We all know teachers who, in the face of insurmountable district and school level challenges, inspire underserved students to succeed. These teachers are more than good - they are 'stars'. Haberman maintains that school districts still gamble when selecting teachers as an overwhelming number are not stars and are unprepared or underprepared to work effectively with marginalized students. Haberman explains that teacher selection is more important than teacher training. The ability to identify educators with the necessary social justice or relational characteristics may lead to an increase in academic achievement among learners as well as lower teacher attrition. Consequently, all those who are interested in building America's teaching force with stars - including human resources managers for K-12 school districts, administrators, teachers, teacher advocates, teacher education faculty and graduate students - will benefit from this book. Better Teachers, Better Schools is a must read for two main reasons. First, the achievement gap between 16 million children in poverty and their mainstream counterparts is continuing to become even wider. Many urban students are constantly subjected to educational barriers, which limits their future opportunities. These learners deserve teachers that know more than content, but who can build relationships in order to leverage learning with greater outcomes. Second, Haberman was one of the most prolific producers of teachers to date. He reminds us that quality school systems, built on the back of quality teachers, benefit our society. Better Teachers, Better Schools offers a refreshing take on what it means to be a star teacher by sharing some of Haberman's most requested writings as well as new narratives and research that corroborate his star theory. The contributions in this volume give us a window into Haberman's seven relational dispositions of star teachers; or teachers' ideology put into behavior. Also, each chapter contains learning outcomes and reflection questions for discussion.

We all know teachers who, in the face of insurmountable district and school level challenges, inspire underserved students to succeed. These teachers are more than good - they are 'stars'. Haberman maintains that school districts still gamble when selecting teachers as an overwhelming number are not stars and are unprepared or underprepared to work effectively with marginalized students. Haberman explains that teacher selection is more important than teacher training. The ability to identify educators with the necessary social justice or relational characteristics may lead to an increase in academic achievement among learners as well as lower teacher attrition. Consequently, all those who are interested in building America's teaching force with stars - including human resources managers for K-12 school districts, administrators, teachers, teacher advocates, teacher education faculty and graduate students - will benefit from this book. Better Teachers, Better Schools is a must read for two main reasons. First, the achievement gap between 16 million children in poverty and their mainstream counterparts is continuing to become even wider. Many urban students are constantly subjected to educational barriers, which limits their future opportunities. These learners deserve teachers that know more than content, but who can build relationships in order to leverage learning with greater outcomes. Second, Haberman was one of the most prolific producers of teachers to date. He reminds us that quality school systems, built on the back of quality teachers, benefit our society. Better Teachers, Better Schools offers a refreshing take on what it means to be a star teacher by sharing some of Haberman's most requested writings as well as new narratives and research that corroborate his star theory. The contributions in this volume give us a window into Haberman's seven relational dispositions of star teachers; or teachers' ideology put into behavior. Also, each chapter contains learning outcomes and reflection questions for discussion.

A school is only as good as its principal. This quip forms the thesis of Better Principals as it provides a bird's eye view on the enactment of Haberman's eleven core functions of a star principal. Better Principals is imperative for two main reasons. First, the achievement gap between 20 million children in poverty and their mainstream counterparts is continuing to become even wider. Many students are constantly subjected to inequality of educational opportunity, which limits their future opportunities. Second, Haberman is one of the most prolific producers of administrators of the twentieth century (and into the twenty-first century). He reminds us that quality school systems, with quality leaders, benefit our society. Haberman explained that there is often selection blindness when it comes to identifying school leaders, and this deficiency has many negative consequences for education in general, and learners in particular. Haberman has generated theories, training programs and tools to engender substantive changes needed to produce better schools. Each chapter in this volume contains reflection questions for discussion to remind us all why selecting quality principals must be paramount when hiring school leaders. These illustrative book chapters emphasize the execution of Haberman's star principal ideology.

A school is only as good as its principal. This quip forms the thesis of Better Principals as it provides a bird's eye view on the enactment of Haberman's eleven core functions of a star principal. Better Principals is imperative for two main reasons. First, the achievement gap between 20 million children in poverty and their mainstream counterparts is continuing to become even wider. Many students are constantly subjected to inequality of educational opportunity, which limits their future opportunities. Second, Haberman is one of the most prolific producers of administrators of the twentieth century (and into the twenty-first century). He reminds us that quality school systems, with quality leaders, benefit our society. Haberman explained that there is often selection blindness when it comes to identifying school leaders, and this deficiency has many negative consequences for education in general, and learners in particular. Haberman has generated theories, training programs and tools to engender substantive changes needed to produce better schools. Each chapter in this volume contains reflection questions for discussion to remind us all why selecting quality principals must be paramount when hiring school leaders. These illustrative book chapters emphasize the execution of Haberman's star principal ideology.

How do some teachers manage to expertly engage students in deep learning, harmonize mandated standards with individual student needs, and create trusting relationships in the classroom? What typically sets these ""star teachers"" apart from other teachers? In What Makes a Star Teacher: 7 Dispositions That Support Student Learning, Valerie Hill-Jackson, Nicholas D. Hartlep, and Delia Stafford provide a framework that can help ensure that you are your students' greatest asset-and a star teacher in your classroom. The book is grounded in studies conducted and ideas developed over a half-century by educational theorist Martin Haberman, whose models are used in hundreds of school districts across the United States. It's designed to help you assess, develop, and reflect upon seven key dispositions of Haberman's star teachers: 1. Persistence. 2. Positive values about student learning. 3. The ability to adapt general theories into pedagogical practices. 4. An encouraging approach to students classified as at risk. 5. A professional versus a personal orientation to learners. 6. The ability to navigate school bureaucracy. 7. A willingness to admit one's shortcomings. Full of insightful authentic examples, practical and ready-to-use strategies, and numerous suggested resources, What Makes a Star Teacher offers what every teacher-and every student-needs to thrive in any classroom.

This book provides readers with the information they need to better understand Alzheimer's disease. Written in easy-to-understand language, it is aimed at those who may have a parent, grandparent, or other loved one struggling with this condition. Alzheimer's disease is a neurodegenerative disorder that causes problems with thinking, memory, and behavior. Such symptoms as memory loss usually develop slowly but get worse over time, eventually becoming severe enough to interfere with daily activities and bodily functions. What You Need to Know about Alzheimer's Disease is part of Greenwood's Inside Diseases and Disorders series. This series profiles a variety of physical and psychological conditions, distilling and consolidating vast collections of scientific knowledge into concise, readable volumes. A list of "Top 10" essential questions begins each book, providing quick-access answers to readers' most pressing concerns. The text follows a standardized, easily navigable structure, with each chapter exploring a particular facet of the topic. In addition to covering such basics as causes, signs and symptoms, diagnosis, and treatment options, books in this series delve into issues that are less commonly addressed but still critically important, such as effects on loved ones and caregivers. Case illustrations highlight key themes discussed in the book and are accompanied by insightful analyses and recommendations. Content approaches the subject in a holistic manner, covering often-overlooked areas, such as societal perceptions and impact on family and friends An Essential Questions section provides quick-access answers to the questions that readers are most likely to have Case Illustrations provide relatable, real-world examples of concepts discussed in the text An annotated Directory of Resources points readers toward useful books, organizations, and websites, acting as a gateway to further research

How does socializing and "hanging out" with friends play a key role in our lives? This book explores the world of socialization as it occurs in the United States as well as other cultures. Socialization and enjoying downtime with friends is an activity we regularly participate in but often take for granted. "Hanging out" may be something most people don't ponder, but socializing across our lifetimes is a key part of the human experience, and it plays an important role in our lives at the individual level as well as in social interactions within larger numbers of people: groups of friends, communities, entire countries or cultures, and even global society. A new title in Greenwood's The Psychology of Everyday Life series, Hanging Out: The Psychology of Socializing applies theories and concepts from psychology and sociology to explain the functions, benefits, harms, and consequences of how we spend our free time. Readers will learn about the many forms of socializing, discover why socializing is so important, and understand the positive and negative effects of socializing. The information—presented in a straightforward manner that is easily understandable to high school students and general readers—is drawn from classical theory as well as contemporary, cutting-edge empirical studies, affording readers a well-rounded understanding of socializing based on theoretical and empirical evidence. The book explores topics such as the physical and psychological benefits of socializing, the "dark side" of socializing, how the established "protocols" of socialization differ across cultures, and the differing viewpoints surrounding current controversies with respect to socializing.