Schools and pre-schools Books

Book SynopsisThe riveting New York Times 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.Adam 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. The Promise of a Pencil 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 Trade Review"For anyone with a big dream to transform the world, this book will show you how to get it done." -- Sir Richard Branson“A compelling and singular story filled with universal truths everyone needs to hear.” -- United States Senator Cory Booker"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“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 & CEO of Teach For All“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“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!"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"[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 *"[Braun] skillfully weaves together his personal memoir and the professional challenges he faced... Informative and inspiring." * Kirkus Reviews *“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 *"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 *"[A] page-turning debut." * MTV Act *

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Book SynopsisHow do you embed excellence into schools' everyday practices, not as an incidental or an accident, but as an actual ethic? Like the original book, this book is not a manual but what it offers is a thorough analysis of the Ethic of Excellence toolkit strategies, which can be applied across all ages and phases. The examination is placed within a framework of relevant research and is aimed at corroborating Berger’s strategies and ethics, as they apply to classroom practice. The book is written with the full support, and the ethical guidance of the author of 'An Ethic of Excellence: Building a Culture of Craftsmanship with Students', Ron Berger. Each chapter exemplifies the active ingredients for each of the key principles and underpins them with evidence-informed practice and practical examples, from across the curriculum. The book offers case studies and insights from senior leaders and teachers on what excellence looks like, within their contexts. Whilst school improvement is never finished, the book offers a manual for identifying Berger’s principles of excellence. Through focused and evidence-informed offering, it considers how to make excellence as an ethic permanent across any school and any curriculum.

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Book SynopsisWritten under the guidance and with the support of Dylan Wiliam, Kate Jones writes about five formative assessment strategies in action in the classroom, with a foreword from Professor John Hattie. Building on the highly successful work of Wiliam and Siobhan Leahy, ideas are shared and misconceptions with formative assessment are addressed with lots of practical advice. Formative assessment in action focuses on five evidence-informed strategies that the teacher can use to support their learners to make progress. Formative assessment can help both the teacher and student understand what needs to be learned and how this can be achieved. During the learning process, formative assessment can identify students' progress as well as highlighting gaps in their knowledge and understanding, therefore giving the teacher useful insight as to what feedback and instruction can be provided to continue to move learners forward. Formative assessment takes place during the learning process. It continually informs the teacher and student as to how learning can move forward as it is happening. This is different to summative assessment, which focuses on the evaluation of student learning at the end of the process. There's a range of case studies from different subjects and key stages to show how formative assessment can be embedded across a curriculum successfully.

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Book SynopsisLeaders Aren''t Born, They''re M.A.D.E. provides a practical, accessible approach to leadership, grounded in time-tested principles. Instead of reinventing the wheel, this book curates and synthesizes the most effective leadership techniques, organizing them into four essential pillars: Management, Awareness, Development, and Environment. Each pillar comes with a set of techniques, thoughtfully designed with memorable names, engaging fables, and clear descriptions that reveal the often invisible practices used by great leaders. These techniques serve as a roadmap for both personal growth and team development, making the book an invaluable resource for leaders at every stage. What sets Leaders Aren''t Born apart is its flexible, interactive format: it''s not meant to be read cover to cover. Instead, it''s a dynamic tool that allows you to assess your strengths and challenges as a leader and choose your own path to growth. After taking the self-assessment, you can focus on the areas where you need the most improvement, ensuring that you develop into a well-rounded leader who excels across all pillars. Whether you''re a seasoned leader, just starting out, or looking to develop your team, Leaders Aren''t Born, They''re M.A.D.E. is your guide to becoming the leader you aspire to be.

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Book SynopsisWhat are the attitudes and actions that make great principals stand out? In this internationally renowned bestseller, Todd Whitaker reveals the 20 keys to effective school leadership.This essential third edition features helpful new strategies for recruiting talent through better interview and reference questions, as well as tips for retaining talent. It also offers a new section on how leadership is not an event, but rather requires a consistent approach to affect the climate and eventually shape the culture of your school.Perfect for new and experienced principals, for independent professional reading or for leadership courses, this practical book will leave you feeling inspired and ready to do the things that matter most for the people who ultimately matter mostâthe students.Trade Review"Even the most seasoned school principal will find Whitaker’s practical and intuitive approach to leadership useful in the best of times, but also it will help steer them as they lead through the worst. ... Without distilling the incredible importance and challenge of leading a school division or building, [Whitaker] also sets out a clear and understandable path to success and demystifies some of the unique aspects of school leadership. Any new or experienced school leader will find value, reinforcement, and solid advice within."--Becky Johnson, MiddleWeb Review, https://www.middleweb.com/44791/20-things-great-principals-do-differently/Table of ContentsAcknowledgmentsMeet the AuthorIntroductionChapter 1 Why Look at Great?Chapter 2 It’s People, Not ProgramsChapter 3 Develop an Accurate Sense of SelfChapter 4 Who Is the Variable?Chapter 5 Treat Everyone with Respect, Every Day, All the TimeChapter 6 Be the FilterChapter 7 Teach, Don't TellChapter 8 Hire Great TeachersChapter 9 Recruiting and Retaining TalentChapter 10 Understand the Dynamics of ChangeChapter 11 Standardized TestingChapter 12 Focus on Behavior, Then Focus on BeliefsChapter 13 Loyal to Whom?Chapter 14 Base Every Decision on Your Best TeachersChapter 15 In Every Situation, Ask Who Is Most Comfortable and Who Is Least ComfortableChapter 16 Understand the High AchieversChapter 17 Make It Cool to CareChapter 18 Don’t Need to Repair—Always Do RepairChapter 19 Deal with Negative or Ineffective Staff MembersChapter 20 Set Expectations at the Start of the YearChapter 21 Leadership Is Not An EventChapter 22 Clarify Your Core

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Book SynopsisIndigenous Methodologies is a groundbreaking text. Since its original publication in 2009, it has become the most trusted guide used in the study of Indigenous methodologies and has been adopted in university courses around the world. It provides a conceptual framework for implementing Indigenous methodologies and serves as a useful entry point for those wishing to learn more broadly about Indigenous research.The second edition incorporates new literature along with substantial updates, including a thorough discussion of Indigenous theory and analysis, new chapters on community partnership and capacity building, an added focus on oracy and other forms of knowledge dissemination, and a renewed call to decolonize the academy. The second edition also includes discussion questions to enhance classroom interaction with the text. In a field that continues to grow and evolve, and as universities and researchers strive to learn and apply Indigenous-informed research, this imTable of ContentsPrologue Introduction Part I Chapter 1 - Indigenous Methodologies and Qualitative Inquiry Chapter 2 - Indigenous Conceptual Framing in Indigenous Methodologies Part II Chapter 3 - Epistemology and Research: Centring Tribal Knowledge Chapter 4 - Indigenous Ethics and Axiology: Miýo (A Good Way) Chapter 5 - Engaging the Community Chapter 6 - Situating Self, Culture, and Purpose in Indigenous Methodologies Part III Chapter 7 - Indigenous Theorizing Chapter 8 - Story and Method in Indigenous Methodologies Chapter 9 - Interpretation and Working with the Findings Chapter 10 - Mobilizing the Findings: Representation, Oral Dissemination & Giving Back Part IV Chapter 11- A Call to Decolonizing the Academy Concluding Thoughts References

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Book SynopsisExam Board: ISEBLevel: 11 PlusSubject: MathsFirst Teaching: September 2015First Exam: Autumn 2016Brand new for 2016, these practice exam papers prepare children for the most challenging pre-tests and 11 plus independent school examinations. Nine levelled exam papers with a total of 184 questions are designed to test pupil''s ability across all mathematical topics:- there are four training tests, which include some simpler questions and slower timing designed to develop confidence- four tests in the style of pre-tests, ISEB and short-format CEM in terms of difficulty, speed and question variation- one test in the style of the longer format GL/bespoke tests in multiple choice question formatThe papers will develop and perfect exam technique, and will teach pupils to improve their response rates with timed papers. Pupils will ...- become familiar with the way long-format 11 plus tests are

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Book SynopsisDeveloped for schools exploring the use of restorative approaches to conflict resolution, this manual explains how to set up and run a restorative peer mediation programme, to provide students with the skills needed to nurture a climate of care and co-operation.Peer mediation can help peers solve conflicts in the classroom and schoolyard, providing both peer mediators and the children they help with opportunities for responsibility, growth and learning, as well as freeing up time for teachers to focus on other priorities. The guide includes all the information you need on how restorative peer mediation works, and includes an easy to implement training programme with sample scripts, handouts and letter templates to train up peer mediators in your school. With adapted materials for delivering training to children aged 10-16, this handbook is accompanied by downloadable and adaptable online materials to tailor training to specific settings.Trade ReviewThis book has that most important of things: resources that will both support the busy staff member, and really engage students. An excellent addition to any school's toolkit on the journey to becoming a restorative community. -- Chris Straker, Restorative Justice CouncilThe authors demonstrate on every page how much young people can learn from restorative peer mediation - including children who may themselves have been involved in difficult conflicts and who can bring special knowledge and skills to help others. -- Helen Cowie, Emeritus Professor, Faculty of Health and Medical Sciences, University of SurreyTable of Contents1. Introduction: Restorative Peer Mediators in your school. 2. Circles: How to train Restorative Peer Mediators. 3. Phase 1 Training Day. 3a. RPM Phase 1 Training Manual. 4. Getting Started After Phase 1 Training. 5. RPM Phase 1 Training Manual. 6. RPM Phase 2 Trainings. 7. Conclusion. 8. Appendices. 9. References. 10. Putting RPM into school policy.

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Book SynopsisHow 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.Table of ContentsAcknowledgments ix Introduction: Learning for Tomorrow 1 1 Lifeworthy Learning: Where Knowledge Goes in Learners’ Lives 7 2 Learning Agendas: The Mixed Blessings of Achievement, Information, and Expertise 27 3 Big Understandings: Learning That Matters in Learners’ Lives 49 4 Big Questions: Learning beyond What’s Settled and Known 71 5 Lifeready Learning: Making What’s Worth Learning Ready for Life 97 6 The Seven Seas of Knowledge: Lifeworthy Learning from the Disciplines 123 7 Ways of Knowing: Powerful Patterns of Thought from the Disciplines and Beyond 143 8 Buckets of Knowledge: Organizing Content across the Years of Education 171 9 Big Know-How: Twenty-First-Century Skills and Beyond 197 10 Knowledge on the Way to Wisdom 223 Notes 251 Index 261

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Book SynopsisFrom both sides of the Atlantic Ocean, the author paints an intimate portrait of how students and teachers actually cope, in real time, with the chronic stress, peer group dynamics, and subtle power politics of urban educational spaces in the perpetual shadow of aggression.Trade Review"Toxic Schools is an ambitious and original treatment of violence in inner-city schools, distinguished by Bowen Paulle's sophisticated integration of theoretical constructs throughout the discussion of his empirical materials. This highly instructive cross-site comparison will appeal not just to scholars of education and school administrators. It is relayed in such visceral terms that it will likely appeal to a broad readership as well." (Peter Ibarra, University of Illinois at Chicago)"

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Book SynopsisChildren have gone to school in England since Roman times. By the end of the middle ages, there were hundreds of schools, supporting a highly literate society. This book traces their history from the Romans to the Renaissance, showing how they developed, what they taught, how they were run and who attended them.

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Book SynopsisSafeguarding Children and Schools explains how schools are able to contribute to keeping children safe from harm and promoting their welfare, in line with Government Every Child Matters guidelines.The contributors, who are all experts in the field of child protection, put the potentially daunting task faced by schools in context, explaining relevant policy, the latest research findings and offering practical examples to help schools to be more proactive and meet their responsibilities successfully. Areas discussed include the roles of local education authority services and schools in child protection, working with particularly vulnerable or difficult children, the relationship between safeguarding and the curriculum, and training school staff to safeguard children.At a time when expectations of the role of schools are evolving, this book provides guidance and support for teachers, managers and social care professionals.Trade ReviewThis book is thoughtful, insightful and well-researched. The contents move from the background issues associated with safeguarding children and schools, to the practical considerations of this work and the all-important training necessary to ensure a school is safeguarding children to the best of its ability. It was easy to understand and is an indispensable guide for any school that aims to make its pupils feel safe and nurtured. -- Professional Social WorkTable of ContentsPart 1: Safeguarding and Schools Policy. 1. Placing Schools at the Centre of Safeguarding Children. Mary Baginsky. 2. The Role of the Local Authority in Safeguarding Children. John Guest .3. Integrated Community Schools and Social Inclusion. Ken McCulloch and Lyn Tett. Part 2: Safeguarding and Schools Practice. 4. Pupils who are `In care': What can schools do? Felicity Fletcher-Campbell. 5. Safeguarding Disabled Children. David Miller and Ann Raymond. 6. School Responses to Children with Harmful Sexual Behaviour. Simon Hackett and Abi Taylor. 7. Child and Adolescent Health Services in Schools. Graham Music. 8. Counselling in Schools. Susan McGinnis. 9. The Curriculum and Safeguarding. Yvonne Coppard. Part 3: Safeguarding and Schools Training. 10. Training School Staff to Safeguard Children and Young People. Enid Hendry and William Baginsky. 11. Training to Safeguard: The Australian Experience. Louise Laskey. 12. Conclusion: Every School Matters. Mary Baginsky. Appendix: Talking to Children about Every Child Matters. Emma Westcott. Index.

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Book SynopsisOriginally published in 1960, Summerhill became an instant bestseller and a classic volume of education for an entire generation. Now, this thoroughly expanded and revised version of the original Summerhill reinstates the revolutionary free school traditions begun by Summerhill''s founder A.S. Neill.As American education lags behind the rest of the world, this new edition is more timely than ever. The children of today face struggles far greater than any previous generation and we, as parents and teachers, must teach them now to make choices for themselves and to learn from the outcome of their decisions.This classic work yet again invites a new view of childhood and presents an essential treatise that challenges us to rethink our approach to education.

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Book SynopsisEllco helps administrators, supervisors, and program directors gather the crucial data schools need to strengthen classroom quality and build better literacy programs, both by improving teacher development and comparing their practices with others.Originally published in 2002, ""Ellco"" was developed to measure classroom environments and their effects on early literacy and language development in pre-K through third grade. To strengthen the usefulness of the tool and better address the differences in settings between pre-school and early elementary classrooms, the new edition is divided into 2 parts: pre-K and kindergarten through third grade. The tools for each age group are parallel in design and layout with the same scoring system and the same level of guidance for use and interpretation.The new tool now consists of only 2 elements, the Classroom Observation and Teacher Interview. This edition includes descriptors for all 5 scoring levels.The User's Guides provide more information on how to use and interpret the results, including guidelines for conducting classroom observations, limiting bias in scoring, scoring guidance, providing feedback, research use, and data collection tips. Additions include research-based practices for increasing reading fluency, phonemic awareness, phonics, vocabulary, and more.

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Book Synopsis“It is not the role of schools to solve the climate crisis or any of the other multiple crises now facing humankind. But it is powerfully their role, if they so choose, to equip young people as well as possible to deal with the consequences of the serious problems they will be inheriting from their elders, not betters.” Could it be our collective failure to respond effectively to the threat of the climate emergency or the challenges of the pandemic has been shaped to a small but significant degree by the nature of the learning that happens in our schools and a failure to enable young people to learn appropriately there? That question lies at the heart of this thought-provoking new book as it unpicks the concept of deep learning for future sustainability. This combines deep understanding with action, and links both to moral purpose. It is not enough just to be concerned about climate change - awareness must lead to action. The book draws on an eclectic range of sources, case studies of actual practice, critical perspectives and opportunities for reflection. The authors argue that first and foremost it is for educators and leaders to get on as best they can in their own school context to do what is both necessary and right to secure learning fit for a just and sustainable future irrespective of governmental lead in these matters. In doing so the authors set out some clear evidence-informed principles for school development and leadership that are central to the success of that mission.Trade ReviewThis is a timely and thoughtful contribution to our debate in the system. Rather than getting stuck in the critique, the authors focus us on the future in practical and imaginative ways. This is a critical moment for us to rethink, building on the learnings and insights of recent years, and this book helps pose some powerful questions for us to consider. -- Liz Robinson, CEO Big Education

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Book SynopsisThis book looks at the sensible and meaningful role of self-review in creating sustainable improvement in all areas across secondary schools. It outlines a self-review approach focussed on key principles which ensure this approach is transparent, purposeful, does not negatively impact on workload, that does not use the same approach for all teams and that does actually result in clear ideas for school improvement. It discusses claims of effective self-review including that it challenges thinking, leads to improvement, incorporates a range of stakeholders, skills people up, and helps build professional communities.The book is full of examples and case studies so that the reader can transfer some of these ideas to their context, discuss them at meetings and help generate new ideas. It challenges the 'deep dive' approach as something that should be left to Ofsted and instead suggests that leaders should know daily what is happening in their schools, and instead work with staff to design self-review activities that are bespoke and fit for purpose.The main theme is around 'improve not prove', where stakeholders feel involved, valued and empowered to be change-makers at a range of scales. It examines how effective self-review can reduce workload and support improvements in wellbeing.

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Book SynopsisRestorative circles are an effective way of implementing restorative justice, through starting a conversation wider than just the victim and the offender. Proven to be an effective way of healing and building relationships, tackling bullying within schools and providing a sense of community, this book gives everything needed for a school to start implementing restorative circles.Accompanied by illustrations, interviews and case studies to show how to start using restorative circles, this practical guide is the perfect introduction for schools looking to improve their methods of conflict resolution.

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Book SynopsisRestorative practice (RP) has been successfully implemented in schools for decades and is primarily associated with improving behaviour and relationships, by changing the culture of problem solving in the school. However, it has huge untapped potential to support initiatives in other areas, and this book provides examples of how RP can enhance the effectiveness of these other practices.Split into three sections, the book first looks at implementation, readiness and evaluation. It then covers integrating RP with, and linking RP into, other issues relevant to schools such as trauma, poverty, and mindfulness, and finally shows how to work well with parents and families. The book gives proven strategies for measuring success and evaluating effectiveness. Overall, it provides insight into a variety of issues RP can help schools with, and addresses them in practical ways to help schools implement restorative practice to its full potential.Trade ReviewThis book is a rich combination of analytical reflection, personal storytelling and case studies of how change plays out on the ground. It is a superb resource for anyone wanting to deepen their knowledge of how restorative practices can contribute to personal, institutional and societal transformation. -- Professor Chris Marshall, The Diana Unwin Chair in Restorative Justice, Victoria University of Wellington, New ZealandThis book is evidence that the field of restorative practices in schools has reached an unprecedented level of sophistication, complexity and maturity. Trainers, consultants, practitioners, researchers, educators, policy makers and school leaders will benefit from the "wisdom of the ages" shared here. A truly extraordinary contribution to the field. -- Martha A. Brown, Author, Creating Restorative Schools: Setting Schools Up to SucceedTable of ContentsForeword from Fania Davis; Contributor Biographies; Introduction - Margaret Thorsborne (Australia), Gillean McCluskey (England) and Nancy Riestenberg (Minnesota, USA); PART I: IMPLEMENTATION; 1. Assessing Readiness for Restorative Practice Implementation - Sue Attrill (Australia), Beverley Turner (Australia) and Margaret Thorsborne; 2. Solving Something Positively - Carol Edgerton (Scotland), Lyndsey Broadfoot (Scotland), Samia Bashir (Scotland) and Sharon Fitzpatrick (Scotland); 3. The Art of Integrating School Climate Initiatives - Kerri Berkowitz (San Francisco, USA); 4. A Tale of Two Districts: Implementation of restorative practices in a large and small district - Cindy Zwicky and Nancy Riestenberg ((Minnesota, USA); 5. Youth Engagement in Restorative Justice - David Yusem (California, USA); 6. Evaluation - the Art of Valuing - Terence Bevington (England); PART 2: ALIGNING APPROACHES AND KNOWLEDGE WITH RESTORATIVE PRACTICE; 7. ToM goes to a Restorative School - Katie Cebula (Scotland) and Gillean McCluskey; 8. Transforming Teaching and Learning through Mindfulness Based Restorative Practices - Annie O'Shaughnessy (Vermont, USA); 9. Positive Education and Restorative Practice: Shared values, goals and practices - Denise Quinlan (New Zealand); 10. Restorative Processes and Trauma Sensitive Schools - Nancy Riestenberg; 11. Restorative Practice as Peace Practice - Terence Bevington and Anna Gregory (England); 12. The Brains Behind the Restoration - Nathan Wallis (New Zealand); 13. Restorative Group Conferencing: Repair Deep Student Disengagement with Education, Prevent the School- to-Prison-Pipeline - Sara Davis and Michael Friedman (Minnesota, USA; 14. Working Restoratively with Parents - Jim McGrath; 15. Te Ara Whanau - Family Solutions. Restorative and collaborative journeys towards family wellbeing in Aotearoa New Zealand - Julia Hennessy and Nici Nixon (New Zealand); Conclusion: What next? - Nancy Riestenberg, Gillean McCluskey and Margaret Thorsborne

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Book SynopsisThis book explores the ways in which pupils with social, emotional and behavioural difficulties can be effectively engaged in schooling - either in school or at home. It explains the social and emotional underpinnings of learning and presents practical strategies for aiding engagement.Nurture groups, originally devised and implemented in the 1970s, are specially designed classes that cater for pupils having difficulties in adjusting to the requirements of mainstream classrooms. Paul Cooper and Yonca Tiknaz present evidence of the success of nurture groups from the perspectives of the children participating in them, their parents and school staff members who manage nurture groups in schools, and examine what factors affect the success of the group. From this they draw key messages for effective practice, including the fundamental importance of recognising a child's emotional needs and meeting them, and the pivotal role of the relationship between the teaching staff co-ordinating the group.Nurture Groups in School and at Home will provide essential information and accessible advice for teaching professionals running nurture groups in schools and for parents and carers running them at home.Trade ReviewI would recommend this as a useful book for all Educational Psychology Service libraries and, if you can, get schools, who are nurturing, innovative and who put the emotional health of their children and families before results, to read it too. -- DebateThe gentle pace of the book does not detract from its clear message: there is no blame; no fault; only unhappy children and desperate parents and teachers. Each chapter is clearly defined and the main points summarised, making its content accessible. Indeed, one of the book's greatest strengths is the importance placed on the role of the carer and professional working together and not in isolation. I would have no hesitation in recommending it to any adult involved with nurture groups of interested in the underpinning principles of how a child learns. -- Community CareThe book provides essential information and advice for teaching professionals who run nurture groups and for carers running them at home. I would have no hesitations in recommending it to any dult involved with nurture groups or interested in the underpinning principles of how a child learns. -- Community CareI was impressed by the book's structure and accessible format at each chapter is succintly introduced and summarised, easing the reader's ability to make sense of the concepts. Any therapists working alongside schools in supporting youn people with mental health problems, this book has much to offer. -- Children, Young People & FamiliesBack in the 1970s someone came up with a very good idea; provide specially-designed classes for students who have difficulty adjusting to the mainstream, staff the classes with techers trained in nurturing and meeting the needs of these special students, and engage a range of educators, parents, and peers to create a supportive environment that is student-centred. According to Cooper (education,U. of Leicester} and Tiknaz {rising educational achievement, U. of Leicester) such nurture groups are effective in the classroom and in the home at bringing children with social, emotional, and behavioural needs closer to accepting educational and other experiences. Writing for educators and parents, they describe nuture groups and what school staff about them, the role of caring people in nurture groups, selection of students for groups, research indications, models for analyzing problems situations and key messages for practitioners. -- BookNews.comTable of ContentsPreface. 1. Nurture Groups. 2. A Nurture Group in Action. 3. What School Staff Say About Nurture Groups. 4. Carers, Children and Nurture Groups. 5. How Are Students Selected for Placement in a Nurture Group?. 6. Do Nurture Groups Work? Existing Research on Nurture Groups. 7. Involving Carers in Nurture Groups. 8. A Model for Analysing Problem Situations: S.A.L.A.D. 9. What Makes a Successful Nurture Group?. 10. Conclusion: Key Pointers for Practitioners. Subject index. Author index.The `Innovative Learning for All' seriesThe `Innovative Learning for All' series features accessible books that reveal how schools and educators can meet the needs of vulnerable students, encouraging them to engage in learning and to feel confident in the classroom. Grounded in the latest innovative practice and research, these books offer positive guidance on improving the educational standards for all children by ensuring the most vulnerable are supported.

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Book SynopsisOriginally published in 1988, The Holistic Curriculum addresses the problem of fragmentation in education through a connected curriculum of integrative approaches to teaching and learning. John P. Miller, author of more than seventeen books on holistic education, discusses the theoretical foundations of the holistic curriculum and particularly its philosophical, psychological, and social connections. Tracing the history of holistic education from its beginnings, this revised and expanded third edition features insights into Indigenous approaches to education while also expanding upon the six curriculum connections: subject, community, thinking, earth, body-mind, and soul. This edition also includes an introduction by leading Indigenous educator Greg Cajete as well as a dialogue between the author and Four Arrows, author of Teaching Truly, about the relationship between holistic education and Indigenous education.Table of ContentsPart One. Holistic Curriculum: The Context 1. Holistic Curriculum: The Why and the What 2. The Perennial Philosophy 3. The Psychological Context: The Unconditioned Self 4. The Social Context: An Ecological/Interdependent Perspective 5. Historical Background Part Two. Holistic Curriculum: Practice 6. Intuitive Connections 7. Body-Mind Connections 8. Subject Connections 9. Community Connections 10 Earth Connections 11. Soul Connections 12. Implementing and Evaluating the Holistic Curriculum

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Book SynopsisAt the heart of this essential guidebook lies a revolutionary approach to trauma and the children who experience it. Carrere and Kinder educate today's teachers and school leaders about the ways that trauma shows up in the classroom and its impacts on learning, behavior, development, and relationships. With this foundation, readers learn about the Re-Set Process-a structured yet flexible series of steps for addressing challenging behavior. This trauma-informed process and related strategies help heal the impacts of trauma, thereby improving behavior as well as social and academic outcomes.Trade Review“The Re-Set Process provides a clear and concise ‘how-to’ guide for teachers and administrators seeking trauma-sensitive, practical ways to work with students demonstrating challenging behaviors. Dyane brings her extensive real-life experiences and expertise to this resource, sharing her highly effective strategies with educators, mental health professionals, parents, and others seeking to implement proactive methods to positively impact the lives of children.”—Elizabeth Potts, Missouri Western State University“The Re-Set Process provides the tools that teachers are constantly seeking to move from ‘behaviour management’ to learner engagement and resilience.”—Ross Bernay, Deputy Head of School, Auckland University of Technology, University of Auckland, New ZealandTable of Contents About the Online Companion Materials About the Authors Foreword [Vicki Phillips, Ph.D] Preface Acknowledgments Section I Defining and Understanding Trauma Chapter 1 Trauma Foundations Chapter 2 Trauma in the Room Section I Resources Appendix A: Glossary Section II The Re-Set Process Chapter 3 The Re-Set Process Overview Chapter 4 The Re-Set Process: Proactive Forms Chapter 5 The Re-Set Process: Reactive Forms Chapter 6 The Re-Set Room Chapter 7 Re-Set Process Planning and Implementation Section II Resources Appendix A: Re-Set Activities Organized by Step Appendix B Scripts for Regulating Activities Appendix C: Fiddle Objects and Marble Maze Directions Section III Trauma-Informed Behavior Practices Chapter 8 Classroom Culture Chapter 9 Building Regulation Skills Chapter 10 Providing Behavior Feedback Chapter 11 Educator Self-Care Section III Resources Appendix A Team Collaboration Survey Appendix B Seating Positions Appendix C Spotlight Strategies: Simple Ways to Create Predictability Appendix D Spotlight Strategies: Simple Ways to Protect Emotional Safety Appendix E Spotlight Strategies: Simple Ways for Nurturing Adult to Student Relationships Appendix F Spotlight Strategies: Simple Ways for Nurturing Student to Student Relationships Appendix G Cooperative Learning Structures Appendix H Modulation Exercises Appendix I Behavior Management Systems: Risk Assessment Appendix J Ticket and Pocket System Appendix K Playing Card Reinforcement System

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Book SynopsisOver the past 50 years, the federal government''s efforts to reform American public education have transformed U.S. schools from locally-run enterprises to complex systems in which federal, state and local actors jointly construct the educational environment of U.S. children. Through struggles over school integration, the growth of special education, the teaching of English learners and the rise of accountability politics, the federal role in U.S. education has meant a profound reconstruction of local expectations, roles and political alignments. Seeking to construct the federal schoolhouse - an educational system in which there are common national expectations and practices - has meant the creation of new modes of education within local institutions. The creation of this education state has also meant that federal educational initiatives have collided with - or reinforced - local political regimes in cities and suburbs alike. To the extent that all politics is local, the federal role in public schools has changed both the conduct and the norms of local educational politics. Building the Federal Schoolhouse examines how increasing federal authority over public education in the U.S. changes the practices of ''operational localism'' in education and how local regime commitments implement, thwart, or even block federal policy initiatives. The book examines these issues through an in-depth, fifty year examination of federal educational policies at work within one community, Alexandria, Virginia. The home of T.C. Williams High School, memorialized in the Hollywood movie Remember the Titans, Alexandria has been transformed within two generations from a Jim Crow school system to a new immigrant gateway school district with over 20 percent of its students English learners. Along the way, the school system has struggled to provide quality education for special needs students, sought to overcome the legacies of tracking and segregated learning and simultaneously retain upper-middle class students in this wealthy suburb of Washington, DC. Most recently, it has grappled with state and federally imposed accountability measures that seek to boost educational outcomes. All of these policy initiatives have contended with the existing political regime within Alexandria, at times forcing the local regime to a breaking point, and at times bolstering its reconstruction. At the same time, the local expectations and governing realities of administrators, parents, politicians and voters alike have sharply constrained federal initiatives, limiting their scope when in conflict with local commitments and amplifying them when they align. Through an extensive use of local archives, contemporary accounts, school data and interviews, Reed not only paints an intimate portrait of the conflicts that the creation of the federal schoolhouse has wrought in Alexandria, but also documents the successes of the federal commitment to greater educational opportunity. In so doing, he highlights the complexity of the American education state and the centrality of local regimes and local historical context to federal efforts to reform education.Trade ReviewMuch of what is written about education policy today is like the proverbial blind men and the elephant, touching pieces but missing how they fit together. In Building the Federal Schoolhouse, Douglas Reed pulls together the big picture of how multiple levels of government, and the politics within and across these levels, account for the policies and programs adopted and implemented today. * Jeffrey R. Henig, Professor of Political Science & Education, Teachers College, Columbia University *Table of ContentsPreface ; Chapter 1: The Local Politics of Federal Education Reform ; Part I: Race and Reform ; Chapter 2: Race and the End of a Regime ; Chapter 3: Racial Change, Conflict and the Incorporation of Interests ; Part II: The Local Politics of the Federal Commitment to Equality ; Chapter 4: The Politics of Exit ; Chapter 5: Special Education and the Politics of Services ; Chapter 6: From Arlandria to Chirilagua: English Learners and the Catch-22 Education State ; Part III: The Politics of Accountability ; Chapter 7: Local Activism and Accountability Politics ; Chapter 8: The Titans Meet the State: Federal Accountability and School Transformation ; Chapter 9: Conclusion: Learning from the Education State

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Book SynopsisAs budgets tighten for school districts, a sound understanding of just how teaching and administration translate into student learning becomes increasingly important. Rebecca Barr, a researcher of classroom instruction and reading skill development, and Robert Dreeben, a sociologist of education who analyzes the structure of organizations, combine their expertise to explore the social organization of schools and classrooms, the division of labor, and the allocation of key resources. Viewing schools as part of a social organization with a hierarchy of levelsdistrict, school, classroom, instructional group, and studentsavoids the common pitfalls of lumping together any and all possible influences on student learning without regard to the actual processes of the classroom. Barr and Dreeben systematically explain how instructional groups originate, form, and change over time. Focusing on first grade reading instruction, their study shows that individual reading aptitude actually has little direct relation to group reading achievement and virtually none to the coverage of reading materials once the mean aptitude of groups is taken into consideration. Individual aptitude, they argue, is rather the basis on which teachers form reading groups that are given different instructional treatment. It is these differences in group treatment, they contend, that explain substantial differences in learning curricular material.

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Book SynopsisOne of the challenges facing education reformers in the US is how to devise a consistent and intelligent framework for instruction that will work across the nation's notoriously fragmented and politically conflicted school systems. This book offers guidance for state and local school systems as they attempt to respond to future reform proposals.Trade Review"Improvement by Design takes a fascinating look at an approach to and a period of educational reform that has not been fully examined. By providing a powerful illustration of the weaknesses and turbulence that reformers continue to ignore at their peril and cogently arguing for the development of a much more sophisticated infrastructure to support teaching and learning, the book makes a valuable contribution to the literature." (Thomas Hatch, Teachers College, Columbia University)"

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Book SynopsisOne of the challenges facing education reformers in the US is how to devise a consistent and intelligent framework for instruction that will work across the nation's notoriously fragmented and politically conflicted school systems. This book offers guidance for state and local school systems as they attempt to respond to future reform proposals.Trade Review"Improvement by Design takes a fascinating look at an approach to and a period of educational reform that has not been fully examined. By providing a powerful illustration of the weaknesses and turbulence that reformers continue to ignore at their peril and cogently arguing for the development of a much more sophisticated infrastructure to support teaching and learning, the book makes a valuable contribution to the literature." (Thomas Hatch, Teachers College, Columbia University)"

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Book SynopsisDissecting twenty years of educational politics in our nation's largest cities, this book evaluates the half-billion-dollar Annenberg Challenge - launched in 1994 - alongside many other large-scale reform efforts that have taken place in New York, Chicago, Philadelphia, and the San Francisco Bay Area.

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Book SynopsisDissecting twenty years of educational politics in our nation's largest cities, this book evaluates the half-billion-dollar Annenberg Challenge - launched in 1994 - alongside many other large-scale reform efforts that have taken place in New York, Chicago, Philadelphia, and the San Francisco Bay Area.

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Book SynopsisBased on years of frontline experience in New York's inner-city schools, this text seeks to demonstrate that intense policing and security strategies are not only ineffectual, they divorce students and teachers from their ethical and behavioural responsibilities.Table of ContentsAcknowledgments Introduction 1: Schools or "Schools"? Competing Discourses on Violence 2: Tutors, Mentors, Ethnographers 3: Foucault, Security Guards, and Indocile Bodies 4: Teachers and the "Marshmallow Effect" 5: Pedagogical Theory and the Mind/Body Duality 6: Violence: The Latest Curricular Specialty 7: "Youth's Youthfulness": An Alternate View 8: Remythologizing Inner-City Schooling Epilogue: A Jesuitical Fantasy Notes Bibliography Index

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Book SynopsisReal education, the author explains, consists of both general knowledge and detailed understanding. He outlines an ambitious yet practical plan to incorporate deep knowledge into basic education.Trade Review"Learning in Depth outlines a bold and stimulating curricular innovation designed to improve the quality of schooling from kindergarten through high school. The book's key idea is certainly worthy of serious debate and continued experimentation. For that reason alone, I commend its suggestive proposal to the attention of thoughtful educators everywhere." - Philip W. Jackson, University of Chicago"

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Book SynopsisThis portrait of student life in an urban high school focuses on the academic success of African-American students. It explores the symbolic role of academic achievement within the Black community and investigates the price students pay for attaining it.Table of ContentsAcknowledgments Prologue Introduction: Stalking Culture and Meaning and Looking in a Refracted Mirror 1: Schooling and Imagining the American Dream: Success Alloyed with Failure 2: Becoming a Person: Fictive Kinship as a Theoretical Frame 3: Parenthood, Childrearing, and Female Academic Success 4: Parenthood, Childrearing, and Male Academic Success 5: Teachers and School Officials as Foreign Sages 6: School Success and the Construction of "Otherness" 7: Retaining Humanness: Underachievement and the Struggle to Affirm the Black Self 8: Reclaiming and Expanding Humanness: Overcoming the Integration Ideology Afterword Policy Implications Notes Bibliography Index

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Book SynopsisThis portrait of student life in an urban high school focuses on the academic success of African-American students. It explores the symbolic role of academic achievement within the Black community and investigates the price students pay for attaining it.

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Book SynopsisIn a radically unequal United States, schools are often key sites in which injustice grows. Ansley T. Erickson's Making the Unequal Metropolis presents a broad, detailed, and damning argument about the inextricable interrelatedness of school policies and the persistence of metropolitan-scale inequality. While many accounts of education in urban and metropolitan contexts describe schools as the victims of forces beyond their control, Erickson shows the many ways that schools have been intertwined with these forces and have in fact via land-use decisions, curricula, and other tools helped sustain inequality. Taking Nashville as her focus, Erickson uncovers the hidden policy choices that have until now been missing from popular and legal narratives of inequality. In her account, inequality emerges not only from individual racism and white communities' resistance to desegregation, but as the result of long-standing linkages between schooling, property markets, labor markets, and the pursui

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Book SynopsisTable of ContentsIntroduction: The Perils of Hazing / Hank Nuwer1. Dead to Rites: The Chlorine Poisoning of Henrietta Jackson / Hank Nuwer2. Hazing in Fraternities and Sororities: A Primer / Hank Nuwer3. A Need for Transparency: Parents, Students Must Make Informed Decisions About Greek Life Risks / Douglas Fierberg and Chloe Neely4. Shame: The Hidden Harm of Hazing for Victims and Hazers / Tracy Maxwell5. Sexual Hazing: A Wrongful Passage / Norm Pollard6. Ill Met by Moonlight: The First Fraternity Hazing Death / Hank Nuwer7. Eliminating Band Hazing: What Must Be Done / Malinda Matney8. Hazing and Gender: Lenses for Prevention / Elizabeth J. Allan and Morgan B. Kinney9. Listening to the Voices of the Hazed: An Examination of Race, Violence, and Black Fraternity Membership / Ashley Stone10. Unspoken Sisterhood: Women in African American Sororities and Their Physical and Mental Ordeals—"Weeding the Good from the Bad" / Gina Lee-Olukoya11. Sexually Exploitive Athletic Hazing and Title IX in the Public School Locker Room / Susan P. Stuart12. A Mother's Story: I Lost My Child to Fraternity Hazing / Debbie Smith with Stacey Kennelly13. How Alfred University Ended the Greek System to Become a Hazing Research Institution / Norm Pollard14. How Schools May Have Facilitated and Operationalized Hazing: An Interview with Peter F. Lake Author of The Rights and Responsibilities of the Modern University/ Hank Nuwer15. A Fraternity Model: Addressing Campus Alcohol Misuse and Abuse / Edward G. Whipple and Robert A. Biggs16. A Realistic Approach to Public Relations for Fraternities in Crisis / Ray Begovich17. A Sorority Hazing Hero Incurs the Wrath of Alums / Sarah Wild18. How Reforms and Reformers Played a Role in Changing a Hazing Culture / Allison Swick-Duttine19. Hazing Hides in Plain Sight: An Open Letter to Hazers from a Nationally Known Speaker / David Westol20. Hazing and University Ethics: The Need for Faculty Involvement and Guidance / James F. Keenan, SJ21. Understanding Hazing in the Perilous World of Guyland: An Interview with Michael Kimmel / Hank Nuwer22. An Unsolved Cold Case: How Did Joe Bisanz Die? / Hank Nuwer23. Women and a Feminine Leadership Style Can Defeat Hazing / Tracy Maxwell24. The Purdue Tank Scrap / David Hovde25. A Blueprint for Greek Reforms: How to Establish an Anti-Hazing Task Force with Concrete "Good First Steps" to Change a Hazing Culture / Travis T. Apgar26. Hazing and the Law and Litigation: What You Need to Know / R. Brian Crow and Colleen McGlone27. Smokeouts and Smokescreens: Military Hazing / Hank Nuwer

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Book SynopsisTable of ContentsIntroduction: The Perils of Hazing / Hank Nuwer1. Dead to Rites: The Chlorine Poisoning of Henrietta Jackson / Hank Nuwer2. Hazing in Fraternities and Sororities: A Primer / Hank Nuwer3. A Need for Transparency: Parents, Students Must Make Informed Decisions About Greek Life Risks / Douglas Fierberg and Chloe Neely4. Shame: The Hidden Harm of Hazing for Victims and Hazers / Tracy Maxwell5. Sexual Hazing: A Wrongful Passage / Norm Pollard6. Ill Met by Moonlight: The First Fraternity Hazing Death / Hank Nuwer7. Eliminating Band Hazing: What Must Be Done / Malinda Matney8. Hazing and Gender: Lenses for Prevention / Elizabeth J. Allan and Morgan B. Kinney9. Listening to the Voices of the Hazed: An Examination of Race, Violence, and Black Fraternity Membership / Ashley Stone10. Unspoken Sisterhood: Women in African American Sororities and Their Physical and Mental Ordeals—"Weeding the Good from the Bad" / Gina Lee-Olukoya11. Sexually Exploitive Athletic Hazing and Title IX in the Public School Locker Room / Susan P. Stuart12. A Mother's Story: I Lost My Child to Fraternity Hazing / Debbie Smith with Stacey Kennelly13. How Alfred University Ended the Greek System to Become a Hazing Research Institution / Norm Pollard14. How Schools May Have Facilitated and Operationalized Hazing: An Interview with Peter F. Lake Author of The Rights and Responsibilities of the Modern University/ Hank Nuwer15. A Fraternity Model: Addressing Campus Alcohol Misuse and Abuse / Edward G. Whipple and Robert A. Biggs16. A Realistic Approach to Public Relations for Fraternities in Crisis / Ray Begovich17. A Sorority Hazing Hero Incurs the Wrath of Alums / Sarah Wild18. How Reforms and Reformers Played a Role in Changing a Hazing Culture / Allison Swick-Duttine19. Hazing Hides in Plain Sight: An Open Letter to Hazers from a Nationally Known Speaker / David Westol20. Hazing and University Ethics: The Need for Faculty Involvement and Guidance / James F. Keenan, SJ21. Understanding Hazing in the Perilous World of Guyland: An Interview with Michael Kimmel / Hank Nuwer22. An Unsolved Cold Case: How Did Joe Bisanz Die? / Hank Nuwer23. Women and a Feminine Leadership Style Can Defeat Hazing / Tracy Maxwell24. The Purdue Tank Scrap / David Hovde25. A Blueprint for Greek Reforms: How to Establish an Anti-Hazing Task Force with Concrete "Good First Steps" to Change a Hazing Culture / Travis T. Apgar26. Hazing and the Law and Litigation: What You Need to Know / R. Brian Crow and Colleen McGlone27. Smokeouts and Smokescreens: Military Hazing / Hank Nuwer

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Book SynopsisAiming to offer a coherent vision of what it means to be scientifically literate, this book describes what all students should understand and be able to do at different grade levels in various science categories. It is useful for education policymakers, school system administrators, teacher educators, individual teachers, and parents.Table of Contents1 Front Matter; 2 National Science Education Standards: An Overview; 3 1 Introduction; 4 2 Principles and Definitions; 5 3 Science Teaching Standards; 6 4 Standards for Professional Development for Teachers of Science; 7 5 Assessment in Science Education; 8 6 Science Content Standards; 9 7 Science Education Program Standards; 10 8 Science Education System Standards; 11 Epilogue; 12 Appendix; 13 Index; 14 Credits

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Book SynopsisResearch shows that that children learn science and engineering subjects best by engaging from an early age in the kinds of practices used by real scientists and engineers. By doing science and engineering, children not only develop and refine their understanding of the core ideas and crosscutting concepts of these disciplines, but can also be empowered to use their growing understanding to make sense of questions and problems relevant to them. This approach can make learning more meaningful, equitable, and lasting. Using cases and shorter examples, Rise and Thrive with Science shows what high-quality teaching and learning in science and engineering can look like for preschool and elementary school children. Through analyses of these examples and summaries of research findings, the guide points out the key elements of a coherent, research-grounded approach to teaching and learning in science and engineering. This guide also discusses the kinds of support that educators need to implement effective and equitable instruction for all children. This book will provide inspiration for practitioners at the preschool and elementary levels to try new strategies for science and engineering education, whatever their level of experience. Rise and Thrive with Science will be an essential guide for teachers as they organize instruction to enable young children to carry out their own science investigations and engineering design projects, determine the kinds of instruction that lead to meaningful learning, and try to engage every one of their students. Table of ContentsFront Matter1 Moving to I Can Teach Like This2 Bringing Out the Brilliance of All Children3 Starting Strong with Investigation and Design4 Letting Children Lead During Investigation and Design5 All Together Now: Supporting Communication and Collaboration6 Revealing Learning through Assessments7 Everything Is Connected: Integrating Science and Engineering with Instruction in Other SubjectsEpilogue: Finding Your Own Sources of SupportBiographical Sketches of ConsultantsAbout the Author and Contributing AuthorsAcknowledgments

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Book Synopsis"Jo Boaler has written a stunning book. Clearly written and carefully researched, it is a model of technical rigour. A wide range of qualitative and quantitative data is marshalled to produce exhaustive case studies of two contrasting mathematics departments - one traditional and one progressive. Boaler's findings represent a major challenge to the 'back to basics' credo. This book should be read as a matter of urgency by politicians, mathematics teachers, and educational researchers."- Stephen Ball, Professor of Sociology of Education, King's College, London"Anyone with an interest in making sure that every child is numerate should read this book"- Sally Tomlinson, Professor of Sociology of Education, Goldsmith's College, LondonExperiencing School Mathematics is the first book of its kind to provide direct evidence for the effectiveness of 'traditional' and 'progressive' teaching methods. It reports upon careful and extensive case studies of two schools which tTrade Review"Jo Boaler has written a stunning book. Clearly written and carefully researched, it is a model of technical rigour. A wide range of qualitative and quantitative data is marshalled to produce exhaustive case studies of two contrasting mathematics departments - one traditional and one progressive. Boaler's findings represent a major challenge to the 'back to basics' credo. This book should be read as a matter of urgency by politicians, mathematics teachers, and educational researchers." - Stephen Ball, Professor of Sociology of Education, King's College, London "Anyone with an interest in making sure that every child is numerate should read this book" - Sally Tomlinson, Professor of Sociology of Education, Goldsmith's College, LondonTable of ContentsMathematics in and out of schoolThe schools, students and research methodsAn introduction to Amber Hill and Phoenix Park schoolsAmber Hill mathematicsexperiences and reflectionsPhoenix Park mathematicsexperiences and reflectionsMathematical assessmentsAnalysing the differencesDifferent forms of knowledgeGirls, Boys and learning stylesSetting, social class and survival of the quickestReflections and conclusionsAppendixReferencesIndex.

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Book SynopsisThis book shows principals how they can accelerate their impact and make a difference from day one. Speaker and author Dr. Brad Johnson offers new and experienced principals authoritative advice on how to succeed in key areas.Trade Review"Dr. Brad Johnson shares his insights for educators in a way that inspires success. This is a practical resource for leaders ready to commit to leveraging knowledge into action. Principal Bootcamp offers today's leaders insights into what works, why you should commit to working on it, and how to lead well."--Jessica Cabeen @JessicaCabeen, Nationally Distinguished Principal and Author"There has never been a more important time to read this book than now. Educators are desperate for leaders who--instead of being out of touch with teachers' hopes, needs, and struggles--lean into their calling to serve. Make no mistake about it, our ability to move and inspire those we serve has a direct impact on our kids' and our communities' wellbeing. Throughout these pages, Dr. Brad Johnson reminds educational leaders of the magnitude of our mission and helps us to unpack the most meaningful ways to leverage our influence."--Amy Fast, Principal, McMinnville High School, OR""Dr. Johnson is one of the most engaging speakers (and writers) in education and leadership. His life's work shines throughout the book. He tells what to do and what not to do with stories and examples. It is not a book full of jargon, as he believes in speaking so people can understand. Because he appreciates the time constraints facing teachers, parents, and principals, he gets right to the points he wants to make."--Carolyn Wilhelm, Midwest Book Review, February 2021, http://www.midwestbookreview.com/rbw/feb_21.htm#carolynwilhelmTable of Contents1. Influencing Yourself 2. Influencing Staff 3. Influencing Teams 4. Influencing Communication 5. Influencing Morale 6. Influencing Culture

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Book SynopsisAbolitionist Leadership in Schoolsoffers school and district leaders rich insights and approaches for recreating, restructuring, and reorienting their service to students, families, staff, and communities in crisis. Though often associated with sudden, large-scale disruptions, crises are ongoing mattersparticularly among systemically-oppressed peoplethat underscore the planning voids, resource inequities, marginalizing policies, and strategic lapses of any teaching and learning community while perpetuating students' social-emotional, psychological, and pedagogical traumas. This expansive book guides school leaders to providepre-emptive, premeditated, and progressive leadership while countering the impacts of racism that endure in our schools. Working from an abolitionist lineage, author Robert S. Harvey's radically humane vision explores lessons from our collective national past, provides strategic planning with creativities and contingencies, and fostersliberatorydecision-Table of ContentsIntroduction: An Ongoing Pursuit 1. Take Refuge in How: An Abolitionist Approach to Communal Consciousness in Teaching, Learning, and Care 2. A Tree with Roots: Probing American History to Situate an Abolitionist Approach to Crisis 3. Survival Is Not an Academic Skill: Radically Humanizing Trauma as a Means of Power in Navigating Crisis 4. Knowing People and Place: Strategic Planning for Communal Consciousness 5. The Danger of Acting: Making Decisions as Acts of Resistance at the Risk of Resentment 6. Just Say the Thing: Communicating Clearly, Directly, and Humanely 7. Asking a Lot of All: Reimagining Accountability for the Sake of the Community Conclusion: A New Way, a New World, a New Song

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Book SynopsisWhen it comes to therapy with kids, collaborating with schools and families is essential.Trade Review"Mary Eno has enormous firsthand experience in transforming what can be contentious and unproductive interactions into meaningful conversations that make a significant difference in the lives of children and families. Her respect and compassion for all parties in the complicated relationship between families, therapists, and schools permeate every page. She brings her rigor, quest for knowledge, and astutely questioning mind to the thorny dilemmas she’s posed and doesn’t shirk from confronting the possible roadblocks and pitfalls of the very difficult and delicate balancing act that therapists face. The School-Savvy Therapist is a unique and invaluable guide that should be required reading for all clinicians who work with children." -- Frances Schwartz, Ph.D., LCSW, Educational Consultant, and Martha Edwards, Ph.D., Director, Center for the Developing Child & Family, Ackerman Institute for the Family"The School-Savvy Therapist is the definitive guide to decoding and bridging the worlds in which kids live: home and school. Keenly aware of the complexities of the two landscapes, Dr. Mary Eno expertly provides a comprehensive, nuanced, and incisive roadmap for synthesizing them in the therapeutic setting. Her book is essential reading for novice and seasoned clinicians alike, and will empower schools and parents in the crucial task of educating our children while stewarding their well-being." -- Tamar Chansky, Ph.D., Founder Children’s and Adult Center for OCD and Anxiety, author of Freeing Your Child from Anxiety, Freeing Your Child from Negative Thinking, and Freeing Yourself from Anxiety" Any well-intended therapist working with children, their families, and schools can easily get lost amidst the dense forest of contemporary education’s many challenges—unless you have a guide. Reading Mary Eno’s book, The School-Savvy Therapist, is like being accompanied by a wise inhabitant fluent in multiple languages, who knows where to go, how to get there, and what to avoid. It’s the ecology of education at its healing best: a practical, collaborative, systemic, and strength-based path forward that sees the forest and the trees." -- Jay Lappin, MSW, LCSW, Minuchin Center for the Family; Adjunct Faculty, Graduate School of Education, University of Pennsylvania"Dr. Eno expertly captures the power of a productive collaboration between school and family and provides an accessible guide for how to broker that collaboration by building synergistic family-school relationships. Her strengths-based perspective, peppered with case examples and viewpoints from practicing clinicians and educators, makes this book a tremendous resource for those who are learning to be child or family therapists, and for those who are training the next generation of therapists." -- Mary Rourke, Ph.D., Associate Professor of Clinical Psychology, Widener University"The School-Savvy Therapist is an action-oriented, comprehensive, and incredibly thought-provoking resource for professionals. Dr. Eno offers practical tips and expertise for therapists who seek to effectively work with schools to foster a positive collaboration between family, school, and child. As a teacher who has worked with dozens of therapists, I applaud Dr. Eno’s thorough understanding of school dynamics and her relentless focus on the child and the benefits that can come when families, therapists, and schools work to solve problems together." -- Elena Carlson, M.Ed., Second Grade Teacher, Lower Merion School District"Mary Eno’s insight into the culture and systems of schools and families provides rare and indispensable wisdom and context for therapists working with children. A brilliant colleague to many educators during her lifelong career as a therapist in schools, she has provided a masterful summary of her experience. Dr. Eno’s professional skill, compassion, curiosity, and empathy ring beautifully through her writing in The School-Savvy Therapist. " -- Rich Nourie, M.Ed., Head of School at Abington Friends School"Families and schools are often ‘worlds apart.’ When children have behavior or learning problems, it is vital that the people in these worlds learn how to collaborate. But first they have to get to know each other. Mary Eno’s comprehensive, readable guide shows therapists when, why, and how to engage with worried parents, frustrated school staff, and troubled students. The engaging text is threaded with case studies and practical tools, such as checklists of questions to guide interviews and family-school meetings." -- Theodora Ooms, Former Director, Family Impact Seminar"The School-Savvy Therapist is an invaluable and critical resource for all clinicians working with school-age children and their families. Rooted in systems theory, this seminal work provides effective and practical guidance to assist clinicians in successfully navigating the complex landscape of schools today. Providing a theoretical framework, as well as illustrative case examples and guiding questions, The School-Savvy Therapist is the authoritative handbook on how to effectively collaborate with school systems and personnel to foster a truly supportive family–child–school dynamic." -- Eleanor DiMarino-Linnen, Ph.D., Superintendent of Schools, Rose Tree Media School District, Licensed Psychologist, Certified School Psychologist"Mary Eno’s detailed and intimate perspective on working relationships between parents, children of all ages, and educators in all kind of schools is remarkable. Rich cases cut through professional jargon to examine subjects ranging from homework and bullying to special education and today’s anxious school climate. The book is wonderful, and not only for therapists." -- Graham S. Finney, Founding Board Member, Mastery Charter Schools (Philadelphia), Former Management Consultant (Urban Affairs, Education)"Especially in this new era of Active Shooter drills in our nation's schools, the need for effective school counselors, school psychologists, and school therapists has never been more urgent. Exceptionally well-written, organized, and presented, The School-Savvy Therapist is an ideal curriculum textbook for college and university library curriculums, as well as a critically important addition to school district and other academic library Psychology & Education collections. It should be noted for the personal reading lists of school counselors, school psychologists, school therapists, psychology students, academia, and non-specialist general reader with an interest in the subject." -- Midwest Book Review

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Book SynopsisIn contemporary western societies, there are increasing emphases on children being the responsibility of their parents, contained within the home, and on their compartmentalisation into separate and protected organised educational settings. Thus ''home'' and ''school'' form a crucial part of children''s lives and experiences.This book explores the key institutional settings of home and school, and other educationally linked organised spaces, in children''s lives, and the relationships between these. It presents in-depth discussions concerning new research findings from a range of national contexts and focuses on various aspects of children''s, and sometimes adult''s, own understandings and activities in home and school, and after school settings, and the relationship between these. The contributors assess children from a variety of backgrounds and circumstances and consider how these children see and position themselves as autonomous within, connected to or regulated by home and scTable of Contents1. Introduction: Conceptualising Relationships Between Home and School in Children's Lives 2. Students' Rights in British Schools: Trust, Autonomy, Connection and Regulation 3. Education Reform in New Zealand: Where Were the Children? 4. School's Out? Out of School Clubs at the Boundary of Home and School 5. Portrait of Callum: The Disabling of a Childhood? 6. Adults as Resources and Adults as Burdens - the Strategies of Children in the Age of School-Home Collaboration 7. Home and School Constraints in Children's Experience of Socialisation in Geneva 8. Minding the Gap: Children and Young People Negotiating Relations Between Home and School 9. Priming Events, Autonomy and Agency in Low Income Africa-American Children's Transition from Home to School 10. Negotiating Boundaries: Tensions within Home and School for Refugee Children 11. Young People Between Home and School

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