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Book SynopsisThey then propose a set of strategies to strengthen the role of community colleges in providing both access and opportunities for achievement for all students.Trade ReviewCommunity college leaders, researchers, and policy makers will all find this book useful and thought provoking. -- Pamela L. Eddy Review of Higher Education 2007 The book provides a nuanced, qualitative look at several critical and controversial community college activities. -- Barbara K. Townsend Journal of College Student Development 2008 Defending the Community College Equity Agenda stands out from most academic essay collections... It is a richly documented, artfully presented, and highly readable work. -- Mary Taylor Huber RedOrbit News 2008 A richly documented, artfully presented, and highly readable work. -- Mary Taylor Huber Change 2008Table of ContentsList of ContributorsAcknowledgmentsChapter 1. Introduction: Defending the Community College Equity AgendaChapter 2. Double Vision: How the Attempt to Balance Multiple Missions Is Shaping the Future of Community CollegesChapter 3. Performance Accountability as Imperfect Panacea: The Community College ExperiemceChapter 4. Increasing Competition and Growth of the For-ProfitsChapter 5. Virtial AccessChapter 6. The Limits of "Training for Now": Lessons from Information Technology CertificationChapter 7. "Lights Just Click on Every Day"Chapter 8. "Like, What Do I Do Now?": The Dilemmas of Guidance CounselingChapter 9. Twice the Credit, Half the Time?: The Growth of Dual Credit at Community Colleges and High SchoolsChapter 10. The Community College Equity Agenda in the Twenty-First Century: Moving from Access to Achievement

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Book SynopsisInnovative and practical, A Medical Teacher's Manual for Success is an essential resource for medical school faculty members who want to teach well.Trade Review[A Medical Teacher's Manual for Success] reads well from cover to cover as a comprehensive, authoritative text on medical education, but it will also be useful as a reference book that we will return to in the future to brush up on old techniques or before engaging in a new activity such as creating a medical education portfolio or devising a new curriculum for medical students. -- Jennifer Jorgensen & Rebecca Van Dyke Gastroenterology 2011Table of ContentsPrefaceAcknowledgmentsPart I: Career Development1. Why and How to Become a Successful Teacher2. Personal Qualities of Successful Teachers3. How to Succeed as a Medical EducatorPart II: Teaching Skills4. A Framework for Successful Teaching5. Understanding Adult Learning Theory, Bloom's Taxonomy of Objectives, Critical Thinking, and Curriculum Development6. Assessing the Learner, Providing Feedback, Writing Evaluationsand Recommendations7. Preclinical Teaching8. Clinical Teaching9. Postgraduate Teaching10. Additional Teaching Methods11. Leading Others to Teach Well12. Recognition, Rewards, Awards, and Prizes13. What to Do When Time Does Not Permit Optimal Preparation for aTeaching Assignment14. Bringing an Educational Research Project to Completion15. PromotionReferencesIndex

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Book SynopsisUse this practical guide to develop collaborative and interactive online experiences for teacher candidates. The author examines methods for integrating evidence-based practices into online teaching environments, including think alouds, case-based instruction, peer feedback, and field experience.Table of Contents Foreword vii Acknowledgments xi Introduction 1 Why Teacher Education? 2 Assumptions 3 Why This Book? 7 Book Organization 9 Part I: Framing of Online Instruction 1. Digital Text 13 Attributes of Digital Text 14 Building Knowledge of Digital Text 15 Summary 20 2. Setting the Stage  21 Pedagogy of Multiliteracies 22 Approaches to Online Instructional Design 23 Summary 28 Part II: Developing Evidence-Based Online Instruction 3. Think Alouds 31 Evidence-Based Practice: Think Alouds 31 Digital Think Alouds 33 Your Turn 36 Summary 38 4. Case-Based Instruction 39 Evidence-Based Practice: Case-Based Instruction 39 Digital Case-Based Instruction 43 Choosing and Using Video for Case-Based Instruction  55 Your Turn 59 Summary 59 5. Peer Feedback 61 Evidence-Based Practice: Peer Feedback 62 Peer Feedback in Online Coursework 62 Your Turn 73 Summary 73 6. Virtual Field Experience 75 Evidence-Based Practice: Field Experience 75 Virtual Field Experience  76 Your Turn 84 Summary 84 Part III: Putting It Together 7. Big Picture 89 Putting the Pieces Together 90 Key Principles 95 Summary 101 Appendix A: Completed Course Organization Chart 103 Appendix B: Description of Digital Tools Referenced in This Text 109 References 111 Index 117 About the Author 

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Book SynopsisStay engaged with your purpose to better serve your studentsand yourself In an era of sky-high burnout, Educating with Passion and Purpose gives veteran educators everything they need to thrive in their profession. This book will help you avoid the disenchantment and frustration that can come from doing the difficult work of K-12 education. You are in this field because you want to make a difference, but you often lack the support you need to do that amid overwhelming demands. Experienced educators themselves, authors Meredith Matson and Rebekah Shoaf speak the truth about what today's teachers confrontand how you can navigate the changing landscape to face the challenges and opportunities we encounter. Inside, you'll find frequent opportunities for self-reflection on the topics that matter most to educators, including race, privilege, wellbeing, mentorship, and how to rise to the socialemotional demands that teaching asks. At a time when many teachers are leavinTable of ContentsIntroduction Why We Wrote This Book Who This Book Is For How to Use This Book Why Reflection Matters Chapter 1: Finding Your Purpose Meredith’s Turn My Why, My Drive Pain and Loss Becoming Invisible My Drive for Leadership Rebekah’s Turn Schooling vs. Learning Finding My "Why" Your Turn Research to Help Excavate Your Purpose Excavating Your Why Refining Your Why Amplifying Your Why Connecting Your Why to Your Work Exploring Your Ikigai Meditating to Discover Your Why Personality Tests and Purpose The Roots of Your Purpose Troubleshooting Your Purpose Additional Considerations for Leaders Helping Your Community Articulate Their Why Finding Your Purpose as a Leader Supporting Teachers in Understanding Purpose Your School or District’s Purpose Asserting an Equity Stance Chapter 2: Purpose and Burnout Meredith’s Turn When Your Work Becomes a Job Rather than a Profession What Feels Like Burnout But Isn’t? Searching for an Identity What Do You Do When All You Do Is Complain? Rebekah’s Turn Shift Happens Losing My Prep Periods and My Purpose Your Turn Identifying Your Why Nots Burnout Self-Assessment I Burnout Self-Assessment II Using the Burnout Spectrum Identifying Possible Contributors to Burnout Visualizing Your Own Fire How Burnout Impacts BIPOC Educators How Burnout Impacts Antiracist Educators Additional Considerations for Leaders Is Distributive Leadership Leading to Burnout? What About Leader Burnout? Chapter 3: What You Teach Meredith’s Turn Bringing My Why Out on Day One Developing Daily Lessons Infused with My Why When Your Curriculum Leads You To Be Misaligned Coaching Teachers Using Their Why Rebekah’s Turn Designing for My Why The Hazards of “High Expectations” Designing for Transformation Your Turn Assessing Your Curriculum Analyzing the Lessons that Resonate What If You Hate Your Curriculum? Standardized Tests Aren’t Everything…But They Are Something What If You’re Still Learning Your Curriculum? Additional Considerations for Leaders Professional Development Curriculum Design and Support Chapter 4: How You Teach Meredith’s Turn Gaining Respect and Building Authentic Relationship Systems and Structures that Empower Take Control of Planning Rebekah’s Turn Keeping My Students’ Reading Fires Going Reframing Resistance Your Turn Assess Your Instruction What If You Have to Use Mandated Instructional Methods? Listening to Your Students How’s Your Sleep? Connecting Instruction and Classroom Management What If You’re Still Learning How To Teach? Additional Considerations for Leaders Clear Structures and Expectations Help Everyone Feedback Is Essential Chapter 5: Being the Lead Learner Meredith’s Turn Pushing Myself as a Learner Professional Development Within the School Setting My First Lesson as a Principal Rebekah’s Turn Professional Learning that’s Personal and Purposeful Summer Schooling Your Turn Who Are You As a Learner? What Do You Need to Learn to Fuel Your Purpose? How Do You Need to Learn It? What Do You Have Control of When It Comes to Your Learning? What if the PD at Your School Isn't Adequate? What If You Just Need a Break? What If You Need Time to Reconnect with Family and Friends? What If You Need a Change of Scenery? What If You Need to Earn Extra Money? What If You Need to Provide Childcare? What If You’ve Been Assigned a Mentor You’re Not Learning From? What If the PD Is Causing Your Burnout? Reading to Learn Additional Considerations for Leaders Chapter 6: Finding Your Professional Home Meredith’s Turn The Interview Process Can Tell You About Your New Community Finding My Home Rebekah’s Turn Doing the Hiring Aligning People, Positions, and Purpose Your Turn Reflecting on Purpose People, Not Positions When You Want To Be Hired Change Is Hard Additional Consideration for Leaders Creating Space to Connect and Explore Identities Knowing What You’re Looking For The Transformative Process Reflective Prompts for School Leaders Building a Bench Chapter 7: Nourishing Your Network Meredith’s Turn Being the Younger Sister to a True Inspiration Challenging Patriarchal Norms The Power of Mentors Who Believe in You Cultivating a Team and Helping Leaders Rise My Teacher Champions Rebekah’s Turn Team You Who I Learn From Who I Learn With Who I Teach Your Turn People Plus Purpose A Framework for Thinking About Your Network What If You’re Having Trouble Finding Mentors? Additional Considerations for Leaders Supporting Teachers Through Community Make Coaching a Priority The Staff Lounge Conclusion Meredith’s Turn The School Leader Within Me Rebekah’s Turn Why I Left Where We Go From Here Your Turn Where Do You Go From Here? Appendix Beginning of the Year Teacher Reflection Tool Burnout Self-Assessment Checklist Burnout Spectrum Connecting School-wide Policies to Your Purpose Excavating Your Why Reflection Tool Fire Visualization Tool The Five Whys Intentional Summer Planning Protocol Job Search Preparation Tool Mentor Matching and Reflection Modifying for Misalignment Tool Network Reflection Tool Planning Tool for a Sustainable Hiring Process Preparing for Conversations about Equity Professional Learning Reflection Tool Purposeful Planning Tool for Professional Learning Purposeful Planning Tool for Units and Lessons Reflecting on Community Spaces for Collaboration Reflection Tool for Burnout Factors Reflective Tool for Designing Classroom Systems Sample Student Feedback Survey Staff Member Community Involvement Survey Teacher-Led Inquiry Cycle for Professional Development Time Management Tool Back Matter Acknowledgements Meredith’s Turn Rebekah’s Turn Our Turn About the Authors

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Book SynopsisThis fascinating and urgently needed book will inspire today's educators to inspire their students.Trade Review"A thought-provoking book that often caused me to stop and reflect about the meaning of my work as a teacher and mentor." (David E. Drew, Claremont Graduate University)"Table of ContentsGratitudesPrologue1. Teaching as if Life Doesn't Matter: Where We Went Wrong2. We Are Not Just Brains on a Stick: Relationship with Our Feeling Bodies3. Loving the Questions: Relationship with Our Minds4. Seeing Ourselves with New Eyes: Relationship with Self5. Cultivating Classroom Kinship: Relationship with the Human Other6. We Are Expressions of Everything: Relationship with Earth and the CosmosEpilogueBibliographyIndex

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Book SynopsisTrade ReviewAn exciting new edition of an incredibly comprehensive piece for the field of school librarianship. All aspects of managing a school library and being a leader in school librarianship are discussed in this book. An excellent read for graduate school or personal professional development. * Heather Moorefield-Lang, Associate Professor, Department of Library and Information Science, University of North Carolina at Greensboro, USA *The School Library Manager is an exciting and essential text for school librarians. Whether stepping into a first library role or reflecting on one’s practice after a few—or more than a few!—years on the job, this updated edition of a classic offers sound guidance driven by core values, thoughtful questions for librarians to ask and pursue, and specific strategies for fostering professional development and growth. The appendices are a gold mine, equipping individual librarians, graduate course instructors, or district supervisors with valuable resources including advocacy tools, checklists for a year’s tasks, and ideas for student volunteer programs. * Rebecca J. Morris, Teaching Associate Professor, University of Pittsburgh, USA *Table of ContentsPreface, Sharon Coatney Acknowledgments Introduction Part I: In the Beginning: 1. Becoming a School Librarian Essential Questions Choosing This Career Where Do You Belong? A Day in the Life of an Elementary School Librarian A Day in the Life of a Middle School Librarian A Day in the Life of a High School Librarian A Day in the Life of a (Multi-School) Middle/High School Librarian School Librarian Competencies Choosing a Pre-Service School Library Education Program Key Takeaways Challenges to Promote Growth Note 2. From Then to Now Essential Questions History of Education in the United States The Education Environment in the 21st Century Restructuring and Administration Standardized Testing Challenges with Charter Schools, Home Schooling, and Vouchers Remote and Hybrid Learning History of School Libraries in the United States The School Library Environment Today Key Takeaways Challenges to Promote Growth Notes 3. Getting That Position Essential Questions License/Credential to Practice How to Find a Job What to Prepare for the Job Hunt Interviewing for the Position Coping with Reality Key Takeaways Challenges to Promote Growth Notes Part II: Going to Work: 4. Beginning the Job Essential Question Getting Started Finding Out Who Supervises Your Work Finding Out About Your School Board Finding Out About Your Superintendent Finding Out About Parents and Caregivers Finding Out About Your Building-Level Administrators Finding Out About Your Teacher Colleagues Finding Out About Additional Friends with Powers: School Facilitators Finding Out About Your School Culture Finding Out About the Learning Environment Finding Out About Your Digital Assets and Considering Other Front Doors Finding Out About Your OPAC Finding Out About Daily Operations Finding Out About Library Staff Finding Out About Your Students When Students Arrive Getting Ready for Orientation Key Takeaways Challenges to Promote Growth Notes 5. The Education Program Essential Questions Reading Ready Access to a Good Book Helps Improve Reading Skills Commercial Reading Incentive Programs and Suggestions to Encourage Reading Sharing Reading and Curriculum Research The Education Program and the Curriculum Analyzing Teaching Methods Helping Enhance Teacher Assessments Understanding the Learner Understanding Curriculum Inquiry-Driven Learning Making Inquiry Happen Inquiry Learning Models Beyond the Curriculum The School Librarian as Teacher Formal Lesson Plans Anchor Charts Teaching All Kinds of Literacies The School Librarian in the Classroom and the School Library as a Classroom Current Awareness and Research Support for Teachers and Administrators Key Takeaways Challenges to Promote Growth Notes 6. Assessment and Evaluation Essential Questions Who Evaluates Your Work? Standards-Based Evaluation Evaluating and Reflecting on Your Own Work On Counting Defining Terms The Problem with Numbers Deciding What to Measure Evidence to Promote Growth On Collecting Local Evidence of Practice Leveraging Your Camera for Evidence of Practice Assessing Student Learning Educators and Action Research Documenting Your Role as Lead Teacher Evidence for Practice Evaluation as an Awareness Device Appraising the Facility At the End of the Year: The Importance of Reporting Key Takeaways Challenges to Promote Growth Notes 7. Planning and Management for Growth Essential Questions Policy Statement and Needs Assessment Goals and Objectives Organizing Systematic Feedback and Adjustments Planning for Growth Scheduling the School Library Digital Calendars and Daily Plans Budget The Development of District Budgets The Fiscal Year Acquiring Resources: The Purchasing Process Purchasing Materials Selecting Equipment Cost Accountability and Return on Investment (ROI) Cost Accountability ROI Writing Proposals to Expand Programs Developing the Statement of Needs Preparing Goals and Objectives Establishing the Plan of Action Planning for Evaluation Deciding the Dissemination Describing Local Resources Building the Budget Key Takeaways Challenges to Promote Growth Notes 8. Library Spaces Essential Questions Background Thinking on Spaces Changing Spaces The Learning Commons Model First Impressions A Culture of Accessibility Engaging with Your Space Making Room for Making Factors That Affect Use of Space Creating Flexible Zones Rearranging Your Facility Remodeling the Facility Planning New Facilities Storing and Moving a School Library Branding Your Space On a Serious Note: Safety Ensuring the Integrity of Library Space Staying Positive Key Takeaways Challenges to Promote Growth Notes 9. Curating Your Collection for Growth Essential Questions The Collection: Moving Beyond Print The Life Cycle of Your Collection Selection and Reconsideration Policies Intellectual Freedom and the Right to Access Information Privacy and Intellectual Freedom What to Do in Case of a Challenge What CIPA Requires Copyright and Fair Use Preservation and Archival Functions Building and Maintaining the Resource Collection Organizing Information Evaluating Your Collection Acquisition: Selecting Materials Curating the Web Deselection of Materials (Weeding) Key Takeaways Challenges to Promote Growth Notes 10. Managing and Partnering with Personnel Essential Questions The Library Advisory Committee Analyzing Your Leadership and Collaborative Style Library Staff Standards-Based Evaluation Hiring Staff Practicum Students Support Staff in the Library Students and Their Library Teachers and the Library Administrators and the Library Parents and the Library Friends of the Library and Student Staff or Volunteers The Community and the Library Relationships with Other Types of Libraries Key Takeaways Challenges to Promote Growth Notes PART III: KEEPING UP 11. Leading through Technology Essential Questions Role of Librarians as Technology Leaders Types of Technologies School Librarians Use and Integrate Thinking About Software and Applications Intellectual Property Copyright Creative Commons Fair Use Opportunities for Connected Experiences, Global Connections, and Participation Immersive Reality Makerspaces Engaging Students in Technology Leadership Librarians and Digital-Age Learning: Social Media and Digital Citizenship Regulations Relating to Student Privacy and Safety Models for Examining the Impact of Technologies on Learning Impact of Technologies on Instruction On Curation Curation and Subscription Databases Curating OER Curating Your Library’s Virtual Presence Website Accessibility Matters Other Technology Staff and Possible Turf Issues Getting a Seat and Making a Difference at the Tech Table Finding Your People Key Takeaways Challenges to Promote Growth Notes 12. Professional Development Essential Questions Personal Learning Networks (PLNs) Blogs Podcasts Twitter Facebook YouTube Visual Social Media Curation Platforms Pinterest Instagram TikTok Wakelet Webinars Workshops and Institutes Your Local School District Professional Learning Communities (PLCs) Planning Professional Development Professional Associations Education Associations and Events Library Associations and Networks International Associations Certifications as Professional Development Opportunities Journals to Know Leading Professional Learning Key Takeaways Challenges to Promote Growth Notes 13. Advocacy Essential Questions Changing Perceptions Through Public Relations Marketing What to Market How to Market PR or Promotion Ideas Preparing Presentations Advocacy to Activism School Librarians and the Political Process Lobbying at Home Mini Presentation: The Elevator Speech Reaching School Boards, Parents, and the Community State and National Legislative Lobbying School Librarians as Politicians and Elected Officials School Librarians: Advocating in the Global Community Collecting the Evidence Key Takeaways Challenges to Promote Growth Notes Part IV: Looking Forward: 14. The Future Essential Questions Connecting the Dots Connecting the Chapters of This Book to Change The Future Is Yours and The Future Is You Some Advice from Your Authors Key Takeaways Challenges to Promote Growth Notes Additional Resources Appendix A: Mindset for School Library Innovators Appendix B: Interview Questions for School Librarians Appendix C: List of Student Volunteer Activities Appendix D: Messaging: The Elevator Speech or Signature Pitch Appendix E: Journals to Know Appendix F: Article for the Los Angeles Times Appendix G: A School Librarian’s Desert Island Toolkit Appendix H: Librarian Checklist of Reminders Appendix I: Your Library Website: It’s a Destination, Not a Brochure! Index About the Authors

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Book SynopsisFor 21st Century Educators The New Rules Of Student Engagement It's time to throw out the old rulebook. Today's classroom demands teacher innovation, embracing of new technology, and rejection of outdated practices, especially when someone tells you it's always been done a certain way. Meet Josh Stumpenhorst, recently named Illinois Teacher of the Year. Stumpenhorst's orthodoxy-challenging methods have produced outstanding student outcomes, and in these pages he details how to maximize teacher effectiveness by thinking outside the box: Build student relationships on trust and respect rather than fear and punishment Rethink homework and letter grades, whichin their current formsare harming learning Leverage technology by not treating it as a shiny toy, but rather understand its power as a tool for rapid progress Educators who welcome large-scale change are about to pull ahead of thoseTrade Review"This book will challenge your conventional thinking and inspire you to step out of your comfort zone to create the best possible learning environment for your students. A must read for new and veteran teachers!" -- Tamara Letter, Instructional Technology Resource Teacher"The New Teacher Revolution is an authentic piece of work that is sure to inspire and support beginning teachers in their first years. Stumpenhorst speaks from the heart and from experience about establishing relationships with students and parents, motivating and engaging students, and the importance of reflection and growth. He provides insight into a truly student-centered approach to teaching and learning." -- Maureen Kincaid, Education Department Chair"I have always believed ′the duty of the revolutionary is to make the revolution′ and that is exactly what Josh has done. He candidly shares his insights on teaching, all the way down to specific techniques, that will aid a generation of educators in creating meaningful, rigorous, and enjoyable learning experiences for our students. Josh is certainly moving the teaching profession forward." -- Chad Miller, Director of Teacher Development"Understanding how students learn is as, if not more important that what they learn. Creating environments that are welcoming, inclusive of all and yet challenging is crucial to create well-rounded learners. Josh has captured in his text what all classrooms should look and feel like. His approach is one of understanding and offers practical advice to help anyone achieve the classroom all students deserve." -- Steven W. Anderson, Author, Educational Evangelist"With a bird’s-eye view on changes to education past, present, and future, Josh clarifies the goals most salient to the teaching profession, while providing solutions to entrenched challenges. Any teacher, new or veteran, will rethink their classroom after reading this book." -- Angela Maiers, Educator and Author"Josh has done the near impossible: created a how-to book for teachers that is not only highly informative, but also engaging. New or veteran teachers will get ready-to-use and tweak ideas from the very first chapter, making this book a must-read and must-add to any staff bookshelf." -- Pernille Ripp, Teacher, Author, Speaker, Creator of the Global Read Aloud"The dynamic changes in society have fundamentally altered our learners, resulting in a system that no longer meets their needs. Josh Stumpenhorst not only provides a plan to right the ship, but backs it up by including numerous strategies that have been successfully implemented in schools across the nation and beyond." -- Eric Sheninger, Author and Award-Winning Principal"Josh lays out a bold vision for what it means to teach authentically, including everything from classroom leadership to engagement to teaching strategies. He does so in a style that is practical, thought provoking and approachable. This book will challenge your thinking to transform your teaching!" -- John Spencer, Teacher and Author"Josh Stumpenhorst is an all-star teacher. And the advice he provides for his colleagues comes from his own authentic experience in the classroom and from a place of deep respect for students and learning. For new teachers in search of mentoring, this book is the place to start." -- Daniel H. Pink, Author"The New Teacher Revolution: Changing Education for a New Generation of Learners is an awesome guide for any teacher, but a critical one for new teachers. Josh Stumpenhorst guides us through transforming classroom practice with a fun and accessible read that helps us use today’s tools for today’s learners." -- Katherine Bassett , Executive Director of the National Network of State Teachers of the YearTable of ContentsAcknowledgments About the Author Introduction Chapter 1. Progressive Classroom Management Chapter 2. Rethinking Motivation Chapter 3. The Family Dynamic Chapter 4. Technology as a Linchpin to Change Chapter 5. Warning: Distractions Ahead Chapter 6. Education Traditions Chapter 7. Evolving Practice Conclusion References Index

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Book SynopsisMany school principals have little background in literacy instruction. And yet, they find themselves leading teachers at a time of shifting literacy priorities. This practical book offers literacy fundamentals, builds confidence, and empowers principals to become instructional leaders. It deals with all aspects of literacy: from understanding the science of reading to planning, resources, oral language, word study, reading, writing, and creating a shared literacy vision. Each chapter In this comprehensive resource includes staff meeting discussion points to guide conversation with teachers, things to look for when working with the teachers and students within their schools, and much more.

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Book SynopsisDemocracies Always in the Making develops Barbara Thayer-Bacon’s relational and pluralistic democratic theory, as well as translates that socio-political philosophical theory into educational theory and recommendations for school reform in American public schools. John Dewey warned us long ago that a nation cannot hope to be a democracy someday without paying attention to how it educates its young future citizens. Democracy is a goal, an ideal which we must continually strive for that can guide us in our decision-making, as we continue to live in a world that is unpredictable, flawed, and limited in terms of its resources. There are key political philosophers of education who we can turn to for help. They offer us important ideas that will help us re-check our assumptions and critique our daily practice. Existing school models also offer us important examples of how to structure schools as well as various methodologies and curriculum that we can elect to use to help us move closer to the ideal of a democracy.Trade ReviewOne of the great mistakes of our time is thinking we know the fixed and final form of democracy for all people, epochs, and places. Another mistake is thinking we have all the democracy we require. Barbara Thayer-Bacon draws on her background as a philosopher of education and her work as a cultural studies scholar to challenge narrow liberal democratic notions of rigid rationalism, atomistic individualism, and static universalism with her own contextual and transactional description of selves-in-relation-with-others. She shows that democracies and democrats are always-in-the-making. -- Jim Garrison, Ph.D., professor, School of Education, Virginia Tech UniversityFollowing her career-long commitment to examining the relationship between school, education and democracy, Thayer-Bacon once again brings her feminist insight into a contemporary critique of democratic classical liberalism. Drawing upon philosophers from Socrates to Rousseau to Dewey to Noddings, hooks and Greene, Thayer-Bacon argues that democracies, as ever incomplete, must turn from Rationalism, Universalism, and Individualism to Shared Responsibility, Authority, and Identity, as the guiding factors in our creation of a more humane and public democracy. -- Jaylynne N. Hutchinson, Associate Professor Critical Studies in Educational Foundations Ohio UniversityThayer-Bacon offers a careful critique of the educational ill-effects of rationalism, universalism, and individualism. Informed by a wide range of progressive educational thinkers, Democracy Always in the Making offers many useful examples of engaged, relational education. -- Charles Bingham, Associate Professor in Curriculum Theory at Simon Fraser UniversityBarbara Thayer-Bacon provides strong arguments for revising classical liberal conceptions of democracy and coming to view humans — not as isolated individuals — but as beings-in-relation to others. Moreover, she combines philosophical argumentation with lessons learned from specific schools that recenter an ethics of sharing and interdependence. The combination of philosophical and pedagogical discourses make this book especially helpful. -- Frank Margonis, professor in educational philosophy, University of UtahIn this provocative new book, Thayer-Bacon (Univ. of Tennessee) aims to dislodge democratic theory from its reliance on the extreme individualism of John Locke and Jean-Jacques Rousseau and in its place construct a transactional view of democracy that emphasizes epistemological and cultural pluralism and a relational view of selfhood. Drawing from a variety of feminist and postmodern perspectives, she makes a convincing case for a view of democracy that is always incomplete and unfinished, yet nevertheless provides the best orientation for educational (and other social) institutions. Thayer-Bacon accomplishes this by linking critical investigation of key theorists (Jacques Rancière, John Dewey, Paulo Freire, bell hooks, and others) to descriptive analysis of actual school projects, some of which are based on firsthand experience. Her treatment of Myles Horton and Maxine Greene are especially noteworthy. In her effort to canonize some theorists while demonizing others, however, she makes the occasional heavy-handed caricature. The historical record makes it very difficult to see Maria Montessori, for instance, as someone animated by a purely egalitarian spirit. Moreover, Thayer-Bacon's sharp, nearly ad hominem critique of Peter McLaren's work will likely raise eyebrows. Still, it is this contentiousness that will generate good discussion in graduate seminars. Summing Up: Highly recommended. Undergraduates, all levels, and above. * CHOICE *Table of ContentsDedication Acknowledgments Preface Approach The Intended Market Outstanding Features of the Book Introduction Democratic Theory: Out From Under the Yokes of Locke and Rousseau Classical Liberal Assumptions Assumptions for Democracies Always in the Making Conclusion Notes Chapter One Learning to Trust Students: Rancière and Montessori on Democracy Jacques Rancière and The Ignorant Schoolmaster Maria Montessori and La Casa dei Bambini Democracies Depend on Relationships of Equality Rancière and Democracies-Always-in-the-Making Notes Chapter Two Connecting the Home and School to Society: La Casa dei Bambini and the Chicago Lab School Maria Montessori’s Private Story Maria Montessori’s Casa dei Bambini John Dewey and the Chicago Lab School William Heard Kilpatrick Montessori and Democracies-Always-in-the-Making Conclusion Notes Chapter Three Trying to Get Social Justice and Love Together: Highlander Folk School and Central Park East Highlander Folk School Getting Theory and Practice Together Living What You Believe Notes Chapter Four The Teacher as a Revolutionary Leader: Freire, McLaren, hooks and the staff at La Escuela Movimento de Cultura Popular Peter McLaren and the Jane-Finch Corridor Bell Hooks, Booker T. Washington and Crispus Attucks Centro Educativo Ixtliyollotl (La Escuela) Conclusion Notes Chapter Five Celebrating the Passions of Pluralism Through the Arts: Maxine Greene, the Center for the Arts, Social Imagination, and Education, and Young Warriors High School Maxine Greene and the Center for the Arts, Social Imagination, and Education Young Warriors High School The Indians’ Hole in Their Hearts and the Importance of Shared Identities Through the Arts Conclusion Notes Chapter Six Implications for Schools in Democracies-Always-in-the-Making: Conclusion Theoretical Lessons Learned Practical Lessons Learned Conclusion References Index About the Author

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Book SynopsisDemands for quality at all levels of education are higher than they have ever been. Making clear what students must learn is being stressed by Federal and State governments and by professional and national accreditation organizations. This book is designed to help faculty and institutions of higher education meet these demands by obtaining, managing, using, and reporting valid outcome attainment measures at the course level; and mapping outcome attainment from the course level to departmental, degree program, and institutional levels, and beyond. It demonstrates how to communicate clearly what students are supposed to know and be able to do; write assessments that measure the expectations; and produce test scores that are valid for their intended use and interpretation, so that valid inferences can be made about students and programs. It is a “how-to” manual that is rich with guidelines, model forms, and examples that will lead the reader through the steps to “connect the dots” from outcomes assessment to outcomes-based reporting.This new edition incorporates several enhancements including additional examples, tables, and figures that help clarify and expand the three-level outcomes and assessment model. A new Chapter 9 introduces a census approach to obtaining outcome attainment measures at the program and institutional levels and shows how to link outcome values to outcome statements from outside sources such as national and professional organizations. Chapter 9 concludes with a discussion on obtaining and using outcome attainment values at the student level with the aid of modern technologies.Trade ReviewREVIEWS OF THE FIRST EDITION"For individual professors, as well as departments or faculties as a whole, this book is an invaluable guide for course and curricular development."Ellen S. Pryor, Professor and Associate Dean, UNT Dallas College of Law“I’ve yet to find a faculty member that did not rave about the value of the question templates when devising test items to monitor the achievement of learning outcomes in their courses.”Bob Smallwood, Assistant to the Provost for Assessment, University of Alabama“I reviewed several books and found yours to fit our needs best. It is well written, relatively short, gets to the point, and after piloting the use with a group of faculty, well received.”Paul Force-Emery Mackie, Professor, Minnesota State University, MankatoTable of ContentsPrefaceAcknowledgments Introduction 1)Developing Student Learning Outcomes 2)Templates for Writing Test Questions 3)Developing an Overall Assessment Plan and Test Blueprint 4)Writing Multiple-Choice Test Items 5)Writing Constructed-Response Items 6)Writing and Using Scoring Rubics 7)Measuring Critical Thinking with Multiple-Choice Items 8)Reporting Results With the Three-Level Model 9)Applying the Three Level Model at the Institutional Level and Beyond References Index

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Book SynopsisThis book highlights hidden unintentional biases, emotional defense mechanisms, and responses in haste. By revealing these preconceived notions present in message choices, Xiaowei Shi and Steven Mortenson demonstrate techniques to help prevent communication from becoming problematic. In a conversational style, the authors extend their interdisciplinary theoretic perspectives by introducing concepts and practices of supportive confrontation and argumentative interaction management. Through examining those automatic responses and reactions in our everyday conversation with friends, coworkers, and loved ones, this book engages the readers to confront their own hidden preferences and underlying beliefs about gender, relationships, and themselves with a new eye. The book moves beyond prior work on rational choice model in strategic communication by considering actual human attributes. Shi and Mortenson offer new insights into communication “noises” and how to engage in communication during a difficult life event or on a difficult subject in a more skillful manner. Scholars of social psychology, interpersonal communication, and communication training and development will find this book of particular interest. Table of ContentsContentsPrefaceXiaowei Shi & Steve MortensonChapter One: Turning to a New Direction: Appreciating the Ease in CommunicationXiaowei Shi & Steve MortensonChapter Two: When Communication Does Not Occur in a Smooth ProgressionXiaowei ShiChapter Three: Identifying and Meeting the Emotional Challenges of Supportive ConfrontationSteve MortensonChapter Four: What Happens When We Are Mindful in Communication?Xiaowei ShiChapter Five: Empirical Research on Mindful Communication: Mindfulness and Implicit Bias in Upward InfluenceXiaowei ShiChapter Six: When You Can Never See the World in the Way I DoXiaowei ShiChapter Seven: Defusing Defenses and Speaking SkillfullySteve MortensonBibliographyAbout the Authors

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Book SynopsisHow can we systemically improve the quality of classroom instruction and the learning and achievement of students? In an era when isolated examples of excellence are not good enough, we need systems that support improvement and excellence for all. This book describes how systems can effectively engage in this complex, challenging, and crucial work. The authors explore three core competencies of high-performing school systems: (1) understanding what the work is—a deep understanding of the core business of facilitating learning, a vision of what that looks like, and an awareness of where the system is in relation to that vision; (2) knowing how to do the work—a theory of action for improving instruction, a focus on key strategies, and effective alignment of resources; and (3) building the individual and organizational “habits of mind” that foster continuous improvement. Each chapter includes examples that illustrate key concepts in action, questions to spur self-assessment in key areas of competence, and tools and resources for building capacity at different levels and stages of development.

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Book SynopsisBased on the earlier work of Dr. Robert J. Marzano, this instructional guide provides explicit steps, examples, and adaptations to help educators effectively teach students how to understand learning goals and scales.

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Book SynopsisBased on the earlier work of Dr. Robert J. Marzano, this instructional guide provides explicit steps, examples, and adaptations to help educators effectively teach students how to record and represent knowledge.

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Book SynopsisBased on the earlier work of Dr. Robert J. Marzano, this instructional guide provides explicit steps, examples, and adaptations to help educators effectively teach students how to use new knowledge swiftly and accurately.

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Book Synopsis

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Book Synopsis

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Book Synopsis

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