What makes a school great? Studies into good schools are numerous, but there has been much less written about great schools. The former are more common, but with success comes complacency; good is the enemy of great. In 2009 the London Leadership Strategy established the Going for Great programme, creating a forum for leaders of schools rated `outstanding' by Ofsted. This collaboration sought to identify and share best practice; based on their case studies, school-to-school visits, the research literature and through seminar, debates and discussions, a model of great schooling has emerged.This publication seeks to explore in depth the Nine Pillars of Greatness written by the course leaders of the Going for Great programme. It considers the range of characteristics that define great schooling, from a school's values and ethos, leadership and teaching to its curriculum, approach to professional development, learning community and ongoing self-evaluation.Supported by a wealth of academic pedagogical texts and written by three authors who have spent their lives in education, The Nine Pillars of Great Schools examines the commonalities between the most successful institutions and demonstrates how to transform a good school into a great school.

Constructing the (M)other is a collection of personal narratives about motherhood in the context of a society in which disability holds a stigmatized position. From multiple vantage points, these autoethnographies reveal how ableist beliefs about disability are institutionally upheld and reified. Collectively they seek to call attention to a patriarchal surveillance of mothering, challenge the trope of the good mother, and dismantle the constructed hierarchy of acceptable children. The stories contained in this volume are counter-narratives of resistance-they are the devices through which mothers push back. Rejecting notions of the otherness of their children, in these essays, mothers negotiate their identities and claim access to the category of normative motherhood. Readers are likely to experience dissonance, have their assumptions about disability challenged, and find their parameters of normalcy transformed.

Constructing the (M)other is a collection of personal narratives about motherhood in the context of a society in which disability holds a stigmatized position. From multiple vantage points, these autoethnographies reveal how ableist beliefs about disability are institutionally upheld and reified. Collectively they seek to call attention to a patriarchal surveillance of mothering, challenge the trope of the good mother, and dismantle the constructed hierarchy of acceptable children. The stories contained in this volume are counter-narratives of resistance-they are the devices through which mothers push back. Rejecting notions of the otherness of their children, in these essays, mothers negotiate their identities and claim access to the category of normative motherhood. Readers are likely to experience dissonance, have their assumptions about disability challenged, and find their parameters of normalcy transformed.

Provocative and engagingly written, Beyond Schooling offers a challenging perspective on State schooling in England and the unrelenting increase in centralisation from the late 1960s until the present day. Exploring how the education of our children and young people should be recaptured from the State as the country moves into a precarious future, this book: argues that any fundamental reconsideration of schooling has much to learn from an anarchist analysis; introduces readers unfamiliar with anarchism to the main themes of this political philosophy and practice and their relationship to the political left and right; shows how an anarchist perspective on education raises deep issues about the community and the use of power; questions the notions of full-time schooling and age-grading, alongside conventional conceptions of the teaching profession and the potential educational role of parents as work declines or disappears. In its original reflections on the state of contemporary schooling and the paths to future reform, Beyond Schooling is a must-read for anyone seeking a new vision for the future of education and schooling.

It is easy to underestimate the impact that school organisation has on the behaviour, effectiveness, engagement and creativity of the teachers, staff and students who work within it. It also has a marked effect on the well-being of staff members, and how families and the community relate to the school. Attempts to improve school organisation are often short term "initiatives" that only cover only one or two aspects of what it takes to organise a school effectively. Improving Schools Using Systems Leadership, in contrast, provides those involved in the design and delivery of educational services with a coherent and easy-to-follow framework to help run an effective organisation. Based on theory, real data on education improvements at school and regional level, and case studies, this book demonstrates how Systems Leadership can be used to improve school organisation. It integrates models of leadership, teamwork, capability, structure and systems to help make them more effective in improving the learning outcomes of students and also sustain this improvement over time. This book explains how Systems Leadership can and has been applied in schools to bring clarity to the purpose, structure and systems within a school and have a major impact on its success. As such, it is an essential text for school leaders and managers looking for practical tools to help improve the working lives of the people within their organisation, and hence their effectiveness.

'This timely book is exactly what modern schools need, blending Fullan's theoretical genius about change with practical strategies that can work in any school. Readers will discover that it is practical, easy to use, and empowering for educators, with lots of room for personal choices at the school level' - Lyn Sharratt, Superintendent of Curriculum and Instructional Services, York Region District School Board, North Toronto, ON, Canada 'This book is an easy read and provides a well developed idea of framing the school context for student achievement. The author provides excellent resources, worksheets, templates, walk-through and reflection ideas, and additional support materials' - Rosemarie Young, Past President, National Association of Elementary School Principals, USA Need an inspiring approach to school change? Need staying power for school improvement initiatives? Organized to make learning contagious throughout the school, this user-friendly guide helps create a culture of learning that promotes the simultaneous development of students, teachers, and parents - addressing specific ways to maximize study groups, student data, classroom walk-throughs, and more. The interactive self-assessment procedures focus on: o achieving a sense of purpose o facilitating program coherence o invigorating classroom teaching o supporting the professional development of teachers o developing wider circles of leadership Issuing a call to action for all educational communities, this easy-to-use manual offers a visionary yet grounded approach to revitalize educators and reenergize their efforts for meaningful, lasting reform.

Restorative practice is a proven approach to discipline in schools that favours relationships over retribution, and has been shown to improve behaviour and enhance teaching and learning outcomes. However, in order for it to work, restorative practice needs a relational school culture. Implementing Restorative Practice in Schools explains what has to happen in a school in order for it to become truly restorative. Section 1 explains the potential of restorative practice in schools, describing the positive outcomes for students and teachers. It also outlines the measures that need to be in place in order to embed restorative practice. Section 2 examines the process of understanding and managing change, providing realistic and pragmatic guidance on the practical and emotional barriers that may be encountered. Finally, Section 3 provides in eight practical steps, strategic guidance for achieving a restorative culture that sticks. Featuring useful pro formas and templates, this book will be an indispensable guide for educators, administrators and school leaders in mainstream and specialist settings.

ILS-Innovative Learning Space is a Summer School organised in 2016 by the Ecourbanlab research facility, founded by Massimo Faiferri within the DADU (Department of Architecture, Design and Urbanism) at the University of Sassari. It was formed as a project activity SPIN-APP: Innovative Learning Spaces (Regional Law No. 7 Promotion of Scientific Research and Technological Innovation in Sardinia) in collaboration with the INFN (National Institute of Nuclear Physics) and with contributions from Sardegna Ricerche through the project Scientific School 2015. The general objective of the Scientific School is as an innovative project for learning environments which can serve as a reference and model for the new realisation or adaptation of school education. To intervene on the project of school space means to reflect responsibly on the role that space itself covers in the dynamics of learning processes as well as to think about the renewal of the didactic organisation. The prerequisite is the articulation of a modular and multi-functional space suited to the subjective needs of the individual pathways of pupil skills, and which incorporates principles and material linked to good sustainable practices as their constituent elements, which can accept new technological tools as a form of enhancement of real space.

Management of Swallowing and Feeding Disorders in Schools examines the most significant issues in swallowing and feeding facing school-based speech-language pathologists (SLPs). Topics addressed are unique to the school setting, ranging from organizing a team procedure in a district to serving children with complex medical issues, behavioral feeding disorders, and neurological feeding disorders. Ethical, legal, and cultural issues are also addressed.Many students exhibit the signs and symptoms of dysphagia, and children who were originally treated for dysphagia in hospitals and other settings often begin attending public schools at three years old. The difficulty they had with swallowing and feeding frequently follows them to the school setting. Further, there are many students who develop swallowing and feeding disorders as a result of traumatic brain injury, neurological disorders and syndromes, behavioral disorders, and so forth. The range of students needing services for swallowing and feeding disorders in the school setting can be from three to twenty-two years of age and from mild dysphagia to tube feeding.The identification and treatment of swallowing and feeding disorders in schools is relatively new. There are still many districts in the country and internationally that do not address the needs of children with dysphagia. As school-based SLPs take on the challenge of this population there is a need for information that is current, accurate, and thorough. University programs include very little training, if any, at this time in the area of swallowing and feeding in the school setting. This text is appropriate for both a dysphagia course as well as courses that train SLP students to work with school-aged students.

The essence of John Holt's insight into learning and small children is captured in Learning All The Time. This delightful book by the influential author of How Children Fail and How Children Learn shows how children learn to read, write, and count in their everyday life at home and how adults can respect and encourage this wonderful process. For human beings, he reminds us, learning is as natural as breathing. John Holt's wit, his gentle wisdom, and his infectious love of little children bring joy to parent and teacher alike.

When does becoming part of the team go too far? For decades, young men and women endured degrading and dangerous rituals in order to join sororities and fraternities while college administrators blindly accepted their consequences. In recent years, these practices have spilled over into the mainstream, polluting military organizations, sports teams, and even secondary schools. In Destroying Young Lives: Hazing in Schools and the Military, Hank Nuwer assembles an extraordinary cast of analysts to catalog the evolution of this dangerous practice, from the first hazing death at Cornell University in 1863 to present day tragedies. This hard-hitting compilation addresses the numerous, significant, and often overlooked impacts of hazing, including including sexual exploitation, mental distress, depression, and even suicide. Destroying Young Lives is a compelling look at how universities, the military, and other social groups can learn from past mistakes and protect their members going forward.

With over 100 archival photographs and nine original, wide-ranging essays, Freud/Tiffany brings to life the fascinating intersection of psychoanalysis and education. Out of the cultural and political ferment of inter-war Vienna emerged the Hietzing School, founded in the 1920s by Anna Freud, the youngest daughter of Sigmund Freud, and Dorothy Tiffany Burlingham, the youngest daughter of the great American artist Louis Comfort Tiffany. Anna Freud's story unfolds over three decades from her adolescence through the 1940s, as she and Dorothy Tiffany Burlingham leverage their hands-on research with children into educational innovations at the Hietzing School and beyond. The Viennese psychoanalysts of the 1920s demonstrated a unique sensitivity to marginalised populations and to the impact of war, its threats and its aftermath, especially on the lives of children. The book features never-before-seen historical photographs, including four of Sigmund Freud, as well as unpublished archival material and original paintings. Drawings, manuscripts and memoirs make vivid the founders' vision of the Hietzing School's origins, its day-to-day experience and its enduring significance for our understanding of education and the developing mind. Marking the first publication of many of the historic materials originally showcased in 2017 at a major Freud Museum London exhibition, the international scholarship behind Freud/Tiffany demonstrates that the Hietzing School remains the seedbed for a surprising range of modern theory and practice in child and adolescent mental health, from Erik Erikson's lifespan model of 'identity' to the legal concept of 'the best interests of the child'. The Freud and Tiffany legacies are now brought together as never before in this lively book, and the Hietzing School is restored to its rightful place in the history of so many ideas with which we are still working today. The book is essential for any reader interested in the cultural legacy of interwar Vienna.

Research is clear: School leadership quality matters. However, our knowledge of effective school leadership remains limited in at least three substantial ways. First, our understanding of school leadership effectiveness generally and school principal effectiveness specifically is limited to Western contexts, primarily North America and western European ones. Second, even in the confines of Western research and context, there has been relatively little specific focus on effectively leading low-performing schools. Third, even the conceptualization of leadership-do we mean the school principal, an administrative team, or a broader school leadership team-is a key factor in how we define and respond to the challenge of leading in low-performing schools. This book advances discussion and disseminates knowledge and global perspectives on what school leadership looks like, how it is enacted and under what circumstances, and when or where lessons might be portable. We anticipate this book having wide appeal for researchers, policymakers, and practitioners considering school leadership and how to support it effectively. The chapters suggest a noticeable level of convergence globally on how to lead low-performing schools effectively. Yet, there are clear political and culture differences that add significant gradation to how school leaders might enact best practice locally or inform policymakers and systems leaders about how to set up school leaders for success and subsequently support them. This book is one of the first that prioritizes the universality and nuance of leading low-performing schools globally.

We have a serious problem with the image of teaching in this country. In the eyes of many, teaching is not truly a profession akin to other professions. In the popular imagination, it is not on a par with medicine, law or accountancy, engineering, architecture or business. It is not held in the same esteem as careers which are of equivalent importance to society. Must do better challenges this damaging and pernicious status quo. It examines the origins of our problem with teaching, it shines a light on the exciting reality of teaching in the 21st century, and it charts a new course for the image of the modern teaching profession. The book is written to be easily read by the general reader, because ultimately it is with the general reader - the parent, the employer, the politician - that lies the power to effect the change that society needs. We can and we must change the image of teaching for the better.

Too often educational leaders are caught in a "culture of nice," finding it difficult to give their teachers and staff critical feedback to improve their practice. This important book helps leaders become both candid and compassionate, unrelenting and supportive, and demanding yet caring. Exploring real scenarios and situations, this book helps you through the common traps of trying to improve performance, and the strategies to move beyond these pitfalls to achieve desired results. Addressing best practices for driving change such as informal feedback mechanisms, collaborative decision-making, and teacher leadership, this important book will help you create a trusting and supportive environment where you can have candid educational conversations in person and in writing, during informal chats, in PLCs, and with other leaders.

In White Jesus: The Architecture of Racism in Religion and Education, White Jesus is conceived as a socially constructed apparatus-a mythology that animates the architecture of salvation-that operates stealthily as a veneer for patriarchal White supremacist, capitalist, and imperialist sociopolitical, cultural, and economic agendas. White Jesus was constructed by combining empire, colorism, racism, education, and religion; the by-product is a distortion that reproduces violence in epistemic and physical ways. The authors distinguish White Jesus from Jesus of the Gospels, the one whose life, death, and resurrection demands sacrificial love as a response-a love ethic. White Jesus is a fraudulent scheme that many devotees of Jesus of Bethlehem naively fell for. This book is about naming the lies, reclaiming the person of Jesus, and reasserting a vision of power that locates Jesus of the Gospels in solidarity with the easily disposed. The catalytic, animating, and life-altering power of the cross of Jesus is enough to subdue White Jesus and his patronage. White Jesus can be used in a variety of academic disciplines, including education, religion, sociology, and cultural studies. Furthermore, the book will be useful for Christian institutions working to evaluate the images and ideologies of Jesus that shape their biblical ethics, as well as churches in the U.S. that are invested in breaking the mold of homogeneity, civil religion, and uncoupling commitments to patriotism from loyalty to one Kingdom. Educational institutions and religious organizations that are committed to combining justice and diversity efforts with a Jesus ethic will find White Jesus to be a compelling primer.

Being a cheerleader for innovation or change is great. Implementing specific strategies to increase the likelihood of success is essential. In this key book from bestselling author and speaker Todd Whitaker, you'll discover clear ways to lead and manage school change by setting realistic goals, planning your approach, and tracking your progress. You'll also find out how to work effectively with others, overcome resistance, and gain widespread acceptance. Whether you are a district leader, building leader, instructional coach, or teacher-leader, you'll come away from this book with all the tools and inspiration you need to make a positive, immediate, results-oriented change with the support of your staff. Bonus: This enhanced second edition includes a special Action Plan and Implementation Guide. The Action Plan will help you apply the ideas, step by step, to your own situation. The Implementation Guide can be used for independent reflection or as a study guide with book groups or professional learning communities.

Middle-class School Choice in Urban Spaces examines government-funded public schools from a range of perspectives and scholarship in order to examine the historical, political and economic conditions of public schooling within a globalized, post-welfare context. In this book, Rowe argues that post-welfare policy conditions are detrimental to government-funded public schools, as they engender consistent pressure in rearticulating the public school in alignment with the market, produce tensions in serving the more historical conceptualizations of public schooling, and are preoccupied by contemporary profit-driven concerns. Chapters focus on public schooling from different global perspectives, with examples from Chile and the US, to examine how various social movements encapsulate ideologies around public schooling. Rowe also draws upon a rich, five-year ethnographic study of campaigns lobbying the Victorian State Government in Australia for a brand-new, local-specific public school. Critical attention is paid to the public school as a means to achieve empowerment and overcome discrimination, and both a local and global lens are used to identify how parents choose the public school, the values they attach to it, and the strategies they use to obtain it. Also considered, however, are how quality gaps, distances and differences between public schools threaten to undermine the democracy of education as a means for individuals to be socially mobile and escape poverty. This book makes an important contribution to our understanding of global social movements and activism around public education. As such, it will be of key interest to researchers, academics and postgraduate students in the field of education, specifically those working on school choice, class and identity, as well as educational geography.

One day Greg Mortenson set out to climb K2 - the world's second highest mountain - in honour of his younger sister, but when another member of his group fell ill, they turned around and Greg became lost in the mountains of Pakistan. He wandered into a poor village, where the chief and his people took him in. Moved by their kindness, Greg promised to return and build a school for the children. This is the remarkable story of how, against all the odds, Greg built not only one but more than sixty schools in Pakistan and Afghanistan, and how he dedicated his life to establishing literacy and peace, and understanding.

The benefits of mediation upon the development of children is an area that is yet to be fully explored. Mediation promotes learning through learner interactions with the environment and puts emphasis on the idea that society is responsible for all children's development.This book offers a unique practical model of effective mediation that integrates mediation theories from different periods and draws upon the work of five theoreticians; Dewey, Piaget, Vygotsky, Feuerstein, and Gardner. Key results from more recent neuropedagogical research are also presented. Mediation and Thinking Development in Schools supports the idea that academic achievements are not enough to measure a child's development; forward-thinking educators know that they not only have to teach specific disciplinary content, but also knowledge and skills that will be useful in their students' future. Hence, there is a need to understand how to mediate knowledge acquisition rather than be the source of knowledge. By fully illuminating the theory and the practice of mediation, this important text will prove invaluable for leaders, researchers and teachers in primary and secondary education.

Co-published with UCEA, this new textbook tackles Standard #2 of the Professional Standards for Educational Leaders (PSEL)-Ethics and Professional Norms. This volume includes specific strategies for school leaders to develop knowledge and skills in supporting the learning and development of all students, as well as understanding the dynamics and importance of ethics in leadership practice. By presenting problem-posing cases, theoretical grounding, relevant research, implications for practice, and learning activities, this book provides aspiring leaders with the background, learning experiences, and analytical tools to successfully promote ethical leadership and student success in their contexts. Special features include: * Case Studies-provide an opportunity to practice ethical reasoning and engage in the discussion of complexities and debates within each case. * Learning Activites-a range of exercises help readers make connections to the PSEL standard. * Important Resources-includes resources that support and encourage students to explore each of the chapter's elements.

At Our Best: Building Youth-Adult Partnerships in Out-of-School Time Settings brings together the voices of over 50 adults and youth to explore both the promises and challenges of intergenerational work in out-of-school time (OST) programs. Comprised of 14 chapters, this book features empirical research, conceptual essays, poetry, artwork, and engaged dialogue about the complexities of youth-adult partnerships in practice. At Our Best responds to key questions that practitioners, scholars, policymakers, and youth navigate in this work, such as: What role can (or should) adults play in supporting youth voice, learning, and activism? What approaches and strategies in youth-adult partnerships are effective in promoting positive youth development, individual and collective well-being, and setting-level change? What are the tensions and dilemmas that arise in the process of doing this work? And, how do we navigate youth-adult partnerships in the face of societal oppressions such as adultism, racism, and misogyny? Through highlighting contemporary cases of authentic youth-adult partnerships in youth programs, this fourth volume of the IAP series on OST aims to introduce, engage, and sharpen educators' understandings of the power and promise of these relationships. Together, the authors in this volume suggest that both building youth-adult partnerships and actively reflecting on intergenerational work are foundational practices to achieving transformational change in our OST organizations, schools, neighborhoods, and communities.

How do Christian higher education institutions orient new faculty members to their role on a Christian campus? How do they lead faculty members toward a deeper understanding of the Christian dimension of their place in higher education? Bible Colleges, Christian Universities, and Seminaries need a resource that can be provided to faculty members or be used in faculty development discussions. This book is designed to serve as just such a resource. It provides a clear and concise portrait of thegeneral role of faculty from a distinctively evangelical Christian perspective. We use the metanarrative of being formed by the cross to describe the "cruciform" role of professors as teachers in the classroom, mentors to the students, scholars within the academy, and servants of the church and community. Each chapter will have personal and group reflection questions and exercises to aid in application.

Concerns with the nature of and relationship between responsibility and responsibilisation pervade contemporary social, political and moral life. This book turns the analytical lens on the ways in which responsibility and responsibilisation operate in diverse educational settings and relationships, and social, policy and geographical contexts in the USA, Europe, the UK, New Zealand and Australia. Scholars have sought to explain the genealogy and the melange of rationalities, technologies, bio-politics and modes of governmentality that bring responsibility and responsibilisation into being, how they act on and are taken up by individuals, groups and organisations, and the risks and possibilities they create and delimit for individuals, social collectives and their freedoms. Contributors to this collection have diverse views and perspectives on responsibility and responsibilisation. This disagreement is a strength. It underlines the importance of unravelling both the differences and similarities across scholars and contexts. It also issues a salutatory warning about assumptions that reduce the complex concepts of responsibility and responsibilisation to simplistic, fixed categories or to generalising and universalising single cases or experiences to all areas of education. This volume was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.