Educational strategies and policy Books

Book SynopsisThe A-Z of Independent School Leadership is a guide for school leaders organised around the 26 letters of the alphabet.

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Book SynopsisThis important book will equip you with evidence-based tools you can use immediately to create a step change in your impact. Helping you recognise and demonstrate the wider benefits of your work, it will give you the practical knowledge and confidence to identify practical ways to maximise the impact of your research. Written by renowned impact expert Mark S. Reed, this third edition has been fully updated with the latest evidence and includes new material on the ethics of engagement and impact, using social media, and influencing policy. Offering strategies to effectively engage with diverse groups, the book features: Five principles to fast-track your impact and practical steps to make this happen. Tools and Techniques for designing and facilitating workshops, driving impact online, presenting with impact, influencing policy and more. New How To' guides including how to evidence impacts from social media, capturing the impact of training, making podcasts, videos and infographics, designing projects for impact, starting newsletters, and developing an institutional impact strategy. Packed with practical tips, techniques, templates, case studies and stories, this book is essential reading for PhD students, independent researchers, and academic staff at any career stage wanting a clear framework to fast-track the impact of their research.

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

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

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

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

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Book SynopsisNow is the time forBreakthrough Leadership This book was borne out of urgency. We face the consequences of a raging pandemic, coupled with an unprecedented call to end racial injustice. COVID-19 has exposed longstanding structural inequities, while at the same time offering a rare breakthrough opportunity to dismantle inequitable systems that have harmed our most marginalized students for generations. Breakthrough Leadershipis rooted in moral courage and calls us toact uponanew discovery,or epiphany about a fundamental truth that challenges previous beliefs. While this bookoffers examples of schools that were beating the odds pre-COVID-19 as well as strategies forchangingthose odds in the future.Breakthrough Leadershipalsospotlights professionals now leveraging crises like this to shape local and national priorities toward a more equitable and healthy society for our children in oTrade Review"With all its devastation, COVID-19 also presents the opportunity of the century to transform the public education system that, to say the least, has become stalled and stagnant in the past 50 years. The good news is that there are strong pockets of pent-up desire and frustration to develop new learning that engages students in the demands of the 21st century. Among other problems, inequity has worsened over the past 20 years despite substantial increased budgets and rhetoric to the contrary. Breakthrough Leadership makes a significant contribution to our next phase, which must be one of definable and targeted transformation of equity-based kerning. This book meets the challenge in two significant ways. First, it advocates a bold and specific vision. while at the same time is detailed in the specific strategies and actions that need to be taken in the face of COVID-19 related fallout. Second, aside from its revolutionary timeliness, the virtue of Breakthrough is that is stems from grass roots practice and practitioners. Any solution to our present problems must be relentlessly bottom up. This collection represents a strong contribution to the growing post-COVID movement that is vital for the immediate future of public education." -- Michael Fullan, Professor EmeritusTable of ContentsForeword by Pedro A. Noguera Acknowledgments About the Authors Chapter 1. Out of the Crisis Chapter 2. Breakthrough Leadership Chapter 3. The First Hundred Days: A Pandemic Reentry Plan Chapter 4. Relational Trust as a Foundation for the Equitable Learning Community Chapter 5. Principle 1—The Pillars of an Equitable Learning Community: Mission, Vision, Values, and Goals Chapter 6. Principle 2—Ensuring Achievement for All Students: Comprehensive Systems for Prevention and Intervention Chapter 7. Principle 3—Data-Based Decision Making for Continuous Improvement Chapter 8. Principle 4—Collaborative Teaming Focused on Curriculum, Instruction, and Assessments Chapter 9. Principle 5—Meaningful Engagement With Families and Community Chapter 10. Principle 6—Building Sustainable Leadership Capacity Index

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Book SynopsisAdvance equity by learning to crack the system's codes We must act now, using what we already know, to advance equity and raise the achievement of every student. With three decades of leading equity work across the country, George S. Perry Jr. issues a call to action for educational leaders who are willing to fight the fight for equity for all students. School and district leaders will encounter roadblocks as they enact systemic change, but Equity Warriors introduces practical, realistic, and strategic approaches for navigating those barriers. Equity Warriors equips education leaders with the moves they can make today to achieve the vision that every student becomes a high achiever by Providing real school and district examples of systemic equity efforts Demonstrating the parallel work that school and district teams must do to achievTrade ReviewI hope district and school leaders will consider this book as a handbook for educational equity success. It delves deep into what all leaders need to be thinking about, talking about and doing to make their schools the best they can be for all students. -- Janet CrewsEquity Warriors will have an enormous impact in schools as it addresses the how and why to authentic outcomes to address equity issues in schools. The case studies and wisdom within are essential reading for everyone. -- Dr. Ken DarvallThis book is incredibly timely and relevant in a world where educators and educational leaders are crying out for change; for help and support to meet the complex learning needs of all our students to ensure every child can by a high achiever; for those who make decisions that affect schooling to make them with ‘every child’ in mind... We are living in world affected by crises after crises, systemic bias and racism, lack of faith in politicians and those in positions of power, and amidst all that, this book inspires educators to act with hope and deliberation, to enact change within the constraints that exist, to work with what we already have to improve outcomes for all of our students. This book provides practical, realistic and useful guidance for system and school leaders to enact change. You don’t come away thinking, "Those are great ideas, I just don’t know how to enact them", as there are enough specific suggestions for exactly ‘what’ each leader can do, to the point of being an equity ‘road map’ for leaders. -- Rachael LehrEquity is an extremely relevant and timely topic that is essential for all school leaders and all schools and communities. This book provides critically important research and very relevant examples for consideration. The suggestions in ‘your move’ throughout the book provide actions for positive and meaningful steps that school leaders can take to move forward -- Marianne L. Lescher, Ph.D.This book is a timely response to our need to discuss uncomfortable topics in an uncomfortable time. Solutions are presented as well as a well-articulated presentation of the problem. This is worth the read. It may change the trajectory of a child’s life. -- Dr. Roseanne LopezWhat school leaders are not taught well is how to initiate change that will lead to educational improvement for all students. Equity Warriors is a doing, leading book, and not a sit back in a sun-lounge reading book. I took away a treasure trove of internationally applicable ideas that I can use in my school today. So, if you want to make a real, moral difference to the lives of the kids that we teach you will find this road map so rewarding. -- Dr. Neil MacNeill, PhD, EdD.Equity Warriors provides a relevant call to action for every school and district leaders. The authors implore educators to make their move and takes steps towards greater equity in every school. This is a must-read for new and experienced educational leaders! -- Jacie MaslykThis book is a great guide to ensure all district and school site leaders have an equity foundation with researched based protocols to support leaders in becoming equity warriors. -- Courtney MillerTable of ContentsForeword by Larry Leverett Introduction Preface: Begin with Students Part I: Build an Equity Agenda: Student Data Chapter 1: District leaders define equity by knowing students and finding allies Politics: Balance conflicts to build an equity agenda Diplomacy: Build a critical mass of support for advancing equity Warfare: Use student data to convince, question, and teach Chapter 2: School leaders center the equity agenda on student experiences Politics: Engage the school community in shaping and telling the school’s story Diplomacy: Rally stakeholders to your school’s equity agenda Warfare: Know your students Part II: Lead with Purpose: Values-Enhanced Leadership Chapter 3: District leaders identify and engage with shared values Politics: Surface and articulate values Diplomacy: Lead change focusing on values Warfare: Act with purpose, understanding, and resolve Chapter 4: School leaders communicate and live their values, and expect the same from others Politics: Help others stand with you Diplomacy: Link values to intended outcomes Warfare: Act deliberately Part III: Educate Each and Every Student Well: Teaching & Learning Chapter 5: District leaders focus and maintain attention on teaching and learning Politics: Bring coherence to systems, structures, resources, stakeholders, and culture Diplomacy: Build expertise and capacity around teaching and learning Warfare: Act with a laser-like focus on teaching and learning Chapter 6: School leaders ensure each and every student succeeds Politics: Bring coherence to provide access to rigorous learning for all students Diplomacy: Use protocols and processes to build capacity Warfare: Hold everyone in the school accountable for student learning Epilogue

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Book SynopsisWhen numbers become people, learners thrive Waves of dataindigestible, dehumanized, and disaggregatedare crashing into the education system every day, driving you to distraction. But imagine a world where you're not being drowned by data, but inspired by it; where that data has a FACE and gives you focused information on how to reach every student. Sharratt and Fullan turn worldwide research into a road map for school leaders to use ongoing assessment to inform instruction and drive equity at the classroom, school, district, and state levels. Inside you will find A fresh look at data to incorporate new learning Updated case studies, figures, and vignettes Insights from more than 500 educators in answering the 3 research questions: Why do we put FACES on data? How do we put FACES on data? and What are the top three leadership skills needed to do this work? An integrated approach to using the 14 Parameters to enhance Deep Learning and critical thinking Tools for committing to equity and excellence FACES is about setting up the conditions for success in every classroom: identifying the right factors, at the right time, with the right resources. Its focus on student-centered data will help you: Increase learners' growth and achievement improve engagement that results in students, teacher and leader empowerment build cultures of learning drive a learning environment of continuous improvement Trade ReviewA superb book. Full to the brim of practical, workable ideas. Sharratt and Fullan exude love and compassion for all students everywhere, reinforcing that they all deserve the best educational experience, irrespective of circumstance or context. It also reminds us to look at faces first, data second, in the pursuit of achievement for all. Powerful and persuasive, this book speaks directly to the importance of focusing on global education now more than ever. -- Alma Harris * University of Swansea *A rich tapestry weaving together data, student identity, and informed professional judgement. Sharratt and Fullan have provided a context for the use of student data to move from an aspiration that all children can learn to an accountable set of actions to ensure that all means all. Putting faces on the data requires knowing the whole learner, including their identity, community, and lived experience. -- Cathy Montreuil * Department of Education and Early Child Development *Unlocking the capacity of each student remains the essential work of all teachers and leaders. This new edition expertly provides an elaborated and contemporary focus on how to enhance school performance through identifying and understanding the abilities, passions, and potential of our next generation of innovators and problem solvers. -- Jim Watterston * The University of Melbourne *Sharratt and Fullan’s 2012 work was a catalyst for progress in Queensland public education, leading us out of a "teacher-led / data-driven" binary into a new era characterised by deep understanding of our student and community needs, grounded in evidence. New perspectives in this edition reflect contemporary research and case studies, updated parameters, and provocations around emerging global challenges. -- Sharon Schimming * Department of Education Queensland *A book starts with blank pages, has within it a lovely apparition and a sense of beauty waiting to be imprinted so that potential readers can then make interpretations about what they see. There is no immaculate perception when interpreting data, but there are multiple meanings tied to beautiful faces. Sharratt and Fullan paint the pictures, sculpt the beauty of the meaning of data, and dive deeply into the interpretations and implications. A work of art, indeed. -- John Hattie * University of Melbourne *This is our forever work. -- Gerard Mowbray * Diocese of Maitland-Newcastle *My journey as a school and system leader has run parallel to the 10 years of Putting Faces on the Data. As a school leader, it helped me learn that the only way you lift outcomes – whether for a class or a school – is child by child. This ensures that we have a line of sight to what each child and school needs to improve student outcomes. Thank you from every child who has been ‘given a face’ in a class, school, and system across the world. -- Leanne Nixon * School Performance North *This book changed the way our system views data and how collectively a shared understanding of data literacy brings accountability to the forefront. There is no system improvement without ′Putting Faces on the Data′! -- Kate O′Brien * Education and Research Sydney Catholic Schools *It is great to have a 10th anniversary edition of FACES! This book changed the way we understood how to promote improvement in our work with teachers and leaders in Chile. It taught us what to look for in the process of learning, what data is relevant to collect, and how leaders become learners with their teachers. FACES taught us that focus for collaboration and professional learning is all about putting each student’s achievements at the center of our conversations! -- Isidora Recart * Fundación Educacional Arauco *In this fast-paced world, work that is relevant ten years after its first edition speaks to its durability. Each part of this book can be found in the work we do – I see data walls and I hear conversations about assessment and how it drives instruction. This book guides our work with practical examples, clear explanations, and guidance. Thank you to Lyn and Michael for continuing to make Putting FACES on the Data relevant and valuable to all educators! -- Elaine Lochhead * Seine Rover School Division *Lyn Sharratt and Michael Fullan clearly articulate the complexity of change and the necessity to understand the 13 parameters by providing an insightful resource using case studies to provide an indisputable pathway to system improvement. This is a must read for every system leader, school leader, and teacher leader. Their work has been pivotal in my work as a system change leader in both Manitoba and Alberta and is even more important coming out of a global pandemic. -- Michael Borgfjord * Pembina Hills School Division *This powerful book provides the missing links between intention and action. Educators want to see every student succeed in learning and in life. The challenge is to reform the system to deliver on broader and deeper goals while also engaging each student on a pathway to their "best possible, most richly imagined future." This book is a beacon of hope that honours the work of all teachers and leaders by making sense of the improvement journey in classrooms, schools, and systems. -- Mary Jean Gallagher * Ontario Ministry of Education *Table of ContentsForeword Preface Chapter 1: Information Glut to Well-Known FACES Chapter 2: The Power of Putting FACES on the Data Chapter 3: Making It Work in Practice - Assessment Literacy Chapter 4: Making It Work in Practice - Instruction Chapter 5: Leaderhsip - Individualizing for Improvement Chapter 6: Ownership - Of All the Faces Epilogue

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Book SynopsisTeach skills and foster the dispositions of social and emotional learning in yourself, your students, and your school.Social and emotional learning (SEL) is like any academic subject students learn in schooltheir learning expands and deepens, year after year. As an educator, what can you do to support not only your students' well-being and SEL development, but your own?The Social-Emotional Learning Playbook: A Guide to Student and Teacher Well-Beingprovides the language, moves, and evidence-based advice you need to identify and nurture social and emotional learning in yourself, your students, and your school. Sparking deep reflection and transformative growth, this highly interactive playbook profiles six tenets of social and emotional learningbuilding resilience, belonging and prosocial skills, emotional regulation, relational trust and communication, individual and collective efficacy, and community of care. Each module featTrade ReviewNancy Frey, Douglas Fisher, and Dominique Smith believe that we must nurture ourselves first before we can nurture students and the school: if we do not nurture ourselves, we will have compassion fatigue. Each section of this book supports self-care so that we are prepared to develop a plan for students. This mantra remains true in every chapter. The Social-Emotional Learning Playbook will certainly engage teachers while discussing the challenging and important work of improving social-emotional learning within the classroom and community. -- Crystal Wash * Researcher, CERA, Chicago, IL *Including the social and emotional component in schools is vital, and the relevance of the book is clear: it is designed to be incorporated into a school or district’s SEL initiative. The topic is so very important, especially now, after and continuing the recovery after the pandemic. -- Lydia Bagley * Instructional Support Specialist Cobb County School District, Marietta, GA *This book is an excellent professional development resource, filled with examples that are culturally relevant and grounded in real-world contexts to help readers understand how SEL can be applied or practiced. I work closely with faculty and students in teacher education and early childhood education programs, and I would recommend this book to them. -- Jeffrey Liew * Professor, Texas A&M University, Bryan, TX *Table of ContentsIntroduction Module 1: Building on Strengths for Resilience Module 2: Identities, Belonging, and Prosocial Skills Module 3: Emotional Regulation Module 4: Relational Trust and Communication Module 5: Individual and Collective Efficacy Module 6: Community of Care References

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Book SynopsisStrengthen your adult education program planning with this essential guide Planning Programs for Adult Learners: A Practical Guide, 4th Edition is an interactive, practical, and essential guide for anyone involved with planning programs for adult learners. Containing extensive updates, refinements, and revisions to this celebrated book, this edition prepares those charged with planning programs for adult learners across a wide variety of settings. Spanning a variety of crucial subjects, this book will teach readers how to: Plan, organize, and complete other administrative tasks with helpful templates and practical guides Focus on challenges of displacement, climate change, economic dislocation, and inequality Plan programs using current and emerging digital delivery tools and techniques including virtual and augmented reality Planning Table of ContentsFigures and Exhibits ix Preface xiii Acknowledgments xix Dedication xxi The Authors xxiii 1 Planning Programs for Adults: What It’s About Today, Tomorrow, and into the Future 1 2 Introducing the Interactive Model 29 3 Planning Programs in Difficult Times Using Technological Tools 55 4 Exploring the Foundations of Program Planning 91 5 Discerning the Context 115 6 Building Support and Identifying Needs 145 7 Developing Program Goals and Objectives 181 8 Designing Instruction 211 9 Transfer of Training: Adult Education and Workplace Learning 249 10 Formulating Program Evaluation Plans 283 11 Selecting Formats, Scheduling, and Staffing Programs 311 12 Preparing and Managing Budgets 343 13 Marketing Programs 379 14 It’s All in the Details 407 15 Using the Interactive Model and Looking to the Future 441 References 461 Index 511

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Book SynopsisTable of ContentsForeword Introduction: The Call to Love Part 1: What’s My Dream for Kids? Chapter 1: Build a Complexity Curriculum Chapter 2: What Does It Mean to “Get It”? Part 1: Conclusion and Summary Part 2: What Will I See When Students “Get It”? Chapter 3: Make It Visible Chapter 4: Look for It Part 2: Conclusion and Summary Part 3: What Will I Hear When Students “Get It”? Chapter 5: Set the Stage for Discourse Chapter 6: Build Habits of Discourse Part 3: Conclusion and Summary Part 4: How Do I Build It? Chapter 7: How Do I Create a Culture Where Reading Thrives? Chapter 8: How Do I Get Started? Chapter 9: Frequently Asked Questions Part 4: Summary Closing: The Call to Love Discussion Guide Index

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Book SynopsisThis book advocates for informed leaders who are aware of the larger historical, political-economic, sociological, and philosophical issues that surround the schools and communities they serve. Extending beyond mainstream conceptions of instructional leadership and broad social justice paradigms, Community Engaged Leadership for Social Justice offers a multidisciplinary framework that helps leaders better serve the needs of their students, teachers, and communities. Exploring issues of urban school reform as it relates to the principal, as well as priorities that are relevant to the process of school improvement and the promotion of social justice, this book provides a critical, equity-oriented set of best practices grounded in research and empirical cases. This is a must-have resource for building consciousness, offering hope, and engaging in dialogical and collaborative leadership practices to radically transform schools and communities.Trade Review"The press to locate modifiable out-of-school factors that influence the education of underserved students continues to grow. This book provides an insightful, intellectual guide that describes the scholarship of major thought leaders and researchers working in this problem space." —William F. Tate, Edward Mallinckrodt Distinguished University Professor, Arts & Sciences, Washington University in St. Louis, USA"DeMatthews’ masterful critique of the principalship in historical perspective weaves between the macro and micro to give much-needed attention to the way that the profession, in Freire’s words, is less about liberation than it is about domesticating subjectivities. Community Engaged Leadership for Social Justice cogently maintains that we cannot have principals that either lack awareness or fail to be critically reflective of the inequalities faced by the children and communities that they serve. Kudos to a job well done!"—Angela Valenzuela, Professor, Educational Leadership and Policy, University of Texas at Austin, USATable of Contents PrefaceAcknowledgmentsChapter 1: IntroductionPart I: Exploring Urban Communities, Schools, and ReformChapter 2: Neighborhoods of (In)OpportunityChapter 3: Racial Segregation and Urban SchoolsChapter 4: A History of Urban School ReformChapter 5: Schools as Social InstitutionsPart II: Toward a Critical and Community Engaged LeadershipChapter 6: The Science of Educational AdministrationChapter 7: Alternative Ways of Knowing and LeadingChapter 8: Leading for Social JusticeChapter 9: Critical Cases of Leadership in Low-Opportunity CommunitiesConclusion: New Knowledge Requires New Commitments

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Book SynopsisSchool Success for At-Risk Students: A Culturally Responsive Tiered Approach introduces a model that incorporates cultural responsiveness into the familiar three-tiered model of behavioural and academic support. The model is designed to modify learning environments to support all students, identify students at risk, and provide a continuum of supports for those who need it.The characteristics, outcomes, and support needs of at-risk students are explored in detail. These students include those with disabilities, those who are English language learners, refugees, indigenous, LGBT+, students from low SES backgrounds, and those who are involved with the juvenile justice or out-of-home care systems. The concepts of cultural responsiveness and competence are defined and discussed, then incorporated into a framework that includes the Response to Intervention and Positive Behavioural Interventions and Supports frameworks. This revised framework is investigated in regards to theory, research, and practice. The importance of cultural competence for at-risk students and ways to improve this in schools are suggested. This book is a necessary companion for educators and researchers who have an interest in exploring the nature and context of educating at-risk students from the perspective of a culturally responsive multi-tiered system of support. It will also be of interest to a wide range of individuals working in education with at-risk youth, including preservice and veteran teachers, leadership teams, school psychologists, and school counsellors, as well as teacher educators. Table of ContentsList of Figures and TablesAbout the AuthorsChapter 1. IntroductionChapter 2. Theoretical FrameworksChapter 3. At-risk Students: English Learners, Migrant/refugee, and Indigenous StudentsChapter 4. At-Risk Students: Students with Disabilities, Mental Health Issues, Chronic IllnessChapter 5. At-Risk Students: Students in Out of Home Care, Involvement With the Justice System, and from Low SES BackgroundsChapter 6. At-Risk Students: LGBT+Chapter 7. Developing a Culturally Competent School CultureChapter 8. Conclusion

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Book SynopsisLearn the most effective ways to teach elementary math, no matter how much experience you have with the subject. In this book, Fuchang Liu takes you through many common mistakes in math instruction and explains the misunderstandings behind them. He points out practices that should be avoided, helping you to adjust your lessons so that all students can achieve success. You'll discover how to- Increase your confidence with core math principles and reasoning- Set your students on the path toward eventually developing more complex math skills- Improve student achievement by approaching problems in logical yet creative ways- Overcome common challenges faced by students and teachers- Teach problem solving for different learning stylesEvery chapter reconsiders well-established ways of teaching all areas of elementary math, from addition and subtraction to statistics and graphs. Helpful examples anTrade ReviewChildren’s misunderstandings about mathematics ideas stand in their ways to learn mathematics well and effectively in elementary schools. Common Mistakes in Teaching Elementary Math and How to Avoid Them, is the first book, I know, that directly explains teachers’ own misunderstandings about mathematics ideas, how they reproduce them among their students, and more importantly, what they can do to address these issues in their mathematics teaching. Dr. Liu accomplished all the above successfully by engaging readers in experiencing what teachers do and how students react in elementary classrooms using a series of stories. A great book for mathematics teachers, teacher educators, and policy makers.----Jian Wang, Helen DeVitt Jones Chair in Teacher Education, Texas Tech University This book appeals to pre-service and elementary teachers who are not math content knowledge experts. Fuchang Liu offers a "quick-fix" for those elementary teachers who are aware that they are struggling as math teachers, and are seeking help. --- Elizabeth Simpson, Math Coach, Lamphere School District, MITable of ContentsMeet the Author PrefaceChapter 1 Counting Counting Shouldn't Start at 0 What Are Tally Marks for?It May Not Be Fast—The Purpose of Skip-CountingOur Number System Is Base-Ten, Not Base-TwelveChapter 2 Number Properties A Red Marble Isn't More Than a Blue OnePlaying Cards and Dice Aren't Ideal Things to Make Multidigit Numbers WithIt's Odd Not to Consider 0 as Even14 and 37 Don't Belong in the Same ListChapter 3 Addition 4 + 4 Isn't Simply 8 Bars Put TogetherMake Pictorial Representations More Than a "Literal" TranslationDon’t Hop From Square OneYou Can't Add Apples and Oranges TogetherChapter 4 SubtractionDon't Make the Kittens DisappearDon't Ever Say "Subtract the Smaller Number From the Larger One""Neither a Borrower nor a Lender Be"—Why We Shouldn't BorrowCan We Subtract a Larger Number From a Smaller One?10 + 5 – 8 = 15 – 8: No Way to Make It Simpler? Chapter 5 Multiplication The Formidable 169-Cell Multiplication Table"You Must Put a Zero in the Ones Place"Can You Move Over One Place Value? Line Multiplication: Why It Won't WorkChapter 6 Division The Bigger Number Doesn't Always Go InsideWhat's 0 ¸ 0? Division Isn't Always Repeated Subtraction "Dad, Mom, Sister, Brother, Rover": Where Is Dad?Divide Doesn't Always Yield a Smaller NumberChapter 7 The Order of Operations Aunt Sally Is Evil – The Order of OperationsThe Order "M/D Before A/S" Isn't Haphazard Are Negative and Subtract Really Different?Chapter 8 Algebra An Equal Sign Means EqualWhat Does Adding Up Numbers Landed Have to Do With Finding Factors?Timelines Aren't Good Candidates for Teaching Negative NumbersThe Worst Example in Teaching ExponentsChapter 9 Geometry: Bits and Pieces Don't Count the Diagonals on a Grid "All 3-D Shapes Have an Extra Third Dimension of Height"Don't Use "Vertical" to Find the Horizontal ValueThe Two Sides of a Symmetrical Figure Aren't Exactly the SameDon't Use Tiles to Figure Out the PerimeterChapter 10 Geometry: Common Geometric Figures Length Doesn't Necessarily Mean LongerA Rectangle's Orientation Doesn't Matter Either"A Rectangle Has Two Longer Sides and Two Shorter Sides"What's Wrong With Saying "Triangles, Rectangles, Squares, and Hexagons"? Base Doesn't Necessarily Mean "Side at Bottom" Three Sides Don't Necessarily Make a Triangle How Many Sides Does a Circle Have?Chapter 11 Time-Telling "A Quarter in Time Means 15" Does 1 on Analog Clocks Mean 5 Minutes?"Why Does the Time on My Analog Clock Look Weird?"Which Hand Pointing to 12 Makes 12 O'clock?Why We Shouldn't Jump Around Between 8:00 and 9:00Chapter 12 Fractions A Condition for Using Fractions: Equivalent Parts "Bottom Number" and "Top Number" Aren't Nearly Sufficientfor Defining Denominators and NumeratorsWhat Does 1/2x Mean? A Fraction Doesn't Address "How Many"Denominators Should Be Substantially Different for Easy ComparisonPercentage Shouldn't Be Juxtaposed With Fractions and DecimalsChapter 13 Decimals Changing the Value Scheme of Base-10 Blocks Not a Good Idea When Is It Appropriate to Read a Decimal as a Fraction? 25.0 and 25 Aren't Exactly the Same Keep a Few More Decimal PlacesWhen Rounding at Intermediate StepsChapter 14 Simple Statistics and Graphs Were the Children in Your Class Born, on Average, on the 12.8th? "The Mean Is the Average"Where in the World Does the Mode Ever Get Used?Do All Your Children Have an Equal Chance of Winning? Use Different Types of Data for a Beginning Lesson on Graphs Chapter 15 Measurement Why Do We Need Nonstandard Measurement? What Is Standard Measurement?What Are Centimeters Used to Measure? Leave Out Units of Measure at Intermediate StepsHow Do You Say the Word for "1000 Meters"?Fractions Don't Belong With Metric MeasurementsChapter 16 Computational Estimation Is Computational Estimation an Educated Guess?Are All Estimates Good Ones?How Practical Is an Estimate If It Takes Four Minutes?Be Extremely Careful When Rounding Single-Digit Numbers There Is Often More Than One Way to Round a Number Chapter 17 Odds and Ends Appendix: Suggestions for Using Common Mistakes in Teaching Elementary Math with Study Groups

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Book SynopsisDr. Newman has used his many years of experience working with interns and field supervisors to create this comprehensive guide to the school psychology internship. The second edition of this text includes updated research and tools, including a new job interview video, and new templates for developing a cover letter, CV, and remediation plan. Expanded content includes brand new chapters focused on applying for doctoral internships through the APPIC Match process, and successfully transitioning from the internship into the early career.Students and internship supervisors alike will find this easy-to-use guide helpful in alleviating anxiety around common internship concerns. Emphasis is placed on the idea that the internship year is a dynamic and formative experience, not a static event, and that interns and supervisors both must be proactive planners, coordinators, and shapers of the experience. Interns and supervisors will find this guide to be a critical support for pTrade Review"The second edition of The School Psychology Internship: A Guide for Interns and Supervisors is a must have for graduate students, university faculty and internship site supervisors in school psychology. This pragmatic and comprehensive book will serve as a road map for navigating all aspects of the internship experience. The book covers all relevant aspects of the school psychology internship experience, from the application process, to all phases of the internship year, culminating in the important developmental stage of transitioning from an intern to an early career professional. The second edition offers updated and pertinent content specific to the nuts and bolts tasks for creating an effective internship plan, contemporary research in school psychology supervision and understanding the APPIC application/match from a school psychology lens. This is a resource that is a "must have" for graduate students in school psychology and all those engaged in training school psychology interns in universities and applied practice settings." — Pamela Fenning, PhD, ABPP, Professor, School Psychology Program, Loyola University Chicago, USA"The internship is likely the most critical phase in the pre-service, professional preparation of school psychologists. Danny Newman’s book treats the internship as a dynamic, formative experience rather than as a single event, and provides excellent guidance for the entire process. I highly recommend his book for school psychology graduate students preparing for their own internships, faculty involved in designing program internship options, and professionals in the field involved in internship planning and/or supervision." — Joe Prus, Ph.D., NCSP, Professor and Co-Director, Winthrop University School Psychology Program, USA"Dr. Newman provides a thoughtful framework to proactively maximize the internship experience from beginning to end. The guiding questions throughout help focus the reader on the shared responsibility the intern, field supervisor and university supervisor have in this critically important training experience." — Karen Monahan, Ph.D., NCSP, Coordinator of Psychological & Related Services, Fort Mill School District, South Carolina, USA"The school psychology internship experience produces a mixture of excitement and stress, which culminates with entry into early career school psychology practice. Dr. Newman’s book helps interns and supervisors navigate the journey of applying to internship sites, learning during the internship year, and preparing for the job hunt. This is a great resource for developing school psychologists and enhancing internship programs." — Benjamin S. Fernandez, MS Ed., Coordinator, Prevention Services, Loudoun County Public Schools, Virginia, USATable of ContentsForewordPrefaceAcknowledgementsNotes on ContributorsSection I: Pre-Internship Considerations 1: Introduction2: Navigating the APPIC MatchSection II: Getting Oriented 3: The Internship Plan4: Entering the Internship SiteSection III: Clarifying Roles, Developing Relationships 5: Intern Identity and Expectations6: The Proactive Intern7: The Supervision Process8: Breadth, Depth, and Competence9: SurvivalSection IV: Moving Beyond the Internship 10: The Job Hunt: Applications, Interviews, and Employment11: Concluding the Internship12: The Early Career: Déjà Vu and All Things NewAppendicesA: Sample APPIC Cover LetterB: Sample School Psychology Internship AgreementC: Sample Remediation Plan Template (Version 1)D: Sample Remediation Plan Template (Version 2)E: CV TemplateF: Sample Cover LetterG: Job Interview Vidoe TranscriptReferencesIndex

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Book SynopsisThe place of emotion in legal education is rarely discussed or analysed, and we do not have to seek far for the reasons. The difficulty of interdisciplinary research, the technicisation of legal education itself, the view that affect is irrational and antithetical to core western ideals of rationality - all this has made the subject of emotion in legal education invisible. Yet the educational literature on emotion proves how essential it is to student learning and to the professional lives of teachers. This text, the first full-length book study of the subject, seeks to make emotion a central topic of research for legal educators, and restore the power of emotion in our teaching and learning. Part 1 focuses on the contribution that neuroscience can make to legal learning, a theme that is carried through other chapters in the book. Part 2 explores the role of emotion in the working lives of academics and clinical staff, while Part 3 analyses the ways in which emotion can be used in Trade Review'By throwing light on the ways in which emotions play a significant role in both learning and teaching law, this international collection from some of the leading experts in legal education draws our attention to a much-neglected aspect of the educational process. It deserves to be widely read, seeking to enrich our understanding both of law students and law teachers by revealing just how crucial the affective domain is in relation to the rational thinking that we generally assume lies at the heart of legal education.' Fiona Cownie, Keele University, UK 'This pioneering text devotes long overdue attention to the role of the affective domain in legal education and compels action: at stake is the psychological and ethical wellbeing of our students, their educators and the practicing profession. To accommodate affect is not to oppose cognitive and lawyering excellence, but to enhance it. This volume will be essential reading for those committed to the moral-ethical development of a functioning and humane legal profession.' Sally Kift, Queensland University of Technology, Australia '... intellectually stimulating, wide-ranging, extremely well-written and long overdue... so multi-faceted and multi-layered that a second volume is doubtless warranted...' Hibernian Law JournalTable of ContentsContents: Introduction, Paul Maharg and Caroline Maughan; Part I Affect, Legal Education and Neuroscience: Why study emotion?, Caroline Maughan; Learning and the brain - an overview, Richard Roche; Enhancing self-control: insights from neuroscience, Lorraine Boran and David Delany. Part II Affect and Legal Education: Can litigators let go? The role of practitioner-supervisors in clinical legal education programmes, Sara Chandler; Instead of a career: work, art and love in university law schools, Anthony Bradney; What do academics think and feel about quality?, Chris Maguire. Part III Affect and Learning: From Socrates to Damasio, from Langdell to Kandel: the role of emotion in modern legal education, Alan M. Lerner; Legal understanding and the affective imagination, Maksymilian Del Mar; What students care about and why we should care, Graham Ferris and Rebecca Huxley-Binns; The body in (e)motion: thinking through embodiment in legal education, Julian Webb; Developing professional character - trust, values and learning, Karen Barton and Fiona Westwood; Addressing emotions in preparing ethical lawyers, Nigel Duncan; Space, absence, silence: the intimate dimensions of legal learning, Paul Maharg; Index.

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Book SynopsisWho Decides Who Becomes a Teacher? extends the discussions and critiques of neoliberalism in education by examining the potential for Schools of Teacher Education to contest policies that are typical in K-12 schooling. Drawing on a case study of faculty collaboration, this edited volume reimagines teacher preparation programs as crucial sites of resistance to, and refusal of, unsound education practices and legislation. This volume also reveals by example how education faculty can engage in collaborative scholarly work to investigate the anticipated and unanticipated effects of policy initiatives on teaching and learning. Trade Review‘This book is about and beyond many things: corporate-driven teacher evaluation models, the history of schools, and the fact that learning and teaching have existed before and will outlast racist and colonial approaches to school. Here, you have up-close details of refusal and bumps along the path that is made by walking it. As essentially, we learn from a sorely needed history of how schools of education came to a place where they, as potentially nimble, liberatory dogs, are instead wagged by tails of mediocrity, thinly veiled racism, and femininity rather than feminism. If you had to administer, justify your syllabi against, or, most disturbingly, ‘take’ the EdTPA, this is the book you’ve been waiting for. Read, teach, learn. As your birthright.’—Leigh Patel, Associate Dean of Equity and Justice, School of Education, University of Pittsburgh ‘Gorlweski and Tuck’s Who Decides Who Becomes a Teacher? is a major accomplishment and a critically important contribution in the fight to save teacher education in the U.S. It shows us that schools of education have the potential to be sites of radical resistance to inequality and white supremacy, but only if we decide to make them that way.’—Wayne Au, Professor, School of Educational Studies, University of Washington BothellTable of ContentsList of Tables Acknowledgements List of Contributors PART I: Resisting the Power of Policy: The Scoring Consortium 1. Schools of education as sites of resistance 2. EdTPA, settler colonialism and antiblackness 3. The alternative scoring consortium 4. An Uneasy Relationship: The History of Teacher Education in the University 5. Who decides who becomes a teacher? PART II: Rights and Responsibilities: Challenges of Resistance 6. Who Has the Right to Decide? 7. Collaboration in Isolation: Policy Paradox in edTPA 8. Decouple Your Train, or How Schools of Teacher Education Might Yet Resist White Supremacy 9. For Whom Accountability Tolls: (Re)Visioning the Role of Pilots & Research in Teacher Education Policy 10. Missing the Mark: Indigenous Teacher Candidates and edTPA 11. If not us, then who? Appendix

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Book SynopsisThis guide offers current and future student affairs practitioners a new conceptual framework for identity-conscious and intersectional supervision. Presenting an original and transformative model to address day-to-day challenges, this book gives practitioners a strategic approach to engage in self-work, identity exploration, relationship building, consciousness raising, trust development, and organizational change, ultimately helping them become more adept at supervising people from a range of backgrounds and experiences. Chapters include theoretical underpinnings, practical tips, case studies, and discussion questions to explore strategies in real-life contexts. Identity-Conscious Supervision in Student Affairs is a key tool for student affairs practitioners to effectively change systems of dominance and inequity on their campuses.Trade Review"I see this book as a welcome contribution to the literature on supervision, diversity, equity and inclusion. I respect the work that it is building upon and trust that it will spark further and deeper engagement as we continue to prepare the next generation of leaders in higher education."from the Foreword by Rev. Dr. Jamie Washington, President and Founder of the Washington Consulting Group"This work provides essential contributions on how to be a culturally competent leader and build and retain effective teams from an increasingly diverse workforce. It is a powerful addition to filling the gaping hole in the literature on social justice, equity, and diversity in organizational management."Anna K. Gonzalez, Ph.D., Vice President for Student Affairs & Dean of Students, Harvey Mudd College"This text is an essential call to supervisors and supervisees that encourages vulnerability and meaningful relationships, provides personal examples and strategies, and fosters necessary and transformative change. Authors provide a timely and critical analysis of supervision at individual, institutional, and systemic levels. Their holistic identity-conscious model is a tool that will help shift current and aspiring higher education and student affairs administrators and faculty from identity-neutral supervision to equity-focused practice."Christa J. Porter, Ph.D., Assistant Professor, Higher Education Administration, Kent State University"A powerful piece that is honest, frank and unapologetic. It’s a handbook that challenges you to serve through courage, respect and care, traits that are needed for our colleges and universities but often remain unfulfilled."John Mosby, PhD, President, Highline College"Such a poignant and timely book that engages the theory and puts it into practice. This book provides strategy and innovation around intersectional identities and how leadership rises to the challenge to address issues within their institution that meet the ever-changing complexities of our profession."Joseph Colón, Director, Office of Multicultural Affairs, Johns Hopkins UniversityTable of ContentsForewordPrefaceAcknowledgementsList of Tables and FiguresChapter 1: IntroductionPart I: Action at the Individual LevelChapter 2: Relationships with Self and OthersChapter 3: Creating a Strong Sense of SelfChapter 4: Managing PowerChapter 5: Engaging with CouragePart II: Action at the Supervision LevelChapter 6: Fostering Identity ExplorationChapter 7: Critical Authentic Leadership: A Pathway to Balancing Identity and ExpectationsChapter 8: Engaging With ConflictPart III: Action at the Organizational LevelChapter 9: Sustaining Identity-ConsciousnessChapter 10: Influencing Institutional ChangeChapter 11: ConclusionAppendixAuthor BiosContributor Bios

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Book SynopsisWhy is it that more people can't read and write? Why are there still so many vastly different methods of teaching literacy? Why do people still argue about it?Reading for Life examines these three questions, addressing the less evidence supported ideas about teaching reading and writing which are still alive and well in schools all over the world. This accessible guide bridges the gap between research and practice, translating academic findings into practical suggestions and ready-to-use techniques.Written in an approachable style and with informative graphics, vignettes and interviews woven throughout, this book covers: the components of literacy, including phonics, vocabulary and fluency the history of approaches to literacy teaching and an overview of the key figures government-level inquiries into the provision of reading and writing teaching the mindset which leads to acceptance of poor practice Trade Review"With the author's characteristic sharpness and wit, this book pulls together the academic, psychological and ideological threads of the enormous literature on reading instruction, drawing on research, personal experience and a broad sampling of the best that has been thought and said on the matter." – Dr Jennifer Buckingham, Director of FIVE from FIVE reading project "‘Of making many books there is no end’ – that certainly applies to books on the teaching of reading. However, there is always room at the top, which is where this book belongs. Lyn Stone has assembled a highly valuable picture of what it takes learn to read, how best to support struggling readers, and teach reading to best effect. She has also captured the context of the ‘tedious debate’ about teaching reading and, in so-doing, exposed the fake opposites, which have muddied the waters in this territory for far too long." – Sir Jim Rose, C.B.E., FRSA "This is a book that should be read everywhere we require people to read. The tragedy is that anything in this should be contentious or controversial to anyone, given the enormous evidence bases that inform its conclusions, or the precision and care Stone invests in unpacking not just the methodology, but the assumptions and axioms of language transmission. There is a war going on between those who mean well, but promote inefficient methods of reading instruction, and those who also mean well and commit to using the best and most evidenced methods. Stone's book is a fabulous example of the latter, and it is not only a powerful addition to the oeuvre of evidence informed education, but a readable and accessible one too. Read it twice, then pass it on to someone else." – Tom Bennett, Director of researchED "On the whole, I see Reading for Life as a useful addition to my bookshelf. In particular, the “cheat sheet” of major players in the reading wars (p. 50-63) is a great idea, and the author’s perspective on dyslexia (p. 128-137) is well expressed. The frequent references to metaphors and the blog-style length and tone of each chapter also make this book a quick and easy reference guide for a variety of topics." - Nicola Bell, Nomanis Table of ContentsNotation Guide Foreword Preface Acknowledgements Secion 1: More than just talk Chapter 1. A Simple View Chapter 2. Oral Language Development Chapter 3. Phonological Awareness Chapter 4. Phonics Chapter 5. Fluency Chapter 6. Vocabulary Chapter 7. Comprehension Chapter 8. Underlying Processes for Reading Chapter 9. The Consequences of Low Literacy Section 2: The reading wars Chapter 10. The Major Players Chapter 11. Children Left Behind Chapter 12. Rose to the Occasion Chapter 13. The Land of Oz Chapter 14. The Current Scene Section 3:The arc of pedagogy is long, but it bends towards evidence Chapter 15. Why Changing Your Mind Is Good For You Chapter 16. Cults and Catchphrases Chapter 17. Won't Get Fooled Again: Logical Fallacy Chapter 18. Fooling Ourselves: Cognitive Bias Chapter 19. Snake Oil: The Disappointing Truth Chapter 20. Diagnosis: Dyslexia Section 4: Teaching reading and writing Chapter 21. Teaching Reading and Writing: Overview Chapter 22. Teaching Handwriting Chapter 23. Teaching the Alphabet Chapter 24. Teaching Phonological Awareness Chapter 25. Teaching Phonics Chapter 26. Teaching Fluency Chapter 27. Teaching Vocabulary Chapter 28. Teaching Comprehension Glossary

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Book SynopsisDeveloping Rural School Leaders combines a focus on rural education and school leadership development to illustrate how the teaching and learning conditions in rural schools can be enhanced through transformative leadership coaching. By unpacking literature related to rural school leadership development and using case studies to authentically illustrate the complexities involved in rural school leadership development, this book explores how leaders can develop their abilities to increase data-informed instructional decision making, create a culture that supports teaching and learning, and develop other leaders. Ultimately, this important book concludes with an exploration of the opportunities and challenges of developing rural school leaders. Trade Review"Developing Rural School Leaders highlights the importance of job-embedded, contextually-relevant leadership through the development and application of a transformational leadership coaching model in rural school districts. Based on a three-year, research-practice partnership, the book makes a valuable contribution to rural school leadership development by demonstrating how university-district partnerships can build capacity and enhance professional learning in rural schools. As someone who for almost two decades has been working with rural schools to develop leadership pipelines, I found the information in this book to be highly compelling and timely."- Dr. Bonnie C. Fusarelli, Professor of Educational Leadership and Educational Evaluation and Policy Analysis, College of Education, North Carolina State University"In this leading-edge book, Klar and Huggins offer a comprehensive examination of rural school leadership. Their Leadership Learning Community (LLC) model provides an evidence-based leadership coaching strategy that brings equitable learning opportunities to rural leaders and their school communities. Three leadership cases chronicle compelling evidence of LLC success, applied in an innovative research-practice partnership. Because opportunities for high-quality professional development for school leaders is particularly limited in rural contexts, the model posits transformational leadership coaching as a promising set of strategies to sustainably improve and reculture rural schools."- Dr. Kristina A. Hesbol, Assistant Professor of Educational Leadership and Policy Studies, Morgridge College of Education, University of Denver and Co-Founder of the Rural Innovative School Leadership Networked Improvement Community"Leading rural schools is a demanding and lonely endeavor. In this insightful and practical book, Klar and Huggins examine both the challenges and opportunities of rural school leadership. With the Leadership Learning Community model, they offer an evidence-based coaching strategy as a means of providing rural leaders with high-quality professional networking."- Dr. Barbara Nesbitt, Assistant Superintendent for Technology Services, School District of Pickens County, South Carolina"Developing Rural School Leaders is the first book of its kind that does a deep dive in developing rural school leadership through transformational coaching. This is a must read for all leaders, and should be required reading for those working with our nation's youth in rural communities. As a current superintendent of a rural school district, this book accurately depicts the current reality and challenges of rural school leadership and the contextual complexities and concerns associated with improving teaching and learning. The authors provide pragmatic steps for addressing these concerns by developing leaders, and thereby closing the learning and opportunity gaps between our students. I only wish this book where available at the beginning of my current assignment."- Dr. Kenneth Chris Hurst Sr., Superintendent, Othello School District, Othello, WashingtonTable of ContentsList of Tables and FiguresForeword by Sally J. ZepedaPrefaceAcknowledgmentsPart I. A Review of the Literature on Aspects of Rural School Leadership DevelopmentChapter 1. What is the rural school leadership context? Chapter 2. What should rural school leaders be developed to do?Chapter 3 How can rural school leaders be developed? Chapter 4 What is an effective model for developing rural school leaders?Part II: Case Studies of Rural School Leadership DevelopmentChapter 5. Learning to Increase Data-Informed Instructional DecisionsChapter 6. Learning to Improve the Culture of Teaching and Learning to Increase Teacher LeadershipChapter 7. Learning to Develop Other LeadersChapter 8 What are the opportunities for and challenges of developing rural school leaders through transformational leadership coaching?Appendix A. LLC ParticipantsAppendix B. Protocol for Visiting LLC Leaders' SchoolsAppendix C. LLC Coaching ProtocolAppendix D. LLC Debriefing ProtocolAppendix E. LLC Action Research Cycle Background InformationAppendix F. LLC Action Research Planning TemplateAppendix G. LLC Progress Update ProtocolAppendix H. LLC Leader Interview ProtocolAppendix I. LLC Coach Interview Protocol

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Book SynopsisShaping Education Policy is a comprehensive overview of education politics and policy, which provides conceptual guideposts for future policy development and strategies for change. Leading scholars explore the interacting social processes and the dynamics of power politics as they intersect with democratic ideals and shape school performance. Chapters cover major themes that have influenced education, including the Civil Rights Movement, federal involvement, the accountability movement, family choice, and development of nationalization and globalization. This edited collection examines how education policy in the United States has evolved over the last several decades and how the resulting policies are affecting schools and the children who attend them. This important book is a necessary resource for understanding the evolution, current status, and possibilities of educational policy and politics.Trade ReviewPraise for the First Edition"Shaping Education Policy provides a comprehensive overview of where new policy initiatives and governance structures come from. Perhaps more importantly, it raises questions about what we might expect of their implementation."—Teachers College Record review by Jack Schneider, Assistant Professor, Education, College of the Holy Cross"It is a truth universally acknowledged that American schools are in need of dramatic improvement. Those seeking to understand why this is so—and why 'reforms' almost always fall short of their goals—will not find a better starting point than this volume, which brings together an outstanding group of authors to explore the vexed relationships among history, politics, and educational policy. As political and policy environments grow darker and more turbulent Shaping Education Policy offers a steady perspective on the things that matter most for American schools, and why they are so difficult to achieve."— David N. Plank, Research Professor, Graduate School of Education, Stanford UniversityTable of ContentsContentsPrefaceChapter 1: Progressivism and The Evolution of Education Policy Douglas E. MitchellChapter 2: Progressive Conflicts Produced Surprising Policy ChangesDouglas E. MitchellChapter 3: Education Politics and Equity: An Altered Landscape in Efforts to Expand Educational OpportunityRobert L. Crowson, Jason A. Grissom, and Catherine E. KneppChapter 4: Civil Rights for Individuals and GroupsDouglas S. Reed, Tedi K.Mitchell, and Douglas E. MitchellChapter 5: The Post World War II: Political Economy of Education FinanceJames W. Guthrie & Elizabeth EttemaChapter 6: The Paradox of Curriculum PolicyLorraine M. McDonnellChapter 7: The Market for SchoolingDouglas N. Harris, John F. Witte, and Jon ValantChapter 8: The Influence of Practice on Policy David K. Cohen, Susan L. Moffitt, and Kelly B. SmithChapter 9: Disconnect by Design: College Readiness Efforts Still Hampered by Divided K-12 and Higher Education SystemsMichael Kirst and Andrea VeneziaChapter 10: The Political Influence of Philanthropic OrganizationsSarah Reckhow and Jeffrey W. SnyderChapter 11: The New Politics of Educational Reform: Elites, Venues, and the Reframing of ReformDorothy ShippsChapter 12: All Together Now: The Apparent Resurgence of Locally Based Cross-Sector CollaborationCarolyn J. Riehl and Jeffrey R. HenigChapter 13: Governance in Urban School Systems: Redrawing Institutional BoundariesKenneth K. Wong and Emily M. FarrisChapter 14: What Have We Learned About Shaping Education Policy?Douglas E. Mitchell, Dorothy Shipps, Robert L. CrowsonAuthor Bios

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Book SynopsisCase Studies on Safety, Bullying, and Social Media in Schools addresses the most topical issues facing school leaders todayincluding bullying, harassment, inappropriate use of social media, drug use, and school safety. Bridging theory and practice, each chapter includes a detailed case, artifacts for analysis, explanation of relevant case and federal law, and guiding questions for discussion. Adapted from real-world examples, the case studies in this timely resource serve as essential exercises for aspiring and practicing leaders to ensure student safety and success. This case book helps aspiring educational leaders prepare and respond to even the most difficult situations that occur on school campuses and in the school community.Trade Review"What a wonderful collection of resource material for school administrators. I would have loved to have had this book during the formative years of my administrative career. My compliments to the authors for their great work." - Doug Shouse, Lecturer and Program Coordinator of Educational Administration, University of North Texas at Dallas"The authors have produced a valuable resource for school administrators and teachers who are constantly dealing with tough problems in the school environment. By analyzing and discussing the case studies found in this book, educators can develop skills in identifying problems and finding solutions for keeping students safe. These case studies provide excellent ways to address bullying, school safety issues, and the misuse of social media."- Richard Fossey, Paul Burdin Endowed Professor of Education, University of Louisiana at Lafayette"In a time when safety, bullying, and cyberbullying are on the rise and in the daily news, this book is a gift to school educators and educators/counselors in training. The authors have written a book of case studies adapted from the sad realities that occur in our schools. Each case is a powerful example of what can and does occur in schools, intended for school employees and students. The book is extremely user friendly ... This is a great tool for educators and administrators as they work to create safe learning environments for students."- J. S. Hodes, West Chester UniversityTable of ContentsPrefaceChapter 1: I Am the Superintendent’s Wife!Chapter 2: The Teacher is a Sexual PredatorChapter 3: The Online Lies That Grew and GrewChapter 4: The Cheerleaders and the PrankChapter 5: Beer, Bad Judgment, and FacebookChapter 6: The Online Fine Arts AcademyChapter 7: Bullies and CyberbulliesChapter 8: The Dual Language Pre-K ProgramChapter 9: Mom is Too CoolChapter 10: The Search for RightsChapter 11: The Jealous ShooterChapter 12: Mini-Case Studies

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Book SynopsisLiz Atkins is Professor of Vocational Education and Social Justice at the University of Derby, UK. Vicky Duckworth is Professor of Education at Edge Hill University, UK.Trade ReviewThis book is filled with rich accounts of what it means to research social justice in socially just ways. It is inspirational for both novice and experienced researchers who are committed to social justice and the importance of thinking deeply about how we undertake such research. * Jan McArthur, Senior Lecturer of Education and Social Justice, Lancaster University, UK *Any social science researcher seeking an evolved moral and ethical research will … find this volume instructive. Summing Up: Highly recommended. Lower-division undergraduates through faculty; professionals. * CHOICE *The book ranges over a great deal of ground, and presents a nuanced, provocative, and useful compendium of research methods and case studies which is widely applicable to educational researchers, and indeed to all researchers seeking an equitable and just approach to fieldwork. * In Factis Pax *Ideal for postgraduate students in that it goes further than the many core textbooks on research methods and contains many interesting ideas for research in specific areas in social justice. The book is critical and comprehensive and maintains interest from the reader with the many case studies and examples of authentic data. * Alaster Douglas, Reader in Education and Professional Practice, University of Roehampton, UK *Table of ContentsSeries Editor Preface Glossary of Key Terms Introduction Part I: Theorising Social Justice and Equity in Educational Research Methods 1. Theoretical Conceptions of Social Justice and Equity 2. Applying Socially Just Research Methods with Communities and Individuals 3. Socially Just Research as Ethical Endeavour 4. Insiders: Educators and Researchers for Social Justice Part II: Research Methods for Social Justice and Equity in Context 5. Education, Marginalisation, Voice and Socially Just Methods 6. Education, Literacy, Poverty and Social Justice 7. Global Perspectives on Research Methods for Equity and Social Justice Part III: Research Methods for Equity and Social Justice 8. Collaborative and Participatory Methods 9. Ethnographic Approaches 10. Methodological Creativity Conclusion References Index

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Book SynopsisRethinking Youth Citizenship After the Age of Entitlement provides a primer for exploring hard questions about how young people understand, experience and enact their citizenship in uncertain times and about their senses of membership and belonging. It examines how familiar modes of exclusion are compounded by punitive youth policies in ways that are concealed by neoliberal discourses. It considers the role of key institutions in constructing young people's citizenship and looks at the ways in which some young people are opting out of established enactments of citizenship while creating new ones. Critically reflecting on recent scholarly interest in the geographical, relational, affective and temporal dimensions of young people's experiences of citizenship, it also reinvigorates the discussion about citizenship rights and entitlements, and what these might mean for young people. The book draws on global research and theories of citizenship but has a particular focus on AustraliTable of ContentsIntroduction 1. Citizenship beyond membership 2. Citizenship without belonging 3. Mobile citizenship 4. Self-made citizenship 5. Citizenship close to home 6. Schooling the citizen Conclusion Bibliography Index

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Book SynopsisPlaywork in Practice introduces the ways that playwork can be used across the children's workforce, including carers, qualified teachers, parents and other adults. You will learn the theoretical and practical aspects of the playwork approach supported by a wealth of research-evidence, this book is for anyone studying playwork or looking to use it in their own practice. The chapters focus on the following areas where the playwork approach can be applied: behaviour, adult expectations, relationships and inclusion, space, environment and outdoors, age, risk, and resilience, emotions and resilience, health, well-being and gender. Using a reflexive reflective approach, the book offers vivid descriptions of interactions between children and adults in a range of different circumstances and analyses these interactions critically. Each chapter includes a real-life story with analysis based on the authors conversations with carers, playworkers, parents and other adults.

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Book SynopsisLearning to Lead for Transformation takes an international and inclusive approach, exploring learning and educational leadership from different cultural and theoretical perspectives, from Habermas' theory of cognitive interests to Freire's approach to education and Ngara's decolonized epistemology and Ubuntu-based developmental approach. Enriching his presentation with Japanese and Western examples, Ngara uses the African tradition of storytelling as well as engaging exercises to explore:- The developmental approach to teaching and learning- The link between the proposed pedagogy and leadership development- The importance of relevant curriculum content- The importance of approaches based on indigenous knowledge systems or cultural traditions.Each topic is introduced with a tuning in exercise, and the reader is guided to reflect on their own experiences and understanding throughout the book with discussion points and activities.Trade ReviewA seminal, practical contribution to leadership as a discipline. Emmanuel Ngara builds a holistic bridge between state-of-the-art leadership practice, enhanced by the ancient wisdom from the cradle of humankind, Sub-Sahara Africa. His focus on educational leadership is arguably the point of greatest leverage for national development. A must read for aspiring leadership, educators and policy-makers. * Louis van der Merwe PhD (Development and Management), Managing Partner, Centre for Innovative Leadership, South Africa *Ngara’s publication should be required reading on leadership, not just in education, but in every profession. A monumental, mosaic-tapestry of global educational theoretical frameworks, philosophies and paradigms, it makes a compelling case for transformational learning and leadership, highlighting Utu/Ubuntu. Dialogical and illustrative, the book captures the reader’s attention from start to finish. * Micere Githae Mugo, Emerita Meredith Professor for Teaching Excellence, Syracuse University, USA *In this highly accessible and scholarly book [Ngara] brings his rich understanding of education and leadership to a wider international readership. He provides the reader with valuable insights into the Ubuntu approach to leadership – an approach which has important implications for all those with leadership roles not only in education but across professions. * Comparative Education *Table of ContentsIntroduction Part I: Understanding Education and Leadership 1. Education for Development and Leadership 2. What is Leadership? 3. Leadership and Educational Leadership Theories Part II: Approaches to Leadership 4. Educating People for Domination 5. The Ubuntu Approach to Relationships and Leadership 6. Educating People to Serve – Servant Leadership Part III: Education for Personal Leadership Development 7. Discovering One’s Purpose in Life 8. Personal Mastery, Self-Awareness and Leadership Qualities and Habits 9. Developing Leadership Intelligences Part IV: Education for Transformational Organisational Leadership 10. Vision and Organisational Leadership 11. Strategy as the Roadmap to the Desired State 12. Execution as the Key to the Actual Destination Part V: Domain Leadership, Success and Value 13. Educational Leadership, Issues and Principles 14. Leadership Development at Meso Level 15. A New Globalisatoin and a New Epistemology References Index

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Book SynopsisThis book challenges the developmentalist paradigm that dominates research into children and childhood, focusing on observation as a research method. It offers new postdevelopmental ways of conducting childhood observations which are diverse in context and theoretical orientation, and in the process, deconstructs the dominant traditions of childhood research. Written by leading scholars based in Canada, Norway, the UK, and the USA, the chapters consider observation as it is enacted in the home, nursery or classroom. Drawing on a range of theories including feminist new materialism, social semiotics, and posthumanism, the chapters cover a range of topics including reciprocal methods, photography, childhood art, and memoir.

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Book SynopsisThere is a paradox at the heart of contemporary school improvement and system change in education. Why is it that despite the phenomenal increase in our recent knowledge about what works in schooling, standards still lag behind expectations and school level performance is far too variable? Unleashing Greatness addresses this paradox and concludes that, unless we focus unrelentingly on the quality of teaching in both our small and large-scale reform efforts, current practice will never meet society''s expectations.Unleashing Greatness is a compilation of David Hopkins'' writing into one concise manual to provide an eight-step strategy for unleashing greatness. Introducing a rational and conceptual framework for pedagogic improvement that has the potential for generating an increasingly specific language for teaching and learning, this book significantly aids consistency and precision in the quest for both excellence and equity for all students.Written for ''sch

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Book SynopsisSituating the cases of England and Australia within broader global policy trends, this book critically analyses what has gone wrong with education policy. Drawing on wide-ranging research, the authors issue a fundamental challenge to current policy orthodoxies, and identify policy alternatives to make education both better and fairer.Table of ContentsIntroduction Setting the scene Tests, tests, tests Schooling that works for some but not for others Teachers making less of a difference Mistake #1: turning to the market Mistake #2: letting test scores drive policy Mistake #3: over-prescribing teachers’ work Mistake #4: misunderstanding educational inequalities Mistake #5: leaving education out of education policy making Synthetic phonics: a ‘perfect storm’ of policy mistakes There are alternatives

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Book SynopsisHow can we support children's and young people's mental wellbeing in a digital age? This essential guide for improving wellbeing offers practical ideas for parents/carers and professionals working with children.Table of ContentsForeword Preface 1. Digital Lives: Growing up in a Hi-tech World and Staying Mentally Healthy ~ Michelle Jayman 2. Pyramid Club: Building Skills for Healthy Friendships and Relationships in a Digital Age ~ Maddie Ohl 3. Supporting Children’s Healthy Socio-emotional Development Through Play: Book of Beasties – the Mental Wellness Card Game ~ Michelle Jayman and Phil Tottman 4. The School Counselling Partnership: Providing Support and Promoting Self-care for School Communities ~ Maddie Ohl and Toni Medcalf 5. The Breeze Project: Supporting Children and Young People Through Forest School ~ Lucy Tiplady and Harriet Menter 6. Promoting the Mental Health of Girls and Young Women in the Community: The Role of Girlguiding ~ Bronach Hughes 7. Supporting Families to Navigate the Changing Sex-education Landscape: Outspoken Sex Ed ~ Leah Jewett 8. The Lift off Programme by Red Balloon: Online Learning and Wellbeing Support for Children Who Self-exclude from School ~ Michelle Jayman and Jenny Lewis 9. The Lifemosaic Project: Supporting Wellbeing and Empowering Pupils Through Design, Development and Research ~ Michelle Jayman and Kyrill Potapov 10. Building Better Mental Wellbeing for Children: Rebel Thinking and Innovative Practice ~ Michelle Jayman

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Book SynopsisNigel Thrift explores recent changes in the British research university that threaten to erode the quality of these higher education institutions. He considers what a research university has now become by examining the quandaries that have arisen from a succession of misplaced strategies and false expectations.Table of Contents1: Is that a ‘university’? I’m not sure Part I: The research university 2: So what is a ‘university’? Part 1: Architecture and academics 3: So what is a ‘university’? Part 2: Students, parents and other constituencies Part II: The contemporary British university system 4: A new Robbins? Recent changes in British universities 5: The hardy perennials 6: The Australianisation of British higher education 7: On vice- chancelloring – a footnote Part III: The research university of the future 8: So what is a research university? 9: Redesigning the research university

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Book SynopsisAcclaimed as a text and professional development tool, this user-friendly resource has now been revised and updated, and offers expanded coverage of collaborative action research (CAR) and participatory action research (PAR). Preservice and inservice educators get crucial step-by-step guidance for conducting classroom- and school-based studies to improve their instructional practices. Organized to mirror the full cycle of action research, the book provides balanced coverage of qualitative, quantitative, and mixed methods approaches. Vivid vignettes and examples illustrate research approaches for a range of teaching and learning situations, school subjects, and age groups (PreK-12). Readers learn how research approaches are driven by the research question, as well as how to develop data collection strategies; design and/or evaluate assessment tools; interpret, analyze, report, and implement study results; and design a new cycle of research that builds on the previous one.<Trade Review"A solid overview of the essential components of action research, presented in a scholarly yet reader-friendly way. This text is excellent for our Master of Literacy program. It clearly depicts the six cyclical steps of action research, showing how research can continuously build our understanding of what works and what needs to be changed or adjusted. Unlike other action research texts that align only with qualitative research, the book discusses fundamentals of both qualitative and quantitative methods. The authors' emphasis on using the research questions to determine the research method(s) acknowledges the complexity of practitioner-based research. Practical and empowering, this book describes not only how to identify problems in educational settings, but also how to seek solutions through the cycle of research."--Cheryl A. Kreutter, PhD, School of Education, State University of New York at Geneseo "I used this book for several years as the primary text for an online graduate course, Action Research, which serves as a capstone for master's of education students. From the opening pages, the authors set the stage for understanding action research as an important approach to making classroom decisions based on systematically collected data. The pedagogical features such as vignettes and exercises are a strength of the book. There is a clear attempt to access textual, visual, and hands-on channels of learning. Self-quizzes allow for guided review."--John H. Yoder, PhD, Core Faculty in Education (retired), Concordia University–Portland "I have reviewed a number of action research texts, and, time and again, I return to Efron and Ravid’s book. It is simply the best available. With excellent content and depth, the text guides educators to conduct cycles of inquiry in their schools. It includes rich examples, tables, and figures to illustrate key concepts, as well as checklists to support action researchers."--Kimberly Kappler Hewitt, PhD, Division of Research, Discovery, and Innovation, School of Education, University of North Carolina at Greensboro "This is an excellent introductory text for the novice action researcher. The authors cover both qualitative and quantitative methods and offer advice on using already existing assessment data in action research studies. The text is practical and applicable to a wide variety of educational contexts."--Linnea Rademaker, PhD, School of Educational Leadership, Abilene Christian University "The book contains everything that I need in terms of content--it is a great introduction to action research. The writing style is its biggest strength. Many students are nervous about beginning to do research, and this book helps by presenting a step-by-step approach."--Eugene Geist, PhD, Department of Teacher Education, Ohio University-If you are teaching a research class to novice researchers, especially those in education, I would highly recommend this book for its practical approach, and the emphasis on writing and the use of assessment data. Teachers are often overwhelmed with available data in their classrooms and schools/m-/understanding as well as the data. This book provides much needed practical instructions for both issues. (on the first edition)--Inquiry in Education, 7/1/2013Table of Contents1. Introduction 2. Choosing and Learning about Your Research Topic 3. Approaches to Action Research 4. Developing a Plan of Action 5. Data Collection Tools 6. Using Assessment Data in Action Research 7. Data Analysis and Interpretation 8. Writing, Implementing, and Sharing the Research Findings References Author Index Subject Index

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Book SynopsisA poorly designed system produces poor results. Problems with the public education system are reported every day in periodicals and books. Improving student achievement is too important a societal issue to continue stumbling along the same unending path of let's try this educational fad and then move to the next proposed solution.The uniqueness of this book is that the myths surrounding education and learning are exposed; it's like cleaning the lenses of your glasses so you can get a clear view of the world. Once myths are moved aside, reality can settle in, and a practical model for improving education can be developed.Trade ReviewIn this pithy volume, Daniel Wentland surveys the landscape of K-12 education and illuminates a number of important truths. This volume is a useful guide for those seeking to understand our educational challenges. -- Frederick M. Hess, director of education policy studies at the American Enterprise InstituteDaniel Wentland’s book is an excellent analysis of the learning environment and where and how it lets us down. His prescription for fixing it is reasonable and practical, and one that is bound to make educators eager and enthusiastic to take a good second look at the system and make it more enriching and responsive. -- Stephen Bernhut, editor, Ivey Business JournalThe shelves in book stores are weighed down with “fix-it books”, many of which provide opinions more often than solutions to fix the problems in our education system. In Reality and Education, Dr. Wentland offers a no-frills, common sense solution to improving education leadership, school culture and student achievement. This is definitely an approach that will make educators stand up and take notice! -- Dr. Susan P. Lee, Director of Academic Affairs, Mississippi Institutions of Higher LearningReality and Education serves as a handy primer for sorting out what is important in education policy. Wentland argues that the purpose of pre-collegiate education is simply learning, not solving an array of societal problems. Learning is elicited by effective teachers who provide clear explanations of what children should learn, what is considered an acceptable quality or level of performance, opportunities for practice and regular feedback, and an explicit understanding of the conditions under which this learning should take place. Teachers are also responsible for conveying to students that successful learning results from effort, time, and persistence. The author emphasizes that, ultimately, students are responsible for their learning. This point varies from current policy, which places full responsibility on teachers for student acquisition of knowledge. . . .The arguments are persuasive and this book is recommended to readers wishing to fully examine the complexities of education policy. Summing Up: Recommended. Upper-division undergraduate, graduate, research, and professional collections. * CHOICE *Table of ContentsAcknowledgements Preface Introduction Part I – Reality and education Chapter 1: Focusing on Reality and Education Chapter 2: Not all students will learn at a high level Chapter 3: The role of education Chapter 4: Look for teachers who love to learn Chapter 5: Students have a role to play Chapter 6: Look for an administrator who is the right type of leader Chapter 7: The finance issue Chapter 8: Not everyone needs to go to college Chapter 9: Streamlining the P-16 academic pipeline Chapter 10: Is it hopeless? Part II – Given reality how can education be improved? Chapter 11: The first step Chapter 12: Educational environment characteristics Chapter 13: Societal and Community Characteristics Chapter 14: What about maximizing student learning? Chapter 15: The final message

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Book SynopsisToo much change, not enough improvement Planned changes often fail because those designing them underestimate the complexity of implementation. Reduce Change to Increase Improvement provides a practical structure for helping system and school leaders increase improvement while reducing ineffective change and innovation. By drilling down to the beliefs and values that inform the actual practice of change leaders, Robinson identifies the mindset, processes, and actual behaviors that contribute to successful reform efforts and, importantly, provide school leaders with concrete tools that enable them to be more effective. The structures described in the book are illustrated by numerous examples, cases, and conversation extracts and center on four phases of engagement: Agreeing about the problem to be solved Revealing the beliefs that sustain the current practices Evaluating the relative merit of the existing practices and proposed theory Implementing and monitoring the new theory of action "Finally, a serious, evidence-proven book about educational change that takes a different tact – beginning with the impact on the learner. Reduce Change to Increase Improvement is a treasure-trove of concrete information for educational leaders. Robinson, always cautious about "change for change sake", brilliantly delineates each step of the way for leaders using authentically-documented conversations and practical discussion-starters that guide us through this collective inquiry approach towards student improvement. All leaders need this concise, clearly-stated text to guide their intentional improvement practices. —Dr. Lyn Sharratt, International Consultant and Author OISE, University of Toronto, Ontario, CanadaTrade Review"There are many reasons why Viviane Robinson is one of my favorite researchers in the field of educational leadership. Her depth of knowledge and understanding of school improvement makes her a stand out in the profession. Reduce Change to Increase Improvement is a book all leaders should read because it will help them understand what improvement looks like and how to avoid the pitfalls that too many leaders fall into." -- Peter DeWitt, Ed.D., Corwin Author/Consultant"Viviane Robinson’s brilliant new masterpiece is provocatively entitled Reduce Change to Increase Improvement. It is a stunning achievement. Every sentence bristles with penetrating insights and practical recommendations in the hands of Robinson’s sparkling prose. The sections on engaging respectfully with teachers’ theories of action should be required reading for every school principal or superintendent. Best of all, this expertly crafted book is a pleasure to read and re-read. It will be cited frequently around the world for years to come." -- Dennis Shirley, Professor"Finally, a serious, evidence-proven book about educational change that takes a different tact – beginning with the impact on the learner. "Reduce Change to Increase Improvement" is a treasure-trove of concrete information for educational leaders wanting to move away from the frequently-used, ineffective Bypass Theory leading to no change in student outcomes to the rarely-used, highly effective Engagement Theory that gets at the heart of leading school improvement. Robinson, always cautious about "change for change sake", brilliantly delineates each step of the way for leaders using authentically-documented conversations and practical discussion-starters that guide us through this collective inquiry approach towards student improvement. She highlights that only by integrating new thinking into current classroom practice will reform be successful - AND only if built on a firm foundation of leaders and teachers rigorously examining shared beliefs and exposing tacitly-held disbeliefs about the capacity of all students to learn. All leaders need this concise, clearly-stated text to guide their intentional improvement practices." -- Dr. Lyn Sharratt, International Consultant and Author"This is a ‘must read’ for anyone who is serious about achieving meaningful improvement and understanding more about the potential of engaging with theories of action. With her forensic eye for detail, Viviane Robinson unpicks why current practice is sustained and shows how deep and respectful coaching dialogue can produce mutual commitment and powerful professional learning. It’s a book with many applications." -- Louise Stoll, PhD, Professor of Professional Learning"Never was a book more welcome than one that addresses why so much change leads to so little impact. Viviane’s work gets right to the heart of the beliefs, values and conditions that lie at the heart of our willingness to either embrace change or resist it. Viviane gives us an opportunity to eavesdrop on real conversations that model skillful enquiry into the values and beliefs that drive our behavior and that are more likely to lead to change that ‘pays off.’ In a world where change is constant, and resources are tight we should all be intolerant of any more failed attempts. I would like to see every Education Ministry, school adviser and school leader not just reading this book but using it to shape their practice so change can be far less frequent, but have far more impact." -- Maggie Farrar, Education Consultant"I have worked with principals in graduate programs and professional learning series in six countries over the last two decades. Each and every one of these leaders would benefit from reading this new book. Viviane Robinson combines her research findings, powerful insights into how to re-design thinking about principal wellbeing, and invaluable examples from practice. The writing has voice and is highly engaging to read. The sooner this book is published, the better. These theoretically powerful and practical insights are needed and overdue." -- Omar Mekki, Senior Advisor"My colleague Dr. Judy Halbert and I have worked with principals in graduate programs and in professional learning series in six countries over the last two decades. Each and every one of these leaders would benefit from reading this new book by Professor Robinson. She combines her research findings, a logic train that is important and highly useable, a powerful insight into how to re-design thinking about principal well-being and work load and examples from practice that are invaluable. Her writing has voice and is highly engaging to read. The sooner this book has been published, the better. These theoretically powerful and practical insights are needed and overdue." -- Dr. Linda Kaser, Co-Director of the Center for Innovative Educational Leadership"The challenge in our current understanding of school improvement is not knowing what schools ought to do, but knowing how school leaders can get those things done. Leaders’ ability to engage and involve teachers in improvement processes is a missing resource in many schools. Reading this book will absolutely help school leaders redefine how they should act and behave in order to implement improvements to benefit not only their students’ learning but also teachers’ professional development. This book makes a significant contribution to the education management literature in a clear, concise and practical way. A ‘must read’ for new and established school leaders." -- Johan From, Professor in Political Science/Director of School Leadership Master’s Program"This book is remarkable. It combines a deep understanding of how and why theories of action influence the success or failure of improvement efforts in schools, with a range of intensely practical strategies and examples that illustrate how leaders can work to enhance their approaches to change. Robinson draws on more than 10 years of research and development work with leaders, often based on detailed observation and analysis of coaching conversations and real situations in schools, to identify and make explicit the values, beliefs, actions and consequences that drive behavior and the ways in which leaders can engage with these to create shared understandings and agendas for improvement. The chapter on how this work informed the design of a new leadership development program to address well-being for school principals is particularly fascinating. I can’t recommend the book highly enough to serving leaders and all those involved in supporting change and improvement in schools." -- Toby Greany, Professor"Reduce Change to Increase Improvement is logically developed from foundation principles to take the reader through the thinking, understanding, planning, professional learning, action, and evaluative processes. The use of general and personal theories of action is appropriate and effective. The work is supported well by illustrations and extracts from actual cases of aspects of change. I think its greatest strength is the emphasis throughout on working with and through other people and the interpersonal and cognitive work this requires. This book helps to professionalize the education profession and provides a timely and valuable resource for our understanding and building of capability for change that makes a difference to students." -- Stephen Dinham, Associate Dean and Professor of Instructional LeadershipTable of ContentsList of Tables and Figures Preface Acknowledgments About the Author 1. Too Much Change, Not Enough Improvement Not All Change Is Desirable Distinguish Between Change and Improvement Improvement Means Positive Impact on Learners The Impact of Leadership on Student Outcomes Reflection and Action 2. Understand the Challenge of Improvement Understand Theories of Action Espoused Theories of Action Versus Theories in Use Helping to Change Theories of Action Reflection and Action 3. Two Approaches to Leading Improvement: Bypass and Engage The Limitations of the Bypass Approach The Bypass Approach: A National Initiative From Bypass to Engagement Reflection and Action 4. The Four Phases of Theory Engagement Phase I. Agree on the Problem to Be Solved Phase II. Inquire Into the Relevant Theory of Action Phase III. Evaluate the Relative Merit of the Current and Alternative Theories of Action Phase IV. Implement and Monitor a New, Sufficiently Shared Theory of Action Reflection and Action 5. Learning How to Lead Improvement: Coaching That Engages Principals Excerpt 1: Engage Others’ Thinking Excerpt 2: The Self-Referential Critique Excerpt 3: Bypass and Reframing Reflection and Action 6. Learning How to Lead Improvement: Professional Learning That Engages Participants The Context Phase I. Agree on the Problem to Be Solved Phase II. Reveal the Relevant Theories of Action Phase III. Evaluate the Relative Merit of the Current and Alternative Theories of Action Phase IV. Implement and Monitor a New, Sufficiently Shared Theory of Action Reflection and Action Afterword by Stephen Dinham References Index

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Book SynopsisGrow yourself in order to grow your team. Do you spend your days managing others only to find you’re still putting out fire after fire? What if there was a better way to get things done? There is—leadership coaching is disrupting the scattered management era of education in all the right ways. Get the tools and strategies needed to transform how you think about school supervision that builds capacity, leadership, and learning. This book will help you: Learn to use neuroscience research productively Expand your use of communication skills Understand examples of leaders implementing coach-like behaviors into everyday practice to produce results Learn specific approaches to supervise and coach for growth Approach difficult conversations that impact thinking and change with confidence At the crux of coaching culture is mindset—this book will teach you how to cultivate a growth mindset and strong emotional intelligence as you coach and grow capacity in others. "RESULTS Coaching Next Steps invites leaders to function as coaches and clearly teaches them how to coach. It is truly transformational for those unfamiliar with coach leadership and for veteran coaches alike. This book transformed me as a school principal and continues to serve as a fundamental resource in training school leaders. It is without a doubt my top recommendation to anyone who asks how to learn coach-leader skills." —Dr. Hank Staggs, ACC, Director Governors Academy for School Leadership, Tennessee "Finally! Another must-have for my professional library! RESULTS Coaching Next Steps speaks to education leaders who continue to focus on being a coach leader, no matter what their title or position. The book drives novice and experienced coaches to reconnect to the essentials and renews your commitment to never interact the same way again." —Kim Richardson ACC Teacher Development Coordinator, Hampton City SchoolsTrade Review"RESULTS Coaching Next Steps invites leaders to function as coaches and clearly teaches them how to coach. It is truly transformational for those unfamiliar with coach leadership and for veteran coaches alike. This book transformed me as a school principal and continues to serve as a fundamental resource in training school leaders. It is without a doubt my top recommendation to anyone who asks how to learn coach-leader skills." -- Dr. Hank Staggs, ACC, Director"Results Coaching Next Steps: Leading for Growth and Change clearly sets the path for transformational leadership that creates a culture of trust and communication in which the effectiveness of the organization flourishes when freedom to explore and collaborate are not just promoted but valued. The authors artfully articulate and demonstrate the leadership coaching behaviors and skills that help leaders shift organizational mindsets from negatives to positives and behaviors from isolation to collaboration resulting in new and innovative thinking and learning. The the UAM School of Education faculty and staff have become fearless visionaries who work as a team to make yesterday′s challenges today′s successes." -- Dr. Peggy Doss, Dean"Finally! Another must-have for my professional library! RESULTS Coaching Next Steps speaks to education leaders who continue to focus on being a coach leader, no matter what their title or position. The book drives novice and experienced coaches to reconnect to the essentials and renews your commitment to never interact the same way again." -- Kim Richardson, ACC, Teacher Development Coordinator"Education is about change and growth in people. Results Coaching Global′s first book Results Coaching: The New Essential for School Leaders completely reframed educational leadership landscape. Now RESULTS Coaching Next Steps: Leading for Growth and Change brings out the details in the picture of leading learning systems. This book provides specific examples related to the mindset of the Coach Leader and thoroughly examines supervision vs. coaching. Everything you need to create a culture of coaching in your district is laid out beautifully. As a superintendent, I′ve seen firsthand the impact this work has had on principals, midlevel administrators and cabinet level leadership. The bottom line—the significant changes we are looking for come from changing educators from within. It is a journey and RESULTS Coaching Next Steps: Leading for Growth and Change is the guidebook." -- David Curry, Superintendent"Results Coaching Next Steps: Leading for Growth and Change equips the 21st century leader to move past old paradigms of supervision and into the realm of influence. Next Steps continues the journey of transformation and challenges administrators to become coach leaders. The need for a coaching culture to support leaders makes this book a valued resource. To truly impact school environments, Results Coaching Next Steps: Leading for Growth and Change is the first place to start!" -- Lezley Lewis, Executive Director of Teacher Learning"Results Coaching: The New Essential for School Leaders has served as the launchpad for authentic communication and academic success in our school district. The authors have developed an educator-friendly book that offers a practical approach, coupled with a dose of theory, to provide a solid balance for the ever-busy school teacher and leader. Results Coaching Next Steps offers a communication framework, a review of essential communication skills, and an especially helpful section for school leaders and supervisors. Results Coaching Next Steps builds upon its predecessor, and continues to support and guide for real change and results. For all of us who know that academic success is dependent on building relationships and communicating effectively, this book is a must read!" -- Carl Dethloff, Ph.D., SuperintendentTable of ContentsPreface Acknowledgments Publisher’s Acknowledgments About the Authors Introduction CHAPTER 1: Leadership for Today: The Essentials of Coach Leadership What Got Us Here Won’t Get Us There! Why Change Is So Hard Coach Leaders First Lead Themselves Positivity Broadens Thinking Keep Calm and Carry On! A Story of Positivity and Resilience Know Thyself A Story of Making a Difference That Impacted Everything CHAPTER 2: Leading With the Brain in Mind The Call From Leaders Important Facts About the Brain Emotional Intelligence Emotional Reactions Response Regrets New Pathways The Power of Empathy When We Think We Can Practical Uses NeuroLeadership Institute Influences Practical Uses Positive Psychology CHAPTER 3: The Leader as Coach: Mindset and Skills The Seduction of Advising or Telling Essential Skills—Lessons Learned Essential Skill #1: The Power of Listening Essential Skill #2: Committed Listening and Paraphrasing Essential Skill #3: Presuming Positive Intent and Positive Presuppositions Essential Skill #4: Reflective Feedback CHAPTER 4: Supervision vs. Coaching: It’s Time for Change Supervision Is Coaching From Traditional Supervision to 21st Century Supervision Performance Research Matching Supervisory Style With Teacher Level of Development CHAPTER 5: The Power of the Conversation The Conversation Frame Difficult Conversation Frame CHAPTER 6: Creating a Coaching Culture Why Is a Coaching Culture of Critical Importance? What Are the Characteristics of a Coaching Culture? How Does One Create a Coaching Culture? How Individuals Are Creating Coaching Cultures Patterns and Themes for Transforming Culture RESOURCES Coaching Mindset and Skills—Skill Self-Assessment Coaching Standards: Core Competencies Supervision and Coaching: Glickman’s Model of Developmental Supervision Supervision Practice Scenarios RCG Coaching Conversation Frame RCG Difficult Conversation Frame RCG Guided Pathways for Success—GPS Index

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Book SynopsisIn the age of social media, fake news and data-driven capitalism, the need for critical understanding is more urgent than ever. Half-baked ideas about ‘media literacy’ will lead us nowhere: we need a comprehensive and coherent educational approach. We all need to think critically about how media work, how they represent the world, and how they are produced and used. In this manifesto, leading scholar David Buckingham makes a passionate case for media education. He outlines its key aims and principles, and explores how it can and should be updated to take account of the changing media environment. Concise, authoritative and forcefully argued, The Media Education Manifesto is essential reading for anyone involved in media and education, from scholars and practitioners to students and their parents.Trade Review‘With his characteristic clarity and wisdom, David Buckingham skilfully guides media teachers, students and researchers towards a critical media education suitable for digital times.’David Hesmondhalgh, University of Leeds ‘Buckingham positions media education as an expanded conceptualization of literacy and explains how it is essential for the ever-changing digital worlds we now inhabit.’Renee Hobbs, University of Rhode IslandTable of ContentsPreface Acknowledgements 1 A Changing Media Environment 2 Beyond Benefit and Risk 3 The Limits of Media Literacy 4 The Bigger Picture 5 Going Critical 6 Pedagogy: Pitfalls and Principles 7 Conceptualising Social Media 8 Media Education in Practice 9 Making it Happen Conclusion Notes

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Book Synopsis'Brilliant' CANDICE CARTY-WILLIAMS, author of QUEENIE'Essential' BERNARDINE EVARISTO, author of GIRL, WOMAN, OTHER'Hugely important' PAULA AKPAN____________________________As a minority in a predominantly white institution, taking up space is an act of resistance. Recent Cambridge grads Chelsea and Ore experienced this first-hand, and wrote Taking Up Space as a guide and a manifesto for change.FOR BLACK GIRLS:Understand that your journey is unique. Use this book as a guide. Our wish for you is that you read this and feel empowered, comforted and validated in every emotion you experience, or decision that you make.FOR EVERYONE ELSE:We can only hope that reading this helps you to be a better friend, parent, sibling or teacher to black girls living through what we did. It's time we stepped away from seeing this as a problem that black people are charged with solving on their own.It's a collective effort.And everyone has a role to play.Featuring honest conversations with students past and present, Taking Up Space goes beyond the buzzwords of diversity and inclusion and explores what those words truly mean for young black girls today.____________________________#Merky Books was set up by publishers Penguin Random House and Stormzy in June 2018 to find and publish the best writers of a new generation and to publish the stories that are not being heard. #Merky Books aims to open up the world of publishing, and this year has launched a New Writer's Prize and will soon be launching a #Merky Books traineeship. 'I know too many talented writers that don't always have an outlet or a means to get their work seen, and hopefully #Merky Books can now be a reference point for them to say "I can be an author", and for that to be a realistic and achievable goal... Reading and writing as a kid were integral to where I am today and I, from the bottom of my heart, cannot wait to hear your stories and get them out into the big wide world.'STORMZYTrade ReviewBrilliant… Full of the knowledge, understanding, tools and kindness that every black girl needs.Intimate... like reading the diary of a well-informed friend. The result is a bold venture... full of what will be revelations to some and reminders to others. The authors dignify the argument with nuance, and puncture the tendency to see black students as a monolith... For countless black women in Britain, a century after women's suffrage and in spite of the Race Relations Act, it can feel like the glass ceiling is reinforced by concrete, with those above unable to see below. And self-help, it seems, remains essential. * TLS *Taking Up Space is a shocking account of how racism operates in the academy from a student viewpoint. An essential contribution.A hugely important tool that I wish I’d had to guide me through university.

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Book SynopsisAre you ready to plan your best lessons ever? With so many demands and so much content available for teachers, we need to put a higher value on an often-overlooked skill: planning learning experiences that will both engage and inspire our students, by design, over time. Planning Powerful Instruction is your go-to guide for transforming student outcomes through stellar instructional planning. Its seven-step framework—the EMPOWER model—gives you techniques proven to help students develop true insight and understanding. You’ll have at your fingertips: the real reasons why students engage—and what you must do to ensure they do a framework to help you create, plan, and teach the most effective units and lessons in any subject area more than 50 actionable strategies to incorporate right away suggestions for tailoring units for a wide range of learners downloadable, ready-to-go tools for planning and teaching Whether you are a classroom teacher, an instructional leader, or a pre-service teacher, Planning Powerful Instruction will forever change the way you think about how you teach and the unique value you bring to your learners.Table of ContentsAcknowledgments About the Authors Introduction PART 1: TRANSFORMATIVE PLANNING AND INSTRUCTION Chapter 1. What’s at Stake? Teaching Toward Expertise With a Sense of Urgency Chapter 2. Making the Shift From Informational to Transformational Teaching Chapter 3. Introducing the EMPOWER Canvas PART 2: ENVISIONING AND MAPPING Chapter 4. Envisioning the Destination Through Principled Planning Protocols Chapter 5. Mapping the Path to Mastery Through Task Deconstruction PART 3: PRIMING AND ORIENTING Chapter 6. Priming Learners Through a Caring Community and Collaborative Classroom Culture: A Prerequisite for Inquiry as Cognitive Apprenticeship (ICA) Chapter 7. Priming and Orienting Learners Through Essential Questions Chapter 8. Priming and Orienting Learners Through Frontloading PART 4: WALKING THROUGH, EXTENDING, AND EXPLORING Chapter 9. Walking Learners Through With Visualization Strategies Chapter 10. Walking Learners Through With Think-Aloud Strategies Chapter 11. Walking Learners Through With Questioning Chapter 12. Extending Expertise With Collaborative Group Structures Chapter 13. Extending Expertise by Promoting Deep Discussion PART 5: REFLECTING Chapter 14. Reflecting Through Formative Assessments and to Cultivate a Spirit of Transfer Chapter 15. Putting It All Together: Pursuing Real-World Culminating Projects and Performance-Based Summative Assessments Concluding Thoughts: What’s Next? An EMPOWERed Vision of Our Future Teaching and Learning References Index

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Teach students how to practice reading skills independently – so learning sticks Simply Stations: Independent Reading shows how to ensure that elementary students are purposefully and effectively practicing reading comprehension, reading fluency, selecting books, decoding, inference, and summarizing every day. Your students will soon be purposefully engaged and making critical steps to owning their learning. Debbie Diller has been refining literacy stations (sometimes called centers) for more than 40 years, working with thousands of teachers and students. In this book, she guides you step-by-step through planning for instruction that incorporates reading standards, setting up and launching independent reading stations, varying and refreshing content, to reflection and ongoing modification. What stands out in this book is the full integration of instruction; Debbie shows how whole-group lessons transfer to stations work so students are practicing key skills independently – and gives you everything needed for success: Recommendations by grade level at every step, including grade-appropriate materials and book choices, fiction and informational texts, for each station; Whole-group lesson plans, differentiated by grade level and based on key reading standards, to introduce and support independent and partner work; On-the-spot formative assessment ideas and troubleshooting tips; Ideas to improve English Language Learners’ reading skills, including online Spanish-language materials; 30 time-saving downloadable resources for teachers and students to ensure success; and Dozens, real-classroom photos so you see the possibilities first-hand. Simply Stations: Independent Reading gives you invaluable tips, solutions, and insight that can transform the way your students learn and practice reading skills. It’s time to boost the impact of your literacy stations!

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Book SynopsisAnd Justice for ELs is a resource every school leader must read right away—for that matter, keep within arm’s reach because you’re certain to refer to it constantly. Ayanna Cooper, a former U.S. Department of State English Language Specialist, has "been there, done that" and is now prepared to share with you how best to translate today’s federal mandates into actionable steps for ensuring the civil rights of our nation’s multilingual learners. Because it is impossible to provide specific advice or guidance for every possible situation, Ayanna focuses on the "need-to knows" for making informed decisions within your own building: Eight questions you must ask—and how to obtain answers—before planning English language development services The most common EL program models, with special emphasis on scheduling, along with specific challenges and appropriate staffing The why and how of evaluating English language education, regardless of the evaluation tool, and ways to facilitate conversations with teachers before and after observation How to determine the type of professional learning that will have the greatest impact in your unique context Recommendations for establishing productive relationships with linguistically diverse families and communities Just about every tool you could possibly need, including a glossary of acronyms, useful advocacy organizations, and templates for supporting professional learning But what you’ll love most is the way Ayanna "keeps it real." Every chapter is framed around a "What Would You Do?" scenario, for which she ultimately provides an answer(s) as well as guiding questions to help you think through the issues. Take a look for yourself. We know you’ll agree that And Justice for ELs is without question a one-of-a-kind resource. "And Justice for ELs is an excellent guide for practitioners who seek to provide their English learners with high-quality instruction in all subject areas. Too often such students are relegated an education that marginalizes them academically and fails to develop their native language skills. We can and must do a better job for these students, and in this book Ayanna Cooper shows us how." ~Pedro A. NogueraTrade Review"And Justice for ELs is an excellent guide for practitioners who seek to provide their English learners with high quality instruction in all subject areas. Too often such students are relegated an education that marginalizes them academically and fails to develop their native language skills. We can and must do a better job for these students and in this book Ayanna Cooper shows us how. Written in a clear and straight forward manner, this book will be an invaluable resource for educators who seek to make a difference." -- Pedro A. Noguera"School leaders will appreciate that Dr. Cooper′s text takes them beyond legal compliance and moves their school toward real equity, excellence, and meaningful engagement for their English learners. Her essential questions will promote action focused conversations that move the needle significantly towards justice and excellence for all." -- Tim Boals"Dr. Ayanna Cooper’s And Justice for ELs is a must-read for school leaders and other educators who wish to move their schools and districts from equity to excellence in order to fully serve their ELs. Framed in research, law, and policy, yet rooted in practical actions, this book will provide a clear path to educators who desire to do what’s right and just for their students and families." -- Diane Staehr Fenner"Dr. Ayanna Cooper has made an incredible contribution to the field of education. And Justice For ELs equips educational leaders with the knowledge and confidence to create sustainable change as schools across the United States strive to meet the unique needs of English Learners." -- Sharon H. Porter, Ed.D."Far too often English Language Learners (ELLs) are viewed as a ‘problem’ that drains resources for the mainstream. Dr. Cooper turns this assumption inside out with a thoroughly asset-based perspective: ELLs and their families bring a rich array of language and cultural diversity to classrooms and schools. But clearly, there is work to be done to create the equitable schools in which ELLs can thrive. The book is for school leaders and provides a state-of-the-art working tour in what is involved in advocating for linguistically diverse learners with responsiveness and flexibility. The book is broad enough for a wide range of contexts to benefit from and yet specific enough for leaders to build their own tailor-made professional learning plans. Ayanna Cooper extends a hand of empowerment to school leaders who have often been left out of the conversation. Dr. Cooper brings to her work not only her expertise in TESOL, but her experience as a teacher, teacher educator, and consultant." -- Elfrieda Lepp-Kaethler, Ph.D., ExA.Dip"Every educator is struggling with supporting ELs in a systemic, sustainable way. This book simplifies what’s necessary while advocating for a sense of urgency to review data, assess models, and support EL teachers utilize best practices and ongoing professional learning." -- Dana Salles Trevethan"This book provides campus and district leadership with clearly defined reasons for supporting an equitable campus program for all learners especially EL’s. The scenarios and guiding questions are useful in initiating relevant discussion and provoking thoughtful discussions. Ayanna Cooper writes in a manner that will enhance EL advocacy for leaders regardless of EL experience. " -- Joseph Cerna"A great resource for school leaders and English Language Directors. This book is a complete resource to assist with launching or enhancing an English Language Program in any school." -- Laura Schaffer Metcalfe"And Justice For All is a rich and relevant body of scholarship bent towards an arc of educational justice and equity for our nation’s most marginalized learners. Dr. Cooper challenges educators to realize the power of language and literacy as necessary levers to academic liberation. This text should be required reading and professional development for all educators, pre-service and beyond, who benefit from pragmatic pedagogy, consultancy, and practices designed to elevate how we educate ELs." -- Craig Martin"This book is a practical and useful tool for building administrators and all who are interested in assessing their current models for supporting EL learners with an eye to improving their programs. It’s practical and easy to read with great suggestions that you can use and implement immediately. " -- Marianne Lucas Lescher,"This book highlights the importance of administrators developing the skills, supports, and structures in order to support English Learners to achieve academic success and strengthen wellbeing. Cooper presents an array of considerations for administrators including: reflecting on personal knowledge, identifying areas for personal learning, building staff capacity and recognizing this must be through a job-embedded model, staffing, targeting instruction to reduce linguistic gaps for learners, and working to support parents with information and collaborating as partners." -- Maryam Hasan"This book offers a compelling message of hope for our linguistically diverse learners. An easy read for busy educators and a resource for administrators. This is the one tool needed that is research based and proven to enhance the professional learning model of one’s organization to support student achievement. " -- Debra Paradowski"This is an easy to read and easy to implement book. Each chapter is carefully broken down and easy to read. Educators will find a lot of useful ideas within each chapter. The questions that are posed as a way of taking inventory of what you are currently doing in your school is extremely helpful and easy to use." -- Lindsay MorhartAnd Justice for All: Creating and Sustaining Equitable Schools with English Learners is a must-have book. In this lively how-to for teaching ELs equitably and successfully, Ayanna Cooper provides a practical approach to developing best-practices in schools. Her step by step method, written clearly and succinctly, asks important questions, explores crucial answers, shares instructive anecdotes, and proposes familiar scenarios. She leads the reader to consider the broad possibilities of good instruction for ELs as well as the details of implementing evidence-based programs. Dr. Cooper′s style draws us in as if she were sitting across from us at a coffee shop describing best practices. Her conversation with us in the book is necessary, important, and fun to read -- Peter KozikTable of ContentsForeword by Margarita Espino Calderón Acknowledgments About the Author Introduction Chapter 1: English Learners in Your School and What You Need to Know and Do to Support Them Scenario: Awareness and Action for All ELs Knowing Your ELs Urgency in Action Assets-Based, Culturally Responsive Schools Supporting ELs: Eight Important Questions Bringing It All Together Follow-up Questions Further Guidance and Support Resources References Chapter 2: Program Models for English Learners: What’s Happening in Your School? Scenario: Selecting Appropriate Service Models for English Learners Adhering to Federal Guidance Program Models Assessing Program Models for Efficacy Staffing Professional Learning Communicating With Parents When Parents Opt Out of Language Support Services Bringing It All Together Follow-up Questions Further Guidance and Support Resources References Chapter 3: Evaluating Teachers of English Learners—Conversations Beyond the Rubric Scenario: Needs improvement, Meets, Exceeds, or Not Applicable Conversations Beyond the Rubric Look Fors: Key Considerations Articulating Needs to Support ELs Supporting Preservice Teachers Bringing It All Together Follow-up Questions Further Guidance and Support Resources References Chapter 4: Action Steps for Job-Embedded Professional Learning With a Focus on English Learners Scenario: A Program by Any Other Name Is Not the Same A PL Cycle of Inquiry PL Action Steps Bringing It All Together Follow-up Questions Further Guidance and Support Resources References Chapter 5: Partnering With Parents of English Learners Scenario: Helping Parents Analyze Their Child’s English Language Proficiency Report Connecting Families and Community Parent Communication Preferences Helping EL Families Understand the Academic Calendar Scenario: Early Release/Late Pick-Up Grade Level Placements of ELs and What Parents Need to Know Bullying Scenario: Bullying in Elementary School Supporting Your Staff to Build Positive Relationships With EL Families Bringing It All Together Follow-up Questions Further Guidance and Support Resources References Afterword Index

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