Educational strategies and policy Books

Book SynopsisThis book presents a study that concerns itself with selected findings on the measurement of the spelling-specific self-concept, on the causal ordering between the spelling-specific self-concept and spelling achievement, on the relationships between the spelling-specific self-concept and causal attributions of dictation outcomes as well as on the relationships between the spelling-specific self-concept, spelling-specific test anxiety, and global self-esteem variables and on the relationships between the spelling self-concept and test anxiety, global self-esteem, and school attitude variables. Moreover, an empirical approach to further differentiate the spelling-specific self-concept and thus to analyse a more task-specific facet is documented. Altogether, these findings can provide strong evidence for a basic model of academic self-beliefs in the spelling domain.

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Book SynopsisThis book compiles biographical sketches of top professionals in the field of education research, as well as research summaries from a number of different focuses in this important field.

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Book SynopsisThis book explores the relationship between education, employment and pensions in contemporary western society. The book is in two parts. The first part focuses on theoretical interpretations of youth and education drawing out implications of risk and power relationships. The second part of the book explores employment and pension policy and the implications for populational groups.

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Book SynopsisMany Members of Congress have become increasingly concerned about what can be done to address student bullying. Congressional interest is in response to high-profile incidents of bullying and their negative consequences, as well as to an increasing body of research documenting the detrimental effects of school bullying. This book begins with working definitions of bullying and cyber-bullying that were developed by a federal interagency working group. It provides a brief overview of research on the prevalence and impact of bullying, and it reviews research on what can be done to reduce student bullying. The authors continue to discuss the federal and state laws providing protection of children from cyberstalking, cyberharassment, and cyberbullying and end the book focusing on the White House conference on bullying prevention.

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Book SynopsisCongress has been actively engaged in efforts to reauthorize the Elementary and Secondary Education Act (ESEA), most recently amended by the No Child Left Behind Act. This book examines the hour and cost burden associated with complying with the ESEA statutory and regulatory reporting requirements associated with 16 information collection packages. The book also discusses which requirements, if any, experts say create burden, the types of burdens and benefits schools say requirements create, and how education solicits feedback from stakeholders on regulatory burden.

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Book SynopsisBullying is one of today''s biggest problems. Bullying is the intentional repeated aggression directed at a target individual. There is substantial evidence of the negative psychological and health outcomes associated with bullying. It occurs very frequently, especially in adolescence, and action is needed to lessen its causes and alleviate its consequences. Research has shown that behavior problems usually interact with other risk and protection factors, as well as with factors of etiological development. This book discusses the prevalence, psychological impacts and intervention strategies of bullying.

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Book SynopsisIntimate Partner Violence (IPV) is a worldwide problem with many physical and psychological complications. In the U.S., about one-third of American women will have been physically and sexually abused by a significant other at some point in their lives. In relation to intimate partner homicide (IPH), females are at a higher risk of victimisation than males. This book discusses the risk factors, therapeutic interventions and psychological impact of partner violence in relationships.

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Book SynopsisMany Members of Congress have become increasingly concerned about what can be done to address student bullying. This concern has arisen in response to high-profile bullying incidents that have occurred in recent years, and due to a growing body of research on the negative consequences of school bullying. This book focuses on the government''s efforts to enforce federal civil rights laws with respect to peer-to-peer violence based on race, national origin, sex, disability, religion, and sexual orientation or gender identity.

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Book SynopsisCyberbullying is a growing concern and a negative consequence associated with children''s and adolescents'' increasing accessibility to the internet and digital technologies. Children and adolescents are accessing the internet and these technologies at younger and younger ages, leaving some of them vulnerable to cyberbullying. As a new phenomenon, cyberbullying might be best understood as a complex process resulting from the interplay among the individual and multiple environments. To this end, this groundbreaking book provides a new framework for understanding cyberbullying perpetration and victimisation. Utilising the social-ecological perspective to describe how personal factors and multiple environments contribute to cyberbullying, the book compiles research on these topics from international researchers in developmental psychology, social psychology, counseling, school psychology, social work, criminology, law, and clinical psychology. Providing critical information about individual and contextual predictors of cyberbullying, the authors provide new practices and policies for addressing these behaviors. Key topics include: Cyberbullying and cyber aggression; Theoretical considerations; Definition and measurement of cyberbullying; The role of individual-level variables in cyberbullying perpetration and victimisation; Parental involvement in children''s cyberbullying; Schools'' and peers'' roles in cyberbullying; Cultural context for understanding cyberbullying; The impact of cyberbullying on mental health; The roles of victim, bully, bully-victim, and bystanders in cyberbullying; Policies, procedures, and recommendations for addressing cyberbullying. This book is an essential read for researchers, educators, and policy-makers who are concerned with the social, emotional, and physical well-being of children and adolescents. In addition, the book will be an invaluable resource for anyone interested in the factors that make children and adolescents vulnerable to cyberbullying perpetration and victimisation.

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Book Synopsis“Make yourself big when you enter a room, when you meet a bear in the woods. Make yourself big. Meet the eyes.” Roger Epp’s poetic meditations about the best, the hardest, the loneliest times of leading a small university campus through significant change are depicted in a series of elegant yet understated prose pieces, alongside images by his life partner, Rhonda Harder Epp. Taking a candid look at the many challenges such a position brings, Roger Epp humanizes, scrutinizes, and upholds the integrity of academic administrative work. Only Leave a Trace will resonate with those who work in universities, hold leadership roles in them, or care about the connections between higher education, students, and place.Trade Review#2 on Edmonton Non-Fiction Bestsellers list, April 30, 2017Table of ContentsPreface Set on a Wall 1 -Only Leave a Trace -Hard Times -The Teacher of Machiavelli -Vikingskipshuset, Oslo -Make Yourself Big Under -If Students Ask -Reciprocity -Easter Weekend -Years of Promises to See this Day -Round Dance -Dog Sled -Those Who Build Bridges -While Stephen Lewis Sleeps Over -Highway Time -A Life as Thin as Paper -Straw-Men and Politicians -Six Years, No Accidents -A Curator of Tears -Another Year, And No Disaster -Job Description -This is the Way the World Will End or, How a Dean Thinks Around 1 -Someplace, Not No-Place -Saturday Morning at the Co-op -Doctor Fowler -Reading University -Boundaries -First Things, And How Wine Was Served on Campus -Resource Curse Around 2 -On Sunday They Will Walk -Leave a Message at the Tone -The Under-Painting -A Wednesday Night in Daysland -Generation Gap -Brainstorm -Return to Aberystwyth -Turning 50 Through -SE 09 31 06 Set on a Wall 2 -Numbering the Days -The Old Man in Winter -Iron Cage -The Image of a Hundred Years -Reminders -Last Night in June Notes Acknowledgements

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Book SynopsisWinner, George Borden Writing for Change AwardOne of Indigo's Best Books of 2021 So FarRehtaeh Parsons was a gifted teenager with boundless curiosity and a love for family, science, and the natural world. But her life was derailed when she went to a friend’s house for a sleepover and the two of them dropped by at a neighbour’s house, where a group of boys were having a party.The next day, one of the boys circulated a photo on social media: it showed Rehtaeh half naked, with a boy up against her. She had no recollection of what had happened. For 17 months, Rehtaeh was shamed from one school to the next. Bullied by her peers, she was scorned by their parents and her community. No charges were laid by the RCMP.In comfortable, suburban Nova Scotia, Rehtaeh spiralled into depression. Failed by her school, the police, and the mental health system, Rehtaeh attempted suicide on April 4, 2013. She died three days later.But her story didn’t die with her. Rehtaeh’s death shone a searing light on attitudes toward issues of consent and sexual assault. It also led to legislation on cyberbullying, a review of mental health services for teens, and an overhaul of how Canadian schools deal with cyber exploitation.My Daughter Rehtaeh Parsons offers an unsparing look at Rehtaeh’s story, the social forces that enable and perpetuate violence and misogyny among teenagers, and parental love in the midst of horrendous loss.Trade Review“A necessary call-to-action, My Daughter Rehtaeh Parsons is a heartwrenching look at the ripple effects of misogyny and the devastating impacts of an indifferent legal system. Rehtaeh Parsons was a resilient young woman who fought like hell for a more just world, and it is a gift to all of us that Glen has continued that work. I believe we have a collective responsibility to bear witness and heed his call for change.” -- Julie S. Lalonde, author of Resilience is Futile“My Daughter Rehtaeh Parsons asks all of us to deeply examine the roots of sexual violence, the ways in which it is perpetuated in our society, and how we all need to take action. Glen Canning skillfully shares the grief that is bearing witness to your child being harmed not only by her peers but by the systems that purport to support her.” -- Farrah Kahn, gender justice advocate

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Book SynopsisNiho Taniwha equips educators with culturally responsive practices to better serve and empower Maori students and their whanau. The book is centred around the Niho Taniwha model in which both the learner and the teacher move through three phases in the teaching and learning process: Whai, Ako and Mau. Educational success for Maori students is about more than academic achievement - it includes all aspects of hauora (health and wellbeing). This book demonstrates how to create learning environments that encompass self-esteem, happiness and engagement in Maori language, identity and culture. While Niho Taniwha presents challenging topics, the book has a practical focus that supports teachers in how to implement the model. Niho Taniwha will challenge and motivate the reader to improve their learning and teaching environment.

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Book Synopsis'Indelible and extraordinary, a powerful reckoning with just how far we've allowed reality to drift from our ideals.' Tara Westover, New York Times Book ReviewWe're told that universities are our greatest driver of social mobility. But it's a lie.The Inequality Machine is a damning exposé of how the university system ingrains injustice at every level of American society.Paul Tough, bestselling author of How Children Succeed, exposes a world where small-town colleges go bust, while the most prestigious raise billions every year; where overstretched admissions officers are forced to pick rich candidates over smart ones; where black and working-class students are left to sink or swim on uncaring campuses. Along the way, he uncovers cutting-edge research from the academics leading the way to a new kind of university - one where students succeed not because of their background, but because of the quality of their minds.The result is a call-to-arms for universities that work for everyone, and a manual for how we can make it happen.'Humanizes the process of higher education . . . Fascinating stories about efforts to remediate class disparities in higher education' New YorkerTrade ReviewA readable kiss-and-tell study . . . Tough finds that higher education, which has the potential to increase upward mobility, has become an obstacle that perpetuates social rigidity. The poor remain poor and the rich get richer . . . this study is laced with deep anger. * Times Higher Education *Humanizes the process of higher education . . . Fascinating stories about efforts to remediate class disparities in higher education * New Yorker *[Tough] writes movingly about students who are trying to navigate the confounding, expensive, and intimidating process of getting into and staying in college. * WIRED *Important . . . Among his book's many vital contributions are its portraits of schools and programs that model a better way. * New York Times *Paul Tough is a beautiful reporter and writer and a deeply moral guide to understanding the situation of children in our heartless meritocracy . . . A great book that should start a necessary conversation. -- George Packer, author of THE UNWINDING

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Book SynopsisThere are a great many children and young people in our classrooms struggling with a range of social and emotional problems across what teacher and interim Virtual Head Sheila Mulvenney describes as 'the spectrum of trouble'. At one end, the pupil may have experienced severe difficulties, such as neglect, trauma and abuse, the death or imprisonment of a parent; at the other, the pupil may have experienced parental or sibling ill health, separation through parents being posted overseas, having financial difficulties. Such 'troubles' may be long or short term, but coming into school, these pupils are unlikely to be in a state of readiness for learning. Their distress may not only prevent them from being curious, engaged and open, but expressed in challenging behaviour, can quickly disrupt others learning too. Mulvenny shows how relationships with staff in school are critical to enabling pupils and students to feel secure; how essential a 'culture of care' of both staff and pupils is to creating the right environment for concentration and good learning, and how it can be improved; how staff managing their own emotional experience can both reduce the likelihood 'collisions in the classroom' and also provide modelling for pupils and students on how to mitigate the worse effects of the distress they are experiencing. She also addresses how language used in school can be modified to challenge the 'scripts' our pupils carry with them in more constructive direction. In short, a blue print to overcome barriers to learning.

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Book SynopsisWhen a school allocates a teaching assistant or mentor to a troubled pupil who has experienced significant relational traumas and losses, the Key Adult needs some guidelines so they can prepare themselves to optimise the precious time they have together with the child. For the Key Adult this guide covers: 1-Know your own story 2-Manager your stress 3-Know your role 4-Know your pupil 5-Advocacy

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Book SynopsisTeachers can play a significant role in Attachment Aware practices. They also need to be protected to teach, especially with classes of 30plus pupils. This second practice book covers: 1-Protecting your role 2-The developmental journey 3-The learning environment 4-Curriculum content 5-The use of praise and shame

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Book SynopsisThe senior managers in schools hold a strategic position and can be very influential in terms of facilitating inclusion on every level, especially for those pupils who have previously been at serious risk of being misunderstood and excluded. This third guide covers: 1-The ethos 2-The school environment 3-Policy and practice 4-Keeping the momentum going 5-Facilitating staff care

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Book SynopsisAnita M Hughes has been running the Friendly Group with her colleagues for 18 years, supporting more than 200 children and young people in that time. The Friendly Group is a social and therapeutic group for children and young people on the Autism Spectrum who struggle to make relationships and share feelings with others. The author describes the core principles of this extremely successful group and the structure and framework offered. These children appear to cope without real friendships, but often from an increasingly isolated position. Their behaviour is often driven by anxiety, made worse by feeling different. Families experience frustration and uncertainty about how they can help. Through vivid accounts Hughes describes how the group leaders can facilitate children and young people to support each other, and to think and talk about what happens inside and between them in the 'here- and- now'. Professionals working with children and young people and their families in and outside school will find a fantastic range of ideas here on how to work in similar groups, with a sound sense of how to 'contain' children's and young people's anxiety. Parents too, will find inspiration.As Hughes states "when we have faith in the children we live or work with, they will blossom".

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Book SynopsisSelected, edited papers from the conference in September 2007. The link between research and practice has never been more significant as global awareness about literacy pushes us to question the success of programs in schools. National reports on literacy were challenged during the conference. Grounded evidence was given of literacy programs that work to make a difference for groups with diverse needs. The collection of ideas in the conference represents a broad concept of literacy that includes the ability to communicate in multimodal, digital texts and values creativity alongside testing for skills. Classroom based research from the sum of these perspectives presents significant reason for change to practice and policy. To make a difference to future generations of students, we need to take the research out of the classroom and make it the centre of informed debate. This publication is a step towards achieving that goal.Table of ContentsAbout this book About the conference Acknowledgements Reading places: creative and critical literacies for now and the future Barbara Comber Stories from an Indigenous perspective in the reading resources mix, and the role they play in literacy success for Indigenous Australian students Margaret Cossey How much can we learn from literacy assessment tasks? Ann Daly University-school partnerships: literacy and students with additional learning needs David Evans, Criss Moore and Iva Strnadova The entry knowledge of Australian pre-service teachers in the area of phonological awareness and phonics Barbara Fisher, Merle Bruce and Cedric Greive Building literacy education: pasts, futures, and 'the sum of effort' Peter Freebody Conversations across borders: interactions between literacy research, policy, and practice Pauline Harris Catching the reading bug: looking at how to immerse children in the literary experience using visual and textual literacy Jacqueline Hicks Literacy meets technology in the primary school: symbiosis of literacy and technology Karen McLean Looking for clarity amongst the challenges faced by teachers as they consider the role of ICT in classroom literacy learning experiences Jessica Mantei and Lisa Kervin Applying multiple literacies in Australian and Canadian contexts Diana Masny and David Cole icurricula, ipedagogies and outmoded ideologies: literacy teaching and learning in the digital era Jackie Marsh Eyes in the back of our heads: reading futures for literacy teaching Jo-Anne Reid The significance of text in the teaching of reading in the early years Kathleen Rushton Debating and public speaking as oral literacy: promoting democratic education Benjamin Spies-Butcher Research based criteria for the design and selection of literacy and thinking tools David Whitehead

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Book SynopsisThe goal of this book is to help teachers assess where they are in their current teaching goals and become more intentional and organized in planning. Teachers can begin with tools they already have and build on previous activities that worked well. Great lesson planning helps teachers to choose a range of strategies that match what children are learning and doing —from directed mini-lessons to facilitated group activities. Each chapter provides a wealth of tips and ideas. The strategies discussed in each chapter helps build a toolbox with tips that match each teacher’s approach.Child-centered lesson planning provides a system to strengthen teaching. In each chapter contains step-by-step hints and action steps to make the most of your unique setting. You will explore new ways to: Build on early learning guidelines and standards to maximize planning and communication. Identify learning goals for materials, activities, routines, and interactions. Design dramatic play themes that relate to daily life, families, cultures, and communities. Infuse vocabulary to scaffold language development. Support executive function skills and self-regulation. Activate emotion coaching goals. Evaluate and adapt spaces and materials to address physical needs. Meet the linguistic and social needs of dual language learners. Prepare meaningful and stimulating cognitive experiences. Connect content skills, language, and literacy to dramatic play. Integrate family engagement as a strength and asset for development and learning. Communicate effectively with colleagues to ensure high-quality learning experiences. Trade ReviewMasterson’s instructive book explores all facets of preschool lesson planning to energize intentional teaching, bridging the dichotomy between teacher and child-centered curriculum. Full of useful classroom examples and complete lesson plan samples, this book addresses planning for all developmental domains, all learner types, and all modes of child activity. -- Michael Haslip * Drexel University *This book encourages early childhood educators to deepen their teaching practice. It offers practical and applicable strategies to intentionally develop lesson plans that are culturally, linguistically, and developmentally responsive and to provide high-quality classroom learning experiences where “children recognize their experiences in the curriculum, materials, and activities.” Dr. Masterson is an educator of educators and is an important voice in providing professional learning for the field of early childhood education and has written an anchor text for teachers and administrators, at all levels of their development, to build classrooms “for children to engage with peers and adults in meaningful learning throughout each day.” -- Emily Simon * Chicago Public Schools *I believe hands-on exploration is a major component in the early years. This book will be a great asset to educators everywhere. The examples of emergent teaching, individualized teaching, and teaching children with disabilities are great resources for assistant teachers. -- Hope Cain * NASA Goddard Child Development Center *Table of ContentsIntroduction Chapter 1: Setting a Foundation for Teaching Celebrating How Children Learn Tips for Teaching: Learning by Observing Helping Children Thrive with Developmentally Appropriate Practice Balance Points: Using Reflective Practice Connecting Teaching to Children’s Lives Individualized Teaching: Using a Strengths-Based Approach Ready Resources: Exploring Your Community Context Understanding the Role of Play in Development Teaching with Children in Mind Helpful Hint: Following the Children’s Lead Research Connections: Strategies for Inclusion Exploring Elements of Child-Centered Teaching Sample Lesson Plans: Planning a Child-Centered Daily Schedule Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions Chapter 2: Making Lesson Planning Work for You Engaging Children in Active Learning Balance Points: Positive Communication with Children Planning a Variety of Teaching Contexts Tips for Teaching: Creating a Rich Context for Learning Individualized Teaching: Planning Personal Conversation Exploring Levels of Support in Child-Centered Teaching Ready Resources: Exploring Emergent Curriculum Tips for Teaching: Effective Strategies to Support Child-Centered Learning Helpful Hint: Adding Teaching Strategies to Lesson Planning Being Consistent While Staying Flexible Tips for Teaching: Getting Organized and Staying Inspired Research Connections: Increasing Opportunities for Learning Helpful Hint: Planning Materials for Play Sample Lesson Plans: Planning Thematic Play Experiences Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions Chapter 3: Preparing Child-Centered Themes and Play Areas Identifying Learning Goals for Play Recognizing Interdependence Among Areas of Development and Learning Supporting Emerging Skills and Dispositions Ready Resources: Exploring Standards and Early Learning Guidelines Digging Deeper with Content Skills for Child-Centered Teaching Helpful Hint: Considering the What, How, and Where of Play Areas Research Connections: Creating Active Learners Fostering Language Development During Play Tips for Teaching: Maximizing Language Support Helpful Hint: Making Play More Complex Balance Points: Planning Effective Behavior Guidance During Play Providing a Rich Context for Multilingual Learning Ready Resources: Strategies for Multilingual Learners Using Individualized Support Tips for Teaching: Supporting Children with Special Needs Ready Resources: Key Components of Inclusive Programs Sample Lesson Plans: Connecting Learning Across Content Areas Sample Book Lists: Aiming for Big Ideas and Concepts Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions >Chapter 4: Planning Teacher-Directed Activities Introducing New Information Tips for Teaching: Connecting to Children’s Daily Lives Engaging Children in Higher-Level Thinking Tips for Teaching: Choosing a Method and Activity Following a Sequence of Planning Tips for Teaching: Infusing the Joy of Writing Research Connections: Creating a Rich Contact Zone for Learning Teaching Children with Special Needs Individualized Teaching: Writing Personalized Supports Making the Most of Learning Objectives Helpful Hint: Being Proactive Ready Resources: Maximizing Vocabulary in Content Areas Sample Lesson Plans: Teacher-Directed Learning Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions Chapter 5: Using Observation, Documentation, and Assessment to Guide Teaching Understanding Assessment with Young Children Tips for Teaching: Exploring and Using Data Understanding the Assessment Cycle Research Connections: Identifying Equity Issues Benefiting from Authentic Assessment Exploring Types of Authentic Assessment Assessing and Supporting Children Who Are Linguistically Diverse Balance Points: Seeing from the Child’s Point of View Ready Resources: Building on Developmental Milestones Ready Resources: Understanding Early Screening and Intervention Helpful Hint: Sharing Assessment Information with Families Committing to Ethical Practice Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions Chapter 6: Enriching Communication with Families and Colleagues Planning and Communication as Anchors of High Quality Research Connections: Strengthening Teaching with Family Engagement Sharing Information Using Strengths-Based Language Tips for Teaching: Foundations for Integrating Culture Ready Resources: Ensuring Equity and Opportunity Enjoying Relationship-Based Teaching and Learning Tips for Teaching: Communicating with Colleagues Setting Goals, Establishing Priorities, and Sharing Progress Balance Points: Self-Regulation and Behavior Building Family Engagement Using Lesson Plans Helpful Hint: Strategies for Positive Impact Ready Resources: Family Engagement for Successful Teaching Sample Lesson Plans: Family Interview Questions Links to NAEYC Early Learning Program Accreditation Standards and Assessment Items Reflection Questions References About the Author Index

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Book SynopsisAmerican Gulags show us how to overcome the Marxist indoctrination which has swept across the American government education system. America’s system of colleges and universities was once the best in the world. It contributed immeasurably to America’s status as the most powerful, productive, and prosperous nation on the globe. Unfortunately, those days are long gone. Today from kindergarten through 12th grade in the government school system, teaching reading, writing, and math have been supplanted by Marxist indoctrination. Our colleges and universities have become the final training grounds and launching pads for the next waves of Marxist activists. This book equips every American to turn this travesty around.

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Book SynopsisAfter years of military interventions, the current situation in Afghanistan is highly ambivalent and partially contradictory - especially regarding the interplay of development, peace, security, education, and economy. Despite numerous initiatives, Afghanistan is still confronted with a poor security and economic condition. At the same time, enrollment numbers in schools and universities as well as the rate of academics reached a historical peak. This volume investigates the tension between these ambivalent developments. Sociologists, political and cultural scientists along with development workers, educators, and artists from Germany and Afghanistan discuss the idea that education is primary for rebuilding a stable Afghan state and government.

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Book SynopsisModern education must cater to the needs of contemporary society by incorporating modern technology and methodologies. A. K. Pandey, an accomplished academic and author, emphasizes the importance of adapting teaching techniques to meet the demands of the new generation.

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Book SynopsisEducational practices in India have been curiously deficient in providing alternatives to the inherited colonial system of education. Those offered by Gandhi and Tagore, the two best-known exceptions, were ignored after 1947. Un/Common Schooling is a collection of writings by idealistic and enterprising individuals who founded alternative schools in India, located mostly in remote villages with little or no access to basic civic amenities, from the 1970s to the present that highlights the philosophies and rationale behind such schools. A serious reflection on what constitutes alternative , these narratives are animated by key questions: How are learning and life skills defined? Is building capacity for autonomy and creativity as important as imparting encashable skills? What are the chances of those who were largely excluded from schooling finding meaning and value in the classroom conventional or alternative? These are inspiring stories of building institutions to reach first-generation learners in some of the most marginal sections of Indian society, and narrate the manifold challenges that were encountered in starting, running and sustaining these alternatives that counter the inadequate and unequal system of education today. Un/Common Schooling also reflects on interviews with students who passed through the Alternative Education Network, as well as those who sought educational credentials, what it meant to them and how it impacted their lives. The essays therefore provide an empathetic understanding of even the unexpected outcomes of these experiments in pedagogy, making the book a vital addition to the history and sociology of education in India. The book will serve as an invaluable resource for researchers and practitioners in the fields of education, development studies, and public policy, while also serving as an important archive of a crucial moment in Indian education.

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Book SynopsisFor the 21st century to be India''s, we need to excel in many areas. The vision of a five trillion economy is at best a pipe dream if we look at the current situation. The Struggle and the Promise makes an interesting case for achieving this grand vision. We must start with moral leadership - drawing on our inherent strengths as a culture that is at its strongest when diverse, tolerant and inclusive. In this path-breaking book, Naushad Forbes analyses policy, industry, education, economy, technology, international trade and institutions. Backed by solid research and unprecedented data, it provides an actionable blueprint for every area to restore India''s potential

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Book Synopsis“Although standards-based reform emerged in the United States and the United Kingdom, the idea has spread across the world, as an approach to systemic reform. It might appear that there is a world-wide “tsunami” of standards-based reform that will standardize and homogenize the educational system across the globe. This volume makes it very clear, however, that there is no one approach to standards-based reform and countries change – there is a danger in paying attention to its evolution and impact in only one context. That’s what makes this volume so valuable. Louis Volante has drawn together descriptions from a wide range of countries, all involved in large-scale reform and using standards and assessments as part of their process. What becomes very obvious is that the language may be the same but the words reflect different contexts and can represent very different ideals, values, and processes. I’m sure you will find this book as interesting and challenging as I have – a gem that pushes your thinking and does not allow readers to remain neutral.” (Lorna Earl) Table of ContentsPART I: INTRODUCTION: 1. Educational Reform, Standards, and School Leadership; Louis Volante.- PART II: INTERNATIONAL PERSPECTIVES: 2. Responsibility in a High-Accountability System: Leading Schools in England; Daniel Muijs.- 3. Instructional Leadership in the Era of No Child Left Behind: Perspectives from the United States; Anthony H. Normore and Jeffrey S. Brooks.- 4. Educational Leadership in the Context of Low-Stakes Accountability: The Canadian Perspective; Don Klinger and Hana Saab.- 5. Pathways of Educational Leadership: Monitoring and Developing Skill Levels Among Educational Leaders in Australia; Patrick Griffin and Esther Care.- 6. The Shape and Shaping of School Leadership in Aotearoa New Zealand; Lester Flockton.- 7. Policy and Practice in Swedish Education, Assessment, and School Leadership; Christina Wikström.- 8: Standardization, Deregulation, and School Administration Reform in Japan; Jun Hirata.- 9. School Leadership, Accountability, and Assessment Reform in Hong Kong; Huen Yu and Wai Ming Yu.- 10. Leadership in Qatar’s Educational Reform; Sonia Ben Jaafar.- PART III: CONCLUSION: 11. Thoughts on School Leadership Policy, Practice, and Future Inquiry; Louis Volante and Lorna Earl. Index.

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Book SynopsisSome of the nation''s wealthiest philanthropic organizations, including the Bill and Melinda Gates Foundation, the Walton Family Foundation, and the Broad Foundation, have invested hundreds of millions of dollars in education reform. With vast wealth and a political agenda, these foundations have helped to reshape the reform landscape in urban education. In Follow the Money, Sarah Reckhow shows where and how foundation investment in education is occurring and provides a penetrating analysis of the effects of these investments in the two largest urban districts in the United States: New York City and Los Angeles. In New York City, centralized political control and the use of private resources have enabled rapid implementation of reform proposals. Yet this potent combination of top-down authority and outside funding also poses serious questions about transparency, responsiveness, and democratic accountability in New York. Furthermore, the sustainability of reform policies is closely linkTrade ReviewSarah Reckhow has written a timely and fascinating book that brings overdue attention to the impact of philanthropy on education policy. In this extraordinarily thoughtful account, she explains how major donors are influencing school reform. In a field alternately dominated by fawning accounts and ad hominem attacks, Reckhow has provided a signal service. This is a book I heartily recommend to scholars, educators, policymakers, and would-be reformers. * Frederick Hess, author of The Same Thing Over and Over: How School Reformers Get Stuck in Yesterday's Ideas *Cheerleaders celebrate the role of foundations in driving contemporary school reform, while critics charge they exert influence without proportionate accountability and undermine local democracy. What distinguishes Follow the Money is that it is grounded in important theories within political science, empirically based, employs novel methodologies, and offers reasonable and modulated conclusions that, while generally aligning with critics, are neither shrill nor calcified. Any one of these would represent a contribution within the education policy field, and taken together they add up to quite a wallop. * Jeffrey R. Henig, Department of Education Policy & Social Analysis, Teachers College, Columbia University *This fascinating, exhaustively researched, and important book traces the growing scope and impact of philanthropic money in education politics and policymaking, a topic that has been the subject of much speculation but little systematic research to date... Unlike many education scholars, she employs a multi-method research design that incorporates large-scale data analysis, detailed case studies, surveys, interviews, and social network analysis. This approach has enabled her to craft a nuanced and multi-faceted analysis of foundation influence and impact and created a rich new trove of data that will be invaluable to other scholars. * Perspectives on Politics *Table of ContentsIntroduction: The Boardroom Progressives ; Chapter 1: Accountability, Markets, and the Philanthropic Agenda ; Chapter 2: Following the Money from Foundations to Urban School Districts ; Chapter 3: From Annenberg to Gates ; Chapter 4: A Shadow Bureaucracy ; Chapter 5: Deliberative Decentralization ; Conclusions and Implications ; Appendix A: Top 15 Grant-makers to K-12 Education, 2000 and 2005 ; Appendix B: Grant Recipient Categories ; Appendix C: Explanation of Data ; Appendix D: Surveys ; References ; Notes ; Index

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Book SynopsisMusic Education for Children with Autism Spectrum Disorder: A Resource for Teachers provides foundational information about autism spectrum disorder and strategies for engaging students with ASD in music-based activities such as singing, listening, moving, and playing instruments. This practical resource supplies invaluable frameworks for teachers who work with early-years students. The book first provides readers with background information about ASD and how students with this condition manage their behaviors in school environments. It then progresses to provide teachers with information about planning music-based instruction for students on the spectrum. In the book''s midsection, readers learn how students with ASD perceive, remember, and articulate pitch perception. Following chapters present a series of practical ideas for engaging students with ASD though songs and singing and concentrate on skills in music listening, most notably on activities that motivate students with ASD to Trade ReviewI read this book and then immediately read it again. It is full of practical and classroom-tested strategies to meet the musical needs of students with Autism Spectrum Disorder. * Alice Hammel, music educator and author of Teaching Music to Students with Special Needs, Teaching Music to Students with Autism, and Winding It Back: Teaching to Individual Differences in Music Classroom and Ensemble Settings *I have watched Sheila Scott working with groups of students with wide ranging and significant disabilities and seen the remarkable and inspiring changes in their engagement and attention that have resulted. This book is an excellent resource for enabling other professionals to achieve these kinds of goals themselves. * Cameron Symons, Associate Professor of Education, Brandon University *Table of ContentsPreface List of Figures List of Tables Alphabetical List of Songs Chapter 1 - Autism and Music Education: The Musical Child Chapter 2 - Planning for Instruction Chapter 3 - Songs and Singing Chapter 4 - Listening to Music Chapter 5 - Movement Chapter 6 - Playing Musical Instruments Chapter 7 - Musical Narratives: Integrating Musical Experiences Through Storytelling and Drama Appendix A References

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Book SynopsisUntil very recently, American universities were led mainly by their faculties, which viewed intellectual production and pedagogy as the core missions of higher education. Today, as Benjamin Ginsberg warns in this eye-opening, controversial book, deanlets--administrators and staffers often without serious academic backgrounds or experience--are setting the educational agenda.The Fall of the Faculty examines the fallout of rampant administrative blight that now plagues the nation''s universities. In the past decade, universities have added layers of administrators and staffers to their payrolls every year even while laying off full-time faculty in increasing numbers--ostensibly because of budget cuts. In a further irony, many of the newly minted--and non-academic--administrators are career managers who downplay the importance of teaching and research, as evidenced by their tireless advocacy for a banal life skills curriculum. Consequently, students are denied a more enriching educational experience--one defined by intellectual rigor. Ginsberg also reveals how the legitimate grievances of minority groups and liberal activists, which were traditionally championed by faculty members, have, in the hands of administrators, been reduced to chess pieces in a game of power politics. By embracing initiatives such as affirmative action, the administration gained favor with these groups and legitimized a thinly cloaked gambit to bolster their power over the faculty. As troubling as this trend has become, there are ways to reverse it. The Fall of the Faculty outlines how we can revamp the system so that real educators can regain their voice in curriculum policy.Trade ReviewThis book takes a hard, clear-eyed look, with few holds barred, at the growing number and influence of full-time administrators in colleges and universities. It recognizes the large increase in government and other demands on the bureaucracy. But it dwells on the manifest fact--too often slighted--that administrators have their own fish to fry. Let us hope that his cautionary tale has a wide impact. * Morton Keller, Professor Emeritus of History, Brandeis University *During my nearly 60 years as a professor, I believe this is the only comprehensive analysis of the academic civil war between the professors and the deans. Ginsberg demonstrates why and how we're losing--or have already lost. * Theodore J. Lowi, Professor of American Institutions, Cornell University *Ben Ginsberg knows a thing or two about academic bureaucracy. He has had extensive experience with administrative impediments that come between his ideas and their realization. Instead of ranting, he has written The Fall of the Faculty, where he has employed his political insight to examine administrative bloat in higher education and to explain the many ways in which administrative authority has elbowed aside faculty governance in the running of today's colleges and universities. As a recovering deanlet and one-time acting dean, I know whereof he speaks. * Matthew A. Crenson, Professor Emeritus of Political Science, Johns Hopkins University *In his lacerating The Fall of the Faculty,Mr. Ginsberg argues that universities have degenerated into poorly managed pseudo-corporations controlled by bureaucrats so far removed from research and teaching that they have barely any idea what these activities involve. He attacks virtually everyone from overpaid presidents and provosts down through development officers, communications specialists and human-resource staffers but he reserves his most bitter scorn for the midlevel "associate deans" and "assistant deans" who often have the most direct control over the faculty. Mr. Ginsberg refers to them as "deanlets," but at my institution they are often called "ass. deans." The Fall of the Faculty" reads like a cross between a grand-jury indictment and a call to arms. Yet as bracing and darkly pleasurable as this call is, it is hard to imagine professors joining the resistance with so few weapons at their disposal.. * The Wall Street Journal *...an attach on administrators written by a distinguished political scientist, Benjamin Giinsberg. * Anthony Grafton, NYROB *Table of ContentsPreface ; 1. The Growth of Administration. ; 2. What Administrators Do ; 3. Management Pathologies ; 4. The Realpolitik of Race and Gender. ; 5. There Is No Such Thing As Academic Freedom (For Professors) ; 6. Research and Teaching at the All-Administrative University. ; 7. What is to be Done

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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 SynopsisThis is the first book to use teachers'' experiences to understand how prenatal drug exposure affects children''s'' development , and how social construction of the problem influences perceptions within schools.Trade Review"At last a book that sheds light on an issue that has been the subject of confusion and distortion for years! Dr. Thomas's research provides readers with the ability to understand how children have been affected by their mother's drug addiction and how these circumstances make these children vulnerable to early school failure. She informs educators what can be done to serve the needs of these children. For those who seek more information on how to best help, this book will be an invaluable resource." -- Pedro A. Noguera, Steinhardt School of Education, New York University"In Educating Drug-Exposed Children, Janet Thomas begins the exploration of acres of new and important ground. Dr. Thomas opens readers' eyes to the blurred lines between a school system's academic focus and the realities of the students we are working to educate. An important book." -- Sam Stringfield, Center for the Social Organization of Schools, Johns Hopkins UniversityTable of Contents1. Introduction Part I: Poor Urban Drug-Abusing Women and Crack Babies 2. The Policy Paradox: Responding to Prenatal Substance Abuse 3. Crack Babies and Developmental Outcomes: What Has the Research Taught Us? 4. The Politics of At Risk: Drug-Exposed Children and Educational Policy Part II: Educating Drug-Affected Children 5. Identifying a Cracked Foundation: Teacher Observations 6. Healing the Crack in their World: Education and Drug-Impacted Children Index

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Book SynopsisBlack Literate Lives offers an innovative approach to understanding the complex and multi-dimensional perspectives of Black literate lives in the United States. Author Maisha Fisher reinterprets historiographies of Black self-determination and self-reliance to powerfully interrupt stereotypes of African-American literacy practices. The book expands the standard definitions of literacy practices to demonstrate the ways in which ''minority'' groups keep their cultures and practices alive in the face of oppression, both inside and outside of schools. This important addition to critical literacy studies:-Demonstrates the relationship of an expanded definition of literacy to self-determination and empowerment-Exposes unexpected sources of Black literate traditions of popular culture and memory-Reveals how spoken word poetry, open mic events, and everyday cultural performances are vital to an understanding of Black literacy in the 21st centuryByTrade Review"Black Literate Lives offers a critical examination of black literary traditions that skillfully counters stereotypes about the values African Americans ascribe to literacy, identifying practices that could have significant implications for teaching and learning."--The Journal of African American HistoryTable of ContentsForeword by Vanessa Siddle WalkerAn introduction: Not yet freeChapter One: Toward a theory of black literate livesChapter Two: "I don’t want us to forget the fire": The literacy activism of Gwendolyn BrooksChapter Three: Agitating, Educating, and Organizing: The making of revolutionary literaciesChapter Four: "The song is unfinished": Soldiering in participatory literacy communitiesChapter Five: Catching the Fire: Black teachers as literacy activists in urban public schoolsAppendix A: Notes on MethodologyAppendix B: "The 15 Demands of the African American Students' Association" as printed in Black News on December 1, 1969, Volume 1, Number 5Appendix C: The Assata Shakur Project for Spoken Word/Multicultural Literature

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Book SynopsisReconstructing Policy in Higher Education highlights the work of accomplished and award-winning scholars and provides concrete examples of how feminist poststructuralism effectively informs research methods and can serve as a vital tool for policy makers, analysts, and practitioners. The research examines a range of topics of interest to scholars and professionals including: purposes of Higher Education, administrative leadership, athletics, diversity, student activism, social class, the history of women in postsecondary institutions, and quality and science in the globalized university. Students enrolled in Higher Education and Educational Policy programs will find this book offers them tools for thinking differently about policy analysis and educational practice. Higher Education faculty, managers, deans, presidents, and policy makers will find this book contributes significantly to their own policy analysis, practice, and discourse. Elizabeth J. Allan is anTable of ContentsList of ContributorsForeword, Judith Glazer-RaymoAcknowledgements1. Introduction, Elizabeth J. Allan, Susan V. Iverson, and Rebecca Ropers-Huilman2. Feminist Poststructuralism Meets Policy Analysis: An Overview, Elizabeth J. AllanPart 1: Productions of Power through Presence within Absence3. Corrective Lenses: Suffrage, Feminist Poststructural Analysis, and the History of Higher Education, Jana Nidiffer 4. Purposes of Higher Education and Visions of the Nation in the Writings of the Department of Education, Tatiana Suspitsyna5. The Discursive Framing of Women Leaders in Higher Education, Suzanne Gordon, Susan V. Iverson, and Elizabeth J. AllanPart 2: Subjects and Objects of Policy6. Developing Students: Becoming Someone But Not Anyone, Susan Talburt7. Title IX Policy and Intercollegiate Athletics: A Feminist Poststructural Critique, Jennifer Lee Hoffman, Susan V. Iverson, Elizabeth J. Allan, and Rebecca Ropers-Huilman8. Consuming Higher Education: Who Is Paying the Price? Jeni Hart and Jennifer HubbardPart 3: Discursive Constructions of Change9. Motivated to Make a Difference: Student Change Agents' Gendered Framing of Engagement, Rebecca Ropers-Huilman10. Producing Diversity: A Policy Discourse Analysis of Diversity Action Plans, Susan V. Iverson11. Knowledge Capital and Excellence: Implications of a Science-Centered University for Gender Equity, Nelly P. Stromquist12. Questions and Complexities in Feminist Poststructural Policy Analysis, Rebecca Ropers-Huilman, Susan V. Iverson, and Elizabeth J. AllanIndex

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