Educational strategies and policy Books

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

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Book SynopsisNavigating the American Education System: Four Latino Success Stories showcases the educational journey of four Latino/a men and women who navigated the American education system successfully. Their success is significant given the multiple and varied challenges that most Latinos/as encounter throughout the K–20 educational continuum. The purpose of this book is not only to show and tell, but to describe ordinary people attaining extraordinary results, who might also stand as good role models for the youngest- and fastest-growing group—Latinos/as—in this country. Researchers of this topic offer compelling statistics, such as the following projection: Out of 100 Latino/a students, a few more than 50 will finish high school; out of this number, five will enroll in college; and out of the original 100, less than one percent will complete a doctorate. While the causes of low academic attainment for Latinos may vary, including limited financial resources and cultural differences, the lack of Latino role models in K–20 education may be a significant contributing factor.The expression, “You can’t be what you don’t see” is especially applicable to Latino/a students who seldom see people like them in positions of prominence and power in educational environments. Across the country, and in particular in states with high numbers of Latino/a students, as the K–20 student body becomes darker, the teaching and decision-making personnel remain light-skinned. Consequently, the absence of role models for an increasing number of students of color may contribute to low levels of aspiration. Many attempts and existing literature regarding the achievement gap of students of color, especially Latinos/as, seem to have had modest or no impact, even when statistical analysis and sound rationales are provided. On the other hand, the stories included in this book offer an alternative that may have an impact and long-lasting effect in the lives of students of color.Story messages tend to stay longer with us and enable us to make sense of complex situations, such as education, culture, and personality traits—persistence, motivation, resilience. Consequently, the stories in this book become vehicles to learn from real-life examples the abstractions of education, home and school culture, and other factors that contribute to academic success. Furthermore, the stories encourage people to write, tell, and share experiences to address ongoing problems; invite change where change is needed; organize thoughts and seek meaningful solutions; invite us to become cognizant about how our emotions direct our thoughts and “move mountains”; enable us to discover undercurrents that hinder organizational communication; direct us to pay attention to the little things that matter and build trust; awaken the good in people through an invitational approach, as opposed to one that it’s mandated; push us to avoid playing it safe and stick out our emotional necks when dealing with people; seek authentic voices to make room for new thinking; make time for people; and allow our voices to define the values we embrace.

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Book SynopsisNavigating the American Education System: Four Latino Success Stories showcases the educational journey of four Latino/a men and women who navigated the American education system successfully. Their success is significant given the multiple and varied challenges that most Latinos/as encounter throughout the K–20 educational continuum. The purpose of this book is not only to show and tell, but to describe ordinary people attaining extraordinary results, who might also stand as good role models for the youngest- and fastest-growing group—Latinos/as—in this country. Researchers of this topic offer compelling statistics, such as the following projection: Out of 100 Latino/a students, a few more than 50 will finish high school; out of this number, five will enroll in college; and out of the original 100, less than one percent will complete a doctorate. While the causes of low academic attainment for Latinos may vary, including limited financial resources and cultural differences, the lack of Latino role models in K–20 education may be a significant contributing factor.The expression, “You can’t be what you don’t see” is especially applicable to Latino/a students who seldom see people like them in positions of prominence and power in educational environments. Across the country, and in particular in states with high numbers of Latino/a students, as the K–20 student body becomes darker, the teaching and decision-making personnel remain light-skinned. Consequently, the absence of role models for an increasing number of students of color may contribute to low levels of aspiration. Many attempts and existing literature regarding the achievement gap of students of color, especially Latinos/as, seem to have had modest or no impact, even when statistical analysis and sound rationales are provided. On the other hand, the stories included in this book offer an alternative that may have an impact and long-lasting effect in the lives of students of color.Story messages tend to stay longer with us and enable us to make sense of complex situations, such as education, culture, and personality traits—persistence, motivation, resilience. Consequently, the stories in this book become vehicles to learn from real-life examples the abstractions of education, home and school culture, and other factors that contribute to academic success. Furthermore, the stories encourage people to write, tell, and share experiences to address ongoing problems; invite change where change is needed; organize thoughts and seek meaningful solutions; invite us to become cognizant about how our emotions direct our thoughts and “move mountains”; enable us to discover undercurrents that hinder organizational communication; direct us to pay attention to the little things that matter and build trust; awaken the good in people through an invitational approach, as opposed to one that it’s mandated; push us to avoid playing it safe and stick out our emotional necks when dealing with people; seek authentic voices to make room for new thinking; make time for people; and allow our voices to define the values we embrace.

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

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Book SynopsisSegments of society are drawing upon their faith and spirituality to develop strategies to mend social relationships and fragmented communities. The Contemporary Perspectives on Spirituality in Education book series will feature volumes geared towards understanding and exploring the role of spirituality in addressing challenge, conflict, and marginalization within education in the U.S. and internationally.

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Book SynopsisSegments of society are drawing upon their faith and spirituality to develop strategies to mend social relationships and fragmented communities. The Contemporary Perspectives on Spirituality in Education book series will feature volumes geared towards understanding and exploring the role of spirituality in addressing challenge, conflict, and marginalization within education in the U.S. and internationally.

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Book SynopsisThe 11 chapters in this book provide a glimpse into the journeys thatwomen from diverse backgrounds and ethnic differences take in their higher education undergraduate or graduate careers. The diverse women include ethnicities of Arabic, Asian, African-American, American Indian, and Latina.Table of Contents Foreword. Introduction. I Started to Know the Feeling of Being an Outsider: An Arab-American Muslim Woman’s Narrative of Her STEM Education Journey, Woong Lim and Katherine Crawford-Garrett. Comparative Analysis of Enrollment and Degrees Awarded in STEM Field Among Gender, Race, and Ethnicity in Doctoral Universities in Texas, Julia Ballenger, Delores Rice, and Johyun Kim. Focus: Females of Color in STEM, Padmanabhan Seshaiyer, Claudette Davis, Kelly Knight, and Danielle Blunt Craddock. From Theory to Practice: Building a Knowledge-Sharing Community of Female Engineering Technology Students, Yen C. Verhoeven, Chelsea BaileyShea, and Elizabeth Dell. Is This Really What I Have to Deal With?! A Critical Exploration of Science Doctoral Culture by Underrepresented Women of Color, SenettaBancroft. Self-Reflection on Engagement in Virtual Classrooms as the Dual Role: An Asian Woman Graduate Student and Middle-Grade Girl Avatar in STEM, Haiping Hao, Gerald Kulm, and Trina J. Davis. The Community College Experience: Enrollment and Persistence of African American and Latina Women in Computer Science, Jill Denner and Linda Werner. Through Her Eyes: Exploring the Longitudinal Perspectives of Women of Color in STEM Education Programs, Anthony Collatos, Spring Cooke, and Monika McKnight. Turning Points in the Pursuit of STEM Careers: A Mixed-Methods Analysis Focusing on Women of Color, Rachael D. Robnett, Omar Ruvalcaba, Barbara K. Goza, Martin M. Chemers, and Moin Syed. Understanding Equity in Postsecondary STEM: A Transformative Self-Study, Francesca A. White and Gayle A.Buck. What Are the Stakes? Academic Politics and Intersectionality in STEM, Margaret Graham and Jessica L. Lavariega Monforti. About the Editors. About the Contributors.

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Book SynopsisThe 11 chapters in this book provide a glimpse into the journeys thatwomen from diverse backgrounds and ethnic differences take in their higher education undergraduate or graduate careers. The diverse women include ethnicities of Arabic, Asian, African-American, American Indian, and Latina.Table of Contents Foreword. Introduction. I Started to Know the Feeling of Being an Outsider: An Arab-American Muslim Woman’s Narrative of Her STEM Education Journey, Woong Lim and Katherine Crawford-Garrett. Comparative Analysis of Enrollment and Degrees Awarded in STEM Field Among Gender, Race, and Ethnicity in Doctoral Universities in Texas, Julia Ballenger, Delores Rice, and Johyun Kim. Focus: Females of Color in STEM, Padmanabhan Seshaiyer, Claudette Davis, Kelly Knight, and Danielle Blunt Craddock. From Theory to Practice: Building a Knowledge-Sharing Community of Female Engineering Technology Students, Yen C. Verhoeven, Chelsea BaileyShea, and Elizabeth Dell. Is This Really What I Have to Deal With?! A Critical Exploration of Science Doctoral Culture by Underrepresented Women of Color, SenettaBancroft. Self-Reflection on Engagement in Virtual Classrooms as the Dual Role: An Asian Woman Graduate Student and Middle-Grade Girl Avatar in STEM, Haiping Hao, Gerald Kulm, and Trina J. Davis. The Community College Experience: Enrollment and Persistence of African American and Latina Women in Computer Science, Jill Denner and Linda Werner. Through Her Eyes: Exploring the Longitudinal Perspectives of Women of Color in STEM Education Programs, Anthony Collatos, Spring Cooke, and Monika McKnight. Turning Points in the Pursuit of STEM Careers: A Mixed-Methods Analysis Focusing on Women of Color, Rachael D. Robnett, Omar Ruvalcaba, Barbara K. Goza, Martin M. Chemers, and Moin Syed. Understanding Equity in Postsecondary STEM: A Transformative Self-Study, Francesca A. White and Gayle A.Buck. What Are the Stakes? Academic Politics and Intersectionality in STEM, Margaret Graham and Jessica L. Lavariega Monforti. About the Editors. About the Contributors.

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

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Book SynopsisThe purpose of this book is to provide educators with effective, research based interventions to improve the literacy skills of students with emotional and behavioral disorders (EBD) in K-12 classrooms. This book identifies, defines, and describes a number of research-based literacy interventions, and discusses their effectiveness as supports for students with EBD. Also included are examples of and guidance for how educators can implement the interventions in the classroom. Topics on integrating the use of technology-based instruction, culturally and linguistically diverse learners, and considerations for working with students with EBD in alternative educational settings are discussed as well.

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Book SynopsisThe purpose of this book is to provide educators with effective, research based interventions to improve the literacy skills of students with emotional and behavioral disorders (EBD) in K-12 classrooms. This book identifies, defines, and describes a number of research-based literacy interventions, and discusses their effectiveness as supports for students with EBD. Also included are examples of and guidance for how educators can implement the interventions in the classroom. Topics on integrating the use of technology-based instruction, culturally and linguistically diverse learners, and considerations for working with students with EBD in alternative educational settings are discussed as well.

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Book SynopsisThis book examines the ways in which PDSs build cultural competence for various stakeholders including pre-service teachers, classroom teachers, school leaders, college faculty, and K-12 students. Given the increased national attention on the opportunity gap present in underserved marginalized communities across the country, the authors in this series identify a combination of research-based practices and institutional changes that increase student attainment and develop educators’ capacity to serve a range of diverse learners.We are certain the timeliness of the topic will provide educators with context for understanding the role PDSs play in the creation of culturally responsive schools.Table of Contents Introduction. Acknowledgment. Organizational Cultural Competence in PDS Networks and Teacher Certification Programs, Teresa R. Fisher-Ari, Regina Speights, Mina Veazie, Haimanot Haile, Elizabeth Tennies, and Huan Ngo. When Racial Equity Is Center: Enacting Culturally Responsive Teacher Preparation in PDS Settings, Morgan Faison and Janna Dresden. Fostering a Diversity Perspective: Embedding Cultural Responsiveness Learning Throughout a Teacher Education Program, DavidS. Bender, Chrystine Mitchell, Sharon Pitterson-Ogaldez, and Jayné Park-Martínez. Leveraging School–University Partnerships to Build Cultural Competence in Teacher Candidates, Drew Polly. Preparing Teachers forChanging Classrooms: Assessing the Impact of an International Professional Development Schools Program, Pixita del Prado Hill, Nancy Chicola, and Tamara Hortsman-Riphahn. Enhancing Culturally Relevant Teaching: The International Teacher-to-Teacher Exchange Program, Jeanne Tunks, Ricardo González-Carriedo, Lacey Rainey, and Sarah Reynolds. Measuring Changes in Teachers’ Perceived and Actual Cultural Competence Using the Intercultural Developmental Inventory in the PDS Context, Stephanie Savickand Candice Logan-Washington. Teaching Global Multicultural Competence and Citizenship, Stephanie Rein. Common Professional Language: A Critical Piece for Communication and Research in Professional Development Schools, Joan Ickes, Janice Nath, Kelly O’Neal-Hixson, Ronald Beebe, and Jeff Lash. About the Editors. About the Contributors.

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Book SynopsisThis book examines the ways in which PDSs build cultural competence for various stakeholders including pre-service teachers, classroom teachers, school leaders, college faculty, and K-12 students. Given the increased national attention on the opportunity gap present in underserved marginalized communities across the country, the authors in this series identify a combination of research-based practices and institutional changes that increase student attainment and develop educators’ capacity to serve a range of diverse learners.We are certain the timeliness of the topic will provide educators with context for understanding the role PDSs play in the creation of culturally responsive schools.Table of Contents Introduction. Acknowledgment. Organizational Cultural Competence in PDS Networks and Teacher Certification Programs, Teresa R. Fisher-Ari, Regina Speights, Mina Veazie, Haimanot Haile, Elizabeth Tennies, and Huan Ngo. When Racial Equity Is Center: Enacting Culturally Responsive Teacher Preparation in PDS Settings, Morgan Faison and Janna Dresden. Fostering a Diversity Perspective: Embedding Cultural Responsiveness Learning Throughout a Teacher Education Program, DavidS. Bender, Chrystine Mitchell, Sharon Pitterson-Ogaldez, and Jayné Park-Martínez. Leveraging School–University Partnerships to Build Cultural Competence in Teacher Candidates, Drew Polly. Preparing Teachers forChanging Classrooms: Assessing the Impact of an International Professional Development Schools Program, Pixita del Prado Hill, Nancy Chicola, and Tamara Hortsman-Riphahn. Enhancing Culturally Relevant Teaching: The International Teacher-to-Teacher Exchange Program, Jeanne Tunks, Ricardo González-Carriedo, Lacey Rainey, and Sarah Reynolds. Measuring Changes in Teachers’ Perceived and Actual Cultural Competence Using the Intercultural Developmental Inventory in the PDS Context, Stephanie Savickand Candice Logan-Washington. Teaching Global Multicultural Competence and Citizenship, Stephanie Rein. Common Professional Language: A Critical Piece for Communication and Research in Professional Development Schools, Joan Ickes, Janice Nath, Kelly O’Neal-Hixson, Ronald Beebe, and Jeff Lash. About the Editors. About the Contributors.

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Book SynopsisMoments that Matter in the Learning and Development of Children: Reflections from Educators explores the significant moments that unfold for young people in their schooling from the perspectives of teachers and school staff. Educators often reflect on “moments” as being a critical piece of their work with children. They can help make things better for students and produce a difference in lives. They are meaningful for young people, as well as consequential for teachers and school staff as they reflect on the outcomes of their efforts. Yet, as they are difficult to define and capture, these moments often are not studied for the value they offer. This book promotes awareness of these moments, as well as their connected meanings and possibilities. Recognizing the significance of moments extends an opportunity to situate schooling in broader contexts and to understand learners as whole embodied beings, engaged in social interactions, making sense of their surrounding world, and generating transformations in it. When educators reflect deeply about the possibilities connected to the moments they share with children, they recognize the multitude of opportunities that support their learning and development. They become “awake”to some of moments’ promises.Table of Contents Introduction CHAPTER 1: The Indeterminacy and Timeframe of Moments That Matter CHAPTER 2: Mindfulness as a Way to Generate Moments That Matter CHAPTER 3: Sharing Oneself, Becoming Real in Complex Contexts CHAPTER 4: Child Development and the Holism of Moments That Matter CHAPTER 5: Connections With Pedagogy and Curriculum CHAPTER 6: Interconnectedness and Involving Others CHAPTER 7: Navigation and Impact of Moments That Matter CHAPTER 8: Interactive Component of Moments That Matter for Teachers and School Staff Conclusion References About the Author

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Book SynopsisMoments that Matter in the Learning and Development of Children: Reflections from Educators explores the significant moments that unfold for young people in their schooling from the perspectives of teachers and school staff. Educators often reflect on “moments” as being a critical piece of their work with children. They can help make things better for students and produce a difference in lives. They are meaningful for young people, as well as consequential for teachers and school staff as they reflect on the outcomes of their efforts. Yet, as they are difficult to define and capture, these moments often are not studied for the value they offer. This book promotes awareness of these moments, as well as their connected meanings and possibilities. Recognizing the significance of moments extends an opportunity to situate schooling in broader contexts and to understand learners as whole embodied beings, engaged in social interactions, making sense of their surrounding world, and generating transformations in it. When educators reflect deeply about the possibilities connected to the moments they share with children, they recognize the multitude of opportunities that support their learning and development. They become “awake”to some of moments’ promises.Table of Contents Introduction CHAPTER 1: The Indeterminacy and Timeframe of Moments That Matter CHAPTER 2: Mindfulness as a Way to Generate Moments That Matter CHAPTER 3: Sharing Oneself, Becoming Real in Complex Contexts CHAPTER 4: Child Development and the Holism of Moments That Matter CHAPTER 5: Connections With Pedagogy and Curriculum CHAPTER 6: Interconnectedness and Involving Others CHAPTER 7: Navigation and Impact of Moments That Matter CHAPTER 8: Interactive Component of Moments That Matter for Teachers and School Staff Conclusion References About the Author

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Book SynopsisThe School Leadership Survival Guide: What to Do When Things Go Wrong, How to Learn from Mistakes, and Why You Should Prepare for the Worst is intended as an uncommon guide for school leaders and a resource they can turn to when confronted with issues they might not normally face in typical practice. The book serves as a bridge between research and day-to-day school leadership, and is intended to help leaders and school communities improve in areas they routinely avoid. In this sense, the book is meant as a “go to” resource for principals, those who train and teach them, and scholars. Although authors recognize the complexity of issues raised in the book, each chapter has a “How to” “What to do” or “Why You Should” ethos in order to give the book a unifying structure and help provide a practical translation of research and theory into practice. Some of the issues addressed include: How to elevate student voice; How to navigate religious conflict in the school and community; How to improve support for LGBTIQ students; Why You Should develop a natural disaster plan; How to work against racism in the school and community; How to practice inclusion in the school; How to make a vision and mission come to life; How to manage relationships with difficult people; What to do when there is racial tension in the community; How to learn the history of your school and community—and why that matters; How to guide and support a leadership team, and; What to do in a school with low trust Table of Contents Series Editors’ Preface Introduction SECTION I: RELATIONSHIPS. Secrets to a More Successful Partnership Between Students and Teachers How School Leaders Can Respond to Bullying in Schools: Tools, Tips, and Tasks for Understanding Policy, Creating Interventions, and Adopting Data-Based Decisions How to Learn From Mistakes: The Value of Understanding a Student’s Cultural Wealth as a School Leader SECTION II: LEADING IN A CHANGING WORLD. When Leaders Grow, They Grow Others: Overcoming Immunity to Change How to Exercise Moral Leadership in the Current Social and Political Climate Green School Leadership: The What, How, and Why Glocalization: Issues and Strategies for School Leadership Merging Schools and Communities: Engaging in Activist Leadership Beyond Your School Walls How to Value Social Media Use in Education How to Build a Positive Digital Footprint for Your School and for Your Students SECTION III: SUPPORTING STUDENTS. Educational Leadership and the Challenge of Engaging Young People in Meaningful Learning Beyond Order: How to Use Restorative Justice to Make School Meaningful and Manageable How to Support Students of Refugee Background in Your School How to Create Safe and Supportive Schools for LGBTQ People Strategies for Educational Leaders Navigating Religious Conflict in the School and Community Why You Should Create a LGBTQ+ Inclusive Environment for Middle Schoolers and Their Families How Multi-Tiered Systems Can Support Equity and Excellence So You Want to Make a Special Education Referral: How to Foster Equity and Understanding Special Education Policy Understanding Fat Pedagogy for Inclusive Practice inInternational Service Learning and Adventure Travel Islam and the Schoolhouse: How Principals Can Understand and Support Their Muslim Students, Teachers, and Families Howto Make a School Less White Leading Toward Normalcy and Well-Being in a Time of Extreme Stress and Crises SECTION IV: YOUR APPROACHES TO LEADERSHIP. How to Find Your Focus: Deciding What Matters for Your School Community How to Not Be Seduced By Common Sense Why You Should Reject Entrepreneurial Leadership All Out All Change: How to Implement NewCurriculum in Your School What School Leaders Need to Know About Education Policy: A Critical Perspective and a Toolkit for Enactment Leading to Survive: How School Leaders Can Practice Work-Life Integration SECTION V: HOLISTIC LEADERSHIP. The Importance of Trust When Leading in Times of Change How to Manage Relationships With Difficult People How to Cultivate Emotional and Social Competence in School Leadership: A Service-Learning Perspective Who’s Afraid of the Students’ Voice? About Teacher Evaluation and Considering Students’ Role in School Improvement About the Authors.

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Book SynopsisThe School Leadership Survival Guide: What to Do When Things Go Wrong, How to Learn from Mistakes, and Why You Should Prepare for the Worst is intended as an uncommon guide for school leaders and a resource they can turn to when confronted with issues they might not normally face in typical practice. The book serves as a bridge between research and day-to-day school leadership, and is intended to help leaders and school communities improve in areas they routinely avoid. In this sense, the book is meant as a “go to” resource for principals, those who train and teach them, and scholars. Although authors recognize the complexity of issues raised in the book, each chapter has a “How to” “What to do” or “Why You Should” ethos in order to give the book a unifying structure and help provide a practical translation of research and theory into practice. Some of the issues addressed include: How to elevate student voice; How to navigate religious conflict in the school and community; How to improve support for LGBTIQ students; Why You Should develop a natural disaster plan; How to work against racism in the school and community; How to practice inclusion in the school; How to make a vision and mission come to life; How to manage relationships with difficult people; What to do when there is racial tension in the community; How to learn the history of your school and community—and why that matters; How to guide and support a leadership team, and; What to do in a school with low trust Table of Contents Series Editors’ Preface Introduction SECTION I: RELATIONSHIPS. Secrets to a More Successful Partnership Between Students and Teachers How School Leaders Can Respond to Bullying in Schools: Tools, Tips, and Tasks for Understanding Policy, Creating Interventions, and Adopting Data-Based Decisions How to Learn From Mistakes: The Value of Understanding a Student’s Cultural Wealth as a School Leader SECTION II: LEADING IN A CHANGING WORLD. When Leaders Grow, They Grow Others: Overcoming Immunity to Change How to Exercise Moral Leadership in the Current Social and Political Climate Green School Leadership: The What, How, and Why Glocalization: Issues and Strategies for School Leadership Merging Schools and Communities: Engaging in Activist Leadership Beyond Your School Walls How to Value Social Media Use in Education How to Build a Positive Digital Footprint for Your School and for Your Students SECTION III: SUPPORTING STUDENTS. Educational Leadership and the Challenge of Engaging Young People in Meaningful Learning Beyond Order: How to Use Restorative Justice to Make School Meaningful and Manageable How to Support Students of Refugee Background in Your School How to Create Safe and Supportive Schools for LGBTQ People Strategies for Educational Leaders Navigating Religious Conflict in the School and Community Why You Should Create a LGBTQ+ Inclusive Environment for Middle Schoolers and Their Families How Multi-Tiered Systems Can Support Equity and Excellence So You Want to Make a Special Education Referral: How to Foster Equity and Understanding Special Education Policy Understanding Fat Pedagogy for Inclusive Practice inInternational Service Learning and Adventure Travel Islam and the Schoolhouse: How Principals Can Understand and Support Their Muslim Students, Teachers, and Families Howto Make a School Less White Leading Toward Normalcy and Well-Being in a Time of Extreme Stress and Crises SECTION IV: YOUR APPROACHES TO LEADERSHIP. How to Find Your Focus: Deciding What Matters for Your School Community How to Not Be Seduced By Common Sense Why You Should Reject Entrepreneurial Leadership All Out All Change: How to Implement NewCurriculum in Your School What School Leaders Need to Know About Education Policy: A Critical Perspective and a Toolkit for Enactment Leading to Survive: How School Leaders Can Practice Work-Life Integration SECTION V: HOLISTIC LEADERSHIP. The Importance of Trust When Leading in Times of Change How to Manage Relationships With Difficult People How to Cultivate Emotional and Social Competence in School Leadership: A Service-Learning Perspective Who’s Afraid of the Students’ Voice? About Teacher Evaluation and Considering Students’ Role in School Improvement About the Authors.

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Book SynopsisEffective leadership is the necessary ingredient in achieving educational improvement in schools; everything rises and falls on leadership. For School Leaders of Color, this leadership imperative is more difficult than it is for their White counterparts. Concomitantly with this leadership necessity are the social and academic disparities of racism, student poverty, lack of resources, just to name a few. Yet these leaders have courageously accepted their role to disrupt low performance and thus they have created environments where students learn and professors teach. These leaders are “purveyors of change.” The purpose of this educational preparation supplemental text is to share stories of these exceptional leaders in the field and in the academy. The experiences shared by the various authors cover four important areas in leadership: Culture & Climate; Student Success; Resilience, Persistence, & Turnaround; and Social Justice. The authors have shared some deeply personal issues and triumphs. These are the stories that resonate more deeply with students and that with these types of stories, the theory to practice bridge is successfully crossed. While many of the chapters include narratives of resilience and triumph in the context of the P-12 education system, the overarching themes and suggestions can be transmuted to any industry.Table of Contents Acknowledgments. Introduction. PART I: CULTURE AND CLIMATE. From Peril to Promise Out of School Suspensions Impact on Students of Color You’re Hired! An Administrator’s Tale of Attracting, Training, and Retaining Highly Qualified Teachers, Selling Education PART II: STUDENT SUCCESS. “Cause You Talk Like Me”: Color’d Girl Leading Coaching for Success: An Administrator’s Account About African American Leadership Planning for Student Success: Addressing Academic Achievement, and Social Emotional Well-Being District-Level Programs for Black Student Success: Constraints and Opportunities for Leaders, Staff, and Community PART III: RESILIENCE, PERSISTENCE, AND TURNAROUND. The Negligence of Conformist Leadership Dare to Dream and Keep It Moving: From GED to EdD Leading and Surviving: Navigating and Surviving the Political Currents in Urban Education Inner-City Public Schools Still Work: How One Principal’s Life Is Living Proof PART IV: RESILIENCE, PERSISTENCE, AND TURNAROUND. Talking Back: Two Leadership Dialogue About Leading While Black forSocial Justice Leading Against Anti-Blackness When Hegemony, Microaggressions, and White Fragility Undermine Your Leadership Leading While Black or Brown Aboutthe Contributors

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Book SynopsisEffective leadership is the necessary ingredient in achieving educational improvement in schools; everything rises and falls on leadership. For School Leaders of Color, this leadership imperative is more difficult than it is for their White counterparts. Concomitantly with this leadership necessity are the social and academic disparities of racism, student poverty, lack of resources, just to name a few. Yet these leaders have courageously accepted their role to disrupt low performance and thus they have created environments where students learn and professors teach. These leaders are “purveyors of change.” The purpose of this educational preparation supplemental text is to share stories of these exceptional leaders in the field and in the academy. The experiences shared by the various authors cover four important areas in leadership: Culture & Climate; Student Success; Resilience, Persistence, & Turnaround; and Social Justice. The authors have shared some deeply personal issues and triumphs. These are the stories that resonate more deeply with students and that with these types of stories, the theory to practice bridge is successfully crossed. While many of the chapters include narratives of resilience and triumph in the context of the P-12 education system, the overarching themes and suggestions can be transmuted to any industry.Table of Contents Acknowledgments. Introduction. PART I: CULTURE AND CLIMATE. From Peril to Promise Out of School Suspensions Impact on Students of Color You’re Hired! An Administrator’s Tale of Attracting, Training, and Retaining Highly Qualified Teachers, Selling Education PART II: STUDENT SUCCESS. “Cause You Talk Like Me”: Color’d Girl Leading Coaching for Success: An Administrator’s Account About African American Leadership Planning for Student Success: Addressing Academic Achievement, and Social Emotional Well-Being District-Level Programs for Black Student Success: Constraints and Opportunities for Leaders, Staff, and Community PART III: RESILIENCE, PERSISTENCE, AND TURNAROUND. The Negligence of Conformist Leadership Dare to Dream and Keep It Moving: From GED to EdD Leading and Surviving: Navigating and Surviving the Political Currents in Urban Education Inner-City Public Schools Still Work: How One Principal’s Life Is Living Proof PART IV: RESILIENCE, PERSISTENCE, AND TURNAROUND. Talking Back: Two Leadership Dialogue About Leading While Black forSocial Justice Leading Against Anti-Blackness When Hegemony, Microaggressions, and White Fragility Undermine Your Leadership Leading While Black or Brown Aboutthe Contributors

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Book SynopsisThere is a large body of research that supports the reality that school leaders make a significant contribution to the success of schools and the students in them. Additionally, there is strong agreement among and between researchers and state and national educational leadership associations that educational leadership preparation and development should be created and implemented within university/ school partnerships. Although institutions engage in forming university/school partnerships for varied reasons, research on the extent to which these partnerships exist; their organizational structures and processes;their implementation and effectiveness; and elements that foster and hinder their success is limited. Perhaps more importantly, there is not a widely accepted, research-based model of such partnerships that practitioners and researchers can use to guide the development and assessment of these partnership endeavors and upon which they can conduct effective research. This book seeks to fill these gaps. It presents the purposes, processes, practices and outcomes of eleven university/school partnerships focused on school leadership preparation and/or development. Each chapter presents an overview of the partnership, elements that fostered and hindered partnership success, and lessons learned. The book concludes with a chapter that summarizes findings across all chapters and presents a school/university partnership model that can be used by those interested in forming, improving or researching similar partnership endeavors. There are no similar resources available in the field. Thus, this book makes an important contribution to the literature and to the world of practice and research.Trade ReviewKochan, Reames and Griggs bring together the latest research and eleven case examples of university-practice partnerships for school leadership preparation and development. The volume provides keen insights into practices that can make or break an effective partnership, making it a valuable resource for those seeking to develop new partnerships, to enhance existing ones, and to engage in research on this topic. For those in the throes of redesign or leadership program improvement, it is an essential read.""- Michelle D. Young, Professor and Dean, Loyola Marymount University;""UCEA Executive Director EmeritusPartnerships for Leadership Preparation and Development is destined to become an indispensable “go-to” resource for educators who are contemplating or already engaged in school-university partnerships. Rich details are provided about a variety of partnerships operating for aspiring and practicing schools administrators, with special attention to preparing and developing underserved populations for educational leadership roles. The book not only captures the realities of these collaborative efforts, but also provides a roadmap for anticipating the important relational, organizational, and operationalprocesses required for partnership success.""- Bruce Barnett, Professor Educational Leadership and Policy Studies, University of Texas at San AntonioTable of Contents Endorsements. SECTION I: INTRODUCTION. Partnerships for Leadership Preparation and Development: An Overview SECTION II: PARTNERSHIPS FOR LEADERSHIP PREPARATION THROUGH PROGRAM REDESIGN. The Principal Leadership Fellows Program: A Retrospective Look at a Partnership-Based Educational Leadership Program Redesign Exploring Factors that Facilitated a K–12 School District/University Partnership Within a Redesigned Educational Leadership Preparation Program Enhancing School Leader Capacity: A Standards-Based Awareness and Readiness Curriculum SECTION III: PARTNERSHIPS FOR LEADERSHIP PREPARATION TO MEET IDENTIFIED NEEDS. Factors That Contribute to a Strong District-University Partnership: A District Stakeholder Perspective The IMPACT Arkansas Fellowship Program: A Unique Partnership in Educational Leadership Preparation Partnering to Develop School Leaders: A Model For Success Creating andSustaining Authentic Partnerships to Support Educational Leadership Doctoral Student Success SECTION IV: PARTNERSHIPS FOR LEADERSHIP DEVELOPMENT. Partnering for Authenticity to Prepare School Administrators. Program Development for School Principals’ Continuing Education: Overcoming Partnership Tensions Between School Board and University Partnership For District Leadership Development: Two Tales Don’t Forget Us: Leadership Development for Assistant Principals Through Co-Mentoring SECTION V: SYNTHESIS AND FUTURE RESEARCH. Partnerships in Educational Leadership Preparation and Development: What Works and What’s Next? A Model for Future Practice and Research

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Book SynopsisThere is a large body of research that supports the reality that school leaders make a significant contribution to the success of schools and the students in them. Additionally, there is strong agreement among and between researchers and state and national educational leadership associations that educational leadership preparation and development should be created and implemented within university/ school partnerships. Although institutions engage in forming university/school partnerships for varied reasons, research on the extent to which these partnerships exist; their organizational structures and processes;their implementation and effectiveness; and elements that foster and hinder their success is limited. Perhaps more importantly, there is not a widely accepted, research-based model of such partnerships that practitioners and researchers can use to guide the development and assessment of these partnership endeavors and upon which they can conduct effective research. This book seeks to fill these gaps. It presents the purposes, processes, practices and outcomes of eleven university/school partnerships focused on school leadership preparation and/or development. Each chapter presents an overview of the partnership, elements that fostered and hindered partnership success, and lessons learned. The book concludes with a chapter that summarizes findings across all chapters and presents a school/university partnership model that can be used by those interested in forming, improving or researching similar partnership endeavors. There are no similar resources available in the field. Thus, this book makes an important contribution to the literature and to the world of practice and research.Trade ReviewKochan, Reames and Griggs bring together the latest research and eleven case examples of university-practice partnerships for school leadership preparation and development. The volume provides keen insights into practices that can make or break an effective partnership, making it a valuable resource for those seeking to develop new partnerships, to enhance existing ones, and to engage in research on this topic. For those in the throes of redesign or leadership program improvement, it is an essential read.""- Michelle D. Young, Professor and Dean, Loyola Marymount University;""UCEA Executive Director EmeritusPartnerships for Leadership Preparation and Development is destined to become an indispensable “go-to” resource for educators who are contemplating or already engaged in school-university partnerships. Rich details are provided about a variety of partnerships operating for aspiring and practicing schools administrators, with special attention to preparing and developing underserved populations for educational leadership roles. The book not only captures the realities of these collaborative efforts, but also provides a roadmap for anticipating the important relational, organizational, and operationalprocesses required for partnership success.""- Bruce Barnett, Professor Educational Leadership and Policy Studies, University of Texas at San AntonioTable of Contents Endorsements. SECTION I: INTRODUCTION. Partnerships for Leadership Preparation and Development: An Overview SECTION II: PARTNERSHIPS FOR LEADERSHIP PREPARATION THROUGH PROGRAM REDESIGN. The Principal Leadership Fellows Program: A Retrospective Look at a Partnership-Based Educational Leadership Program Redesign Exploring Factors that Facilitated a K–12 School District/University Partnership Within a Redesigned Educational Leadership Preparation Program Enhancing School Leader Capacity: A Standards-Based Awareness and Readiness Curriculum SECTION III: PARTNERSHIPS FOR LEADERSHIP PREPARATION TO MEET IDENTIFIED NEEDS. Factors That Contribute to a Strong District-University Partnership: A District Stakeholder Perspective The IMPACT Arkansas Fellowship Program: A Unique Partnership in Educational Leadership Preparation Partnering to Develop School Leaders: A Model For Success Creating andSustaining Authentic Partnerships to Support Educational Leadership Doctoral Student Success SECTION IV: PARTNERSHIPS FOR LEADERSHIP DEVELOPMENT. Partnering for Authenticity to Prepare School Administrators. Program Development for School Principals’ Continuing Education: Overcoming Partnership Tensions Between School Board and University Partnership For District Leadership Development: Two Tales Don’t Forget Us: Leadership Development for Assistant Principals Through Co-Mentoring SECTION V: SYNTHESIS AND FUTURE RESEARCH. Partnerships in Educational Leadership Preparation and Development: What Works and What’s Next? A Model for Future Practice and Research

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Book SynopsisEducation policy and policy making is shaped through the activities of a complex network of educators, educational leaders, researchers, community members, as well as government and non-government officials and organizations. Educational researchers are a critical player in this complex network and their investigations of various educational phenomena can answer questions relevant to the design and implementation of education policy for school improvement. Educational research, however, often has limited influence in larger policy conversations and decisions (Orland, 2009), and this is due to many factors. Educational researchers can provide an evidence-based starting place for discussions about school improvement with the complex network of stakeholders engaged in policy development and implementation, but they must be more intentionally and systematically thoughtful about the connections of their work to policy and policy making. Furthermore, researchers can increase the relevance of their work for policy through the careful design and framing of research in collaboration with end-users, and an awareness of its implications. In so doing, researchers can spur the interest and dissemination of their findings to wider audiences. This book offers resources for education researchers, faculty, and advanced graduate students interested in maximizing the relevance of their research on policy for school improvement. In achieving this purpose, the book is organized into three sections: 1) A primer for education policy making in the United States; 2) Designing research to maximize education policy relevance; and 3) Engaging users of research to communicate its relevance to policymakers. This book is primarily for education researchers, faculty, and advanced graduate students seeking to improve the visibility and impact of their research on school improvement, particularly in the realm of educational policy and policy making. While this book is a volume in the book series for the American Educational Research Association Special Interest Group, Leadership for School Improvement, the importance and usefulness of the topics covered span education research more broadly. Further, the content of this book serves as a comprehensive guide for how education researchers, in general, can better situate their work to influence policy. The book is intended to be utilized by university scholars, graduate students in research or policy courses, post-doctoral fellows, as well as research associates or directors in various organizations relevant to education such as research consulting groups, non-profits which serve education causes, teacher unions, state agencies or state-level educator organizations/ associations, and think tanks. Emerging or established researchers in any of these organizations who want to increase the relevance, significance and dissemination of their work into education policy will hopefully find this book useful.Table of Contents Acknowledgments. Introduction SECTION I: A PRIMER ON EDUCATION POLICYMAKING IN THE UNITED STATES. The Federal Education Policy Process Actors, Interests, and Actions in Shaping State Education Policy SECTION II: DESIGNING RESEARCH TO MAXIMIZE EDUCATION POLICY RELEVANCE. Considerations in the Design of High-Impact Policy-Relevant Research Quantitative Research Design and Education Policy Qualitative Research Designs for Policy-Relevant Research The Role of Mixed Methods in Increasing the Relevancy of Education Policy Research and Evaluation The Potential for Improvement Science and Research Partnerships to Maximize Policy Relevance of School Improvement Research Social Network Analysis for Policy-Relevant Education Research Critical Approaches for Policy-Relevant Research ""Droppin’ the Mic”: Framing the Implications of Policy-Relevant Research for Maximum Impact SECTION III: ENGAGING USERS OF RESEARCH TO COMMUNICATE ITS RELEVANCE. Communicating to Policymakers Research-Practice Partnerships: An Innovative Approach to School Improvement Community Activism and Advocacy Speaking Up and Speaking Out: Editorials as a Means to Shape Public Perceptions and Educational Policy Why We’re Bloggers: Utilizing Blogs and Social Media to Influence Education Policy Conversations and Decisions Commentary—Reframing Relevance: Strategies for Closing the Gap About the Authors.

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Book SynopsisEducation policy and policy making is shaped through the activities of a complex network of educators, educational leaders, researchers, community members, as well as government and non-government officials and organizations. Educational researchers are a critical player in this complex network and their investigations of various educational phenomena can answer questions relevant to the design and implementation of education policy for school improvement. Educational research, however, often has limited influence in larger policy conversations and decisions (Orland, 2009), and this is due to many factors. Educational researchers can provide an evidence-based starting place for discussions about school improvement with the complex network of stakeholders engaged in policy development and implementation, but they must be more intentionally and systematically thoughtful about the connections of their work to policy and policy making. Furthermore, researchers can increase the relevance of their work for policy through the careful design and framing of research in collaboration with end-users, and an awareness of its implications. In so doing, researchers can spur the interest and dissemination of their findings to wider audiences. This book offers resources for education researchers, faculty, and advanced graduate students interested in maximizing the relevance of their research on policy for school improvement. In achieving this purpose, the book is organized into three sections: 1) A primer for education policy making in the United States; 2) Designing research to maximize education policy relevance; and 3) Engaging users of research to communicate its relevance to policymakers. This book is primarily for education researchers, faculty, and advanced graduate students seeking to improve the visibility and impact of their research on school improvement, particularly in the realm of educational policy and policy making. While this book is a volume in the book series for the American Educational Research Association Special Interest Group, Leadership for School Improvement, the importance and usefulness of the topics covered span education research more broadly. Further, the content of this book serves as a comprehensive guide for how education researchers, in general, can better situate their work to influence policy. The book is intended to be utilized by university scholars, graduate students in research or policy courses, post-doctoral fellows, as well as research associates or directors in various organizations relevant to education such as research consulting groups, non-profits which serve education causes, teacher unions, state agencies or state-level educator organizations/ associations, and think tanks. Emerging or established researchers in any of these organizations who want to increase the relevance, significance and dissemination of their work into education policy will hopefully find this book useful.Table of Contents Acknowledgments. Introduction SECTION I: A PRIMER ON EDUCATION POLICYMAKING IN THE UNITED STATES. The Federal Education Policy Process Actors, Interests, and Actions in Shaping State Education Policy SECTION II: DESIGNING RESEARCH TO MAXIMIZE EDUCATION POLICY RELEVANCE. Considerations in the Design of High-Impact Policy-Relevant Research Quantitative Research Design and Education Policy Qualitative Research Designs for Policy-Relevant Research The Role of Mixed Methods in Increasing the Relevancy of Education Policy Research and Evaluation The Potential for Improvement Science and Research Partnerships to Maximize Policy Relevance of School Improvement Research Social Network Analysis for Policy-Relevant Education Research Critical Approaches for Policy-Relevant Research ""Droppin’ the Mic”: Framing the Implications of Policy-Relevant Research for Maximum Impact SECTION III: ENGAGING USERS OF RESEARCH TO COMMUNICATE ITS RELEVANCE. Communicating to Policymakers Research-Practice Partnerships: An Innovative Approach to School Improvement Community Activism and Advocacy Speaking Up and Speaking Out: Editorials as a Means to Shape Public Perceptions and Educational Policy Why We’re Bloggers: Utilizing Blogs and Social Media to Influence Education Policy Conversations and Decisions Commentary—Reframing Relevance: Strategies for Closing the Gap About the Authors.

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Book SynopsisMeasure, Use, Improve! Data Use in Out-of-School Time shares the experience and wisdom from a broad cross-section of out-of-school time professionals, ranging from internal evaluators, to funders, to researchers, to policy advocates. Key themes of the volume include building support for learning and evaluation within out-of-school time programs, creating and sustaining continuous quality improvement efforts, authentically engaging young people and caregivers in evaluation, and securing funder support for learning and evaluation.This volume will be particularly useful to leadership-level staff in out-of-school time organizations that are thinking about deepening their own learning and evaluation systems, yet aren’t sure where to start. Authors share conceptual frameworks that have helped inform their thinking, walk through practical examples of how they use data in out-of-school time, and offer advice to colleagues.

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Book SynopsisMeasure, Use, Improve! Data Use in Out-of-School Time shares the experience and wisdom from a broad cross-section of out-of-school time professionals, ranging from internal evaluators, to funders, to researchers, to policy advocates. Key themes of the volume include building support for learning and evaluation within out-of-school time programs, creating and sustaining continuous quality improvement efforts, authentically engaging young people and caregivers in evaluation, and securing funder support for learning and evaluation.This volume will be particularly useful to leadership-level staff in out-of-school time organizations that are thinking about deepening their own learning and evaluation systems, yet aren’t sure where to start. Authors share conceptual frameworks that have helped inform their thinking, walk through practical examples of how they use data in out-of-school time, and offer advice to colleagues.

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Book SynopsisLook, Listen, Learn, LEAD: A District-Wide Systems Approach to Teaching and Learning in PreK-12 lays out the transformational journey of Hampton City Schools (HCS), an urban school division of 30 schools in southeastern Virginia. Our school district faces numerous challenges, such as 62% of students receiving free and reduced-price lunch and 14% of students holding an IEP, and in 2015-2016, Hampton City Schools’ state accreditation rate was approximately half the statewide rate and on a downward trend. In only three years, that was turned around and HCS exceeded the statewide accreditation rate, a more than 100% improvement with 100% of our schools accredited without conditions. We attribute this in large part to our dedicated educators and their implementation of district-wide systems for curriculum, instruction, checking for student understanding, climate, and culture.The goal of this book is to break down the process of what it takes to bring about large-scale educational change that is sustainable. We describe a process for developing a strong mission and vision to undergird the work around a variety of district-wide systems. This book provides insights into how to improve climate and culture, create a guaranteed and viable written curriculum, establish a process for evaluating its implementation, and create a balanced assessment framework to measure student success. Complete with example templates, action plans, and lessons learned, this book is a true example of theory-into-practice to bring about sustained improvement for all learners.

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Book SynopsisLook, Listen, Learn, LEAD: A District-Wide Systems Approach to Teaching and Learning in PreK-12 lays out the transformational journey of Hampton City Schools (HCS), an urban school division of 30 schools in southeastern Virginia. Our school district faces numerous challenges, such as 62% of students receiving free and reduced-price lunch and 14% of students holding an IEP, and in 2015-2016, Hampton City Schools’ state accreditation rate was approximately half the statewide rate and on a downward trend. In only three years, that was turned around and HCS exceeded the statewide accreditation rate, a more than 100% improvement with 100% of our schools accredited without conditions. We attribute this in large part to our dedicated educators and their implementation of district-wide systems for curriculum, instruction, checking for student understanding, climate, and culture.The goal of this book is to break down the process of what it takes to bring about large-scale educational change that is sustainable. We describe a process for developing a strong mission and vision to undergird the work around a variety of district-wide systems. This book provides insights into how to improve climate and culture, create a guaranteed and viable written curriculum, establish a process for evaluating its implementation, and create a balanced assessment framework to measure student success. Complete with example templates, action plans, and lessons learned, this book is a true example of theory-into-practice to bring about sustained improvement for all learners.

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Book SynopsisThis book edition offers a collection of scholarship and reflections that goes beyond theoretical conversations. This volume helps reignite a dialogue not only by scholars but also by educators, activists, and students who believe in inclusive and equal access to education for all individuals regardless of race, ethnicity, immigration status, gender, sexuality, religion, and other identities. In this volume, the authors examine curriculum and pedagogy as a tool for recovery from political trauma and healing. They used thisas an opportunity to confront some of the politically shameful situations affecting educational environments, homes, neighborhoods, enclaves, and regions marked by socioeconomic inequality.The authors of Making a Spectacle present wide-open questions: How are educators and school leaders learning to interact with one another, students, their families, and community while facing increased mass school shootings, police violence, racial profiling, unequal access to education and basic needs during a pandemic (COVID-19), and other forms of sociopolitical stress influenced by discrimination, institutional racism, and White nationalism? What curricular and pedagogical geographies are educators and students afforded through which to process their emotional responses to ecological or political activities witnessed in schools and their surrounding areas? These chapters and reflections/perspectives represent a diversity of positionalities within critical intersections of power and privilege as they relate to identity, culture, and curriculum and social justice, schools, and society.

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Book SynopsisThis book edition offers a collection of scholarship and reflections that goes beyond theoretical conversations. This volume helps reignite a dialogue not only by scholars but also by educators, activists, and students who believe in inclusive and equal access to education for all individuals regardless of race, ethnicity, immigration status, gender, sexuality, religion, and other identities. In this volume, the authors examine curriculum and pedagogy as a tool for recovery from political trauma and healing. They used thisas an opportunity to confront some of the politically shameful situations affecting educational environments, homes, neighborhoods, enclaves, and regions marked by socioeconomic inequality.The authors of Making a Spectacle present wide-open questions: How are educators and school leaders learning to interact with one another, students, their families, and community while facing increased mass school shootings, police violence, racial profiling, unequal access to education and basic needs during a pandemic (COVID-19), and other forms of sociopolitical stress influenced by discrimination, institutional racism, and White nationalism? What curricular and pedagogical geographies are educators and students afforded through which to process their emotional responses to ecological or political activities witnessed in schools and their surrounding areas? These chapters and reflections/perspectives represent a diversity of positionalities within critical intersections of power and privilege as they relate to identity, culture, and curriculum and social justice, schools, and society.

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Book SynopsisIf all humor does indeed come from pain, then American educational policymaking has been a petri dish brimming with hilarity. Even before Betsy DeVos ascended to her perch atop the U.S. Department of Education, her predecessors had offered up an excruciating decade of fodder for satire. Ably assisted by a bevy of billionaires, foundations, and advocacy think tanks, these policymakers unleashed a torrent of rhetorical gibberish and evidence-free “innovations” on the nation’s children and their schools.Potential Grizzlies: Making the Nonsense Bearable is one researcher’s attempt to laugh instead of cry. The book will bring back memories of policymakers from more innocent times, from Michelle Rhee to Arne Duncan to Chris Christie. Sit back and relax with fond thoughts of your favorite policies, from testing to school choice to “parent trigger.” Or maybe just smile and imagine a day when policymakers turn to research evidence and knowledgeable educators to build a sound future for our children.Trade ReviewKevin Welner deftly skewers every phony reform fad of the past twenty years with a sharp blade, neatly removing head from body without leaving a trace. He says in a few cleverly chosen anecdotes what many of us have tried to prove in laborious tomes. The so-called ""reform"" movement is a hoax. Read it and laugh!"" — Diane Ravitch, Research Professor of Education at New York University, and author of Slaying Goliath: The Passionate Resistance to Privatization and the Fight to Save America's Public Schools“During these days of grim headlines, Potential Grizzlies provides welcome relief. With clever twists about “reformers” and their projects, Welner captures the tragic hilarity of what friends of public schools have lived through for the past decades. Every time I thought I read the most hilarious ""tweak"" of ed reform, I would find a new favorite a few pages later. A must-read for those who have waged the fight against NCLB, Race to the Top, privatization, and of course Betsy DeVos.” — Carol Burris, Executive Director of the Network for Public Education, and author of On the Same Track: How Schools Can Join the Twenty-First-Century Struggle against Resegregation""Welner expertly jumbles satire, research and education reform into this must-read book, which simultaneously covers where we’ve come from, why, and where we are going with education reform. Honestly I’m angry that my blog is not as funny as this. Read it, unless you don’t have a funny bone."" —Julian Vasquez Heilig, Dean and Professor, University of Kentucky College of Education

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Book SynopsisIf all humor does indeed come from pain, then American educational policymaking has been a petri dish brimming with hilarity. Even before Betsy DeVos ascended to her perch atop the U.S. Department of Education, her predecessors had offered up an excruciating decade of fodder for satire. Ably assisted by a bevy of billionaires, foundations, and advocacy think tanks, these policymakers unleashed a torrent of rhetorical gibberish and evidence-free “innovations” on the nation’s children and their schools.Potential Grizzlies: Making the Nonsense Bearable is one researcher’s attempt to laugh instead of cry. The book will bring back memories of policymakers from more innocent times, from Michelle Rhee to Arne Duncan to Chris Christie. Sit back and relax with fond thoughts of your favorite policies, from testing to school choice to “parent trigger.” Or maybe just smile and imagine a day when policymakers turn to research evidence and knowledgeable educators to build a sound future for our children.Trade ReviewKevin Welner deftly skewers every phony reform fad of the past twenty years with a sharp blade, neatly removing head from body without leaving a trace. He says in a few cleverly chosen anecdotes what many of us have tried to prove in laborious tomes. The so-called ""reform"" movement is a hoax. Read it and laugh!"" — Diane Ravitch, Research Professor of Education at New York University, and author of Slaying Goliath: The Passionate Resistance to Privatization and the Fight to Save America's Public Schools“During these days of grim headlines, Potential Grizzlies provides welcome relief. With clever twists about “reformers” and their projects, Welner captures the tragic hilarity of what friends of public schools have lived through for the past decades. Every time I thought I read the most hilarious ""tweak"" of ed reform, I would find a new favorite a few pages later. A must-read for those who have waged the fight against NCLB, Race to the Top, privatization, and of course Betsy DeVos.” — Carol Burris, Executive Director of the Network for Public Education, and author of On the Same Track: How Schools Can Join the Twenty-First-Century Struggle against Resegregation""Welner expertly jumbles satire, research and education reform into this must-read book, which simultaneously covers where we’ve come from, why, and where we are going with education reform. Honestly I’m angry that my blog is not as funny as this. Read it, unless you don’t have a funny bone."" —Julian Vasquez Heilig, Dean and Professor, University of Kentucky College of Education

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

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Book SynopsisThis book gives an education leader a practical path to organizational effectiveness, shared sense of direction, and clear focus on outcomes for students. Setting a clear direction, structuring personnel for the greatest productivity, engaging everyone in meaningful work, tracking organizational performance, and encouraging innovation are fundamental concerns for every kind of education organization—schools, districts, state agencies included. Yet, education leaders struggle to give due attention to these organizational matters while also tackling the challenges of meeting the needs of their students. They are searching for a path leading to both organizational productivity and excellence in learning for students, a path that enlists the passions and efforts of all personnel. Strategic Performance Management (SPM) integrates strategic planning with performance management into a seamless process by which an education organization develops and operationalizes a strategic direction. This direction goes beyond the basic elements of vision, mission, values, goals, and strategies to include careful analysis of the functions performed by the organization, its units, and its positions (roles) to facilitate effective placement, assignment, and training of personnel. SPM emphasizes planning through strategic thinking that enables the organization to make critical adjustments as needs and context change. It provides the flexibility to act in times of crisis. Most of all, it gets everyone moving in the same direction, aimed at goals for students.

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Book SynopsisAs the first scholarly book of its kind, this edited volume brings together educational leadership scholars and practitioners from across the country whose research focuses on the unique contributions and struggles that Latinas across the diaspora face while leading in schools and districts. The limited though growing scholarship on Latina administrators indicates their assets, particularly those rooted in their sociocultural, linguistic, and racial/ ethnic backgrounds, their cultura, are undervalued in research and practice (Hernandez & Murakami, 2016; Martinez, Rivera, & Marquez, 2019; Mendez-Morse, 2000; Mendez-Morse, Murakami, Byrne-Jimenez, & Hernandez, 2015). At the same time, Latina administrators have reported challenges related to: isolation (Hernandez & Murakami, 2016), a lack of mentoring (Mendez-Morse, 2004), resistance from those who expect a more linear, hierarchical form of leadership (Gonzales, Ulloa, & Munoz, 2016), balancing varying professional and personal roles and aspirations (Murakami- Ramalho, 2008), as well as racism, sexism, and ageism (Bagula, 2016; Martinez, Marquez, Cantu, & Rocha, 2016).

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Book SynopsisAs the first scholarly book of its kind, this edited volume brings together educational leadership scholars and practitioners from across the country whose research focuses on the unique contributions and struggles that Latinas across the diaspora face while leading in schools and districts. The limited though growing scholarship on Latina administrators indicates their assets, particularly those rooted in their sociocultural, linguistic, and racial/ ethnic backgrounds, their cultura, are undervalued in research and practice (Hernandez & Murakami, 2016; Martinez, Rivera, & Marquez, 2019; Mendez-Morse, 2000; Mendez-Morse, Murakami, Byrne-Jimenez, & Hernandez, 2015). At the same time, Latina administrators have reported challenges related to: isolation (Hernandez & Murakami, 2016), a lack of mentoring (Mendez-Morse, 2004), resistance from those who expect a more linear, hierarchical form of leadership (Gonzales, Ulloa, & Munoz, 2016), balancing varying professional and personal roles and aspirations (Murakami- Ramalho, 2008), as well as racism, sexism, and ageism (Bagula, 2016; Martinez, Marquez, Cantu, & Rocha, 2016).

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Book SynopsisHelping teachers understand and apply theory and research is one of the most challenging tasks of teacher preparation and professional development. As they learn about motivation and engagement, teachers need conceptually rich, yet easy-to-use, frameworks. At the same time, teachers must understand that student engagement is not separate from development, instructional decision-making, classroom management, student relationships, and assessment. This volume on teaching teachers about motivation addresses these challenges. The authors share multiple approaches and frameworks to cut through the growing complexity and variety of motivational theories, and tie theory and research to real-world experiences that teachers are likely to encounter in their courses and classroom experiences. Additionally, each chapter is summarized with key “take away” practices.A shared perspective across all the chapters in this volume on teaching teachers about motivation is “walking the talk.” In every chapter, readers will be provided with rich examples of how research on and principles of classroom motivation can be re-conceptualized through a variety of college teaching strategies. Teachers and future teachers learning about motivation need to experience explicit modeling, practice, and constructive feedback in their college courses and professional development in order to incorporate those into their own practice. In addition, a core assumption throughout this volume is the importance of understanding the situated nature of motivation, and avoiding a “one-size-fits” all approach in the classroom. Teachers need to fully interrogate their instructional practices not only in terms of motivational principles, but also for their cultural relevance, equity, and developmental appropriateness.Just like P-12 students, college students bring their histories as learners and beliefs about motivation to their formal study of motivation. That is why college instructors teaching motivation must begin by helping students evaluate their personal beliefs and experiences. Relatedly, college instructors need to know their students and model differentiating their interactions to support each of them. The authors in this volume have, collectively, decades of experience teaching at the college level and conducting research in motivation, and provide readers with a variety of strategies to help teachers and future teachers explore how motivation is supported and undermined. In each chapter in this volume, readers will learn how college instructors can demonstrate what effective, motivationally supportive classrooms look, sound, and feel like.

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Book SynopsisHelping teachers understand and apply theory and research is one of the most challenging tasks of teacher preparation and professional development. As they learn about motivation and engagement, teachers need conceptually rich, yet easy-to-use, frameworks. At the same time, teachers must understand that student engagement is not separate from development, instructional decision-making, classroom management, student relationships, and assessment. This volume on teaching teachers about motivation addresses these challenges. The authors share multiple approaches and frameworks to cut through the growing complexity and variety of motivational theories, and tie theory and research to real-world experiences that teachers are likely to encounter in their courses and classroom experiences. Additionally, each chapter is summarized with key “take away” practices.A shared perspective across all the chapters in this volume on teaching teachers about motivation is “walking the talk.” In every chapter, readers will be provided with rich examples of how research on and principles of classroom motivation can be re-conceptualized through a variety of college teaching strategies. Teachers and future teachers learning about motivation need to experience explicit modeling, practice, and constructive feedback in their college courses and professional development in order to incorporate those into their own practice. In addition, a core assumption throughout this volume is the importance of understanding the situated nature of motivation, and avoiding a “one-size-fits” all approach in the classroom. Teachers need to fully interrogate their instructional practices not only in terms of motivational principles, but also for their cultural relevance, equity, and developmental appropriateness.Just like P-12 students, college students bring their histories as learners and beliefs about motivation to their formal study of motivation. That is why college instructors teaching motivation must begin by helping students evaluate their personal beliefs and experiences. Relatedly, college instructors need to know their students and model differentiating their interactions to support each of them. The authors in this volume have, collectively, decades of experience teaching at the college level and conducting research in motivation, and provide readers with a variety of strategies to help teachers and future teachers explore how motivation is supported and undermined. In each chapter in this volume, readers will learn how college instructors can demonstrate what effective, motivationally supportive classrooms look, sound, and feel like.

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Book SynopsisThough there has been a rapid increase of women’s representation in law and business, their representation in STEM fields has not been matched. Researchers have revealed that there are several environmental and social barriers including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities that continue to block women’s progress in STEM. In this book, the authors address the issues that encounter women of color in STEM in higher education.

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Book SynopsisThough there has been a rapid increase of women’s representation in law and business, their representation in STEM fields has not been matched. Researchers have revealed that there are several environmental and social barriers including stereotypes, gender bias, and the climate of science and engineering departments in colleges and universities that continue to block women’s progress in STEM. In this book, the authors address the issues that encounter women of color in STEM in higher education.

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Book SynopsisTo commemorate the 10-year anniversary of the International School Leadership Development Network (ISLDN), this book is a compilation of the work conducted by network scholars. This volume is the first comprehensive overview of the studies conducted by ISLDN members engaged in examining how social justice leaders and leaders of high-needs schools address the social conditions, learning experiences, and performance of their students. Other international school leadership research consortia have emerged in the 21st century; however, the ISLDN is the second longest operating project, after the International Successful School Principalship Project (ISSPP). Since its creation in 2010, ISLDN scholars have delivered papers at a variety of international conferences and shared findings in research publications, including books and special issues of journals.Until now, ISLDN research findings have been disseminated separately for the project’s two strands: (a) social justice leadership and (b) leadership in underperforming high-needs schools. Therefore, the purpose of the book is to document the history and evolution of the ISLDN and to provide descriptions and reflections of the project’s research findings, methodologies, and collaborative processes across the two strands. This volume captures studies of school leaders from 19 countries representing six continents - Africa, Asia, Australia and Oceania, Europe, North America, and South America. The authors examine important external and internal contextual factors influencing schools in different cultural settings and provide insights about the values and practices of social justice leaders working in high-needs school settings. Numerous practical strategies are provided for school leaders working in schools with similar conditions. The concluding chapter by the co-editors synthesizes the structural factors, personal beliefs and values, and contextualized change management strategies that shape school leaders’ actions aimed at ensuring the best learning outcomes for their students.Besides capturing the range of findings emerging from various ISLDN studies conducted over the past decade, several chapters critically examine the project’s current contributions to the field. Authors suggest broadening the dissemination of our findings to increase the visibility of the project, expanding the research methods beyond qualitative interviews, incorporating studies from non-Anglophone countries, and augmenting the scope of our analyses and research focus. These researchers’ journeys also reveal the obstacles to and benefits of engaging in these types of international collaborative research ventures.

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Book SynopsisTo commemorate the 10-year anniversary of the International School Leadership Development Network (ISLDN), this book is a compilation of the work conducted by network scholars. This volume is the first comprehensive overview of the studies conducted by ISLDN members engaged in examining how social justice leaders and leaders of high-needs schools address the social conditions, learning experiences, and performance of their students. Other international school leadership research consortia have emerged in the 21st century; however, the ISLDN is the second longest operating project, after the International Successful School Principalship Project (ISSPP). Since its creation in 2010, ISLDN scholars have delivered papers at a variety of international conferences and shared findings in research publications, including books and special issues of journals.Until now, ISLDN research findings have been disseminated separately for the project’s two strands: (a) social justice leadership and (b) leadership in underperforming high-needs schools. Therefore, the purpose of the book is to document the history and evolution of the ISLDN and to provide descriptions and reflections of the project’s research findings, methodologies, and collaborative processes across the two strands. This volume captures studies of school leaders from 19 countries representing six continents - Africa, Asia, Australia and Oceania, Europe, North America, and South America. The authors examine important external and internal contextual factors influencing schools in different cultural settings and provide insights about the values and practices of social justice leaders working in high-needs school settings. Numerous practical strategies are provided for school leaders working in schools with similar conditions. The concluding chapter by the co-editors synthesizes the structural factors, personal beliefs and values, and contextualized change management strategies that shape school leaders’ actions aimed at ensuring the best learning outcomes for their students.Besides capturing the range of findings emerging from various ISLDN studies conducted over the past decade, several chapters critically examine the project’s current contributions to the field. Authors suggest broadening the dissemination of our findings to increase the visibility of the project, expanding the research methods beyond qualitative interviews, incorporating studies from non-Anglophone countries, and augmenting the scope of our analyses and research focus. These researchers’ journeys also reveal the obstacles to and benefits of engaging in these types of international collaborative research ventures.

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Book Synopsis

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