A community school differs from other public schools in important ways: it is generally open most of the time, governed by a partnership between the school system and a community agency, and offers a broad array of health and social services. It often has an extended day before and after school, features parent involvement programs, and works for community enrichment. How should such a school be structured? How can its success be measured? Community Schools in Action: Lessons from a Decade of Practice presents the Children's Aid Society's (CAS) approach to creating community schools for the 21st century. CAS began this work more than a decade ago and today operates thirteen such schools in three low-income areas of New York City. Through a technical assistance center operated by CAS, hundreds of other schools across the country and the world are adapting this model. Based on their own experiences working with community schools, the contributors to the volume supply invaluable information about the selected program components. They describe how and why CAS started its community school initiative and explain how CAS community schools are organized, integrated with the school system, sustained, and evaluated. The book also includes several contributions from experts outside of CAS: a city superintendent, an architect, and the director of the Coalition for Community Schools. Co-editors Joy Dryfoos, an authority on community schools, and Jane Quinn, CAS's Assistant Executive Director of Community Schools, have teamed up with freelance writer Carol Barkin to provide commentary linking the various components together. For those interested in transforming their schools into effective child- and family-centered institutions, this book provides a detailed road map. For those concerned with educational and social policy, the book offers a unique example of research-based action that has significant implications for our society.

Education is a violent act, yet this violence is concealed by its good intent. Education presents itself as a distinctly improving, enabling practice. Even its most radical critics assume that education is, at core, an incontestable social good. Setting education in its political context, this book, now in paperback, offers a history of good intentions, ranging from the birth of modern schooling and modern examination, to the rise (and fall) of meritocracy. In challenging all that is well-intentioned in education, it reveals how our educational commitments are always underwritten by violence. Our highest ideals have the lowest origins. Seeking to unsettle a settled conscience, Benign Violence: Education in and beyond the Age of Reason is designed to disturb the reader. Education constitutes us as subjects; we owe our existence to its violent inscriptions. Those who refuse or rebel against our educational present must begin by objecting to the subjects we have become.

This book critically examines multiple discourses of wellbeing in relation to the composite aims of schooling. Drawing from a Scottish study, the book disentangles the discursive complexity, to better understand what can happen in the name of wellbeing, and in particular, how wellbeing is linked to learning in schools. Arguing that educational discourses have been overshadowed by discourses of other groups, the book examines the political and ideological policy aims that can be supported by different discourses of wellbeing. It also uses interview data to show how teachers and policy actors accepted, or re-shaped and remodelled the policy discourses as they made sense of them in their own work. When addressing schools' responses to inequalities, discussions are often framed in terms of wellbeing. Yet wellbeing as a concept is poorly defined and differently understood across academic and professional disciplines such as philosophy, psychology, health promotion, and social care. Nonetheless, its universally positive connotations allow policy changes to be ushered in, unchallenged. Powerful actions can be exerted through the use of soft vocabulary as the discourse of wellbeing legitimates schools' intervention into personal aspects of children's lives. As educators worldwide struggle over the meaning and purpose of schooling, discourses of wellbeing can be mobilised in support of different agendas. This book demonstrates how this holds both dangers and opportunities for equality in education. Amartya Sen's Capability Approach is used to offer a way forward in which different understandings of wellbeing can be drawn together to offer a perspective that enhances young people's freedoms in education and their freedoms gained through education.

Intended to promote the innovative use of technology in education and promote educational advances all over the world, this volume brings together 16 best-practice cases on technology-enhanced educational innovations. Experts from Turkey, Tunisia, Cyprus, Italy, Malaysia, China, India and Finland have contributed to these cases, highlighting the current state-of-the-art in the use of technology in education in their respective counties. Topics include best practices for designing smart classrooms, effective use of tablets and interactive whiteboards, virtual learning environments, digital learning spaces, game-based learning, synchronous cyber classrooms, micro-courses, among others. The book offers an essential resource on emerging technologies and the educational approaches currently being pursued in different countries to foster effective learning.

By combining history with sociology, Rothstein presents a new way of looking at state-supported schools. He describes the pauper schools of the early 1800s and shows how they became the foundation for the common schools that followed. Compulsory education sought to alleviate urban crime while assimilating the immigrants who flocked to our shores in each generation. In the late 19th century, the militaristic schools became more bureaucratic and set in their ways in spite of the new thinking in education represented by John Dewey. Rothstein shows how Dewey was taught in college but that Thorndike was followed in the public schools. The high school was an attempt to meet the changing needs of the Industrial Revolution. After recapitulating the foundational history of American public schools, Rothstein examines the psychological effects of martinet teaching methods on students' self-perception and performance. A stunning new (old) perspective on American education.

Drawing on empirical research amongst both Muslim schools' students and parents, this timely book examines the question of 'self-segregation' and Muslims in light of key policy developments around 'race', faith and citizenship.

Whether it is requests for bricks and mortar or more operating money, each election type and context is unique with no guarantee that a set of campaign strategies successful in one district will not fail in another community. If successful campaigns were not such a delicate balance of science and art, the key to success would have long since been discovered, resulting in significantly more school districts winning at the ballot box. As members of the baby-boom generation collectively watch their last child receive a diploma from our nation's public schools, passing school finance elections is going to be even more difficult, promising tougher battles with the electorate and tighter margins between success and failure. School Finance Elections represents a marriage of research and successful practice, presenting a comprehensive planning model for school leaders preparing for and conducting school finance elections. Information presented emphasizes systems and strategies rather than specific campaign tactics. Avoiding a myopic focus on tactics allows school leaders to elevate their thinking to a more comprehensive and long-range vision of election planning. Each of the chapters elaborates on one of the ten elements in the authors' comprehensive planning model. Use of this model has reaped success in all types of school districts from New Jersey to California, and the authors aim to bring readers success at the ballot box as well. This second edition builds on the first with expanded sections about the attitudes of voters whose children have grown and graduated, research into the nature of organized opposition, and new material highlighting the Internet in campaigns. The authors provide school leaders with important resources to guide their planning and execution of school finance referenda."

Written under the guidance and with the support of Dylan Wiliam, Kate Jones writes about five formative assessment strategies in action in the classroom, with a foreword from Professor John Hattie. Building on the highly successful work of Wiliam and Siobhan Leahy, ideas are shared and misconceptions with formative assessment are addressed with lots of practical advice. Formative assessment in action focuses on five evidence-informed strategies that the teacher can use to support their learners to make progress. Formative assessment can help both the teacher and student understand what needs to be learned and how this can be achieved. During the learning process, formative assessment can identify students' progress as well as highlighting gaps in their knowledge and understanding, therefore giving the teacher useful insight as to what feedback and instruction can be provided to continue to move learners forward. Formative assessment takes place during the learning process. It continually informs the teacher and student as to how learning can move forward as it is happening. This is different to summative assessment, which focuses on the evaluation of student learning at the end of the process. There's a range of case studies from different subjects and key stages to show how formative assessment can be embedded across a curriculum successfully.

The behavior and safety of children and young people in and around schools is a topic of world-wide concern. From school shootings and deaths on school premises to the everyday behavior of young people in school, this book explores what is happening in schools in Britain and links it with evidence from elsewhere in the world.

An examination of the research relating to school reform proposals. It features essays covering: early childhood education; class-size reduction in grades K-3; small schools; grouping students for instruction; public schools and their communities; teacher characteristics; and more.

From the inner-city to the suburbs, thousands of school children are being systematically subjected to mandatory classroom policies which inflict both physical and emotional harm. Hundreds of school officials from across the country have been found guilty of sexual harassment, the illegal use of undercover agents, strip searches, corporal punishment, verbal abuse, punitive isolation, and other forms of institutional abuse. In Dangerous Schools, Professor Irwin Hyman and Pamela Snook, passionate advocates against the institutional maltreatment of children, reveal exactly what is going on in our nation's schools and what we must do about it.

"This book makes a strong argument against school abuses and offers clear and proven strategies for change. It will appeal to parents who suspect that their children have been maltreated by educators and for advocates who desire a blueprint for social change."---James Garbarino, codirector, Family Life Development Center, Cornell University; author, What Children Can Tell Us

Have you ever wondered why your students don't revise? Or why they revise ineffectively? Often, they simply don't know how. This is where The Revision Revolution comes in. What if, instead of just telling students to revise, we taught them explicit study skills from Year 7? What if we made revision enjoyable, even irresistible? The aim is not just to help students pass exams, but to embed their learning and help them grow into knowledgeable and informed young adults. In this book, Helen Howell and Ross Morrison McGill guide you step by step through how to start and sustain a revision revolution in your school, building a culture of effective study that flows through all aspects of school life.

So, you want to be an academy trust leader? This book will show you how. Sir David Carter started his career as a music teacher in several comprehensive schools before spending thirty years in school leadership before becoming one of the first Regional Schools Commissioners and then National School Commissioner. He knows what it feels like to be responsible for multiple schools and how the best leaders make large-scale collaboration work for their teachers, pupils, parents and the whole community. This book will share the recipe for understanding the purpose of academy trust leadership and give insider knowledge of how to do it well and with all stakeholders at the forefront of your mission.

This book addresses the relationship between the production of social problems in educational policy, the research practices required to inform policy, and the daily production of normalcies and differences in school contexts. It reports on the opportunities and consequences for policy, research, and practice when normalcy is stigmatized at the same level as difference. The book employs a critical analysis combining queer, feminist, and post-representational theories to understand the implications of dominant ways of understanding the division between normal and different subjectivities and how they reiterate structures of inequality in schools.

This volume is a thorough and comprehensive examination of the concerns about educational choice. Judith Pearson identifies errors, omissions, and fallacies in the economic and political theories used to justify choice and raises questions about the potential impacts of choice on both urban and rural public schools and consumers. The range of potential consequences of choice have not been thoroughly examined before implementation--a serious problem because educational choice may undermine the basic principles of public education in a democratic society and increase existing inequities in educational opportunities for many students. The bandwagon for choice is already rolling at great speed, with such high-powered proponents as President George Bush and Secretary of Education Lamar Alexander.

The book opens with a skeptical examination of the popular perception of a general crisis in education and the interpretation of test scores upon which this notion is based. Chapter 2 describes the implementation of educational choice in Minnesota and critically examines the thoroughness and objectivity of the program monitoring and evaluation. Chapter 3 describes Minnesota's K-12 open enrollment program and critically examines the three Working Papers that are the total of the state's program evaluation. The chapter also explores abuses of the laissez-faire choice program and the impacts of student and dollar transfers on local school districts. In chapters 4 and 5, the author investigates the popular concept that bureaucracy is the cause of problems in education and questions the appropriateness of applying a policy of deregulation to public education. Chapter 7 examines the existing inequities in educational funding and suggests that choice may make a bad situation much worse, particularly in urban schools. In Chapter 8, the author looks at the probable ways that abuses of the competitive market system will adversely affect consumers of education. Chapter 9 addresses the obvious: Where there are winners in a competitive marketplace, there are also losers. Who are they, individually and collectively? Also analyzed are the impacts of choice on educators, school boards, administrators, and teachers. Finally, Pearson challenges the constitutionality of choice through the probable inclusion of public funding for private schools.

Web-based school collaboration has attracted the sustained attention of educators, policy-makers, and governmental bodies around the world during the past decade. This book sheds new light on this topical but ever so complex issue. Drawing on a wealth of theoretical and empirical work, it presents the various models of available school twinning programs and explores the cultural, political, and economic factors that surround the recent enthusiasm regarding collaborative initiatives. Moreover, the book critically examines teachers' and students' experiences of web-based school collaboration. In particular, it develops a realistic perspective of the range of challenges they face and identifies the host of technological and non-technological issues that can shape participation in collaborative programs.

Diverse contributors offer an inside look at promising school-university partnerships across the country and discuss the principles and benefits of such programs in promoting educational innovation.

The increasing lack of discipline in South African schools and the impact thereof is well known. In most instances, existing punitive measures do not yield the required results. Yet, schools continue to scramble to find alternative punishments that will result in a disciplined environment conducive to teaching and learning. Albert Einstein rightly said: “Insanity is doing the same thing over and over again expecting different results.”

Restorative School Discipline: The Law and Practice seeks to provide an alternative approach to discipline. However, to implement this approach, a complete mind-shift is required. This mind set requires an understanding that to discipline learners is to teach socially acceptable behaviour. The restorative approach entails moving away from an approach that merely focuses on the ill-disciplined learner to an approach that focuses on preventing disciplinary problems, changing the culture of the school and restoring the harm done to those affected by the misconduct. The restorative approach involves focusing on finding solutions to address the needs and interests of all the role-players in the school community, rather than finding suitable punishments. Thus, focusing on the best interests of every learner as well as those of educators. Restorative discipline is a value-driven approach that respects the human rights of every stakeholder and also protects, promotes and fulfils everyone’s human rights.

This book explains the restorative approach to discipline in detail. The role of every stakeholder in the implementation of this approach also receives attention. Furthermore, it highlights the social justice implications as well as the impact of discipline on the neurological functioning and development of the child.

Restorative School Discipline: The Law and Practice provides practical advice for SGB’s, educators, school social workers and other role-players, such as the Department of Basic Education, on how to implement the restorative approach to discipline. It also examines the Constitutional imperatives and the legal framework related to school discipline. This ground-breaking book will provide guidance for school administrators, practitioners and academics on this innovative school discipline practice.

Virtual schools are a result of widespread changes in knowledge about learning, in available technology and in society. Virtual schooling is growing in popularity and will continue to attract students because of the benefits it offers over traditional schooling. Stakeholders in virtual schools need information to guide their decisions. For the foreseeable future, virtual schools will continue to meet diverse student needs, and to evolve in response to further change. Development and Management of Virtual Schools: Issues and Trends brings together knowledge of virtual schools as a reference for scholars and other groups involved in virtual schools. The chapters review best practice from concept and development, through implementation and evaluation.

Whisper it quietly: a lot of time is being wasted in a lot of schools. Actually, why are we whispering? What we should really be doing is calling this out - loudly! The job of schools is too important for us to keeping quiet. Schools are in the 'transforming lives' business. There is no time to waste! In The Teaching Delusion: Why Teaching In Our Schools Isn't Good Enough (And How We Can Make It Better), Bruce Robertson explored 'delusions' that are holding our schools back. In this sequel, The Teaching Delusion 2: Teaching Strikes Back, he digs deeper into three areas: curriculum, pedagogy and leadership. In doing so, he tackles the issue of time-wasting head-on. By calling out specific delusions in each area, Robertson suggests strategies for dismantling these and offers a clear roadmap forward. Backed by a depth of research and a breadth of experience, The Teaching Delusion 2: Teaching Strikes Back will give teachers and school leaders the supportive shake-up they need, helping them to abandon practices that aren't making the difference they should be, and to focus on the things that will really make the biggest difference to students in our schools.

This book is intended for use in professional courses of study and workshops in fields such as education administration, public administration, sports administration, law enforcement, allied health and social work, human resource management, and other fields in which groups from diverse backgrounds participate as employees, students, or clients. The book is an introduction to a vast and complex subject. Among the possible objectives that can be pursued with the aid of this book are the following: to understand the nature and causes of intergroup conflict including the useful functions it performs for communities and members of identity groups; to understand the importance of a historical perspective in the study of intergroup conflict and the danger of adopting ahistorical solutions; to learn how group membership influences interactions between and among groups under conditions of stress; and, to understand the causes and persistence of ethnocentric thought and how individuals can minimize or prevent the demonizing effects that may arise from it. It also includes possible objectives that can be pursued: to become familiar with basic principles of conflict resolution, mediation, and arbitration; to become aware of how the seemingly harmless and benign beliefs and actions of one group may have negative effects on others who do not belong to the same group; and, to explore approaches to dealing with intergroup conflict and the conditions under which these approaches are either useful or inappropriate.

An account of issues affecting ethnic relations in primary and secondary schools in the 1990s. Aimed at teachers, governors, parents, and local and central government, this book reflects the tensions and pressures felt in schools today and points to the policies and practices working for improvement.

Part of the Research on Religion and Education series, this text is divided into 11 chapters, covering such topics as: the removal of prayers from schools; the effects of religious schools; issues regarding school choice; and the history of the study of religion, education and academic success.

This book discusses key aspects of life in schools and classrooms, and surveys the changes that have occurred over the years in educational research, policy making and practice in these school and classroom settings. It not only examines cutting-edge research in these areas, but also showcases good practices in the field. Among the topics reviewed are recent developments in assessment, methods for collecting and analysing data on classroom practice, school leadership and the pros and cons of class size and small-class teaching; topics which are currently hotly debated in education systems around the globe. As such, the book objectively examines the various debates, and surveys the full range of evidence available. Education researchers, policy makers and practitioners often hold differing views about the reasons for teacher and student behaviour in classrooms and, for example, its relevance to class size. Many of these views are based on 'gut feelings' rather than hard evidence. Unfortunately, these three groups, with differing perspectives, often 'talk past each other' rather than engage in a productive, mutually beneficial dialogue. The book builds an effective bridge between researchers, policy makers and practitioners regarding the impact of these various aspects of classroom life, so that the viewpoints of each can be carefully considered and evaluated.