Our fifth book in the International Research on School Leadership series focuses on the use of data in schools and districts as useful information for leadership and decision making. Schools are awash in data and information, from test scores, to grades, to discipline reports, and attendance as just a short list of student information sources, while additional streams of data feed into schools and districts from teachers and parents as well as local, regional and national policy levels. To deal with the data, schools have implemented a variety of data practices, from data rooms, to data days, data walks, and data protocols. However, despite the flood of data, successful school leaders are leveraging an analysis of their school's data as a means to bring about continuous improvement in an effort to improve instruction for all students. Nevertheless, some drown, some swim, while others find success. Our goal in this book volume is to bring together a set of chapters by authors who examine successful data use as it relates to leadership and school improvement. In particular, the chapters in this volume consider important issues in this domain, including: How educational leaders use data to inform their practice. What types of data and data analysis are most useful to successful school leaders. To what extent are data driven and data informed practices helping school leaders positively change instructional practice? In what ways does good data collection and analysis feed into successful continuous improvement and holistic systems thinking? How have school leadership practices changed as more data and data analysis techniques have become available? What are the major obstacles facing school leaders when using data for decision making and how do they overcome them?

As the sixth volume in the International Research on School Leadership series, the contributing authors in this volume consider the history, challenges, and opportunities of the field of research and practice in educational leadership and administration in schools and districts. Ten years after the work of Firestone and Riehl (2005) and their contributing authors, our aim with the present volume was to summarize and update the work of the field, and provide a space to consider the multiple futures of educationalleadership in schools and districts, as both challenges and opportunities. The first decade of the twenty?first century brought significant critiques, challenges, and competition to the research and practice of training leaders and administrators of schools and districts around the world. Congruently, the field experienced significant growth and change, as multiple new sub?domains flourished and were founded. Thus, in this volume we were delighted to included excellent chapters from multiple authors that considered the duality of the challenges and opportunities of: The work of the field of educational leadership and administration research to date. The opportunities and challenges of new visions of leadership in traditional and non?traditional schools. The evolving state of research evidence in educational leadership and the increasing sophistication of multiple methodologies, including qualitative research, quantitative modeling, the ability to test theory, and the increasing opportunities brought on by the intersection of data, research, and practice. The preparation of educational leaders. And the emerging trends in the professional development of school leaders. The authors of the nine chapters in the present book volume took on this challenge of confronting the duality of not only including the past as we look to the future, but also the duality of the critique of the field in the midst of exciting and significant progress in our knowledge and understanding of leadership in schools. In the first section of the book (Chapters 2, 3 and 4), the authors examine the interplay of educational leadership research and theory as it relates to reform in schools, especially as it relates to serving historically underserved populations globally. In section 2 (Chapters 5 and 6), the authors highlight the importance of methodological considerations in school leadership research as a means to understand theory and practice as well as providing interesting avenues that point to multiple exciting future possibilities through relying on current innovations noted within the chapters. Section 3, (Chapters 7 and 8) examine the research and practice of school leadership preparation, especially as it relates to university?district partnerships and non?traditional school settings. And in the final chapter,(Chapter 9), our capstone contributor provides a means to link the present volume with the past writings on these topics, while also providing a lens to view the exciting possibilities and promises of the multiple futures of the field of educational leadership research and practice.

A volume in International Research on School Leadership Series Editors Alan R. Shoho and Bruce G. Barnett, University of Texas at San Antonio Our fourth book in the International Research on School Leadership series focuses on school leadership in an era of high stakes accountability. Fueled by sweeping federal education accountability reforms, such as the United States' No Child Left Behind (NCLB) and Race to the Top (R2T) and Australia's Performance Measurement and Reporting Taskforce, school systems around the world are being forced to increase academic standards, participate in high-stakes testing, and raise evaluation standards for teachers and principals. These results-driven reforms are intended to hold educators "accountable for student learning and accountable to the public" (Anderson, 2005, p. 2, emphasis in original). While policymakers and the public debate the merits of student achievement accountability measures, P-12 educational leaders do not have the luxury to wait for clear guidance and resources to improve their schools and operating systems. Instead, successful leaders must balance the need to create learning communities, manage the organizational climate, and encourage community involvement with the consequences testing has on teacher morale and public scrutiny. The chapters in this volume clearly indicate that as school leaders attend to these potentially competing forces, this affects their problem-solving strategies, ability to facilitate change, and encourage community involvement. We were delighted with the responses from colleagues around the world who were eager to share their research dealing with how leaders are functioning effectively within a high-accountability environment. The nine chapters in this volume provide empirical evidence of the strategies school leaders use to cope with problems and negotiate external demands while improving student performance. In particular, the voices and actions of principals, superintendents, and school board members are captured in a blend of quantitative and qualitative studies. The breadth of studies is impressive, ranging from case studies of individual principals to cross-district comparisons to national data from the National Center for Education Statistics. To highlight important findings, we have organized the book into five sections. The first section (Chapters 2, 3, and 4) highlights the problem-solving strategies used by principals and superintendents when pressured to turn around low-performing schools. In the second section (Chapters 5 and 6), attention is devoted to ways in which school leaders act as "buffers" by reducing the impact of external demands within their local school contexts. Next, Chapters 7 and 8 explore creative ways in which financial analyses can be used to assess the cost effectiveness of programs and services. Chapters 9 and 10 examine how principals enact their instructional leadership roles in managing curriculum reforms and evaluating teachers. Finally, in the last section (Chapter 11), Kenneth Leithwood synthesizes the major themes and ideas emerging across these chapters, paying particular attention to practical issues influencing school leaders in this era of school reform and accountability as well as promising areas for future research.

From the early demise of Trent Lott at the hands of bloggers to the agonized scream of Howard Dean; from Daily Kos and the blogosphere to the rise of Twitter and Facebook, politics and new media have co-existed and evolved in rapid succession. Here, an academic and practitioner team up to consider how new and old media technologies mix with combustible politics to determine, in real time, the shape of the emerging political order. Our political moment shares with other realigning periods the sense that political parties are failing to address the public interest. In an era defined by the collapse of the political center, extreme income inequality, rapidly changing demography, and new methods of communicating and organizing, a second-generation online progressive movement fueled by email and social media is coming into its own. In this highly readable text, the authors - one a scholar of Internet politics, the other a leading voice of the first generation netroots - draw on unique data and on-the-ground experience to answer key questions at the core of our tumultuous politics: How has Internet activism changed in form and function? How have the left and right changed with it? How does this affect American political power?

Developing Grounded Theory: The Second Generation Revisited is a highly accessible description of the rapid development of grounded theories and the latest developments in grounded theory methods. A succinct overview of the development of grounded theory is provided, including the similarities and differences between Glaserian and Straussian grounded theory. The method introduced by Schatzman, and the development of Charmaz's constructivist grounded theory and Clarke's situational analysis, are clearly presented. The book is divided into seven sections: each type of grounded theory is discussed by the developer (or their student), followed by a chapter describing a project that used that particular type of grounded theory. Bookending these chapters is the first chapter, which describes the development and landscape of grounded theory, and a final chapter describing the challenges to the future of grounded theory. This book is ideally suited for beginning students trying to come to grips with the field as well as more advanced researchers attempting to delineate the major types of grounded theory.

Developing Grounded Theory: The Second Generation Revisited is a highly accessible description of the rapid development of grounded theories and the latest developments in grounded theory methods. A succinct overview of the development of grounded theory is provided, including the similarities and differences between Glaserian and Straussian grounded theory. The method introduced by Schatzman, and the development of Charmaz's constructivist grounded theory and Clarke's situational analysis, are clearly presented. The book is divided into seven sections: each type of grounded theory is discussed by the developer (or their student), followed by a chapter describing a project that used that particular type of grounded theory. Bookending these chapters is the first chapter, which describes the development and landscape of grounded theory, and a final chapter describing the challenges to the future of grounded theory. This book is ideally suited for beginning students trying to come to grips with the field as well as more advanced researchers attempting to delineate the major types of grounded theory.

A knowledge of bookkeeping and a basic understanding of the balance sheet, income statement and cash flow statement are indispensable to education in business and economics. Basics of Bookkeeping meets the needs of accounting students and practitioners in understanding the complexities of the subject. After a brief study in elementary accounting, the authors introduce the basics of cost accounting, financial accounting and financial management. The book provides a practical approach and each new topic is followed by simple examples. With its concise approach, this textbook will be valued by students with no background in accounting and finance. A companion website featuring extra exercises and multiple choice questions can be found at www.bookkeeping.noordhoff.nl.

A knowledge of bookkeeping and a basic understanding of the balance sheet, income statement and cash flow statement are indispensable to education in business and economics. Basics of Bookkeeping meets the needs of accounting students and practitioners in understanding the complexities of the subject.

After a brief study in elementary accounting, the authors introduce the basics of cost accounting, financial accounting and financial management. The book provides a practical approach and each new topic is followed by simple examples.

With its concise approach, this textbook will be valued by students with no background in accounting and finance. A companion website featuring extra exercises and multiple choice questions can be found at www.bookkeeping.noordhoff.nl.

The science ofparasitology is particularlyrelevantto the health ofhumans and animals throughout the world. As such, it provides the core of the Rockefeller Foundation program ofbiomedical research called The Great Neglected Diseases of Mankind. While some bacterial, viral, and fungal diseases are included in this program, the parasiticdiseases caused bypro- tozoa and helminths almost uniformly fit into this category. Many ofthem infect vast numbers of people and animals (of the order of hundreds of millions), but theyare greatlyneglected bythe scientific establishmentof the modern world. The principal reason for this neglect, both scientific and financial, is the fact that these diseases are primarily problems ofthe developing world. Hence, no vaccines exist for anyofthe human parasitic diseases; for many, treatment is either nonexistent or highly toxic; and diagnosis still relies largely on the visual examination ofbiopsies, blood, and excreta. In contrast, the discovery ofa spate ofantibiotics has revolu- tionized treatment of bacterial diseases, and vaccines have been devel- opedfor manybacterial andviral diseases. Furthermore, the field ofmicro- biology, which deals largely with bacteriology and virology, has sparked the scientific revolutions ofimmunology and molecular biology. In order to examine the present status of parasitology and the reasons for its putative neglect, as well as to develop means of remedying the sit- uation, aseries ofconferences has been convened, bringing together clas- sical parasitologists and a new and complementary breed of parasite-ori- ented immunologists, biochemists, molecular biologists, and population ecologists.

From the early demise of Trent Lott at the hands of bloggers to the agonized scream of Howard Dean; from Daily Kos and the blogosphere to the rise of Twitter and Facebook, politics and new media have co-existed and evolved in rapid succession. Here, an academic and practitioner team up to consider how new and old media technologies mix with combustible politics to determine, in real time, the shape of the emerging political order. Our political moment shares with other realigning periods the sense that political parties are failing to address the public interest. In an era defined by the collapse of the political center, extreme income inequality, rapidly changing demography, and new methods of communicating and organizing, a second-generation online progressive movement fueled by email and social media is coming into its own. In this highly readable text, the authors - one a scholar of Internet politics, the other a leading voice of the first generation netroots - draw on unique data and on-the-ground experience to answer key questions at the core of our tumultuous politics: How has Internet activism changed in form and function? How have the left and right changed with it? How does this affect American political power?

A concise, visually based introduction to graphic design methodologies

Graphic design has emerged as a discipline complete with a body of scholarly literature devoted to its underlying theory. "Introduction to Graphic Design Methodologies and Processes" contributes to this expanding discourse by illustrating the value of qualitative and quantitative methodologies in guiding conceptual development in ways beyond those based on taste, style, and personal preference. "Introduction to Graphic Design Methodologies and Processes" Introduces a range of practical methodologies pertinent to the interpreting, targeting, and creating of forms and messagesFurthers the ability of designers by showing them how to design creatively, collaboratively, and strategically, and as a result, helps them move from form-makers to cultural participants--a transformative trend for design professionalsIncludes case studies with questions and answers contributed by a diverse group, including Second Story and Sol Sender

As professional designers play more strategic roles, the need for material on design methodologies is growing. This concise, visually based introduction to the topic is the designer's definitive resource for defining their purpose, and producing work that is original, appropriate, responsible--and inspiring.

"Introduction to Two-Dimensional Design: Understanding Form and Function"

An interdisciplinary approach to two-dimensional design--now revised and updated

"Introduction to Two-Dimensional Design, Second Edition" gives readers a revised and updated edition of the comprehensive foundation text. Using more than 175 illustrations, this thoughtfully designed guide explores the timeless principles, contemporary issues, processes and methodologies, and historical touchstones involved in creating and disseminating two-dimensional visual messages. The book also investigates where fine art and design interconnect, featuring examples from experimental interactive media, installation, and public art.

This "Second Edition" features updated content throughout the book, including new case studies analyzing both individual and collaborative bodies of work. Timelines, interviews with established and emerging designers and fine artists, and constant visual examples provide a clear context for the discussion. Approaching design as a holistic, culture-shaping activity, "Introduction to Two-Dimensional Design, Second Edition" offers a rich and inspirational learning experience.

As the sixth volume in the International Research on School Leadership series, the contributing authors in this volume consider the history, challenges, and opportunities of the field of research and practice in educational leadership and administration in schools and districts. Ten years after the work of Firestone and Riehl (2005) and their contributing authors, our aim with the present volume was to summarize and update the work of the field, and provide a space to consider the multiple futures of educationalleadership in schools and districts, as both challenges and opportunities. The first decade of the twenty?first century brought significant critiques, challenges, and competition to the research and practice of training leaders and administrators of schools and districts around the world. Congruently, the field experienced significant growth and change, as multiple new sub?domains flourished and were founded. Thus, in this volume we were delighted to included excellent chapters from multiple authors that considered the duality of the challenges and opportunities of: The work of the field of educational leadership and administration research to date. The opportunities and challenges of new visions of leadership in traditional and non?traditional schools. The evolving state of research evidence in educational leadership and the increasing sophistication of multiple methodologies, including qualitative research, quantitative modeling, the ability to test theory, and the increasing opportunities brought on by the intersection of data, research, and practice. The preparation of educational leaders. And the emerging trends in the professional development of school leaders. The authors of the nine chapters in the present book volume took on this challenge of confronting the duality of not only including the past as we look to the future, but also the duality of the critique of the field in the midst of exciting and significant progress in our knowledge and understanding of leadership in schools. In the first section of the book (Chapters 2, 3 and 4), the authors examine the interplay of educational leadership research and theory as it relates to reform in schools, especially as it relates to serving historically underserved populations globally. In section 2 (Chapters 5 and 6), the authors highlight the importance of methodological considerations in school leadership research as a means to understand theory and practice as well as providing interesting avenues that point to multiple exciting future possibilities through relying on current innovations noted within the chapters. Section 3, (Chapters 7 and 8) examine the research and practice of school leadership preparation, especially as it relates to university?district partnerships and non?traditional school settings. And in the final chapter,(Chapter 9), our capstone contributor provides a means to link the present volume with the past writings on these topics, while also providing a lens to view the exciting possibilities and promises of the multiple futures of the field of educational leadership research and practice.

Our fifth book in the International Research on School Leadership series focuses on the use of data in schools and districts as useful information for leadership and decision making. Schools are awash in data and information, from test scores, to grades, to discipline reports, and attendance as just a short list of student information sources, while additional streams of data feed into schools and districts from teachers and parents as well as local, regional and national policy levels. To deal with the data, schools have implemented a variety of data practices, from data rooms, to data days, data walks, and data protocols. However, despite the flood of data, successful school leaders are leveraging an analysis of their school's data as a means to bring about continuous improvement in an effort to improve instruction for all students. Nevertheless, some drown, some swim, while others find success. Our goal in this book volume is to bring together a set of chapters by authors who examine successful data use as it relates to leadership and school improvement. In particular, the chapters in this volume consider important issues in this domain, including: How educational leaders use data to inform their practice. What types of data and data analysis are most useful to successful school leaders. To what extent are data driven and data informed practices helping school leaders positively change instructional practice? In what ways does good data collection and analysis feed into successful continuous improvement and holistic systems thinking? How have school leadership practices changed as more data and data analysis techniques have become available? What are the major obstacles facing school leaders when using data for decision making and how do they overcome them?

A volume in International Research on School Leadership Series Editors Alan R. Shoho and Bruce G. Barnett, University of Texas at San Antonio Our fourth book in the International Research on School Leadership series focuses on school leadership in an era of high stakes accountability. Fueled by sweeping federal education accountability reforms, such as the United States' No Child Left Behind (NCLB) and Race to the Top (R2T) and Australia's Performance Measurement and Reporting Taskforce, school systems around the world are being forced to increase academic standards, participate in high-stakes testing, and raise evaluation standards for teachers and principals. These results-driven reforms are intended to hold educators "accountable for student learning and accountable to the public" (Anderson, 2005, p. 2, emphasis in original). While policymakers and the public debate the merits of student achievement accountability measures, P-12 educational leaders do not have the luxury to wait for clear guidance and resources to improve their schools and operating systems. Instead, successful leaders must balance the need to create learning communities, manage the organizational climate, and encourage community involvement with the consequences testing has on teacher morale and public scrutiny. The chapters in this volume clearly indicate that as school leaders attend to these potentially competing forces, this affects their problem-solving strategies, ability to facilitate change, and encourage community involvement. We were delighted with the responses from colleagues around the world who were eager to share their research dealing with how leaders are functioning effectively within a high-accountability environment. The nine chapters in this volume provide empirical evidence of the strategies school leaders use to cope with problems and negotiate external demands while improving student performance. In particular, the voices and actions of principals, superintendents, and school board members are captured in a blend of quantitative and qualitative studies. The breadth of studies is impressive, ranging from case studies of individual principals to cross-district comparisons to national data from the National Center for Education Statistics. To highlight important findings, we have organized the book into five sections. The first section (Chapters 2, 3, and 4) highlights the problem-solving strategies used by principals and superintendents when pressured to turn around low-performing schools. In the second section (Chapters 5 and 6), attention is devoted to ways in which school leaders act as "buffers" by reducing the impact of external demands within their local school contexts. Next, Chapters 7 and 8 explore creative ways in which financial analyses can be used to assess the cost effectiveness of programs and services. Chapters 9 and 10 examine how principals enact their instructional leadership roles in managing curriculum reforms and evaluating teachers. Finally, in the last section (Chapter 11), Kenneth Leithwood synthesizes the major themes and ideas emerging across these chapters, paying particular attention to practical issues influencing school leaders in this era of school reform and accountability as well as promising areas for future research.

Have you ever experienced something in your life that caused you to lose your way? Ever encountered an event that you never could have anticipated and were completely unprepared for? Have you ever suffered through feelings of emptiness, loneliness, and fear that you felt you couldn't escape? Ribbon of Hope describes the journey of a son struggling through his mother's battle with breast cancer. It reveals the internal battle that takes place and almost derails his life on his journey to accepting the unexpected and finding a way to survive. Through the troubling events and influences of others throughout his storm, he realizes that even in the midst of a hopeless situation, God has a way of restoring hope when all seems lost."