In The Coach Approach to School Leadership, Jessica Johnson, Shira Leibowitz, and Kathy Perret address a dilemma faced by many principals: how to function as learning leaders while fulfilling their evaluative and management duties. The answer? Incorporating instructional coaching techniques as an integral part of serious school improvement. The authors explain how principals can: Master the skill of "switching hats" between the nonjudgmental coach role and the evaluative supervisor role. Expand their classroom visits and combine coaching with evaluation requirements. Nurture relationships with teachers and build a positive school culture. Provide high-quality feedback to support the development of both teachers and students. Empower teachers to lead their own professional learning and work together as a team. Drawing from the authors' work with schools as well as their conversations with educators across the globe, this thought-provoking book speaks to the unique needs of principals as instructional leaders, providing solutions to challenges in every aspect of this complex endeavor. The role of the principal is changing at a rapid pace. Let this resource guide you in improving your own practice while helping teachers master the high-quality instruction that leads to student success.

Audrey Richards (1899-1984) was a leading British anthropologist of the twentieth century and the first woman president of the Royal Anthropological Institute. Based on fieldwork conducted at a time when the discipline was dominated by male anthropologists, Chisungu: A Girl's Initiation Ceremony Among the Bemba of Zambia is widely hailed as a classic of anthropology and African and gender studies. Underpinned by painstaking research carried out by Richards among the Bemba people in northern Zambia in the 1930s, Chisungu focuses on the initiation ceremonies for young Bemba girls. Pioneering the study of women's rituals and challenging the prevailing theory that rites of passage served merely to transfer individuals from one status to another, Richards writes about the incredibly rich and diverse aspects of ritual that characterised Chisungu: its concern with matriliny; deference to elders; sex and reproduction; the birth of children; ideas about the continuity between past, present and future; and the centrality of emotional conflict. On a deeper level, Chisungu is a crucial work for the role it accords to the meaning of symbolism in explaining the structure of society, paving the way for much subsequent understanding of the role of symbolic meaning and kinship. This Routledge Classics edition includes a new foreword by Jessica Johnson and an introduction by Jean La Fontaine.

Audrey Richards (1899-1984) was a leading British anthropologist of the twentieth century and the first woman president of the Royal Anthropological Institute. Based on fieldwork conducted at a time when the discipline was dominated by male anthropologists, Chisungu: A Girl's Initiation Ceremony Among the Bemba of Zambia is widely hailed as a classic of anthropology and African and gender studies. Underpinned by painstaking research carried out by Richards among the Bemba people in northern Zambia in the 1930s, Chisungu focuses on the initiation ceremonies for young Bemba girls. Pioneering the study of women's rituals and challenging the prevailing theory that rites of passage served merely to transfer individuals from one status to another, Richards writes about the incredibly rich and diverse aspects of ritual that characterised Chisungu: its concern with matriliny; deference to elders; sex and reproduction; the birth of children; ideas about the continuity between past, present and future; and the centrality of emotional conflict. On a deeper level, Chisungu is a crucial work for the role it accords to the meaning of symbolism in explaining the structure of society, paving the way for much subsequent understanding of the role of symbolic meaning and kinship. This Routledge Classics edition includes a new foreword by Jessica Johnson and an introduction by Jean La Fontaine.

Saba Mahmood’s 2005 Politics of Piety is an excellent example of evaluation in action.

Mahmood’s book is a study of women’s participation in the Islamic revival across the Middle East. Mahmood – a feminist social anthropologist with left-wing, secular political values – wanted to understand why women should become such active participants in a movement that seemingly promoted their subjugation. As Mahmood observed, women’s active participation in the conservative Islamic revival presented (and presents) a difficult question for Western feminists: how to balance cultural sensitivity and promotion of religious freedom and pluralism with the feminist project of women’s liberation? Mahmood’s response was to conduct a detailed evaluation of the arguments made by both sides, examining, in particular, the reasoning of female Muslims themselves. In a key moment of evaluation, Mahmood suggests that Western feminist notions of agency are inadequate to arguments about female Muslim piety. Where Western feminists often restrict definitions of women’s agency to acts that undermine the normal, male-dominated order of things, Mahmood suggests, instead, that agency can encompass female acts that uphold apparently patriarchal values.

Ultimately the Western feminist framework is, in her evaluation, inadequate and insufficient for discussing women’s groups in the Islamic revival.

Saba Mahmood's 2005 Politics of Piety is an excellent example of evaluation in action. Mahmood's book is a study of women's participation in the Islamic revival across the Middle East. Mahmood - a feminist social anthropologist with left-wing, secular political values - wanted to understand why women should become such active participants in a movement that seemingly promoted their subjugation. As Mahmood observed, women's active participation in the conservative Islamic revival presented (and presents) a difficult question for Western feminists: how to balance cultural sensitivity and promotion of religious freedom and pluralism with the feminist project of women's liberation? Mahmood's response was to conduct a detailed evaluation of the arguments made by both sides, examining, in particular, the reasoning of female Muslims themselves. In a key moment of evaluation, Mahmood suggests that Western feminist notions of agency are inadequate to arguments about female Muslim piety. Where Western feminists often restrict definitions of women's agency to acts that undermine the normal, male-dominated order of things, Mahmood suggests, instead, that agency can encompass female acts that uphold apparently patriarchal values. Ultimately the Western feminist framework is, in her evaluation, inadequate and insufficient for discussing women's groups in the Islamic revival.

Between 1996 and 2014, Mark Driscoll's Mars Hill Church multiplied from its base in Seattle into fifteen facilities spread across five states with 13,000 attendees. When it closed, the church was beset by scandal, with former attendees testifying to spiritual abuse, emotional manipulation, and financial exploitation. In Biblical Porn Jessica Johnson examines how Mars Hill's congregants became entangled in processes of religious conviction. Johnson shows how they were affectively recruited into sexualized and militarized dynamics of power through the mobilization of what she calls "biblical porn"—the affective labor of communicating, promoting, and embodying Driscoll's teaching on biblical masculinity, femininity, and sexuality, which simultaneously worked as a marketing strategy, social imaginary, and biopolitical instrument. Johnson theorizes religious conviction as a social process through which Mars Hill's congregants circulated and amplified feelings of hope, joy, shame, and paranoia as affective value that the church capitalized on to grow at all costs.

Pursuing Justice in Africa focuses on the many actors pursuing many visions of justice across the African continent--their aspirations, divergent practices, and articulations of international and vernacular idioms of justice. The essays selected by editors Jessica Johnson and George Hamandishe Karekwaivanane engage with topics at the cutting edge of contemporary scholarship across a wide range of disciplines. These include activism, land tenure, international legal institutions, and postconflict reconciliation. Building on recent work in sociolegal studies that foregrounds justice over and above concepts such as human rights and legal pluralism, the contributors grapple with alternative approaches to the concept of justice and its relationships with law, morality, and rights. While the chapters are grounded in local experiences, they also attend to the ways in which national and international actors and processes influence, for better or worse, local experiences and understandings of justice. The result is a timely and original addition to scholarship on a topic of major scholarly and pragmatic interest. Contributors: Felicitas Becker, Jonathon L. Earle, Patrick Hoenig, Stacey Hynd, Fred Nyongesa Ikanda, Ngeyi Ruth Kanyongolo, Anna Macdonald, Bernadette Malunga, Alan Msosa, Benson A. Mulemi, Holly Porter, Duncan Scott, Olaf Zenker.

This book provides a handy compendium to support you as you train to become an Early Years Teacher. The eight Teachers' Standards (Early Years) underpin the core structure of the book, and there is strong linking throughout to the statutory and non-statutory framework and guidance for the Early Years Foundation Stage.Offering comprehensive coverage of theories of early learning and child development, this book: Brings together relevant knowledge and skills in a way that challenges you to think critically about key theories of early learning and development in your role as an Early Years Teacher Reflects on the nature of professionalism and offers activities to help you identify your own learning journey and develop your own professional identity Underpins practice with a focus and recognition of the need to identify and develop key communication skills that build positive professional relationships in the best interests of babies and children Includes practical examples and case studies to support reflection and inspire you to creative positive learning opportunities for babies and young children Importantly, the book concludes with valuable guidance on gathering assessment evidence of your personal practice, as well as demonstrating the ability to lead and support early years provision from birth to five years. This is an essential book to support all trainees in developing their role and skills as an Early Years Teacher. Contributors: Kelly Cooper, Fiona Dearman, Jo Elsey, Jessica Johnson, Daryl Maisey, Angela Maxey, Joanne McKibbin, Yasmin Mukadam, Vicky Mummery, Gemma Pawson, Denise Salter, Laltiha Sivalingam, Helen Sutherland."Authoritative, scholarly and grounded in practice, this is surely destined to become the must-have practical handbook for all those seeking Early Years Teacher status." Geoff Taggart, Lecturer in Early Years, University of Reading, UK"Becoming an Early Years Teacher will prove valuable to all those working in the early years sector, and is an accessible and user friendly resource that promotes increased professional responsibility. Theoretical underpinning and the use of case studies, activities and links to observed practice, provide thought provoking material which recognises the importance of partnership working with families and wider community organisations. Emphasis is placed on the importance of reflection to question values and beliefs and to continually evaluate and challenge practice. This book aims to support inspirational practice that will enhance positive learning opportunities for all early years' children." Soraya Goni, HE Award Leader Childhood Studies, Kirklees College, UK"I am delighted to recommend this comprehensive, challenging and accessible power-pack of a book, which deserves to become essential reading for all Early Years Teachers in training and equally for those engaged in studying on Early Childhood Studies degrees. The team of contributors bring a wealth of both professional and academic knowledge and experience to their chapters and overall the book promotes critical thinking and reflexive practice. Whilst explicitly addressing the standards for Early Years Teacher Status the book avoids taking an instrumentalist approach and explores a range of perspectives and tensions related to professionalism within the early childhood world." Penny Holland, Early Childhood Consultant"This book provides essential, well-articulated, thought-provoking guidance for students working towards Early Years Teacher Status. Throughout the chapters, for each of the eight standards there are strong themes encouraging reflection, reflective practice, leadership and a commitment that in-depth knowledge of theory is closely linked to practice. Scenarios are presented to encourage extension of thought and knowledge whilst ensuring adherence to the statutory and non-statutory framework for the Early Years Foundation Stage. This approach helps to ensure that the students work towards leading continuous improvement in practice so that the babies and young children experience their learning and development through play and individual care needs. This is a very good book that I would recommend to all Early Years Teacher Status students." Tricia Johnson, Retired Lecturer in Early Years, UK

What might gender justice look like in matrilineal Malawi? Ideas about gender and human rights have exerted considerable influence over African policy makers and civil society organisations in recent years, and Malawi is no exception. There, concerted efforts at civic education have made the concepts of human and women's rights widely accessible to the rural poor, albeit in modified form. In this book, Jessica Johnson listens to the voices of ordinary Malawian citizens as they strive to resolve disputes and achieve successful gender and marital relations. Through nuanced ethnographic description of aspirations for gender and marital relationships; extended analysis of dispute resolution processes; and an examination of the ways in which the approaches of chiefs, police officers and magistrates intersect, this study puts relationships between law, custom, rights, and justice under the spotlight.