This timely and essential book provides a comprehensive guide for school leaders who desire to engage their school communities in transformative systemic change. Sharon I. Radd, Gretchen Givens Generett, Mark Anthony Gooden, and George Theoharis offer five practices to increase educational equity and eliminate marginalization based on race, disability, socioeconomics, language, gender and sexual identity, and religion. For each dimension of diversity, the authors provide background information for understanding the current realities in schools and beyond, and they suggest "disruptive practices" to replace the status quo in order to achieve full inclusion and educational excellence for every child.Assuming that leadership to create equity is a unique practice, the book offers * Clear explanations of foundational terms and concepts, such as equity, systemic inequity, paradigms and cognitive dissonance, and privilege; * Specific recommendations for how to build support and sustainability by engaging colleagues and other stakeholders in constructive dialogues with multiple perspectives; * Detailed descriptions of routines and roles for building effective equity-leadership teams; * Guidelines and tools for performing an equity audit, including environmental scans; * A change framework to skillfully transform your system; and * Reflection activities for self-discovery, understanding, and personal and professional growth. A call to action that is both passionate and practical, Five Practices for Equity-Focused School Leadership is an indispensable roadmap for educators undertaking the journey toward an education system that acknowledges and advances the worth and potential of all students.

Offering an empirically rigorous perspective on actionable approaches to entrepreneurship education, including learning, teaching and assessment methods, this book aims to bridge the gap between the theory and practice of entrepreneurship education as it relates to local, regional, national and international contexts. An impressive team of leading international authorities and acclaimed experts provide a comprehensive and in-depth exploration of the role and impact of entrepreneurship education in industrially developed and developing countries as well as transition economies. Incorporating a wealth of new, emergent and innovative techniques, this book will allow teachers to effectively encourage future entrepreneurs to realize their ideas and intentions, and to convert them into successful and sustainable small businesses. An excellent addition to current entrepreneurship education literature, this book will be of interest to entrepreneurship teachers, postgraduate and doctoral students, as well as graduate entrepreneurs, for its useful empirical basis, in addition to extensive theoretical and practical knowledge. Contributors include: D. Bolzani, C. Camarero, L. Cisneros S. Coleman, Y. Costin, G. de Jong, J. Delfino, I. Diego, A. Fayolle, A. Fernandez-Laviada, R. Fisher, F. Gul, P.D. Hannon, L. Hietanen, L. Huxtable-Thomas, B. Hynes, Y. Israel-Cohen, C. Jones, P. Jones, O. Kaplan, D. Kariv, C. Keen, P. Kyroe, E. Luppi H. Matlay, J.H. Mejia, C. Netana, M. O'Dwyer, A. Penaluna, K. Penaluna, A. Perez, D. Pickernell, T. Pihkala, M. Redondo, M.P. Rice, A. Robb, H. Ruismaki, E. Ruskovaara, P. San Martin, V. Sanchez-Famoso, J. Seikkula-Leino, W.C. Stitt, M. Zaheer Asghar

"Generation Alpha" applies to children born between 2011 and 2025. They will be raised in smaller and constantly evolving families, digital natives, more tech-savvy than previous generations, globally-connected, diverse, and will live and interact with many more generations. Because of these differences, the next generation and the nation is transforming in ways that adults have never experienced before. Valora Washington invites you to consider how to advocate for and influence the trajectories of this next generation. Raising Generation Alpha Kids looks at how this generation of young children presents new opportunities and challenges, and supports and informs the two principal groups of adults in children's lives-their families and early childhood educators.

If you are looking for the intersection of past practices, current thinking, and future insights into the ever-expanding world of entrepreneurship education, then you will want to read and explore the fourth edition of the Annals of Entrepreneurship Education and Pedagogy. Prepared under the auspices of the United States Association for Small Business and Entrepreneurship (USASBE), this edited volume covers a broad range of scholarly, practical, and thoughtful perspectives on a compelling range of entrepreneurship education issues. The fourth edition spans topics ranging from innovative practices in facilitating entrepreneurship teaching and learning inside and outside the classroom, learning innovation, model programs, to the latest research from top programs and thought leaders in entrepreneurship. Moreover, the fourth edition builds on previous editions as it continues to investigate critical issues in designing, implementing and assessing experiential learning techniques in the field of entrepreneurship. This contemporary volume provides insights and challenges in the development of entrepreneurship education for students, educators, mentors, community leaders, and more. Annals of Entrepreneurship Education and Pedagogy - 2021 is a must-have book for any entrepreneurship professor, scholar or program director dedicated to advancing entrepreneurship education in the U.S. and around the world.

The world today needs mindful leaders who care for the holistic well-being of their students and staff, inspiring all to renew schools with compassion, creativity and courage. But what is mindful leadership, and how can leaders create and sustain mindful schools? Mindful Leadership for Schools draws on the educational thought of Confucius and explores how Confucian mindful leadership (CML) can offer a solution. This book shows how a Confucian mindful leader is one who attends to self, others, things and events respectfully, promoting the virtues of love, harmony and social justice through personal cultivation, role-modelling, community-building, coaching and initiating reforms. Tan explores how this approach complements and strengthens authentic, instructional, distributed and transformational leadership strategies, offering a novel and practical leadership approach that combines ancient wisdom and modern educational research.

It can be difficult to think clearly and deeply when a decision must be made, especially for principals and other administrators barraged with information, questions, and demands on their time. When even the smallest mistake can negatively affect students and staff, strong decision-making skills are crucial. By focusing on key questions, however, school leaders can find a path through the complex decisions they encounter every day. What If I'm Wrong? and Other Key Questions for Decisive School Leadership guides you past the pitfalls of split-second instinct, groupthink, prejudice, and the rush to judgment. Leadership coach and former principal Simon Rodberg pulls together true stories from his own experience, examples of a range of school issues, and the latest research in cognitive science into a five-question framework for school leaders to ask themselves when facing a decision: What am I missing? What's one small step? Where's the trade-off? Does it have to be this way? What if I'm wrong? By prompting you to reflect on your own thought processes and cognitive blind spots, Rodberg's approach helps you build good habits of strategic decision making. Learn to navigate both tough dilemmas and everyday challenges as a decisive school leader.

When children of color enter their classrooms each year, many often encounter low expectations, disconnection, and other barriers to their success. In The Innocent Classroom, Alexs Pate traces the roots of these disparities to pervasive negative stereotypes, which children are made aware of before they even walk through the school door. The cumulative weight of these stereotypes eventually takes shape as guilt, which inhibits students' engagement, learning, and relationships and hurts their prospects for the future. If guilt is the primary barrier for children of color in the classroom, then the solution, according to Pate, is to create an Innocent Classroom that neutralizes students' guilt and restores their innocence. To do so, readers will embark on a relationship ""construction project"" in which they will deepen their understanding of how children of color are burdened with guilt; discover students' ""good,"" or the motivation behind their behaviors, and develop strategic responses to that good; and nurture, protect, and advocate for students' innocence. Ultimately, students will reclaim their innocence and begin to make choices that will lead to their success. Teachers will renew their commitment to their students. And the current ineffective system can give way to one that reflects a more enlightened understanding of who our children are-and what they are capable of.

In this revised edition, Carl Glickman and coauthor Rebecca West Burns synthesize their decades of experience in teacher education and supervision into a comprehensive guide to supporting teacher growth and student learning. Embedded in every page are the essential knowledge, skills, approaches, and methods that leaders need to drive instructional improvement. Official school leaders and classroom teachers striving to be the best will learn how to put the school's goals and priorities into practice by: Selecting the right structure for differentiating teacher professional learning to improve outcomes for students. Implementing the technical and procedural skills needed to support teacher learning while observing, assessing, and evaluating instruction. Identifying appropriate relational skills for communicating and working with teachers. Applying the best interpersonal approach to stretch each teacher based on their own developmental level. Making the most of teachable moments with immediate response skills. Understanding how to support teachers' social-emotional wellness as an essential component of improving practice. In addition, each chapter provides detailed scenarios and case studies that illustrate exceptional leadership, and the Appendixes offer connections to dozens of promising practices.We are in a new era of teaching and learning, and a new kind of leader is needed to guide successful and extraordinary schools. Leadership for Learning: How to Bring Out the Best in Every Teacher gives preK-12 leaders the powerful tools they need to ensure that competent, caring, qualified professionals who want to improve teaching and learning are in every classroom.

Design is the rendering of intent."" What if education leaders approached their work with the perspective of a designer? This new perspective of seeing the world differently is desperately needed in schools and begins with school leadership. Alyssa Gallagher and Kami Thordarson, widely recognized experts on Design Thinking, educational leadership, and innovative strategies, call this new perspective design-inspired leadership-one of the most powerful ways to ignite positive change and address education challenges using the same design and innovation principles that have been so successful in private industry.Design Thinking for School Leaders explores the changing landscape of leadership and offers practical ways to reframe the role of school leader using Design Thinking, one step at a time. Leaders can shift from ""accidental designers"" to ""design-inspired leaders,"" acting with greater intention and achieving greater impact. You'll learn how viewing the world through a more empathetic lens-a critical first step on the path to becoming a design-inspired leader-can raise your awareness of the uniqueness of your teachers and students and prompt you to question the ways in which they experience your school. Gallagher and Thordarson detail five specific roles to help you identify opportunities for positively impacting students, teachers, districts, parents, and the community: Opportunity Seeker. Shifts from problem solving to problem finding. Experience Architect. Designs and curates learning experiences. Rule Breaker. Challenges the way things are ""always"" done. Producer. Gets things done and creates rapid learning cycles for teams. Storyteller. Captures the hearts and minds of a community. Full of examples of Design Thinking in action in schools across the country, Design Thinking for School Leaders can help you guide your school to the forefront of the new design and education movement, one that will move traditional education into the modern world and drive the future of learning.

This engaging edited collection highlights key discussions around educational inequity and related structures and sub-structures. Featuring a diverse array of contributors, Social Justice Education in Canada balances important knowledge, learning practices, and possibilities emanating from and embedded in antiracist and anti-oppressive education with instructive, grounding examples. The text confronts the idea of social justice as an abstract concept, discussing suggestions for rethinking educational systems and making changes that will benefit the learning lives of all students. With the aim to critically expand the emerging and increasingly active debates in this important area of educational and social development, this volume strives to collectively deepen our understanding and appreciation for critical social justice education.Organized into 14 chapters and featuring an epilogue written by Dr. Edward Shizha, the book critically deals with contemporary topical issues in education, including readings on cultural, racial, religious, Indigenous, language, socioeconomic, citizenship, disability/ableism, and immigrant/refugee status realities and their interwoven learning and teaching intersections. This text is an essential resource for undergraduate and graduate students of education across Canada.

Children are born learning machines who want to learn and can organize and manage their own learning. Unfortunately, today children have little choice over what they do in school and how and when they do it. Children prepared in this ""other-determined"" manner will be poorly equipped to navigate an adult world requiring that they act autonomously and self-direct learning to acquire skills in rapidly changing environments. In Teaching Students to Become Self-Determined Learners, Michael Wehmeyer and Yong Zhao explore the how and why of self-determined learning-which emphasizes autonomy and choice, turning over ownership for learning to students by supporting them in engaging in activities that are of personal value to them, thus enabling them to act volitionally. You'll learn: How to promote self-determined learning in your classroom or school. The importance of autonomy supports, competence supports, and relatednesssupports. Conditions that enable self-determined learning. Teaching strategies for self-determined learning. Assessment strategies in self-determined learning. The role of technology in self-determined living. The practical strategies, case studies, advice, and resources here will help you help your students to motivate themselves and become self-determined learners.

If you are looking for the intersection of past practices, current thinking, and future insights into the ever-expanding world of entrepreneurship education, then you will want to read and explore the fifth edition of the Annals of Entrepreneurship Education and Pedagogy. Prepared under the auspices of the United States Association for Small Business and Entrepreneurship (USASBE), this edited volume covers a broad range of scholarly, practical, and thoughtful perspectives on a compelling range of entrepreneurship education issues. The fifth edition spans topics ranging from innovative practices in facilitating entrepreneurship teaching and learning inside and outside the classroom, learning innovation, and model programs, to the latest research from top programs and thought leaders in entrepreneurship. Moreover, the fifth edition builds on previous editions as it continues to investigate critical issues in designing, implementing, and assessing experiential learning techniques in the field of entrepreneurship. This contemporary volume provides insights and challenges in the development of entrepreneurship education for students, educators, mentors, community leaders, and more. Annals of Entrepreneurship Education and Pedagogy - 2023 is a must-have book for any entrepreneurship professor, scholar, or program director dedicated to advancing entrepreneurship education in the US and around the world.

Colleges and universities in urban centers have often leveraged their locales to appeal to students while also taking a more active role in addressing local challenges. They embrace civic engagement, support service-learning, tailor courses to local needs, and even provide university-community collaborations such as lab schools and innovation hubs. Engaging Place, Engaging Practices highlights the significant role the academy, in general, and urban history, in particular, can play in fostering these critical connections. The editors and contributors to this volume address topics ranging from historical injustices and affordable housing and land use to climate change planning and the emergence of digital humanities. These case studies reveal the intricate components of a city's history and how they provide context and promote a sense of cultural belonging. This timely book appreciates and emphasizes the critical role universities must play as intentional-and humble-partners in addressing the past, present, and future challenges facing cities through democratic community engagement.

Design thinking is a person-centered, problem-solving process that's a go-to for innovative businesses and gaining traction with school leaders interested in positive change. But understanding design thinking is one thing; actually putting it in play is something else. Authors Alyssa Gallagher and Kami Thordarson offer educators a practical guide for navigating design thinking's invigorating challenges and reaping its considerable rewards. They dig deep into the five-stage design thinking process, highlighting risk factors and recommending specific steps to keep you moving forward. The 25 downloadable and reproducible tools provide prompts and supports that will help you and your team: Identify change opportunities. Dig deeper into complex problems. Analyze topics to isolate specific challenges. Connect with and solve for user needs. Apply what you've learned about users to design challenges. Maximize brainstorming power. Create and employ solution prototypes. Pitch solutions and secure buy-in from stakeholders. Organize and analyze user feedback. Map out a solution's specific actions and resource requirements. Design Thinking in Play is a must-have for education leaders who are tired of waiting for someone else to solve their problems and ready to take action, have fun, and leverage collective insight to figure out what will really work for their school, their colleagues, and their students.

The study of learning versus teaching development has a significant impact on facilitating learners' development to use ICT-based digital technology. As innovation has developed, it has also changed how instructors connect with their understudies and study halls. To better understand these technological developments, further study is required. Facilitating Learning in Language Classrooms Through ICT-Based Digital Technology considers technology from the fields of ICT-based digital technology, facilitating learning, teaching development, language, and linguistics. This book also assesses the effectiveness of technology uses in ICT-based digital technology and language classrooms as well as considers the successful methods of teaching and language topics in the teaching-learning phase through technology. Covering key topics such as artificial intelligence, gamification, media, and technology tools, this premier reference source is ideal for computer scientists, administrators, principals, researchers, academicians, practitioners, scholars, instructors, and students.

Today's school principals face unprecedented challenges that can overwhelm even the most dedicated among them. What can they do when their initial enthusiasm for the job begins to deflate, when the demands of the job seem to outnumber the rewards? How can they regain the energy that propelled them early in their career? The Principal Reboot answers these questions with specific advice on how to reignite passion in addressing the many aspects of the principalship, including: Defining a school's values and mission through rebranding. Strengthening relationships with staff, students, and communit. Leading renewed efforts to improve instruction. Developing teacher leadership. Using data effectively and innovatively. Improving operational procedures and processes. Sharing the wisdom gained from colleagues and her own experience as a principal, author Jen Schwanke offers an engaging, accessible account of the ups and downs of the job, along with helpful, step-by-step suggestions for how to reinvigorate a flagging career and restore the joy that comes with making a school the best that it can be.

Aimed at the growing number of educators who are looking to move beyond covering the curriculum, Designing Authentic Performance Tasks and Projects provides a comprehensive guide to ensuring students' deeper learning-in which they can transfer their knowledge, skills, and understandings to the world beyond the classroom. Readers will learn how to: Create authentic tasks and projects to address both academic standards and 21st century skills. Apply task frames to design performance tasks that allow voice and choice for students. Design and use criterion-based evaluation tools and rubrics for assessment, including those for students to use in self-assessment and peer assessment. Incorporate performance-based instructional strategies needed to prepare students for authentic performance. Differentiate tasks and projects for all students, including those needing additional support or challenge. Effectively manage the logistics of a performance-based classroom. Use project management approaches to facilitate successful implementation of tasks and projects. Develop performance-based curriculum at the program, school, and district levels. Authors Jay McTighe, Kristina J. Doubet, and Eric M. Carbaugh provide examples and resources across all grade levels and subject areas. Teachers can use this practical guidance to transform their classrooms into vibrant centers of learning, where students are motivated and engaged and see relevance in the work they are doing.

Advancing equity in our schools and society requires deep thought and honest conversations about tough topics. These conversations about emotionally charged subjects, including race, class, and culture, can be daunting. Authors Brenda CampbellJones, Shannon Keeny, and Franklin CampbellJones, experts in research and equitable practices, guide you through a meaningful framework for thinking about, preparing for, and having such critical conversations. They invite you to ponder your own cultural identity and assumptions, reflect and deeply consider values and beliefs, and then understand how these factors affect your conversations and interactions with others. They provide essential information about the types of conversations and behaviors we all consciously and subconsciously exhibit and witness, with authentic stories and experiences from people who have used the authors' framework to enrich their communities. As you explore the information and activities in this book that are specifically designed to help you scaffold new ideas into practice, you and your colleagues will examine biases and begin to build equitable experiences for all students. The book's field-tested approach enables every educator to grow professionally by using the power of conversation to develop trust, ask powerful questions, really hear the answers-and learn together in ways that strengthen and invigorate the school and community.

How to Manage Student Consulting Projects describes the key principles and tools needed by project advisors to manage student consulting projects in an academic setting. The authors highlight different approaches for managing student consulting teams, including an innovative model in which graduate students manage undergraduates. This model of experiential learning suggests that project advisors should include reflection of learning as a key outcome for any student consulting project. The book also emphasizes the importance of evaluating both team and individual performance in a project's overall success, and data are shown on the positive impact that student teams have had on clients. In addition to offering strategies that project advisors can use to improve project performance, the book provides information for program administrators and deans, as well as project managers in non-academic settings, to help in the development and running of project-based learning.

Gathering unique and thoughtful contributions from leading international scholars, this timely Research Handbook offers diverse perspectives on university rankings twenty years after the first global rankings emerged. It presents an in-depth analysis that reflects the current state of research on rankings, their influence and impact. The Research Handbook explores how rankings and their impacts can be theorized and conceptualized, as well as the methodological tensions that rankings generate. It further examines how rankings have affected institutional behaviours and interacted with the quality agenda in higher education, examining what rankings mean for equity, teaching and learning, and students. Chapters also analyse how rankings interact with and accentuate the geopolitics of higher education, looking ahead to emergent policy issues and responses to rankings. Higher education researchers, policy and decision makers as well as rankings followers will find the critical insights into globalisation and geopolitics, quality assurance, international comparability and assessment, and student outcomes and learning in this Research Handbook interesting. It will also be a useful read for higher education and university leaders and managers wanting a better understanding of rankings and their usefulness and challenges.

Making is a dynamic and hands-on learning experience that directly connects with long-established theories of how learning occurs. Although it hasn't been a focus of traditional education or had a prominent place in the classroom, teachers find it an accessible, exciting option for their students. The maker movement brings together diverse communities dedicated to creating things through hands-on projects. Makers represent a growing community of builders and creators-engineers, scientists, artists, DIYers, and hobbyists of all ages, interests, and skill levels-who engage in experimentation and cooperation. Transferring this innovative, collaborative, and creative mindset to the classroom is the goal of maker education. A makerspace isn't about the latest tools and equipment. Rather, it's about the learning experiences and opportunities provided to students. Maker education spaces can be as large as a school workshop with high-tech tools (e.g., 3D printers and laser cutters) or as small and low-tech as the corner of a classroom with bins of craft supplies. Ultimately, it's about the mindset-not the ""stuff.""In Learning in the Making, Jackie Gerstein helps you plan, execute, facilitate, and reflect on maker experiences so both you and your students understand how the knowledge, skills, and attitudes of maker education transfer to real-world settings. She also shows how to seamlessly integrate these activities into your curriculum with intention and a clearly defined purpose.

Winner of AM&P EXCEL Gold Award ""They don't care about their education."" ""They are not capable of learning."" ""I can't work with them."" ""I can't get through to them."" Just as you may have thought these things about your students, they, too, may have similar thoughts about you: ""She doesn't care about my education."" ""He is not capable of understanding me."" ""I can't work with her."" ""I can't get through to him."" While all students in your class, building, or school district need your support, the Black and Latino male students-the most underserved, suspended, and expelled students in education-need you to understand them as you support them so that they can thrive academically. In Becoming the Educator They Need, former professional athlete turned educator Robert Jackson reminds teachers and administrators that although ""a great majority of all the stories in the news about Black and Latino males are negative,"" these young men-the most likely to be incarcerated, drop out of school, and become victims of homicide-need you to work through any biases you may have and internalize and employ the five core beliefs and mindsets necessary to best serve your Black and Latino male students, the six core values for teaching Black and Latino males, and the 11 characteristics of strong, healthy relationships and become the educator that these students need.

In this revised and updated 4th edition, Discipline with Dignity provides in-depth guidance for implementing a proven approach to classroom management that can help students make better choices and teachers be more effective. Emphasizing the importance of mutual respect and self-control, the authors offer specific strategies and techniques for building strong relationships with disruptive students and countering the toxic social circumstances that affect many of them, including dysfunctional families, gangs, and poverty. Educators at all levels can learn: The difference between formal and informal discipline systems and when to use each. The role of values, rules, and consequences. How to address the underlying causes of discipline problems that occur both in and out of school. What teachers can do to defuse or prevent classroom disruptions and disrespectful behavior without removing students from the classroom. Why traditional approaches such as threats, punishments, and rewards are ineffective-and what to do instead. How to use relevance, teacher enthusiasm, choice, and other elements of curriculum and instruction to motivate students. How to reduce both teacher and student stress that can trigger power struggles. With dozens of specific examples of student-teacher interactions, Discipline with Dignity illustrates what you can do-and not do-to make the classroom a place where students learn and teachers maintain control in a nonconfrontational way. The goal is success for all, in schools that thrive.