Our fifth book in the International Research on School Leadership series focuses on the use of data in schools and districts as useful information for leadership and decision making.
Clinical simulations provide school leaders with opportunities to enact and examine their leadership approaches, decisions, and policies, without consequence.
The idea for this book was born from discussions at several recent academic events including the Women Leading Education (WLE) International Conference in Volos, Greece (2012) and the University Council for Educational Administration (UCEA) Conference in Pittsburgh, Pennsylvania (2011) as well as from informal dialogue amongst ourselves and various colleagues, both new and veteran to the field of educational leadership and, in particular, dedicated to the study of women in leadership.
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.
While social identity challenges probably confront all school administrators, the authors focus on a doubly marginalized leadership population-Black female principals-whose experiences are rarely tapped.
This book analyzes education reform through the eyes of those entrenched in the process-policy makers, administrators, middle managers, principals, and teachers-in the context of care.
In keeping with the tradition set forth in volumes 1-4, this fifth volume, Creating Visions for University- School Partnerships: A Volume in Professional Development School Research, continues to exemplify current thinking of practitioners and researchers in the field.
Scholars and practitioners in the fields of education and educational psychology have come to agree that conceptions of learning and teaching, student and teacher motivation, engagement, learning and teaching strategies, and by implication, student academic achievement and teacher effectiveness are also influenced by a sociocultural context where the schooling process takes place.
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.
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 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.
The seven chapters address long-standing concerns from first-hand perspectives regarding women of color faculty in the academy, the marginalization of women of color scholars in the academy and the benefits of mentoring support.
Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly field of teaching and curriculum.
International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series of scholarly works that primarily focus on empowering students (children, adolescents, and young adults) from diverse current circumstances and historic beliefs and traditions to become non-exploited/non-exploitive contributing members of the global community.
With new student assessments and teacher evaluation schemes in the planning or early implementation phases, this book takes a step back to examine the ideological and historical grounding, potential benefits, scholarly evidence, and ethical basis for the new generation of test based accountability measures.
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.
In Necessary Spaces: Exploring the Richness of African American Childhood in the South, Saundra Murray Nettles takes the reader on a journey into neighborhood networks of learning at different times and places.
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.
The achievement, schooling, and the ethnic identities of Asian American students are among the core areas in the field of Asian American education, yet there is much that remains to be uncovered, verified, contradicted, and learned through sound research, especially as the Asian American population rapidly increases in size and in the diversification of its characteristics.
The seven chapters address long-standing concerns from first-hand perspectives regarding women of color faculty in the academy, the marginalization of women of color scholars in the academy and the benefits of mentoring support.
With new student assessments and teacher evaluation schemes in the planning or early implementation phases, this book takes a step back to examine the ideological and historical grounding, potential benefits, scholarly evidence, and ethical basis for the new generation of test based accountability measures.
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.
Scholars and practitioners in the fields of education and educational psychology have come to agree that conceptions of learning and teaching, student and teacher motivation, engagement, learning and teaching strategies, and by implication, student academic achievement and teacher effectiveness are also influenced by a sociocultural context where the schooling process takes place.
This book is intended for educators, parents and community activists interested in reclaiming our public schools and reclaiming the public narrative around education policy.
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.
The purpose of this publication is to provide school leaders and other educators with insight into practical uses of data and how to create school cultures conducive to effective data use.
In Canaries Reflect on the Mine: Dropouts' Stories of Schooling, Jeanne Cameron invites the reader to see schooling and early school leaving through the eyes of high school dropouts themselves.
The networks of Tennessee politicians, school leaders, and academics are rife with significant contributors to the national fabric of educational reform.
Catholic elementary school principals, speaking out in a major nationwide survey, report faithful commitments alongside acute challenges in the operation of their schools, and they identify financial management, marketing, Catholic identity, enrollment management and long-range planning as their schools' top five areas of need.
Across the United States and globally, school districts are regularly facing a shortage of both willing and highly qualified candidates to assume positions as school leaders.
