So begins this controversial and enlightened book by Roger Schank, Ph.D., a world-renowned expert on teaming, who believes that every day of the school year our children are being failed by an academic system that does nothing to stir a lifelong passion for learning.

In this lively, sometimes alarming book, Schank shatters the myths about how children learn and offers candid advice for parents who want to raise kids with gumption, ambition, creativity, inquisitiveness, and analytic and verbal proficiency.

A review of contemporary "best practice" related to various aspects of school safety and discipline. Considers the significance and the application of human rights in the field of education; school safety, discipline and bullying; and the creation of a classroom environment conducive to a culture of teaching and learning. Aimed at educators, parents and all other stakeholders in the education of children. Contents include the following: The relationship between rights and obligations; Duty of care; Dealing with violence, bullying and victimisation; Basic legal principles pertaining to disciplining learners; Examples of positive disciplinary actions; Classroom values, principles and rules; Guidelines for good classroom communication and for establishing harmonious relationships.

Understanding the dynamics of trust is an imperative undertaking for educational leaders. In this book, using an ecological perspective of the lifecycle, the authors situate trust as an essential ingredient of school leaders' moral agency and ethical decision making. Based on their 15 years of research on trust in education, the authors describe the nature and dimensions of trust, its importance and imperative, and its fragility and usefulness for school leaders, positioning them as trust brokers in school organizations. The book offers a detailed description of trust's lifecycle stages, namely establishing, maintaining, sustaining, breaking, and restoring, as pertinent to educational settings. It discusses leaders' trust brokering in relation to social capital and psychological contract and interconnected hosting virtues of compassion, hope, and trust. The authors conclude with the role of maturing vision of moral agency, the subjective and objective responsibilities of educational leaders, and the necessary ethical commitments and courage to enact transformative practices in order to provide trustworthy leadership. With its theoretical and empirical basis, this book is an excellent resource for scholars in the fields of education, business, and leadership. It is also a valuable resource as required or supplementary reading for graduate courses in educational administration, leadership, and policy studies. Practitioners in these areas will find valuable insights that they can incorporate into their work.

Bringing educational leadership and management together in the context of change is an enormous task for those educational managers, specifically school principals, who work and lead in our schools. Dealing with strategic, learner and financial management, school governance and instructional leadership, as well as managing and bringing about change and improvement in the school, can be challenging. School leadership in a changing context is about finding coherence between leadership dimensions, perspectives, approaches, practices and vision in a school-based management setting. This title deals with the school leader's discovering his or her unique identity in the changing policy environment, learning how leadership can relate meaningfully to the complexity of context and understanding how educational leadership can lead to educational outcomes. School leadership in a changing context is aimed at senior undergraduate BEd students, BEd Hons students, MEd in Education Management students, as well as ACE in leadership students.

What Every Teacher Needs to Know is a must-have guide for both primary and secondary teachers that summarises key research papers, offers evidence-informed teaching and learning strategies, and explains how to disseminate this information across departments and schools. There is a growing thirst for evidence-informed teaching in the UK and beyond, in order to help ensure that schools have the biggest impact on student learning. In a concise, accessible manner, this book distils key educational research into clear, precise guidance that can be used immediately. It is ideal for any busy teacher or school leader looking to transform student outcomes through a research-informed approach. What Every Teacher Needs to Know is essential reading for research leads, heads of department, and teaching and learning leads. It offers: - summaries of 20 prominent research papers on effective teaching and learning - key takeaways for classroom practice - evidence-informed teaching and learning strategies - examples across a variety of phases and subjects - insightful case studies from practising teachers.

Developing children's voices raises awareness and empowerment, particularly in marginalised communities. It is important that children see themselves, their heritage, their cultures and their religions reflected and taught in schools - not as a tokenistic celebration day or week but weaved throughout the curriculum. Developing an Inclusive Global Primary Curriculum is a step-by-step guide on how to transform the curriculum content being taught in primary schools to better incorporate diversity into children's learning. Deputy headteacher Sarah Wordlaw equips teachers and school leaders with the appropriate subject knowledge to deliver a curriculum that is comprehensive, inclusive and empowering, whilst also providing an opportunity for current and aspiring school leaders to develop their leadership skills. Covering history, geography, English, maths, science and the arts, this book will: - aid teachers in becoming more inclusive and aware practitioners - assist leaders in developing and implementing a whole-school strategic approach to delivering an inclusive curriculum, where everyone feels seen - drive OFSTED ranking to outstanding. It enables and empowers teachers and school leaders to remap the National Curriculum to include diverse, global topics to broaden children's understanding of their own community and wider society.

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.

Teacher leadership holds great promise for improving the quality of teaching and ensuring student success. But for co-performance of leadership among teacher leaders and principals to be effective, they must learn to lead in sync. Leading In Sync: Teacher Leaders and Principals Working Together for Student Learning provides principals, assistant principals, coaches, department leaders, grade-level and content team leaders, mentors, professional development leaders, and in fact all teachers with the strategies and tools needed to: Examine their own thinking about what constitutes high-quality teaching so they can work toward a shared vision. Identify teachers' many strengths as potential assets for achieving the shared vision. Recognize ways in which most teachers are already leading. Support leadership collaboration through efficient, effective communication. Develop trust required to learn to lead together. Jill Harrison Berg offers thought-provoking context and reflection questions that enable educators to examine their unique settings; real-world examples of teachers and principals co-performing leadership to improve student success; and dozens of strategies, tools, and templates to facilitate leading in sync. This book includes a link to free downloadable tools.

Standard accounts of language policy and language planning tend to portray language users all too often as the 'passive receivers' of linguistic decisions taken at the higher levels of state organization. Conversely, those who are supposed to 'live' the language policies never really appear to submissively 'implement' them, but, appropriating them, steer them in novel, unforeseen directions through their everyday language practices and their discursive perceptions and interpretations of linguistic realities. It is these dialectic processes of interaction between what is designed from above and how it is responded to from below which give shape to societies' overall patterns of multilingualism. Multilingualism from below resulted from the Second International MIDP Symposium, "Multilingualism from below", held in Antwerp (Belgium) from 14 to 16 September 2009, and hosted jointly by the University of Antwerp, the University of the Free State (South Africa) and the University of Ghent (Belgium). The symposium comprised part of the MIDP colloquia series sponsored by the Province of Antwerp, and brought together several scholars from Africa, America and Europe, as well as from South Africa. The selected papers included in this, the eighth volume in the Van Schaik series, "Studies in language policy in South Africa", critically reflect on themes such as multilingualism and agency; multilingualism and language ideology construction; the management of multilingualism, etc. The diversity of the contributions to this volume underscores the fact that the construction of multilingualism is a complex process of dialectical exchange between top-down and bottom-up actors. Decision making and implementation by agents at grass roots level are affected by non-explicit language ideologies, impacting on the fluidity of both individual and societal multilingualism. In light of this, researchers need to adapt their research approach when investigating language practices on grass roots level. This includes a careful consideration of the concepts 'code switching' or 'code selection' from below. With Multilingualism from below, the editors hope to evoke further discussion on the themes covered in this volume, as well as the opinions expressed by its contributors. The book is particularly directed at readers interested in the intricate relations between language and society, but it can also be used effectively as an important reference work in courses in language policy and language planning with a South African, African, or global focus.

What role can the university play in the broader community or society in which it is embedded? Must it remain segregated in the halls of science and knowledge, which tower above the community? This book examines the growing number of questions and concerns around university-community relations by exploring widely accepted theories and practices and placing them under new light. From a shared point of agreement that the university is an institution which should move beyond the production of higher knowledge for power elites, the contributors provide critical reflections and reports on efforts to bring about change in the canonic discourse or power-biased attitudes in universities throughout the Northern Hemisphere and Australia. The central message is that the strengthening of direct relations between universities and communities is vital to the construction of social capital and to the opening of universities to society. These are processes to be advanced on both local and international levels, as they involve democratizing rather than corporatizing, extending the reach of our educational process, sharing knowledge, resources, and expertise and reinforcing community decision-making and problem-solving capacity. How these processes of change develop and unfold within a number of universities in a wide range of countries is the story told in this book. This book will appeal to a wide readership, from students and community activists looking to make education meaningful and cooperative, to educational policy makers, members of the professoriate, and academic administrators, seeking to sustain withering institutions and provide vision for new program developments. Contributors include: M.A. Almiron, N. Bibu, J. Blanco Lopez, R. Buber, D. Campbell, M.J. Casa-Nova, G. Csepeli, A. de Pree, A. Feinsod, G. Franger, N. Georgeou, B. Haas, Z. Haberman, G. Hegyesi, S. Herran, E. Ivanova, A. Koever, M. Lisetchi, R.A. Lohmann, S. Mackerle-Bixa, M. Meyer, J.P. Murray, D. Pendleton, D. Perry, P. Rameder, M. Rawsthorne, B. Sporn, K. Talyigas, C. Winkle

The perfect book to help children fill up their happy tank! In just a few weeks, the Kindness Coach, John Magee, can set your children up with happy habits that will stay with them for life. The Happy Tank addresses the reasons why happiness is so important and provides a framework for implementing positive psychology as a whole-school approach. Putting mentally healthy habits in place at a young age can help children to realise their potential, cope with change, overcome challenges and adversity and make positive contributions to society. In this funny and engaging guide to happiness, professional speaker, coach and expert in Neuro Linguistic Programming, John Magee, takes the latest evidence and research and brings it to life. The Happy Tank is packed full of tried-and-tested techniques, such as Breathing, Reflection, Kindness, Affirmations, Gratitude and Happy Tapping EFT ('Emotional Freedom Technique'). It is an essential guide for supporting children's emotional and mental wellbeing, both at home and at school.

'This book is Masterful, Evidence-based, Memorable, Operational, Readable, and the best book for You on memory.' Professor John Hattie Teacher Toolkit Guides transform the theory of education into practical ideas for your classroom. From Ross Morrison McGill, bestselling author of Mark. Plan. Teach. 2.0, this book unpicks the research behind how learners retain and recall information. It provides evidence-based strategies for improving memory in the classroom. Cleverly designed with infographics, charts and diagrams, The Teacher Toolkit Guide to Memory provides clear, visual explanations of how memory works, including short-term and long-term memory, working memory, semantic memory and episodic memory. Ross presents a wealth of original ideas for incorporating this theory into day-to-day classroom practice, with proven methods for aiding knowledge retention and testing recall, to boost learning, support revision and motivate pupils. Breaking down the key theories of cognitive load, cognitive apprenticeship and brain plasticity in an easy-to-digest format, this is the perfect guide for teachers looking to understand how to improve memory and how they can maximise their impact in the classroom. Each book in the Teacher Toolkit Guides series explores a key principle of teaching and learning, and offers research-based techniques to transform classroom practice. Every book includes a bespoke version of Ross's renowned Five Minute Lesson Plan, as well as ready-to-use templates and worked examples. Supported by infographics, charts and diagrams, these guides are a must-have for any teacher, in any school, and at any level.

Focusing on academic entrepreneurship in the university context, the authors explore how researchers, teachers, students, academic managers and administrators make sense of entrepreneurship and of the paradoxes and contradictions involved. The book investigates how these diverse entrepreneurial actors and their stakeholders interpret and analyse entrepreneurial activities within the university ecosystem. New Movements in Academic Entrepreneurship covers research commercialisation, academic start-up companies and entrepreneurship education, as well as university-society relationships more widely. With contributions from Europe, North America and Asia, this book helps to broaden our understanding of academic entrepreneurship using original theoretical insights and rich empirical data. Essential reading for students and researchers of entrepreneurial universities and ecosystems, this book provides fresh theoretical frameworks and an inclusive understanding of academic entrepreneurship.

"As departments...scramble to decolonize their curriculum, Givens illuminates a longstanding counter-canon in predominantly black schools and colleges." -Boston Review "Informative and inspiring...An homage to the achievement of an often-forgotten racial pioneer." -Glenn C. Altschuler, Florida Courier "A long-overdue labor of love and analysis...that would make Woodson, the ever-rigorous teacher, proud." -Randal Maurice Jelks, Los Angeles Review of Books "Fascinating, and groundbreaking. Givens restores Carter G. Woodson, one of the most important educators and intellectuals of the twentieth century, to his rightful place alongside figures like W. E. B. Du Bois and Ida B. Wells." -Imani Perry, author of May We Forever Stand: A History of the Black National Anthem Black education was subversive from its inception. African Americans pursued education through clandestine means, often in defiance of law and custom, even under threat of violence. They developed what Jarvis Givens calls a tradition of "fugitive pedagogy"-a theory and practice of Black education epitomized by Carter G. Woodson-groundbreaking historian, founder of Black History Month, and legendary educator under Jim Crow. Givens shows that Woodson succeeded because of the world of Black teachers to which he belonged. Fugitive Pedagogy chronicles his ambitious efforts to fight what he called the "mis-education of the Negro" by helping teachers and students to see themselves and their mission as set apart from an anti-Black world. Teachers, students, families, and communities worked together, using Woodson's materials and methods as they fought for power in schools. Forged in slavery and honed under Jim Crow, the vision of the Black experience Woodson articulated so passionately and effectively remains essential for teachers and students today.

For every teacher it's different, but you know who they are for you-the students who are "hard to teach." Maybe they're reading far below grade level. Maybe they're English learners. Maybe they have diagnosed learning disabilities or behavioral issues. Maybe they're underachieving for reasons that are unknown. They have been overlooked or underserved or frustrated, and they're not learning as they should. Until now. Until you. How to Reach the Hard to Teach presents a thoughtful and practical approach to achieving breakthrough success with linguistically and culturally diverse students who struggle in school. Combining elements of the SIOP (R) Model and the FIT Teaching (R) approach, authors Jana Echevarria, Nancy Frey, and Douglas Fisher take stock of what we know about excellent instruction and distill it into five guiding principles: Set high expectations. Provide access to the core curriculum. Use assessment to inform instruction. Attend to language development-both English and academic. Create a supportive classroom climate. You'll learn specific practices associated with each principle and see how real-life teachers are employing these practices in their classrooms so that all students have the opportunity to learn and receive optimal support for that learning. Every teacher has had the experience of seeing a "hard to teach" student in a new light and realizing all he or she might achieve. This book is about shining that light of possibility on the students who challenge us most, interrogating our beliefs, and taking action to ensure they receive the best instruction we have to offer.

What will it take to create truly contemporary learning environments that meet the demands of 21st-century society, engage learners, and produce graduates who are prepared to succeed in the world? What skills and capacities do teachers and leaders need to create and sustain such schools? What actions are necessary? Bold Moves for Schools offers a compelling vision that answers these questions-and action steps to make the vision a reality. Looking through the lenses of three pedagogies-antiquated, classical, and contemporary-authors Heidi Hayes Jacobs and Marie Hubley Alcock examine every aspect of K-12 education, including curriculum, instruction, assessment, and the program structures of space (both physical and virtual), time, and grouping of learners and professionals. In a new job description for teachers, Jacobs and Alcock highlight and expound on the following roles: Self-navigating professional learner. Social contractor. Media critic and media maker. Innovative designer. Globally connected citizen. Advocate for learners and learning. With thought-provoking proposals and practical strategies for change, Bold Moves for Schools sets educators on the path to redefining their profession and creating exciting new learning environments. The challenge is unprecedented. The possibilities are unlimited.

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.

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

This book answers the questions of whether teachers can assess students in a genuinely objective manner and if so, how it can be done. Also the answers to the question of how teachers can use assessment most effectively to promote learning are provided. With detailed practical information on all this and more, the 'Assessing Young People' book is an essential resource for all those in teaching and working with young people in a rapidly growing field.

Educators' most important work is to help students develop the intellectual and social strength of character necessary to live well in the world. The way to do this, argue authors Bena Kallick and Allison Zmuda, is to increase the say students have in their own learning and prepare them to navigate complexities they face both inside and beyond school. This means rethinking traditional teacher and student roles and re-examining goal setting, lesson planning, assessment, and feedback practices. It means establishing classrooms that prioritize: Voice-Involving students in "the what" and "the how" of learning and equipping them to be stewards of their own education. Co-creation-Guiding students to identify the challenges and concepts they want to explore and outline the actions they will take. Social construction-Having students work with others to theorize, pursue common goals, build products, and generate performances. Self-discovery-Teaching students to reflect on their own developing skills and knowledge so that they will acquire new understandings of themselves and how they learn. Based on their exciting work in the field, Kallick and Zmuda map out a transformative model of personalization that puts students at the center and asks them to employ the set of dispositions for engagement and learning known as the Habits of Mind. They share the perspectives of educators engaged in this work; highlight the habits that empower students to pursue aspirations, investigate problems, design solutions, chase curiosities, and create performances; and provide tools and recommendations for adjusting classroom practices to facilitate learning that is self-directed, dynamic, sometimes messy, and always meaningful.

How can we ensure that all students, regardless of cultural background or socioeconomic status, are granted equitable opportunities to succeed in the classroom and beyond? In Keeping It Real and Relevant: Building Authentic Relationships in Your Diverse Classroom, author and veteran educator Ignacio Lopez offers hard-won lessons that educators at all levels can apply to teaching, assessing, counseling, and designing interventions for learners from all walks of life. These insights are all rooted in the same core principle: building deep and meaningful relationships with students is the key driver of their success. In addition to examining the pivotal role of relationship-building among teachers and students in preparing the latter to perform at the highest level, this book offers: Real-life examples of challenging classroom situations, each with a detailed breakdown of how they were peacefully and non-punitively resolved. Strategies for designing learning environments suited to the individual needs of students and reflective of their cultural backgrounds. Ideas for scaffolding students as they experience and internalize epiphanies about what works and what doesn't, both academically and behaviorally. Activities and reflection questions for use in professional development. Many teachers find balancing the needs of increasingly diverse classrooms made up of learners from increasingly diverse backgrounds to be a difficult and often thankless task-and one that takes precious time away from instructional planning. Here, Lopez outlines simple but ingenious steps for addressing these needs holistically, in a way that takes no extra time yet amply enhances the learning experience for students. Clear, practical, and much-needed, Keeping It Real and Relevant is the ultimate blueprint for creating a harmonious and successful classroom for kids of all colors, creeds, and cultures.

Over the past decade the teaching environment in South Africa has changed drastically. One of the thorny issues facing the current education dispensation is that of learner discipline. Traditional views and disciplinary methods have had to give way for the Constitution's Bill of Rights. In light of this, the Faculty of Education Sciences at North-West University launched a research project on learner discipline and found that where before the emphasis was on reward and punishment, aspects such as co-ownership, mutual respect and co-responsibility are now key to the creation of a learning environment characterised by order and discipline. A practical guide to discipline in schools introduces some of the information gained from this study in the form of a practical manual and explores creative ways to transform impending chaos in the classroom into opportunities. It discusses the formulation of an equitable, fair and reasonable code of conduct and outlines the correct procedure to be followed for disciplinary hearings. A practical guide to discipline in schools is for educators and prospective educators, and aims to promote security in education practice through an orderly teaching-learning climate.

Based on the work of N-RAIS, an independent organisation working with teachers, learners, parents, and community groups, this book is for education professionals involved in creating positive cultures for learning in schools and communities.

With Doing Poorly on Purpose, veteran educator James R. Delisle dispels the negative associations and stereotypes connected to underachievement. By focusing on smart kids who get poor grades not because they're unable to do better in school but because they don't want to Delisle presents a snapshot of underachievement that may look far different from what you envision it to be. There is no such thing as a ""classic underachiever."" Students (and their reasons for underachieving) are influenced by a wide range of factors, including self-image, self-concept, social-emotional relationships, and the amount of dignity teachers afford their students. Helping ""smart"" students achieve when they don't want to is not an easy task, but you can reengage and inspire students using Delisle's insights and practical advice on these topics: Autonomy. Access. Advocacy. Alternatives. Aspirations. Approachable Educators. Smart, underachieving students need the reassurance that they are capable, valuable, and worth listening to despite their low academic performance. If these students who are otherwise academically capable don't feel they are getting respect from those in charge of their learning, then the desire to conform and achieve is minimized. In a word, they want dignity. Don't we all? This book is a joint publication of ASCD and Free Spirit Publishing.

This insightful book analyses the process of the first adoption of guiding human rights principles for education, the Abidjan Principles. It explains the development of the Abidjan Principles, including their articulation of the right to education, the state obligation to provide quality public education, and the role of private actors in education. Multidisciplinary in approach, both legal and education scholars address key issues on the right to education, including parental rights in education, the impact of school choice, and evidence about inequities arising from private involvement in education at the global level. Focusing on East African and francophone countries, as well as the global level, chapters explore the role and impact of private actors and privatization in education. The book concludes by calling for the rights outlined in the Abidjan Principles not to remain locked in text, but for states to take responsibility and be held to account for delivering them, as promised in international human rights treaties. Interpreting human rights law as requiring that states provide a quality public education, this book will be a valuable resource for academics and students of education policy, human rights, and education law. It will also be beneficial for policy makers, practitioners, and advocacy groups working on the right to education.