Author: Meredith I Honig
Publisher: Harvard Education Press
ISBN: 1682538443
Category : Education
Languages : en
Pages : 274
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Book Description
A model guide for reconceiving the central office to help educational leaders build equity-aligned, research-based approaches to district reform. In From Tinkering to Transformation, Meredith Honig and Lydia Rainey call on superintendents and other district leaders to rethink the very premises that underlie the long-standing ways of working in their central offices. Based on the results of nearly two decades of research from districts of 2,000 to 200,000 students, Honig and Rainey pinpoint how central offices support equitable teaching and learning in schools through specific changes in key central office functions: teaching and learning, human resources, principal supervision, operations, and the superintendent's cabinet. Using lively case studies, detailed examples, and performance data from ten US school districts, Honig and Rainey deftly highlight how central offices must transform in order to support equitable teaching and learning in schools. They identify typical pitfalls district leaders may encounter, illustrate a guiding set of design principles that can be used to inform transformation efforts, and offer practical advice on how to realize the ambitious goals of fundamental systemic change for equity. This inspiring work shows how district leaders can move forward with revolutionary central office reforms that support equitable teaching and learning for every student.
Author: Meredith I Honig
Publisher:
ISBN: 9781682538432
Category :
Languages : en
Pages : 0
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Book Description
A model guide for reconceiving the central office to help educational leaders build equity-aligned, research-based approaches to district reform. In From Tinkering to Transformation, Meredith Honig and Lydia Rainey call on superintendents and other district leaders to rethink the very premises that underlie the long-standing ways of working in their central offices. Based on the results of nearly two decades of research from districts of 200 to 200,000 students, Honig and Rainey pinpoint how central offices support equitable teaching and learning in schools through specific changes in key central office functions: teaching and learning, human resources, principal supervision, operations, and the superintendent's cabinet. Using lively case studies, detailed examples, and performance data from ten US school districts, Honig and Rainey deftly highlight how central offices must transform in order to support equitable teaching and learning in schools. They identify typical pitfalls district leaders may encounter, illustrate a guiding set of design principles that can be used to inform transformation efforts, and offer practical advice on how to realize the ambitious goals of fundamental systemic change for equity. This inspiring work shows how district leaders can move forward with revolutionary central office reforms that support equitable teaching and learning for every student.
Author: Rafael Heller
Publisher: Harvard Education Press
ISBN: 168253054X
Category : Education
Languages : en
Pages : 346
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Book Description
Rethinking Readiness offers a new set of competencies to replace the narrow learning goals of No Child Left Behind and, in chapters written by some of the nation’s most well-respected education scholars, explores their implications for schools. Today’s students must cultivate the full range of intellectual, interpersonal, and intrapersonal capacities that have been grouped together under the banner of “deeper learning.” Rethinking Readiness focuses on how educators and policy makers should move forward to provide the educational experiences that students need to become truly well prepared for college, careers, and civic life, including changes in curriculum, teacher evaluation, and student assessment. As state leaders chart a new course for K–12 education in the Every Student Succeeds Act era, Rethinking Readiness offers a succinct and compelling vision for a new agenda for school reform so future generations can prosper in a rapidly changing world.
Author: Meredith I. Honig
Publisher:
ISBN: 9781682534656
Category : Education
Languages : en
Pages : 0
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Book Description
Supervising Principals for Instructional Leadership specifies the conditions that district leaders can create to help principal supervisors take a teaching and learning approach to their work. Based on their extensive research in district central offices, Meredith I. Honig and Lydia R. Rainey show how supervisors can most effectively support principals in becoming instructional leaders and developing the capacity to lead their own learning. "Supervising Principals for Instructional Leadership is a brilliant, inspiring, clear book that nails what it means to supervise school leaders for growth and helps the reader reimagine the role of the central office. Read this book, and use it immediately!" --Michael Fullan, professor emeritus, Ontario Institute for Studies in Education, University of Toronto "What does it look and sound like to support principals to lead learning? Honig and Rainey share their research-and-practice-tested wisdom, which combines the imagination to break free of conventional supervision with clear examples of what to do and what not to do, and a bundle of tools to make it happen." --Elizabeth A. City, senior lecturer on education, Harvard Graduate School of Education "For too long the work of principal supervision has been a black box; Honig and Rainey open up that box and provide practical steps for system leaders to take to support principals so that instruction improves for every child in every school. Their systemic approach is a must-read for any public education leader." --Joshua P. Starr, chief executive officer, PDK International "This finely crafted book about a critical school improvement problem is guided by a strong theory, builds on an impressively rich body of evidence, and includes many practical illustrations of the guiding theory in action. District leaders aiming to improve instruction in their schools will find much of value to their efforts in this text." --Kenneth Leithwood, emeritus professor, Ontario Institute for Studies in Education, University of Toronto Meredith I. Honig is a professor of Education Policy, Organizations, and Leadership at the University of Washington, Seattle. Lydia R. Rainey is a research scientist at the University of Washington, Seattle, and the director of research for the District Leadership Design Lab.
Author: Karen Wilkinson
Publisher: Weldon Owen International
ISBN: 168188707X
Category : Crafts & Hobbies
Languages : en
Pages : 226
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Book Description
Some of the most creative artists from today’s maker scene discuss their process, workspaces and more in this inspiring guide to tinkering. The Art of Tinkering is an unprecedented celebration of what it means to tinker: to take things apart, explore tools and materials, and build wondrous, wild art that’s part science, part technology, and entirely creative. Join 150+ makers as they share the stories behind their beautiful and bold work—then do some tinkering yourself! This collection of exhibits, artwork, and projects explores a whole new way to learn, in which people expand their knowledge through making and doing, working with readily available materials, getting their hands dirty, collaborating with others, and problem-solving in the most fun sense of the word. Each artist featured in The Art of Tinkering shares their process and the backstory behind their work. Whether it’s dicussing their favorite tools (who knew toenail clippers could be so handy?) or offering a glimpse of their workspaces (you’d be amazed how many electronics tools you can pack into a pantry!), the stories, lessons, and tips in The Art of Tinkering offer a fascinating portrait of today’s maker scene. Artists include: Scott Weaver, Arthur Ganson, Moxie, Tim Hunkin, AnnMarie Thomas, Ranjit Bhatnajar and Jie Qi.
Author: Sylvia Libow Martinez
Publisher:
ISBN: 9780997554380
Category : Education
Languages : en
Pages : 324
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Book Description
A new and expanded edition of one of the decade's most influential education books. In this practical guide, Sylvia Martinez and Gary Stager provide K-12 educators with the how, why, and cool stuff that supports making in the classroom, library, makerspace, or anywhere learners learn.
Author: Thomas S. Dickinson
Publisher: Routledge
ISBN: 1136054782
Category : Education
Languages : en
Pages : 374
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Book Description
Many contemporary American middle schools are stuck in a state of "arrested development," failing to implement the original concept of middle schools to a varying, though equally corruptive degrees. The individual chapters of the book outline in detail how to counter this dangerous trend, offering guidance to those who seek immediate, significant, internal reforms before we lose the unique value of middle schools for our nation's adolescents.
Author: Temple Grandin, Ph.D.
Publisher: Penguin
ISBN: 1524738220
Category : Juvenile Nonfiction
Languages : en
Pages : 242
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Book Description
From world-renowned autism spokesperson, scientist, and inventor Temple Grandin -- a book of personal stories, inventions, and facts that will blow young inventors' minds and make them soar. Have you ever wondered what makes a kite fly or a boat float? Have you ever thought about why snowflakes are symmetrical, or why golf balls have dimples? Have you ever tried to make a kaleidoscope or build a pair of stilts? In Calling All Minds, Temple Grandin explores the ideas behind all of those questions and more. She delves into the science behind inventions, the steps various people took to create and improve upon ideas as they evolved, and the ways in which young inventors can continue to think about and understand what it means to tinker, to fiddle, and to innovate. And laced throughout it all, Temple gives us glimpses into her own childhood tinkering, building, and inventing. More than a blueprint for how to build things, in Calling All Minds Temple Grandin creates a blueprint for different ways to look at the world. And more than a call to action, she gives a call to imagination, and shows readers that there is truly no single way to approach any given problem--but that an open and inquisitive mind is always key. Praise for Calling All Minds: "An impassioned call to look at the world in unique ways with plenty of practical advice on how to cultivate a curious, inquiring, imaginative mind." —Kirkus Reviews "Both practical and inspirational, this useful book describes an overall approach to viewing the world creatively, as exemplified by the numerous projects and supporting material provided here." —VOYA "Grandin offers a nuanced perspective on the qualities of a successful inventor—notably, a sense of wonder and curiosity, careful observation, and the willingness to learn from mistakes." —Publishers Weekly
Author: Michael S. Knapp
Publisher: Routledge
ISBN: 1134748396
Category : Education
Languages : en
Pages : 284
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Book Description
In an educational context where school and district performance is of increasing focus, it’s essential for leaders at all levels of the educational system to focus on improving student performance. This volume zeros in on a promising set of strategies and practices for all leaders to motivate, support, and sustain learning in contemporary schools. Learning-Focused Leadership in Action explores what it means for educational leadership to be "learning-focused," what this looks like in practice at both the school and district level, and how such leadership changes can be set in motion. Drawing on extensive case study research in schools and districts that are making progress on learning improvement, this volume explores how leaders at all levels of the educational system can productively seek to improve the quality of learning opportunities and student performance, no matter how challenging the circumstances.
Author: Justin Reich
Publisher: Harvard University Press
ISBN: 0674249666
Category : Education
Languages : en
Pages : 337
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Book Description
A Science “Reading List for Uncertain Times” Selection “A must-read for anyone with even a passing interest in the present and future of higher education.” —Tressie McMillan Cottom, author of Lower Ed “A must-read for the education-invested as well as the education-interested.” —Forbes Proponents of massive online learning have promised that technology will radically accelerate learning and democratize education. Much-publicized experiments, often underwritten by Silicon Valley entrepreneurs, have been launched at elite universities and elementary schools in the poorest neighborhoods. But a decade after the “year of the MOOC,” the promise of disruption seems premature. In Failure to Disrupt, Justin Reich takes us on a tour of MOOCs, autograders, “intelligent tutors,” and other edtech platforms and delivers a sobering report card. Institutions and investors favor programs that scale up quickly at the expense of true innovation. Learning technologies—even those that are free—do little to combat the growing inequality in education. Technology is a phenomenal tool in the right hands, but no killer app will shortcut the hard road of institutional change. “I’m not sure if Reich is as famous outside of learning science and online education circles as he is inside. He should be...Reading and talking about Failure to Disrupt should be a prerequisite for any big institutional learning technology initiatives coming out of COVID-19.” —Inside Higher Ed “The desire to educate students well using online tools and platforms is more pressing than ever. But as Justin Reich illustrates...many recent technologies that were expected to radically change schooling have instead been used in ways that perpetuate existing systems and their attendant inequalities.” —Science
