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Leading for Social Justice

Leading for Social Justice Author Elise M. Frattura
ISBN-10 9781452293035
Release 2007-04-18
Pages 344
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A step-by-step process for raising the achievement of English language learners and students with special needs and for integrating schoolwide change through proactive support services that benefit all students.



Meeting the Needs of Students of ALL Abilities

Meeting the Needs of Students of ALL Abilities Author Colleen A. Capper
ISBN-10 0761975012
Release 2000-03-14
Pages 201
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Shift from costly special learning programs for a few students to excellent educational services for all students with this step-by-step handbook. Offers practical strategies for administrators, teachers, policy makers, and parents.



Leading for Equity

Leading for Equity Author Stacey Childress
ISBN-10 1934742228
Release 2009
Pages 184
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Leading for Equity tells the compelling story of the Montgomery County (Maryland) Public Schools and its transformation¿in less than a decade¿into a system committed to breaking the links between race and class and academic achievement. In chapters organized around six core themes, the authors lay out the essential elements of MCPS¿s success. They identify key lessons other districts can draw from MCPS¿s experience and offer a framework for applying them. A dramatic departure from ¿business as usual,¿ MCPS has won nationwide attention as a compelling model for tackling the achievement and opportunity issues that confront our nation as a whole.



Leaders of Their Own Learning

Leaders of Their Own Learning Author Ron Berger
ISBN-10 9781118655443
Release 2014-01-07
Pages 400
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From Expeditionary Learning Schools comes a proven approach to student assessment Leaders of Their Own Learning offers a new way of thinking about assessment based on the celebrated work of Expeditionary Learning Schools across the country. Student–Engaged Assessment is not a single practice but an approach to teaching and learning that equips and compels students to understand goals for their learning and growth, track their progress toward those goals, and take responsibility for reaching them. This requires a set of interrelated strategies and structures and a whole–school culture in which students are given the respect and responsibility to be meaningfully engaged in their own learning. Includes everything teachers and school leaders need to implement a successful Student–Engaged Assessment system in their schools Outlines the practices that will engage students in making academic progress, improve achievement, and involve families and communities in the life of the school Describes each of the book′s eight key practices, gives advice on how to begin, and explains what teachers and school leaders need to put into practice in their own classrooms Ron Berger is Chief Program Officer for Expeditionary Learning and former public school teacher Leaders of Their Own Learning shows educators how to ignite the capacity of students to take responsibility for their own learning, meet Common Core and state standards, and reach higher levels of achievement. DVD and other supplementary materials are not included as part of the e–book file, but are available for download after purchase.



The school leaders our children deserve

The school leaders our children deserve Author George Theoharis
ISBN-10 0807749524
Release 2009-05-11
Pages 178
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George Theoharis draws on the experiences and words of successful public school principals committed to advancing equity, social justice, and school reform to show why social justice leadership is needed and how it can be effective. Although facing tremendous barriers, these principals made important strides toward closing the achievement gap in their schools through the use of humane and equitable practices. Featuring a mix of theory and practical strategies, this timely book portrays how real school leaders seek, create, and sustain equitable schools, especially for marginalized students.



The Will to Lead the Skill to Teach

The Will to Lead  the Skill to Teach Author Anthony Muhammad
ISBN-10 9781935542568
Release 2011-11-01
Pages 144
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School improvement begins with self-examination and honest dialogue about socialization, bias, discrimination, and cultural insensitivity. The authors acknowledge both the structural and sociological issues that contribute to low-performing schools and offer multiple tools and strategies to assess and improve classroom management, increase literacy, establish academic vocabulary, and contribute to a healthier school culture.



Global Perspectives on Educational Leadership Reform

Global Perspectives on Educational Leadership Reform Author Anthony H. Normore
ISBN-10 9780857244451
Release 2010
Pages 439
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The interdependent relationship of leadership and learning for both academics and practitioners is critical for creating innovative leadership practices and partnerships needed for the 21st century schools. Due to the high pressure to demonstrate improvements in student achievement, leadership practices have increasingly resorted to conservative and prescriptive approaches focused more on increasing student achievement scores and less on the artistry of teaching and leading. This book is organized into three sections with four chapters in each section. Section One focuses on the socialization and professional development processes intended to prepare and develop prospective and practicing educational leaders into leadership positions; Section Two examines cultural, political, legal, economic, and social justice issues that affect leaders while serving in the role of educational leader/learner; Section Three encourages "interdisciplinary" educational leaders to re-examine who they are as leaders of learning, as learners of leadership, and life-long learners.



Authentic achievement

Authentic achievement Author Fred M. Newmann
ISBN-10 UOM:39015038157007
Release 1996-10-14
Pages 360
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Why are some schools more successful than others? This book presents the findings of a five-year, federally funded study that examined the connection between school restructuring and student achievement. Investigating twenty-four elementary and secondary schools from twenty-two districts across the country, the researchers found that restructuring efforts fail when there is too much focus on structure and technique and not enough attention paid to the intellectual quality of student and teacher work and to the vitality of the school community. Using a wealth of examples, the authors provide a vivid picture of the conditions under which innovations in a school's organization contribute to student achievement—extAnding learning beyond rote memorization of isolated facts to thinking, disciplined understanding, and complex communication. Standards for achieving student intellectual quality are recommAnded, and evidence is provided that teaching consistent with these standards greatly contributes to student achievement. The results and recommAndations offer teachers, administrators, and policymakers an important mid-course correction in the process of school restructuring.



Leadership for Social Justice

Leadership for Social Justice Author Catherine Marshall
ISBN-10 0131362666
Release 2010
Pages 336
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Expanded and revised, this reader on key issues in social justice and school leadership is written by leading authorities in leadership and social justice. The accessible and practical text is filled with current information from the field, real-life scenarios and controversies, and student activities — all while challenging leaders, educators and researchers to be effective advocates for social justice. Demonstrating how the current realities in educational leadership training and in school practices can be refined or reconstructed to better meet students' needs, the book provides an array of ways of understanding the effects of exclusionary practices as well as useful exercises and materials for those who will lead students and staffs to create equitable practices. Recognizing that readers learn through multiple intelligences, Leadership for Social Justice intersperses poetry, quotes, editorial cartoons, evocative writing, and hands-on tools with research, theory, and recommendations for practice. The book is divided into 3 distinct parts: Re-defining Leadership for Social Justice, Preparing Social Justice Leaders, and Next Steps. The revised edition of Leadership for Social Justice is extensively updated and includes two new chapters: one focusing on special education students and one focusing on children in poverty. The new second edition also includes information on possible next steps for school leaders currently in training.



Educational Administration in a Pluralistic Society

Educational Administration in a Pluralistic Society Author Colleen A. Capper
ISBN-10 0791413748
Release 1993-07-01
Pages 323
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In this bold, provocative supplemental text for the field of educational administration, Colleen Capper and contributors challenge administrators, policymakers, practitioners, and communities to confront the realities of schools and students in a pluralistic society. The book examines recent educational initiatives aimed at addressing the needs of students and staff from traditionally underrepresented groups, marginalized on the basis of race, language, gender, sexual orientation, social class, or disability. Each chapter critically reviews the literature and research to probe the current characteristics of a nondominant group, including such information as its demographic characteristics, its role in school reform, its representation in organizational theory and behavior, its presence within curriculum and instruction, and its relationship with the school-as-community. Capper argues for the adoption of a multiparadigmatic framework from which to approach educational leadership for today's schools. Book jacket.



Professional Capital

Professional Capital Author Andy Hargreaves and Michael Fullan
ISBN-10 9780807771709
Release 2015-04-24
Pages 220
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The future of learning depends absolutely on the future of teaching. In this latest and most important collaboration, Andy Hargreaves and Michael Fullan show how the quality of teaching is captured in a compelling new idea: the professional capital of every teacher working together in every school. Speaking out against policies that result in a teaching force that is inexperienced, inexpensive, and exhausted in short order, these two world authorities--who know teaching and leadership inside out--set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching and shows us how to change them by demanding more of the teaching profession and more from the systems that support it. This is a book that no one connected with schools can afford to ignore. This book features: (1) a powerful and practical solution to what ails American schools; (2) Action guidelines for all groups--individual teachers, administrators, schools and districts, state and federal leaders; (3) a next-generation update of core themes from the authors' bestselling book, "What's Worth Fighting for in Your School?" [This book was co-published with the Ontario Principals' Council.].



Trauma Sensitive Schools

Trauma Sensitive Schools Author Susan E. Craig
ISBN-10 9780807757451
Release 2015
Pages 160
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Growing evidence supports the important relationship between trauma and academic failure. Along with the failure of "zero tolerance" a new understanding of children's disruptive behaviour, educators are changing the way they view children's academic and social problems. In response the trauma-sensitive schools movement presents a new vision for promoting children's success. This book introduces this promising approach and provides K - 5 education professionals with clear explanations of current research and dozens of practical, creative ideas to help them: view poor academic and social progress through a trauma-sensitive lens; create a school climate that fosters safety and resiliency in vulnerable children; establish relationships with children that support their efforts to self-regulate; design instruction that reflects the social nature of the brain; work with the brain's neuroplasticity to increase children's executive function; and reduce teacher attrition in high-risk schools by decreasing secondary traumatic stress. Integrating research on children's neurodevelopment and educational best practices, this important book will build the capacity of teachers and school administrators to successfully manage the behaviour of children with symptoms of complex developmental trauma.



The Paraprofessional s Guide to the Inclusive Classroom

The Paraprofessional s Guide to the Inclusive Classroom Author Mary Beth Doyle
ISBN-10 1557669244
Release 2008
Pages 173
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Improve paraprofessionals work and relations with teachers in inclusive classrooms with the third edition to the bestselling collaborative workbook for paraprofessionals and educators



Global Leadership for Social Justice

Global Leadership for Social Justice Author Christa Boske
ISBN-10 9781780522784
Release 2012
Pages 249
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This book proposes perspectives for conceptualizing the preparation of leaders for social justice and equity-oriented work in schools. It builds on extant empirical and theoretical work in the area of educational leadership, and deepens understanding of what leading for social justice and equity-oriented work looks like within diverse schools.



Qualitative Research Methods for the Social Sciences Global Edition

Qualitative Research Methods for the Social Sciences  Global Edition Author Howard Lune
ISBN-10 9781292164403
Release 2016-11-21
Pages 256
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For courses in Research Methods in Political Science and Sociology, and in Qualitative Research Methods Raising questions, rather than giving answers Qualitative Research Methods for the Social Sciences is written with the recognition that different researchers in different fields each bring their own needs and intentions to the process. Authors Howard Lune and Bruce Berg aim to guide the reader through the process of research planning, carrying out one’s projects, and making sense of the results. Each chapter provides examples of the best and worst approaches to the kinds of questions that arise with each form of research, as well as discussions of what makes an approach successful or not. Like its predecessors, the Ninth Edition stresses the importance of ethics in research and respect for subjects.



Handbook of Effective Inclusive Schools

Handbook of Effective Inclusive Schools Author James McLeskey
ISBN-10 9781136242434
Release 2014-05-16
Pages 564
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Over the last decade, the educational context for students with disabilities has significantly changed primarily as a result of mandates contained in NCLB and IDEA. The purpose of this book is to summarize the research literature regarding how students might be provided classrooms and schools that are both inclusive and effective. Inclusive schools are defined as places where students with disabilities are valued and active participants in academic and social activities and are given supports that help them succeed. Effectiveness is addressed within the current movement toward multi-tiered systems of support and evidence-based practices that meet the demands of high-stakes accountability.



Every School A Great School

Every School A Great School Author Hopkins, David
ISBN-10 9780335220991
Release 2007-02-01
Pages 198
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This text argues that, for 'every school a great school' to become a reality, requires a move from individual school improvement efforts and short term objectives to a sustainable system-wide response that seeks to re-establish a balance between national prescription and schools leading reform.