Noted leadership coach Jill Harrison Berg offers a comprehensive guide to help school and teacher leaders amplify the power of collaborative inquiry as a means for identifying, interrogating, and addressing instructional inequity. At the center of the book is Berg's i3PD Planning Map, an invaluable tool for enhancing inquiry-based professional development experiences so that they become engines for schoolwide transformation. The map guides teachers to recognize and reform ways their instructional practice may be contributing to inequity, bolsters facilitators' abilities to help their colleagues become more effective agents of their own learning, and cultivates a culture of organizational learning in schools. Berg lays out the process in four parts: 1. Establishing a solid foundation for your improvement cycle with a deep understanding of the three components of your instructional core: content, participants, and facilitators.2. Attending to the three Rs-relevance, rigor, and relationships-representing the connections among the core components. 3. Designing your improvement cycle and planning it out as a series of session agendas. 4. Planning for impact by thinking through what you will accept as evidence of success and how you will use that information to take your school to the next level. If you're ready to see your school start to work smarter toward instructional equity, and if you're eager to be a part of that change, Uprooting Instructional Inequity provides the design principles and sample tools you need to get the transformation started.

Waarom is Geletterdheid in die Grondslagfase uniek? Die boek behandel die onderrig van Afrikaans as huistaal in Graad 1, 2 en 3 soos beskryf in die Kurrikulum- en assesseringsbeleidverklaring (KABV) van 2011. Die boek bevat ook inligting vir die onderrig van Graad R. Dit fokus op die onderwyspraktyk en het terselfdertyd 'n sterk navorsingsinslag. 'n Teoretiese agtergrond tot taalontwikkeling en basiese geletterdheid is in hierdie uitgawe ingesluit. Die belangrikheid van moedertaal of huistaal word beklemtoon. Die onderrig van luister, praat, lees en kyk, skryf, dink en redeneer asook taalstruktuur en -gebruik word breedvoerig bespreek en praktiese idees word gegee. Handskrifonderrig word behandel met voorbeelde uit die praktyk. Assessering word by elke taalvaardigheid bespreek en voorbeelde word gegee. Die teks is krities gelees deur kundiges in die praktyk en die akademiese wereld. 'n CD-Rom met 'n Graad 1 skriftipe is ingesluit. Die CD-Rom is ontwikkel deur Judy van Heerden, 'n dosent in die Departement Vroee Kinderonderwys aan die Universiteit van Pretoria. Vir wie is die boek geskryf? Persone wat gemoeid is met die onderrig van Afrikaans as huistaal of addisionele taal in die Grondslagfase. Ouers wat hul kinders tuis onderrig. Dosente en studente in die Grondslagfase. Almal wat basiese en nuwe idees vir die onderrig van Afrikaans soek.

Recognizing that teachers are human beings who bring their own experiences regarding race, language, gender, socioeconomic status, family structure, sexual orientation, political ideology, and more to the classroom, Exploring Diversity in Education challenges future educators to look inward and engage in self-reflection to better understand their own personal beliefs and identities. Equipped with this information, readers can begin to locate their blind spots and biases, nuances that can affect their teaching and interactions with students. The text helps readers develop greater cultural and self-awareness so they can competently work in schools and communities with evolving demographics. The text is divided into 10 chapters, which feature an introduction, an engaging reading on a specific topic, and For Your Consideration section that provides readers with thought-provoking questions and reflection opportunities. Opening chapters discuss how knowing oneself can help them know others, the dynamics of privilege, the impact of poverty on learning and education, and religious diversity in schools. Additional readings address linguistically diverse learning, policies and practices that impact immigrant students, and issues related to gender and racial hierarchy. The final chapters explore what multicultural education looks like in action and the importance of incorporating social justice in curriculum. Designed to prepare the teachers of today and tomorrow connect in meaningful ways with their students, Exploring Diversity in Education is an essential text for courses and programs in teacher education.

Higher education institutions play a vital role in their surrounding communities. Besides providing a space for enhanced learning opportunities, universities can utilize their resources for social and economic interests. The Handbook of Research on Science Education and University Outreach as a Tool for Regional Development is a comprehensive reference source for the latest scholarly material on the expanded role of universities for community engagement initiatives. Providing in-depth coverage across a range of topics, such as resource sharing, educational administration, and technological applications, this handbook is ideally designed for educators, graduate students, professionals, academics, and practitioners interested in the active involvement of education institutions in community outreach.

What do teachers learn 'on the job'? And how, if at all, do they learn from 'experience'? Leading researchers from the UK, Europe, the USA and Canada offer international, research-based perspectives on a central problem in policy-making and professional practice - the role that experience plays in learning to teach in schools. Experience is often weakly conceptualized in both policy and research, sometimes simply used as a proxy for 'time', in weeks and years, spent in a school classroom. The conceptualization of experience in a range of educational research traditions lies at the heart of this book, exemplified in a variety of empirical and theoretical studies. Distinctive perspectives to inform these studies include sociocultural psychology, the philosophy of education, school effectiveness, the sociology of education, critical pedagogy, activism and action research. However, no one theoretical perspective can claim privileged insight into what and how teachers learn from experience; rather, this is a matter for a truly educational investigation, one that is both close to practice and seeks to develop theory. At a time when policy-makers in many countries seek to make teacher education an entirely school-based activity, Learning Teaching from Experience offers an essential examination of the evidence-base, the traditions of inquiry - and the limits of those inquiries.

When Michael Copperman left Stanford University for the Mississippi Delta in 2002, he imagined he would lift underprivileged children from the narrow horizons of rural poverty. Well-meaning but naive, the Asian American from the West Coast soon lost his bearings in a world divided between black and white. He had no idea how to manage a classroom or help children navigate the considerable challenges they faced. In trying to help students, he often found he couldn't afford to give what they required - sometimes, with heartbreaking consequences. His desperate efforts to save child after child were misguided but sincere. He offered children the best invitations to success he could manage. But he still felt like an outsider who was failing the children and himself. Teach For America has for a decade been the nation's largest employer of recent college graduates but has come under increasing criticism in recent years even as it has grown exponentially. This memoir considers the distance between the idealism of the organization's creed that ""One day, all children will have the opportunity to attain an excellent education"" and what it actually means to teach in America's poorest and most troubled public schools. Copperman's memoir vividly captures his disorientation in the divided world of the Delta, even as the author marvels at the wit and resilience of the children in his classroom. To them, he is at once an authority figure and a stranger minority than even they are - a lone Asian, an outsider among outsiders. His journey is of great relevance to teachers, administrators, and parents longing for quality education in America. His frank story shows that the solutions for impoverished schools are far from simple.

The anthology Critical Issues in Education: A Reader analyzes major issues in education within the conceptual framework of educational reform. The selected readings examine how educational trends are shaping the future and discuss the role schools play in American society. The readings are organized into five sections. The first group questions and classifies the suppositions that undergird education today. The second grouping examines social issues, such as school choice and the academic achievement gap, and how they affect the learning experience both inside and outside the classroom. The third section introduces perspectives emerging from reform initiatives, educational equity, finance, policy, and legal aspects of education, while the fourth addresses curriculum and instruction. The final section is devoted to the teaching profession - both struggles and success strategies. Dedicated to open discussion of critical issues facing teachers, administrators, and parents, Critical Issues in Education benefits students considering teaching at the elementary, middle, or high school level. It is also well suited to programs for pre-service teachers and those returning to post-baccalaureate programs in education.

This book covers the narratives of three authors who have different educational backgrounds, academic experiences, and fields of study. It interrogates and discusses the topic of educational assessment in different education systems, which represent eastern and western cultures and political contexts. The book provides recommendations for developing teachers' assessment literacy in teacher education and professional development programs. It also serves as a springboard for futher inquiry into the subject.

The book is designed primarily for graduate students (or advanced undergraduates) who are learning psychometrics, as well as professionals in the field who need a reference for use in their practice. We would assume that users have some basic knowledge of using SAS to read data and conduct basic analyses (e.g., descriptive statistics, frequency distributions). In addition, the reader should be familiar with basic statistical concepts such as descriptive statistics (e.g., mean, median, variance, standard deviation), percentiles and the rudiments of hypothesis testing. They should also have a passing familiarity with issues in psychometrics such as reliability, validity and test/survey scoring. The authors do not assume any more than basic familiarity with these issues, and devote a portion of each chapter (as well as the entire first chapter) to reviewing many of these basic ideas for those not familiar with them. This book will be useful either as a primary text for a course on applied measurement where SAS is the main platform for instruction, or as a supplement to a more theoretical text. The readership will include graduate students, faculty members, data analysts and psychometricians responsible for analysis of survey response data, as well as educational and psychological assessments. This book aims to provide readers with the tools necessary for assessing the psychometric qualities of educational and psychological measures as well as surveys and questionnaires. Each chapter covers an issue pertinent to psychometric and measurement practice, with an emphasis on application. Topics are briefly discussed from a theoretical/technical perspective in order to provide the reader with the background necessary to correctly use and interpret the statistical analyses that is presented subsequently. Readers are then presented with examples illustrating a particular concept (e.g., reliability). These examples include a discussion of the particular analysis, along with the SAS code necessary to conduct them. The resulting output is then discussed in detail, focusing on the interpretation of the results. Finally, examples of how these results might be written up is also included in the text. This mixture of theory with examples of actual practice will serve the reader both as a pedagogical tool and as a reference work.

Storytelling is an ideal avenue for language learners to share their experiences and journeys and find a sense of identity. Everyone who has learned an additional language has a story to tell, but there is a unique type of autoethnographic and linguistic story that can be read in scholarly platforms. Autoethnographic Perspectives on Multilingual Life Stories presents the life stories of multilingual people and their experiences by using autoethnography as a research method. It proposes narrative as an autobiographical research method that provides the technique and opportunity to express how transnationals construct their identities in foreign and new contexts through partial or full life stories. Covering topics such as identity, life stories, and self-discovery, this reference work is ideal for academicians, researchers, scholars, practitioners, instructors, and students.

Effective schools engage a wide range of families and community members to support their award?winning programs. This monograph highlights exemplary examples of communities, including foundations, community organizers, non?profit organizations, community agencies, as well as school districts, that lead successful group, school, district and state level initiatives to improve educational outcomes. Practitioners and scholars join hands to share promising practices and research?based examples of community initiatives that have had positive impacts on families, schools, and communities. This monograph is vital to educational leadership preparation programs; education policymakers at the local, state, and national levels; school and district level administrators; and a broad range of community leaders.