Educational strategies and policy Books

Book SynopsisHow do we get fifth-grade writers to revise? And once we do get them thinking about revision, what, exactly, do they do? What do we do? In Patterns of Revision, best-selling authors Whitney La Rocca and Jeff Anderson answer these questions and more. This practical resource uses the research-proven and classroom-tested methods of sentence combining in a meaningful, engaging way that supports authentic writing as well as writing for performance-based or multiple-choice tests. Flip the book open to immediately find: The DRAFT mnemonic to help students know where to begin the revision process and how to keep going Concrete, doable lessons that spark academic conversations (oral rehearsal and play) about meaning, effect, and purpose that are grounded in a student-centered revision approach Easily accessed display and printable pages to seamlessly support student revision learning, embedded in each lesson right where you need it

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Book SynopsisPeople of all ages learn important life skills through playing games, and recognising this can be the key to enhancing their social, educational and personal development. Incorporating play into teaching and training not only makes learning fun, but it can also open minds to the value of cooperation, communication and reflection.The book is a collection of tried and tested games for use in workshops, youth groups and the classroom, covering everything from icebreakers and group forming ideas, to brain-bending word games like "Napoleon Has Lost His Pipe" and hilarious high energy games like "Group Juggle". With clear instructions, delightful illustrations and discussion ideas for every game, this book makes it easy to encourage everyone from age 6 to 86 to think for themselves, use their imagination, and interact positively with those around them.Packed with exciting and energizing games that will entertain everyone involved, this book will be a vital resource for teachers, youth group leaders, trainers, and anyone else wishing to enrich their work with playful games and ideas.Trade ReviewThis book provides an imaginative collection of more than one hundred life skills games suitable for use by teachers, youth workers and therapists who work with groups. I found it clearly written, imaginatively illustrated and readily accessible to read or “dip-in” to... The Yellow Book of Games and Energizers is a compendious work that will be invaluable to new practitioners and a useful refresher for “old hands”. -- British Association of Play Theapists.Table of ContentsPreface. Introduction. Tips for working with energizer games. 1. Icebreaker and community building. 2. Forming subgroups. 3. Fun. 4. Communication. 5. Evaluating and parting. Alphabetical content of the energizers.

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

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

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

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

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Book SynopsisIn a sea of troubling reporting about education, teaching, reading, and the wellbeing of teens, Ivey and Johnston bring some good news that shows what happens when we stop underestimating young people. This accessible book offers an engaging account of a 4-year study of adolescents who went from reluctant to enthusiastic readers.Table of Contents Contents (Tentative) Acknowledgments Part I. Engaging Reading, a Social Phenomenon 1. Young Adults Reading Literature (or Not) Teens Can Be Enthusiastic, Engaged ReadersEngaging BooksThe Subtleties of Supporting Teen Development 2. Choosing to Read Good (Meaningful) BooksDisturbing BooksAutonomyTalk About Books 3. Talk to Me—Cultivating Peer Relationships Supportive Peer RelationshipsClose FriendshipsLearning RelationshipsWhen Positive Relationships Are AbsentThe Solution? Engaged Reading 4. Re-seeing Family Families ReadingFamilies and TalkFamilies, Minds, and TransformationDisturbing Books and Difficult TopicsParent Perspectives on Students' Reading Part II. The Breadth of Teen Development 5. Social-Emotional Development The Social Hub of DevelopmentTalking About Thoughts and FeelingsOn ReflectionTo Summarize 6. Who Will I Be? Building a Life Narrative Living Into a CharacterA Reflective MetaphorNarrative as a Cautionary TaleSynthesizing PrinciplesSelf-RegulationReconstructing the Socialized SelfWho Am I? Who Do I Want to Be? 7. Moral Development Developing the Moral SelfMoral JudgmentsRecognizing Language as a Potential Act of ViolenceMultiple Perspectives and Moral ReachSo . . . 8. Happiness, Wellbeing, and Other Trivial Matters GratefulnessLoss and GriefMore Healing OpportunitiesPositive Emotions and WellbeingFeeling, Heard, Understood, and Cared ForSources of Happiness and Wellbeing 9. Reading Competence Reading StrategicallyReading Strategically, on SteroidsComprehending SociallyReading CloselyReading: No Solo ActReading Competently Part III. Negotiating Literature, Teaching, and Teen Development 10. What Do We Think We're Doing? Fizzling Out of EngagementUnraveling of the Social ThreadMore Teaching ChangesKnowing Books and IndividualsNegotiating Relationships and Relational Capital 11. Seamless Teaching SeamlessnessCharacters and ChangeInferring, Especially Thoughts and FeelingsLiterature, Themes, and Life's DilemmasTeaching About How Words Capture and Shape Thoughts and FeelingsTeaching for Intellectual Flexibility 12. Inquiry, Learning, and Authority Foundations of Collaborative Dialogic InquiryDistributing Authority, Distributing TeachingTeaching for Identity ShiftsTeaching: More Than the Sum of its Parts 13. Heckling Concerns of Intellectuals, Philosophers, and the LikeParents' (and Thus Teachers') Concerns 14. The Alchemy of Young Adults' Engagements Among Books EvidenceThe Work of ConversationsThe Work of ELA Teachers and Their BooksThe Socialness of ReadingWhat Do We Want? Appendix A The Study Appendix B Young Adult Books and Other Trade Books Mentioned Index About the Author

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Book SynopsisWritten in a conversational style, Children of the Stars is an accessible story of success, of students who were supported and educated in culturally relevant ways and so overcame the limitations of an underfunded reservation school to reach (literal) great heights.

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Book SynopsisTable of ContentsPreface: The Promise of Diversity Is ExcellenceAcknowledgmentspart i. the diversity imperativeChapter 1 The National and Global Context for Diversity in Higher Education Chapter 2 The Role of Identity in Diversitypart ii. reframing diversityChapter 3 A Diversity Framework for Higher Education: Inclusive and Differentiated Chapter 4 The Past Fifty Years part iii. building capacity by interrupting the usualChapter 5 Identifying and Retaining TalentChapter 6 Working with and across Differences: Intergroup Relations and IdentityChapter 7 Student Learning and Successpart iv. what will it take?Chapter 8 Monitoring Progress on DiversityChapter 9 Making Diversity Work: Recommendations and ConclusionsReferencesIndex

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Book SynopsisHumanities have the potential to transform human cultureand an obligation to preserve it. In The Public Humanities Turn, Philip Lewis argues that universities are uniquely equipped to act as catalysts for cultural change in the face of the climate crisis. In closely linked essays that explore the evolution of the academic humanities in the era of climate change, he foregrounds the rise of the public humanities, a movement that has been gaining momentum over the past two decades. Surveying a variety of approaches to the public humanities, Lewis relates their emergence to the evolution of higher education and its achievements, problems, and goals. Current academic efforts to engage with the public at large, led by scholars with interdisciplinary commitments, are significant yet far from sufficient. Situating the university as a global institution, Lewis contends that it faces an urgent imperative to collaboratively address common needs and looming crises in a public-facing initiative t

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

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Book SynopsisLGBTQ+ advocacy and support continues to be a priority in the U.S. higher education, and recent research shows this as a critical population who continues to be marginalized and mistreated on college and university campuses. Over the last few decades there has been significant research describing how LGBTQ students experience higher education and highlighting that these students are not graduating or succeeding at the same rates as the general population. However, few if any research studies or articles address LGBTQ advocacy on community college campuses. There are more than 1,000 community colleges in the U.S. Even with the extraordinary number of students that the community college system educates, approximately 15 institutions nationally have paid staff to provide LGBTQ services to students. That being said, community colleges are now putting a larger emphasis on understanding and supporting this community. For example, The California Community College (CCC) system's 116 colleges now require all campuses to create a plan on how to improve success rates of LGBTQ+ students. The CCC is the largest higher education system in the country serving over 2 million students. This comprehensive practitioner focused book will combine relevant research and guidance on practices to aid colleges in establishing services and programs to build effective LGBTQ+ services on their college campuses.Trade ReviewRead. This. Book! Our community college LGBTQ+ students are crying out for support and understanding. They want to thrive and succeed at our colleges and we need to develop our capacity to listen, learn and engage with this critical student population." — Lori M. Berquam, Mesa Community College"As President of the Association of California Community College Administrators (ACCCA), I see the value Queer and Trans Advocacy in the Community College adds to our call for equity and justice. This is an effective and practical tool for anyone who wants to understand how to be an advocate, accomplice, and ally to our LGBTQ+ family. Written with freshness, honesty, intensity, and power." — Wyman M. Fong, Association of California Community College Administrators (ACCCA)""I am thrilled to see new research on LGBTQ+ needs on Community Colleges. The number of LGBTQ+ Centers on university campuses have grown over the last 20 years but most colleges do not have LGBTQ+ Centers. This book expands the knowledge, dialogue, and efforts in LGBTQ+ services for students at Community Colleges. It is an exciting new resource for Community Colleges."" — Bruce E. Smail, Indiana University"Queer & Trans Advocacy in the Community College is good old fashion truth telling. An honest critique of the barriers systems impose on people and in particular those from the LGBT+ communities. The call to action is palpable and the guidance actionable. Community Colleges must welcome the challenge and aggressively respond to the pervasive needs of the Queer and Trans communities." — Melanie Dixon, Los Rios Community College District"Queer & Trans Advocacy in the Community College is a ground-breaking book. It offers valuable insights into the challenges that LGBTQ+ community college students face, and it provides concrete suggestions for how colleges can help this vulnerable population achieve their academic and career goals. This should be a must-read for every community college professional who is dedicated to improving the diversity, equity, and inclusion climate at their college." — Erika Endrijonas, Pasadena City College

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Book SynopsisIn Diversity, Funding, and Standardized Testing in American Education, noted education expert Jose Martinez’s examines current aspects of inequality in American education, examining the complex nexus of funding, diversity, and the increasingly contentious role of standardized testing. A readable narrative format assesses the extensive documentation, which demonstrates that inequality is becoming entrenched throughout the education system, in no small measure due to biases in standardized testing systems. Students from kindergarten through university face the arising challenges while their environments are becoming more diverse.Funding levels in education are also posited as causes of inequality. This complements the view that standardized testing at all levels of education mirrors and exacerbates entrenched economic inequality. Education funding and standardized testing at all levels have thus become basic mechanisms that purposefully reproduce and maintain a two-tiered society. The solutions are not difficult to discern, as other societies can attest, but Martinez’s thought-provoking new book moves toward engaging them.

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Book SynopsisWith a visionary approach to school improvement, Equity-Based Leadership proposes a framework to support system leaders seeking to organize change and achieve more equitable education.In this ambitious yet pragmatic work, Joshua P. Starr makes the case that intentional and attentive district leadership can bring about continuous improvement in schools. When district reforms are conceived with social justice in mind, Starr explains, schools move toward fulfilling the longstanding promise of equitable education in America.Starr asserts that the essential goal of good system leadership lies in designing, implementing, and sustaining comprehensive strategies for school reform, in collaboration with school leaders, educators, and community shareholders. Drawing on his own experiences and those of other distinguished superintendents, he offers core practices that system leaders can use to ensure that the mission of their district is upheld throughout any change process and that precious time and funding are used judiciously.Recognizing that there is no single path to transformation, Starr sets forth a flexible, customizable agenda for district reform that concentrates on six elements, or entry points. Starr's first entry point is curriculum content, as teaching and learning are the fundamental goals of a school system. But he goes further to advocate for a deep dive into the organization and alignment of the system itself, via deliberate support of shared values; explicit and transparent decision-making; resource allocation in line with vision and need; talent management to achieve new levels of educator performance; and nourishment of school culture.Additionally, Starr brings together a wide range of real-world examples, evidence-based practices, and sensible advice to guide district leaders in aligning their systems around a coherent equity strategy.This bold new approach to transforming educational systems confidently guides the higher-level decision-making of leaders—not only superintendents but also school board members, cabinet members, and central office administrators—within the context of district-wide efforts to make education better for all students.

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Book SynopsisCanada is more diverse than ever before, and the application of transcultural literacies in Canadian classrooms is needed for the successful growth of students and teachers alike. In this edited volume, world-renowned educators offer unique perspectives on the impact of race, culture, and identity in the classroom. With an interdisciplinary approach, this book investigates not only how teachers can design learning spaces to accommodate diverse students, but also how they can build literacy programs to complement and further develop the varied strengths, skills, and experiences of those students. Educators will learn to better understand the trajectories of immigration: how immigrant students often enter the classroom after living in multiple places, acquiring several languages, and forming memories of places that are different from Canadian socio-cultural and geographic landscapes.Examining the roles of both teachers and students in transcultural language learning, this text will benefit students in teacher education programs and in graduate-level education studies that focus on language and literacy, diversity, and global citizenship.Features contextualizes places and spaces that are very different from the geographic and socio-cultural terrain of Canada, preparing educators to design learning spaces for students who have such varied experiences identifies how educators can build literacy programs around the strengths, linguistic diversity, and experiences of their students includes pedagogical features such as chapter previews and visual organizers that introduce students to the ideas and concepts presented in each chapter, further recommend readings and websites, and guiding discussion questions

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Book SynopsisThe Dangerous Rise of Therapeutic Education confronts the silent ascendancy of a therapeutic ethos across the educational system and into the workplace. Controversial and compelling, Kathryn Ecclestone and Dennis Hayesâ classic text uses a wealth of examples across the education system, from primary schools to university and the workplace, to show how therapeutic education is turning children, young people and adults into anxious and self-preoccupied individuals rather than aspiring, optimistic and resilient learners who want to know everything about the world.Remaining extremely topical, the chapters illuminate the powerful effects of therapeutic education, including: How therapeutic learning is taking shape, now and in the future How therapeutic ideas from popular culture have come to govern social thought and policies How the fostering of dependence and compulsory participation in therapeutic activities thatTable of ContentsForeword; Preface; 1. In an emotional state; 2. The therapeutic primary school; 3. The therapeutic secondary school; 4. The therapeutic further education college; 5. The therapeutic university; 6. The therapeutic workplace; 7. Explaining the emotional state; 8. The therapeutic turn in education: a response to our critics

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Book SynopsisSince its release in 2006, The College Administrator’s Survival Guide has been the bible of deans and department heads. This newly revised and updated edition guides rookies and veterans alike through today’s most pressing campus challenges, from difficult people to budget cuts, the hassles of social media, and the new demands of remote learning.Trade ReviewUniversity administrators have such hard jobs—lots of responsibility, limited power, and vexing people problems. If you have one of these crazy jobs, or are considering one, Tina Gunsalus is here to help. The College Administrator’s Survival Guide shows you how to avoid and get out of all kinds of common predicaments—it is useful, engaging, and, well, downright fun. -- Robert I. Sutton, Professor, Stanford University, and author of New York Times bestsellers The No Asshole Rule and Good Boss, Bad BossTina Gunsalus puts on a master class, skillfully weaving leadership theory, her significant administrative expertise, and a hefty serving of common sense in this practical guide. Drawing on a wealth of robust, familiar exemplars, Gunsalus offers tested tools and sound advice. Her writing is jargon-free, humorous, and conversational. Leading in higher education is not for the faint-hearted; this book is a must-read for anyone who hopes to survive the vagaries of academic administration. -- Ann Briggs Addo, former Chief of Staff and Assistant Vice Chancellor to the Executive Vice Chancellor of Academic Affairs, University of California, San DiegoThe College Administrator’s Survival Guide has long been required reading for department chairs and university leaders at our university. By tackling issues raised by the pandemic and the recent political reckoning over racism and sexual violence on campus, the revised guide is now even more essential for all university administrators. -- Kavita Pandit, Professor and Senior Advisor to the Provost, Georgia State UniversityI highly recommend the book to academic leaders at all levels. The contents transcend cultural barriers and institutional experience and are practical, readable, and enormously helpful to faculty who have been thrown into the deep end of academic leadership. -- Angela Goh, Emeritus Professor and former Associate Provost for Academic Affairs, Nanyang Technological UniversityIndispensable…If you or someone you know is new to administration, or about to become new to administration, consider it required reading. -- Matt Reed * Inside Higher Ed *

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Book SynopsisThe definitive guide to the gradual release of responsibility - an instructional framework any teacher can use to help students to be more successful and self-directed learners. This book is an essential resource for improving your practice and empowering your students.

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Book SynopsisThe same five practices teachers know and love for planning and managing powerful conversations in mathematics classrooms, updated with current research and new insights on anticipating, lesson planning, and lessons learned from teachers, coaches, and school leaders. This framework for orchestrating mathematically productive discussions is rooted in student thinking to launch meaningful discussions in which important mathematical ideas are brought to the surface, contradictions are exposed, and understandings are developed or consolidated. Learn the 5 practices for facilitating effective inquiry-oriented classrooms: Anticipating what students will do and what strategies they will use in solving a problem Monitoring their work as they approach the problem in class Selecting students whose strategies are worth discussing in class Sequencing those students′ presentations to maximize their potential to increase students′ learning Connecting the strategies and ideas in a way that helps students understand the mathematics learned Table of Contents Front Matter Dedication Acknowledgments Preface Introduction Full access Chapter 1 Introducing the Five Practices Chapter 2 Laying the Groundwork: Setting Goals and Selecting Tasks Chapter 3 Investigating the Five Practices in Action Chapter 4 Getting Started: Anticipating Students’ Responses and Monitoring Their Work Chapter 5 Determining the Direction of the Discussion: Selecting, Sequencing, and Connecting Students’ Responses Chapter 6 Ensuring Active Thinking and Participation: Asking Good Questions and Holding Students Accountable Chapter 7 Putting the Five Practices in a Broader Context of Lesson Planning Chapter 8 Working in the School Environment to Improve Classroom Discussions Chapter 9 The Five Practices: Lessons Learned and Potential Benefits Appendix A Web-based Resources for Tasks and Lesson Plans Appendix B Lesson Plan for Building a Playground Task Appendix C Bag of Marbles Task Monitoring Chart References 5 Practices: Professional Development Guide

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Book SynopsisKeep up with the latest on the highly respected multisensory teaching approach to literacy with this new fourth edition, a complete update of the bestselling textbook adopted in colleges and universities across the country. The most comprehensive text available on multisensory teaching, this book prepares today’s educators to use specific evidence-based approaches that improve struggling students’ language skills and academic outcomes in elementary through high school. Educators will get rich background information on the systems and structures of the English language, plus a deep dive into the what and how of Structured Literacy Instruction. They’ll also find practical strategies and guidelines on all aspects of language and literacy instruction, including planning effective lessons, connecting research with practice, conducting and interpreting assessment, understanding the emotional side of learning disabilities, and more. An essential reference and professional development resource to keep and use for years to come, this book gets educators ready to be thoughtful, skilled, and compassionate teachers of reading and language arts. Table of Contents About the Online Companion Materials About the Editors About the Contributors Foreword Louisa C. Moats, Ed.D. Preface Acknowledgements Dedication Section I: Introduction to Multisensory Teaching 1.Connecting Research and Practice Judith R. Birsh 2.Structured Literacy Instruction Mary L. Farrell and Nancy Cushen White Section II: Pre-reading/Literacy Skills 3.Oral Language Development and Its Relationship to Literacy Lydia Soifer 4.Pre-Kindergarten Literacy Eve Robinson, Carolyn DeVito, and Gloria Trabucco Alphabet Knowledge: Letter Recognition, Naming, and Sequencing Kay A. Allen, with Graham F. Neuhaus and Marilyn C. Beckwith 6. Teaching Phonemic Awareness Lucy Hart Paulson Section III: Beginning Reading/literacy Skills 7. Assessment of Reading Skills: A Review of Select Key Ideas and Best Practices Eileen S. Marzola and Larry E. Hess 8.The Role of Executive Function in Literacy Instruction Monica Gordon-Pershey 9.Teaching Reading: Accurate Decoding Suzanne Carreker 10. Teaching Spelling Suzanne Carreker 11. Multi-Modal handwriting Instruction for Pencil and Technology Tools Beverly J. Wolf and Virginia Berninger 12. Fluency in Learning to Read: Conceptions, Misconceptions, Learning Disabilities, and Instructional Moves Katherine Garnett 13. Math Learning Disabilities & Katherine Garnett and Colleen Uscianowski Section III: Advanced Reading/Literacy Skills 14. The History and Structure of Written English Marcia K. Henry 15. Working With Word Meaning: Vocabulary Instruction Nancy Hennessy 16. Strategies to Improve Reading Comprehension in the Multisensory Classroom Eileen S. Marzola 17. Composition: Evidence-Based Instruction Judith C. Hochman and Betsy Duffy 18. Designing the Learning Environment and Planning Multisensory Structured Literacy Lessons Judith R. Birsh, Jean Schedler, and Robin Singer Section IV: Instructional Strategies for Specific Populations and Skill Areas 19. Language and Literacy Development Among English Language Learners Elsa Cárdenas-Hagan 20. Instruction for Older Students with a Word-Level Reading Disability Barbara A. Wilson 21. Working with High Functioning Adults with Dyslexia and Other Learning Challenges Susan Blumenthal Glossary

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Book SynopsisIntended for students of mathematics as well as of engineering, physical science, economics, business studies, and computer science, this handbook contains vital information and formulas for algebra, geometry, calculus, numerical methods, and statistics. Comprehensive tables of standard derivatives and integrals, together with the tables of Laplace, Fourier, and Z transforms are included. A spiral binding that allows the handbook to lay flat for easy reference enhances the user-friendly design.

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Book SynopsisBehind every successful inclusive school is a great principal with passion, vision, and a practical plan. With so much riding on their strong and proactive leadership, every principal and administrator will want this how-to book: the essential guide to bringing schoolwide inclusion from theory to practice. Covering everything from the basics of special education to the everyday nuts and bolts of making inclusion work, two renowned inclusion experts give readers clear guidance they can use right away to lead a fully inclusive school where every student learns and belongs. New and veteran administrators will discover how to make schoolwide (and districtwide) reforms that support social and academic success-and help all students reach their full potential.

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Book SynopsisAt the heart of the effort to enact and scale up successful school reforms is the need for more robust links between research and practice. One promising approach is design development, a methodology widely used in other fields and only recently adapted to education, which offers a disciplined process for identifying practical problems, assessing evidence of outcomes, accounting for variability in implementation and results, and establishing a foundation for broader understanding of the problem and proposed solutions.This exciting new book provides a practical guide for education leaders who are seeking to address issues of equity in their schools and want to pursue this approach. The book provides a step-by-step description of the process, augmented by case studies of four education leaders: Christine, a middle school principal who is concerned with the volume of disciplinary referrals in her school Michelle, an elementary school principal who wants to address achievement gaps Eric, an assistant superintendent who wants to improve the quality of principals’ instructional feedback to teachers; and Nora, a high school principal who is concerned about the use of racial and homophobic slurs in the hallways. The book follows each of these leaders as they formulate and refine interventions to address these problems.Design-Based School Improvement also includes a series of “excursions into theory” that discuss the research basis for design-based improvement.The author—a leading thinker about policy implementation and school reform—shows a profound appreciation for the complexity of work in schools and the deep and sustained thinking entailed in undertaking productive change. By bringing theory to life and putting it in the hands of skilled practitioners, this book promises to become an invaluable resource for education leaders seeking to solve problems of equity and social justice in schools.

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Book SynopsisLlama Llama likes to sing. Gilroy laughs at everything.Llama sings out just the same.Gilroy says a not-nice name. Teacher has some things to say:calling names is not OK. Llama Llama is learning lots of new things at school and making many friends. But when Gilroy Goat starts teasing him and some of their classmates, Llama Llama isn't sure what to do. And then he remembers what his teacher told him—walk away and tell someone. It works! But then Llama Llama feels badly. Can he and Gilroy try to be friends again? Taking on a difficult but important part of children's lives, Anna Dewdney gives readers a way to experience and discuss bullying in a safe and comforting way. 

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Book SynopsisDrawing on treaties, international law, the work of other Indigenous scholars, and especially personal experiences, Marie Battiste documents the nature of Eurocentric models of education, and their devastating impacts on Indigenous knowledge. Chronicling the negative consequences of forced assimilation, racism inherent to colonial systems of education, and the failure of current educational policies for Aboriginal populations, Battiste proposes a new model of education, arguing the preservation of Aboriginal knowledge is an Aboriginal right. Central to this process is the repositioning of Indigenous humanities, sciences, and languages as vital fields of knowledge, revitalizing a knowledge system which incorporates both Indigenous and Eurocentric thinking.Trade ReviewWith this book, Battiste helps us to see the ways that this imperialist approach to education continues today in the Canadian educational system. … what I am most grateful for from this work is the vision Battiste lays out for the transformation of how we think about knowledge and learning in this country. It is this part of her work in particular that makes this a relevant read for any Canadian, not solely educators. -- Tamara Shantz * Intotemak, Vol. 43, No. 1 *Decolonizing Education provides an opportunity for educators, researchers, students, and parents alike to think about how it is they envision a well-rounded, just, and balanced curriculum. -- Mandy Krahn * Alberta Journal of Educational Research, Vol. 60, No. 3 *Marie Battiste gives us a book that is comprehensive in its scope, with 10 chapters of tightly written prose extensively referenced and organized around relevant research. The book will be a welcome addition to all those who seek to provide the best education we can for all our learners. -- Wally Penetito * AlterNative Vol. 11, No. 1 *Battiste’s “storytelling manner” provides a textured analysis and discussion of the multilayered and multipronged components embodied within the discourse on Indigenous education and the need to decolonize the education system in its entirety … a must-read for all administrators and educators, Indigenous and non-Indigenous, especially those who are involved in educational policy. -- Jennifer Brant * Brock Education Journal Vol. 23, No. 2 *Battiste has carefully crafted her book in a manner that goes from the deeply personal to the undeniably political in a seamless fashion that most writers strive to accomplish, but few succeed. … with Battiste’s leadership and inspiration, we can become catalysts for change, rather than harbingers of history. The academy remains indebted to scholars like Dr. Battiste, who has the wisdom and political acumen to “show us the way”. -- Tim Claypool * Education Matters, Vol. 3, Issue 1 *Table of ContentsForeword / Rita Bouvier1 Introduction2 The Legacy of Forced Assimilative Education for Indigenous Peoples3 Mi’kmaw Education: Roots and Routes4 Creating the Indigenous Renaissance5 Animating Ethical Trans-Systemic Education Systems6 Confronting and Eliminating Racism7 Respecting Aboriginal Languages in Education Systems8 Displacing Cognitive Imperialism9 Recommendations for Constitutional Reconciliation of Education10 Possibilities of Educational TransformationsReferencesIndex

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Book SynopsisIn Tell Me So I Can Hear You, Eleanor Drago-Severson and Jessica Blum-DeStefano show how education leaders can learn to deliver feedback in a way that strengthens relationships as well as performance and builds the capacity for growth. Drawing on constructive-developmental theory, the authors describe four stages of adult growth and development and explain how to differentiate feedback for colleagues with different “ways of knowing,” which include: Instrumental knowers, who tend to see things in black and white (“Did I do it right or wrong?”) and may need to develop the capacity for reflection. Socializing knowers, who are concerned with maintaining relationships (“What do you want me to do?”) and may need support developing their own ideas. Self-authoring knowers, who have strong ideologies and values (“How does this fit with my goals and vision?”) and may need help with perspective taking. Self-transformative knowers, who are able to examine issues from multiple points of view (“How can I understand this more deeply?”) and may need guidance in resolving tensions and contradictions. The authors show how leaders can provide feedback in ways that “meet people where they are” while expanding the developmental capacities educators bring to their work. Drago-Severson and Blum-DeStefano provide real-life examples with practical strategies for creating a safe space for feedback, finding the right words, and bridging feedback and action. Tell Me So I Can Hear You offers invaluable guidance to help educators support a culture of learning in classrooms, schools, and districts.

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Book Synopsis'This book provides a welcome and highly relevant analysis of civic universities-academic institutions with particularly strong ties to their cities and regions in terms of research, teaching and civic engagement. These universities are especially relevant in the 21st century, and often forgotten by analysts and policy makers alike who are too busy chasing rankings. The conceptual framework as well as the case studies included in this book are equally valuable.'- Philip Altbach, Boston CollegeBy exploring a normative model of universities as institutions with a responsibility to contribute to the public good, this book addresses the leadership, management and public policy challenges of maximizing higher education's contribution to civil society. It codifies the extensive academic literature in this field and reviews higher education and other public policies that both drive and inhibit civic engagement both globally and locally.Comparing experiences and reports of an institutional developmental process undertaken in eight distinctive universities in four European countries and guided by the editors the book explores key questions such as: what is the Civic University, and how can we use this concept to understand higher education's engagement with the outside world in varying institutional and geographical contexts? What are the appropriate internal structures and mechanisms required for a university to effectively encourage and support civic engagement activity for the greatest societal impact?How can embedding civic engagement in individual institutions and wider systems be facilitated by changes in higher education and related policies at the sub-national, national and European level? Succinct and discerning, The Civic University will be of great interest to academics working in the fields of higher education, science and innovation studies and community and city development. It will also appeal to university leaders and organisers of institutional leadership development programmes along with city leaders and policy makers at national and international levels.Trade Review'Universities need to rethink what it means to be a public university in the 21st century, in part because of the loss of public funding and function but also because they need to make themselves relevant to the global challenges that threaten the future of humankind. This reformulation of an old idea, the civic university, challenges us to ensure that through teaching, research and civic engagement, university managers, staff and students place universities at the centre of the local-regional-global nexus, working on all three levels in order to make a difference. The civic university is a value statement as much as a new way of organising higher education; it is about encouraging universities to have souls, to nurture a normative commitment to improve the lives of communities, regions and nations.' --John D Brewer, Queen's University, Belfast, Northern Ireland'The (re)discovery of the Civic University mission is a welcome admission that universities are once again engaging with the cities in which they are located and shedding the pretence that they are placeless institutions. Drawing on 8 institutions in 4 countries, this book offers a fresh and admirably succinct analysis of the tensions inherent in the academy as universities try to strike a judicious balance between their traditional research and teaching missions and the ethical imperatives of a civic mission that has been rekindled by today's societal challenges.' --Kevin Morgan, Cardiff University, UK'The ''civic university'' is due for a comeback - if it ever went away. Historically, of course, it formed the bedrock of higher education - the great Victorian foundations in the north and midlands of England, the land-grant universities in the United States. But more recently they (or, more accurately, their values) have been shouted down by the drumbeat discourse of ''world-class'' universities. This book offers an overdue correction, a celebration of civic and community engagement as a fundamental responsibility of the contemporary university.' --Sir Peter Scott, UCL Institute of Education, UKTable of ContentsContents: Part I: Why the Civic University? 1. Introduction: Why the Civic University? John Goddard, Ellen Hazelkorn, Louise Kempton and Paul Vallance 2. The Historical Roots and Development of the Civic University Paul Vallance 3. Contemporary Debates Part I: Theorising Civic Engagement Ellen Hazelkorn 4. Contemporary Debates Part II: Initiatives, and Governance and Organisational Structures Ellen Hazelkorn 5. National Higher Education Systems and Civic Universities John Goddard Part II: The Civic Universities 6. Leading a Fundamentally Detuned Choir: University of Tampere, Finland – A Civic University? Markku Sotarauta 7. Aalto University – Art and Science Meet Technology and Business Martti Raevaara, Seppo Laukkanen, Markku Markkula and Esa Ahonen 8. From Colonisation to Collaboration: Challenges of Repositioning Trinity College Dublin, the University of Dublin, Within its Community Simone Cameron-Coen and Shane Allwright 9. Dublin Institute of Technology – Moving, Merging, and Managing the Civic Engagement Mission Julie Bernard and Catherine Bates 10. The University of Groningen: An Engaging University Han Borg, Annemieke J.B.E. Galema, Henk A.J. Mulder and Simone Steenbeek 11. The Civic University in Amsterdam Arne Brentjes and Selma Hinderdael 12. Newcastle University and the Development of the Concept of a World-class Civic University Chris Brink and John Hogan 13. University College London: Leveraging the Civic Capacity of ‘London’s Global University’ Jean-Paul D. Addie and James Paskins Part III: The Leadership and Management Challenges 14. Institutional Challenges and Tensions Louise Kempton 15. Postscript: The Civic University as a Normative Model? John Goddard, Ellen Hazelkorn, Louise Kempton and Paul Vallance Appendix A: Key institutional data Appendix B: Tools for understanding the civic university Index

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Book SynopsisThe mental well-being of children and adults is shockingly poor. Marc Brackett, author of Permission to Feel, knows why. And he knows what we can do. We have a crisis on our hands, and its victims are our children.Marc Brackett is a professor in Yale University's Child Study Center and founding director of the Yale Center for Emotional Intelligence. In his 25 years as an emotion scientist, he has developed a remarkably effective plan to improve the lives of children and adults a blueprint for understanding our emotions and using them wisely so that they help, rather than hinder, our success and well-being. The core of his approach is a legacy from his childhood, from an astute uncle who gave him permission to feel. He was the first adult who managed to see Marc, listen to him, and recognize the suffering, bullying, and abuse he'd endured. And that was the beginning of Marc's awareness that what he was going through was temporary. He wasn't alone, he

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Book SynopsisTeachers can use Teaching History for Justice to show students how activism was used in the past to seek justice, how past social movements connect to the present, and how democratic tools can be used to change society.Table of Contents Contents (Tentative) 1. Centering Justice in Students’ Study of the Past 1 Why Do We Need to Teach History for Justice? 2 Where Does Teaching History for Justice Originate? 8 How Do We Teach History for Justice? 11 Conclusion 15 2. Thinking Like an Activist 16 Approaches to History Education  19 Types of Thinking in History  20 Using Activist Theories to Understand History  24 Thinking Like an Activist Classroom Tool  30 3. Social Inquiry 32 Making Inquiries Social  33 Inquiries Through a Historical Thinking Lens  34 Inquiries Through a Democratic Citizenship Lens  35 Inquiries Through a Justice Lens  35 4. Critical Multiculturalism 41 with Taylor Collins, Framingham Public Schools  41 Making the Curriculum Multicultural and Critical  43 Critical Multiculturalism in Action  50 5. Transformative Democratic Citizenship 56 Studying a Political, but Nonpartisan, History  59 Studying a Political History That is Democratic and Multicultural  62 Transformative Democratic Citizenship in Action  67 6. U.S. History at the High School Level: Ms. María Lopez 73 History for Justice in the U.S. History Classroom  74 Ms. María Lopez’s High School U.S. History Classroom  75 7. World History at the High School Level: Mr. Tom Kulig 90 with Maria R. Sequenzia, Framingham Public Schools  90 History for Justice in the World History Classroom  91 Mr. Tom Kulig’s High School World History Classroom  93 8. Ancient World History at the Middle Level: Ms. Joyce Smith 105 with Neema Avashia, Boston Public Schools  105 History for Justice in the Ancient History Classroom  107 Ms. Joyce Smith’s Middle School Ancient History Classroom  108 9. State and Local History at the Elementary Level: Mr. Frank Hashimoto 120 with Jennifer R. Bryson, Boston University  120 History for Justice in the State and Local History Classroom  122 Mr. Hashimoto’s Elementary School State and Local History Classroom  124 10. Overcoming Barriers 132 Overcoming the Barriers to History for Justice  133 Conclusion 140 References 141 About the Authors and Contributors 159 Index 161

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Book SynopsisIn Unconscious Bias in Schools, two seasoned educators describe the phenomenon of unconscious racial bias and how it negatively affects the work of educators and students in schools. "Regardless of the amount of effort, time, and resources education leaders put into improving the academic achievement of students of color," the authors write, "if unconscious racial bias is overlooked, improvement efforts may never achieve their highest potential." In order to address this bias, the authors argue, educators must first be aware of the racialized context in which we live. Through personal anecdotes and real-life scenarios, Unconscious Bias in Schools provides education leaders with an essential roadmap for addressing these issues directly. The authors draw on the literature on change management, leadership, critical race theory, and racial identity development, as well as the growing research on unconscious bias in a variety of fields, to provide guidance for creating the conditions necessary to do this work-awareness, trust, and a "learner's stance." Benson and Fiarman also outline specific steps toward normalizing conversations about race; reducing the influence of bias on decision-making; building empathic relationships; and developing a system of accountability. All too often, conversations about race become mired in questions of attitude or intention. - "But I'm not a racist!" This book shows how information about unconscious bias can help shift conversations among educators to a more productive, collegial approach that has the potential to disrupt the patterns of perception that perpetuate racism and institutional injustice.Trade ReviewThis book is ideal for all educators who want to learn how to challenge the institutionalized racism that plagues schooling in America." - Devyn Spence Benson, Davidson College

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Book SynopsisA reissue of a classic text, Norms and Nobility is a provocative reappraisal of classical education that offers a workable program for contemporary school reform. David Hicks contends that the classical tradition promotes a spirit of inquiry that is concerned with the development of style and conscience, which makes it an effective and meaningful form of education. Dismissing notions that classical education is elitist and irrelevant, Hicks argues that the classical tradition can meet the needs of our increasingly technological society as well as serve as a feasible model for mass education.

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Book SynopsisThe teachers aren't the problemit's the system that needs fixing.The missing element in 70 years of school reform is a surround-sound focus on High-Expertise Teaching. We could have it in any district, regardless of zip code, if we reengineered the twelve processes that impact teachers' knowledge and skill. A handbook for action and a persuasive case for making every school a reliable engine of constant learning, this book outlines the actions necessary to ensure High-Expertise Teaching reaches more children, more of the time.Informed by a substantial research base and decades of implementation, scholar-practitioner Jon Saphier presents the foundational elements of High-Expertise Teaching in this capstone work, along with A comprehensive plan for effective implementation to scale An assets-based approach to high expectations, culturally responsive teaching, and rigor Templates for re-engineering school- aTrade ReviewStrange as it may seem we have forgotten teachers in the free-fall nature of what education and learning is for. Jon Saphier, in a marvelously comprehensive re-positioning of ‘high expertise teaching,′ has given the ′system’ and all of us as individuals a fundamental and stirring wake-up call for action. Read and consume this new ‘bible;’ it makes expert teaching come alive exactly at the time we need it most. -- Michael Fullan, Author and Professor EmeritusJon Saphier is a national treasure. At the time of our greatest teacher shortage in a century, Saphier provides a guide for developing and maintaining a commitment to a culture of excellence in every school. This book sums up not only the latest and best evidence, but also a lifetime dedicated to the teaching profession and the development of high-expertise teaching. He calls leaders, policymakers, and parents to account for the fact that we routinely tolerate mediocrity from the classroom to the board room. The good news is that it doesn’t have to be that way. This is a book to be read, studied, and re-read by people joining our profession and to experienced teachers who, like Saphier, are committed to making every day that they serve our children better than the previous year. -- Douglas Reeves, Author"Jon Saphier’s starting point is recognizing the complexity of teaching. Then he explains clearly and powerfully what and how we can put practices in place so teachers can develop the expertise they need to address that complexity. Coaches, leaders, and teachers who want to understand how to prepare teachers for the art and craft of teaching (and shouldn’t that be everyone) need to read this book and put its ideas into practice." -- Jim Knight, Senior Partner and Research Associate"The greatest crisis in education relates to courage—the courage to call the low and high levels of expertise among educators, the success or otherwise of central offices to support and scale up expertise, and the courage of the profession itself to scream from the rooftops that student success is fundamentally due to their expertise. We have so much expertise, but we lack the courage to call it when it is not present, blaming the structures of schools, the funding, that parents sent the wrong child to the class, the curriculum, the tests, and so on. This is a brave book, as Saphier screams for a focus on expertise. He knows success, sees expertise, and appreciates the strong evidence base. But he argues that the inattention to teacher capacity is titanic, the pathway to a collapsing profession, and cause of lower student success. Every educator needs Saphier sitting on their shoulder as they make decisions to improve the learning lives of every student." -- John Hattie, Melbourne Laureate Professor EmeritusIf you could choose one focus for school reform, what would it be? Jon Saphier, the renowned master of instructional practice, says there can only be one right answer: good teaching. He argues, citing research, experience, and common sense, that Highly Effective Teaching is not only the most vital element, but is also fully understood and achievable. In this important book he gives us a detailed blueprint for how to make it possible. Education would be better everywhere if we followed the advice in these pages. -- Ron Berger, Senior Advisor for Teaching and Learning"Veteran educator Jon Saphier offers a comprehensive, thoughtful, and timely contribution to the field. Combining the keen observations of a cultural anthropologist and skilled ethnographer with more than 60 years in the profession, Saphier makes the case that High Expertise Teaching (HET) is the primary route to improved student achievement. He shines the light on the ′teacher opportunity gap′ to learn HET and describes what educational leaders can do to fill that gap. If current and aspiring educational leaders could only read a single book this year, they should choose this one." -- Jay McTighe, Consultant and Co-Author"If you think we can’t give all kids the education they deserve, think again. In his compelling new book, Jon Saphier not only urges us to rely on the knowledge we have to create the schools we need, but he shows us how to do it. By developing reliable systems to support skillful teaching throughout their school, educators can proceed with confidence and certainty rather than chance or whim." -- Susan Moore Johnson, Jerome T. Murphy Research Professor"Drawing on a lifetime of scholar-activism in combating inequity in the nation’s schools, Jon Saphier’s new book focuses on something that school districts can actually control: the systematic supports for teacher learning that districts are in a position to provide—but in general do not. The book is a call to practical action that the leadership of any district or state agency can choose to hear or ignore—with the greatest of consequences for students in our schools." -- Steve Tozer, Founding Director"Jon Saphier is the country′s leading authority in explicating the skills and knowledge needed for skillful teaching. In this volume, he takes it up a level, offering a similarly comprehensive approach to building the systems and culture needed to support excellent teaching. Synthesizing more than five decades of research with his extensive practical experience, Saphier offers a one-stop-guide to everything a school or district leader needs to create wall-to-wall high expertise teaching." -- Jal Mehta, Professor of Education"One of Jon Saphier’s gifts to the field has been his highly-detailed guide to effective teaching. Now he’s taken the same practical and comprehensive approach to describing the conditions needed for that quality teaching to take root in schools and districts. It’s a daunting task, but Saphier provides readers with a detailed map, an abundance of tools, and frequent concrete examples to help us envision quality leadership practice. With this wise book as a guide, leaders will know the most important steps to take to ensure every child receives High-Expertise Teaching." -- Sarah Fiarman, Leadership ConsultantTable of ContentsDefining the Problem The Blind Spot in Policy, Reform, and Long-Term Planning The Solution -- Elevating High-Expertise Teaching: the Missing Element in School Reform School-based Processes for High Expertise Teaching The Skillful Culture Builder How to Make Decisions that Stay Made To See into the Soul of a School, Visit Common Planning Time Teams (CPTs) BILTs Building Instructional Leadership Teams – Charter and Operation Crafting the Role of the Coach District Based Processes for High Expertise Teaching Where to Show Up and What to Do Teacher Evaluation for Constant Learning Supervising and Developing Principals Leadership Skills for High Expertise Teaching The Nature of Professional Knowledge Leadership Preparation Programs The Courage to Lead Political Savvy and Mobilization System Issues High Expectations Teaching Rigor and Curriculum Coherence Ports of Call on a White Educator’s Journey to Culturally Proficient Instruction The Rest of the Story The Plan The Unwritten Chapters – Seven Potent Processes Hiring, Hiring, duction, Access and Academy, Pre-Service Education, Certification and Recertification

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Book SynopsisA thorough revision of the essential guide to using play therapy in schools Fully updated and revised, School-Based Play Therapy, Second Edition presents an A-to-Z guide for using play therapy in preschool and elementary school settings. Coedited by noted experts in the field, Athena Drewes and Charles Schaefer, the Second Edition offers school counselors, psychologists, social workers, and teachers the latest techniques in developing creative approaches to utilize the therapeutic powers of play in schools. The Second Edition includes coverage on how to implement a play therapy program in school settings; play-based prevention programs; individual play therapy approaches as well as group play; and play therapywith special populations, such as selectively mute, homeless, and autistic children. In addition, nine new chapters have been added with new material covering: Cognitive-behavioral play therapy Trauma-focused group workTable of ContentsPreface xi Contributors xiii Part I Play Therapy: Its Therapeutic Power and Research Effects 1 The Therapeutic Powers of Play and Play Therapy 3Charles E. Schaefer and Athena A. Drewes 2 Meeting the Early Mental Health Needs of Children Through School-Based Play Therapy: A Review of Outcome Research 17Sue C. Bratton Part II Implementing Play Therapy In the Schools 3 Guidelines for Incorporating Play Therapy in the Schools 61Kristi Perryman and Judy Doran 4 Challenges and Barriers to Implementing Play Therapy in Schools 87Dee C. Ray Part III Play-Based Assessments 5 Using Play Therapy Assessment in an Elementary and Intermediate School Setting 107Mary May Schmidt 6 Transdisciplinary Play-Based Assessment and Intervention in the Primary Years 123Toni Linder and Brittney Bixby Part IV Play-Based Prevention Programs With Paraprofessionals and Teachers 7 Helping Preschool and Kindergarten Teachers Foster Play in the Classroom 145Karen Stagnitti 8 Primary Project: An Evidenced-Based Approach 163Mary Anne Peabody, Deborah Johnson, and A. Dirk Hightower 9 Child–Teacher Relationship Training: Using the Power of the Child–Teacher Relationship as a School-Based Mental Health Intervention 181Mary O. Morrison and Wendy Pretz Helker 10 Treating Disruptive Classroom Behaviors of Preschoolers through Teacher–Child Interaction Therapy 197David McIntosh Part V Individual and Group Play Therapy Approaches 11 LEGO®-Based Play Therapy for Autistic Spectrum Children 221Daniel B. LeGoff, G. W. Krauss, and Sarah Allen Levin 12 Trauma-Focused Group Play Therapy in the Schools 237Yih-Jiun Shen 13 Group Sandplay in Elementary Schools 257Theresa Kestly 14 Play Therapy for Anger Management in the Schools 283Barbara A. Fischetti 15 Group Play Interventions for Children with Attention Deficit/Hyperactivity Disorder 307Linda A. Reddy Part VI Special Populations and Special Issues 16 Play Therapy for Children of Alcoholics 333Laura Jacobus-Kantor and James G. Emshoff 17 Understanding and Generalizing Communication Patterns in Children with Selective Mutism 359Laurie Zelinger 18 Play, Create, Express, Understand: Bereavement Groups in Schools 379Ruthellen Griffin 19 Redrawing the Front Line: A Play Therapy Service for Meeting the Psychosocial Needs of Children and Families in School 407Geraldine Thomas 20 The Nana’s Model: School-Based Play Therapy with Children Who Are Homeless or Severely Impoverished 435Ana Maria Sutton 21 Better Playtimes: A School-Based Therapeutic Play Intervention for Staff and Children 467Alison Woolf Author Index 485 Subject Index 499

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Book SynopsisProven to reduce bad behaviour and exclusions, and encourage happier, safer school environments, restorative justice is an effective approach to conflict resolution.Suitable for education settings from preschool to college, this guide explains what restorative justice is, how it can be used in schools, what it looks like in the classroom and how it can be implemented. Featuring case studies that illuminate the underlying restorative principles and practices, this book covers a wide range of topics from the basics of restorative justice, through to school-wide processes for embedding the approach in policy and practice.Drawing on the expertise of educators and consultants, this is a must-have resource for any school or centre that is serious about reducing bad behaviour and developing safer learning communities.Trade ReviewOf the many gifts in this book, I'd like to emphasize a few. Bill mounts compelling arguments for restorative approaches to problem-solving. These arguments are presented in a comprehensive way that will be useful for readers wishing to influence others. Bill's conference preparation, told through his case studies, is impeccable - challenging us to lift our practice, I believe, to new levels. His detailed follow-up work described in section 4 also reminds us that the game is not over once a process has happened. His insights into how children and young people feel and think is very helpful, again helping us to think carefully about our own practice, thoughts and feelings. Finally, though, the whole section called Feeling Restoratively is a must read, if we still need convincing that we need to change the way we work with young people. Bill's grasp of Affect and Script Psychology (Human Being Theory) allows the reader to understand in a deep way, our emotional selves as humans - we are after all, social animals, and we are wired to live in good relationship with others. Important issues around accountability, responsibility, mercy, forgiveness and redemption must be tackled if we are to change our schools, and eventually our communities and world. This book is full of useful ideas and I hope it will become a well-thumbed resource for restorative practitioners. It's a great read. -- From the foreword by Margaret ThorsborneAs a growing community of schools across the globe embrace Restorative Practices, there exists a greater need for resource materials that will give as much careful attention to restorative values and principles as they do to technical guidance around restorative tools. Bill Hansberry has found that sweet spot. Readers who embrace both aspects of this book will be as grounded in their understanding of the vital role of emotion in effective restorative practices as they will be enriched in their ability to practice a variety of restorative approaches. -- Lauren Abramson, Ph.D., Founding Director, Community Conferencing Center, Baltimore, Maryland, USAAs interest grows in the use of restorative practice in schools, this new book by Bill Hansberry is a welcome addition to the resources available on the subject. Drawing on the author's personal experience, it provides both valuable insight into the theory underpinning restorative practice and practical advice on how it can be implemented in a school environment. By using case studies, the author also brings to life in an accessible and engaging way what the benefits of a restorative approach can be. Restorative practice should be integral to every school and this book can help to achieve this. -- Jon Collins, Chief Executive, Restorative Justice CouncilTable of ContentsAcknowledgements. Preface. Foreword. Section 1. Thinking Restoratively: Challenging Paradigms About What to Do When Things Go Wrong. 1. Case Study - Tristan and Jason. 2. Courage, Connectedness and Restorative work. 3. Re-Thinking the Role of Grownups When Things Go Wrong. 4. Dealing Restoratively With Tristan and Jason. 5. Different Questions, Different Outcomes. Section 2. Feeling Restoratively: A Psychological Framework for Restorative Practices. 6. Silvan Tomkins and Humans as Emotional Beings. 7. Affect - What Makes Humans Tick. 8. A Blueprint for Mentally Healthy Schools. 9. Shame and Humiliation. 10. Grasping the Nettle: Shame's Difficult Demand. 11. The Compass of Shame. Section 3. Working Restoratively: Restorative Approaches for Different Ages and Situations. 12. Continuums of Responses to Disruption and Wrongdoing. 13. Positive Behaviour Correction. 14. Affective Statements and Conversations. 15. The individual Conference. 16. The Small Group Conference. 17. The Large Group Conference. 18. The Classroom Conference. 19. The Community Conference. 20. The Leaving Well Conference. 21. Better Restorative Conversations. 22. Circles for Building Community and Teaching Restorative Thinking. Section 4. Ending Restoratively: Follow Up, Accountability and Managing a Conferencing Program. 23. What Have We Agreed to Here? 24. Creating Conference Agreements. 25. Recording and Managing New Conference Agreements. 26. After the Conference: Relationship Management and Accountability. 27. How to Review Conference Agreements. 28. Keeping Colleagues in the Loop. 29. Keeping Parents in the Loop. Conclusion. Appendix. References.

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Book SynopsisA widely used, highly effective approach to student success, Student-Focused Coaching (SFC) helps instructional coaches and teachers work collaboratively to improve student outcomes using evidence-based practices. This is your one-stop, step-by-step guide to instructional coaching in K–12 schools using the field-tested, research-based SFC model.Featuring a foreword by Jim Knight, the leading voice on instructional coaching, this book was coauthored by the lead developer of the SFC model (Jan Hasbrouck) and an experienced instructional coach and trainer (Daryl Michel). These expert authors help you master the three key roles of coaching: Facilitator, Collaborative Problem-Solver, and Teacher/Learner. You’ll discover how to build respectful and mutually beneficial professional relationships with every teacher—from the most eager to the most reluctant—and work together to help all students learn and thrive in the classroom. To help you put the SFC model into action, the book offers practical activities and materials, including application exercises, reflection exercises, virtual coaching tips, and 20+ pages of ready-to-use downloadable forms.LEARN HOW TO Partner with teachers to tackle a range of classroom challenges—academic, behavioral, and social-emotional Develop collaborative communication skills to help you navigate even the most challenging conversations Work with teachers to set and achieve goals by identifying, selecting, and implementing evidence-based interventions Help teachers support struggling students with goal-based, targeted, and intensive instruction Improve time management skills using a four-step, systematic problem-solving process Collect different types of data and use it to give helpful feedback to the teachers you work with Design continuous professional learning opportunities that meet individual teacher needs Deliver support to administrators to make the most of the benefits coaches can provide PRACTICAL DOWNLOADS: The book includes access to 20+ pages of downloadable materials for coaches, including worksheets, checklists, tracking sheets, and self-assessments.Table of Contents About the Online Materials About the Authors Foreword Introduction Chapter 1 Overview of Coaching Chapter 2 Getting Started as a SFC Coach Chapter 3 The Facilitator Role Chapter 4 Communicating for Collaboration Chapter 5 Managing Time Chapter 6 The Collaborative Problem Solver Role & the SFC Collaborative Problem-Solving Process Chapter 7 Team Problem-Solving Process Chapter 8 Gathering Information for Problem Solving Chapter 9 Developing, Supporting, and Evaluating Effective Interventions Chapter 10 The Teacher/Learner Role – Designing and Providing Effective Professional Learning Chapter 11 Delivering Effective Instruction and Intervention Chapter 12 Working with Administrator Partners Resources Index

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Book SynopsisEffective listening skills are essential for successful social interaction at home, at school, and in the community. Guided Listening illustrates how teachers can champion purposeful listening and help students better understand their language strengths and needs. It offers a practical framework that shows the value of recording and sharing the ideas of others; provides opportunities to identify the norms and conventions associated with oral language; and frees students to listen more attentively, organize their responses, and watch for the subtle cues that are an important part of listening.The strategies in this practical book involve students in:analyzing and synthesizing information;making inferences and predictions while listening;transferring these skills to their independent reading and learning.Tools that complement the strategies include reproducible graphic organizers, rubrics, forms for recording student progress, and numerous worksheets. Suggestions for choosing guided listening texts and a comprehensive approach to assessment complete this valuable resource.

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Book SynopsisReading, David Mikics says, should not be drudgery, and not mere information-gathering or escape either, but a way to live life at a higher pitch. Slow Reading in a Hurried Age is a practical guide for anyone who yearns for a more meaningful, satisfying reading experience, as well as sharper reading skills and improved concentration.Trade ReviewLike [Charles] Lamb, Mikics understands how modern culture discourages reading for pleasure--especially in an Internet world of short-lived but insistent information. Inviting readers into a less frenetic, more rewarding world, Mikics explores a series of literary masterpieces, showing how getting lost in a book is still the best way to find joys we really want...Readers acquire stimulating perspectives on individual works by Homer and Whitman, Dickens and Cather, Shakespeare and Chekov. But they also develop the intellectual poise to set one work into play with others, across boundaries of nationality, style, and history. An exceptional book whetting readers' appetites for the savoring of many more. -- Bryce Christensen * Booklist (starred review) *Mikics writes accessibly and with infectious enthusiasm on an impressively eclectic range of classic and contemporary texts. The reader who picks up this volume will likely already have been won over to Mikics's argument, but the book's pedagogical value for students is considerable. * Publishers Weekly *There is nothing else like Slow Reading in a Hurried Age. Mikics's fourteen rules are quite wonderful, and I will in teaching adopt them myself. -- Harold BloomThere is much solid wisdom and penetrating advice in these pages. David Mikics is an inspired teacher, and he has brought his rich pedagogic imagination to life in this book, which teaches us to fall in love again with great literature. The examples are wonderfully apt and wide-ranging. -- Phillip Lopate, Hofstra UniversityIt may seem counterintuitive to read a book on slow reading in order to help you read more efficiently. But that's exactly what you stand to gain by (slowly) reading...Mikics' wise, common-sense guide to getting the most out of real reading--totally immersive reading...I can't recommend this book highly enough. * West Australian *Mikics insists that we are not in a world of declining reading, but quite the opposite. People are inundated with words that they feel compelled to read--in email, in tweets, in posts to social networking sites, in text messages--so much so that they can barely keep up. So we read fast and carelessly and we prize brevity at the expense of substance, a habit that is making all of us increasingly unable to concentrate on what is directly in front of us, constantly distracted as we are by pop-ups, embedded links, and the whole range of digital items that make constant demands on our time and attention...The choice of materials is eclectic but one of the finest achievements of the volume is how compellingly, but undogmatically, it makes the case for a literary canon, one not born of professorial or other fiat but of merit...The greatest strength of the volume is that in modeling slow reading of exemplary works of literature, it fosters exactly the qualities that such reading requires: sustained attention, attentiveness to detail, a willingness and ability to accommodate a gradually building realization of the significance of a given work. -- James Williams * PopMatters *A step-by-step guide to reading books amid the rushing world of an information-obsessed era. The book guides the reader through what amounts to a sort of extended independent study with a very approachable and patient professor. -- Ian Stansel * Ploughshares online *This addition to the growing store of literary how-to books opens with the stuff of countless essays and op-ed pieces: too much information, not enough concentration, it is time to slow down. All this functions as a preamble to advice about what to do after the smartphone is turned off: read more patiently and thereby rescue interior depth from the decentering storm of digital text. So although it serves as an introduction to practical criticism, it is also a work of moral improvement, primarily aimed not at students, the captive goal-oriented audience with teachers to please, but at adults with demanding, other-directed lives that hem in the room for contemplation. David Mikics’ relaxed point that we like to identify with characters in novels puts it plainly: reading is done self to self. -- Owen Richardson * Sydney Morning Herald *The problem [Mikics] addresses is very real, the rules he proposes make sense, and he is a perceptive reader…Expect a run on this book; it should prove popular in English classes at all levels, from high school and up. -- David Keymer * Library Journal (starred review) *Beautifully and unabashedly edifying…Mikics is up to something more than just technical instruction. What separates Slow Reading in a Hurried Age from other popular or academic how‐to guides is Mikics’s urgent reverence for literature, which he wants to impress upon the reader. To read well, he clearly believes, is not just to master a skill; it is to become a certain kind of person…Mikics, in calm, authoritative prose, lays out the case that the way we read now is in many cases the enemy of reading as it is supposed to be…Slow Reading in a Hurried Age is a guide to becoming a great reader. This is a very hard thing to teach: so much of what happens when we read is internal and instinctive, and it is hard to transform reactions into rules. But Mikics manages to do exactly that… The gift of Mikics’s book at the right moment could lead to a lifetime of good, slow reading. -- Adam Kirsch * Barnes & Noble Review *[Mikics] prizes the kind of ‘slow reading’ that allows us to appreciate the rhythms and voices and atmosphere of a book, to take it apart as one might a clock, in order to figure out how it works. -- Joanna Scott * The Nation *

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Book SynopsisFramed by real stories and grounded in research, the third edition of Transformative Leadership in Education presents an alternative approach to leadership that is engaged, active, and courageous. Noted scholar Carolyn M. Shields once again explores the concept of transformative leadership theory and its potential to create learning environments that are inclusive, excellent, equitable, and socially just, as required by the United Nations Sustainable Development Goal 4, even in the face of the volatile, uncertain, complex, and ambiguous world of education today. Chapters combine contemporary research findings with stories of schools, leaders, students, teachers, and community members to demonstrate that transformative leadership can promote academic achievement, family and community empowerment, democratic engagement, and global citizenship. This exciting text will appeal to all aspiring and practicing leaders who want to create organizations that are equitable, inc

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Book SynopsisLearn how to create a "culture of poetry" that demonstrates the power of words and strengthens the language lives of children. Poetry Goes to School is a comprehensive resource for teachers who want to fill their classrooms with poetry. The authors have expanded the territory covered in their previous book, Mother Goose Goes to School. In this rich collection, they have gathered and classified a remarkable collection of poetry and teaching strategies into a meaningful, manageable program.The book is organized around eight inviting units: patterns, word play, nursery rhymes, ceremonies, images, voices, stories, and information. Each unit contains: a description of the genre; inviting lessons and tools for using them in classrooms; sample poems to motivate language discussion; ideas for exploring all forms of poetry with children. Teachers can select from the wide range of response activities that will involve the children in reading, writing, role-playing and the arts. Assessment techniques for supporting the poetry program complement this inviting resource.

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