In 2008, the Canadian government established a Truth and Reconciliation Commission (TRC) to review the history of the residential school system, a brutal colonial project that killed and injured many Indigenous children and left a legacy of trauma and pain. In Fragments of Truth Naomi Angel analyzes the visual culture of reconciliation and memory in relation to this complex and painful history. In her analyses of archival photographs from the residential school system, representations of the schools in popular media and literature, and testimonies from TRC proceedings, Angel traces how the TRC served as a mechanism through which memory, trauma, and visuality became apparent. She shows how many Indigenous communities were able to use the TRC process as a way to claim agency over their memories of the schools. Bringing to light the ongoing costs of transforming settler states into modern nations, Angel demonstrates how the TRC offers a unique optic through which to survey the long history of colonial oppression of Canada's Indigenous populations.

Framed by the theoretical work of Gloria Anzaldua, this volume focuses on the cultural and linguistic practices of Mexican-origin youth at the U.S. border to explore how young people engage in acts of "bridging" to develop rich, transnational identities. Using a wealth of empirical data gathered through interviews and observations, and featuring perspectives from multinational and transnational authors, this text highlights how youth resist racialized and raciolinguistic oppression in both formal and informal contexts by purposefully engaging with their heritage culture and language. In doing so, they defy deficit narratives and negotiate identities in the "in-between." As a whole, the volume engages issues of identity, language, and education, and offers a uniquely asset-based perspective on the complexities of transnational youth identity, demonstrating its value in educational and academic spaces in particular. This text will benefit researchers, academics, and educators with an interest in the sociology of education, multicultural education, and youth culture more broadly. Those interested in language and identity studies, as well as adolescence, schooling, and bilingualism, will also benefit from this volume.

The professional development school (PDS) is a unique educational reform initiative that attempts the simultaneous reform of education at the school and the university. By conducting reform at both levels of education, the PDS is a solution to the piecemeal reforms of the past, from Dewey's Progressivism to the Sputnik reforms to New Math to Whole Language, which have targeted educational change in the public schools but most have overlooked the preparation of new teachers.

The PDS addresses the professional development of experienced teachers in the field, the preparation of new teachers, and improvement of the programs of K-12 schools at the same time and at the same place--the school site. In this way, reform goals are agreed upon and implemented by both new and experienced teachers so that reform efforts are seamlessly supported by all parties involved. Nevertheless, most educators engaged in PDS reform agree that PDSs are a high stakes reform effort and are fraught with difficulties. This case study provides an annotated road map of one PDS partnership so that others interested in partnership work are provided general principles to guide their work.

This text argues that in a world of growing complexity and rapid change, it is vital to forge strong, open and interactive relationships with communities beyond schools in order to bring about significant improvements in teaching and learning within schools. It is necessary to rediscover the passion and moral purpose that makes teaching and learning exciting and effective. This book provides ideas based on research, theory and practice. It is designed to challenge all in education and provoke thought, elicit debate and encourage action.

The last decades have demonstrated growing calls for innovations associated with science teaching methods. In the light of science education reforms, teaching methods have focused on scientific inquiry, discovery, and other constructivist approaches. Research on innovations in science education raises discussion about the application of new technology, a need to infuse arts and social emotional learning content into science education, and use of innovative models to improve critical thinking skills and enhance teachers' self-efficacy. However, there is a lack of research on innovative work behavior of science teachers' personal, cognitive, and environmental factors. The researchers in this book address to the phenomenon of innovative work behavior and aim to reveal the associations between the science teachers' innovative work behavior and personal, cognitive, and environmental factors.

The Challenge for School Leaders identifies essential systems and their elements that enhance the school leader s knowledge and skill to continually improve the academic program through a faculty collaborative process. The critical systems addressed are system elements, communication, curriculum, instruction, assessment, and collaborative decision making to determine causes of non-productive systems and solutions to remove and solve these issues. The text includes a pre-and-post school assessment survey process that involves the faculty and administrators in evaluating their school, and identifying critical areas that need improvement. This survey has been statistically affirmed for high reliability and validity with respect to academic system behaviors correlated with high academic student performance. The continual improvement philosophy is the foundation of this text and collaboration is the method by which this concept is achieved. The value of each person is critical, and everyone is needed to improve the academic systems to serve the needs of the students and the faculty. The communication linkage system as well as curriculum-instruction-assessment integration is addressed and is essential to the improvement process. The analysis and improvement of the instructional process is the key to enhancing student academic performance. The concepts and practical suggestions along with the knowledge and skills to build an effective academic system for students is the aim of this study."

Principals want all students to bridge the achievement gap. Sometimes they just don't know how to make it happen. This book looks at what successful principals do to close the achievement gap and move their schools from one that needs improvement to one that is succeeding for all students. With current federal legislation, a principal who does not reach the proficiency mandates on the prescribed timetable ends up with a great deal of second guessing and community outcry. How can a principal avoid that result and instead be recognized as someone who went above and beyond to be sure that all of the students crossed the gap successfully in the right place and at the right time? In this book, the authors provide principals with the "how" to exit Program Improvement, the "protocol for success" that professionals in other fields have access to on a daily basis. Principals reading this handbook will have at their fingertips detailed descriptions of the behaviors needed to build success.

This book explores the experiences of LGBTQ+ parented families in school communities and provides a voice for this overlooked group who are becoming an increasingly common form of family diversity in school communities. Approaching the topic from a strength-based psychological perspective, the book presents LGBTQ+ parents' suggestions for school improvements and supportive structures and provides empirical evidence to inform future LGBTQ+ inclusive educational policy. Research based yet practically focused, it will be a valuable resource for researchers, students and education professionals alike.

This book is an arresting interdisciplinary publication on Christian education, comprising works by leading scholars, professionals and practitioners from around the globe. It focuses on the integrated approaches to Christian education that are both theoretically sound and practically beneficial, and identifies innovative pedagogical methods and tools that have been field-tested and practice-approved. It discusses topics such as exploring programmes and courses through different lenses; learning challenges and opportunities within organisational management; theology of business; Christian models of teaching in different contexts; job preparedness; developing different interpretive or meaning-making frameworks for working with social justice, people with disability, non-profit community organisations and in developing country contexts. It offers graduate students, teachers, school administrators, organisational leaders, theologians, researchers and education practitioners a fresh and inspiring reimagining of Christian education perspectives and practices and the ramifications of their application to life-long learning.

Since their earliest days, institutions providing a Protestant education have always been respected and sought-after for their rigor and relative freedom from dogma-and despite today's secularism and plurality, they remain so. This international handbook is the ultimate companion to protestant schooling worldwide. Its 39 chapters form the most comprehensive and wide-ranging treatment of the subject yet available, addressing Protestant education on all six inhabited continents and featuring the perspectives of leading authorities and public figures.

The contributions cover in detail not only the facts and features of Protestant schooling in sundry nations, but also integrate a range of themes common to them all, themes so vital that they are of central concern to Christians around the world and of whatever denomination. Some of these topics are school choice, globalization, Bible pedagogy and character education, the fine arts, parental involvement, and the rise of Christianity in previously inaccessible locations such as China.

The handbook's stellar list of authors is a Who's Who of authorities on the subject and includes a renowned American evangelical, a former historian of the US House of Representatives, and White House consultants responsible for framing legislation. The many contributors from outside the USA are leading academics conducting seminal research on numerous topics in the field. Both exhaustive and authoritative, "The International Handbook of Protestant Education"will be an invaluable asset to educators, ministers, parents, policy makers political leaders of any denomination-or none.

Focusing on what can be done to promote equity within education systems, what the barriers to progress are and how these barriers might be overcome, this book provides detailed examples of strategies that have proved to be effective in addressing this challenge. Built on the work of the authors over the last three decades, the book presents an approach to educational change that will be relevant to different countries. The authors argue that there is untapped potential for promoting progress towards greater equity within schools and the communities they serve. They also show how this potential can be mobilised by using forms of collaborative action research to stimulate the development of more inclusive ways of working. Central to this approach is the use of evidence collected by practitioners with the support of university researchers, drawing on the human resources that are there in every school. Grounded in research, evidence and experience in the field, this book is ideal reading for a wide audience of practitioners and policy makers globally, including senior staff in schools, as well as post-graduate students, researchers and academics who are focusing on educational improvement.

This book examines how state schooling in China has economically, culturally, and ideologically had an impact on and gradually transformed a traditional Muslim Hui village in rural Northwestern China. By discussing the interpretation and appropriation of dominant educational discourse of "quality" in the rural context, it illustrates the dichotomies of poverty and prosperity, civility and uncivility, and religiosity and secularity as they are perceived and understood by teachers, parents and students. Based on an original ethnographic research conducted in a secondary school, it further touches upon Muslim Hui students' negotiations of filial, rural, and ethnoreligious identities when they struggle to seek a life of their own in the journey to prosperity. The book introduces audiences to multiple ways in which Muslim Hui students construct and negotiate identities through state schooling, especially the educational heterogeneity experienced by various Muslim youth. It also captures the changing rural-urban dynamic as state schooling continues to guide local formal educational activities as well as create tensions and confusions for both teachers and parents. Most importantly, the book challenges stereotypes about Muslim Hui students in Northwest China being assimilated into the mainstream culture by demonstrating how local Muslims live, study, pray, and fulfil the five pillars of Islam. It will be highly relevant to students and researchers in the fields of education, anthropology, sociology, and religious studies.

Understanding democracy, learning to be democratic and to value democracy are critical competencies to be developed by all Americans. In the present debate about what knowledge is of most worth in the public school, these civic competencies are seen as second in importance only to the development of critical thinking. They are typically, however, honored more in commencement rhetoric than in school programs or practices; their actualization falls far short of their ascribed importance. The authors argue that critical opportunities for democratic development occur in the day-to-day life of the schools. It follows that all grade levels should participate in the creation of the "constitution" of the school and classrooms, the justice structure of the school (its disciplinary code, norms, and adjudication), the policy-making of the school, and in the understanding of the school as a social laboratory. The authors demonstrate the effectiveness of such a program by reporting some two decades of applied research on democratic schools which have realized some of these outcomes.

This is the only text to address child and adolescent psychopathology from the viewpoint of the school psychologist. Integrating, comparing, and distinguishing DSM-5 diagnoses from IDEA disability classifications, it provides a comprehensive overview of mental health conditions in this population. This book addresses the impact of these conditions at school and at home, along with a description of practical, evidence-based educational and mental health interventions that can be implemented in school environments. It addresses the role of the school psychologist and details a variety of educational supports and school-based mental health services as they apply to specific conditions.This resource provides comprehensive coverage of school psychologists' responsibilities, including assessment, educational and skill-based interventions and supports, consulting with key stakeholders, and advocacy. Case studies address classification issues and varied approaches psychologists can use to support students. Chapters provide a variety of features to reinforce knowledge, including quick facts, discussion questions, and sources for additional resources. Instructor's ancillaries include instructor's manual, test questions, and mapping to NASP domains as well as PowerPoints and a test bank. Purchase includes digital access for use on most mobile devices or computers. Key Features: Provides a school psychological approach to addressing a full gamut of child/adolescent mental health problems at school and at home Integrates, compares, and distinguishes DSM-5 diagnoses, IDEA disability classifications and other legal protections (i.e., Section 504) for each disorder Covers the impact of various disorders on a child's ability to learn and function in the classroom Addresses practical, evidence-based educational supports and school-based mental health services suited to specific disorders Includes case studies addressing classification issues and delineating practical student supports

Urban Schools: Crisis and Revolution describes America's inner-city public schools and the failure of most to provide even a minimally adequate education for their students. With numerous examples, James Deneen and Carm Catanese argue that these failures are preventable. Early chapters document the two-tiered character of American public schools, the tragic consequences of failing schools for millions of students-mostly Black and Hispanic-and the financial costs to American society. In later chapters, Deneen and Catanese describe the special problems of inner-city schools and the changes in school organization and curriculum needed to overcome them. They also provide examples of schools in severely disadvantaged communities in which such changes have enabled students to succeed academically, graduate, and enter college. In the final chapters, the authors examine the public and non-public school options available to urban parents. They discuss school choice, a hotly debated issue in urban education. The book concludes with a plan, consisting of six recommendations, for reforming a failing urban school.

In this book, internationally migrant families invite us to listen to the storylines of their mostly muted voices as they navigate the local schools in their new cultural context. They call us to hear them as they grapple with issues they encounter. They implore us to feel like an outsider and see the school as a foreign culture with language and communication barriers. The book is organized to enhance this carework. Each chapter begins with a vignette that includes the voices of one or more members of international migrating families, while introducing the context of the chapter. At the end of each chapter readers will find specific implications to consider. These are constructed with preservice teachers, practicing teachers, and educational administrators in mind. As you read each chapter, there is the call for school transformation. The families in this book entreat school personnel to engage with international migrant families and to embrace a risk and resilience model as we strive together for success. These storylines challenge us to examine our personal storylines for biases and deficit understandings and call us all to purposefully rewrite these in the spirit of possibilities as the families in this book have embodied for us.

--The increased professional momentum from the field needs more "how to" guides, based on extensive research and practice, to move forward with quality work and sustainable systems for carrying out this work --Real world examples of inspiring best practices where local communities, cities and increasingly regional entities in New York City, San Francisco, and Tokyo --While targeted for city planning, this book will also reach out and inform the educators and community developers seeking to connect more directly with their local communities and schools.

--The increased professional momentum from the field needs more "how to" guides, based on extensive research and practice, to move forward with quality work and sustainable systems for carrying out this work --Real world examples of inspiring best practices where local communities, cities and increasingly regional entities in New York City, San Francisco, and Tokyo --While targeted for city planning, this book will also reach out and inform the educators and community developers seeking to connect more directly with their local communities and schools.

This book explores the pivotal role that geography as a school subject plays in helping every young person achieve their educational potential. Expressed as 'GeoCapabilities', this concept draws on the the capabilities approach developed by Amartya Sen and Martha Nussbaum applied to curriculum thinking in schools. While traditional subjects have often been deemed irrelevant and outdated in an overcrowded secondary school curriculum, subjects like geography have often been lost or combined with others to fulfil a broad skills agenda. More recent talk of a 'knowledge led' curriculum can often lead to the recitation of facts at the expense of developing deeper understanding. This book argues the concept of powerful geographical knowledge, based on the work of Michael Young and David Lambert, invests the subject of geography with its educational potential: this forms the basis of GeoCapabilities. GeoCapabilities focuses on both what is being taught and why, and as such provides a framework of curriculum thinking which will be of interest and value to geography teachers, school leaders with curriculum development responsibilities and all those interested in the capability approach and the moral imperative of education.

Based on action research and implementation at one of the world's great schools, this book provides a much-needed exploration of how to implement positive education at a whole school level. Evidence-Based Approaches in Positive Education summarises the integration of a whole-school mental health and well-being strategy, positive psychology programs and pastoral care models from 3 - 18 years of age. Positive education is the teaching of scientifically validated programs from positive psychology and character education that have an impact on student and staff well-being. It is an approach that focuses on teaching, building and embedding social and emotional learning throughout a student's experience. St Peter's College - Adelaide is the only institution in the world to integrate Martin Seligman's well-being theory throughout all aspects of both its strategic intent and positive education programs. The School's vision is to be a world-class school where all boys flourish. Its mission is to provide an exceptional education that brings out the very best in every boy. This is done within an intellectually and spiritually rich environment that nurtures international-mindedness, intercultural understanding, respect and a commitment to social justice. This book captures the developments of the St Peter's College journey. It focuses on the integration of well-being across seven strategic goals: Academics; Well-being; Student Life; Entrepreneurship; Innovation and Partnerships; People, Culture and Change; Sustainability and Environment; Community Engagement, Advancement, and Philanthropy. A uniquely Australian school, the impact of a St Peter's College education is to build great men: who believe safety, service and integrity and fundamental parts of their lives; who are active members of communities that are socially and culturally diverse; who engage in political, ethical, and environmental challenges as good citizens. Since 1847, St Peter's College alumni have had global and life-changing impact in all fields of human endeavour. The School's alumni include three Nobel Laureates, 42 Rhodes Scholars, Olympians and Archbishops, artists and scientists, educators and journalists, actors and politicians, philanthropists and physicians, CEOs, diplomats and soldiers, explorers, painters and poets. This book shares evidence-based practices and makes a substantial contribution to the rapidly developing field of positive psychology and its application in schools.

This book focuses on special organizational configurations for schools in diverse parts of the world. Some of these new organizational and institutional designs are called multi-service schools, others are called extended service schools and still others are called community learning centers. While these schools have different names and notable different characteristics, they belong in the same category because of a common feature in their design: they connect schools with once-separate community programs and services.Chief among the prototypes for these new organizational and institutional designs are the ones featured in the book's title. Some are called multi-service schools to indicate that they selectively provide some new programs and services. Others are called extended service schools to indicate that they serve young people beyond the regular school day, seeking influence and control over out-of-school time while enabling alternative teaching-learning strategies, and providing services other than typical "pupil support services." Still others are called community learning centers, a name that showcases the educational functions and priorities of schools and announcing priorities for adult learning and development. Community schools, still called in some places full-service community schools, serves as a prototype that increasingly positions schools as multi-purpose, multi-component, anchor institutions serving identifiable neighborhoods and entire rural communities. The book is structured to enhance understanding of these organizational prototypes and provides comparative social analysis. It also identifies knowledge needs and gaps as well as developmental territory for the future.

A timely contribution to the debate on educational governance and equality, the World Yearbook of Education 2020 documents the significant changes that have occurred in the last 20 years reflecting a widespread shift from government to governance. Considering school context as well as specific school responses around the emergence of particular forms of governance, this book presents and contextualises a clear historical account of governance and accountability within schooling. Organised into three sections covering: Changing contexts of school governance; stakeholders and 'responsibilisation'; and radical governance, carefully chosen contributors provide global insights from around the world. They consider educational outcomes and closing the inequality gap and they document radical forms of governance, at local level, which have sought to create more equitable governance, intelligent accountability and greater involvement of key stakeholders such as students. Providing a series of provocations and reminders of the possibilities that remain open to us, the World Yearbook of Education 2020 will be of interest to academics, professionals and policymakers in education and school governance, and any scholars who engage in historical studies of education and debates about educational governance and equality.

Based on a critical Marxist ethnography, conducted at a state primary school in a former coalmining community in the north of England, this book provides insight into teachers' perceptions of the effects of deindustrialisation on education for the working class. The book draws on the notion of social haunting to help understand the complex ways in which historical relations and performances, reflective of the community's industrial past, continue to shape experiences and processes of schooling. The arguments presented enable us to engage with the 'goodness' of the past as well as the pain and suffering associated with deindustrialisation. This, it is argued, enables teachers and pupils to engage with rhythms, relations, and performances that recognise the heritage and complexities of working-class culture. Reckoning and harnessing with the fullness of ghosts is essential if schooling is to be refashioned in more encouraging and relational ways, with and for the working class. This text will benefit researchers, academics, and educators with an interest in the sociology of education, and social class and education in particular. Those interested in schooling, ethnography, and qualitative social research will also benefit from the book

In "Overcoming Religious Illiteracy," Harvard professor and Phillips Academy teacher Diane L. Moore argues that though the United States is one of the most religiously diverse nations in the world, the vast majority of citizens are woefully ignorant about religion itself and the basic tenets of the world's major religious traditions. The consequences of this religious illiteracy are profound and include fueling the culture wars, curtailing historical understanding and promoting religious and racial bigotry. In this volume, Moore combines theory with practice to articulate how to incorporate the study of religion into the schools in ways that will invigorate classrooms and enhance democratic discourse in the public sphere.