{"title":"Schools and pre-schools Books","description":"","products":[{"product_id":"leading-for-learning-how-to-transform-schools-in-to-learning-organizations-9780787994341","title":"Leading for Learning  How to Transform Schools in","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eHow do schools compete with television, computer games, and the Internet to engage the hearts and minds of their students? Phil Schlechty argues that we must develop schools where innovation is encouraged, and students are given work that is truly rigorous, relevant, and exciting.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e'His ideas of standards and assessment techniques and the emphasis he places on offering excellent education to each individual child are creative and exciting'. The Business of Teaching, November 2011.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003ePreface ix\u003c\/p\u003e \u003cp\u003eThe Author xix\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One \u003c\/b\u003e\u003cb\u003eMaking the Case for Transformation 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eOne: \u003c\/b\u003e\u003cb\u003eThe Case for Transformation 3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhy Reformation is Not Enough 4\u003c\/p\u003e \u003cp\u003eThe Need for Transformation 5\u003c\/p\u003e \u003cp\u003eWhy We Tinker: The Problem Defined 19\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTwo: \u003c\/b\u003e\u003cb\u003eSystems and Technological Change 23\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eUnderstanding Schools as Complex Social Organizations 25\u003c\/p\u003e \u003cp\u003eThe Nature of Systemic Change 26\u003c\/p\u003e \u003cp\u003eDisruptive and Sustaining Innovations 27\u003c\/p\u003e \u003cp\u003eCritical Social Systems 29\u003c\/p\u003e \u003cp\u003eWhy Reform is So Difficult 31\u003c\/p\u003e \u003cp\u003eCommon Language, Power, and Separation 38\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThree: \u003c\/b\u003e\u003cb\u003eBureaucracies Versus Learning Organizations 39\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eIdeal Types: A Tool for Analysis 40\u003c\/p\u003e \u003cp\u003eHow is Social Control Established? 50\u003c\/p\u003e \u003cp\u003eWhat is the School’s Function? 61\u003c\/p\u003e \u003cp\u003eImages of School 68\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFour: \u003c\/b\u003e\u003cb\u003eBureaucratic Images of Schools 69\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAbout the Metaphors 70\u003c\/p\u003e \u003cp\u003eA Basic Framework 71\u003c\/p\u003e \u003cp\u003eThe School as Factory 74\u003c\/p\u003e \u003cp\u003eThe School as Professional Service Delivery Organization 87\u003c\/p\u003e \u003cp\u003eThe School as Warehouse or Prison 99\u003c\/p\u003e \u003cp\u003eGetting the Problem Right 110\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFive: \u003c\/b\u003e\u003cb\u003eA New Image of Schools 113\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eLearning Organization or Learning Community? 113\u003c\/p\u003e \u003cp\u003eTransmitting the Knowledge Work Culture 123\u003c\/p\u003e \u003cp\u003eThe School as a Small Community or a Family 134\u003c\/p\u003e \u003cp\u003eCritical Steps to Transformation 138\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two \u003c\/b\u003e\u003cb\u003eGetting Our Bearings: The Sociopolitical Landscape 141\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSix: \u003c\/b\u003e\u003cb\u003eThe Bureaucratic Impulse 143\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eHistoric Roots 143\u003c\/p\u003e \u003cp\u003eFrom Community Institutions to Government Agencies 148\u003c\/p\u003e \u003cp\u003eThe Consequences of Bureaucratization 153\u003c\/p\u003e \u003cp\u003eThe Need for Grassroots Action 156\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSeven: \u003c\/b\u003e\u003cb\u003eReassessing Standards 159\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAn Upstream Struggle 160\u003c\/p\u003e \u003cp\u003eThe Profit Motive 161\u003c\/p\u003e \u003cp\u003eWho Are the Customers? 164\u003c\/p\u003e \u003cp\u003eThe Meaning of Standards 169\u003c\/p\u003e \u003cp\u003eThe Trivialization of Standards 170\u003c\/p\u003e \u003cp\u003eNo Tests for Standards 172\u003c\/p\u003e \u003cp\u003eThe Effects of Standards 173\u003c\/p\u003e \u003cp\u003eDifferent Constituencies, Differing Standards 180\u003c\/p\u003e \u003cp\u003e\u003cb\u003eEight: \u003c\/b\u003e\u003cb\u003eRestoring Civic Capacity and Building Social Capital: Two Keys to School Transformation 187\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eSchooling and the Decline of Communities 188\u003c\/p\u003e \u003cp\u003eThe Need for Community Building 191\u003c\/p\u003e \u003cp\u003ePolitics, Economics, and the Moral Order of Communities 193\u003c\/p\u003e \u003cp\u003eThe Need for School Board Leadership 195\u003c\/p\u003e \u003cp\u003ePublic Education as a Moral Imperative 199\u003c\/p\u003e \u003cp\u003eBuilding Social Capital 201\u003c\/p\u003e \u003cp\u003eCan It Be Done? 204\u003c\/p\u003e \u003cp\u003eA Concluding Comment 206\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Three \u003c\/b\u003e\u003cb\u003eTaking the First Steps: How Transformation Can Happen 207\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eNine: \u003c\/b\u003e\u003cb\u003ePainting a New Image of Schools 209\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Uses of Metaphors and Mental Models 209\u003c\/p\u003e \u003cp\u003eLessons Learned About the Use of Metaphors 216\u003c\/p\u003e \u003cp\u003eSelecting Metaphors to Aid in Transformation 218\u003c\/p\u003e \u003cp\u003eA Suggested Exercise 219\u003c\/p\u003e \u003cp\u003eOther Uses of Metaphors 219\u003c\/p\u003e \u003cp\u003eA Concluding Comment 221\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTen: \u003c\/b\u003e\u003cb\u003eCreating the Capacity to Support Innovation 223\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCapacity Building: A Point of View 223\u003c\/p\u003e \u003cp\u003eSystem Capacity Standards 224\u003c\/p\u003e \u003cp\u003ePersistence of Effort 238\u003c\/p\u003e \u003cp\u003e\u003cb\u003eEleven: \u003c\/b\u003e\u003cb\u003eStandards as Sources of Direction 241\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eReframing the Problem of Standards 242\u003c\/p\u003e \u003cp\u003eHelping Communities Hold Schools Accountable 248\u003c\/p\u003e \u003cp\u003eOrganizational Performance Standards 253\u003c\/p\u003e \u003cp\u003eSome Thoughts on State and Federal Policy 258\u003c\/p\u003e \u003cp\u003eAccountability and Equity 259\u003c\/p\u003e \u003cp\u003eA Word of Caution 262\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTwelve: \u003c\/b\u003e\u003cb\u003eA Theory of Action 265\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFirst Steps 265\u003c\/p\u003e \u003cp\u003eToward a Theory of Action 271\u003c\/p\u003e \u003cp\u003eSubsequent Steps 275\u003c\/p\u003e \u003cp\u003eA Theory, Not a Prescription 276\u003c\/p\u003e \u003cp\u003eA Closing Comment 278\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThirteen: \u003c\/b\u003e\u003cb\u003eEngaging the Heart and Recapturing Our Heritage 281\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDeveloping a Marketing Mentality 281\u003c\/p\u003e \u003cp\u003eSome Additional Suggestions for Action 284\u003c\/p\u003e \u003cp\u003eA Common Cause 287\u003c\/p\u003e \u003cp\u003eAppendix A Organizational Properties and Systemic Qualities 289\u003c\/p\u003e \u003cp\u003eAppendix B Images of School 307\u003c\/p\u003e \u003cp\u003eBibliography 313\u003c\/p\u003e \u003cp\u003eIndex 319\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48737278591319,"sku":"9780787994341","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"iterate-9781119913504","title":"Iterate","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eInnovate and implement new, effective ways of teaching in your school\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003eIn \u003ci\u003eIterate: The Secret to Innovation in Schools\u003c\/i\u003e, veteran educator, MIT professor, and incorrigible innovator Justin Reich delivers an insightful bridge between contemporary educational research and classroom teaching, showing you how to leverage the cycle of experiment and experience to create a compelling and engaging learning environment. In the book, you''ll learn how to employ a process of continuous improvement and tinkering to develop exciting new programs, activities, processes, and designs. \u003c\/p\u003e\u003cp\u003eThe author draws on over two decades of experience with educators, education researchers, and school leaders to explain how to apply the latest advances in the academic literature to your school, classroom, or online\/hybrid course. You''ll also find: \u003c\/p\u003e\u003cul\u003e\u003cli\u003eComplimentary access to two popular courses archived at the MIT Open Learning Library: \u003ci\u003eLaunching Innovation in Schools\u003c\/i\u003e and \u003ci\u003eDesign Thin\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003c\/i\u003e\u003cp\u003eIntroduction: The Secret to School Improvement               7\u003c\/p\u003e \u003cp\u003eMy Best Teaching Ever: Wilderness Medicine      7\u003c\/p\u003e \u003cp\u003eCreating Time and Space for Iteration     9\u003c\/p\u003e \u003cp\u003eIterative Improvement at MIT     10\u003c\/p\u003e \u003cp\u003eThree Cycles for Iterative Improvement 11\u003c\/p\u003e \u003cp\u003eThe Cycle of Experiment and Peer Learning          13\u003c\/p\u003e \u003cp\u003eDesign Thinking for Leading and Learning              15\u003c\/p\u003e \u003cp\u003eCollaborative Innovation Cycle   17\u003c\/p\u003e \u003cp\u003eThree Principles for Iteration      18\u003c\/p\u003e \u003cp\u003eThink In Cycles and Spirals            19\u003c\/p\u003e \u003cp\u003eAct in Short Design Cycles             19\u003c\/p\u003e \u003cp\u003eImprove in Community  19\u003c\/p\u003e \u003cp\u003eChapter 1: What is the Cycle of Experiment and Peer Learning?   21\u003c\/p\u003e \u003cp\u003eChanging the Complex, Fine-Grained Work of Teaching   24\u003c\/p\u003e \u003cp\u003eTeachers Primarily Change Their Pedagogy in Response to Other Teachers             26\u003c\/p\u003e \u003cp\u003eThree Phases to the Cycle of Experiment and Peer Learning          27\u003c\/p\u003e \u003cp\u003eExperiment        28\u003c\/p\u003e \u003cp\u003eExperience         29\u003c\/p\u003e \u003cp\u003ePlan       32\u003c\/p\u003e \u003cp\u003eWhat’s missing from the Cycle of Experiment and Peer Learning 33\u003c\/p\u003e \u003cp\u003eEvaluation and Measurement    34\u003c\/p\u003e \u003cp\u003eLoss       35\u003c\/p\u003e \u003cp\u003ePower, Difference, and Design Justice     37\u003c\/p\u003e \u003cp\u003eLeadership and the Cycle of Experiment and Peer Learning            40\u003c\/p\u003e \u003cp\u003eChapter 2: Spinning the Cycle of Experiment and Peer Learning   44\u003c\/p\u003e \u003cp\u003eCreating More Opportunities for Experimentation            46\u003c\/p\u003e \u003cp\u003ePointing a Light: Targets of Difficulty        47\u003c\/p\u003e \u003cp\u003eMaking Time: Summer Innovation Funding           47\u003c\/p\u003e \u003cp\u003eFinding the Resources All Around You: Students as Designers       49\u003c\/p\u003e \u003cp\u003eInnovation Staffing: Department Heads, Coaches, and Teachers on Special Assignment    50\u003c\/p\u003e \u003cp\u003eUsing the Bully Pulpit      51\u003c\/p\u003e \u003cp\u003eMaking Team Learning Richer: Looking at Student Work and Instructional Rounds              53\u003c\/p\u003e \u003cp\u003eThe Proof of the Pudding: Looking at Student Work          53\u003c\/p\u003e \u003cp\u003eGetting into Classrooms: Instructional Rounds    54\u003c\/p\u003e \u003cp\u003eInstitutional Learning: Ramping up Planning through Peer-to-Peer Learning           56\u003c\/p\u003e \u003cp\u003eMeeting Times are Instructional Sharing Times   58\u003c\/p\u003e \u003cp\u003eTeacher Led Peer-to-Peer Learning          59\u003c\/p\u003e \u003cp\u003eSeeing Outside Expertise as the Catalyst Teacher to Peer-to-Peer Learning             61\u003c\/p\u003e \u003cp\u003eRowing in the Same Direction: Creating Common Instructional Language and a Shared Vision        62\u003c\/p\u003e \u003cp\u003ePreparing to Communicate Together: Creating a Common Instructional Language               62\u003c\/p\u003e \u003cp\u003eDeveloping a Shared Vision: Right-Sized Goals     64\u003c\/p\u003e \u003cp\u003eIterating Forward with The Cycle of Experiment and Peer Learning             66\u003c\/p\u003e \u003cp\u003eChapter 3: What is Design Thinking?        68\u003c\/p\u003e \u003cp\u003eFrom Waterfalls to Sprints: A Brief History of Design         71\u003c\/p\u003e \u003cp\u003eFrom Dewey to Design Thinking 74\u003c\/p\u003e \u003cp\u003eThe Design Justice Critiques of Design Thinking   76\u003c\/p\u003e \u003cp\u003eGetting Started with Design Thinking for Leading and Learning    78\u003c\/p\u003e \u003cp\u003eKey Principles to Design Thinking for Leading and Learning            81\u003c\/p\u003e \u003cp\u003eSix Phases for Design Thinking for Leading and Learning  84\u003c\/p\u003e \u003cp\u003eDiscover               84\u003c\/p\u003e \u003cp\u003eFocus    88\u003c\/p\u003e \u003cp\u003eImagine 91\u003c\/p\u003e \u003cp\u003ePrototype           93\u003c\/p\u003e \u003cp\u003eTry          97\u003c\/p\u003e \u003cp\u003eReflect \u0026amp; Share 99\u003c\/p\u003e \u003cp\u003eReflection and Inclusion 101\u003c\/p\u003e \u003cp\u003eConclusion          102\u003c\/p\u003e \u003cp\u003eChapter 4: Getting Started with Design   104\u003c\/p\u003e \u003cp\u003eDiscover               104\u003c\/p\u003e \u003cp\u003eResearch to Discover: Surveys, Interviews, and Observations       104\u003c\/p\u003e \u003cp\u003eIterating on Discovery    106\u003c\/p\u003e \u003cp\u003eCombining Local Knowledge with Education Research     108\u003c\/p\u003e \u003cp\u003eFocus    109\u003c\/p\u003e \u003cp\u003eGoing from Observable Data to Underlying Challenges    109\u003c\/p\u003e \u003cp\u003eFinalizing a Focus Area   112\u003c\/p\u003e \u003cp\u003eImagine 113\u003c\/p\u003e \u003cp\u003eUser Personas (or Community Personas)               114\u003c\/p\u003e \u003cp\u003eImagine by Analogy         115\u003c\/p\u003e \u003cp\u003eImagining from Flare to Focus     117\u003c\/p\u003e \u003cp\u003ePrototype           118\u003c\/p\u003e \u003cp\u003eSketching and Storyboarding      119\u003c\/p\u003e \u003cp\u003ePaper Prototyping and Wireframing         121\u003c\/p\u003e \u003cp\u003ePhysical Prototyping and Rehearsals        123\u003c\/p\u003e \u003cp\u003eTry          124\u003c\/p\u003e \u003cp\u003eWhen to Try Out Your Prototypes             125\u003c\/p\u003e \u003cp\u003eHow to Try Out Your Prototypes 126\u003c\/p\u003e \u003cp\u003eWho Should Try Out Your Prototypes      130\u003c\/p\u003e \u003cp\u003eReflect \u0026amp; Share 132\u003c\/p\u003e \u003cp\u003eDesign Crits         132\u003c\/p\u003e \u003cp\u003eConclusion          134\u003c\/p\u003e \u003cp\u003eChapter 5: The Collaborative Innovation Cycle     136\u003c\/p\u003e \u003cp\u003eFour Phases of the Collaborative Innovation Cycle             139\u003c\/p\u003e \u003cp\u003eDeveloping the Collaborative Innovation Cycle with Peter Senge 142\u003c\/p\u003e \u003cp\u003eLooking Inwards and Outwards, Setting the Frame for the Collaborative Innovation Cycle 143\u003c\/p\u003e \u003cp\u003eSystems Thinking in Schools        143\u003c\/p\u003e \u003cp\u003eWho Leads? Distributed Leadership in Schools    145\u003c\/p\u003e \u003cp\u003eKey Principles for the Collaborative Innovation Cycle        146\u003c\/p\u003e \u003cp\u003eBringing People Together Around Ideas They Care About               147\u003c\/p\u003e \u003cp\u003eFour Questions for Innovation    150\u003c\/p\u003e \u003cp\u003eRefining a Vision and Getting to Work     154\u003c\/p\u003e \u003cp\u003eBuilding from Personal Visions to Shared Vision  155\u003c\/p\u003e \u003cp\u003eManaging Difference in a Shared Vision  159\u003c\/p\u003e \u003cp\u003eThe Someday-Monday Dilemma 161\u003c\/p\u003e \u003cp\u003eGetting to Work: The Cycle of Experiment and Peer Learning, and Design Thinking for Leading and Learning           164\u003c\/p\u003e \u003cp\u003eWorking Together Through Ups and Downs          165\u003c\/p\u003e \u003cp\u003eFour Fields of Listening  171\u003c\/p\u003e \u003cp\u003eTools for Better Listening: The Ladder of Inference           176\u003c\/p\u003e \u003cp\u003eAddressing Disagreement Through a Bias to Action           180\u003c\/p\u003e \u003cp\u003eMeasuring Progress and Adjusting            183\u003c\/p\u003e \u003cp\u003eKey Principles for Measuring Progress and Adjusting        184\u003c\/p\u003e \u003cp\u003eDistinguishing Assessment from Evaluation          186\u003c\/p\u003e \u003cp\u003eGathering Evidence from Artifacts of Learning     188\u003c\/p\u003e \u003cp\u003eGathering Evidence from People               193\u003c\/p\u003e \u003cp\u003eUsing Assessment to Revitalize Initiatives and to Get Unstuck      198\u003c\/p\u003e \u003cp\u003eConclusion          199\u003c\/p\u003e \u003cp\u003eChapter 6: Tools and Strategies for the Collaborative Innovation Cycle     201\u003c\/p\u003e \u003cp\u003eActivities for Bringing People Together Around Ideas They Care About     201\u003c\/p\u003e \u003cp\u003eVisions for a Powerful Learning Environment       202\u003c\/p\u003e \u003cp\u003eFour Questions for Innovation    204\u003c\/p\u003e \u003cp\u003eAsset Mapping  208\u003c\/p\u003e \u003cp\u003eActivities for Refining a Vision and Getting to Work           211\u003c\/p\u003e \u003cp\u003eExploring Possible Visions: Rightboro Scenarios  211\u003c\/p\u003e \u003cp\u003eRefining a Vision: The Someday\/Monday Starter Kit          218\u003c\/p\u003e \u003cp\u003ePart 1 - Someday: What Does Awesome Look Like?           218\u003c\/p\u003e \u003cp\u003ePart 2 - Monday: Concrete Steps               220\u003c\/p\u003e \u003cp\u003eActivities for Working Together Through Ups and Downs                221\u003c\/p\u003e \u003cp\u003eActivity: Left-Hand Column Case 222\u003c\/p\u003e \u003cp\u003eActivities for Measuring Progress and Adjusting 225\u003c\/p\u003e \u003cp\u003eAssessment Planning Scenarios 225\u003c\/p\u003e \u003cp\u003eAssessment Plan              230\u003c\/p\u003e \u003cp\u003eFrom Launching Innovation in Schools to Sustaining Innovation in Schools              232\u003c\/p\u003e \u003cp\u003eConclusion: Cycles, Endings, and Beginnings         234\u003c\/p\u003e \u003cp\u003eBalancing Coherence and Innovation      234\u003c\/p\u003e \u003cp\u003eWhen Cycles End              235\u003c\/p\u003e \u003cp\u003eFinal Thoughts: Inclusion and Joy              237\u003c\/p\u003e \u003cp\u003eAppendix 1: Design Thinking Starter Project Walkthrough: Helping a Friend with a Routine or Event           239\u003c\/p\u003e \u003cp\u003eStep 1: Discover: Prepare for \u0026amp; Conduct an Initial Interview          239\u003c\/p\u003e \u003cp\u003ePrepare \u0026amp; Conduct Interview Template 241\u003c\/p\u003e \u003cp\u003eExample Interview          243\u003c\/p\u003e \u003cp\u003eStep 2: Focus: Identify a Specific Design Problem               246\u003c\/p\u003e \u003cp\u003eKey Takeaways Template             247\u003c\/p\u003e \u003cp\u003eKey Takeaways Example 248\u003c\/p\u003e \u003cp\u003eStep 3a: Imagine new Solutions 250\u003c\/p\u003e \u003cp\u003eBrainstorm Template     251\u003c\/p\u003e \u003cp\u003eBrainstorm Template     253\u003c\/p\u003e \u003cp\u003eStep 3b: Choosing a Solution for Prototyping       254\u003c\/p\u003e \u003cp\u003eStep 4: Prototype Your Solution 255\u003c\/p\u003e \u003cp\u003eStep 5: Try out your Prototype, Get User Feedback, and Iterate  258\u003c\/p\u003e \u003cp\u003eDesign Hypothesis Tryout Template         259\u003c\/p\u003e \u003cp\u003eFeedback Template        261\u003c\/p\u003e \u003cp\u003eFeedback Example          263\u003c\/p\u003e \u003cp\u003eStep 7: Reflect and Share              266\u003c\/p\u003e \u003cp\u003eAppendix 2:  Design Thinking for Leading and Learning in Practice Walkthrough   268\u003c\/p\u003e \u003cp\u003eDiscover               269\u003c\/p\u003e \u003cp\u003eDiscover 1a: Find Your Team       269\u003c\/p\u003e \u003cp\u003eDiscover 1b: Review The School Change Status Quo          269\u003c\/p\u003e \u003cp\u003eDiscover 1c: Identify a Problem of Practice            270\u003c\/p\u003e \u003cp\u003eDiscover 1d: Identify Stakeholders           272\u003c\/p\u003e \u003cp\u003eDiscover 1e: Gather Stakeholder Perspectives on Your Problem of Practice through Interviews, Observations, Student Work, or Surveys             272\u003c\/p\u003e \u003cp\u003eDiscover 1f: Research and Comparison schools    275\u003c\/p\u003e \u003cp\u003eFocus    276\u003c\/p\u003e \u003cp\u003eFocus 2a: Thinking About Needs (Focus) 276\u003c\/p\u003e \u003cp\u003eStep 3: Brainstorm Solutions (Imagine)   278\u003c\/p\u003e \u003cp\u003eStep 3b: Evaluate Ideas (Imagine)             279\u003c\/p\u003e \u003cp\u003eStep 4: Plan Initial Steps (Prototype)       280\u003c\/p\u003e \u003cp\u003eStep 5: Take a Step and Iterate (Try)        284\u003c\/p\u003e \u003cp\u003eStep 7: Reflect \u0026amp; Share  286\u003c\/p\u003e\n\u003c\/li\u003e\u003c\/ul\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48738375860567,"sku":"9781119913504","price":21.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781119913504.jpg?v=1723811993"},{"product_id":"100-acting-exercises-for-8-18-year-olds-9781350049949","title":"100 Acting Exercises for 8  18 Year Olds","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book offers a comprehensive guide to teaching acting exercises that will unleash the inner creativity of students aged 8-18.    Theories and techniques of some of the greatest theatre practitioners including Sanford Meisner, Constantin Stanislavski, Lee Strasberg and Uta Hagen provide a basis for Samantha Marsden's original exercises for students between these ages. You won't find Duck, Duck, Goose, Zap, Zap, Boing  or any other traditional drama games in this book: instead, the craft of acting technique takes the limelight.    These exercises have been tried and tested in the author's own classroom, and are guaranteed to inspire, ignite imagination and encourage heartfelt performances. Focus points used in leading drama schools such as voice, movement, relaxation, character development and understanding text are recreated for a younger student. They are easy to follow and will be fun, challenging and immensely rewarding for teachers and students alike.    The book features a fore\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eAn ambitious book which will surely become a classroom staple … Its breadth and the detail [is] invaluable. * Teaching Drama *\u003cbr\u003eOffers a comprehensive guide to teaching acting exercises that will unleash the inner creativity of students aged 8-18 ... [They] are guaranteed to inspire, ignite imagination and encourage heartfelt performances ... They are easy to follow and will be fun, challenging and immensely rewarding for teachers and students alike. * Ink Pellet *\u003cbr\u003eThe way each activity is written states the skills, time, resources, direction and handy tips or variations for the activity. This is great for both detailed lesson planning or for a quick dip into to help students develop a much-needed skill ... A great book for all of us out there who need a little help with ways into lessons or on one of those days when we feel the creativity block, or drain on our motivation. * Drama Magazine *\u003cbr\u003eIf you are a director or acting teacher this book will have a lot to offer ... If you are wondering how to deepen characters, explore objectives, motivation and sub-text, then this book will provide you with a highly practical approach by way of games, exercises, lists of actions and sample scenes. * Drama Resource *\u003cbr\u003eHere is the book that every drama teacher should have on their shelf * Sylvia Young, OBE *\u003cbr\u003eAn excellent resource. In it, acting coaches and their young students will find daily inspiration. * Robert McKee, author, lecturer and story consultant *\u003cbr\u003eEvery young actor that wants a working instrument should do these great, fun and practical exercises * Michelle Danner, Artistic Director of the Michelle Danner Acting Studio *\u003cbr\u003eComprehensive, clearly categorized, and entirely essential on the bookshelf of any self-respecting drama teacher … an easy-to-use, matter of fact, compendium of one hundred carefully curated, succinctly explained acting exercises. * Word Matters *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eIntroduction Chapter One: Relaxation and Focus Chapter Two: Voice Chapter Three: Movement Chapter Four: Unblocking Performers Chapter Five: Given Circumstances Chapter Six: Objectives Chapter Seven: Actions Chapter Eight: Imagination Chapter Nine: Physicalising Characters Chapter Ten: Creating a Natural Performance Chapter Eleven: Bringing the Text to Life Skills Index","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48738582724951,"sku":"9781350049949","price":16.14,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781350049949.jpg?v=1720049548"},{"product_id":"the-gifted-school-9781472271518","title":"The Gifted School","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eAmbitious parents, wilful kids, and the pursuit of prestige\u003c\/b\u003e\u003cb\u003e... 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What are potential outcomes and what will be your continuing role?","brand":"Sage Publications Ltd","offers":[{"title":"Default Title","offer_id":48739942891863,"sku":"9781526465009","price":38.68,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781526465009.jpg?v=1720053478"},{"product_id":"evolving-learner-shifting-from-professional-development-to-professional-learning-from-kids-peers-and-the-world-9781544338323","title":"Evolving Learner: Shifting From Professional","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cstrong\u003e\u003cem\u003eLearn from Kids, Peers, and the World to Transform Professional Learning\u003c\/em\u003e\u003c\/strong\u003e\u003c\/p\u003e  \u003cp\u003eWhat can kids teach us about educational practices? It turns out, plenty. PD is evolving into professional learning (PL), where personalized experiences focus on goals and outcomes, rather than seat time. In \u003cem\u003eEvolving Learner\u003c\/em\u003e, successful PL is framed through three critical sources: learning from kids, from peers, and from the world. Woven throughout the book are tangible connections to cycles of inquiry where a harmonious balance is the ultimate goal when students are engaged in inquiry for deeper learning and teachers are engaged in a parallel process to improve their practice.\u003c\/p\u003e  \u003cul\u003e\n\u003cli\u003eThe authors’ unique framework shifts away from factory model \"PD\" and transforms it into experiences tailored to kids’ and adult learners’ specific needs. Clear strategies for accomplishing PL are presented through \u003c\/li\u003e\n\u003cli\u003eA framework where both students and teachers are active agents of learning  \u003c\/li\u003e\n\u003cli\u003eCycles of inquiry to empower students to become the owners of learning  \u003c\/li\u003e\n\u003cli\u003eTechniques to make thinking visible for teachers and students \u003c\/li\u003e\n\u003cli\u003eCutting edge coverage of applying technology to professional learning including the use of social media, gamification, and digital badges \u003c\/li\u003e\n\u003c\/ul\u003e  \u003cp\u003eThe time is right to reclaim ownership of \u003cem\u003eyour \u003c\/em\u003eprofessional learning: \u003cem\u003eEvolving Learner\u003c\/em\u003e is an essential guide for embarking on this journey.\u003c\/p\u003e  \u003cp\u003e     \u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cem\u003e\"\u003c\/em\u003eEvolving Learner \u003cem\u003eis a unique balance of incredible creativity, knowledge of innovative professional learning practices, with a deep appreciation for the emotional side of change. This trio of authors has done a remarkable job of making research based techniques of empowering the learner come alive. Filled with practical stories from classrooms around the world, this book will super charge educators to more deeply understand the needs of students to help them expand their own boundaries of learning. Of particular note, are the strategies to help students own their learning and educators to build collaborative classrooms. This book honors the role of the teacher as the head learner. The knowledge and wisdom within these pages is the reference and guide that we need to build healthy classrooms for students and teachers.\u003c\/em\u003e\" -- Alan November, Founder\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eAs time moves on so does the reality that students of today are not the students of yesterday but the teachers haven’t moved on in the same speed as their students, technology and the world at large. The needs and expectations have jumped ahead 100+ years.  Today’s teachers need to be as modern-thinking as the students they work with on a daily basis.\u003c\/em\u003e\u003cem\u003e \u003c\/em\u003e Evolving Learner \u003cem\u003eis a great step in moving in the right direction to meeting not only student needs to enter the world of discovery- learning but teacher needs through collaboration and project based learning as practices. I celebrate the authors and the work that has been done to get the process started.\u003c\/em\u003e\u003cem\u003e \"\u003c\/em\u003e\u003c\/p\u003e -- Claudia Danna\u003cbr\u003e\u003cp\u003e\"\u003cem\u003eSocietal changes, through the use of technology, should impact how we educate students and the overall pedagogical viewpoint of education. Like meeting student needs, teachers need, and deserve, to have updated, professional learning that meets them where they are rather than a one size fits all situation. Empowering teachers to move forward and personalize their own learning will move professional learning years ahead of where we are now! \u003c\/em\u003eEvolving Learner \u003cem\u003eoffers guidelines, examples, and strategies to move professional learning ahead at the same rate we offer our students progression in their own self-empowered learning.\u003c\/em\u003e\"\u003c\/p\u003e \u003cbr\u003e -- Patti J. Larche\u003cbr\u003eEvolving Learner\u003cem\u003e is a fast and easy read but is jammed pack with ideas that can be implemented tomorrow whether you are in the classroom, supporting teachers in the classroom, or supporting your organization as whole.  As a school leader myself, it provides meaningful and relevant strategies to reframe professional development for your organization.\u003c\/em\u003e\u003cbr\u003e -- Dr. Sammie Cervantez\u003cbr\u003e\"Evolving Learner \u003cem\u003eoffers a compelling message of hope for educators across all disciplines in \u003c\/em\u003e\u003cem\u003emoving from an idea to implementation.  It is an easy read and a great time saving topic for busy administrators offering a practical solution to facilitating the process of change from professional development to professional learning experiences. This is the one tool needed by all that is a research based process to enhance the growth and development model of one’s organization.\"\u003c\/em\u003e\u003cbr\u003e -- Debra Paradowski\u003cbr\u003e\"Evolving Learner \u003cem\u003eis a timely resource for administrators that are planning professional learning, but also for educators that are looking to take their own professional learning into their hands.\u003c\/em\u003e\" -- Katina L. Keener, M.Ed.\u003cbr\u003e\"\u003cem\u003eDistricts and schools need to look at personalizing the learning for the teacher. \u003c\/em\u003e Evolving Learner \u003cem\u003eis a well written book that conveys and gives great examples of how this can be done.\u003c\/em\u003e\"\u003cbr\u003e -- Stephanie L. Turner\t\u003cbr\u003e\"\u003cem\u003eAlthough teachers have often received training on differentiating instruction for students, most professional development for teachers continues to be ′one size fits all.′ \u003c\/em\u003eEvolving Learner \u003cem\u003eexplains how to make the shift to professional learning that differentiates for teachers, providing meaningful experiences that will in turn promote positive change in the classroom.\u003c\/em\u003e\"\u003cbr\u003e \u003cbr\u003e -- Melissa Miller\u003cbr\u003e\"Evolving Learner \u003cem\u003esets learning up to be successful for everyone on the team, including the teacher and students. This book provides necessary tools to develop a w\u003c\/em\u003e\u003cem\u003eonderful learning in a community.\u003c\/em\u003e\"\u003cem\u003e\u003cbr\u003e \u003c\/em\u003e\u003cem\u003e\u003cbr\u003e \u003c\/em\u003e -- Tamara Daugherty\u003cbr\u003e\"Evolving Learner \u003cem\u003eoffers a fresh approach to professional learning that all educators will find useful.\u003c\/em\u003e\" -- Linda Diaz\u003cbr\u003e\"Evolving Learner \u003cem\u003emeets the needs of three important groups, teachers, coaches, teacher leaders and down in the trenches classroom teachers. \u003c\/em\u003e\u003cem\u003eThis book is timely and encompasses all facets of sharing, developing and letting teachers know there is not one single answer to questions about professional development.\u003c\/em\u003e\"\u003cem\u003e\u003cbr\u003e \u003c\/em\u003e\u003cem\u003e\u003cbr\u003e \u003c\/em\u003e\u003cbr\u003e -- Cheryl Steele Oakes Med\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Thomas C. Murray Acknowledgments About the Authors Introduction CHAPTER 1. LEARNING FROM KIDS    Honor the Learner: Kids    Leveraging the Most Abundant Resource in Our Schools    What Are They Thinking? Making Thinking Transparent to Tailor Instruction and Promote Teacher Inquiry    Ownership of Learning for All: Shifting From Students Who Consume Content to Learners Who Create Content    Looking Ahead    Resources CHAPTER 2. LEARNING FROM PEERS    Honor the Learner: Peers    Workshops That Work: Renovating the One-Size-Fits-All Model    Professional Learning Communities (PLCs)    Coaching Principles and Practices    Practices in Action: Feeling Connected, Seen, and Heard    Social-Emotional Learning    Parents\/Families as Peers    Tips: Listen, Be Flexible, Care    Resources CHAPTER 3. LEARNING FROM THE WORLD    Honor the Learner: World    Becoming an Edu-Explorer    Developing Your Tribe    Social Media    Tips: Filter, Edit, Focus, Balance    Lurk No More    Resources In Closing References and Further Reading Index","brand":"SAGE Publications Inc","offers":[{"title":"Default Title","offer_id":48740475568471,"sku":"9781544338323","price":23.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781544338323.jpg?v=1720054796"},{"product_id":"powering-up-your-school-the-learning-power-approach-to-school-leadership-9781785834561","title":"Powering Up Your School: The Learning Power","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cpowering up your the learning power approach to school leadership co-authored by guy claxton jann robinson rachel macfarlane graham powell gemma goldenberg and robert cleary is a treasury of top tips on how embed in culture empower teachers deliver its benefits students. lpa way teaching which aims develop all students as confident capable learners ready willing able choose design research pursue troubleshoot evaluate for themselves alone with others out. this also affords clear view valued sought-after outcomes education such development character strengths pursuit academic success powering sets out detailed explanation these can be accomplished. it distils into series illuminating case studies lessons learned wide range pioneering principals who have successfully undertaken journey presents variety practical strategies will enable leaders make positive impact lives both their staff are complemented wealth insights go about gaining clarity vision achieve buy-in from foster collaborative effort towards delivering good outcomes. together authors share adapt refine structures practices school-wide level stimulate celebrate student progress. they provide specific ideas charting reflecting building learning-powered framed an appendix form self-assessment grid. suitable primary high settings. fourth instalment series. school:=\"\"\u003e\u003c\/powering\u003e","brand":"Crown House Publishing","offers":[{"title":"Default Title","offer_id":48741386912087,"sku":"9781785834561","price":20.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781785834561.jpg?v=1720057421"},{"product_id":"creme-de-la-creme-girls-schools-of-edinburgh-9781904246350","title":"Creme De La Creme: Girls' Schools of Edinburgh","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Steve Savage Publishers Limited","offers":[{"title":"Default Title","offer_id":48742438535511,"sku":"9781904246350","price":11.25,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781904246350.jpg?v=1720061396"},{"product_id":"from-camouflage-to-classroom-what-my-army-career-taught-me-about-teaching-9781913622763","title":"From Camouflage to Classroom: What my Army career","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eOn George Vlachonikolis' 25th birthday, he was holding an SA80 assault rifle. Inside his webbing pouches were 150 rounds of ammunition, two HE grenades, two smoke grenades, a small survival kit, 20 Marlboro Lights, and a medikit that included two sticks of morphine and two tourniquets. Strapped to the left-hand side of his Osprey body armour, within easy reach, was his bayonet. George was in Helmand Province, Afghanistan.   \u003cbr\u003e On George’s 37th birthday, he was wearing a striped cotton twill shirt and well-ironed beige chinos. A thin fabric lanyard carried his ID badge proudly. In front of him was a class of secondary school students, who were settling down and getting ready for their next lesson. George was in a school in the UK.  \u003cbr\u003eFrom Camouflage to Classroom is about everything George learned with the Army in Afghanistan and has brought to his classroom teaching today. By reflecting on the most intense and thought-provoking experiences of his life, George aims to explore the role of the classroom teacher from an original perspective: one based on military principles and practice. This book takes a direct, human and very honest look at the challenges faced by classroom teachers today and offers some military-inspired solutions.\u003c\/p\u003e","brand":"John Catt Educational Ltd","offers":[{"title":"Default Title","offer_id":48742744686935,"sku":"9781913622763","price":12.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781913622763.jpg?v=1720062648"},{"product_id":"sustaining-the-comprehensive-ideal-the-robert-clack-school-9783030341558","title":"Sustaining the Comprehensive Ideal: The Robert","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book explores the development of educational leadership within difficult contexts via the lens of a previously failing English secondary school in an area of urban poverty. Based on extensive interview data from 2012-2016, the authors demonstrate that the fundamental ethos underpinning the school’s improvement is a desire to meet the needs of young people in disadvantaged communities in order to equip them with the skills to allow them to transcend their situation. The authors posit that this school embodies the ‘comprehensive ideal’ of secondary education in England: that education should not be disadvantaged by background, and that the state should provide free and high quality education for all. This book will appeal to students and scholars of comprehensive education and schools in difficult contexts.  \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1. Introduction.- Chapter 2. The improvement process.- Chapter 3. Being part of the school community.- Chapter 4. Leadership - theory and practice.- Chapter 5.  A shock to the system.- Chapter 6. The end of an era.","brand":"Springer Nature Switzerland AG","offers":[{"title":"Default Title","offer_id":48743033438551,"sku":"9783030341558","price":44.99,"currency_code":"GBP","in_stock":true}]},{"product_id":"school-leadership-between-community-and-the-state-the-changing-civic-role-of-schooling-9783030998332","title":"School Leadership between Community and the","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThis book presents changes in UK and global educational governance in the context of a radical shift in the operating logics of politics and its interaction with education. Beginning from the colonial origins of political interest in education, the author traces a fundamental shift in the patterns of governance of schools in England in the opening decades of the 21st century. Operating through the logics of public choice economics involving both real markets and quasi-markets, policy reforms have increasingly framed school values, and the value of schooling, in line with a politically determined and nostalgic discourse of ‘British values’. This stands in contrast to a previous focus on ‘community cohesion’ which foregrounded school partnership with the parent community and wider society. Tracing the processes and mid-level actors mediating between government and school leaders, the author identifies processes of recontextualisation through which policy can be reinscribed and resisted.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eChapter 1. Individual Liberty, Mutual Respect and Tolerance.- Chapter 2. Post-Historical Institutionalism.- Chapter 3. Leadership and Community.- Chapter 4. Schools, Leadership and the Law.- Chapter 5. School Leadership and the Market.- Chapter 6. Leadership and the Political State.- Chapter 7. Conclusions.- Chapter 8. Epilogue—From the Political to the Undifferentiated.\/\u003cbr\u003e","brand":"Springer Nature Switzerland AG","offers":[{"title":"Default Title","offer_id":48743064273239,"sku":"9783030998332","price":85.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9783030998332.jpg?v=1720063953"},{"product_id":"public-education-in-turbulent-times-innovative-strategies-for-leadership-and-learning-9783031432361","title":"Public Education in Turbulent Times: Innovative","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003ci\u003ePublic Education in Turbulent Times\u003c\/i\u003e communicates a bold vision for the future of education, addressing the evolving purpose of American public education and the structural innovations schools are using to meet the needs of a rapidly transforming world. Highlighting key challenges that emerged during the immense economic and social disruptions of recent years, the book leverages case studies of four unique school districts where school communities overcame concerns high in the public consciousness – trauma, danger, economic inequality, and racial injustice. These obstacles have hampered efforts to reclaim lost learning opportunities that could define the educational experiences of a generation of students. If educators revert to business as usual, they risk dismissing essential lessons from resilient schools that thrived in the chaos of a global pandemic and its fallout. This book provides rich insights to refocus readers’ attention on achieving a more equitable and safe education system for the future.\u003cbr\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePart I Looking Back to Look Ahead1. Introduction2. Giving Voice to the ChallengesPart II Stories of Education in Trying Times3. Education in a Time of Trauma: A Story of Resilience4. Education in a Time of Danger: A Story of Choice5. Education in a Time of Need: A Story of Community6. Education in a Time of Change: A Story of JusticePart III On Reimagining Education7. The Circle Model8. Reimagine Where Schools Fit: Purpose and Context9. Reimagine How Schools Work: Structures and Personnel10. Conclusion: Innovation and Inclusion\u003cbr\u003e","brand":"Springer International Publishing AG","offers":[{"title":"Default Title","offer_id":48743086227799,"sku":"9783031432361","price":23.74,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9783031432361.jpg?v=1720064049"},{"product_id":"the-learnercentered-classroom-and-school-9780787908362","title":"The LearnerCentered Classroom and School","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eShows educators and administrators how they can fill their classrooms with students who are eager for success and motivated to learn. The learner-centered approach focuses on designing instruction that is sensitive to the individual students needs, abilities, and interests rather than rigidly tied to the subject matter.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\"In an era when the idea of learner-centered teaching is widely advocated but seldom practiced, there is finally a book uncommonly faithful to this approach. Barbara McCombs and Jo Sue Whisler carefully blend years of research and practice to give teachers practical guidance and to spur the educational establishment to urgently needed reform.\" (Raymond J. Wlodkowski, Ph.D., Motivation Expert and author of Eager to Learn and Diversity and Motivation)\u003cbr\u003e\u003cbr\u003e\"McCombs and Whisler extract powerful, practical lessons from contemporary theories of learner-centered classrooms. As imminently readable and insightful contribution to the field of education.\" (Martin V. Covington, professor of psychology, University of California Berkeley and author of Making the Grade and Overcoming Student Failure)\u003cbr\u003e\u003cbr\u003e\"The Learner-Centered Classroom and School gives us a vision of a truly powerful form of school reform--focusing the instructional process on the learner. McCombs and Whisler not only provide a comprehensive review of the research and theory on learning and motivation, but they spell out in practical detail how teachers can utilize this information to implement a learner-centered approach. This book has the potential of drastically altering the promise and practice of education.\" (Robert J. Marzano, deputy executive director for training and development, Mid-continent Regional Educational Laboratory, Aurora, Co and author of Dimensions of Learning and A Comprehensive Guide to Designing Standard' Based Districts, Schools and Classrooms)\u003cbr\u003e\u003cbr\u003e\"An especially useful tool to anyone attempting to establish a learner-centered environment by increasing student motivation and achievement.\" (Connie H. Yarema, assistant professor of mathematics, Northeast Louisiana University)\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eWhat is \"Learner-Centered\"?\u003cbr\u003e \u003cbr\u003e Why Learner-Centered?\u003cbr\u003e \u003cbr\u003e The Learner-Centered Classroom.\u003cbr\u003e \u003cbr\u003e The Learner-Centered School System.\u003cbr\u003e \u003cbr\u003e Making the Transition to Learner-Centered Classrooms and Schools.\u003cbr\u003e \u003cbr\u003e An Action Plan for Ongoing Learning and Change.","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48865896694103,"sku":"9780787908362","price":33.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780787908362.jpg?v=1722276098"},{"product_id":"future-wise-9781118844083","title":"Future Wise","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eHow to teach big understandings and the ideas that matter most    Everyone has an opinion about education, and teachers face pressures from Common Core content standards, high-stakes testing, and countless other directions.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAcknowledgments ix\u003c\/p\u003e \u003cp\u003eIntroduction: Learning for Tomorrow 1\u003c\/p\u003e \u003cp\u003e1 Lifeworthy Learning: Where Knowledge Goes in Learners’ Lives 7\u003c\/p\u003e \u003cp\u003e2 Learning Agendas: The Mixed Blessings of Achievement, Information, and Expertise 27\u003c\/p\u003e \u003cp\u003e3 Big Understandings: Learning That Matters in Learners’ Lives 49\u003c\/p\u003e \u003cp\u003e4 Big Questions: Learning beyond What’s Settled and Known 71\u003c\/p\u003e \u003cp\u003e5 Lifeready Learning: Making What’s Worth Learning Ready for Life 97\u003c\/p\u003e \u003cp\u003e6 The Seven Seas of Knowledge: Lifeworthy Learning from the Disciplines 123\u003c\/p\u003e \u003cp\u003e7 Ways of Knowing: Powerful Patterns of Thought from the Disciplines and Beyond 143\u003c\/p\u003e \u003cp\u003e8 Buckets of Knowledge: Organizing Content across the Years of Education 171\u003c\/p\u003e \u003cp\u003e9 Big Know-How: Twenty-First-Century Skills and Beyond 197\u003c\/p\u003e \u003cp\u003e10 Knowledge on the Way to Wisdom 223\u003c\/p\u003e \u003cp\u003eNotes 251\u003c\/p\u003e \u003cp\u003eIndex 261\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default Title","offer_id":48866379006295,"sku":"9781118844083","price":17.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781118844083.jpg?v=1722278370"},{"product_id":"creating-cultures-of-thinking-9781118974605","title":"Creating Cultures of Thinking","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eExplaining how creating a culture of thinking is more important to learning than any particular curriculum, the author outlines how any school or teacher can accomplish this by leveraging 8 cultural forces: expectations, language, time, modeling, opportunities, routines, interactions, and environment.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eList of Figures ix\u003c\/p\u003e \u003cp\u003eAcknowledgments xi\u003c\/p\u003e \u003cp\u003eAbout the Author xiii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eIntroduction Demystifying Group and Organizational Culture 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA New Standard for Education 5\u003c\/p\u003e \u003cp\u003eThe Forces that Shape Culture 6\u003c\/p\u003e \u003cp\u003eTools for Transformation 10\u003c\/p\u003e \u003cp\u003e\u003cb\u003eOne The Purpose and Promise of Schools 13\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThinking Differently about Outcomes 16\u003c\/p\u003e \u003cp\u003eTeaching as Enculturation 19\u003c\/p\u003e \u003cp\u003eCulture as the Enactment of a Story 20\u003c\/p\u003e \u003cp\u003eEnacting Our New Story, Realizing Our Vision 34\u003c\/p\u003e \u003cp\u003eUncovering the Story of Your School or Classroom 35\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTwo Expectations: Recognizing How Our Beliefs Shape Our Behavior 37\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eFocusing Students on the Learning vs. the Work 43\u003c\/p\u003e \u003cp\u003eTeaching for Understanding vs. Knowledge 47\u003c\/p\u003e \u003cp\u003eEncouraging Deep vs. Surface Learning Strategies 50\u003c\/p\u003e \u003cp\u003eEncouraging Independence vs. Dependence 54\u003c\/p\u003e \u003cp\u003eDeveloping a Growth vs. a Fixed Mindset 55\u003c\/p\u003e \u003cp\u003eExploring and Developing Expectations 59\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThree Language: Appreciating Its Subtle Yet Profound Power 61\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Language of Thinking 68\u003c\/p\u003e \u003cp\u003eThe Language of Community 71\u003c\/p\u003e \u003cp\u003eThe Language of Identity 74\u003c\/p\u003e \u003cp\u003eThe Language of Initiative 75\u003c\/p\u003e \u003cp\u003eThe Language of Mindfulness 78\u003c\/p\u003e \u003cp\u003eThe Language of Praise and Feedback 81\u003c\/p\u003e \u003cp\u003eThe Language of Listening 82\u003c\/p\u003e \u003cp\u003eLeveraging Language 84\u003c\/p\u003e \u003cp\u003eBecoming Proficient Users of the Languages of the Classroom 85\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFour Time: Learning to Be Its Master Rather Than Its Victim 87\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eRecognizing Time as a Statement of Your Values 96\u003c\/p\u003e \u003cp\u003eLearning to Prioritize and Always Prioritizing Learning 98\u003c\/p\u003e \u003cp\u003eGiving Thinking Time 102\u003c\/p\u003e \u003cp\u003eInvesting Time to Make Time 105\u003c\/p\u003e \u003cp\u003eManaging Energy, Not Time 107\u003c\/p\u003e \u003cp\u003eIt’s Time to Rethink Time 110\u003c\/p\u003e \u003cp\u003eGetting a Better Perspective on Time 112\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFive Modeling: Seeing Ourselves through Our Students’ Eyes 115\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDispositional Apprenticeship: Being a Role Model of Learning and Thinking 125\u003c\/p\u003e \u003cp\u003eCognitive Apprenticeship: Making Our Thinking Visible 129\u003c\/p\u003e \u003cp\u003eGradual Release of Responsibility: Modeling for Independence 132\u003c\/p\u003e \u003cp\u003eInteractive Modeling: Learning from Examples, Practice, and Reflection 135\u003c\/p\u003e \u003cp\u003eLearning from Models 136\u003c\/p\u003e \u003cp\u003eModeling for the Development of Thinking, Learning, and Independence 138\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSix Opportunities: Crafting the Vehicles for Learning 141\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eConstructing Character: Using Mathematics to Understand Othello’s Iago 144\u003c\/p\u003e \u003cp\u003eVoiceThread: Using Storytelling to Understand Migration 150\u003c\/p\u003e \u003cp\u003eMusic 2 Save Music 154\u003c\/p\u003e \u003cp\u003eCategorizing, Recognizing, and Realizing Learning Opportunities 159\u003c\/p\u003e \u003cp\u003eAnalyzing and Creating Opportunities for Learning 169\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSeven Routines: Supporting and Scaffolding Learning and Thinking 171\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Routine Is More Than an Activity 177\u003c\/p\u003e \u003cp\u003eUsing Claim-Support-Question to Delve Into Number Theory in Fifth Grade 179\u003c\/p\u003e \u003cp\u003eMore Than a Game: Differentiating Mathematics in Second Grade 185\u003c\/p\u003e \u003cp\u003eMaking CSQ Fly in Secondary Mathematics 188\u003c\/p\u003e \u003cp\u003eTools, Structures, and Patterns: Establishing Routines in the Classroom 190\u003c\/p\u003e \u003cp\u003eMaking Thinking Routine in Our Classrooms 196\u003c\/p\u003e \u003cp\u003e\u003cb\u003eEight Interactions: Forging Relationships That Empower Learners 199\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eNew Roles for Students: Empowering Disenfranchised Learners 204\u003c\/p\u003e \u003cp\u003eBeyond Sit and Get: Teaching Students to Build on One Another’s Ideas 212\u003c\/p\u003e \u003cp\u003eBuilding Culture through Affect and Actions 218\u003c\/p\u003e \u003cp\u003eShaping Interactions through Roles 220\u003c\/p\u003e \u003cp\u003eAsking “Good” Questions 221\u003c\/p\u003e \u003cp\u003eCreating New Patterns of Discourse 223\u003c\/p\u003e \u003cp\u003ePromoting Interactions That Support Thinking and Learning 225\u003c\/p\u003e \u003cp\u003e\u003cb\u003eNine Environment: Using Space to Support Learning and Thinking 227\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eNew Learning in an Old Container 231\u003c\/p\u003e \u003cp\u003eCurating a Classroom 234\u003c\/p\u003e \u003cp\u003eDesigning for Thinking 242\u003c\/p\u003e \u003cp\u003eCreating Environments to Enhance Learning and Build Culture: Four Fronts 247\u003c\/p\u003e \u003cp\u003eCreating Environments That Bring Out the Best in Learners 259\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTen Moving toward Transformation 261\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Close Look at Substantive Change 263\u003c\/p\u003e \u003cp\u003eSupporting Change on a Large Scale 267\u003c\/p\u003e \u003cp\u003eBuilding a Vision across a School District 276\u003c\/p\u003e \u003cp\u003eLearning Together for the Long Haul 281\u003c\/p\u003e \u003cp\u003eCreating Opportunities 287\u003c\/p\u003e \u003cp\u003eBuilding the Capacity of Teachers to Teach One Another 293\u003c\/p\u003e \u003cp\u003eUsing Inquiry-Action Projects to Go Deeper 298\u003c\/p\u003e \u003cp\u003eSameness and Difference in the Journey to a Culture of Thinking 303\u003c\/p\u003e \u003cp\u003eAppendix A My Reflections on the Learning Activities in This Class 307\u003c\/p\u003e \u003cp\u003eAppendix B Ladder of Feedback 309\u003c\/p\u003e \u003cp\u003eAppendix c Success Analysis Protocol 311\u003c\/p\u003e \u003cp\u003eAppendix D Looking At Students’ Thinking (LAST) Protocol 313\u003c\/p\u003e \u003cp\u003eAppendix E Six Key Principles of the Cultures of Thinking Project 315\u003c\/p\u003e \u003cp\u003eAppendix F Laying the Foundation for a Culture of Thinking 317\u003c\/p\u003e \u003cp\u003eAppendix G Leading a Culture of Thinking at My School 319\u003c\/p\u003e \u003cp\u003eAppendix H The Development of a Culture of Thinking in My Classroom 323\u003c\/p\u003e \u003cp\u003eAppendix I Assessment Ladder 327\u003c\/p\u003e \u003cp\u003eReferences 329\u003c\/p\u003e \u003cp\u003eSubject Index 351\u003c\/p\u003e \u003cp\u003eName Index 361\u003c\/p\u003e","brand":"John Wiley \u0026 Sons Inc","offers":[{"title":"Default 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and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Pearson Education Limited","offers":[{"title":"Default Title","offer_id":48866522661207,"sku":"9781292257419","price":8.6,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781292257419.jpg?v=1722279054"},{"product_id":"the-school-premises-handbook-a-guide-for-premises-staff-business-managers-headteachers-and-governors-9781398388796","title":"The School Premises Handbook a guide for premises","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eA handbook to inform school premises staff, business managers, headteachers and governors in England of their legal responsibilities around buildings compliance. \u003cbr\u003e\u003cbr\u003eAs well as exploring the impact of school buildings and grounds on student learning, \u003ci\u003eThe School Premises Handbook\u003c\/i\u003e covers the working environment, fire safety, health and safety, statutory compliance duties, planning for maintenance, risk assessments, energy efficiency, environmental sustainability, and managing and developing a premises team. Jo Marchant, a highly experienced head of estates, introduces key legislation, further information sources, and an action checklist. \u003cbr\u003e\u003cbr\u003eNew premises staff will find a wealth of information, from what to do on their first day in the role to planning the year-long cycle of maintenance activities. More experienced premises staff will also gain plenty of useful insights. School business managers will find advice on managing premises staff and developing their school est\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eUseful reference guide and insight to the profession. Whether you are just starting a career in premises management and need to know how to get started, or an experienced premises professional who wants to double-check and brush up on facts and process, this book will provide you with much information and many tips. * James Miller, Estates Director and founding coordinator of The Trust Network *\u003cbr\u003eI consider the book as a trusted, time-served, hands-on industry knowledge base and an invaluable bible for school premises management teams, large or small. This first-of-a-kind book should be considered an absolute must for those tasked with recruiting or managing premises staff\u003ci\u003e.\u003c\/i\u003e * Alan Wilson, Site Manager, Tunbridge Wells Grammar School for Boys *\u003cbr\u003eThis is just the kind of text to put in the hand of both the new and experienced busy senior leader. It is practically focused and concise, with very systematic approaches to effective estates management. Highly recommended for the busy professional keen to know the details. * Daniel Wright, Headmaster, The London Oratory School *\u003cbr\u003e\u003ci\u003eThe School Premises Handbook\u003c\/i\u003e is a book with a common-sense and straightforward approach to one of the most challenging areas of school operations. The book is a go-to resource for all school personnel, from the premises teams on the ground through to senior leaders, and especially valuable for guiding those in governance. * Lynne Fletcher, Schools Resource Management Advisor and National Leader of Governance *\u003cbr\u003eEstates management is a critical but often overlooked element of school and trust operations. This comprehensive handbook provides detailed guidance and advice on how to manage the complexities of buildings (new and old), infrastructure and grounds. Virtually no stone is left unturned. * Stephen Morales, Chief Executive, Institute of School Business Leadership *\u003cbr\u003e\u003ci\u003eThe School Premises Handbook\u003c\/i\u003e is packed full of advice for school estate professionals and leaders looking to be better informed. Jo Marchant explains the complexities of legislation and regulation, providing useful guides, templates and case studies. Her thoughtful curation means the book can be read from start to finish or by selecting the chapter topics that are most relevant to your role. It is a practical, must-have guide. * Hayley Dunn, Business Leadership Specialist, Association of School and College Leaders *\u003c\/p\u003e","brand":"John Catt Educational Ltd","offers":[{"title":"Default Title","offer_id":48866625454423,"sku":"9781398388796","price":17.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781398388796.jpg?v=1722279522"},{"product_id":"a-revolution-betrayed-9781399400077","title":"A Revolution Betrayed","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003eThere are few subjects these days that cause parents more stress than their children''s education.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e In his new book, Peter Hitchens describes the misjudgements made by politicians over the years that have led to the increase of class distinction and privilege in our education system. This is of course the opposite of what was intended, especially by former Minister of Education Shirley Williams and Margaret Thatcher, her successor in that role, who closed down many more Grammar Schools than Williams.\u003cbr\u003e\u003cbr\u003e Given that the cost of private secondary education is now in the region of 50,000 a year and the best comprehensive schools are now oversubscribed, parents are spending thousands on private tutoring and fee-paying prep schools in order to get their children into these academically excellent schools. Meanwhile hypocritical Labour politicians like Diane Abbott send their children to expensive private day schools.\u003cbr\u003e\u003cbr\u003e Hitchens argues that in trying to bring about \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eFascinating. * The New Statesman *\u003cbr\u003e...Hitchens provides an accessible and helpful overview of educational history in the UK. * The Tablet *\u003cbr\u003eAt its heart, though, \u003ci\u003eA Revolution Betrayed\u003c\/i\u003e is a history book with attitude… and has much to offer about an undeniably fascinating and significant episode. * The Spectator *\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e1 The Nature and History of the Dispute 2 A Chronology of Grammar School Education 3 The Case against Grammar Schools 4 The Case for Grammar Schools 5 The Secondary Moderns 6 From O Level to No Level 7 The Left Dissents from Itself, But Only a Little 8 No Going Back  \u003ci\u003eAppendix I: A Grammar School ‘Who’s Who’ Appendix II: Schools Mentioned That Are Still Grammar Schools Appendix III: Former Grammar Schools and Their Later Fates Notes Index\u003c\/i\u003e\u003c\/p\u003e","brand":"Bloomsbury Publishing PLC","offers":[{"title":"Default Title","offer_id":48866648785239,"sku":"9781399400077","price":12.34,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781399400077.jpg?v=1722279635"},{"product_id":"the-pormise-of-a-pencil-9781476730639","title":"The Pormise of a Pencil","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cb\u003eThe riveting \u003ci\u003eNew York Times\u003c\/i\u003e bestseller about a young man who built more than 250 schools around the world—and the steps anyone can take to lead a successful and significant life.\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003eAdam Braun began working summers at hedge funds when he was just sixteen years old, sprinting down the path to a successful Wall Street career. But while traveling he met a young boy begging on the streets of India, who after being asked what he wanted most in the world, simply answered, “A pencil.” This small request led to a staggering series of events that took Braun backpacking through dozens of countries before eventually leaving a prestigious job to found Pencils of Promise, the organization he started with just $25 that has since built more than 250 schools around the world.\u003cbr\u003e \u003cbr\u003e \u003ci\u003eThe Promise of a Pencil\u003c\/i\u003e chronicles Braun’s journey to find his calling, as each chapter explains one clear step that every person can take to turn their biggest ambitions \u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"For anyone with a big dream to transform the world, this book will show you how to get it done.\" -- Sir Richard Branson\u003cbr\u003e“A compelling and singular story filled with universal truths everyone needs to hear.” -- United States Senator Cory Booker\u003cbr\u003e\"A remarkably inspiring story that shares the essential lessons to creating a life of meaning, passion and purpose.\" -- Deepak Chopra, Founder of The Chopra Foundation\u003cbr\u003e“A vivid, heartfelt account of the power of education and the ability of one person to impact the world.” -- Wendy Kopp, Founder of Teach For America and Co-Founder \u0026amp; CEO of Teach For All\u003cbr\u003e“Braun takes you on a mesmerizing round-the-world adventure, while sharing the concrete steps necessary to turn your own ideas into reality. He has his finger on the pulse of what's next and when he speaks you should be listening.” -- Keith Ferrazzi, #1 NY Times bestselling author of Never Eat Alone and Who's Got Your Back\u003cbr\u003e“A perfect step-by-step guide to building the life you've always wanted on your own terms. . . Start reading and don't put the book down until you're finished.” -- Gary Vaynerchuk, CEO of VaynerMedia and New York Times bestselling author of Jab, Jab, Jab Right Hook and Crush It!\u003cbr\u003e\"Braun's lessons are memorable, accessible, and powerful. This is a must-read, and a must-re-read, and a must-keep-in-view-on-bookshelf kind of book.\" -- Jessica Jackley, Co-Founder of Kiva\u003cbr\u003e\"[An] exuberant testimony to the power of idealism. . . Braun’s story forcefully presents the advantages of silencing the head andlistening to the heart.\" * Publishers Weekly starred review and Book of the Week *\u003cbr\u003e\"[Braun] skillfully weaves together his personal memoir and the professional challenges he faced... Informative and inspiring.\" * Kirkus Reviews *\u003cbr\u003e“Braun combines his laid-back storytelling style with simple yet sage advice….The Promise of a Pencil is engaging, instructive and inspiring reading for anyone who wants to change his or her life, change the world, or simply feel better about humanity.” * Success Magazine *\u003cbr\u003e\"Braun shares his story of how he started Pencils of Promise, what he learned from Wall Street that has helped him...how he’s leveraged social networks to generate donations, and his best career advice.\" * Forbes.com *\u003cbr\u003e\"[A] page-turning debut.\" * MTV Act *","brand":"Simon \u0026 Schuster","offers":[{"title":"Default Title","offer_id":48867279241559,"sku":"9781476730639","price":9.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781476730639.jpg?v=1722282562"},{"product_id":"schools-that-heal-design-with-mental-health-in-mind-9781642830781","title":"Schools That Heal: Design with Mental Health in","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eWhat would a school look like if it was designed with mental health in mind? Too many public schools look and feel like prisons, designed out of fear of vandalism and truancy. But we know that nurturing environments are better for learning. Research consistently shows that access to nature, big classroom windows, and open campuses reduce stress, anxiety, disorderly conduct, and crime, and improve academic performance. But too few school designers and decision-makers apply this research to create healthy schools. Schools That Heal details the myriad opportunities, from furniture to classroom improvements to whole campus renovations, to make supportive learning environments for our children and teenagers.  Schools around the world have been designed to support students’ health. A Japanese community decimated by a tsunami has incorporated water elements into the school campus to reconnect students to nature in a supportive way and promote environmental stewardship. Sandy Hook Elementary, creating a completely redesigned campus in the wake of a school shooting, began with an inclusive design process to ensure the new school could be a place of healing and learning. And while the larger mental and physical impacts of how COVID-19 has changed schooling aren’t known yet, Latané discusses how building elements like large windows, that can open to circulate fresh air, were once common in schools and could once again be useful as a cost-effective tactic for reducing virus exposure.  Backed by decades of research, Schools That Heal showcases clear and compelling ways to create schools that support students’ mental health and feelings of safety. Written in an accessible tone, this book reviews the evidence connecting design to mental health and makes design and advocacy recommendations to support students’ well-being and sense of safety.  With invaluable advice for school administrators, public health experts, teachers, and parents, Schools That Heal is a call to action and a practical resource to envision and implement nurturing and inspiring school environments. Healthy, healing campuses will better prepare students to take care of themselves, their communities, their cities, and their planet.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eForeword by Manal Aboelata Preface Chapter 1: Nine Reasons Why We Should Design Schools with Mental Health in Mind Chapter 2: How School Environments Shape Mental, Social, and Physical Health Chapter 3: Site Design Strategies to Support Mental Health and Safety Chapter 4: Leveraging Schools for Public Health, Equity, and Climate Resilience Chapter 5: How to Communicate for the Best Chance at Change Chapter 6: Money Doesn’t Grow on Trees … Or Does It? Chapter 7: Ten Schools to Inspire and Guide You Chapter 8: Conversations on Transformation by Design Chapter 9: For the Love of Students Resources Endnotes Index","brand":"Island Press","offers":[{"title":"Default Title","offer_id":48867926344023,"sku":"9781642830781","price":24.7,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781642830781.jpg?v=1722285641"},{"product_id":"middle-leadership-in-schools-ideas-and-strategies-for-navigating-the-muddy-waters-of-leading-from-the-middle-9781837530854","title":"Middle Leadership in Schools: Ideas and","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eThere is a lack of studies and practical resources available for supporting the professional development of middle leaders. Based on research and consultations with influential school middle leaders, \u003cem\u003eMiddle Leadership in Schools\u003c\/em\u003e presents ideas and actions designed specifically to stimulate and enhance educators leading from the middle, as a catalyst to enable them to do what they do with greater influence and impact.\u003c\/p\u003e \u003cp\u003eEach chapter focuses on a challenge of leading from the middle, drawing from successful practice and case studies whilst providing contemporary research and practical strategies to guide middle leaders to success.\u003c\/p\u003e \u003cp\u003eOffering a unique combination of academic rigour and practical advice, \u003cem\u003eMiddle Leadership in Schools\u003c\/em\u003e is essential reading for teachers, current and aspiring middle leaders, school leaders, and postgraduate students studying educational leadership.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e“Middle leadership in schools: Ideas and actions for navigating the muddy waters of middle leading” is a unique book in that it brings together practitioners, researchers, consultants, and administrators, to share their stories and ideas about middle leadership in schools. Thus, each chapter is both theoretically robust and pragmatically relevant. This is important because in each case the wisdom that is shared is reliable and relatable, and written in a style that is accessible to all. Middle leaders provide crucial leadership in schools – in and around classrooms where the purposes of education are enacted and fulfilled, so this is an important volume in that it provides needed professional learning for these key leaders. Furthermore, the chapters cover some of the fundamental practices of middle leadership, including the development and maintenance of trust, how to lead change and innovation through action research, and strategic thinking and planning. I commend the chapters in this book to school middle leaders, as important insights that can help you reflect upon, and develop, your own middle leading practices in your own educational site.\u003c\/p\u003e -- Peter Grootenboer, Professor of Education, Griffith University\u003cbr\u003e\u003cp\u003e\u003cem\u003eMiddle Leadership in Schools\u003c\/em\u003e is a powerful guide that brilliantly illuminates the challenges and opportunities faced by middle leaders. With its diverse perspectives from across Australia, this book is an invaluable companion for anyone navigating the muddy waters of middle leading. I wish I had this treasure during my own middle leadership journey!\u003c\/p\u003e -- Lauren Sayer, Director Curriculum, Victorian Curriculum Assessment Authority\u003cbr\u003e\u003cp\u003eThis is a book for aspiring school middle leaders. It sets out the complexities of the role so that you will know what to expect.\u003c\/p\u003e \u003cp\u003eIt is valuable for current middle leaders. It illustrates the volatility of the job you’re doing and help you understand why your job can be so tricky to carry out.\u003c\/p\u003e \u003cp\u003eSenior leaders will benefit from reading it. It will assist you to unravel the challenges of getting the best from your organisation’s middle layer.\u003c\/p\u003e \u003cp\u003eThe range of expertise on show makes this an easy to read yet thought provoking book. It bridges the gap between the regularly criticised “ivory tower” academic approach and purely anecdotal, bias laden non-generalisable accounts.\u003c\/p\u003e \u003cp\u003eThe structure is clear and ensures the reader thinks about the content. Guiding questions and reflective questions and tasks steer you though varying perspectives. Real-world experiences are supported and underpinned by academic citations. This is important when discussing crucial middle leader issues such as identity, trust and authenticity.\u003c\/p\u003e \u003cp\u003eIt is a book that has sought the opinion and critical appreciation of those doing this vital work in schools and robustly validated it. It works well.\u003c\/p\u003e \u003cp\u003eIt is an important addition to school middle leadership literature.\u003c\/p\u003e -- - Bill Lowe, Responsible for the design and delivery of Education Leadership in the Education MA at Newman University, Birmingham, UK. Author of Middle Leadership for 21st Century Schools. Crown House.\u003cbr\u003e\u003cp\u003eMiddle level leadership is the engine room for positive change in a school. I have been privileged to work with Liz in the hard graft of positive school improvement from the middle and to learn from Barbara and Patrick’s work over many years. 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While most public high schools, regardless of poverty level, offered courses like algebra and biology, disparities in access were associated with school poverty level for more advanced courses like calculus, physics, and those that may allow students to earn college credit, like Advanced Placement (AP) courses.","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48886118121815,"sku":"9781536150735","price":113.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781536150735.jpg?v=1722538884"},{"product_id":"a-university-assistedcommunityschools-approach-to-understanding-social-problems-and-socialjustice-9781536168556","title":"A University AssistedCommunitySchools Approach to","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eAs this book cogently states this is an eclectic examination of current social problems using the lenses of literature, whether fiction or non-fiction, to open doors to understanding the potential for new and creative interventions that have the potential for transformative change. The beginning quote from Toni Morrison bringing light to those who don't always find themselves true ownership to the land to which they are rooted in is a climate system for readers of this book. James Agee and Walker Evans provide a clear and yet complex vision of how they came to study three families in Hale County, Alabama. Their work gives excellent details on how to enter cultures different from their own. Hillbilly Elegy, Appalachian Reckoning and Nickel Boys all written in the past three years yield description and rhetoric that inform social scientists of the human condition. Appalachian Reckoning disputes much of what J.D. Vance wrote. Furious Hours is an excellent source for data collection and analysis. Literature is not new to social commentary but these are contemporary works that can help scholar activists and public researchers who are doing research and publishing for the public. This is a major goal of this book. Educational issues and their intersection with crime and mental issues are key topics of this cogent book. Opportunity gaps, school to prison pipeline, anxiety and many more issues are fodder for scholar activists that are adumbrated in this forceful book. The community school is proffered as a hub of services for those thorny issues. The school is the place to offer services because so many are fractured in this country today and very likely to become more so. Systemic thinking is a key part of the interventions applied currently. A plus on this topic is that systems thinking is presented in a demystifying way. Vignettes are a strength of this book in that they are what happened and they give readers insight into what worked and what didn't. If you are a bridge player, one peak is worth two finesses. The people in these vignettes are as alive today as they were when these events took place.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eAcknowledgementsIntroduction: On the Relevancy of Toni MorrisonPrologueArt, Science, and Value: University Assisted Community SchoolsOn Making Let Us Now Praise Famous Men a Valuable Social Science Tool for Understanding Poor People and PovertyCommunity Schools: What Are They? Important Scholar Activists SpeakA Novel Way to Examine Social Science Questions: Casey Cep and Colson Whitehead, Following the Tradition of James Agee and Walker EvansThe Past, Present, and Future of the Goals of Education for All: Some Personal AsidesHistorical Antecedents: What Roles for Universities in Community ChangeAppendixEpilogueReferencesIndex.","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48886155411799,"sku":"9781536168556","price":72.24,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781536168556.jpg?v=1722539016"},{"product_id":"school-health-in-asia-and-africa-9781536178685","title":"School Health in Asia and Africa","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003ePromoting healthy behaviours during adolescence, and taking steps to better protect young people from health risks are critical for the prevention of health problems in adulthood, and for countries' future health and ability to develop and thrive. This book deals with substance use and misuse, interpersonal violence, suicidal behaviour and unintentional injuries, behavioural risk factors of non-communicable diseases, under and over nutrition, child abuse and child labour, oral and hand hygiene in Asian and African countries. We hope this will be of interest to our readers.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eFor more information, please visit our website at:https:\/\/novapublishers.com\/shop\/school-health-in-asia-and-africa\/","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48886171500887,"sku":"9781536178685","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"out-of-the-depths-4th-edition-the-experiences-of-mikmaw-children-at-the-indian-residential-school-at-shubenacadie-nova-scotia-9781552667293","title":"Out of the Depths, 4th Edition: The Experiences","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eIn the 1880s, through an amendment to the Indian Act of 1876, the government of Canada began to require all Aboriginal children to attend schools administered by churches. Separating these children from their families, removing them from their communities and destroying Aboriginal culture by denying them the right to speak Indigenous languages and perform native spiritual ceremonies, these residential schools were explicitly developed to assimilate Aboriginal peoples into Canadian culture and erase their existence as a people. Daring to break the code of silence imposed on Aboriginal students, residential school survivor Isabelle Knockwood offers the firsthand experiences of forty-two survivors of the Shubenacadie Indian Residential School. In their own words, these former students remember their first day of residential schooling, when they were outwardly transformed through hair cuts and striped uniforms marked with numbers. Then followed years of inner transformation from a strict and regimented life of education and manual training, as well as harsh punishments for speaking their own language or engaging in Indigenous customs. The survivors also speak of being released from their school and having to decide between living in a racist and unwelcoming dominant society or returning to reserves where the Aboriginal culture had evolved. In this newly updated fourth edition, Knockwood speaks to twenty-one survivors of the Shubenacadie Indian Residential School about their reaction to the apology by the Canadian government in 2008. Is it now possible to move forward?\"","brand":"Fernwood Publishing Co Ltd","offers":[{"title":"Default Title","offer_id":48886283632983,"sku":"9781552667293","price":17.05,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781552667293.jpg?v=1722539481"},{"product_id":"educational-justice-teaching-and-organizing-against-the-corporate-juggernaut-9781583676134","title":"Educational Justice: Teaching and Organizing","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThat education should instill and nurture democracy is an American truism. Yet organizations such as the Business Roundtable, together with conservative philanthropists such as Bill Gates and Walmart s owners, the Waltons, have been turning public schools into corporate mills. Their top-down programs, such as Common Core State Standards, track, judge, and homogenize the minds of millions of American students from kindergarten through high school. But corporate funders would not be able to implement this educational control without the de facto partnership of government at all levels, channeling public moneys into privatization initiatives, school closings, and high-stakes testing that discourages independent thinking. Educational Justice offers hope that there s still time to take on corporatized schools and achieve democratic justice in the classroom. Forcefully written by educator and journalist Howard Ryan, with contributing authors, the book opens with four chapters that discuss theories on teacher unionism, social justice pedagogy, and corporate school reform. These chapters are balanced with four case-study chapters documenting exemplary teaching and school-site organizing practices in the field. Reports from various educational fronts include innovative union strategies against charter school expansion, as well as teaching visions drawn from the vibrant whole language movement. Bold, informative, clearly reasoned, this book is an education in itself a democratic one at that.\"\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003eHoward Ryan's book is a celebration of the growing ranks of educators, parents, and community organizations successful resistance to school closures, moribund unionism, high stakes testing, and undemocratic control of our public schools. Ryan s portrait lifts up how regular people can reassert democracy through broad-based coalitions and rank-and-file activism. -Jackson Potter, Staff Coordinator, Chicago Teachers Union\"","brand":"Monthly Review Press,U.S.","offers":[{"title":"Default Title","offer_id":48886431875415,"sku":"9781583676134","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"school-crime-safety-9781594547362","title":"School Crime \u0026 Safety","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eSchools are entrusted with ensuring the safety of students and staff. One measure of the safety of America''s public schools is the presence of violence on school campuses. Violent incidents include rape, sexual battery other than rape, physical attacks or fights with and without a weapon, threats of physical attack with and without a weapon, and robberies with and without a weapon. In order to provide a measure of the most severe incidents, those crimes that would be considered aggravated assaults were included as serious violent incidents. This book examines school bullying, prevention of youth hate crimes and other safety plans and policies within schools.","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48886528835927,"sku":"9781594547362","price":999.99,"currency_code":"GBP","in_stock":false}]},{"product_id":"time-out-examining-seclusion-restraint-in-schools-9781608769322","title":"Time Out: Examining Seclusion \u0026 Restraint in","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48886772957527,"sku":"9781608769322","price":139.49,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781608769322.jpg?v=1722541499"},{"product_id":"district-of-columbia-schools-reform-progress-9781613246498","title":"District of Columbia Schools: Reform Progress","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48886841770327,"sku":"9781613246498","price":107.99,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781613246498.jpg?v=1722541826"},{"product_id":"working-between-the-folds-school-leaders-reimagining-school-life-9781685071509","title":"Working Between The Folds: School Leaders","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eThe publication arises out of a research project of school education within South Africa and takes a school leadership perspective for imaginative possibilities resulting in school change. It illuminates the complexities associated with leading schools as they assume particular identities owing to specific categorizations. Its specific focus is on school leaders' lived experiences of addressing school challenges that brought about substantive change to school life. The book chapters collectively build on personally, professionally, and socially useful understandings of teaching, learning, governance, school finance and school-community partnerships in relation to wider social, political and cultural concerns, and across diverse contexts. Drawing on everyday real-life experiences, generated mainly through a range of narrative and arts-based practices and sources, the book communicates new voices, new insights, and imaginative possibilities for working with school challenges in contextually relevant and responsive attitudes to bring quality education to the doors of schools. The book, therefore, foregrounds school leaders from school principals through to teacher leaders' imaginative solutions to reimagining school life in each of their respective schools. Using a multi-perspectival theoretical lens, we offer portrayals of different dimensions of lived experiences of school life. The authors of the chapters (comprising both experienced and novice researchers) present critical descriptive accounts of different contextual realities of schooling juxtaposed against how they are categorized, for example: infrastructure (quintile rankings); financial (fee paying); geography (rural, urban, townships); poverty (feeding scheme) and performance.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface; Quality Education and School Experience in South Africa: How Far Have We Come?; Successful Rural Schools: Learning from School Principals Leadership Practices; Changing School Images: How Quintile One School Principals Turn Around Learner Performance in Their Schools within a Rural Context; Reimaging Schools for Improved Learner Performance; Responding to School Violence: Accounts of Heads of Departments towards Safe Schools; Making Visible Teacher Leadership Practices in Private and Public Schools; Its Just Not about the Funding  : Artful Research Learning for Cultivating Creative, Reflexive, Ethical Ways of Thinking about Schooling, Quintile[ing] and Teachers Lives; The Entrepreneurial Leadership Role of Principals: Doing More with Less Financial Resources; The Conundrum of School Governance: Alternate Ways through the Maze; Crush the Chalk: School Leaders Co-Creative Networking for Enhancing Schooling, Relations and Life; About the Authors; Index.","brand":"Nova Science Publishers Inc","offers":[{"title":"Default Title","offer_id":48887491461463,"sku":"9781685071509","price":113.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781685071509.jpg?v=1722544820"}],"url":"https:\/\/bookcurl.com\/collections\/schools-and-pre-schools.oembed?page=4","provider":"Book Curl","version":"1.0","type":"link"}