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.
Improving Student Achievement: Reforms that Work expands on the first volume in the Milken Family Foundation series on education policy, Talented Teachers: The Essential Force for Improving Student Achievement.
For the first time, this book brings together three controversial topics: homogeneous grouping of students within classrooms by ability or achievement criteria, tracking of students into courses of study by the same criteria, and retention of students in their present grade so that they repeat a year's work instead of being promoted.
Studies in School Improvement is the eighth volume in a series on research and theory in school administration dedicated to advancing our understanding of schools through empirical study and theoretical analysis.
Education Reform in the American States is a timely evaluation of the accountability movement in American public education, culminating in the No Child Left Behind Act, federal legislation of 2002.
A major premise of the book is that teachers, school leaders, and school support staff are not taught how to create school and classroom environments to support the academic and social success of Black male students.
Advancing Educational Productivity provides a wealth of critical analysis on educational matters at the local, state, national, and international levels.
Rethinking School-University Partnerships: A New Way Forward provides educational leaders in K-12 schools and colleges of education with insight, advice, and direction into the task of creating partnerships.
A major premise of the book is that teachers, school leaders, and school support staff are not taught how to create school and classroom environments to support the academic and social success of Black male students.
Rethinking School-University Partnerships: A New Way Forward provides educational leaders in K-12 schools and colleges of education with insight, advice, and direction into the task of creating partnerships.
The purpose of this book is to examine the tensions, gaps, and intersections between the practices of leadership in educational systems, school leadership preparation programs, and the often different worlds of academia and k12 schools.
As a social justice endeavor, one of the goals of inclusive education is to bolster the education of all students by promoting equal opportunities for all, and investing sufficient support, curriculum and pedagogy that cultivates high self-concepts, emphasizes students' strengths rather than weaknesses, and assists students to reach their optimal potential to make a contribution to society.
Democracy can mean a range of concepts, covering everything from freedoms, rights, elections, governments, processes, philosophies and a panoply of abstract and concrete notions that can be mediated by power, positionality, culture, time and space.
The vision and development of this edited text are driven by a deep desire to ensure that teacher candidates are thoughtfully prepared to more fully address students' needs and create classroom environments that are safe for students and teachers.
This book provides readers with a comprehensive description of procedures and practices that can enhance special education collaboration, consultation and cooperation in classroom learning environments and ancillary educational services.
Arguing for a holistic approach to student support, this book explores how to better serve students in African settings through the services and programmes offered at universities, providing empirical studies, case studies and theoretical explorations from four Southern African countries.
Colleges and universities face a variety of challenges in meeting the needs of students, and one of the greatest is their ability to respond to student needs while protecting institutional and academic integrity.
The purpose of this book is to examine and learn lessons from the way leadership for social justice is conceptualized in several disciplines and to consider how these lessons might improve the preparation and practice of school leaders.
Even though diversity is currently conveyed as a ubiquitous principle within institutions of higher education, professionals of color still face issues such as discrimination, the glass ceiling, lack of mentoring, and limited access to career networks.
Democracy can mean a range of concepts, covering everything from freedoms, rights, elections, governments, processes, philosophies and a panoply of abstract and concrete notions that can be mediated by power, positionality, culture, time and space.
Normalites: The First Professionally Prepared Teachers in the United States is a new original work which explores the experiences of three women, Lydia Stow, Mary Swift and Louisa Harris, who were pioneers in the movement in teacher education as members of the first class of the nation's first state normal school established in Lexington, Massachusetts in 1839.
This volume will examine the historical emergence of the concept of career including early ideas about the meaning and role of work and how it fits with life.
