Schools and pre-schools Books

Book SynopsisMost schools become good, but very few become outstanding. Why is that? Because the journey to good and the journey to outstanding are qualitatively different. Getting to good is about compliance, systems and making sure a demanding list of actions are done every day - it's no small feat. Getting to outstanding is about creating a high-performing culture, something most leaders are not adequately trained to do, and it's the reason most schools struggle to break the glass ceiling of good. Every school can be outstanding. This book will show you what is really holding your school back and the three culture strategies you need to put in place to create a genuinely outstanding school. A school which delivers excellent education is holistic, has great results and prepares your students for their next steps whilst being a joy to work in. Sonia Gill has an impressive track record in supporting headteachers to create genuinely outstanding schools without focusing on the Ofsted framework; the schools she supports are far more likely to achieve 'outstanding' than those that don't.

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Book SynopsisIn The Path of the Mindful Teacher, Danielle A. Nuhfer introduces educators to a process that will help them positively manage stress, find work-life balance, lessen symptoms of burnout, and increase classroom job satisfaction. Teachers walking this path will be able to determine their own needs and the needs of their students, so they can successfully and sustainably do one of the most important jobs in the world: teaching the future of our planet.Drawing on Danielle’s experience as a teacher, mindfulness practitioner, and teacher wellness coach, The Path of the Mindful Teacher will:• Explain the basics of mindfulness and how it can inform teaching practice.• Illustrate a simple step-by-step path that will help teachers choose calm over chaos and serenity over stress.• Provide ways to integrate mindfulness practice into the classroom and beyond.• Offer mindfulness activities that can be adapted to an individual teacher’s needs.• Present tools to balance the ever-changing landscape of teaching.Trade ReviewShould be required reading for every first-year teacher. This book will help great teachers stay in the profession. -- Jethro Jones

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Book SynopsisWith 30+ years’ experience developing and using EdTech products, distilled down into an easy-to-read format, My Secret EdTech Diary aims to get you thinking about the past, present and future role of educational technology and how it influences and shapes our education system. My Secret EdTech Diary reflects on the history of EdTech, lessons learned pre and post-Covid, best practice suggestions, how to select the right solutions and the questions you need to consider before pursuing your digital ambitions. With unique insights from an Educators’ and Vendors’ perspective, advice for budding EduPreneurs, guidance for schools considering how to co-produce technology solutions with vendors and how to make the right choices, Al aims to shine a light on Educational Technology through the widest possible lens.With links to research, insights from trusted peers, quick ready-reckoner checklists, questions you need to be asking, alongside voices aligned from the sector, this book aims to get you up to speed and thinking big picture EdTech.Trade ReviewAl is a shining light of the EdTech world. He is a fantastic advocate of EdTech collaboration between school leaders, education systems and the EdTech industry. Al champions and creates opportunities for teachers, school leaders and EdTech suppliers to work-together constructively to share knowledge and best-practice. -- Caroline Wright * Director General, British Educational Suppliers Association *

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Book SynopsisThe Four Question Method identifies the questions that drive the thinking that real people do when they take the human world seriously. The authors, Jonathan Bassett and Gary Shiffman, have figured out how to describe and teach what it takes to answer those questions well. This inquiry method gives educators a way to integrate content 'coverage' – through storytelling! – with practice in thinking skills that are central to history and its affiliated academic disciplines, together called social studies. The Four Question Method helps teachers to plan more effectively and students to learn more effectively. It provides guidance for writing research essays. And it transfers: the skills our students practice will work for them when they encounter and make their own history.

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Book SynopsisBeing a teacher is far from easy. Being the best teacher you can be is even tougher. There are two really important things that every teacher needs to get right so that they feel fulfilled and challenged in what they do. Firstly, they need to continually develop their craft through effective professional learning. Secondly, they need to map out a career path that has progression as its defining feature. There are very few people who manage to do both things well. Education doesn’t stand still, so being a good teacher means being in a constant state of evolution. How do we achieve this? Covering the latest developments in professional learning, Kate Jones and Robin Macpherson explore the massive changes that the global pandemic has brought, seeing it as a paradigm shift with manifest opportunities. The corollary to this is career progression, which is really about making the right professional choices. Are you a one school person for your whole time in teaching? Do you change location or role? Do you harbour leadership ambitions? And crucially, how do you finish your career on a high? Working out what you want to achieve in your teaching life is a core focus of the book, and is addressed through a range of interviews, case studies, and challenge questions. It is not about telling you what to do but prompting you to reflect on what you do.The Teaching Life is for anyone who wants to make the most of their time in education, for their students and for themselves.

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Book SynopsisThe first five minutes of a classroom experience are critical.The tone set in a session’s opening minutes can significantly impact and influence, in both positive and negative ways, the quality and nature of the subsequent learning experience. How students spend that time can also have a positive impact on their learning in both the short and long term. When the opening minutes of a class are approached as an opportunity to build student connections, collaboration, and community, all learners benefit.As more and more learning experiences occur in synchronous and asynchronous online learning environments, strategies that both welcome students to online sessions and support student learning are increasingly important. Traditional ice breakers, while typically shared with a goal of building community and student engagement, can sometimes have unintended or even negative consequences on students. This text shares a collection of powerful, opening activities that are designed to simultaneously engage students, build safe and connected classroom communities, and support student learning.All strategies are easily adapted and personalized to fit individual course and content needs including face-to-face, synchronous online, and asynchronous online learning contexts. Shared activities are aligned with associated learning-science research and incorporate strategies that have been shown to support student engagement and learning such as retrieval practice, active recall, spaced practice, and interleaving, among other evidence-based instructional strategies.

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Book SynopsisEconomics teachers often work by themselves or in small departments. This can mean they are forced to plan a lot of lessons from scratch with limited scope for shared planning or collaboration.Even as teaching becomes more research-informed, there is still the problem of having to work out how this best applies when teaching Economics, especially when there has been limited training in this.This can mean teachers are forced to adopt a trial-and-error approach, attempting to implement generic teaching and learning tips into economics lessons.Teachers plan each explanation individually, only learning what common misconceptions are through the painstaking experience of seeing puzzled expressions on multiple pupils' faces over the years. This book aims to change that.By looking at what the latest cognitive science research tells us about how pupils learn and crucially how that can be implemented in economics lessons, this book provides a short-cut to that trial-and-error approach.While the book summarises what the research tells us about pupil learning, this is fundamentally a ‘doing’ book.It is packed with practical examples of how research can be implemented in Economics lessons looking at explanations, misconceptions, assessment, curriculum and much more.

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Book Synopsis"Why do they have to keep on changing things?" It's a characteristic complaint from teachers and leaders in all parts of the UK, but especially in England.Our political system means we are locked into short-term cycles. Politicians come and politicians go. In education departments it means there is a revolving door of ministers, each often eager to implement their own priorities and projects.Civil servants jump, new directions are announced, plans are made ... and then suddenly the minister is promoted, moved to a new department, or dismissed.It's no wonder that lurches in education policy can feel so bewilderingly frequent and uncoordinated. And it's also no wonder that teachers can become demoralised, be left feeling deskilled, and feel cynical about the role of politicians.So how can we change this?This book collects the views of serving school and college leaders, of policy-makers, and of former education secretaries. It asks them what they would do if they were in charge, and it asks those who were once in charge what they would do differently.'If I Were Education Secretary ...' provides a fascinating glimpse into education policy as it is now - but also a template for how it could become more powerfully coherent in the future, moving a good education system to genuinely world class.

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Book SynopsisBeing a principal requires you to serve many different people. The job can feel overwhelming. But it does not need to feel that way. Because many principals have already figured out what works and how to be great.This book is the culmination of over 400 interviews the author conducted on his Transformative Principal Podcast and these interviews hold the key to finding success as a principal – a principal that is not just trying to lead a school but making lasting change that will make their school better for their students. With insight from some of the greatest minds in education and some of the best principals that nobody has ever heard of, Jones distils the secrets to success into small action steps you can take to make your school amazing. Jones relates stories of great success, horrific failures, and everything in between. The book is structured to help you focus on one area in each month for a school year. Truly, you can start anywhere and work on that piece in that month. Further, each chapter has activities to help you make improvements in each area. Whether you are a brand-new principal or working in your 32nd year in a school, this book will help you improve your leadership.

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Book SynopsisMichael Chiles and David Goodwin team up to present a comprehensive guide for all new teachers as they begin their journey, summarising a range of essential techniques. This book will be a key resource for all practitioners training to teach across subjects and phases. Michael and David provide clear guidance on key practical pedagogy techniques including establishing routines, building relationships and difficult conversations, as well as supporting teachers in preparing for their first interview. Each technique, supported by research-based evidence, will be explained and illustrated expertly to become a guide that will support practitioners entering the profession to unlock the complexity of the classroom.

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Book SynopsisEducation is a values-based experience. Consciously or not, we are highly attuned to one another's values. We see, time and again, that the 'best' schools are compelled and propelled by strong values which inspire and guide the creation of a meaningful context for learning and an aspirational ethos.However, values can often be submerged, overlooked, or ignored. By infusing our teaching with values, both explicit and implicit, learning can serve a greater purpose, nourishing us as humans and deepening our experience.Drawing on the views and inspired teaching practice of a range of contributors, this book offers both the theoretical underpinning and practical examples to bring values to life in the classroom. It shows how each subject has a unique and valuable role, and how a values-based culture generates a powerful climate for successful learning in every subject discipline.It is a 'bedside book' that will bring joy and practical support to the many professionals who work from the heart and wish to touch the future. It offers validation to those teachers who deeply care about the subject disciplines they teach, ultimately making a difference to children, their lives, and their world.In our current educational context, this work is unashamedly people-orientated, futures-thinking, and forward-facing.Trade ReviewThis book is thought-provoking and practical. It makes a strong case for a values- based approach to subject teaching and the whole curriculum, in order to help children develop into caring and responsible young people and the global citizens of tomorrow. -- Patrice Baldwin, Chair, Council for Subject AssociationsThis book is a timely and welcome read in a world where strong, ethically sound, transparent values are in short supply. Every page contains a gem of information that will help teachers and school leaders transform their school and the young people in their care. -- Armando Di-Finizio, Educational ConsultantValues, depth and soul make education last a lifetime. Without them it is mere transitory instruction. -- Sir Anthony Seldon, historian and authorAs this book shows so powerfully - education is about values and most people chose to work in education because they are led by this. However, in the business of the job and all its competing priorities and accountabilities it is easy to lapse into a lip service way of doing this. The authors show that it is possible to live and breathe values authentically and meaningfully. At a time when education feels more than ever like a political football this matters. -- Prof. Samantha Twiselton, Director of Sheffield Institute of EducationI highly recommend this book which offers practitioners in schools and settings the opportunity to explore ways in which they can provide learners with a curriculum for life which is built on the sharing of strong values that inspire and guide each child to be the best they can be. It highlights the importance of tuning in to children's needs and the needs of the whole school/ setting community within our ever changing society. Practitioners can look forward to observing how a values-based system can have a remarkable impact on ensuring harmonious relationships, happy, purposeful learning environments in which children make connections across the curriculum and develop mastery of their personal, social and emotional development. -- Teresa Broad, Early Years ConsultantHonestly, this is such a great book! The right mix of reflective thinking and clear examples that can be easily implemented. I'm looking forward to sharing it with subject leads.A clear and detailed overview of how to deeply embed values into the school curriculum, enabling children to become reflective, critical thinkers. -- Rebecca Williams, Head of School Wigmore Primary SchoolThe values of a school should be the foundation upon which the education pupils experience at that school is based. Truly great schools are values driven; the results are a by-product of the school's culture and that is established, fundamentally, by the values which are lived rather than laminated. The Value of Subjects and the Subject of values articulates what a values-driven school, which focuses upon the veracity of the individual academic subjects, looks like. It is an essential read for everyone interested in providing an authentic education for our young people rather than training them to jump through assessment hoops. -- John Tomsett, school leader and author

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Book SynopsisSee One. Do One. Teach One provides a series of 12 engaging lessons for GCSE English pupils, with a particular focus on CCEA specification. The lessons have been created for pupils of all abilities and are based on tried and tested methods within a classroom setting. Pupils learn through direct observation of each task. Each lesson will act as a springboard for NQTs or can provide an opportunity to review and refresh teaching approaches for GCSE English Language. Using Rosenshine's Principles for Instruction, the book primarily focuses on direct instruction and scaffolding, live modelling and annotation, and further opportunities to act on feedback using extension tasks. Pupils 'see' an example in action delivered by an expert; 'do' by completing a related task under the supervision of their teacher; and finally they 'teach' one another by using carefully constructed questions for micro teaching. Teaching the skill or task helps reinforce the knowledge learned and helps the student develop even further toward mastery. The 'Teach One' section includes structured questions to develop vital GCSE recall and oracy skills. Pupils work together to complete independent reading and writing tasks.

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Book SynopsisWith the implementation of the Fairplayer.Manual, civil courage and prosocial behavior are promoted, social skills are strengthened and personal responsibility is supported. Instructions for structured role play encourage empathy and cognitive perspective adoption. Structured guidelines help to deal with moral dilemmas and form values. The materials are particularly suitable for pupils in the 5th and 6th grade and can be used in conjunction with the lesson. The practical part contains numerous practical exercises and tips. The Fairplayer.Manual appears as an accompanying book for teacher training or for further training of educational professional groups (www.fairplayer.de).

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Book Synopsis"Kann ich Sie mal kurz sprechen?" - viele Gespräche in der Schule beginnen mit dieser Frage, Gespräche mit Schëler*innen, mit Kolleg*innen, mit Eltern. Und viele Lehrkräfte reagieren mit gemischten Gefëhlen: Der Ort passt nicht, viel Zeit ist auch nicht - was kann man da schon besprechen, wie kann man da helfen?Britta Möhring und Thomas Schlëter machen Mut, sich auf diese Gespräche einzulassen, in der Kërze der Zeit und an genau dem Ort, an dem man angefragt wird. Der Fokus der Gespräche liegt nicht auf dem Problem oder den Defiziten der ratsuchenden Person, sondern auf ihren Möglichkeiten und Ressourcen. Ziel ist es, einen realitätsbezogenen ersten Handlungsschritt zu erarbeiten. Die Autoren geben in diesem Buch theoretischen Input, methodisches Handwerkszeug, Hinweise zur inneren Haltung und praxisnahe Übungen fër gute Gespräche an die Hand. Dabei werden konsequent Elemente des zielorientierten Kurzgesprächs vorgestellt und eingeëbt.

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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 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 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 SynopsisWith the dramatic rise of murders, shootings, crime, and other tragic events in schools, school systems need guidance in developing plans and procedures for helping children respond to and resolve these crises.Table of ContentsCrisis Theory. Getting Started. Developing and Implementing a Crisis Response Policy. Components of a Crisis Preparedness Plan. Components of a Crisis Response. Psychological Triage and Referral. Crisis Intervention. Media Relations. Security and Safety Procedures. Working with Potentially Violent Students. Emergency Medical and Health Procedures. Evaluating and Debriefing the Crisis Response. References. Appendices. Index.

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Book SynopsisSCHOOL SOCIAL WORK This book is well written and inclusive with a realistic approach to problems encountered in schools today. Practical and useable interventions are included which makes this text a valuable resource to the school social worker.Terry Housteau-Hill, LSCW, Lead Consultant, Knox County School Social Services An invaluable resource . . . [and] extremely reader-friendly.Michelle Alvarez, MSW, LCSW, Assistant Professor, School of Social Work University of Southern IndianaSchool Social Work thoroughly covers all aspects of this burgeoning field, from the history and function of school social workers and up-to-date, empirically and developmentally supported interventions to effective methods for implementing and evaluating school social work programs. Educational policy and legislation, community-based interventions, and prevention programs are also covered.Supported by case vignettes and discussion questions that Trade Review"...very accessible, generally clearly laid out and a fine introduction to some of the issues in this growing field..." (British Journal of Educational Psychology, Vol 73(4), December 2003)"...ein empfehlenswertes Buch, da der mehrdimensionale Arbeitsansatz sehr instruktiv nahegebracht wird und zu kritischem Nachdenken über effiziente ebenso evidenzorientierte wie ethisch basierte Praxis schulbezogener Sozialer Arbeit einlädt." Ulrich Otto, Universität Jena Table of ContentsSECTION I: FOUNDATIONS. School Social Workers: History, Roles, and Functions. The Social Organization and Political Environment of the School. SECTION II: STUDENT-FOCUSED INTERVENTIONS. Externalizing Behavior Problems. Internalizing Behavior Problems. Social Problems. Students with Disabilities. SECTION III: SYSTEM-FOCUSED INTERVENTIONS. School-Based Prevention Programs. Interventions on Behalf of Vulnerable Groups of Students. The School Social Worker as Consultant and Team Member. Involving Parents and the Community in Restructuring Schools. SECTION IV: EVALUATING SCHOOL SOCIAL WORK PRACTICE. Evaluating Student-Focused Interventions. Evaluating System-Focused Interventions. Appendix: "School Survival Group" Curriculum. References. Author Index. Subject Index.

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Book SynopsisJason Cianciotto and Sean Cahill, experts on lesbian, gay, bisexual, and transgender public policy advocacy, combine an accessible review of social science research with analyses of school practices. In addition, portraits of LGBT youth and their experiences with discrimination at school bring human faces to the issues the authors discuss.Trade ReviewTimely, comprehensive, and highly readable, this study warrants inclusion in any library serving school administrators, teachers, and other adults who work with and care for children and teens." — School Library Journal"For some of us, the days of high school may seem far removed, but LGBT Youth is truly a must-read for any educator and/or parent." — Instinct"While topics such as marriage equality, anti-LGBT hate crimes, and adoption by same-sex couples continue to grab news headlines, Jason Cianciotto and Sean Cahill remind readers to remember the youth affected by these human rights struggles in schools across the country. The educational foundation we offer these students today will impact the success of their, and our, tomorrow." — Gay Calgary Magazine"Cianciotto and Cahill's treatise is an informative and compelling basis for continuing the discussion (especially as regards LGBT students of color) of how best to protect the rights of a vulnerable and largely disenfranchised group." — Publishers Weekly"This book makes a pivotal and substantial contribution to the field that extends beyond the contributions of many other existing resources. ... [W]e recommend this book highly to researchers, school violence professionals, youth workers, educators, and policy makers in hopes that it will serve as a catalyst in our collective efforts to promote the overall health and well-being of LGBT youth." — Journal of School Violence"The authors do an exceptional job of providing a research-based background to contextualize the book around the need to support victims of homophobia in schools." — H.M. Miller, Mercy College, Choice - Highly Recommended

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Book SynopsisOften, great legal decisions result from the actions of an unknown person heroically opposing the system. This work details how one person's objection to mandatory school prayer became one of the most controversial cases of this century.

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Book SynopsisBrings civil rights back into the center of the debate and tries to move from doctrine to empirical research in exploring the many forms of choice and their very different consequences for equity in US schools.Trade Review"An important book presenting a powerful rejection of the notion that school choice is a path to improving schools... Highly recommended." -- S. H. Minner Choice

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Book SynopsisOffering an overview of endless debates over school reform, this title shows that even bitter opponents in debates about how to improve schools agree on much more than they realize. It suggests that uniformity gets in the way of quality, and urges us to create a much wider variety of schools, to meet a greater range of needs for different talents.Trade ReviewHalf the time I'm agreeing with every word Rick Hess says, and wishing I had said it myself. The other half the time I'm provoked, stimulated, and arguing with him. He's got it both all right and all wrong. Read him, argue with him, take him very seriously. -- Deborah Meier, author of In Schools We TrustRick Hess is one of the most provocative people now writing about public education. Sooner or later he challenges everyone's assumptions. You probably won't agree with everything he has to say, but this book will surprise you into thinking in completely new ways about what schools could be. -- Richard Barth, CEO and President, KIPP FoundationTo say the book is thought provoking is an understatement. Each paragraph entices and envelopes the reader in both the philosophical issues as well as the value issues related to teaching and education...Not knowing about the history of education, and the past philosophies of education will impact our choices and decisions. This book will go a long way in terms of rectifying this situation. -- Michael F. Shaughnessy * EducationNews.org *Frederick M. Hess has written an important book that seeks to bring sobriety to an education-policy realm too often besotted with the panacean, the faddish, the naive, and the antiquated. -- Liam Julian * Commentary *Most education books focus on a single aspect of education--pedagogy or school funding--or build an argument around a central theme, such as vouchers or No Child Left Behind. Hess cuts a broader swath, taking a sweeping historical look at the big issues that have shaped education...Hess, an education policy scholar at the American Enterprise Institute, offers an extensive policy primer on the great achievement of American education--and the challenges its success has created. -- Phil Brand * Washington Times *As close as the feverishly productive Hess is ever likely to get to a genuine magnum opus. No one will be shocked that a scholar at [the American Enterprise Institute] has a lot to say that will infuriate liberal defenders of the educational status quo. The book's real surprise is that he is perfectly willing to take on the sacred doctrines of conservative education reformers, arguing that some of them may actually be hampering the process of educational innovation...Hess is a refreshing change from many other analysts who hold forth on the subject of education. He is unafraid to take on flaws even in policies he largely supports...The most critical lesson from the book is Hess's powerful theory about what makes schools succeed or fail. That theory, simply put, is that the basic components of schooling--parents, children, school leaders, and teachers--are irreducibly diverse...Rather than aggressively imposing a single set of best practices on all schools, then, Hess argues for narrowing the scope of choices that are made by majorities, and increasing those made by smaller, self-chosen groups of common sentiment. -- Steven M. Teles * Washington Monthly *Hess takes on virtually every convention of K-12 schooling, including grouping students in age-defined classrooms taught by teachers prepared in traditional schools of education and remunerated in highly standardized ways over long-term careers. He concludes that the current system of K-12 education is wholly inappropriate for the 21st century and argues that the system can probably not be improved to any significant degree by contemporary reforms such as experiments in merit pay, school-based decision-making, and/or mayoral control. Hess is no centrist and has little interest in compromise. Rather, he argues for a transformational reform in which new models replace, not modify, K-12 practices. He supports extended school days only if what occurs in schools radically changes from present practices. He makes a bold but controversial argument that educators need to be honest about the distribution of academic ability. Not all students, he argues, can achieve all subjects at high levels. This is a very-well-done book with rich descriptions of contemporary efforts at school reform and some initial suggestions about the paths toward transformative change. -- S. H. Miner * Choice *In this wide-ranging discussion, Hess, an education analyst at the American Enterprise Institute, argues that education reform must be about finding a new path, not just arguing about today's educational arrangements. He chides educators for failing to look outside the sector for fresh ideas and approaches. Agree or disagree with his remedies, he's spot on about how frustratingly insular education remains in such a rapidly changing world. -- Andrew J. Rotherham * Time.com *

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Book SynopsisDiverse contributors offer an inside look at promising school-university partnerships across the country and discuss the principles and benefits of such programs in promoting educational innovation.Trade Review"Partner Schools is an optimistic book, packed full of rich examples of good things that can happen when universities and schools become full and equal partners in educational renewal. Written by educators experienced in and committed to collaboration--and drawing on work underway in diverse settings across the United States--each chapter presents useful suggestions for building and extending partnership programs." ----Robert V. Bullough, Jr., professor of educational studies, University of UtahTable of ContentsForeword 1. Introduction: Understanding School-UniversityPartnerships(Russell T. Osguthorpe, R. Carl Harris, Sharon Black,Beverly R. Cutler, Melanie Fox Harris) Part One: The Goals of Partner Schools 2. Improving Student Learning(Walter H. Kimball, Susan Swap,Patricia A. LaRosa, Thomas Howick) 3. Strengthening Teacher Education(Michael L. Barnhart, Donna J.Cole, Stevenson T. Hansell, Bonnie K. Mathies, William E. Smith,Sharon Black) 4. Promoting Professional Development(Robert A. Pines, Lourdes Z.Mitchel, Nicholas Michelli) 5. Supporting Collaborative Inquiry(Francis P. Hunkins, Donna L.Wiseman, Richard C. Williams) Part Two: Developing and Implementing Partnerships 6. Launching and Sustaining a Partner School(R. Carl Harris,Melanie Fox Harris) 7. Initiating District-Wide Change(Monica M. Beglau, Kolene F.Granger) 8. Promoting Statewide Collaboration(Barbara Gottesman, PatriciaGraham, Carol Nogy) 9. Building Links with Families and Communities(Hal Lawson, RandyFlora, Sally Lloyd, Katherine Briar, James Ziegler, JanKettlewell) 10. Evaluating Partner Schools(Richard W. Clark) 11. Conclusion: The Promise of Partner Schools(Russell T.Osguthorpe, R. Carl Harris, Sharon Black, Melanie Fox Harris)

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Book SynopsisShows 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.Trade Review"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)"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)"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)"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)Table of ContentsWhat is "Learner-Centered"? Why Learner-Centered? The Learner-Centered Classroom. The Learner-Centered School System. Making the Transition to Learner-Centered Classrooms and Schools. An Action Plan for Ongoing Learning and Change.

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Book SynopsisFrom the inner-city to the suburbs, thousands of school childrenare being systematically subjected to mandatory classroom policieswhich inflict both physical and emotional harm. Hundreds of schoolofficials from across the country have been found guilty of sexualharassment, the illegal use of undercover agents, strip searches,corporal punishment, verbal abuse, punitive isolation, and otherforms of institutional abuse. In Dangerous Schools, Professor IrwinHyman and Pamela Snook, passionate advocates against theinstitutional maltreatment of children, reveal exactly what isgoing on in our nation''s schools and what we must do aboutit. This book makes a strong argument against school abuses and offersclear and proven strategies for change. It will appeal to parentswho suspect that their children have been maltreated by educatorsand for advocates who desire a blueprint for socialchange.---James Garbarino, codirector, Family Life DevelopmentCenter, Cornell University; author, What ChTrade Review"This book makes a strong argument against school abuses and offersclear and proven strategies for change. It will appeal to parentswho suspect that their children have been maltreated by educatorsand for advocates who desire a blueprint for social change." (JamesGarbarino, codirector, Family Life Development Center, CornellUniversity; author, What Children Can Tell Us) "Dangerous Schools is a welcome antidote to the politics of "zerotolerance" that grip so many schools today. By combining passionateadvocacy with anecdotal and scientific observations, the authorsshow how authoritarian practices like strip searches, undercoveroperations, and corporal punishment can extinguish our children'ssense of security, freedom, and justice. A must read for all thosewho care about what is going on in our schools today." (LorenSiegel, director of public education, American Civil LibertiesUnion) "A passionate and relatively practical contribution for parents andeducators who are concerned about disciplinary abuses of studentsin some public schools." (Perry A. Zirkel, Iacocca professor ofeducation, Lehigh University)Table of ContentsIntroduction. Physical Maltreatment in the Classroom. Psychological Maltreatment in the Classroom. Attacks on Children's Sense of Justice and Democracy. Drugs, Dogs, and Discipline: Double Messages in theSchoolhouse. Mortality, Sex, and Censorship. Toxic Punishments, Laws, and Litigation. Taking A Stand: What to Do If Your Child Is Maltreated inSchool. Taking Action: Understanding the Playing Field and How to Make itEven. How Can Schools Be Democratic and Stop Maltreatment?

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Book SynopsisSponsored by the Conflict Resolution Education Network Far and away the most comprehensive guide available.... Warterspresents a wide range of possible program structures and providesthe information that organizers and participants need to select thebestoption. --James B. Boskey (1942-1999), former editor and publisher, TheAlternative Newsletter, and former professor of law, Seton HallLaw School, New Jersey Professionally written, logically organized, and delivered in apersonal style that is appealing to the reader.... A thoughtfulbalance of theory with pragmatic suggestions for developing andintegrating a mediation program on campus. --Roger Witherspoon, vice president, Student Development, John JayCollege of Criminal Justice Warters not only conveys the need for mediation on campus, butthe importance of relating mediation to existing mechanisms such asstudent judicial affairs and other grievance processes. --Gene Zdziarski, developer of Student Trade Review"Far and away the most comprehensive guide available to collegesand universities, or indeed at any public institution with anactive staff and an involved client base. Warters presents a widerange of possible program structures and provides the informationthat organizers and participants need to select the best option."(James B. Boskey (1942-1999), former editor and publisher, TheAlternative Newsletter, and former professor of law, Seton Hall LawSchool, New Jersey) "Professionally written, logically organized, and delivered in apersonal style that is appealing to the reader.... I have found thetext to be truly 'user-friendly' with a thoughtful balance oftheory with pragmatic suggestions for developing and integrating amediation program on campus." (Roger Witherspoon, vice president,Student Development, John Jay College of Criminal Justice) "Warters not only conveys the need for mediation on campus, but theimportance of relating mediation to existing mechanisms such asstudent judicial affairs and other grievance processes." (GeneZdziarski, developer of Student Conflict Resolution Services andassociate director of Student Life, Texas A&M University, andformer board member of the Association for Student JudicialAffairs) "Every academic administrator will find dozens of specific ideasthat will bring relief from the constant challenges of conflict.This book helps show where the conflicts come from--and howmediation and conflict resolution training can support aconflict-competent organization." (Mary Rowe, Ombudsperson,Massachusetts Institute of Technology)Table of ContentsThe Growing Need for Conflict Resolution Strategies in HigherEducation. Why Mediation Makes Sense for Academic Organizations. First Steps in Building a Program. Identifying and Training Mediators. Publicizing the Program and Creating Referral Systems. Operating and Maintaining the Program. Implementing Strategies for Evaluation and Feedback. Expanding Conflict Management Options Beyond the MediationTable. Resources, Forms, and Documents. Appendix A. Statements of Purpose for Conflict ResolutionPrograms. Appendix B. Goals and Objectives Planning Document. Appendix C. Job Descriptons for Program Personnel. Appendix D. Traineed Nomination Form. Appendix E. Volunteer Mediator Application Form. Appendix F. Mediator Performance Evaluation Sheet. Appendix G. Role Play Practice Guidelines. Appendix H. Scripts for Role Play Practice. Appendix I. Annotated List of Specialized Resources for CampusMediation Training. Appendix J. Resolution Agreement for a Rental Dispute. Appendix K. Workshop Outline for Introductory MediationTraining. Appendix L. A Mediation Referral Guide for ResidentialAssistants. Appendix M. Case Referral Follow-up Form. Appendix N. "Agreement to Mediate" Forms. Appendix O. Information Sheet for Parties Preparing forMediation. Appendix P. Procedural Summary of the Case ManagementProcess. Appendix Q. Blank Mediation Agreement Form. Appendix R. Post-Mediation Report Form. Appendix S. Standards of Practice for Campus Mediators. Appendix T. Mediation Follow-up Form.

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Book SynopsisSergiovanni documents cases of schools that have successfully reinvented themselves in order to establish a sense of ''community'' as the foundation for all curriculum and instruction decisions. . . . Teachers, administrators, teacher educators, and communities seeking advice and motivation for restructuring schools for the 21st century would be well advised to consult this work. --Choice Provides the practitioner with both a theoretical blueprint with which to build learning communities and a rich supply of benchmark illustrations to use as prototypes. . . . thought-provoking and challenging. --NASSP Bulletin Both in and out of schools, people are experiencing a loss of community. In this book, Thomas J. Sergiovanni explains why a sense of community is so vital to the success of any school and shows teachers, parents, and administrators what they can do to rebuild it. Filled with case studies and other school examples, Building Community in SchoolTrade Review"Sergiovanni documents cases of schools that have successfully reinvented themselves in order to establish a sense of 'community' as the foundation for all curriculum and instruction decisions. . . . Teachers, administrators, teacher educators, and communities seeking advice and motivation for restructuring schools for the 21st century would be well advised to consult this work." --Choice "Provides the practitioner with both a theoretical blueprint with which to build learning communities and a rich supply of benchmark illustrations to use as prototypes. . . . Thought-provoking and challenging." --NASSP Bulletin "Sergiovanni is the leading writer in pushing us deeper and deeper toward understanding and creating a 'community of learners.'" --Michael Fullan, dean of education, University of Toronto "Sergiovanni does not just extol the virtues of educational communities. Through rich and vivid portraits, he conveys what they are like and how we might create them." --Howard Gardner, professor of education and co-director of Project Zero, Harvard UniversityTable of ContentsChanging Our Theory of Schooling. Relationships in Communities. Emerging School Communities. Understanding Our Need for Community. Becoming a Purposeful Community. Using Curriculum to Build Community. The Classroom as Democratic Community. Becoming a Professional Community. Becoming a Community of Learners. Becoming a Community of Leaders. The Challenge of Leadership.

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Book SynopsisSchlechty shows both educators and parents how to envision reform and design quality educational systems. He explains how the visioning process must be rooted in real shared beliefs, how mission statements must unpack visions into concrete goals that are connected to action, and how the results of reform can be usefully assessed. Drawing on the author''s vast experience in the day-to-day work of implementing school reform, Inventing Better Schools offers new approaches for setting standards and ensuring accountability--and includes samples of actual mission statements and strategic plans of successful school districts.Trade Review"Schlechty offers a clear and concise vision of systemic change to address the problems with education." (The School Administrator) "Schlechty marshals readers through the ideas-to-action labyrinth of improving schools. . . . A worthy successor to his earlier work." (The American School Board Journal) "A book filled with hope. . . . Not all reformers in the country will agree with Schlechty's solutions or even the problems, but they will be the richer for having read what he has to say on the subject." (Louisville Courier-Journal) "Schlechty adds a refreshing voice to the ongoing how-to-fix-our-schools debate. . . . Highly recommended." (Library Journal)Table of ContentsThe Never-Ending Story. The Need for Invention. The Technological Imperative. Producing Knowledge Work. Beliefs, Vision, and Mission. Assessing District Capacity. Creating the Capacity to Support Change. Changing the System. Working on the Work. Measuring What Matters Most. Leading the Change Process. Inventing the Future: The Task Before Us. Appendices: Action Plans for School Restructuring. A. Memphis City Schools, Memphis, Tennessee. B. Phillipsburg School District, Phillipsburg, New Jersey: School District Profile Team Report.

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Book SynopsisBringing the Internet to School presents the results of one of the first comprehensive studies of Internet-implementation in K-12 schools. Based on the information gleaned from this groundbreaking study, two experts in the field of high-technology and schools, Janet Ward Schofield and Ann Locke Davidson, examine the myriad issues that arise when the Internet is introduced into the classroom. This important book reveals the positive and negative consequences that Internet use has on classroom equity, academics, and social life. For example, while Internet access often changes student-teacher roles and relationships in positive ways and gives students new, exciting, and useful source for information and feedback, it also provides students with a tempting distraction from their studies and can exacerbate inequities in the classroom. Throughout the book, the authors illuminate the ways in which the existing culture and structure of schools shape Internet use, the ways students'' and teacheTrade ReviewFor the last decade, school reform has become almost synonymous with initiatives to provide schools with computers and access to the World Wide Web. If students and teachers could just get hooked up to all that electronic information, the argument goes, schools would be radically transformed, student achievement would soar and educational inequities would disappear. Not quite, say Schofield and Davidson, authors of this provoking, thoroughly researched and clearly written report. After a five-year study into the implementation of computer technology in one school district, the authors argue that the extravagant claims of Internet-for-education proponents must be tempered by an actual understanding of how school cultures both shape-and are shaped by-technological innovation. Not surprisingly, the positive and negative consequences of Internet use in schools practically mirror each other. While the Internet supports virtually unlimited exploration, this can distract students and take them "off-task." It can expose students to a variety of viewpoints, but many of these are highly controversial or lack credibility. The use of computers can support increased students' autonomy regarding their learning, but teachers may feel that they are losing control of the curriculum. Other barriers, such as lack of time for teachers to prepare lessons and inadequately functioning machines are perhaps more easily addressed, given sufficient resources. For educators, administrators and policy makers who want to make the most of the Internet, this guide provides meager practical solutions but much food for thought. (Mar.) (Publishers Weekly, February 4, 2002) This is a fascinating and timely analysis of the Networking for Education Testbed (NET), a five-year National Science Foundation program designed to foster the use of the Internet in schools. Schofield (psychology, Univ. of Pittsburgh; Computers and Classroom Culture) and Davidson (Making and Molding Identity in Schools) touch on issues related to educational leadership (e.g., how to foster the adoption of new technologies and new approaches to pedagogy), educational reform (e.g., changes at the district, building, and classroom level), and the sociology of the teaching profession. Their study offers concrete examples of both the benefits and the challenges associated with using the Internet in the classroom and demonstrates a number of ways in which the roles of teachers and students can be affected by the adoption of the new technology. As more and more schools implement technology and make use of the wide variety of information resources available over the Internet, the lessons learned by these "earIy adopters" remain invaluable. Recommended for academic, professional education, and technology collections. --Scott Waltelr, Washington State Univ., Pullman (Library Journal, March 15, 2002)Table of ContentsPreface. The Authors. 1. Introduction. 2. Building Demand and Support for Internet Use Among Educators. 3. School Versus Internet Culture: Implications for Communication with the Outside World. 4. How School Culture and Structure Shape Internet Use. 5. Achieving Internet Use: Lessons from NET Schools. 6. Classroom Change Accompanying Internet Use. 7. Teacher and Student Outcomes Related to Internet Use. 8. Achieving Institutionalization. 9. Conclusion. Appendix. References. Name Index. Subject Index.

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Book SynopsisUsing in-depth interviews with dozens of teachers and studies of many successful schools, Darling-Hammond shows that good scholars best serve learners by allowing good teaching to flourish.Trade Review"In The Right to Learn, Linda Darling-Hammond gives readers a comprehensive, thoughtful look at the condition of American schooling and sets forth proposals for its improvement . . . . This well-organized and meticulously documented book presents an agenda for re-creating public education." (Washington Post) "Darling-Hammond's central claim is well worth listening to. She argues that American students do so poorly by comparison with students in other industrialized countries not because we don't give them enough work, but because our teaching is less thoughtful, and because we are obsessed with bureaucratic processes rather than educational outcomes." (The New York Times Book Review) "This is a very fine work-well argued, comprehensive, and authoritative. It will be treated as a Bible-or, more properly, a Constitution-by those seriously engaged in the improvement of American public education." (Howard Gardner, professor of education, Harvard University, and author of Leading Minds) "If only I could get every American who claims to be concerned about our schools to read this thorough, readable, and brilliant book. Linda Darling-Hammond knows our schools as no one else does-as a scholar, hands-on researcher, practitioner, concerned citizen, and parent. She crosses all the boundaries that so often divide us. And all sides of her diverse strengths show in her work and in this extraordinary book. As a reader you'll love it, and you'll come away wise as well." (Deborah Meier, senior fellow, Annenberg Institute of School Reform, author of The Power of Their Ideas, and principal, The Mission Hill school, Boston)Table of ContentsPreface Acknowledgments The Author 1 The Right to Learn 1 2 The Limits of the Education Bureaucracy 37 3 What Matters for Teaching 69 4 Teaching and Learning for Understanding 96 5 Structuring Learner-Centered Schools 148 6 Staffing Schools for Teaching and Learning 177 7 Creating Standards Without Standardization 210 8 Ensuring Access to Knowledge 261 9 Building a Democratic Profession of Teaching 293 10 Conclusion: An Agenda for Re-Creating Public Education 330 References 339 Name Index 377 Subject Index 385

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Book SynopsisExamines why so many students are entering college unprepared for college level work and often unable to complete a degree.Table of ContentsAcknowledgments. 1. Bridging the Great Divide: How the K–12 and Postsecondary Split Hurts Students, and What Can Be Done About It (Michael W. Kirst, Kathy Reeves Bracco). 2. Working Toward K–16 Coherence in California (Anthony Lising Antonio, Samuel H. Bersola). 3. K–16 Turmoil in Texas (Andrea Venezia). 4. Roadblocks to Effective K–16 Reform in Illinois (Betty Merchant). 5. Oregon’s K–16 Reforms: A Blueprint for Change? (Andrea Conklin Bueschel, Andrea Venezia). 6. Georgia’s P–16 Reforms and the Promise of a Seamless System (Caroline Sotello Viernes Turner, Lisa M. Jones, James C. Hearn). 7. K–16 Reform in Maryland: The First Steps (Heinrich Mintrop, Toby H. Milton, Frank A. Schmidtlein, Ann Merck MacLellan). 8. The Missing Link: The Role of Community Colleges in the Transition Between High School and College (Andrea Conklin Bueschel). 9. What Have We Learned, and Where Do We Go Next? (Michael W. Kirst, Andrea Venezia, Anthony Lising Antonio). Appendix A: Research Design and Methodology. Appendix B: RAND Data. The Authors. Index.

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Book SynopsisJoanne Tompkins travelled to the Baffin Island community of Anurapaqtuq to take on the job of principal at the local school. This is the fascinating story of her experiences in the four years she spent there and the many challenges she faced.On her arrival in the Inuit village, Tompkins found struggling teachers and failing students in a community that was grappling with social and economic change. Outlining strategies that worked and others that failed, she gives a vivid account of the day-to-day trials and rewards that she and community members experienced as they worked to create a productive and exciting school environment.This engaging and informative account of change in an Inuit school will be of great use to educators and administrators, and appeal to general readers as well. One educator who read the manuscript paid it the compliment of comparing it to Sylvia Ashton-Warner's classic tale of teaching Maori children, Teacher.

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Book SynopsisMaking a Difference in Urban Schools evaluates how school and community leaders have worked to change urban education in Canada for the better over the past fifty years.Trade Review'I would recommend the use of this text in its entirety for graduate level seminars... The authors have provided a valuable study for students interested in exploring the background of urban reform movements in two important Canadian cities.' -- Casey Jakubowski Alberta Journal of Educational Research, vol 60:03:2014Table of ContentsIntroduction Chapter 1- Setting the stage: Poverty, diversity and urban education * Demographic challenge and change * Poverty * Diversity * The changing meaning of equity * The literature on urban educational systems * Conclusions Chapter Two - Change in the Winnipeg School Board Chapter Three - Reform at the Toronto Board of Education * The Toronto Board of Education * The 1970's: setting an agenda for reform * Some of the Toronto reform trustees * The 1980s: institutionalizing change * Conclusions Chapter Four - Ideas Matter: The Impact of Evidence and Belief * How do ideas matter? * Social movements and evidence informed policy * Frameworks for thinking about education and equity * Educational analysis in the Toronto and Winnipeg boards * Ideas as a resource for change in Toronto * Ideas as a resource for change in Winnipeg * Conclusions Chapter five - Politics, conflict and civic capacity * Central and local: Relationships between districts and provincial governments * Trustees and boards * Community involvement * Relations with board administrators * Conclusions Chapter 6 - Teaching and Learning in Urban Schools * Creating a welcoming classroom environment * Changing the curriculum * Rethinking literacy * Streaming and secondary school change * Testing and assessment * Relationships with teachers and their unions * Conclusions Chapter 7 - Lessons from Canadian urban school reform * Have things improved over the last forty years? * Policy proposals and their limits Ideas and research * Politics * Teaching and learning * What should be done? * School districts need thoughtful strategic plans * Stronger links are needed between urban districts and provincial governments * More public debate based on good data around the political controversies inherent in urban public education. * Urban schools must be good places to work and learn so as to attract and retain good people * A central and sustained focus on improved teaching and learning * Strong, consistent community engagement * Better use of research and evidence * The necessary infrastructure to support all of the above Appendix on methodology * The study Index of Names and Organizations References

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Book SynopsisMaking a Difference in Urban Schools evaluates how school and community leaders have worked to change urban education in Canada for the better over the past fifty years.Trade Review'I would recommend the use of this text in its entirety for graduate level seminars... The authors have provided a valuable study for students interested in exploring the background of urban reform movements in two important Canadian cities.' -- Casey Jakubowski Alberta Journal of Educational Research, vol 60:03:2014Table of ContentsIntroduction Chapter 1- Setting the stage: Poverty, diversity and urban education * Demographic challenge and change * Poverty * Diversity * The changing meaning of equity * The literature on urban educational systems * Conclusions Chapter Two - Change in the Winnipeg School Board Chapter Three - Reform at the Toronto Board of Education * The Toronto Board of Education * The 1970's: setting an agenda for reform * Some of the Toronto reform trustees * The 1980s: institutionalizing change * Conclusions Chapter Four - Ideas Matter: The Impact of Evidence and Belief * How do ideas matter? * Social movements and evidence informed policy * Frameworks for thinking about education and equity * Educational analysis in the Toronto and Winnipeg boards * Ideas as a resource for change in Toronto * Ideas as a resource for change in Winnipeg * Conclusions Chapter five - Politics, conflict and civic capacity * Central and local: Relationships between districts and provincial governments * Trustees and boards * Community involvement * Relations with board administrators * Conclusions Chapter 6 - Teaching and Learning in Urban Schools * Creating a welcoming classroom environment * Changing the curriculum * Rethinking literacy * Streaming and secondary school change * Testing and assessment * Relationships with teachers and their unions * Conclusions Chapter 7 - Lessons from Canadian urban school reform * Have things improved over the last forty years? * Policy proposals and their limits Ideas and research * Politics * Teaching and learning * What should be done? * School districts need thoughtful strategic plans * Stronger links are needed between urban districts and provincial governments * More public debate based on good data around the political controversies inherent in urban public education. * Urban schools must be good places to work and learn so as to attract and retain good people * A central and sustained focus on improved teaching and learning * Strong, consistent community engagement * Better use of research and evidence * The necessary infrastructure to support all of the above Appendix on methodology * The study Index of Names and Organizations References

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