This is part of my mental diary I keep in my head of things that I may see or experience on a daily basis coming from a project housing tenement in The Bronx N.Y. To some, when you read certain things about hood life, The Bronx may seem like a third world country, or a very impoverished community, and to be honest, those thoughts aren't really far from the truth. We have to overcome many obstacles just to try to live a somewhat normal life. Looking back in hindsight, I can't believe some of the things I've survived myself coming from the ghetto, but truthfully it has made me the man I am today.

Kenneth Fly went from town living to the life of a farm boy during the 1940s, 1950s, and early 1960s. It was a life of hard work without luxury. Instead of watching television and playing video games, he grew up working in the fields of North Carolina, handling firearms, operating machinery, and participating in other activities and tasks that are foreign to the youngsters, youth, and even men of today. In this series of personal narratives and anecdotes, Fly recalls those days with detail and humor. Life wasn't always easy, but his mother did whatever was necessary to make a good home and loving environment for her family. His dad was a hardworking master carpenter whose behavior showed anyone watching that life is about morals, hard work, and self-respect. The Fly family is special because they so rarely complained and always managed to stay happy. For them, life wasn't fancy, but relying on common sense and each other made it sweet.

Dwellings of Enchantment: Writing and Reenchanting the Earth offers ecocritical and ecopoetic readings that focus on multispecies dwellings of enchantment and reenchant our rapport with the more-than-human world. It sheds light on the marvelous entanglements between humans and other life forms coexisting with us-entanglements that, when fully perceived, call onto humans to shift perspectives on both the causes and solutions to current ecological crises. Working against the disenchantment of humans' relationships with and perceptions of the world entailed by a modern ontology, this book illustrates the power of ecopoetics to attune humans to the vibrant matter both within and outside of us. Braiding indigenous with non-indigenous worldviews, this book tackles ecopoetics emerging from varying locations in the world. It underscores the postmodernist, remythologizing processes going on in many ecopoetic texts, via magical realist modes and mythopoeia.

By establishing a conceptual framework and a common language for educators to work together, this volume attempts to answer the challenge facing all teachers -- how can students improve the quality of their thinking? Methods of strengthening the thought process include: helping students learn to monitor their attention and commitments; asking questions that require students to organize, analyze, and integrate information; setting tasks that involve complex processes such as problem solving and research; and modeling and reinforcing fair-mindedness.

This volume is a comprehensive guide to state-of-the-art research on thinking, cognitive instruction, social values, and reform. Cognitive instruction for at-risk students is discussed in great detail along with a thorough examination of the teaching of thinking skills from the viewpoint of educational values and school culture. The issues of thinking, learning, and cognitive instruction are linked to the educational reform movement from numerous perspectives. Specifically, the reader can better anticipate which aspects of research on thinking will conflict with existing paradigms and which aspects of schooling will be most resistant to change.

The purpose of this book is to clearly define an approach to school improvement that uses professional learning community (PLC) practices to achieve school improvement and success for every student. This book offers information, examples and case studies to clarify the concept of a PLC, to respond to critical issues in schools, and to support educational leaders in addressing the important mandates of accountability and school improvement. As school leaders proactively lead efforts to create learning communities, their schools, districts, and staff will incorporate knowledge, skills, and practices that focus on teaching and learning for all. The authors' findings will assist leaders, change agents, policy makers, and university faculty in guiding schools toward creating and maintaining PLCs as they sustain school improvement for student learning.

The purpose of this book is to clearly define an approach to school improvement that uses professional learning community (PLC) practices to achieve school improvement and success for every student. This book offers information, examples and case studies to clarify the concept of a PLC, to respond to critical issues in schools, and to support educational leaders in addressing the important mandates of accountability and school improvement. As school leaders proactively lead efforts to create learning communities, their schools, districts, and staff will incorporate knowledge, skills, and practices that focus on teaching and learning for all. The authors' findings will assist leaders, change agents, policy makers, and university faculty in guiding schools toward creating and maintaining PLCs as they sustain school improvement for student learning.

This important work documents and examines evidence of efforts taking place in rural, urban, and suburban Pre-K-12 schools that are actively engaged in creating professional learning communities (PLCs). Literature is reviewed that defines and identifies the distinguishing dimensions of PLCs. A five-year, federally funded research study is explained including the methodology and demographics of the six study schools and a synthesis of the 64 interviews. A PLC organizer (PLCO) is introduced, which realigns with Shirley Hord's original 1997 research. The organizer provides the framework to explain the five PLC dimensions and related critical attributes. The PLCO also merges Fullan's model, Phases of Change (1985), which includes initiation, implementation, and institutionalization. The authors provide extensive evidence of the progressive development of a PLC from initiation to implementation using exemplars and non-exemplars from interviews that either hinder or facilitate creating and sustaining PLCs. A new assessment tool, the Professional Learning Community Assessment (PLCA), is also presented and can be used for diagnosis and evaluation of schools as they work toward school reform efforts. Readers are also presented with information that connects professional learning community work to a new approach to school improvement. Five case studies are included that can be used in schools and university classrooms for the purpose of engaging educators in reflection, open dialogue, problem finding, and problem solving. This first-hand documented information provides readers with unique issues as they wrestle with the challenges of transforming schools into organizations that meet diverse students needs. Lessons learned from this problem-based learning can easily transfer to the readers' own experiences and schools. The authors conclude by highlighting significant findings, reviewing the most recent related research that addresses sustaining such efforts, and offering suggestions for school leaders to

This volume is a comprehensive guide to state-of-the-art research on thinking, cognitive instruction, social values, and reform. Cognitive instruction for at-risk students is discussed in great detail along with a thorough examination of the teaching of thinking skills from the viewpoint of educational values and school culture. The issues of thinking, learning, and cognitive instruction are linked to the educational reform movement from numerous perspectives. Specifically, the reader can better anticipate which aspects of research on thinking will conflict with existing paradigms and which aspects of schooling will be most resistant to change.

By establishing a conceptual framework and a common language for educators to work together, this volume attempts to answer the challenge facing all teachers -- how can students improve the quality of their thinking? Methods of strengthening the thought process include: helping students learn to monitor their attention and commitments; asking questions that require students to organize, analyze, and integrate information; setting tasks that involve complex processes such as problem solving and research; and modeling and reinforcing fair-mindedness.