With foreword by Michael Fullan Within 100 days, schools have dramatically increased student achievement, transformed faculty morale and school culture, reduced discipline issues, and much more. Begin leading focused, meaningful change in your own school with the support of 100-Day Leaders by Douglas Reeves and Robert Eaker. Using this book to guide your school improvement plan, you will learn how to achieve a series of short-term wins that combine to form long-term success. Begin a 100-day action plan for educational leadership to effect significant school improvement: Become familiar with the 100-day leadership plan and the six stages of implementation. Understand the importance of a collaborative culture in creating strong leadership in schools. Develop an understanding of high-leverage leadership techniques and strategic planning. Study the personality traits and leadership qualities that support successful change management and school improvement. Access reproducible rubrics that can be used to measure progress of the 100-day leadership action plan and your school leadership development. Contents: Acknowledgments About the Authors Foreword Introduction: Why One Hundred Days? Part 1: Exploring 100-Day Leadership Chapter 1: Why Before How Chapter 2: The Six Steps of 100-Day Leadership Chapter 3: The 100-Day Leader in Action Part 2: Creating the Environment for Success Chapter 4: A Strong Foundation Chapter 5: How to Begin From Within Appendix References and Resources Index

This book aims to help those in middle leadership posts become more confident and effective in their roles. It will also assist anyone considering becoming a middle leader to prepare for the challenges ahead and avoid common mistakes made by the novice team leader. Packed with practical advice, the book encourages readers to engage with key issues, reflect on their approach and make the changes needed to improve their performance and that of their team. Covering all aspects of the leadership role, it contains advice and information on: developing a clear vision improving teaching and learning raising standards team building holding others to account and conducting challenging conversations managing meetings. The second edition has been updated throughout to reflect current role expectations within a rapidly changing education landscape. New chapters have been written by a current head teacher and a highly successful head of department and the author has provided more detailed guidance on improving teaching and learning through the provision of effective in-school professional development for teachers and support staff. With self-evaluation tools, case studies and reflection and action points, this book is essential reading for all current and aspiring middle leaders in secondary schools.

A manual for teaching Young Adult Literature, this textbook presents perspectives and methods on how to organize and teach literature in engaging and inclusive ways that meet specific educational and programmatic goals. Each chapter is written by an expert and offers a rich and nuanced approach to teaching YA Literature through a distinct lens. The effective and creative ways to construct a course explored in this book include multimodal, historical, social justice, place-based approaches, and more. The broad spectrum of topics covered in the text gives pre-service teachers and students a toolbox to select and apply methods of their choosing that support effective reading and writing instruction in their own contexts, motivate students, and foster meaningful conversations in the classroom. Chapters feature consistent sections for theory and practice, course structure, suggestions for activities and assessments, and takeaways for further discussion to facilitate easy implementation in the classroom. This book is an essential text for pre-service teachers of English as well as professors and scholars of Young Adult Literature.

* Provides strategies for undoing systemic racism in education through use of case histories * Introduces co-learning, whereby institutional leaders can work with community activists, organizers, and local organizations to address challenges they collectively face in their communities * Integrates voices from over 25 "partners in change" - including activists in community organizations, schools, universities, and other local agencies.

Harnessing Formative Data for K-12 Teachers prepares teachers to apply real-time formative data to classroom instruction amid the expansion of online and blended learning in schools. In today's changing, technology-enhanced educational landscape, teachers must rethink how to generate and use formative data to inform planning and develop systems that lead to all students' success. This book's strategic insights into actionable formative data use will yield differentiated supports for students, helping teachers to foster greater academic outcomes, independent self-monitoring, and readiness for college, career, and lifelong learning. Each chapter includes connections to social justice, best practices for applying data points and field-tested tips for technology integration, and a host of interactive planning guides to support implementation.

Harnessing Formative Data for K-12 Leaders prepares school and district leaders to re-evaluate how real-time formative data can inform policy, planning, and professional development. The importance of effective formative data use has escalated since the expansion of distance learning and the integration of digital education tools, which have impacted the consistency, accuracy, availability, and actionability of data points that leaders rely on. This book's strategic insights into actionable, organizational-level formative data use will yield differentiated supports for schools to foster greater academic outcomes, a culture of equity and social-emotional well-being, and students' readiness for college, career, and lifelong learning. Each chapter includes connections to social justice, best practices for applying data points and field-tested tips for technology integration, and a host of interactive planning guides to support implementation.

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. By collecting and providing a framework for key publications spanning the past thirty-forty years, these volumes provide a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. These volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations.Each volume contains archival documents organized around a specific theme: Volume 1 - Conceptual Frameworks and Curricular Content; Volume2 - Foundations and Stratifications; Volume 3 - Instruction and Assessment; Volume 4 - Policy and Governance; Volume 5 - Students and Student Learning; and, Volume 6: Teachers and Teacher Education.The historical time line within each volume illustrates the progression of research and theory on each theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area. Readers will also see how language, pedagogical issues, and policy reforms have been constructed, assimilated, and mutated over the highlighted period of time. Exploring the tenets of the field and examining the individuals whose work has contributed significantly to equity and social justice for all citizens, this landmark set illuminates the historical importance, current relevance, and future implications of multicultural education.

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. By collecting and providing a framework for key publications spanning the past 30-40 years, these volumes provide a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. These volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Volume 1 Conceptual Frameworks and Curricular Content Volume II Foundations and Stratifications Volume III Instruction and Assessment Volume VI Policy and Governance Volume V Students and Student Learning Volume VI Teachers and Teacher Education The historical time line within each volume illustrates the progression of research and theory on each theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area. Readers will also see how language, pedagogical issues, and policy reforms have been constructed, assimilated, and mutated over the highlighted period of time. Exploring the tenets of the field and examining the individuals whose work has contributed significantly to equity and social justice for all citizens, this landmark set illuminates the historical importance, current relevance, and future implications of multicultural education.

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. By collecting and providing a framework for key publications spanning the past 30-40 years, these volumes provide a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. These volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Volume 1 Conceptual Frameworks and Curricular Content Volume II Foundations and Stratifications Volume III Instruction and Assessment Volume VI Policy and Governance Volume V Students and Student Learning Volume VI Teachers and Teacher Education The historical time line within each volume illustrates the progression of research and theory on each theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area. Readers will also see how language, pedagogical issues, and policy reforms have been constructed, assimilated, and mutated over the highlighted period of time. Exploring the tenets of the field and examining the individuals whose work has contributed significantly to equity and social justice for all citizens, this landmark set illuminates the historical importance, current relevance, and future implications of multicultural education.

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. By collecting and providing a framework for key publications spanning the past 30-40 years, these volumes provide a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. These volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Volume 1 Conceptual Frameworks and Curricular Content Volume II Foundations and Stratifications Volume III Instruction and Assessment Volume VI Policy and Governance Volume V Students and Student Learning Volume VI Teachers and Teacher Education The historical time line within each volume illustrates the progression of research and theory on each theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area. Readers will also see how language, pedagogical issues, and policy reforms have been constructed, assimilated, and mutated over the highlighted period of time. Exploring the tenets of the field and examining the individuals whose work has contributed significantly to equity and social justice for all citizens, this landmark set illuminates the historical importance, current relevance, and future implications of multicultural education.

Feminism and 'The Schooling Scandal' brings together feminist contributions from two generations of educational researchers, evaluating and celebrating the field of gender and education. The focus throughout is on the years of compulsory schooling, examining key concepts in gender and education identified and developed by international thinkers in educational feminism. Topics covered include:

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• social class, ethnicity and sexuality in relation to experiences in school;
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• theories and methodologies for understanding gender;
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• pedagogy and practice in education; and
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• the direction of educational policy and the 'problem of boys'.

Providing a comprehensive overview of contemporary research and theory emerging from 'second wave' feminism and assessing their impact on pupils and teachers in today's schools and classrooms, this book forms essential reading for anyone studying gender and education.

This book provides leaders with insights into how entrepreneurial thinking and action can put local communities on the path to recovery from the economic devastation induced by the COVID-19 pandemic. Entrepreneurship offers a roadmap to the future. NACCE members colleges' newly evolved programs benefit local communities, fuel economic growth, and create more equitable opportunities for those who have been historically marginalized. This pathway leads to recovery, hope and a more caring, creative, and equitable society.

* Explores the emergent movement away from transmission based to coaching based learning * Champions education as a dialogic process between learners and coaches * Strives for a training model in which the motivated learner embraces challenges and learns to assess his/her own level, * Includes data and examples from schools in the Netherlands, Finland, Sweden, and Norway.

The children of Okhla have written and created art about their homes, terraces, mosques, and the villages that their families come from, in a workshop conducted by the authors. This volume brings to light the many stories from this teeming, thriving corner of Delhi, often bypassed in common discourses on the city.My Sweet Home also tries to resolve the many misunderstandings that people have of the place as a Muslim ghetto, through the experiences of some of its younger residents. These stories and drawings reflect the relationships that the children have with their neighbourhood and prompt an intangible connection between the reader-across region, religion, nationality-and this misunderstood, misrepresented neighbourhood.

Discover strategies to reinforce the strengths of the youngest members of society What assistance can be provided to a disadvantaged youngster to help them bounce back to conquer challenges while growing up? At-Risk Children and Youth analyzes the results from accumulated research on the risk and resiliency of children and youth in Ireland. Niall McElwee shines a crucial spotlight on the challenges facing children, including poor literacy and numeracy skills, poverty, distrust, and other difficult issues. Practical strategies are presented to help disadvantaged children and youth to overcome societal and self-imposed barriers for improvement. A detailed review and assessment is provided of the efficacy of Ireland's Youth Encounter Projects. This important resource focuses on what works and what does not in youth services. At-Risk Children and Youth closely examines at-risk factors and what it specifically means to be 'at-risk'. Going further beyond the standard risk factors usually considered such as drug use or dropping-out of school, this probing text explores the full range of factors and coping and healing mechanisms. The author challenges several of the views and beliefs about risk and resiliency generally held by many in child and youth services and in society. This book is extensively referenced and includes helpful figures tables to clearly present information. Topics in At-Risk Children and Youth include: detailed breakdown of terms for risk behaviors and predictors of risk the issues of social class and social exclusion the impact of school difficulties on students, including truancy and poor academic standing building on student strengths the quality of the entirety of the school experience as a determination of success strategies for intervention a review of various literature on risk and resiliency a relational research model, including methodology and ethical issues description and functions of Youth Encounter Projects-and an assessment of their value at-risk youth perceptions of risk, in their own words results of risk studies over the past decade recommended changes in policies At-Risk Children and Youth is a valuable addition to the libraries of educators, students, and child and youth service providers everywhere.

Celebrate literacy every day! This book will help you create a culture of literacy at your school, from the classroom, to the lunchroom, to the hallways-a culture that encompasses students, teachers, administrators, families, and communities.

In an era of Common Core State Standards and accountability, students need to use the time they spend in school focused on academics and ready to learn. However, middle school has always presented special challenges. This is a time when students can spend a lot of time grappling with physical changes, forging interpersonal relationships, managing increased responsibility, and more--all of which can distract them from the primary purpose of school. The researched-based lessons in this book will help teachers delve into key social and emotional learning topics, such as
Self Esteem
Emotions
Cognition
Peer Relationships
Bullies
Stress
Overall, this book will give teachers not only an understanding of the basic issues and research underlying social and emotional learning but also practical tools for introducing the topic into the curriculum. For use with Grades 5 & Up.

This benchmark 6-volume set documents, analyzes, and critiques a comprehensive body of research on the history of multicultural education in the U.S. By collecting and providing a framework for key publications spanning the past 30-40 years, these volumes provide a means of understanding and visualizing the development, implementation, and interpretation of multicultural education in American society. These volumes do not promote any one scholar's or group's vision of multicultural education, but include conflicting ideals that inform multiple interpretations. Each volume contains archival documents organized around a specific theme: Volume 1 Conceptual Frameworks and Curricular Content Volume II Foundations and Stratifications Volume III Instruction and Assessment Volume VI Policy and Governance Volume V Students and Student Learning Volume VI Teachers and Teacher Education The historical time line within each volume illustrates the progression of research and theory on each theme and encourages readers to reflect on the changes in language and thinking concerning educational scholarship in that area. Readers will also see how language, pedagogical issues, and policy reforms have been constructed, assimilated, and mutated over the highlighted period of time. Exploring the tenets of the field and examining the individuals whose work has contributed significantly to equity and social justice for all citizens, this landmark set illuminates the historical importance, current relevance, and future implications of multicultural education.

Your Greatest Assets are Right Before Your Eyes: Your Multilingual Learners! Equity for multilingual learners (MLLs) means that students' cultural and linguistic identities, backgrounds, and experiences are recognized as valued, rich sources of knowledge and their academic, linguistic, literacy, and social-emotional growth is ensured to the fullest potential. This ready-to-use guide offers practical, classroom-level strategies for educators seeking thoughtful, research-informed, and accessible information on how to champion equity for MLLs in a post-COVID era. Focused on the deliberate daily actions that all teachers of multilingual learners can take, this resource guide captures a compelling advocacy framework for culturally and linguistically responsive equity work, including Authentic examples of how educators understand and support MLLs through an equity lens Student portraits of multilingual learners' experiences Accessible answers to essential how-to questions Robust professional learning activities Access to print and online resources for additional information Thoughtful probes throughout the guide help teachers develop student agency and foster pathways in their own practice and communication with multilingual learners.

In Staying Online, one of our most respected online learning leaders offers uncommon insights into how to reimagine digital higher education. As colleges and universities increasingly recognize that online learning is central to the future of post-secondary education, faculty and senior leaders must now grapple with how to assimilate, manage, and grow effective programs. Looking deeply into the dynamics of online learning today, Robert Ubell maps its potential to boost marginalized students, stabilize shifts in retention and tuition, and balance nonprofit and commercial services. This impressive collection spans the author's day-to-day experiences as a digital learning pioneer, presents pragmatic yet forward-thinking solutions on scaling-up and digital economics, and prepares managers, administrators, provosts, and other leaders to educate our unsettled college students as online platforms fully integrate into the mainstream.

This book helps school and district leaders avoid the pitfalls that await those making sense of their school's data. Whether you're interpreting achievement gaps, graduation rates or test results, you're at risk of reaching a mistaken judgment. By learning about common errors and how they're made, you'll be ready to choose safer, surer paths to making better sense of the wealth of data in your school or district. The authors help educators build better evidence, see conclusions more clearly, and explain the data more persuasively. Special features Include: "Questions to Spark Discussion" in each chapter encourage school site, district leaders, and board trustees to apply each chapter's content to their own situations. Data visualizations, together with the authors' interpretations, will help you learn how to do visual analysis (and reach the right conclusions). Practical tips provide clear guidance. Supplemental resources can be found at the book's website, k12measures.com, including interactive data visualizations and analytic exercises to help you learn a concept by "doing."

Anglophone Literature in Second Language Teacher Education proposes new ways that literature, and more generally culture, can be used to educate future teachers of English as a second language. Arguing that the way literature is used in language teacher education can be transformed, the book foregrounds transnational approaches and shows how these can be applied in literature and cultural instruction to encourage intercultural awareness in future language educators. It draws on theoretical discussions from literary and cultural studies as well as applied linguistics and is an example how these cross-discipline conversations can take place, and thus help make Second-language teacher education (SLTE) programs more responsive to the challenges faced by future English-language teachers. Written in the idiom of literary scholarship, the book uses ideas of intercultural studies that have gained widespread support at research level, yet have not affected literature-cultural curricula in SLTE. As the first interdisciplinary study to suggest how SLTE programs can respond with curricula, this book will be of great interest for academics, scholars and post graduate students in the fields of applied linguistics, L2 and foreign language education, teacher education and post-graduate TESOL. It has universal appeal, addressing teaching faculty in any third-level institution that prepares language teachers and includes literary studies in their curriculum, as well as administrators in such organizations.

This edited volume examines the historical development of Chinese-medium schools from the British colonial era to recent decades of divergent development after the 1965 separation of Singapore and Malaysia. Educational institutions have been a crucial state apparatus in shaping the cultural identity and ideology of ethnic Chinese in Singapore and Malaysia. This volume applies various perspectives from education theory to heritage studies in dealing with the cultural legacy and memory of such schools as situated in larger contexts of society. The book offers comprehensive practice-based analysis and reflection about the complex relationships between language acquisition, identity construction, and state formation from socio-political-cultural perspectives. It covers a broad range of aspects from identities of culture, gender, and religion, to the roles played by the state and the community in various aspects of education such as textbooks, cultural activities, and adult education, as well as the representation of culture in Chinese schools through cultural memory and literature. The readership includes academics, students and members of the public interested in the history and society of the Chinese diaspora, especially in South East Asia. This also appeals to scholars interested in a bilingual or multilingual outlook in education as well as diasporic studies.

This insightful book brings together both academics and researchers from a variety of international organizations and aid agencies to explore the complexities of public private partnerships (PPPs) as a resurgent, hybrid mode of educational governance that operates across scales, from the community to the global. The contributors expertly study the different types of partnership arrangements and thoroughly critique the value of PPPs. Some chapters explore how PPPs, as a policy idea, have been constructed in transnational agendas for educational development and circulated globally, while other chapters explore the role and implications of PPPs in developing countries, providing arguments for and against an expanding reliance on PPPs in national educational systems. The theoretical framing of the book draws upon leading theories of international relations to develop a unique perspective on the global governance of education. It will prove insightful for both scholars and policy makers in public policy and education. Contributors: F. Barrera-Osorio, Z. Bhanji, A. Draxler, S. Fennell, M. Ginsburg, J. Guaqueta, J. Harma, A.V. Jaimovich, A.A. Marphatia, F. Menashy, K. Mundy, S.-A. Oh, H.A. Patrinos, S.L. Robertson, M. Ron-Balsera, P. Rose, P. Srivastava, J. van Fleet, A. Verger

First Published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.