It Takes an Ecosystem explores the idea and potential of the Allied Youth Fields-an aspirational term that suggests increased connection across the multiple systems in which adults engage with young people. Recent research and initiatives make a strong case for what developmentalists have argued for decades: A young person's learning and development is shaped in positive and negative ways by the interactions they have with all the adults in their life. Now is the time to reshape our systems to support this scientific understanding. The chapters in this book provide ideas, tools, examples, and visions for a more connected, more equitable world for young people and the adults in their lives.

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 volume tackles perceived myths surrounding the academic excellence of East Asian students, and moves beyond Western understanding to offer in-depth analysis of the crucial role that shadow education plays in students' academic success. Featuring a broad range of contributions from countries including Japan, China, Taiwan, and Singapore, chapters draw on rich qualitative research to place in the foreground the lived experiences of students, teachers, and parents in East Asian countries. In doing so, the text provides indigenous insights into the uses, values, and meanings of shadow education and highlights unknown cultural and regional aspects, as well as related phenomena including trans-boundary learning culture, nomadic learning, individualized learning, and the post-schooling era. Ultimately challenging the previously dominating Western perspective on shadow education, the volume offers innovative theorization to highlight shadow education as a phenomenon which cannot be overlooked in broader discussion of East Asian educational performance, systems, and policy. Offering pioneering insights into the growing phenomenon of shadow education, this text will benefit researchers, academics, and educators with an interest in international and comparative education, curriculum studies, and East Asian educational practices and policy. Those interested in the sociology of education and educational policy will also benefit from this book.

This book examines experiences and implications of 'against-the-grain' school choices, where white middle class families choose ordinary and 'low performing' secondary schools for their children. It offers a unique view of identity formation, taking in matters like family history, locality and whiteness.

This book contains ten state-of-the-art articles about current challenges in education. They go back to the international conference "Teacher Education for Promoting Well-Being in Schools" (S'tefan cel Mare University of Suceava / Romania, July 2020), organized by the Association for Teacher Education in Europe. The articles are concerned with the following: diversity in special education; research through photovoice; sentiments, attitudes and concerns about inclusive education of pre-primary education students; teacher education; new trends in education; influence of the COVID 19 pandemic on education; digital competences of teachers.

The riveting story of how a young man turned $25 into more than 200 schools around the world and the guiding steps anyone can take to lead a successful and significant life.
Adam Braun began working summers at hedge funds when he was just sixteen years old, sprinting down the path to a successful Wall Street career. But while traveling he met a young boy begging on the streets of India, who after being asked what he wanted most in the world, simply answered, "A pencil." This small request led to a staggering series of events that took Braun backpacking through dozens of countries before eventually leaving one of the world's most prestigious jobs to found Pencils of Promise, the organization he started with just $25 that has since built more than 200 schools around the world.
"The Promise of a Pencil" chronicles Braun's journey to find his calling, as each chapter explains one clear step that every person can take to turn your biggest ambitions into reality, even if you start with as little as $25. His story takes readers behind the scenes with business moguls and village chiefs, world-famous celebrities and hometown heroes. Driven by compelling stories and shareable insights, this is a vivid and inspiring book that will give you the tools to make your own life a story worth telling.
"*All proceeds from this book will support Pencils of Promise."

The Wellbeing Toolkit is an invaluable resource for promoting wellbeing and resilience among all school staff, thereby improving staff attendance and retention, and helping all teachers fall back in love with teaching. In this thought-provoking book, Andrew Cowley, co-founder of Healthy Toolkit (@HealthyToolkit), draws on his own experiences as a school leader to unpick the myths around wellbeing and set out a practical, authentic and values-driven model that will enable leaders to foster a positive atmosphere for the benefit of the whole-school community. With a focus on developing a culture of positivity and self-care, effectively enabling all staff members to take ownership of the wellbeing strategy and supporting and promoting healthy lifestyles, this practical guide also considers scenarios arising from potentially more stressful incidents such as a bereavement. Staff wellbeing needs to be a strategic consideration for all primary and secondary school leaders, not something delivered on an ad hoc basis. Emphasis must be placed on really knowing staff, what motivates them and what may affect their confidence. The Wellbeing Toolkit offers effective strategies for addressing staff wellbeing from a whole-school perspective with particular reference to reducing workload, managing stress and supporting teachers in challenging circumstances.

Al Ramirez writes on the subject of how the public schools in the United States are financed and how other funds are raised for educational programs in elementary and secondary schools. A context for public school finance is provided throughout the volume by grounding each topic in historical, policy, political, and common practice, so the work spans both the theoretical and practical aspects of the subject matter. The text is written primarily for graduate students in programs for education leadership, administration, policy studies, public administration, public finance and public accounting. The content will also serve as a resource for practitioners and education policy leaders, e.g., school board members, foundation program officers, legislators, and policy analysts at the local, state and national levels. Each chapter is structured so as to enhance the book s value to pre-service students preparing for entry-level school administration positions as well as candidates for advanced degrees who need more research based theoretical content on school finance. The author recognizes that each state has its own unique funding approach and guides readers to state resources that supplement the books content."

Seeking Balance: The Story of a Principal s Second Semester continues the story of fictional Principal Joe Gentry s first year on the job. Like its predecessor, Reality Calling: The Story of a Principal s First Semester, this book is crafted from authentic experiences shared by principals. This part of the story picks up in January as Joe anticipates his mid-year evaluation. As winter turns to spring, he reflects on lessons learned and seeks to build on successes and correct his mistakes. Throughout, Joe seeks guidance and support from his wife, mentors, and two friends, who are also new principals. As the months roll by, he navigates the complexities of school leadership and seeks balance between personal and professional life, leadership and management, and theory and the real-world. This extended, real-world case study provides an authentic, unvarnished account of a fully-human principal knee deep in what is appropriately called the toughest job in education. The book concludes with Joe anticipating an end of the year meeting with his two friends to reflect on their progress toward becoming the leaders they have envisioned."

This book presents a comprehensive history of the many contributions the Jesuits made to science from their founding to the present. It also links the Jesuits dedication to science with their specific spirituality which tries to find God in all things. The book begins with Christopher Clavius, professor of mathematics in the Roman College between 1567 and 1595, the initiator of this tradition. It covers Jesuits scientific contributions in mathematics, astronomy, physics and cartography up until the suppression of the order by the Pope in 1773. Next, the book details the scientific work the Jesuits pursued after their restoration in 1814. It examines the establishment of a network of observatories throughout the world; details contributions made to the study of tropical hurricanes, earthquakes and terrestrial magnetism and examines such important figures as Angelo Secchi, Stephen J. Perry, James B. Macelwane and Pierre Teilhard de Chardin. From their founding to the present, Jesuits have trodden an uncommon path to the frontiers where the Christian message is not yet known. Jesuits' work in science is also an interesting chapter in the general problem of the relation between science and religion. This book provides readers with a complete portrait of the Jesuit scientific tradition. Its engaging story will appeal to those with an interest in the history of science, the history of the relations between science and religion and the history of Jesuits.

This volume explores how conservative Christian schools are shaping education in America and in turn, students' attitudes about diversity. Based on data collected as part of a year-long, ethnographic study of a K-12 conservative, Christian school in the South, this volume analyzes the way that diversity was thought about and acted upon in a school, and how these decisions affected students and teachers across racial differences. The book demonstrates that conservative Christian theology defined a school's diversity efforts. It also reveals the complexity of addressing diversity in a context that is largely wary of it, at least in its typical secular usage. The findings presented in the book raise important questions about school vouchers, the influence of religious beliefs on educators' decision-making in schools, the morality and existence of Christian schools, and diversity initiatives in white spaces. Faith, Diversity, and Education: An Ethnography of a Conservative Christian School will be of great interest to researchers, academics and postgraduate students in the fields of education, sociology and religion.

* This book helps leaders understand complexity and what is causing the VUCA (volatile, uncertain, complex, and ambiguous) world in which schools now exist. * Presents a more nuanced and synthesized model for how schools create learning capacity at the individual, team, and organizational level to deal with complexity. * Each chapter concludes with a series of questions called "Team Considerations," which asks leaders or teams specific questions about their school derived from content in the chapter. * Features "A Diagnostic for School Capacity" as a way to determine areas of need at a school level * Vignettes from the perspective of a school principal open each chapter to help exemplify the issues principals deal with to develop school capacity.

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.

Stand out like you're 7 feet tall -- how to think and act differently as a K-12 leader Tall people stand out in a crowd. Tall people think and act differently: people like author Steven Bollar. He has spent his career as a principal and administrator creating school cultures that make students excited to learn and achieve their goals. In Stand Tall Leadership, Steven shows you that it doesn't matter what your natural height really is--you can stand tall in everything you do by thinking and acting differently from those around you. Designed for K-12 leaders, this unique and engaging book helps you overcome challenges in your school, manage effectively, inspire your staff, build strong relationships, communicate clearly, and much more. The Stand Tall Leadership philosophy is all about creating the best possible environment at your school. Strong leadership skills are essential for making better decisions, maintaining your focus and priority, and maximizing outcomes with students, staff, parents, and the entire community. The principles and techniques in this book will strengthen your own leadership skills and assist you in developing effective leaders within your school. Providing hands-on tools and real-world guidance, this valuable resource will help you: Connect with staff, understand their needs, and set them up for success Keep your best employees and leaders right where they are, not chasing other opportunities Assessyour leadership skills and make immediate, meaningful improvements Maintain focus in any situation to increase productivity and get outstanding results Repair damaged relationships that slow down progress and impede success Stand Tall Leadership: Stand Tall to Think Differently and Lead Successfully is a must-read for all K-12 leaders and administrators, as well as K-12 educators looking to develop their leadership skills.

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

The Doon School, a famous boarding school for boys in India, inculcates in its students the notion that to be post-colonial is to be rational, secular and metropolitan. The school numbers many of India's political, social and intellectual elite among its former students; its code of conduct for the modern Indian citizen has been extremely influential. In this detailed study, Sanjay Srivastava digs deep to find the roots of the ideological construction of post-coloniality in India. The Doon School is the site of his analysis but his work ranges far beyond the School itself. He uses historical sources, ethnographic fieldwork and perspectives from cultural theory to question the prevailing theoretical positions of post-colonial studies, arguing that post-coloniality is meaningless unless it is located in historical, social and cultural space.

One of the key ways in which the traditional Jewish world of eastern Europe responded to the challenges of modernity in the nineteenth century was to change the system for educating young men so as to reinforce time-honoured, conservative values. The yeshivas established at that time in Lithuania became models for an educational system that has persisted to this day, transmitting the talmudic underpinnings of the traditional Jewish way of life. To understand how that system works, one needs to go back to the institutions they are patterned on: why they were established, how they were organized, and how they operated. This is the first properly documented, systematic study of the Lithuanian yeshiva as it existed from 1802 to 1914. It is based on the judicious use of contemporary sources-documents, articles in the press, and memoirs-with a view to presenting the yeshiva in its social and cultural context. Three key institutions are considered. Pride of place in the first part of the book is given to the yeshiva of Volozhin, which was founded in 1802 according to an entirely new concept-total independence from the local community-and was in that sense the model for everything that followed. Chapters in the second part focus on the yeshiva of Slobodka, famed for introducing the study of musar (ethics); the yeshiva of Telz, with its structural and organizational innovations; and the kollel system, introduced so that married men could continue their yeshiva education. Topics covered include the leadership and changes in leadership; management and administration; the yeshiva as a place of study; and daily life. This English edition is based on the second Hebrew edition, which was revised to include information that became available with the opening of archives in eastern Europe after the fall of communism.

This book questions the consensus that contemporary formal schooling is of clear cut and undoubted benefit to pupils. During lockdowns caused by the global COVID-19 pandemic, governments and various other actors have been trying to get children and young people back into school as quickly as possible. While there are any numerous beneficial aspects of schooling, the book asks whether accepted models and practices of schools should change in a post-COVID world. By critically examining the everyday nature of 'normal' schooling, the book demonstrates that many aspects of schooling are not necessarily beneficial to pupils, and can be directly harmful: in doing so, the author imagines a future of schooling that could better support and benefit its students.

Rethinking School-University Partnerships: A New Way Forward provides educational leaders in K-12 schools and colleges of education with insight, advice, and direction into the task of creating partnerships. In current times, colleges of education and local school districts need each other like never before. School districts struggle with pipeline, recruitment, and retention issues. Colleges of education face declining enrollment and a shifting educational landscape that fundamentally changes the way that teachers are trained and what local school districts expect their teachers to be able to do. It is with these overlapping constraints and converging interests that partnerships emerge as a foundational strategy for strengthening the education of our teachers. With nearly 80 contributors from 16 states (and Jamaica) representing 39 educational institutions, the partnerships described in this book are different from the ways in which colleges of education and school districts have traditionally worked with one another. In the past, these loose relationships centered primarily on student teaching and/or field experience placements. In this arrangement, the relationship was directed towards ensuring that the local schools were amenable to hosting students from the college of education so that the student/ candidate could complete the requirements to earn a teaching license. In our view, this paradigm needs to be enlarged and shifted.

Rethinking School-University Partnerships: A New Way Forward provides educational leaders in K-12 schools and colleges of education with insight, advice, and direction into the task of creating partnerships. In current times, colleges of education and local school districts need each other like never before. School districts struggle with pipeline, recruitment, and retention issues. Colleges of education face declining enrollment and a shifting educational landscape that fundamentally changes the way that teachers are trained and what local school districts expect their teachers to be able to do. It is with these overlapping constraints and converging interests that partnerships emerge as a foundational strategy for strengthening the education of our teachers. With nearly 80 contributors from 16 states (and Jamaica) representing 39 educational institutions, the partnerships described in this book are different from the ways in which colleges of education and school districts have traditionally worked with one another. In the past, these loose relationships centered primarily on student teaching and/or field experience placements. In this arrangement, the relationship was directed towards ensuring that the local schools were amenable to hosting students from the college of education so that the student/ candidate could complete the requirements to earn a teaching license. In our view, this paradigm needs to be enlarged and shifted.

This practical guide for educational leaders explores how you can transform your school or district into a vibrant center of learning and socio-ecological responsibility with only three manageable actions: taking students outside, bringing nature inside, and cultivating a mindset of awareness, responsibility, and empathy. This book is rich in practical, attainable approaches and stories of real actions taken by leaders, teachers, parents, and community partners to design, lead, and manage a vibrant, flourishing, sustainable learning community. Authors Uline and Kensler take you on an inspirational journey through nine key leadership strategies for you to begin or expand your work towards whole school sustainability.

Drawing from global insights and the education supply and demand theory, this book investigates migrant children's education in China, as well as the educational financial policies, which serves as both a background and possible solutions. From a comparative perspective, the education fiscal policies regarding issues with migrant/immigrant students and inequality in the United States and Europe were first examined, before comprehensive theoretical framework is constructed to evaluate the government and public schools' input and migrant children's educational demand in China. Their school choices, academic performances, educational choices and impact factors from the perspectives of class, gender, society and family are then discussed in depth. By tracing back to previous fiscal policies regarding migrant children in China and local policies in Beijing, Shanghai, Guangzhou and Shenzhen, the author further interrogates the existing challenges, possible strategies and solutions. This book will appeal to scholars of education economics, education policy, educational equality and those who're generally interested in Chinese education and society.

This exciting book explores how leaders have implemented, sustained, and pushed innovative, deeper learning opportunities in their school settings. Across the United States and around the world, the concept of a school is growing more action-oriented, performance-focused, digitally relevant, and democratically infused. In this book, you'll hear from real schools and leaders about practices that are changing schools and leading to deeper learning experiences across seven categories of innovative practice-including vision, agency in learning, trust in teachers, openness to new ideas, over-communicating change, equity mindedness, and courage to live outside norms. Leadership for Deeper Learning looks at how school leaders change the status quo and create different learning environments for students and teachers. Rich in stories and strategies, this book will provide you with the ideas and tools to rethink and reignite learning for the future.

School shootings have raised considerable interest among scholars as a global (media) cultural phenomenon and have increased specifically in the 1990s developing into a seeming cultural epidemic. This book contributes to the current academic discussion on school shootings by analysing this phenomenon in a broader context of mediatization in contemporary social and cultural life. Mediatized logic has the power to influence us as individuals communicating about the shootings and experiencing the shootings as victimizers, victims, witnesses or bystanders. In three sections, this book explores shootings from different, yet interconnected, perspectives: (1) a theoretical focus on media and school shootings within various sociological and cultural dimensions, specifically how contemporary media transform school shootings into mediatized violence; (2) a focus on the practices of mediatization, with emphasis on mediated coverage of school shootings and its political, cultural, social and ethical implications; and (3) an examination of the audiences, victims and witnesses of school shootings as well as organizations which try to manage these public crimes of significant media interest.

This book, authored by K-4 elementary educators, working at a publicly funded non-profit charter school, illustrates the power of culturally responsive teaching and learning as it becomes embedded in the New York State Education Curriculum. Educators, families, and community members contributed to this unique program with the goal of enhancing learning environments by applying the languages and cultures of their students in their classrooms. Strong, carefully attentive, school leadership encouraged culturally responsive teaching and learning with the belief that children in this urban, economically stressed area could demonstrate significant academic and social/emotional gains. Readers of this book will witness culturally responsive lessons, family interviews, and whole school events that honor languages and cultures represented in the school. Sample classrooms' culturally responsive lessons tied to the curriculum, are presented. Additionally, qualitative and quantitative student academic and affective gains are analyzed. Moreover, this book clearly demonstrates the talents, vision, and compassionate care given to children and their families by exceptional educators. A CRTL Montage was created for this book. It includes classrooms, children, teachers, family, and community members. Teachers collected CRTL experiences and presented them to Producer, Dean Meghan Miller and Director, Designer, Dean Pamela Smith. They also received support for the montage from Instructor Allen Lauricella, and Graduate Assistant Elizabeth Kenny, Syracuse University, Newhouse School.