The focus of this book is to explore teachers' evolving personal epistemologies, or the beliefs we hold about the origin and development of knowledge in the context of teaching.
With chapters written by leading researchers and practitioners actively engaged in the work, this Edited Volume examines the role of the state education agency in school turnaround efforts.
This edited collection will stand as the first volume that specifically describes service-learning programs and courses designed as part of teacher education programs in the fields of literacy education, secondary English education, elementary language arts education, and related fields.
Curriculum Windows: What Curriculum Theorists of the 1960s Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists of the 1960s in contemporary terms.
Life Stories: Exploring Issues in Educational History Through Biography consists of 13 essays, each of which offers perspective on one of four key questions that have long drawn scholarly attention: What should schools teach?
The Carnegie Project on the Education Doctorate (CPED)-an inter-institutional action project of the Carnegie Foundation-is a consortium of universities pursuing the goals of instituting a clear distinction between the professional doctorate in education and the research doctorate; and improving reliably and across contexts the efficacy of programs leading the professional doctorate in education.
Living at the Intersections: Social Identities and Black Collegians brings together 21 diverse authors from 14 different institutions, including our nation's most prestigious public and private universities, to advance the use of intersectionality and intersectional approaches in studying Black students in higher education.
Working While Black: The Untold Stories of Student Affairs Practitioners will examine the narratives of student affairs professionals and how they navigate their professional experiences.
Transformative Education for the Second Renaissance follows educator John PW Hudson through a personal and professional journey that led him to respond to what he sees as underlying fissures in the bedrock of educational practice.
The National Education Finance Academy (NEFA) has completed a project providing a one- of-a-kind practical book on funding P-12 education in the United States.
As the inaugural issue in the Leadership for School Improvement (LSI) Special Interest Group (SIG) Book Series, this volume serves as a reflection on the foundations of the field of school improvement.
The networks of Tennessee politicians, school leaders, and academics are rife with significant contributors to the national fabric of educational reform.
This volume on teaching small classes is divided into the sections: lessons learned about best teaching practices in small classes; implementing and supporting small class programmes; evaluating small class initiatives; and teachers voices.
The chapters included in this book were commissioned to serve as the background for the national invitational conference sponsored by the LSS at Temple University Center for Research in Human Development and Education (CRHDE).
Focusing on parent involvement in children's education in the USA, this volume covers such topics as: government support; parent-school communication; parent-child literacy projects; preparation for teachers; and parent centres.
This text is divided into four parts: exploring theoretical paradigms in design, development and enactment of PDSs; standard-based teacher education and PDSs; best practices profiles of PDSs that advance understanding of research in the field; and toward a research agenda that strengthens PDSs.
This book presents cases of schools (Part One) and programs at the district level and beyond (Part Two) in which reform, while driven by high-stakes accountability, became larger and deeper through data-driven dialogue, culture change, organizational learning, and other elements of high performing cultures.
Improving Schools: Studies in Leadership and Culture is the seventh in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis.
(Published in cooperation with The Center on Innovation & Improvement)As suggested by the title, the purpose of this Handbook on Restructuring and Substantial School Improvement is to provide principles for restructuring and substantially improving schools.
How Stakeholders Can Support Teacher Quality compiles the proceedings from the Milken Family Foundation's National Education Conference (NEC), which took place in Washington, D.
This volume represents a detailed analysis of the grade placement of mathematics learning goals across all state-level curriculum standards published as of May 2005.
This book is different than its predecessors in that it identifies and synthesizes twelve key constructs that have important implications for both administrators and researchers; these constructs guide administrators engaged in meaningful school improvement efforts and provide researchers an agenda for future study.
The invited authors of this edited volume have been prolific in the arena of Real Data Analysis (RDA) as it applies to the social and behavioral sciences, especially in the disciplines of education and psychology.
This text is divided into three parts: policy perspectives on urban education reform; the supply, demand and quality of city teachers; and equity and adequacy in urban schools.
This work expands on the ideas and themes discussed in the first two volumes in this series on education policy: The first book - Talented Teachers: The Essential Force for Improving Student Achievement - examines the importance of teacher quality.
This series of Works on stress and coping is centered on understanding the sources, experiences, and consequences of stress and coping in the educational arena.
Comprises three sections: emerging models for connecting community services reform; the impact of school- and community-based interventions and children's learning and development; and state and federal policies for building partnerships to improve outcomes for children and families.
This volume of the Perspectives on Mentoring Series focuses on the connections between mentoring and wellbeing in organizational cultures within higher education institutions.
The purpose of this book is to help secondary school principals and college faculty fulfill their key role for continuous improvement planning of educational practices and safety at their institution.
Covering such issues as teaching quality, the interface between public and private schooling, and measuring school efficiency, this text addresses the improvement of educational productivity in the USA
Broad-based, inclusive decision-making is the historical foundation for determining what should and can be taught, how institutions should grow, and who should become a part of the academic community.
This volume in "e;The Handbook of Research on Middle Level Education"e; gives an introduction to professional preparation and development of middle level teachers and administrators.
