This book is an in-depth examination of education and media under occupation. The contributors to this volume engage dialogue to explore these domains and their roles and functioning under occupation while keeping an eye toward resolution, using the on-going conflict between Palestine and Israel as the focus. The uniqueness of this collection is not limited to the willingness of its authors to investigate topics that have often been left out of the mainstream, but that they actually enter into dialogue with one another. Education and media are exemplified as domains that can either maintain the status quo of oppression when used by policymakers and governments to do so or can be utilized as mechanisms for change and peacemaking. These contradictory roles are highlighted throughout this book by multiple voices.

Over the last 20 years, many districts and schools have begun to explore year-round education or a modified calendar in response to student under-achievement in low performing schools. Here, the authors detail their two-year study of Title I, year-round, or modified calendar schools that switched from a traditional to a modified schedule in order to meet the academic needs of students. Year-Round Education will: * Highlight the benefits of the modified calendar for teachers * Explain the transition process through three real-life case studies * Identify the principals' leadership styles as a transformational facilitator, transformational leader, transactional leader, and authoritarian administrator. Features include: * An action plan for schools/districts preparing for the transition * Ideas for setting up an intersession program * A comparison of teacher motivation and leadership styles from each case study * A discussion on university partnerships and community support * A review of professional work and literature on teacher motivation and year-round education * An actual intersession brochure with classes listed Written in layman's terms this book will be of interest to parents, community members, and educational professionals interested in student achievement and teacher motivation.

Hope is a complex concept-one academics use to accept the unknown while also expressing optimism. However, it can also be an action-oriented framework with measurable outcomes. In Education Transformation in Muslim Societies, scholars from around the world offer a wealth of perspectives for incorporating hope in the education of students from kindergarten through university to stimulate change, dialogue, and transformation in their communities. For instance, though progress has been made in Muslim societies on early education and girls' enrollment, it is not well documented. By examining effective educational initiatives and analyzing how they work, educators, policymakers, and government officials can create a catalyst for positive educational reform and transformation. Adopting strength-based educational discourse, contributors to Education Transformation in Muslim Societies reveal how critical the whole-person approach is for enriching the brain and the spirit and instilling hope back into the teaching and learning spaces of many Muslim societies and communities. Education Transformation in Muslim Societies is a copub with the International Institute of Islamic Thought.