroom. With many examples of typical confrontational behaviours and clues for how to understand and resolve the underlying issues, this book will be every stressed teacher's best friend.Table of ContentsIntroduction. Part One. 1. Always identify the one with the problem. 2. Kids do well if they can. 3. People always do what makes sense. 4. Those that take responsibility can make a difference. 5. Children learn nothing from failure. 6. You need self-control to co-operate with others. 7. Everyone does what they can to maintain self-control. 8. Affect is contagious. 9. Conflicts consist of solutions and failures require an action plan. 10. Teaching is making demands that the pupils would not have made on themselves - in a way that works. 11. You become a leader when someone follows you. Part Two: Cases and action plans. 12. It's the school's responsibility to ensure that the pupils achieve the learning goals. 13. Example situations and action plans. 14. Go for the ball, not the player! Study material. References.

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Book SynopsisJoin Briony as she learns what it means to be courageous, and why it is important. Written to encourage discussion, this book is the perfect introduction for young people on this topic, and will help them develop their own understanding of what courage means.

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Book SynopsisThis volume explores how Self-Study in Teacher Education Practices (S-STEP) contribute to teacher education in culturally and linguistically diverse communities and contexts. The chapters reflect the scholarly inquiry of teacher educators dedicated to investigating and opening to public scrutiny their efforts to improve their practice, while recognizing the impacts of such efforts on their students and teacher education overall. The common thread in these S-STEP inquiries is the explicit attention to the ways in which culture, language, and race interact and affect teaching and learning. Central to this are the ways in which S-STEP studies address two pressing but interrelated issues in teacher education research: the need for greater attention to teacher educator development and pedagogies overall, and the challenge of preparing teachers for increasingly diverse, mobile, and plurilingual schools and communities. The book will be a valuable resource for teacher educators, particularly second language teacher education scholars and those new to S-STEP methods.Trade ReviewEducation scholars, many specializing in language education, explore teacher education professional development in culturally and linguistically diverse contexts: a lifelong process, and pedagogical practices and policies related to linguistic diversity and language development. Their topics include the accidental teacher educator: learning to be a language teacher educator within diverse populations, reframing the use of visual literacy through academic diversity: a cross-disciplinary collaborative self-study, impacting classrooms and ourselves: a self-study investigation of work with and within an indigenous Pueblo community, cycles of research: a self-study of teaching research in a sheltered English instruction course, and moving beyond très bien: examining teacher mediation in lesson rehearsals. -- Annotation ©2018 * (protoview.com) *This book, a collection of 13 different inquiries utilizing self-study methodology...provides a very timely and critical contribution to the second language teacher education literature. Moreover, these diverse inquiries rooted in self-study in teacher education practices (S-STEP) each intentionally address the need for teachers to be prepared to work with linguistically and culturally diverse students. -- Tamara Mae RooseTable of ContentsIntroduction: Enhancing Teacher Education for an Inclusive Pluralistic World: A Shared Commitment across Multiple Landscapes; Judy Sharkey and Megan Madigan Peercy Part I: Teacher Educator Professional Development in Culturally and Linguistically Diverse Contexts: A Lifelong Process 1. The Accidental Teacher Educator: Learning to Be a Language Teacher Educator Within Diverse Populations; Shawn Bullock 2. Using Self-Study to Examine Our Research and Teaching Practices as EFL Teacher Educators in Colombia; Amparo Clavijo Olarte and Maribel Ramírez Galindo 3. Getting Down to Identities to Trace a New Career Path: Understanding Novice Teacher Educator Identities in Multicultural Education Teaching; Vy Dao, Scott Farver, and Davena Jackson 4. Discursive Resources in a Multicultural Education Course: Unpacking Our Own Unexplored Biases as Teacher Educators; Laura C. Haniford and Brian Girard 5. Developing an Inquiry Stance in Diverse Teacher Candidates: A Self-Study By Four Culturally, Ethnically, and Linguistically Diverse Teacher Educators; Amber Strong Makaiau, Karen Ragoonaden, Jessica Ching-Sze Wang, and Lu Leng 6. Reframing Our Use of Visual Literacy through Academic Diversity: A Cross-Disciplinary Collaborative Self-Study; Bethney Bergh, Christi Edge, and Abby Cameron-Standerford Part II: Pedagogical Practices and Policies Related to Linguistic Diversity and Language Development 7. Preparing Teachers for English Learners in Rural Settings; Kathleen Ann Ramos 8. Facilitating Preservice Teachers’ Transformation through Intercultural Learning: Reflections from a Self-Study; Roxanna M. Senyshyn 9. Impacting Classrooms and Ourselves: A Self-Study Investigation of Our Work with and within an Indigenous Pueblo Community; Cheryl A. Franklin Torrez and Marjori M. Krebs 10. Sifting through Shifting Sands: Confronting the Self in Teaching Bilingual Emirati Preservice Teachers; Patience A. Sowa 11. Cycles of Research: A Self-Study of Teaching Research in a Sheltered English Instruction Course; Elizabeth A. Robinson 12. Toward a Coherent Approach to Preparing Teachers to Teach Language to Emergent Bilingual Learners: Self-Study in TESOL Teacher Education; Laura Schall-Leckrone, Lucy Bunning, and Maria da Conceicao Athanassiou 13. Moving Beyond ‘Très Bien’: Examining Teacher Educator Mediation in Lesson Rehearsals; Francis John Troyan and Megan Madigan Peercy

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Book SynopsisPositive and character education are increasingly recognised as providing valuable ways for schools to improve the individual and social development and academic attainment of all students. Introducing new approaches for whole school implementation can be a daunting task as all aspects of school life can be affected by adopting a new philosophy.Frederika Roberts provides clear thinking, guidance and inspiration to help you introduce enhance or expand positive education in your school. Drawing on interviews with pioneering school leaders and teachers from across the globe, Roberts weaves real life examples with research backed expert advice on all aspects of integrating character education in schools, including chapters on cultural context, leadership, and staff training. This empowering, strengths-based book is a friendly companion providing the encouragement you need, along with a healthy dose of practical ideas, to help your school and each individual in its community to flourish.Trade ReviewIf you want the children and teachers to flourish in your school, then you need to read this book! -- Adrian Bethune, Teacher and author of Wellbeing In The Primary ClassroomAnyone wishing to get a flying start in exploring how to have a lasting impact on the achievements and individual growth of their students, For Flourishing's Sake: Using Positive Education to Support Character Development and Wellbeing is a great place to start. Frederika Roberts has put the key elements with some enlightening approaches in use now in schools, all in one place. -- Mike Buchanan, Chair of the International Positive Education Network (IPEN) UKEuropeEvery page of this brilliant book spills over with the joy, hope, passion and positivity of the author, Frederika Roberts.In a world where the social, emotional and mental wellbeing of students is often compromised, Frederika has given us a shining light to guide our paths as we seek to transform the educational journey of every student we teach. 'For Flourishing's Sake' offers us a fabulous character education road map that teachers can confidently refer to each and every day. Let's pop Frederika's LeAF model poster up in every classroom and let the flourishing begin. -- Vanessa Gamack, Mission and Education Advisor Anglican Schools Commission Southern QueenslandFrederika Roberts takes us on exciting learning journeys using international case studies and equipping us with practical strategies to use in our education communities. All of the schools and leaders cited in the book have one thing in common: they are on a journey to enable staff and pupils to flourish personally and academically. You can't help but start your own personal and professional flourishing journey as a result. -- Maria O’Neill, Advanced Skills Teacher and Pastoral Leader. CEO Pastoral Support Ltd.For Flourishing's Sake: Using Positive Education to Support Character Development and Wellbeing is a highly readable book that would be helpful to anyone who wants to bring Positive Education into their school. Chock full of real life examples from all over the world, it contains a wealth of information. For Flourishing Sake is a must read and has inspired me to grow and expand Positive Education in my school! -- Caren Baruch-Feldman, Ph.D., Author of The Grit Guide for Teens and PsychologistFor Flourishing's Sake asks us why we wanted to be teachers. I'm hopeful that Positive Education has the potential to embed learning and happiness at the heart of all educational organisations: that's why I became a teacher. Do read and put the principles of Positive Education into practice so that everyone working in education really does flourish and, for all our sakes, our future citizens both learn and are happy. -- Vivienne Porritt, Leadership consultant, Co-founder and Strategic Leader of #WomenEd, Vice President of Chartered College of TeachingIf you want to know how to implement Positive Education in your school, this is the right book. Fredericka's natural and comprehensive way of showcasing practical tools bridges the gap between research and practice. This is exactly the kind of knowledge-based and educationally reflecting support school leaders, students and parents need. -- Gilda Scarfe, CEO and Founder of Positive Ed.What a joy to read! For anyone who thinks we have lost our way in education in recent times you only have to read Frederika's fantastic analysis of schools and school leaders whose approach to creating a climate of positive education, coupled with a focus on character and a passion for the curriculum can allow children not only to grow, but to flourish! Delighted to see the brilliant work of CMAT's Claire Probert at Lancot Challenger Academy showcased alongside so many other talented educators in this amazing book. -- Stephen Chamberlain, Chief Executive Officer, Active Learning Trust. National Leader of Governance, Former CEO, Challenger Multi Academy TrustThe author (and my former MAPP student) Frederika Roberts succeeds in providing the reader with eye-opening information about the essential ingredients for transforming any school into a positive education institution. Congratulations for the LeAF model creation and making positive education so tangible! -- Professor Ilona Boniwell, Anglia Ruskin University, Cambridge and CEO of Positran, FranceTable of ContentsAcknowledgements; Foreword; Introduction; 1. Aims of Positive Education; 2. Unique Cultural Context; 3. Geelong Grammar School; 4. Goals Assessment; 5. Evaluation; 6. Leadership; 7. Lancot Challenger Academy; 8. Ethos & Policies; 9. Visibility & Physical Environment; 10. Staff CPD (and initial teacher training); 11. Wellbeing / character curriculum; 12. Embedded wellbeing / character learning; 13. Targeted interventions; 14. Ownership, community & parents; 15. How does it feel to run a school like this?; 16. What strengths do you need? ; 17. Dreams; References; Suggested Reading

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Book SynopsisThis book provides teachers and parents with the 'need-to-knows' to educate groups of young people about consent, pornography, sexting and many other related topics, as well as giving them the tools to ward themselves against abusive behaviour.Initiating a discussion with young people on topics around sex can seem daunting, but Talking Consent is full of lesson plans, workshops and creative ideas for introducing and promoting constructive discussions around these areas - while also dispelling common myths, and giving appropriate answers to difficult questions that may arise from these discussions. Inclusive of everybody, including the LGBT+ community and people with disabilities, this book will provide professionals with the information they need to spark and shape conversation around these complex issues in an assured way.Trade ReviewAn impressive and much needed resource which will give teachers a really good starting point from which to teach this challenging area of the curriculum. -- Maria Huffer, CEO, Protective Behaviours ConsortiumI think it is brilliant. The plans are inclusive and accessible, it tackles the issues that our young people are actually facing, is supported by research and stats and references the PSHE Association objectives. I personally would teach everything you have suggested. -- Hollie Williams, PSHE Subject Leader, The Warriner School

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