Schools and pre-schools Books

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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Book SynopsisThe book is a historical study of the changes that took place in North American business schools in the 25 years after the Second World, their roots in earlier history, and their impact on the rhetoric of debate over key issues in management education.Trade Review"In The Roots, Rituals, and Rhetorics of Change, Augier and March offer us a compelling discussion of the transformations [in education] that follow [the Second World War]. The reform story is a complicated one of course, but in their hands, it is easy to grasp. . . Augier and March wrote a terrific appraisal of the reformation and its legacy."—James P. Walsh, Administrative Science Quarterly"This is a great story that has never been told with such clarity, empirical support, and conceptual breadth. The book draws on the particular strengths and perspectives of each of the authors. Augier is a stunningly accomplished intellectual historian of business school culture. Meanwhile, March is the preeminent organizational theorist, who shares a story only he is fit tell—as story about how risky and foolish change is for organizations, how it happens more through arrogance and ignorance than skill and foresight."—David F. Labaree, Stanford University and author of Someone Has to Fail"This book has a distinct sensibility and depth that will make it important. The authors' nuance of ideas and range of perspective is excellent."—Anne S. Miner, University of Wisconsin

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Book SynopsisThe book is a historical study of the changes that took place in North American business schools in the 25 years after the Second World, their roots in earlier history, and their impact on the rhetoric of debate over key issues in management education.Trade Review"In The Roots, Rituals, and Rhetorics of Change, Augier and March offer us a compelling discussion of the transformations [in education] that follow [the Second World War]. The reform story is a complicated one of course, but in their hands, it is easy to grasp. . . Augier and March wrote a terrific appraisal of the reformation and its legacy."—James P. Walsh, Administrative Science Quarterly"This is a great story that has never been told with such clarity, empirical support, and conceptual breadth. The book draws on the particular strengths and perspectives of each of the authors. Augier is a stunningly accomplished intellectual historian of business school culture. Meanwhile, March is the preeminent organizational theorist, who shares a story only he is fit tell—as story about how risky and foolish change is for organizations, how it happens more through arrogance and ignorance than skill and foresight."—David F. Labaree, Stanford University and author of Someone Has to Fail"This book has a distinct sensibility and depth that will make it important. The authors' nuance of ideas and range of perspective is excellent."—Anne S. Miner, University of Wisconsin

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Book SynopsisIn this groundbreaking book, Theodore and Nancy Sizer insist that students learn not just from their classes but from their school's routines and rituals, especially about matters of character. They convince us once again of what we may have forgotten: that we need to create schools that constantly demonstrate a belief in their students.

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Book SynopsisA history of moral education in American schools. The author traces American traditions of moral education from the colonial era to the present, illuminating both debates about the subject and actual practices in public and private schools, colleges, and universities.

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Book SynopsisThis work is a chronicle of a year in the life of a school classroom. The author provides an alternative model of education and shows how a strong and supportive community is essential in helping students reach their highest potential.

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Book SynopsisThis work provides educators with advice on how to integrate preventive mental health practice into public schools. It discusses the mandate for violence prevention and offers an intervention framework for teachers, administrators who want to improve the emotional climate in their school.Trade ReviewLesley Koplow's well-examined truths uncover an image of intimacy between teacher and child sorely needed in our schools. Vivian Gussin Paley, author of In Mrs. Tulley's Room: A Childcare Portrait

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Book SynopsisDistributed leadership is an important term for educational policymakers, practitioners, and researchers in US and around the world. There is much diversity in how the term is understood. This book examines what it means to take a distributed perspective based on extensive research and a theoretical perspective developed by experts in the field.

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Book SynopsisDo schools socialize students to become productive workers? Does schooling reproduce social class and pass on ethnic and gender biases? Can a teacher avoid passing on social and cultural values? What besides subjects do students really learn in schools? This book tackles these questions using case studies, dialogs, and open-ended questions.

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Book SynopsisExamines how teaching media in high school English and social studies classrooms can address major challenges in our educational system. The authors argue that, in addition to providing underserved youth with access to 21st-century learning technologies, critical media education will help improve academic literacy achievement in city schools.

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Book SynopsisTrade ReviewAudrey Osler's new book brings astonishing depth, a global scope, a critical perspective, and the commanding authority of an international scholar who had studied and participated in the struggle for human rights across many years and a variety of local contexts." - Theory & Research in Social Education"Osler's book is both aspirational and highly practical, offering an ethical framework as well as solid concrete advice for education in a heterogeneous democracy." - Human Rights Quarterly "Uses personal narratives to illustrate nuances of human rights education. Osler's stance is that human rights work is not primarily about international politics, [but] grounded in local and personal contexts." - Citizenship Teaching & Learning "Osler calls on us to realize the struggle for human rights and act in a way that supports them through human rights education. What may very well be needed, she claims, is a renewed and energized focus on civic learning and education for cosmopolitan citizenship, that informs and acts on the local, national and global contexts." - Teachers College Record

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Book SynopsisYoung people are facing a health crisis of epidemic proportions - yet no one is taking action. Children are born as active, curious, imaginative beings with a built-in physical identity. Survival of the Fit offers a new and revelatory plan to nurture this identity and save the health of youngsters.Table of Contents Contents (Tentative) Acknowledgments xi 1. Our Physical Identities: Inborn, Important, and Impaired 1 Introduction: No STEM Without Fitness 1 Physical Identity and the Primitive Brain 4 The Power of Play 5 Timing Is Everything 7 Society and Identity 8 Children and Identity 9 Uncle Sam May Not Actually Want You! 11 2. The Rise and Fall of Physical Education 15 Evidence-Based Physical Education: Why Rebranding Is Needed 15 What We Do Not Do in Our Daily Lives (Baby Boomers Take Note!) 17 What Children Do Not Do After School 18 Mother Nature to the Rescue 21 They Don’t Have Time, and It’s Dangerous 21 What We Do Not Do for Work 23 The Adulting of Youth Play 24 A System Put in Place for a Very Different Time 26 Physical Education and Interscholastic Sports 28 In Support of Organized Sports: Making It Fun for All Participants 32 Myths and Identities: Do Not Expect Too Much from a Game 35 The Athletic Lottery Winners 38 Wild Game 40 The Right Side of History 42 What’s So Funny ‘Bout Peace, Love, and Understanding? 43 Don’t Become What You Eat 45 3. Roadblocks to Rebranding Physical Education in Today’s Schools 47 Experience vs. Expertise 47 Federal Input for Physical Education 50 Physical Education in American Schools Today 52 4.Removing the Roadblocks: Establishing Rebranded Physical Education 70 Mother Nature’s Last Stand 70 Money, Money Everywhere, but Not a Drop for PE 71 PE: The Only Subject That May Need Standardized Testing 72 If You Can’t Teach, Don’t Teach PE: Goal Setting for the 21st Century PE Teacher 75 Contagions You Want to Catch 78 Competitive Sports Are Sports—They Are Rarely PE 79 Lifelong Activities 80 If Exergaming Is My Only Option, Give Me Football 82 There’s No Telling Where the Money Went 83 Follow the Money 85 If You Want to Know Something, Maybe Just Ask 88 Survey Says . . . 91 Mission Statement 96 5.Revolutionizing and Rebranding PE for Physical Identity 98 Our School Is in Motion: A Social Contagion 98 Goals for the Rebranded PE 99 Sample Curricula 115 The Revolution Starts Now (and WILL be Televised!) 165 Think Globally, Act Locally 169 Mission Statement (Reprise) 170 Letters From the Front 172 Action List for Revolutionaries 177 Time and Money 178 References 181 Index 191 About the Author 199

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Book SynopsisThe decades-long problem of disproportionate school discipline and school-based arrests of students with disabilities, particularly those who also identify as Black or Native American, is explored in this authoritative book.Table of Contents Contents Foreword Kent McIntosh  ix Acknowledgments  xi INTRODUCTION: FRAMING DISCIPLINE DISPARITIES THROUGH A DISCRIT INTERDISCIPLINARY LENS 1.  Introductory Comments: An Interdisciplinary Lens in Addressing Discipline Disparities of Students With Disabilities  3 Pamela Fenning and Miranda Johnson 2.  Looking at School Discipline From the Perspective of Critical Race Theory and DisCrit: How Multiple Identities Intersect to Create Inequities in School Discipline  14 Markeda Newell and Emma Healy RESEARCH AND KNOWLEDGE THROUGH MULTIPLE EPISTEMOLOGIES, METHODS, AND VOICES 3.  Let the Students Speak: African American Males With Disabilities' Perspectives of Behavior Intervention Acceptability in Schools and the Implications for Cultural Validity  29 Patrice M. Leverett 4.  School Discipline at the Intersection of Race and Ability: Examining the Role of Police in Schools  46 Amy E. Fisher and Benjamin W. Fisher 5.  Black Women Teachers' Counternarratives on School Discipline: Ability in Student, Teacher, and Space  64 Angelina N. Nortey PROMISING EDUCATIONAL PRACTICES TO ADDRESS DISCIPLINE DISPROPORTIONALITY 6.  Trauma and Discipline Disproportionality: Treating the Underlying Concerns  87 Kristen Pearson, Laura Marques, Monica Stevens, and Elizabeth Marcell Williams 7.  Improving Educator Use of Data-Informed Decision-Making to Reduce Disciplinary Infractions for Students With Emotional Disturbance  108 Sandra M. Chafouleas, Amy M. Briesch, Kathleen Lynne Lane, and Wendy Oakes 8.  The Use of the Assessment of Culturally and Contextually Relevant Supports (ACCReS) in High-Need Public School Classrooms  124 Lindsay M. Fallon and Margarida Veiga 9.  Building Bridges: An Alternative to Suspension Program  140 Emma Healy, Michelle Rappaport, and Carly Tindall-Biggins LEGAL AND POLICY APPROACHES TO ADDRESS DISCIPLINE DISPROPORTIONALITY 10.  Changing the Conversation: Moving From Exclusionary Discipline to Trauma-Informed and Culturally Appropriate Practices to Improve Outcomes for Native American Students With Disabilities  161 Heather A. Hoechst and Donald Chee 11.  Disproportionate Encounters of School Security Personnel and Students With Disabilities: An Update of the Case Law  177 Thomas A. Mayes and Perry A. Zirkel 12.  Rethinking Discipline of Students With Disabilities: A Path Forward for Research, Policy, and Practice  194 Miranda Johnson and Pamela Fenning Appendix A. Assessment of Culturally and Contextually Relevant Supports (ACCReS)  211 Appendix B. Building Bridges Materials  217 Appendix C. School Disciplinary Provisions Relating to Students With Disabilities  219 Notes  221 References  223 Index  259 About the Editors and Contributors  271

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Book SynopsisThis is the first biography in English of an uncommon American, Dr. David Murray, professor of mathematics at Rutgers University, who was appointed by the Japanese government as Superintendent of Education in the Empire of Japan in 1873. Murray’s unwavering commitment to the modernization of Japanese education renders him an educational pioneer in early Meiji Japan. Trade Review"An essential chapter in the story of Japan's early engagement with America, and America's with Japan. Scholars of this extraordinary moment owe Benjamin Duke--himself a veteran educator bridging both cultures--a debt of gratitude for his deep research into a pivotal but overlooked figure." -- Janice Nimura * author of Daughters of the Samurai:Journey from East to West and Back *"An amazing story, beautifully told by Benjamin Duke's skilled hand. Duke's tenacity and deep digging are admirable, a work of true scholarship." -- Thomas R. H. Havens * Professor of Japanese History, Northeastern University *"ICU Emeritus Professor and Former JICUF Trustee Benjamin Duke Writes Book about “Japanese Invasion” of Rutgers College 150 Years Ago" * Japan ICU Foundation *"A seminal work of meticulous and detailed scholarship, Dr. David Murray: Superintendent of Education in the Empire of Japan, 1873-1879 is an inherently fascinating story from beginning to end. Enhanced for academia with the inclusion of two pages of Notes and a six page Index, Dr. David Murray: Superintendent of Education in the Empire of Japan, 1873-1879 is a unique and especially recommended." * Midwest Book Review *"Duke's biography is a detailed examination of Murray before and especially during his years as the superintendent of education at this crucial time in Japanese history. There is probably no scholar more knowledgeable about education policies during the Meiji era." * Journal of Asian Studies *"The scope and extent of the book go far beyond a mere biography of Murray....This book is to be recommended in that it provides a useful introduction to the Japan-related work of David Murray, both in the United States in the 1860s and Japan when he finally got there in the following decade. This is a lacuna in scholarship which undoubtedly needed filling. It also provides a very full account of Japan-U.S. relations in the bakumatsu and early Meiji period. It contains a wealth of new information and a decent number of illustrations. The book is quite readable, with well-structured paragraphs....A welcome addition to scholarly works on the history of the period." * Journal of Japanese Studies *Table of ContentsContents Introduction PART 1: Encountering The Japanese In America 1866-1872 1) Murray’s Awakening To Japan In America: Befriending Samurai Youth At Rutgers College 1866 - 1873 2) The Samurai Invasion Of New Brunswick: Two Routes From Japan Direct And Via London 1866-1873 3) David Murray, The Rutgers Scientific School, And The Celebrated Class Of 1868: The First Rutgers Educational Pioneers To Japan 4) The Employment Of David Murray As Superintendent Of Education In The Empire Of Japan: The Iwakura Embassy In Washington 1872 PART 2: The First Period 1873 5) Japanese Education Upon Murray’s Arrival The Fundamental Code Of Education: From Clan Schools For Samurai To Public Schools For All 1872-1873 6) Murray’s Introduction To Japanese Education: The First Year Of A Universal Public School System 1873 7) Murray’s Second Report To The Ministry Of Education: Setting The Initial Direction Of Modern Japanese Education 1874-1875 8) The Japanese Educational Exhibit At The American Centennial In Philadelphia: David Murray: The Making Of A Comparative Educator 1876 9) The Dispute Over Modern Japanese Education: Murray’s Controversial Report To The Ministry: On The New Public School Law 1877 10) Murray’s Final Report To The Ministry Of Education: A Survey Of Tokyo’s Public Schools: The Departure From Japan 1878 - 1879 11) The Legacy Of David Murray: Setting The Direction Of Japanese Education For The 20th Century: An Unwavering Commitment To Japan Notes Index Acknowledgements About the Author

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Book SynopsisThe pressing need to improve achievement in American schools is widely recognized. In Tests, Testing, and Genuine School Reform, Herbert J. Walberg draws on scientific studies of tests and their uses to inform citizens, educators, and policy makers about well-established principles of testing, current problems, and promising evidence-based solutions. He explains the central considerations in developing and evaluating good tests and tells how tests can best be used, covering such topics as using tests for student incentives, paying teachers for performance, and using tests in efforts to attain new state and national standards.To minimize mistaken policies and practices, the book also describes testing technology to enable readers to evaluate and make better use of tests. And because valid tests cannot be developed without clear, specific standards, one chapter is devoted to discussing standards and how they should determine the plans and development of tests and testing. In view of the

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Book SynopsisFirst published in 1959, Iona and Peter Opie's The Lore and Language of Schoolchildren is a pathbreaking work of scholarship that is also a splendid and enduring work of literature. Going outside the nursery, with its assortment of parent-approved entertainments, to observe and investigate the day-to-day creative intelligence and activities of children, the Opies bring to life the rites and rhymes, jokes and jeers, laws, games, and secret spells of what has been called 'the greatest of savage tribes, and the only one which shows no signs of dying out.'

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Book SynopsisThis book outlines practical steps that both government and schools can implement to significantly reduce the demands placed upon school leaders. It also provides highly effective tools and strategies to enable school leaders to reflect upon and improve their own wellbeing.Packed full of research-led approaches this book: Examines school leader burnout, what causes it, how to recognise it, and how to prevent it Reflects on why school leaders fail to prioritise their own needs and how this can be addressed Provides a comprehensive framework for schools to support leader thriving and resilience Shares effective, evidence-based coping strategies for leaders. This is a must-read book for all school leaders and those looking to support and improve school leader wellbeing.Table of ContentsForeword by Professor Megan Crawford; Preface; Introduction; Part One: What is Causing School Leader Stress and Burnout?; 1 The Intensification of the School Leader’s Role; 2 The Emotional Demands of the School Leader’s Role; 3 Workload Demands and Other Stressors; 4 Leading Through a Crisis; 5 The Challenges of Leading an International School; 6 More About Burnout; Part Two: Preventing Burnout, Managing Stress, and Improving Wellbeing; 7 What Governments Can Do; 8 What Schools Can Do: A Strategic Approach to Prevent School Leader Burnout; 9 What Schools Can Do: Addressing Workload; 10 What Schools Can Do: Supporting Leaders’ Mental Health and Wellbeing; 11 What Schools Can Do: Building Community; 12 What Leaders Can Do: Managing Stress; 13 What Leaders Can Do: Addressing Self -sabotage Behaviours; 14 What Leaders Can Do: Recovering from Burnout; Conclusion

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Book SynopsisSchools are increasingly expected to improve mental health and well-being and academic outcomes for students. However, the debate about well-being and school improvement is often unhelpfully polarised with attachment-informed and restorative-justice approaches pitted against structures and systems that instil discipline. This book seeks to take a middle way', looking at how these perspectives might complement one another, and argues that healthy teacher-student relationships require an adult that is both attuned to their students' needs and able to hold boundaries with them.Setting out conception of leadership that is clear, compassionate, and self-aware, Leading Mindfully for Healthy and Successful Schools draws on therapeutic and educational research to identify key strategies for improving well-being across schools that are sustainable in the long term. This book is divided into three sections Leading Yourself, Leading School CultureTrade Review"This absolutely fascinating book takes the lens of mindfulness and applies it to the various strands of professional behaviour and practice. Aurora Reid has drawn on research to underpin her arguments in a way that is light touch but also conveys confidence that we should all be taking care of ourselves, our colleagues, and our pupils: not in some wishy-washy, feel-good way, but in an intentional way that preserves and enhances energy, rather than depleting it. There are some excellent case studies, bringing this to life: we all need to hear from heads who don’t work late or at weekends and who also lead stunningly successful schools. Highly recommended."Mary Myatt, Education Writer and Curator of Myatt & Co"Stimulating and thought provoking… a genuinely scholarly attempt to bring together very divergent views into something that doesn’t fall apart when you shake it."Ben Newmark, Deputy Head Teaccher"Practical yet makes you reflect. A brilliantly helpful handbook for leaders and a timely reminder to slow down and take care of me, as this affects my ability to lead others."Jane Manzone, Teacher @HeyMissSmith "Aurora has a fresh, enlightening perspective and the book provides an insightful, original lens on some of the biggest challenges schools face."Ed Vainker, CEO, Reach Foundation"This absolutely fascinating book takes the lens of mindfulness and applies it to the various strands of professional behaviour and practice. Aurora Reid has drawn on research to underpin her arguments in a way that is light touch but also conveys confidence that we should all be taking care of ourselves, our colleagues, and our pupils: not in some wishy-washy, feel-good way, but in an intentional way that preserves and enhances energy, rather than depleting it. There are some excellent case studies, bringing this to life: we all need to hear from heads who don’t work late or at weekends and who also lead stunningly successful schools. Highly recommended."Mary Myatt, Education Writer and Curator of Myatt & Co"Stimulating and thought provoking… a genuinely scholarly attempt to bring together very divergent views into something that doesn’t fall apart when you shake it."Ben Newmark, Deputy Head Teacher"Practical yet makes you reflect. A brilliantly helpful handbook for leaders and a timely reminder to slow down and take care of me, as this affects my ability to lead others."Jane Manzone, Teacher @HeyMissSmith "Aurora has a fresh, enlightening perspective and the book provides an insightful, original lens on some of the biggest challenges schools face."Ed Vainker, CEO, Reach FoundationTable of ContentsForeword, Introduction, Section 1. Leading Yourself, 1. Leading Mindfully, 2. The Imprint of Authority, 3. Self Care, Section 2. Leading School Culture, 4. A Middle Way, 5. A Safe Base, 6. Streamlined Schools, 7. Radical Inclusion, 8. Support Yourself, Section 3. Leading In The Classroom, 9. A Mindful Classroom, 10. The Mindful Teacher, Conclusion, References

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Book SynopsisWhat will the schools of the future look like? What will guide their design, and what is happening now to create them? As we enter the age of disruption and hyperchange, it has become increasingly clear that our education systems are not adequate to the task of enabling young people to thrive in a very different future. FutureSchool offers system leaders, principals, and teachers research-based design principles upon which the evolution of schools might be based. Shaped by an awareness of changing economies, technology, and the climate emergency, it suggests specific ways that leaders can address the challenges of moving forward, grasping the opportunities presented by the disruption of the COVID-19 pandemic. Presenting six archetypes for the future' key missions that are central to the future of humanity it offers inspiring examples of practice that are not just theoretical but well-advanced in schools across the world, practice that is grounded in principlesTrade Review‘If you are serious about leaving a legacy for your school, you must ensure it is fit for the future. FutureSchool inspires school leaders to make the very hard and important decisions that are needed, though exploring already successful blueprints that can be adopted and adapted to create solid foundations, and build the schools our children deserve.’Gwyn ap Hari, Founder and CEO of the XP Schools, United Kingdom‘Forget Deschooling. Embrace Reschooling. FutureSchool is a thoroughly compelling and convincing account of the power of redesigned schools to transform learning - to build our capacity to create a thriving future for all. Read it. Be uplifted.’Anthony Mackay AM, CEO and Board Co-Chair of the National Center on Education and the Economy, USA, and Co-Chair of Learning Creates, Australia‘We tend to imagine school as buildings, but Valerie Hannon shows us the values and design principles that bring together the people, the spaces and the technology in new ways to educate learners for their future, rather than our past. What makes the book special are numerous case studies that reveal this future is already here, and that point us to ways how it can take root in our education systems.’Andreas Schleicher, Director for Education and Skills and Special Advisor on Education Policy to the Secretary-General at the Organisation for Economic Co-operation and Development (OECD)‘If you want a school where students learn to care for themselves, others and the planet while preparing for an unpredictable future this book is for you. You will learn how schools across the world inspire and empower learners to contribute to face the challenges of our time and how this could be done in your very school.’Professor Francois Taddei, UNESCO USPC Chair in Learning sciences and Founder and Chair of the Centre for Research and Interdisciplinarity, University of ParisTable of Contents1. Six Schools for the Future? 2. The pandemic shock: enter The Future 3. Design principles from futures thinking 4. Design Principles in Action: Values 5. Design Principles in Action: Operational Philosophies 6. Design Principles in Action: Learner Experience 7.Can Schools Save Us? Emerging Archetypes 8. The leadership challenge of a generation

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Book SynopsisWhat needs to be improved at your school? In this essential new book, Todd Whitaker and Courtney Monterecy provide a clear roadmap to making the changes that will bring lasting benefits to your students and staff, whether those changes are small tweaks or larger overhauls.Youâll learn step-by-step ways to diagnose the issues and listen to your staff about what needs to change, to hire more effectively and improve the teachers you have, to implement structures and coaching to address student behavior, and to communicate before you need to. Whitaker and Monterecy also show you how to grow as a leader by making time for what only you can do, by developing other leaders within the building, and by always communicating your why. Each chapter is filled with helpful strategies and inspiring true stories.With this book's wisdom and practical takeaways, you will have the courage and know-how to implement the important changes your students truly deserve.

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Book SynopsisSupport, celebrate, and grow your best teachers so that they stay in your school and continue to have maximum impact. Burnout and teacher turnover are on the rise, yet we often spend more of our energy on the underperformers. In this powerful book from bestselling authors Todd Whitaker, Connie Hamilton, Joseph Jones, and T.J. Vari, you''ll learn why it's crucial to recognize your best teachers, going beyond superficial gestures of appreciation and investing in them in deeper ways.The authors show school leaders how to identify their best teachers and then reveal strategies for supporting them, including recognizing the value-cost of teachers' time; prioritizing appreciation; controlling the narrative; tailoring professional learning; helping teachers grow through peer observations as well as beyond the school; applying data informed feedback; and nurturing self- and collective-efficacy. Each chapter begins with a powerful story, an overview of our blind spots, strategies on wTable of ContentsMeet the Authors Introduction: The Best Teachers 1. Making a Blue Ocean Shift 2. Prioritizing Appreciation 3. Going Beyond Business Cards 4. Tailoring Professional Learning 5. Looking Outside School Walls 6. Learning and Growing Through Peer Observations 7. Applying Data Informed Feedback 8. Searching For Yoda 9. Nurturing Self- and Collective-Efficacy

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Book SynopsisCultivating Behavioral Change in K-12 Students provides in-service educators with a long-term, team-based approach to enhancing their interventions and supports for struggling students. Given the clear visibility of trauma, crisis, and clinical challenges among children today, it is more important than ever that school professionals have the tools to create a more consistent culture of care at their schools. This book is driven by tried-and-true strategies refined across the three decades of implementation of the Behavior Intervention Support Team (BIST) Model. Comprehensive and compassionate, these evidence-based practices target the sustainable transformation of young learners' behavior and help to shift the mindsets of the adults working with them. Principals, administrators, mental health practitioners, and teacher-leaders will be better prepared and motivated to collaborate toward student behavioral change, foster productive relationships with children and families, encTrade Review“The BIST philosophy has greatly impacted how our school, as a whole, operates on a daily basis. Staff are confident in viewing behavior as a missing skill, and our students benefit most of all as they are being approached with grace and accountability. Students are provided with tools to best help them learn and cope with their emotions and behaviors, while at the same time, the learning environment is protected. The BIST philosophy improves staff collaboration and cohesiveness as everyone has a role and responsibility for ensuring a positive and safe learning environment for all.”Greg Fairchild, Principal of Banner Elementary School, IL“BIST has been a game changer for our district. It has changed the way we think about student misbehavior, which we now view as a missing skill, not as a failure on the teacher's part. The foundation of BIST, grace and accountability, should be the foundation of every school across the nation! BIST has provided our teachers, staff, and administrators with practical strategies and steps to use with students when classroom management tools are not sustaining change.”Heather Hatman, Mental Health/Wellness Support Specialist at Mountain Home Public Schools, AR“As a principal, the BIST philosophy gave me a deep understanding of the practices needed to empower teachers to implement clear behavioral expectations, thus minimizing interruptions to teaching and learning. Teachers consistently addressed hurtful and disruptive behavior and taught positive replacement skills, coaching students to self-manage their feelings and actions. This positive, proactive approach increased student confidence and success in the classroom community and beyond.”Cindy Schwaninger, Elementary Principal (Retired) of Lincoln Public Schools, NE“BIST has made a tremendous impact on our school culture. The BIST practices and common language among students, teachers, and staff provide the foundation for continuous growth and ownership of behaviors. After utilizing BIST to transform a large urban high school, we brought it to our rural school unit district to implement as part of our continuous culture shift. BIST is not a program but a piece of our overall foundation of Pride and Excellence.”Brett M. Elliott, Superintendent of Stark County CUSD #100, IL“Young people need consistent support from adults in their lives. BIST is a proven solution that equips adults with the knowledge and skills needed to support young people in any setting, whether that be in a school, foster home, or in the community. Whether you’re a parent, teacher, or school principal, Marty Huitt and Gail Tolbert will not only motivate you, but provide you with practical and usable skills to support young people in being healthy, safe, and successful in all aspects of their lives. Marty’s humor, especially, is only matched by her spirit, care, and knowledge. She brings all of this together with her decades of teaching and training to inspire educators and other caregivers to be their best in supporting young people from classrooms to living rooms across the United States.”Ryan R. Dowis, Executive Director of Family Focused Treatment Association, NJ“Over the past sixteen years, with the implementation of the BIST philosophy, I have seen schools increase their consistency of care for students in order to create greater levels of success for both children and adults. When schools embrace BIST, I see many teachers rediscover their passion for teaching."Judith Soltys, BIST Consultant, Kansas City, MO“The BIST philosophy has greatly impacted how our school, as a whole, operates on a daily basis. Staff are confident in viewing behavior as a missing skill, and our students benefit most of all as they are being approached with grace and accountability. Students are provided with tools to best help them learn and cope with their emotions and behaviors, while at the same time, the learning environment is protected. The BIST philosophy improves staff collaboration and cohesiveness as everyone has a role and responsibility for ensuring a positive and safe learning environment for all.”—Greg Fairchild, Principal of Banner Elementary School, IL“BIST has been a game changer for our district. It has changed the way we think about student misbehavior, which we now view as a missing skill, not as a failure on the teacher's part. The foundation of BIST, grace and accountability, should be the foundation of every school across the nation! BIST has provided our teachers, staff, and administrators with practical strategies and steps to use with students when classroom management tools are not sustaining change.”—Heather Hatman, Mental Health/Wellness Support Specialist at Mountain Home Public Schools, AR“As a principal, the BIST philosophy gave me a deep understanding of the practices needed to empower teachers to implement clear behavioral expectations, thus minimizing interruptions to teaching and learning. Teachers consistently addressed hurtful and disruptive behavior and taught positive replacement skills, coaching students to self-manage their feelings and actions. This positive, proactive approach increased student confidence and success in the classroom community and beyond.”—Cindy Schwaninger, Elementary Principal (Retired) of Lincoln Public Schools, NE“BIST has made a tremendous impact on our school culture. The BIST practices and common language among students, teachers, and staff provide the foundation for continuous growth and ownership of behaviors. After utilizing BIST to transform a large urban high school, we brought it to our rural school unit district to implement as part of our continuous culture shift. BIST is not a program but a piece of our overall foundation of Pride and Excellence.”—Brett M. Elliott, Superintendent of Stark County CUSD #100, IL“Young people need consistent support from adults in their lives. BIST is a proven solution that equips adults with the knowledge and skills needed to support young people in any setting, whether that be in a school, foster home, or in the community. Whether you’re a parent, teacher, or school principal, Marty Huitt and Gail Tolbert will not only motivate you, but provide you with practical and usable skills to support young people in being healthy, safe, and successful in all aspects of their lives. Marty’s humor, especially, is only matched by her spirit, care, and knowledge. She brings all of this together with her decades of teaching and training to inspire educators and other caregivers to be their best in supporting young people from classrooms to living rooms across the United States.”—Ryan R. Dowis, Executive Director of Family Focused Treatment Association, NJ“Over the past sixteen years, with the implementation of the BIST philosophy, I have seen schools increase their consistency of care for students in order to create greater levels of success for both children and adults. When schools embrace BIST, I see many teachers rediscover their passion for teaching." —Judith Soltys, BIST Consultant, Kansas City, MOTable of Contents1. “I can’t help all of these kids.” Of course you can! 2. Now What? 3. BIST Logistics 4. “Our Kids” Community 5. Increasing Partnerships with Families 6. Enhancing our Vision, Growing our Impact 7. Capacity: Increasing Ownership

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Book SynopsisSolution-Focused Strategies for K-12 Leaders provides K-12 principals, administrators, and district-level professionals with powerful, flexible strategies to build and sustain a school climate in which teachers and students co-construct solutions together. School leaders today face an intimidating variety of challenges, from teacher shortages and administrative overload to political battles and complex family relationships. Driven by the evidence-based Solution-Focused approach, this book will support practitioners in empowering students based on their personal hopes, strengths, and motivations instead of focusing on deficits and punishment. Intuitive instructions, real-world vignettes, and additional online resources further bring the bookâs tenets to life. With foundations in therapy, positive psychology, and school counseling, these broadly applicable response-to-intervention techniques will help education leaders to improve climate, develop teacher-student relationships,

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Book SynopsisAs a leader navigating the complexities of an international education community, you need a manual to help you address the unpredictable and rapidly evolving scenarios you face. Surround yourself with the team of experts inside the chapters of The International Education Leadership Companion as they present a practical resource for everyday leadership challenges. Blending a compilation of theory and practice, the lessons offered within these chapters are grounded in standards of leadership from internationally renowned international school educators. The bookâs advice is brought to life by authentic case studies to offer meaningful reflection opportunities that directly translate to your job at hand: successfully leading international education communities in a world characterized by volatility, constant change, and uncertainty. Whether you are a new leader stepping into your first international role or a seasoned professional looking to refine your approach, the insights within these pages offer both practical guidance and profound inspiration. Leadership can feel isolating, but it cannot be effectively done alone --immerse yourself in The International Education Leadership Companion and bring your trusted, experienced guides alongside you throughout the journey!

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Book SynopsisCoaching with purpose: a guide for every educator is the book we wish we had available to us when our own professional and academic interests in coaching emerged.? It provides insights into how and why coaching can impact positively on teachers and leaders in any educational setting and how it creates environments in which students and pupils can thrive. It helps the reader navigate multiple coaching models, integrates case studies of UK and international examples of coaching in education, provides practical tools and advice and enables every educator to make informed decisions about developing and deploying coaching.

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Book SynopsisYou may encounter many defeats, but you must not be defeated. In fact, it may be necessary to encounter the defeats so you can know who you are, what you can rise from, how you can still come out of it. Maya AngelouAdversity is all around us. Although we can't always avoid it, we can prepare ourselves and our students to respond in a healthy and hopeful way.Teaching and Learning in the Face of Adversity is a practical and heartfelt book that empowers educators with applicable strategies to respond to challenges, inspire students, and foster a positive school environment. The authors share the critical skills that educators and students can cultivate to elevate the ability to respond to barriers, challenges, and setbacks, plus: Practical strategies, insights, and reflection prompts Menus of practices to promote student agency, belonging, relationships, and repair harm The voices of real teachers, students, and

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Book SynopsisOutlines the existing methods used to address bullying in school, describing when and how each method can be best applied. Addresses the six major methods of bullying intervention Critically explores the rationale, strengths, and limitations of each intervention Evaluates efficacy and applicability of each intervention for different bullying situations encountered in the school setting Table of ContentsForeword vii Acknowledgments ix Introduction xi Part 1 Interventions in Perspective 1 1 The Current Situation 3 2 A Brief Background to School Bullying 14 3 Preparing to Intervene 25 Part 2 Methods of Intervention in Cases of Bullying 35 4 The Traditional Disciplinary Approach 37 5 Strengthening the Victim 51 6 Mediation 64 7 Restorative Justice 74 8 The Support Group Method (Formerly the No Blame Approach) 86 9 The Method of Shared Concern 96 Part 3 The Choice of Intervention Method 109 10 The School and the Community 111 11 Choosing a Method 116 12 Backdrop and Beyond 139 Appendices 144 A Handling Bullying Questionnaire with Results 144 B Exercise on Fogging 149 References 151 Index 161

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Book SynopsisIt''s not what students know, but what they do with what they know that is important Schools are changing in response to this reality, and in Transforming Schools Using Project-Based Learning, Performance Assessment, and Common Core Standards, Bob Lenz, Justin Wells, and Sally Kingston draw on the example of the Envision Education schools, as well as other leading schools around the country, to show how the concept of deeper learning can meet the need for students who are both college and career ready and engaged in their own education. In this book, the authors explain how project-based learning can blend with Common Core-aligned performance assessment for deeper learning. You''ll discover how many schools have successfully made the transition from traditional, teacher-centered learning to project-based, deeper learning and find many practical ideas for implementation. Companion DVD and website include videos showing how to implement deeper learninTable of ContentsVideo Contents vii Acknowledgments xiii About the Authors xv Foreword by TonyWagner xvii Introduction: Why Learning Must Go Deeper 1 Breadth versus depth—it’s an old struggle. Stop struggling. Go with depth. It’s the only way to engage students in the present and to prepare them for their futures. 1 Transforming the Graduate 19 Everything maps backward from a redefinition of what it means to graduate from high school. Know, do, reflect: our unified theory. 2 Designing a Standards-Aligned Performance Assessment System 41 A school that is dedicated to deeper learning is a school that has established a coherent, schoolwide, standards-aligned performance assessment system. We explain what this means, why it’s vital, and how to work toward this challenging but transformative goal. 3 Project-Based Learning—It’s the How (and the Why) 65 Learning is deepest when it culminates in an act of creation. As we walk through an example project, we show how PBL is the most effective and efficient means to our ends: preparing students for rigorous performance assessments, meeting state standards, and, most important, making learning matter to students. 4 Transforming School Culture 101 Transforming the lives of students requires a culture that believes it’s possible. We describe how to nurture a culture for deeper learning. 5 Transforming School Systems 123 Without supporting structures, a school’s mission is talk without action. We outline the school structures that sustain deeper learning, including advisory, project-based scheduling, common planning time, community meetings, student internships, and grading. 6 Leadership for Deeper Learning 147 As stewards of the school’s mission, leaders must ensure integrity and consistency through all the layers of the organization. Here we offer philosophical and practical advice on how to lead a school throughtransformative change. 7 A Call to Action 161 A movement is a small step taken by many people. Here are three ways to take a first step toward deeper learning. Appendix: SupplementaryMaterial 173 Index 267

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Book SynopsisExplaining how creating a culture of thinking is more important to learning than any particular curriculum, the author outlines how any school or teacher can accomplish this by leveraging 8 cultural forces: expectations, language, time, modeling, opportunities, routines, interactions, and environment.Table of ContentsList of Figures ix Acknowledgments xi About the Author xiii Introduction Demystifying Group and Organizational Culture 1 A New Standard for Education 5 The Forces that Shape Culture 6 Tools for Transformation 10 One The Purpose and Promise of Schools 13 Thinking Differently about Outcomes 16 Teaching as Enculturation 19 Culture as the Enactment of a Story 20 Enacting Our New Story, Realizing Our Vision 34 Uncovering the Story of Your School or Classroom 35 Two Expectations: Recognizing How Our Beliefs Shape Our Behavior 37 Focusing Students on the Learning vs. the Work 43 Teaching for Understanding vs. Knowledge 47 Encouraging Deep vs. Surface Learning Strategies 50 Encouraging Independence vs. Dependence 54 Developing a Growth vs. a Fixed Mindset 55 Exploring and Developing Expectations 59 Three Language: Appreciating Its Subtle Yet Profound Power 61 The Language of Thinking 68 The Language of Community 71 The Language of Identity 74 The Language of Initiative 75 The Language of Mindfulness 78 The Language of Praise and Feedback 81 The Language of Listening 82 Leveraging Language 84 Becoming Proficient Users of the Languages of the Classroom 85 Four Time: Learning to Be Its Master Rather Than Its Victim 87 Recognizing Time as a Statement of Your Values 96 Learning to Prioritize and Always Prioritizing Learning 98 Giving Thinking Time 102 Investing Time to Make Time 105 Managing Energy, Not Time 107 It’s Time to Rethink Time 110 Getting a Better Perspective on Time 112 Five Modeling: Seeing Ourselves through Our Students’ Eyes 115 Dispositional Apprenticeship: Being a Role Model of Learning and Thinking 125 Cognitive Apprenticeship: Making Our Thinking Visible 129 Gradual Release of Responsibility: Modeling for Independence 132 Interactive Modeling: Learning from Examples, Practice, and Reflection 135 Learning from Models 136 Modeling for the Development of Thinking, Learning, and Independence 138 Six Opportunities: Crafting the Vehicles for Learning 141 Constructing Character: Using Mathematics to Understand Othello’s Iago 144 VoiceThread: Using Storytelling to Understand Migration 150 Music 2 Save Music 154 Categorizing, Recognizing, and Realizing Learning Opportunities 159 Analyzing and Creating Opportunities for Learning 169 Seven Routines: Supporting and Scaffolding Learning and Thinking 171 A Routine Is More Than an Activity 177 Using Claim-Support-Question to Delve Into Number Theory in Fifth Grade 179 More Than a Game: Differentiating Mathematics in Second Grade 185 Making CSQ Fly in Secondary Mathematics 188 Tools, Structures, and Patterns: Establishing Routines in the Classroom 190 Making Thinking Routine in Our Classrooms 196 Eight Interactions: Forging Relationships That Empower Learners 199 New Roles for Students: Empowering Disenfranchised Learners 204 Beyond Sit and Get: Teaching Students to Build on One Another’s Ideas 212 Building Culture through Affect and Actions 218 Shaping Interactions through Roles 220 Asking “Good” Questions 221 Creating New Patterns of Discourse 223 Promoting Interactions That Support Thinking and Learning 225 Nine Environment: Using Space to Support Learning and Thinking 227 New Learning in an Old Container 231 Curating a Classroom 234 Designing for Thinking 242 Creating Environments to Enhance Learning and Build Culture: Four Fronts 247 Creating Environments That Bring Out the Best in Learners 259 Ten Moving toward Transformation 261 A Close Look at Substantive Change 263 Supporting Change on a Large Scale 267 Building a Vision across a School District 276 Learning Together for the Long Haul 281 Creating Opportunities 287 Building the Capacity of Teachers to Teach One Another 293 Using Inquiry-Action Projects to Go Deeper 298 Sameness and Difference in the Journey to a Culture of Thinking 303 Appendix A My Reflections on the Learning Activities in This Class 307 Appendix B Ladder of Feedback 309 Appendix c Success Analysis Protocol 311 Appendix D Looking At Students’ Thinking (LAST) Protocol 313 Appendix E Six Key Principles of the Cultures of Thinking Project 315 Appendix F Laying the Foundation for a Culture of Thinking 317 Appendix G Leading a Culture of Thinking at My School 319 Appendix H The Development of a Culture of Thinking in My Classroom 323 Appendix I Assessment Ladder 327 References 329 Subject Index 351 Name Index 361

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Book SynopsisThis timesaving resource features: Treatment plan components for 33 behaviorally based presenting problems Over 1,000 prewritten treatment goals, objectives, and interventions?plus space to record your own treatment plan options A step-by-step guide to writing treatment plans that meet the requirements of most accrediting bodies, insurance companies, and third-party payors Includes Evidence-Based Practice Interventions as required by many public funding sources and private insurers PracticePlanners THE BESTSELLING TREATMENT PLANNING SYSTEM FOR MENTAL HEALTH PROFESSIONALS The School Counseling and School Social Work Treatment Planner, Second Edition provides all the elements necessary to quickly and easily develop formal treatment plans that satisfy the demands of HMOs, managed care companies, third-party payors, and state and federal agencies. New edition features empiriTable of ContentsPracticePlanners®Series Preface xi Acknowledgments xiii Introduction 1 Academic Motivation/Study and Organizational Skills 17 Anger Management/Aggression 28 Anxiety Reduction 40 Assessment for Mental Health Services 50 Attachment and Bonding Deficits 60 Attention-Deficit/Hyperactivity Disorder (ADHD) 70 Attention-Seeking Behavior 81 Blended Family 92 Bullying Perpetrator 100 Career Planning 111 Conflict Management 122 Depression 133 Disruptive Classroom Behaviors 143 Diversity and Tolerance Training 153 Divorce 162 Grief and Loss 171 Learning Difficulties 180 Oppositional Defiant Disorder (ODD) 188 Parenting Skills/Discipline 199 Physical and Sexual Abuse 212 Physical Disabilities and Challenges 221 Poverty and Economic Factors 230 Responsible Behavior Training 239 School Refusal/Phobia 249 School Violence Perpetrator 259 Self-Esteem Building 269 Sexual Responsibility 279 Sibling Rivalry 290 Social Maladjustment (Conduct Disorder) 300 Social Skills/Peer Relationships 313 Substance Use and Abuse 325 Suicidal Ideation/Attempt 337 Teen Pregnancy 347 Appendix A: Bibliotherapy Suggestions 357 Appendix B: Professional References for Evidence-Based Chapters 377 Appendix C: Websites/Hotlines 393 Appendix D: Recovery Model Objectives and Interventions 399

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Book SynopsisInnovate and implement new, effective ways of teaching in your school In Iterate: The Secret to Innovation in Schools, veteran educator, MIT professor, and incorrigible innovator Justin Reich delivers an insightful bridge between contemporary educational research and classroom teaching, showing you how to leverage the cycle of experiment and experience to create a compelling and engaging learning environment. In the book, you''ll learn how to employ a process of continuous improvement and tinkering to develop exciting new programs, activities, processes, and designs. The author draws on over two decades of experience with educators, education researchers, and school leaders to explain how to apply the latest advances in the academic literature to your school, classroom, or online/hybrid course. You''ll also find: Complimentary access to two popular courses archived at the MIT Open Learning Library: Launching Innovation in Schools and Design ThinTable of ContentsIntroduction: The Secret to School Improvement 7 My Best Teaching Ever: Wilderness Medicine 7 Creating Time and Space for Iteration 9 Iterative Improvement at MIT 10 Three Cycles for Iterative Improvement 11 The Cycle of Experiment and Peer Learning 13 Design Thinking for Leading and Learning 15 Collaborative Innovation Cycle 17 Three Principles for Iteration 18 Think In Cycles and Spirals 19 Act in Short Design Cycles 19 Improve in Community 19 Chapter 1: What is the Cycle of Experiment and Peer Learning? 21 Changing the Complex, Fine-Grained Work of Teaching 24 Teachers Primarily Change Their Pedagogy in Response to Other Teachers 26 Three Phases to the Cycle of Experiment and Peer Learning 27 Experiment 28 Experience 29 Plan 32 What’s missing from the Cycle of Experiment and Peer Learning 33 Evaluation and Measurement 34 Loss 35 Power, Difference, and Design Justice 37 Leadership and the Cycle of Experiment and Peer Learning 40 Chapter 2: Spinning the Cycle of Experiment and Peer Learning 44 Creating More Opportunities for Experimentation 46 Pointing a Light: Targets of Difficulty 47 Making Time: Summer Innovation Funding 47 Finding the Resources All Around You: Students as Designers 49 Innovation Staffing: Department Heads, Coaches, and Teachers on Special Assignment 50 Using the Bully Pulpit 51 Making Team Learning Richer: Looking at Student Work and Instructional Rounds 53 The Proof of the Pudding: Looking at Student Work 53 Getting into Classrooms: Instructional Rounds 54 Institutional Learning: Ramping up Planning through Peer-to-Peer Learning 56 Meeting Times are Instructional Sharing Times 58 Teacher Led Peer-to-Peer Learning 59 Seeing Outside Expertise as the Catalyst Teacher to Peer-to-Peer Learning 61 Rowing in the Same Direction: Creating Common Instructional Language and a Shared Vision 62 Preparing to Communicate Together: Creating a Common Instructional Language 62 Developing a Shared Vision: Right-Sized Goals 64 Iterating Forward with The Cycle of Experiment and Peer Learning 66 Chapter 3: What is Design Thinking? 68 From Waterfalls to Sprints: A Brief History of Design 71 From Dewey to Design Thinking 74 The Design Justice Critiques of Design Thinking 76 Getting Started with Design Thinking for Leading and Learning 78 Key Principles to Design Thinking for Leading and Learning 81 Six Phases for Design Thinking for Leading and Learning 84 Discover 84 Focus 88 Imagine 91 Prototype 93 Try 97 Reflect & Share 99 Reflection and Inclusion 101 Conclusion 102 Chapter 4: Getting Started with Design 104 Discover 104 Research to Discover: Surveys, Interviews, and Observations 104 Iterating on Discovery 106 Combining Local Knowledge with Education Research 108 Focus 109 Going from Observable Data to Underlying Challenges 109 Finalizing a Focus Area 112 Imagine 113 User Personas (or Community Personas) 114 Imagine by Analogy 115 Imagining from Flare to Focus 117 Prototype 118 Sketching and Storyboarding 119 Paper Prototyping and Wireframing 121 Physical Prototyping and Rehearsals 123 Try 124 When to Try Out Your Prototypes 125 How to Try Out Your Prototypes 126 Who Should Try Out Your Prototypes 130 Reflect & Share 132 Design Crits 132 Conclusion 134 Chapter 5: The Collaborative Innovation Cycle 136 Four Phases of the Collaborative Innovation Cycle 139 Developing the Collaborative Innovation Cycle with Peter Senge 142 Looking Inwards and Outwards, Setting the Frame for the Collaborative Innovation Cycle 143 Systems Thinking in Schools 143 Who Leads? Distributed Leadership in Schools 145 Key Principles for the Collaborative Innovation Cycle 146 Bringing People Together Around Ideas They Care About 147 Four Questions for Innovation 150 Refining a Vision and Getting to Work 154 Building from Personal Visions to Shared Vision 155 Managing Difference in a Shared Vision 159 The Someday-Monday Dilemma 161 Getting to Work: The Cycle of Experiment and Peer Learning, and Design Thinking for Leading and Learning 164 Working Together Through Ups and Downs 165 Four Fields of Listening 171 Tools for Better Listening: The Ladder of Inference 176 Addressing Disagreement Through a Bias to Action 180 Measuring Progress and Adjusting 183 Key Principles for Measuring Progress and Adjusting 184 Distinguishing Assessment from Evaluation 186 Gathering Evidence from Artifacts of Learning 188 Gathering Evidence from People 193 Using Assessment to Revitalize Initiatives and to Get Unstuck 198 Conclusion 199 Chapter 6: Tools and Strategies for the Collaborative Innovation Cycle 201 Activities for Bringing People Together Around Ideas They Care About 201 Visions for a Powerful Learning Environment 202 Four Questions for Innovation 204 Asset Mapping 208 Activities for Refining a Vision and Getting to Work 211 Exploring Possible Visions: Rightboro Scenarios 211 Refining a Vision: The Someday/Monday Starter Kit 218 Part 1 - Someday: What Does Awesome Look Like? 218 Part 2 - Monday: Concrete Steps 220 Activities for Working Together Through Ups and Downs 221 Activity: Left-Hand Column Case 222 Activities for Measuring Progress and Adjusting 225 Assessment Planning Scenarios 225 Assessment Plan 230 From Launching Innovation in Schools to Sustaining Innovation in Schools 232 Conclusion: Cycles, Endings, and Beginnings 234 Balancing Coherence and Innovation 234 When Cycles End 235 Final Thoughts: Inclusion and Joy 237 Appendix 1: Design Thinking Starter Project Walkthrough: Helping a Friend with a Routine or Event 239 Step 1: Discover: Prepare for & Conduct an Initial Interview 239 Prepare & Conduct Interview Template 241 Example Interview 243 Step 2: Focus: Identify a Specific Design Problem 246 Key Takeaways Template 247 Key Takeaways Example 248 Step 3a: Imagine new Solutions 250 Brainstorm Template 251 Brainstorm Template 253 Step 3b: Choosing a Solution for Prototyping 254 Step 4: Prototype Your Solution 255 Step 5: Try out your Prototype, Get User Feedback, and Iterate 258 Design Hypothesis Tryout Template 259 Feedback Template 261 Feedback Example 263 Step 7: Reflect and Share 266 Appendix 2: Design Thinking for Leading and Learning in Practice Walkthrough 268 Discover 269 Discover 1a: Find Your Team 269 Discover 1b: Review The School Change Status Quo 269 Discover 1c: Identify a Problem of Practice 270 Discover 1d: Identify Stakeholders 272 Discover 1e: Gather Stakeholder Perspectives on Your Problem of Practice through Interviews, Observations, Student Work, or Surveys 272 Discover 1f: Research and Comparison schools 275 Focus 276 Focus 2a: Thinking About Needs (Focus) 276 Step 3: Brainstorm Solutions (Imagine) 278 Step 3b: Evaluate Ideas (Imagine) 279 Step 4: Plan Initial Steps (Prototype) 280 Step 5: Take a Step and Iterate (Try) 284 Step 7: Reflect & Share 286

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Book SynopsisDiscussions of physical activity in schools often focus on health-related outcomes, but there is also evidence for its integral role in academic achievement, cognition, and psychological adjustment. Written by a scientist-practitioner, Physical Activity and Student Learning explores the effects of physical activity within the broader context of educational psychology research and theory and brings the topic to a wider audience. With chapters on positive school behavior, executive function, and interventions, this concise volume is designed for any educational psychology or general education course that includes physical activity in the curriculum. This book establishes physical activity as an important part of all learningânot just physical education and recessâand will be indispensable for student researchers and both pre- and in-service teachers alike.Table of ContentsIntroduction 1. Physical Activity Through the School Years 2. Executive Function and Academic Achievement 3. Mental Health and Positive Learning Behavior 4. Actively Moving Ahead with Interventions. Conclusions. Glossary. Index.

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Book SynopsisHow do great educators bring about real change to make a difference in students' lives? In this first volume of the Routledge Great Educators Series, 10 of education's most inspiring thought-leaders come together to share their top suggestions you need right now to innovate in your school or classroom. You will gain fresh insights and practical strategies on these essential topics: Personalizing professional learning (Jeffrey Zoul) Promoting a positive school culture (Todd Whitaker) Improving our hiring practices (Jimmy Casas) Designing spaces that maximize learning (Thomas C. Murray) Empowering students in their learning and assessments (Starr Sackstein) Flipping the classroom to reach each student (Kirk Humphreys) Positioning libraries as learning huTrade Review"Imagine you have the opportunity to learn from the most exciting, innovative and inspiring educators today…..all in one book! 10 Perspectives on Innovation in Education is an exciting project that brings today’s brightest educators together to share ideas, resources, and practices that can be tried tomorrow. Be ready to be engaged and inspired, and to innovative your practices tomorrow." — Jessica Cabeen, Principal, 2017 Minnesota Nationally Distinguished Principal, Author and Speaker "Imagine having a resource at your fingertips of wisdom and insight from an eclectic band of leaders in education. One need not imagine further than this highly engaging book. Whether you have attended one of the What the Great Educators Do Differently Conferences or you have yearned to participate, there is now a rich reservoir of voices united in leadership for you to visit, share, and apply. Each author paints a portrait in empowering the reader to take innovation to the next level in a classroom, schoolhouse, or district. This book is more than a series of next steps. It is an inspiring call to action for all educators to heed and carry forward in service of our kids and colleagues." — Sean Gaillard, Principal at Lexington Middle School, KY "10 Perspectives on Innovation in Education is a valuable resource for educational leaders in various roles, as it not only identifies critical areas in our field, but also provides actionable solutions. The book is timely, relevant, and practical." — Sarah-Jane Thomas, Chief Operating Officer, EduMatch® "The book is geared for educators at all levels. Inspirational, aspirational and practical are apt descriptors of the thoughts shared by the education innovators in this first volume."—Marilyn King, deputy superintendent instruction, Bozeman, Mont., in AASA's School Administrator, May 2021, https://my.aasa.org/AASA/Resources/SAMag/2021/May21/Reviews.aspx "Imagine you have the opportunity to learn from the most exciting, innovative and inspiring educators today…..all in one book! 10 Perspectives on Innovation in Education is an exciting project that brings today’s brightest educators together to share ideas, resources, and practices that can be tried tomorrow. Be ready to be engaged and inspired, and to innovative your practices tomorrow." — Jessica Cabeen, Principal, 2017 Minnesota Nationally Distinguished Principal, Author and Speaker "Imagine having a resource at your fingertips of wisdom and insight from an eclectic band of leaders in education. One need not imagine further than this highly engaging book. Whether you have attended one of the What the Great Educators Do Differently Conferences or you have yearned to participate, there is now a rich reservoir of voices united in leadership for you to visit, share, and apply. Each author paints a portrait in empowering the reader to take innovation to the next level in a classroom, schoolhouse, or district. This book is more than a series of next steps. It is an inspiring call to action for all educators to heed and carry forward in service of our kids and colleagues." — Sean Gaillard, Principal at Lexington Middle School, KY "10 Perspectives on Innovation in Education is a valuable resource for educational leaders in various roles, as it not only identifies critical areas in our field, but also provides actionable solutions. The book is timely, relevant, and practical." — Sarah-Jane Thomas, Chief Operating Officer, EduMatch® Table of Contents1: Innovative Professional Learning 2. Innovative Ways to Impact School Culture 3. Innovating Our Hiring Practices 4. Innovative Learning Spaces 5. Innovative Assessment that Amplifies Student Voice 6. Innovating the Math Classroom 7. Librarians...True Champions and Leaders of Innovation! 8. Sparking Innovation from Failure 9. Innovating Personal Skill Development 10. Taking Risks and Pushing Boundaries

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