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A useful resource for aspiring and experienced instructional leaders, this text reveals a practical model of leadership for teacher leaders, principals, and school teams. It honors the working realities of schools and highlights interpersonal and intrapersonal skills and qualities essential to successful school leadership.

Defining the different types of collaborative partnerships, this book discusses how to develop, maintain, and evaluate relationships that enrich the PreK-16 learning environment. Chapters cover real-life examples of successful partnering across organizations and guidelines for effective collaborative leadership.

From the Lincoln Center Institute's lectures on professional development, these essays touch on various topics, including: aesthetic education; imagination and transformation; educational renewal and reform; excellence; and standards and cultural diversity.

Building on evidence that school-based teacher learning communities improve student outcomes, this book lays out an agenda to develop and sustain collaborative professional cultures. It provides an inside look at the processes, resources, and system strategies that are necessary to build vibrant school-based teacher learning communities.

An entirely new approach to literary theory, challenging received wisdom about adolescent girls & their reading experiences, this series focuses on the 8 to 16 age group. Holly Blackford explores how these girls construct meaning and discusses her findings in the context of English education.

Includes case studies that engage students in debates about what really happens in classrooms. This book encourages students to test the strengths and weaknesses of each theory so that, ultimately, they will learn to formulate their own philosophies of teaching and learning.

Computers make it easier for novices to build and explore their own models - and learn new scientific ideas in the process. This book intoduces both teachers and students to designing, creating and investigating models using the StarLogo programming language.

Draws on knowledge and experience with the Reggio Approach to present 12 `best practices' inspired not only by Reggio, but also by play-based and Montessori approaches to early childhood education. These practices are demonstrated with scenarios from classrooms, dialogues of children and teachers, and work samples showing the outcome of using each practice.

In this volume, educational experts describe the range of programmes and perspectives that teachers, counsellors and administrators can use to promote social-emotional education in today's middle schools. Chapters focus on areas such as conflict resolution and self esteem.

In the 200 years since its publication in 1762, Rousseau's Émile has been the subject of endless controversy. The work was ordered burned in Paris and Geneva within weeks of its appearance; yet it was read passionately throughout Europe. Goethe called it 'the teacher's gospel, ' while Kant maintained that no book had ever moved him so deeply. . . . Within this context it is well, perhaps to note a judgment Professor Boyd himself rendered a half-century ago at the beginning of a long and distinguished career in the field of education. 'I believe . . . that the Émile with all its faults is the most profound modern discussion of the fundamentals of education, the only modern work of the kind worthy to be put alongside the Republic of Plato.' . . . I know of no better definition of a classic."--From the Foreword by Lawrence A. Cremin

Recent debates on the place of the arts in American life has refocused attention on art education in schools. In this book, the author puts current debate and concerns in a well-researched historical perspective. Particular emphasis is placed on the 19th and 20th centuries and their social context.

What helps great public school teachers persevere - in spite of everything? Sonia Nieto, a teacher educator, takes a close look at what can be learned from veteran teachers who not only continue to teach but also manage to remain enthusiastic about it.

This work offers a new approach to understanding how young children in early and elementary grades communicate their knowledge of the world and the ways in which that kind of understanding can transform the educative process.

In this book, nationally recognized interdisciplinary leaders examine the relationships between social-emotional education and school success - specifically focusing on interventions that enhance student learning. Offering scientific evidence and practical examples, this volume points out the many benefits of SEL programs.

Since its first appearance, Life in Classrooms has established itself as a classic study of the educational process at its most fundamental level. The book's aim is to encourage researchers to examine more deeply the dynamics of classroom learning - the cornerstone of educational change.

In this volume, Steiner-Khamsi and her colleagues provide an in-depth empirical and critical examination of the practice of global educational policy. The book investigates how ""global"" policies have been implemented locally, and examines the extent to which they work in diverse locales.

This collection of essays examines the reputed merits of the interdisciplinary curriculum movement. They explore the complex texture of what actually happens in the classroom when theory meets reality. The contributors provide accounts of how curriculum reform plays out in practice.

Addresses vital issues in the acceptance and implementation of Multiple Intelligences. This book provides a corrective that balances and deepens our knowledge of MI, in contrast to the typical 'pro' or 'anti'-multiple intelligences rhetoric.

Families and schools share a desire for students to succeed but they are often perplexed about how to collaborate and support this achievement, especially through the transition into middle and high school. This book helps educators and policymakers to identify and implement strategies to help parents remain involved in their teens' education.

A guide to a fresh dimension of school reform. It includes stories about 'scaling up' by other school design teams, and in other enterprises beyond high school.

Do schools socialize students to become productive workers? Does schooling reproduce social class and pass on ethnic and gender biases? Can a teacher avoid passing on social and cultural values? What besides subjects do students really learn in schools? This book tackles these questions using case studies, dialogs, and open-ended questions.

Features four case studies that include 'Scripted Teaching', 'Accountability and Merit', 'What is the Value of Caring Relationships?' and 'School Funding'. Using these and other realistic case studies, this book explores the strengths and weaknesses of each approach so that teachers can assess their own philosophical positions on teaching.