Teacher Learning and Leadership asserts that teachers should be put at the center of creating, developing, organizing, implementing, and sharing their own ideas for school change rather than being passive recipients of knowledge from the outside. It argues that there is tremendous potential for the good of students and the professionalization of teaching, when teachers work collaboratively to develop their own and their colleagues' professional knowledge and practices and are supported by school and system leaders, unions and government. The book draws on the groundbreaking work of the Teacher Learning and Leadership Program in Ontario and uses an in-depth case study to illustrate its points. It demonstrates how professional development built around collaboration, teacher leadership, curriculum development, technology and pedagogy can be organized in a way that redistributes control and responsibility to teachers, thereby instilling a genuine sense of pride and accomplishment in their work. This book is a sincere outreach from the authors who advocate for the professional development of, by and for teachers as individuals and, importantly, as a collective profession. The authors argue that projects like the TLLP (a joint initiative between the Ontario Ministry of Education and the Ontario Teachers' Federation) can radically, and positively, transform teachers' knowledge, skills and practices. The book provides an important model for school change led by teachers, rather than experts, in partnership with school and system leaders and is a fascinating read for all those concerned with teaching, teacher development and educational change.

Teacher Learning and Leadership asserts that teachers should be put at the center of creating, developing, organizing, implementing, and sharing their own ideas for school change rather than being passive recipients of knowledge from the outside. It argues that there is tremendous potential for the good of students and the professionalization of teaching, when teachers work collaboratively to develop their own and their colleagues' professional knowledge and practices and are supported by school and system leaders, unions and government. The book draws on the groundbreaking work of the Teacher Learning and Leadership Program in Ontario and uses an in-depth case study to illustrate its points. It demonstrates how professional development built around collaboration, teacher leadership, curriculum development, technology and pedagogy can be organized in a way that redistributes control and responsibility to teachers, thereby instilling a genuine sense of pride and accomplishment in their work. This book is a sincere outreach from the authors who advocate for the professional development of, by and for teachers as individuals and, importantly, as a collective profession. The authors argue that projects like the TLLP (a joint initiative between the Ontario Ministry of Education and the Ontario Teachers' Federation) can radically, and positively, transform teachers' knowledge, skills and practices. The book provides an important model for school change led by teachers, rather than experts, in partnership with school and system leaders and is a fascinating read for all those concerned with teaching, teacher development and educational change.

Vyftien jaar lank kruip Muis al weg. En noudat die Karoo so droog is, wil haar man Kapok hul donkiekarretjie in Leeu-Gamka se rigting draai – die een plek wat Muis nooit weer wil sien nie, want dit is hier waar die wrede Miskiet vir haar wag om haar terug te kry. Klein Witpop is opgewonde. Dalk kan sy nou televisie kyk en skool toe gaan. Haar broer Fansie hoop daar sal meer kos vir hom en hul babasussie Sponsie wees. Maar die duiwel is los in Leeu-Gamka en hulle moet desperaat vlug op hul karretjie. Sonder dokumente wat wys jy bestaan, kan die polisie jou nie veel help nie. In Carol Campbell se senutergende roman word die onsigbare en nomadiese karretjiemense van die Groot-Karoo op spanningsvolle wyse op die voorgrond geplaas.

Dis 'n donker Karoonag en 'n bebloede vrou hardloop grondpad langs. Iets grusaam het gebeur en Siena weet sy moet by Seekoegat Primere Skool uitkom, daar sal sy veilig wees. Dis baie ver, drie dae met 'n donkiekar en sy is te voet. Hierdie roman vertel die verhaal van Siena, Boetie en Kriekie, wie se lewens sedert kinderdae nou verweef is. Soos wat Siena hardloop ontmoet lesers die mense in haar lewe: Boetie is verwilderd en verwaarloos, altyd besig met kattekwaad. Sy vriendskap met Siena laat hom egter sy selfwaarde besef. Kriekie is 'n wrak. Sy ma is 'n prostituut wat by die stilhouplekke langs die n1 werk en hy het skaars 'n huis. Wanneer sy ma, Dolly, nie terugkom nie, beland hy deur een vrou se goedhartigheid ook by Seekoegat Primere Skool. Die Karooskilpad se simboliese spore kan deur die hele roman gesien word. Siena se pa, 'n karretjiemens, het altyd gese dat 'n skilpad die wysheid van die antieke landskap in hom dra. Daar word geglo dat 'n skilpad slegs een traan in sy leeftyd stort, die oomblik wanneer hy sterf. Die skilpad se laaste traan is bekroonde skrywer Carol Campbell se derde boek oor die Karoo. Soos haar vorige werk fokus sy sterk op sosiale realisme, maar vir die eerste keer is hier ook magiese realisme, so eie aan die mense oor wie sy skryf.

Esther Gelderblom has been waiting for a house for twenty years. In the bitter Oudtshoorn winter she and her friend Katjie queue to ask when their names will finally appear on the government’s list of housing recipients. Esther dreams of a home for her daughter Liedjie, who plays the keyboard for the Bless Me Jesus church, and for her husband, Neville, who will then get his life in order.

But corruption is rife as housing officials manipulate the list for favours. When Katjie’s shack burns down, the two women take matters into their own hands, occupying two empty houses and setting in motion events that will compromise everything they hold dear.

Esther’s House is a story of greed, power, and the fight for what is right when good people are pushed too far.