Schools and pre-schools Books

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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Book SynopsisOver the past two decades, efforts to improve schools have significantly modified role expectations for principals. Today, school-level administrators are expected to be both visionary leaders and competent managers. Based on the conviction that administration is an amalgam of leadership and management, The School Principal emphasizes the need for practitioners to apply conceptual skills to make what to do decisions, to apply technical skills to make how to do decisions, and to apply relational skills to engage in democratic decision making. Kowalski frames the book with a discussion of the nature of schools, the roles of principals, and their need to improve schools. The book then provides a balanced treatment of leadership and management, covering issues of personal behavior, instructional leadership, relationship building issues, finances, facilities, personnel management, pupil services, and maintaining safe schools. The text closes with discussion of the Trade Review"An outstanding contribution to principal preparation! Written by a thoughtful scholar with extensive school leadership experience, The School Principal highlights the complex roles, responsibilities, expectations, and demands faced by principals."--Lance D. Fusarelli, Professor of Educational Leadership & Policy Studies, North Carolina State University"Kowalski has succinctly comingled theory with practice for all facets of the principalship with an emphasis on recent school reform efforts. The School Principal is an informative read for aspiring and practicing school principals and is especially suited as a required textbook for the principalship course." -- I. Phillip Young, Professor of Educational Leadership, University of California, DavisTable of ContentsPart One: Schools and Principals1. Complex Nature of Schools2. Principal Roles and Responsibilities3. Effective Schools for All StudentsPart Two: Leadership Expectations4. Principal Behavior and Instructional Leadership5. Organizing and Evaluating Instructional Programs6. Building and Maintaining RelationshipsPart Three: Managerial Responsibilities 7. Managing Material Resources8. Managing Human Resources9. Managing Pupil Services10. Providing a Safe School EnvironmentPart Four: Vital Aspects of Practice11. Problem Solving and Decision Making12. Collaborative Efforts for School Improvement13. Commitment to Being a School Administrator

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Book SynopsisEssential information for the design of elementary and secondary schools Building Type Basics for Elementary and Secondary Schools, Second Edition is your one-stop reference for the essential information you need to confidently begin the design process and successfully complete the design for elementary and secondary schools, large or small, on time and within budget. Bradford Perkins shares his firsthand knowledge in order to guide architects, planners, engineers, and their clients through all aspects of the design of school facilities. This new edition is up-to-date with the latest developments in school design with a fresh look at technology''s influence in the classroom, along with current research that shows how school buildings can impact teaching and learning. Highly illustrated and filled with new school case studies with project photographs, diagrams, floor plans, sections, and details, this book combines in-depth coverage of the structural, mechanicalTable of ContentsPreface (John Czarnecki). Acknowledgments. 1. Predesign. Introduction. The Learning Process. School Programming and Planning Guidelines. Early Childhood and Kindergarten. Elementary Schools. Middle Schools and High Schools. Special Schools. Future School Facility Spaces. 2. Circulation. Design Concepts. Building Configurations. 3. Design Concerns and Process. The Planning, Design, and Implementation Process. Common Problems and Cautions. Trends in School Planning and Design. Unique Design Concerns. 4. Site Planning. Urban Site Selection. Suburban Site Selection. Site Size. Site Circulation. Site Programming. Elementary School Play Areas. Security and Safety Concepts in Site and Building Design. Sustainable Site Design. 5. Codes. Life Safety. Space Standards. Appropriate Building Systems and Construction Practices. Public Policy. Fiscal and Anticorruption Controls. Land-Use Policy. Conclusion. 6. Sustainable Design Issues. Sustainable Sites. Water Efficiency. Energy Conservation. Building Envelope. Materials and Resources. Caveats. 7. Structural Systems. Building Life. Fire Safety. Seismic Considerations. Flexibility. Cost. Aesthetics. Long-Span Spaces. Prefabricated and Preengineered Structures. Foundations. Special Issues. 8. Mechanical Systems. General. Preschools and Kindergartens. Elementary Schools. Middle and Secondary Schools. 9. Electrical/Communications Systems. Reference Standards. Impact of Technology. Power Source. Emergency Power. Lighting Systems. Fire Safety. Communications. Space Requirements: Rules of Thumb. 10. Technology and Special Equipment. Technology’s Impact on Learning Space Design. 11. Materials. Introduction. Common Material Selections for Primary Spaces. Durability and Maintenance. Codes. Regional Issues. Environmental Considerations. Considerations in Material Selection for Schools. 12. Acoustic Control. Introduction. Definitions. Acoustical Performance: Materials and Spatial Proportions. Design Guides. Hearing Impairment and ADA Requirements. 13. Lighting Design. Introduction. Light Levels, Light Reflectance Values, and Glare. Electric Lighting Systems. Windows and Daylighting. Design Guides. 14. Interior Issues. Classrooms. General Use Space. Flexibility. Furnishings. Technology. Color and Light. Ergonomics. Security. Codes. 15. Wayfinding. 16. Renovation. Introduction. To Build New or to Renovate? 17. International Design Issues and Opportunities. Introduction. International Schools. Planning and Design Issues. 18. Operation and Maintenance. Introduction. New School Construction. Existing School Buildings. 19. Cost Issues. Introduction. Management. Relative Costs. Other Factors that Can Affect Costs. Value Engineering and Life-Cycle Cost Analysis. 20. Financing. Public School Financing. Private School Financing. Appendix A: Sample Space Program for an Elementary School, Grades PK–5. Appendix B: Sample Space Program for a Middle School, Grades 6–8. Appendix C: Sample Space Program for a High School, Grades 9–12. Bibliography and References. Index.

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Book SynopsisAn expanded edition filled with ideas, strategies, and tools for school counselors This Survival Guide helps counselors plan and implement an effective counseling program tailored to the needs of all students.Table of ContentsAbout This Book ix About the Author xi Acknowledgments xiii Introduction 1 1 What, Who, and How of Your School Counseling Program 5 Describing the Program 7 Choosing a Language 7 Leading the Charge 10 Focusing on a Comprehensive Program 11 Adapting the ASCA National Model and Other Approaches 14 Advocating for All Students 15 Seeking Input 16 Winning Support 16 Sharing Ownership 20 Defining What You Do: A Glossary of Responsive Services 22 Identifying Responsive Services 22 Communicating Your Role 24 Chapter 1 Scenarios 1.1 Why Are Counselors in Schools? 5 1.2 Role Identity 6 Chapter 1 Worksheets 1.1 Program Assessment Scale 13 1.2 Facility Checklist for a School Counseling Center 19 Chapter 1 Exhibits 1.1 The School Counseling Program and the School Counselor 9 1.2 Comparison of Traditional and Comprehensive Programs 12 1.3 Advisory Committee Volunteers/Advisory Committee Form 21 2 Developing Your Role and Creating An Identity 27 Determining Who Does What 28 Creating a Counselor Identity 31 Advertising the Program 31 Promoting Yourself 33 Balancing Time 35 Setting Priorities 35 Establishing a Schedule 36 Using Resources 38 Chapter 2 Scenario 2.1 Is There a Problem? 27 Chapter 2 Worksheets 2.1 Time-Balance Worksheet 37 2.2 Schedule Worksheet 39 Chapter 2 Exhibits 2.1 Ten Keys to Implementing a Comprehensive Program 28 2.2 Friendship Week Assignments 29 2.3 School Counseling Brochure 32 2.4 Sample Time-Balance Sheet 35 2.5 Sample Schedule 38 2.6 Sample Master Schedule for a Middle School Counseling Program 40 3 Setting Sail and Staying Afloat 41 Planning 42 Assessing the Program 42 Organizing the Program 47 Evaluating Services 54 Coordinating 59 Receiving Referrals 63 Scheduling Services 63 Keeping Records 65 Following Up 66 Organizing a Peer Helper Program 66 Using Volunteers 67 Orienting Students, Parents, and Teachers 67 Helping with School Transitions 67 Coordinating a Teacher Advisement Program 68 Using Technology 68 Chapter 3 Scenario 3.1 You’ve Got It Good! 41 Chapter 3 Worksheets 3.1 Primary Student Needs Assessment 44 3.2 Middle School Parent Needs Assessment 45 3.3 Teacher Needs Assessment 46 3.4 School Climate Survey 48 3.5 Annual Planning Sheet 50 3.6 Middle School Counselor Monthly Report 55 3.7 Group Counseling Evaluation 57 3.8 Teacher Form for Individual Counseling Evaluation 58 3.9 Student Evaluation of a Middle School Counseling Program 60 3.10 Parent Evaluation Form 61 3.11 Teacher Evaluation Form 62 3.12 Teacher Referral Form 64 Chapter 3 Exhibit 3.1 Sample Case Card 65 Chapter 3 Figures 3.1 Elementary School Counseling Center 51 3.2 Middle School Counseling Center 52 3.3 Inaccessible Counseling Center 53 3.4 Accessible Counseling Center 54 4 Identifying Responsive Services 71 Counseling 72 Individual Counseling 72 Brief Counseling 76 Group Counseling 78 Parent and Teacher Counseling 81 Your Philosophy and Effectiveness as a Counselor 83 Consulting 86 Consulting About Situations 86 Providing Information 88 Delivering Instruction 89 Delivering Classroom Guidance 94 Appraising 96 Testing 97 Observing 99 Interviewing 101 Reviewing Records 101 Chapter 4 Scenarios 4.1 School Anxiety 71 4.2 Girls’ Bathroom 86 Chapter 4 Worksheets 4.1 Teacher Survey for Group Counseling 80 4.2 Information Request 90 4.3 Teacher In-Service Survey 92 4.4 Sample Classroom Guidance Evaluation Form 95 4.5 Learning Objectives Summary 98 4.6 Student Observation Notes 100 Chapter 4 Exhibits 4.1 Interviewing Children 75 4.2 Seven Steps to Brief Counseling 77 4.3 Group Pass to the Counselor’s Office 79 4.4 Counselor’s Checklist for Group Counseling 82 4.5 Ten Ground Rules for Participating in Group Counseling 82 4.6 Questions About Your Counseling Services 85 4.7 Ten Ideas for Leading Successful Presentations 93 Chapter 4 Figure 4.1 Counselor-Teacher Consulting Relationship 87 5 Integrating A School Counseling Program With The Curriculum 103 Affective Education: Integration and Infusion 105 Guidance: Everyone’s Responsibility 106 Planning Guidance Integration 107 Locating Resources 107 Presenting Guidance Lessons and Activities 108 Character Education 109 Homework 109 Educational Planning and Placement 110 Test Results and Improved Instruction 112 Teachers and Testing 113 Students and Testing 114 Parents and Testing 115 Career Development 117 A Lifetime of Learning Through Positive Behavior 118 Chapter 5 Scenarios 5.1 Classroom Behavior 103 5.2 Test Results 112 Chapter 5 Worksheet 5.1 Parent Survey of the School’s Testing Program 116 Chapter 5 Exhibit 5.1 The Edinburgh Middle School Continuing Progress Award 112 6 Reaching Out To Diverse Populations 121 General Guidelines 122 Exceptional Children 127 IDEA and Section 504 128 Approaches with Exceptional Students 129 Consulting with Parents of Exceptional Children 133 English Language Learners (ELL) 134 Culturally Diverse Populations 136 Celebration of Cultures 138 Guidance and Counseling Services 138 Chapter 6 Scenarios 6.1 Struggling Student 121 6.2 Differences 136 Chapter 6 Worksheets 6.1 Student Services Record 123 6.2 School and Community Specialists 125 6.3 Assessing Your Cultural Encapsulation 126 6.4 Token Economy Agreement 132 6.5 A Multicultural Checklist 137 7 Preparing For Crisis Intervention 141 Definition and Description of a Crisis 143 Characteristics of Crises 143 Types of Crises 143 A Crisis Team and Plan 144 Factors to Consider 144 The Crisis Team 146 The Crisis Plan 147 General Guidelines 147 Specific Procedures 149 Staff Development 150 Preventive Activities and Programs 152 Classroom Guidance 152 Developmental Counseling 152 Peer Helper Programs 153 Parent Education Programs 153 Safety Education 153 Crisis Counseling 154 Assessment 155 Plan of Action 155 Follow-Up and Evaluation 156 After Trauma or Tragedy 157 Chapter 7 Scenario 7.1 Bus Accident 141 Chapter 7 Worksheet 7.1 Crisis In-Service Survey 151 Chapter 7 Exhibits 7.1 Checklist of Crisis Guidelines 148 7.2 Communication with Superintendent’s Office 149 8 Selecting Responsive Services To Address Students’ Concerns 159 Bullying 160 Cyberbullying 163 Divorce 163 After-School Child Care 167 Loneliness 168 Relocation 169 Stress 170 Underachievement 171 Technology 174 Chapter 8 Scenario 8.1 Head Slapper 159 Chapter 8 Exhibits 8.1 Monitoring Student Assertiveness and Coping Skills 162 8.2 Sample Postcard for Student Transfers 170 8.3 Sample Student Contract 173 9 Responding To Critical Concerns 177 Child Depression and Suicide 178 Self-Injury 183 Child Abuse 184 Chronic and Terminal Illness 186 Substance Abuse 187 Intervention 188 Prevention 191 Loss 192 Poverty 194 Violence 194 School Phobia 195 Chapter 9 Scenario 9.1 Socioeconomic Disparities 177 Chapter 9 Exhibits 9.1 Child and Adolescent Motives and Behaviors Associated with Suicide Attempts 179 9.2 Additional Adolescent Motives and Behaviors Associated with Suicide Attempts 180 9.3 Questions to Ask Suicidal Students 181 9.4 Self-Protection Agreement 183 9.5 Indicators of a Family Drug- or Alcohol-Related Problem 188 9.6 Indicators of Possible Drug or Alcohol Use 190 9.7 Middle School Drug and Alcohol Assessment 191 10 Belonging and Being With The School 199 Establishing Relationships 200 Relating Personally 202 Being Visible 202 Being Invisible 205 Relating Professionally 206 Seeking Input 206 Sharing Information 208 Following Up 209 Facilitating Support Groups 209 Leading Staff Development 210 Promoting Positive Discipline 211 Being With Versus Doing To 214 Chapter 10 Scenario 10.1 Ongoing Challenges 199 Chapter 10 Worksheet 10.1 Workshop Evaluation Form 212 Chapter 10 Exhibit 10.1 Behavior Management Plan 213 11 Involving Significant Others 217 Knowledge of Family and Community 218 Interview Students 218 Review Cumulative Records 219 Orient Parents 221 Visit Homes 221 Assess Parent Needs 221 Communication and Information 222 Special Events 222 Worksite Visits 222 Test Reports 223 Parent Conferences 223 Letters and Communiqu´es 225 PTA and PTO Presentations 227 Volunteers 229 Parent Education Programs 230 Discussion Groups 230 Commercial Programs 232 Program Planning 233 Chapter 11 Scenario 11.1 Parental Involvement 217 Chapter 11 Worksheets 11.1 Cumulative Record Survey 220 11.2 Volunteer Application Form 231 11.3 Parent Education Evaluation 235 Chapter 11 Exhibits 11.1 My Family and Me 219 11.2 Progress Letter to Parent 226 11.3 Memo to Parents 227 12 Playing According To The Rules 237 Legal Considerations and Resources 238 School Principal 238 Counseling Supervisor 239 School Board 240 Professional Associations 241 Ethical Considerations 241 Responsibilities to Students 242 Responsibilities to Parents 242 Responsibilities to Colleagues and Professional Associates 243 Responsibilities to the School and Community 244 Responsibilities to Yourself 245 Responsibilities to the Profession 245 Responsibilities to Maintain Ethical Standards 246 General Guidelines for Ethical Practice 247 Advertising Your Services 248 Knowing When You’ve Gone Far Enough 252 Understanding Volunteerism in Counseling 252 Following Through 253 Understanding Your Values 254 Informing Parents 254 Seeking Assistance from Others 254 Caring for Yourself 255 Chapter 12 Scenario 12.1 Therapeutic Counseling 237 Chapter 12 Worksheet 12.1 Ethical Decision-Making Checklist 256 Chapter 12 Exhibits 12.1 Four Key Questions 247 12.2 ASCA School Counselor Competencies 249 13 Helping Yourself To Help Others 257 Self-Assessment 258 Personal Caring 260 Physical Well-Being 262 Emotional Well-Being 263 Social Well-Being 266 Professional Caring 267 Intellectual Development 267 Counselor Competence 268 Conclusion 271 Chapter 13 Scenario 13.1 Self-Health and Performance 257 Chapter 13 Worksheet 13.1 Personal and Professional Goals 261 Resources 273 Bibliography 273 Web Sites 278 Index 281

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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 SynopsisLeadership skills are indispensable in language teaching and learning. This title provides theoretical underpinnings of leadership development; the leadership skills and strategies on the topics of interpersonal communication, personal organization skills, and program organization skills; and issues relevant to ELT leadership in US public schools.

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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 Synopsis1962: A public school on the South Downs.John Blakemore is a solitary boy who finds it impossible either to understand or adapt to the ways of the school. His adolescent earnestness put off teacher and pupil alike. And now suddenly he seems to be in danger of losing his only friend.David Hare''s emotional new play, written at the invitation of the Rattigan estate as a response to The Browning Version, is a meditation on faith, learning and teenage friendship, played against the backdrop of a Britain still fighting to maintain an established rule.Collected with South Downs is the text of Hare''s lecture Mere Fact, Mere Fiction, delivered to the Royal Society of Literature in 2010. In a famous defence of documentary theatre, the author celebrates the power of metaphor to transform factual quite as much as fictional material.

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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 Synopsis From an elementary school principal and popular YouTube personality, inspiration and humor for educators to tackle the challenges they face day-in and day-outGerry Brooks is an elementary school principal turned YouTube celebrity who entertains K-12 teachers, administrators, and parents across the country. He tells jokes with the kind of mocking humor that gets a laugh, yet can be safely shared in school. After all, even great schools have bad days -- when lesson plans fall through, disgruntled parents complain, kids throw temper tantrums because they have to use the same spoon for their applesauce and mashed potatoes, and of course, dealing with...The Horror! The Horror!...dreaded assessments. Ranging from practical topics like social media use in the classroom and parent-teacher conferences to more lighthearted sections such as Pickup and Dropoff: An Exercise in Humanity and School Supplies: Yes, We Really Nee

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Book SynopsisFrancis Gilbert''s new book tells parents the unvarnished truth about our education system, as only a teacher can. He explains that many schools are actually selective when they pretend not to be, and shows you how to get your child into the best school. He also highlights the bullying and backstabbing that can blight the lives of pupils and their parents, and shows how you can help your children to deal with it.As well as containing the compelling personal stories of many parents, the book also offers hard-earned advice on issues such as:* How to get your child into the right school* How to get the most out of your child''s teachers* How to improve your child''s performance* How to work the education system for the benefit of your childTrade Review"'A fast, fun, informative read' - Guardian 'Informative, clearly written, it is the book no parent can be without.' - The Times 'Education expert Gilbert gives lively, humorous and vital inside advice on making the system work for you.' - Manchester Evening News"

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Book SynopsisThis book explores the impact of ''race'', class and gender on the interaction of pupils and their teachers in the classroom setting. It seeks to examine the extent to which these variables can account for differential rates of school exclusion between pupils from different ethnic/racial groups, socio-economic classes and genders.Table of ContentsSeries Editor Preface 1. Theoretical Overview 2. School Ethos and the 'Value' of Exclusion 3. Teachers and Pupils - Relationships of Power and Resistance 4. Interrelations of 'Race' and Gender in School 5. Gendering 'Race' 6. 'Race' and the Social Consequences of Exclusion 7. Future Prospects - Towards Inclusive Education for All

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Book SynopsisTo Unschoolers, Learning Is As Natural As BreathingDid you know that a growing percentage of home schoolers are becoming unschoolers? The unschooling movement is founded on the principle that children learn best when they pursue their own natural curiosities and interests. Without bells, schedules, and rules about what to do and when, the knowledge they gain through mindful living and exploration is absorbed more easily and enthusiastically. Learning is a natural, inborn impulse, and the world is rich with lessons to be learned and puzzles to be solved.Successful unschooling parents know how to stimulate and direct their children's learning impulse. Once you read this book, so will you!

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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 SynopsisExamines the real-life hurdles to implementing innovation, and explains how the best-intended efforts can be stalled by educators who feel burdened by the change process. The author provides a model of leadership along with practical management strategies for building a framework of cooperation between leaders of change and the people they depend.Trade Review"A unique, superb, and penetrating analysis of the human side of educational change. Evans knows the human realities of change and portrays them vividly in both individual and organizational terms. His discussion of hope and realism in the final chapter is a gem." (Michael Fullan, dean, Faculty of Education, University of Toronto) "Evans certainly understands what gets in the way of real school change and what the simple, key elements are that can make it happen. No board member, superintendent, or school principal should make one more decision or host one more meeting without reading this book." (Judy Cunningham, principal, South Lake Middle School, Irvine, Calif.) Evans has written a realistic yet hopeful book that sets a new standard for providing the leadership needed to implement school improvements. An engaging and much-needed update of the critical, but often overlooked, human side of change. (Thomas J. Sergiovanni, Lillian Radford Professor of Education and senior fellow, Center for Educational Leadership, Trinity University) School leaders will find this book realistic about the difficulties of change, rich in practical advice about school improvement, and useful in showing how to transcend the limits of their own experience to practice effective leadership. (Thomas W. Payzant, superintendent, Boston Public Schools)Table of ContentsTHE NATURE OF CHANGE. Changing Paradigms. The Meanings of Change. The Culture of Resistance. DIMENSIONS OF CHANGE. Implementation: Tasks of Transition. Substance: New Agendas, Old Problems. Staff: Understanding Reluctant Faculty. Setting: Assessing Organizational Capacity. Leadership: Old Paradoxes, New Promise. LEADING INNOVATION. The Authentic Leader. Clarity and Focus: The Power of Concentration. Participation -- Without Paralysis. Recognition: Reversing the Golden Rule. Confrontation: Avoiding Avoidance. Reach and Realism, Experience and Hope.

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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 SynopsisHow do schools compete with television, computer games, and the Internet to engage the hearts and minds of their students? Phil Schlechty argues that we must develop schools where innovation is encouraged, and students are given work that is truly rigorous, relevant, and exciting.Trade Review'His ideas of standards and assessment techniques and the emphasis he places on offering excellent education to each individual child are creative and exciting'. The Business of Teaching, November 2011.Table of ContentsPreface ix The Author xix Part One Making the Case for Transformation 1 One: The Case for Transformation 3 Why Reformation is Not Enough 4 The Need for Transformation 5 Why We Tinker: The Problem Defined 19 Two: Systems and Technological Change 23 Understanding Schools as Complex Social Organizations 25 The Nature of Systemic Change 26 Disruptive and Sustaining Innovations 27 Critical Social Systems 29 Why Reform is So Difficult 31 Common Language, Power, and Separation 38 Three: Bureaucracies Versus Learning Organizations 39 Ideal Types: A Tool for Analysis 40 How is Social Control Established? 50 What is the School’s Function? 61 Images of School 68 Four: Bureaucratic Images of Schools 69 About the Metaphors 70 A Basic Framework 71 The School as Factory 74 The School as Professional Service Delivery Organization 87 The School as Warehouse or Prison 99 Getting the Problem Right 110 Five: A New Image of Schools 113 Learning Organization or Learning Community? 113 Transmitting the Knowledge Work Culture 123 The School as a Small Community or a Family 134 Critical Steps to Transformation 138 Part Two Getting Our Bearings: The Sociopolitical Landscape 141 Six: The Bureaucratic Impulse 143 Historic Roots 143 From Community Institutions to Government Agencies 148 The Consequences of Bureaucratization 153 The Need for Grassroots Action 156 Seven: Reassessing Standards 159 An Upstream Struggle 160 The Profit Motive 161 Who Are the Customers? 164 The Meaning of Standards 169 The Trivialization of Standards 170 No Tests for Standards 172 The Effects of Standards 173 Different Constituencies, Differing Standards 180 Eight: Restoring Civic Capacity and Building Social Capital: Two Keys to School Transformation 187 Schooling and the Decline of Communities 188 The Need for Community Building 191 Politics, Economics, and the Moral Order of Communities 193 The Need for School Board Leadership 195 Public Education as a Moral Imperative 199 Building Social Capital 201 Can It Be Done? 204 A Concluding Comment 206 Part Three Taking the First Steps: How Transformation Can Happen 207 Nine: Painting a New Image of Schools 209 The Uses of Metaphors and Mental Models 209 Lessons Learned About the Use of Metaphors 216 Selecting Metaphors to Aid in Transformation 218 A Suggested Exercise 219 Other Uses of Metaphors 219 A Concluding Comment 221 Ten: Creating the Capacity to Support Innovation 223 Capacity Building: A Point of View 223 System Capacity Standards 224 Persistence of Effort 238 Eleven: Standards as Sources of Direction 241 Reframing the Problem of Standards 242 Helping Communities Hold Schools Accountable 248 Organizational Performance Standards 253 Some Thoughts on State and Federal Policy 258 Accountability and Equity 259 A Word of Caution 262 Twelve: A Theory of Action 265 First Steps 265 Toward a Theory of Action 271 Subsequent Steps 275 A Theory, Not a Prescription 276 A Closing Comment 278 Thirteen: Engaging the Heart and Recapturing Our Heritage 281 Developing a Marketing Mentality 281 Some Additional Suggestions for Action 284 A Common Cause 287 Appendix A Organizational Properties and Systemic Qualities 289 Appendix B Images of School 307 Bibliography 313 Index 319

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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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