This title, first published in 1988, provides a comprehensive compilation of resources to help teachers and policy makers locate the materials they need to create equitable curriculum and classroom environments. While its primary focus is on girls and women, Resources for Educational Equity takes a comprehensive approach to equity encompassing concerns of gender, race, and disability. This title will be of interest to both students of education and to educators.

First published in 1988, this work was the product of extensive fieldwork in two evangelical communities. This in-depth ethnographic study focuses on the meaning systems, organizational structures and the daily lives of the people Susan D. Rose encountered. The study is centred around Christian schooling as a method of socialisation. Tracing the rise of evangelicalism and the development of the Christian School Movement in the latter half of the twentieth century, it examines the kinds of educational alternatives evangelicals have structured for their children. Moving beyond the issue of schooling itself, it analyses the interactions among schooling, ideology, economic structures and the nature of work in contemporary American society, and explores how people relate to one another within the church-family-school network. It addresses the provocative question of why evangelicalism, a self-proclaimed conservative, reactionary movement, held so much appeal for so many Americans at the time of publication. This work will be of particular interest to those studying education and religion and education in the U. S. A.

School leadership is synonymous with challenge. However, some school leaders face true crises - situations threatening the continuing existence of their school. Leading Schools During Crisis analyzes leadership and behaviors of principals in these extraordinary circumstances. A simultaneously scholarly and practice-oriented book, Leading Schools During Crisis proposes the first school-specific model of defining and analyzing crises. Through authentic case studies, Leading Schools During Crisis offers a detailed theoretical and practical analysis of each crisis and the lessons from it for all school leaders. Highlights of the twelve case studies include: P.S. 234, Manhattan. At nine a.m. on September 11, 2001, the thirty-seven teachers and 650 elementary students of P.S. 234 were twelve hundred feet from Ground Zero. Principal Anna Switzer states, " r]ight when the second plane crashed that's when we knew that it wasn't an accident." George Washington Carver H.S., New Orleans, Louisiana. Principal Vanessa Eugene believed Katrina would be another chapter in New Orleans' long history of near-miss hurricanes. Carver's campus was soon under ten feet of water. Sobrante Park E.S., Oakland, California. Like many schools, Sobrante Park only slowly realized the paradigm shift associated with the No Child Left Behind Act until the fifth year of failing to make Adequate Yearly Progress. "What do you do when all the data is bad?" asked Principal Marco Franco. Platte Canyon H.S, Bailey, Colorado. Principal Brian Krause was approached by a frantic student who reported: "' T]here's a guy in the English classroom with a gun' . . . . I remember thinking, okay, he said guy. He didn't say student or kid or Johnny." Other case studies include the challenges inherent in starting charter schools, discovery of systemic and deliberate grade fraud, rezoning of 95 percent of a elementary school's student population, and leading a school populated by changing and often contentious re"

Conflict Narratives in Middle Childhood presents evidence from twenty years of research, examining nearly 3,000 narratives from 1,600 children in eight settings in two countries about their own experiences with interpersonal conflict. Close readings, combined with systematic analysis of dozens of features of the stories reveal that when children are invited to write or talk about their own conflicts, they produce accounts that are often charming and sometimes heartbreaking, and that always bring to light their social, emotional, and moral development. Children's personal stories about conflict reveal how they create and maintain friendships, how they understand and react to the social aggression that threatens those friendships, and how they understand and cope with physical aggression ranging from the pushing and poking of peers to criminal violence in their neighborhoods or families. Sometimes children describe the efforts of adults to influence their conflicts - efforts they sometimes welcome and sometimes resist. Their stories show them 'taking on' gender and other cultural commitments. We are not just watching children become more and more like us as they move through the elementary school years - we are watching them become the architects of a future we will only see to the extent that we understand their way of making sense.

Conflict Narratives in Middle Childhood presents evidence from twenty years of research, examining nearly 3,000 narratives from 1,600 children in eight settings in two countries about their own experiences with interpersonal conflict. Close readings, combined with systematic analysis of dozens of features of the stories reveal that when children are invited to write or talk about their own conflicts, they produce accounts that are often charming and sometimes heartbreaking, and that always bring to light their social, emotional, and moral development. Children's personal stories about conflict reveal how they create and maintain friendships, how they understand and react to the social aggression that threatens those friendships, and how they understand and cope with physical aggression ranging from the pushing and poking of peers to criminal violence in their neighborhoods or families. Sometimes children describe the efforts of adults to influence their conflicts - efforts they sometimes welcome and sometimes resist. Their stories show them 'taking on' gender and other cultural commitments. We are not just watching children become more and more like us as they move through the elementary school years - we are watching them become the architects of a future we will only see to the extent that we understand their way of making sense.

This text provides user friendly advice and support for school teachers and lecturers in further and higher education who need to know what information technology and computers can do for their work.

This book brings together the academic fields of educational leadership, educational administration, strategic change management, and Indigenous education in order to provide a critical, multi-perspective, systems level analysis of the provision of education services to Indigenous people. It draws on a range of theorists across these fields internationally, mobilising social exchange and intelligent complex adaptive systems theories to address the key problematic of intergenerational, educational failure. Ma Rhea establishes the basis for an Indigenous rights approach to the state provision of education to Indigenous peoples that includes recognition of their distinctive economic, linguistic and cultural rights within complex, globalized, postcolonial education systems. The book problematizes the central concept of a partnership between Indigenous people and non-Indigenous school leaders, staff and government policy makers, even as it holds this key concept at its centre. The infantilising of Indigenous communities and Indigenous people can take priority over the education of their children in the modern state; this book offers an argument for a profound rethinking of the leadership and management of Indigenous education. Leading and Managing Indigenous Education in the Postcolonial World will be of value to researchers and postgraduate students focusing on Indigenous education, as well as teachers, education administrators and bureaucrats, sociologists of education, Indigenous education specialists, and those in international and comparative education.

This book provides busy educators with insight on genuine processes and decision-making that maximizes student learning and overall academic success. Full of examples, templates, reflective prompts, and suggestions on how to plan for and drive daily practice, Ten Steps for Genuine Leadership in Schools explores the importance of a genuine learning environment, genuine instructional practices, genuine innovative processes, a genuine vision and mission of your school, and genuine relationships between staff, students, parents, and community. Covering specific strategies that can be implemented immediately, this book is a straightforward and honest approach in doing what really matters in the principal's chair to elicit positive student outcomes.

This book examines the relationship between human rights and religiosity. It discusses whether the impact of religiosity on human rights is liberational or suppressive, and sheds light on the direction in which the relationship between religion and human rights is expected to develop. The questions explored in this volume are: Which are the rights that are currently debated or under pressure? What is the position on human rights that churches and religious communities represent? Are there tensions between churches, religious communities and the state? Which rights are especially relevant for young people and which relate to adolescents life-world experiences? Covering 17 countries, the book describes two separate, yet connected studies. The first study presents research by experts from individual countries describing the state of human rights and neuralgic points anticipated in individual societies. The other study presents specific findings on the relationship between these two social phenomena from empirical research in a population of high school students. Studying this particular population allows insights into social trends, value systems and attitudes on human rights, as well as an indication of the likely directions of development, and potential room for intervention.

A step-by-step guidebook for advance preparation and early response to school crises

This Second Edition of Preparing for Crises in the Schools arrives at a critical moment. With several recent dramatic examples of school violence and other tragedies afflicting communities nationwide, the need for school districts to take proactive measures–rather than merely react to a crisis–is critical.

This completely updated edition offers practical plans for laying the important groundwork to ensure that crisis response will be both immediate and thorough in the wake of tragedy. Authored by three school crisis response planning experts, it offers advice on early detection of trouble, developing plans and procedures to intervene with youths quickly and successfully, and conducting a school in-service workshop on crisis response planning and intervention.

Essential for counselors, school psychologists, teachers, and administrators alike, this book helps ensure that schools are not caught by surprise when a crisis occurs.

Despite greater access to formal education, both disadvantaged and middle-class black students continue to struggle academically, causing a growing number of black parents to turn to homeschooling. This book is an in-depth exploration of the motivations behind black parents' decision to educate their children at home and the strategies they've developed to overcome potential obstacles. Citing current issues such as culture, religion and safety, the book challenges the commonly expressed view that black parents and their children have divested from formal education by embracing homeschooling as a constructive strategy to provide black children with a valuable educational experience.

It is only in the years since Vatican II that the new thinking about Catholic education has crystalised into shape. Vatican II and New Thinking about Catholic Education provides an opportune moment to take stock of the impact of Vatican II on Catholic education. This volume considers the various ways in which Vatican II and its teaching on education has been received and engages with the challenges and testing times that beset faith-based education in the twenty-first century. With insights from an international range of leading and influential advocates of Catholic education, the volume demonstrates the differing contexts of Catholic education and explores the ways in which Vatican II's teaching on education has been received over the past four or five decades.

How can we make schools more attractive to students? How do we engage them in their own education? This book treats the fundamental issue of whether students are 'conscripts' required by law to attend school, or whether (due to non-attendance) we should begin to see them as 'consumers' of their education. Key questions are asked to determine when students choose to skip school, how often, and why. Topics include: gender, ethnic/racial differences, academic standing, grade level, and school rules. This is an excellent book for administrators and supervisors, teachers, parents, school board members, and policy-makers who set programs for schools that affect attendance.

As long as there is good money to be made from ignoring or cultivating the ignorance of working people, education for their children in the best sense is going to be a difficult goal. This book delineates in three case studies how our main myths of emancipation and upward mobility work as images of delusion. The frontier of space, the arena of sports, and the goal of employment, all essential elements in the discourse of reform, provide big windows into the absurd interior of the dreamscape of rhetorical hope that lay over the official landscape. The teacher has been replaced by the user-friendly, standardized trainer/coach/cooperative facilitator who works in the swamps of student minds so drained by consumerism that false consciousness cannot even grow. Reading the meaning of death in the ring, death in the rocket, murder in the workplace, Senese makes us notice the simulated, spectacular effects that distract from the important educational work that educators must do in this post-industrial world.

What does quality gender-equitable education look like? How can NGOs, practitioners, policymakers, and researchers work together to achieve it? This book tackles these issues, drawing on the work of the Beyond Access, Gender, Education and Development project a partnership between Oxfam GB, the Institute of Education (University of London), and the UK Department for International Development.The contributors discuss some of the key challenges in achieving gender equality in education, provide examples of initiatives in a range of contexts, and make recommendations for action. They suggest that there is an even bigger goal to aim for than gender parity (the same proportion of girls and boys entering and completing schooling). We need to work towards an equitable education system that allows all individuals, irrespective of gender, to develop their potential. This book is invaluable for anyone involved in developing policy and good practice for quality education for all.

The aim of this book is to consider how schools and LEAs can develop inclusive policies and practices for students who experience a range of difficulties in learning or behavior. It highlights debates and contradictions about the realities of inclusion and suggests ways in which practice can move forward. The contributors look at key areas of development in special and inclusive education and considers ways in which the latest research can inform practice. Areas covered include promoting inclusion for all; how to make sense of the Code of Practice SEN Thresholds; working with Teaching Assistants; new approaches to counseling and pastoral care in schools; including pupils with EBD; how nurture groups are helping inclusive practice; making education inclusive for pupils with sensory disabilities; including pupils with specific learning difficulties; and preparing students for an inclusive society. The book will be of particular interest to teachers, LEA support staff, educational psychologists and related professionals who face the challenge of meeting the needs of a diverse population within an inclusive framework. it will also be of relevance for students in further and higher education, and their tutors.

While much of the debate over the growth of charter schools center on the student academic performance of charter schools as well as the financial impact that they have on school budgets, there is a growing concern that charter schools use harsh discipline to nudge certain students out. The concern is that charter schools use excessive discipline not just to bring about order and rigor in schools, but to push students who might cost more to educate or lower test scores to leave charter schools. Given that charter schools, unlike regular public schools, are free to admit or eject whomever they want, there is concern that those schools are not only skimming in admissions, but also pushing out certain kinds of students. While several scholars have raised this concern, there is not much research on this critical topic. The current book changes that. We compare student discipline rates in four major cities among regular and charter schools to determine whether charter schools are more likely than regular schools to discipline students. We also study the relationships among a host of variables by six different discipline categories.

England is unusual in relying so heavily on central government to finance its social services. Citizens expect to be able to access services of similar standards wherever they live. This raises difficult theoretical and practical issues. How are the needs of different areas to be measured? How are the different costs of providing services in very different parts of the country to be assessed? This book reviews the economic theory that underpins thinking about the problem. It then traces the way governments have distributed resources from the end of the last century until today. It critically analyzes current methods for three services - the National Health Service, schools, and housing. This book is intended for scholars and students of political science, British politics, public policy and administration, public management, development management, and policy-makers and analysts interested in government and public service spending.

Challenging the popular perception that the free market can objectively ameliorate inequality and markedly improve student academic achievement, this book examines the overly positivistic rhetoric surrounding charter schools. Taking a multifocal approach, this book examines how charter schools reproduce inequality in public education. By linking charter schools to broader social issues and political economic factors, such as neoliberalism, race, and class, The Charter School Solution presents a more complete and nuanced assessment of charter schools in the context of the American public education system.

First published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.

In The State, The Family and Education, first published in 1980, Miriam David provides an entirely new analysis of the relationship of the State to the family and education. David shows how the State, through its educational policies, regulates family relationships with, and within, schools. This book provides a welcome analysis of educational policy from a socialist-feminist perspective, re-examining the ways in which women as parents, teachers and pupils are involved in the education system. This book will be of interests to students of education.

This book concerns itself with the daily dilemmas of the elementary school principal and understanding the practical application of school leadership while improving the Professional Standards for Educational Leaders (2015) competency. In order to improve PSEL (2015) competency, each case study is aligned to multiple standards. The case studies in this book can be a powerful tool for learning school leadership. It gives readers the opportunity to gain experience making decisions in the face of uncertainty, much as they will have to do every day when they are in the field or when they are ready to work in their chosen field. The result of candid interviews with school officials in America's public schools, school improvement organizations, city and state departments of education, the case studies in this book explore complex issues in school leadership from school budget management to navigating parental concerns in the social media age. Each case study tells a detailed story which stops mid-action, asking the reader to imagine themselves into the shoes of a decision-maker facing a tough choice. As a result of these case studies classroom discussions are lively, and most important, there isn't a single right answer. Readers practice taking positions and defending them based on the available evidence, while developing communication and critical thinking skills. This book is a must read for any emerging school leader.

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."

This book draws on a wide range of management theory and shows its relevance and relationship to early years settings. Case studies are used to provide the starting point for reflection, and throughout the chapters you are asked to consider the examples, stand back, interpret and audit your own actions in order to develop your management skills. This book will assist managers and prospective managers by providing them with the tools to facilitate staff training sessions or to conduct personal enquiry into the working of their own organization. Chapters cover: leadership and management teams and team building staff motivation managing change selecting suitable staff and effective interviewing staff assessment projecting and maintaining a positive image for your school or nursery managing conflict and stress.

At the time of Obama's draconian anti-immigrant policies leading to massive deportation of undocumented, poor immigrants of colour, there could not be a more timely and important book than this edited volume, which critically examines ways in which immigration, race, class, language, and gender issues intersect and impact the life of many immigrants, including immigrant students. This book documents the journey, many success-stories, as well as stories that expose social inequity in schools and U.S. society. Further, this book examines issues of social inequity and resource gaps shaping the relations between affluent and poor-working class students, including students of colour. Authors in this volume also critically unpack anti-immigrant policies leading to the separation of families and children. Equally important, contributors to this book unveil ways and degree to which xenophobia and linguicism have affected immigrants, including immigrant students and faculty of colour, in both subtle and overt ways, and the manner in which many have resisted these forms of oppression and affirmed their humanity. Lastly, chapters in this much-needed and well-timed volume have pointed out the way racism has limited life chances of people of colour, including students of colour, preventing many of them from fulfilling their potential succeeding in schools and society at large.