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Author: Linda L. Lyman
Publisher: R&L Education
ISBN: 9781578860791
Category : Education
Languages : en
Pages : 186
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Book Description
Best Leadership Practices for High-Poverty Schools presents both the practice and theory of best leadership practices in high-poverty schools. Authors Linda Lyman and Christine Villani take a unique approach by inviting readers into two high-poverty elementary schools where they will experience, through in-depth case studies, how two extraordinary principals model and practice their beliefs in the ability and worth of all children. Lyman and Villani demonstrate that a successful learning community for children of low-income families is based on the beliefs and attitudes of the school leader and the entire school community. Preparation programs for school principals typically do not provide for study of the complexity of poverty or the leadership practices that contribute to successful learning and achievement for children in high-poverty schools. The concluding questions that the authors pose provide a guide to developing best leadership practices that make a difference to the learning, achievement, and lives of children who live in poverty.This book offers: an insightful overview of research about leadership strategies and beliefs in high-poverty schools, causes and remedies for the achievement gap, evidence of continuing racial and ethnic prejudice, the widespread deficit thinking that limits learning. The authors challenge leaders, teachers, staff members, and others to examine their own attitudes and beliefs and then to commit to creating successful learning communities for all children from low-income families. This book is written as a resource for aspiring and practicing principals, or anyone interested in improving educational opportunities for children from families living in poverty.
Author: Linda L. Lyman
Publisher: R&L Education
ISBN: 9781578860791
Category : Education
Languages : en
Pages : 186
Get Book Here
Book Description
Best Leadership Practices for High-Poverty Schools presents both the practice and theory of best leadership practices in high-poverty schools. Authors Linda Lyman and Christine Villani take a unique approach by inviting readers into two high-poverty elementary schools where they will experience, through in-depth case studies, how two extraordinary principals model and practice their beliefs in the ability and worth of all children. Lyman and Villani demonstrate that a successful learning community for children of low-income families is based on the beliefs and attitudes of the school leader and the entire school community. Preparation programs for school principals typically do not provide for study of the complexity of poverty or the leadership practices that contribute to successful learning and achievement for children in high-poverty schools. The concluding questions that the authors pose provide a guide to developing best leadership practices that make a difference to the learning, achievement, and lives of children who live in poverty.This book offers: an insightful overview of research about leadership strategies and beliefs in high-poverty schools, causes and remedies for the achievement gap, evidence of continuing racial and ethnic prejudice, the widespread deficit thinking that limits learning. The authors challenge leaders, teachers, staff members, and others to examine their own attitudes and beliefs and then to commit to creating successful learning communities for all children from low-income families. This book is written as a resource for aspiring and practicing principals, or anyone interested in improving educational opportunities for children from families living in poverty.
Author: William H. Parrett
Publisher: ASCD
ISBN: 1416629025
Category : Education
Languages : en
Pages : 225
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Book Description
Schools across the United States and Canada are disrupting the adverse effects of poverty and supporting students in ways that enable them to succeed in school and in life. In this second edition, Parrett and Budge show you how your school can achieve similar results. Expanding on their original framework's still-critical concepts of actions and school culture, they incorporate new insights for addressing equity, trauma, and social-emotional learning. These fresh perspectives combine with lessons learned from 12 additional high-poverty, high-performing schools to form the updated and enhanced Framework for Collective Action. Emphasizing students' social, emotional, and academic learning as the hub for all action in high-performing, high-poverty schools, the authors describe how educators can work within the expanded Framework to address the needs of all students, but particularly those who live in poverty. Equipped with the Framework and a plethora of tools to build collective efficacy (self-assessments, high-leverage questions, action advice, and more), school and district leaders—as well as teachers, teacher leaders, instructional coaches, and other staff—can close persistent opportunity gaps and reverse longstanding patterns of low achievement.
Author: Nina Bascia
Publisher: Springer Science & Business Media
ISBN: 1402032013
Category : Education
Languages : en
Pages : 1129
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Book Description
Nina Bascia, Alister Cumming, Amanda Datnow, Kenneth Leithwood and David Livingstone This Handbook presents contemporary and emergent trends in educational policy research, in over ?fty chapters written by nearly ninety leading researchers from a number of countries. It is organized into ?ve broad sections which capture many of the current dominant educational policy foci and at the same time situate current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice. The chapters themselves are empirically grounded, providing illustrations of the conceptual implications c- tained within them as well as allowing for comparisons across them. The se- re?exivity within chapters with respect to jurisdictional particularities and c- trasts allows readers to consider not only a range of approaches to policy analysis but also the ways in which policies and policy ideas play out in di?erent times and places. The sections move from a focus on prevailing policy tendencies through increasingly critical and ‘‘outsider’’ perspectives on policy. They address, in turn, the contemporary strategic emphasis on large-scale reform; substantive emphases at several levels – on leadership and governance, improving teacher quality and conceptualizing learning in various domains around the notion of literacies and concluding, ?nally, with a contrasting topic, workplace learning, which has had less policy attention and thus allows readers to consider both the advantages and disadvantages of learning and teaching under the bright gaze of policy.
Author: Kenneth A. Leithwood
Publisher: Springer Science & Business Media
ISBN: 940091573X
Category : Education
Languages : en
Pages : 1188
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Book Description
EDITORS This introduction to the International Handbook of Educational Lead ership and Administration describes some of the motivation for devel oping the book and several assumptions on which is based much of the work represented in its 31 chapters. A synopsis of the contents of those chapters is also provided. SOME KEY ASSUMPTIONS It is sometimes suggested that the search for an adequate understanding of leadership is doomed to fail. After all, there is little evidence of agreement about the concept in spite of prodigious efforts dating back hundreds if not thousands of years. Such a view is captured, for exam ple, in Bennis' observation that: Of all the hazy and confounding areas in social psychology, leadership theory undoubtedly contends for top nomination. Probably more has been written and less is known about lead ership than any other topic in the behavioural sciences. (1959, page 259) We do not find this state of affairs discouraging (nor entirely accurate) and, of course, it did not prevent Bennis from proceeding either. One reason for our desire to continue in the face of such discouraging words is that a great deal of leadership research aspires to develop a general theory, a theory which applies to all or most domains of organized human activity. This aspiration inevitably produces decontextualized and, therefore, abstract categories of practice. Howard Gardner's (1995) depiction of leadership as story telling is a case in point.
Author: Stephen R. Covey
Publisher: Simon and Schuster
ISBN: 147110446X
Category : Self-Help
Languages : en
Pages : 218
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Book Description
Children in today's world are inundated with information about who to be, what to do and how to live. But what if there was a way to teach children how to manage priorities, focus on goals and be a positive influence on the world around them? The Leader in Meis that programme. It's based on a hugely successful initiative carried out at the A.B. Combs Elementary School in North Carolina. To hear the parents of A. B Combs talk about the school is to be amazed. In 1999, the school debuted a programme that taught The 7 Habits of Highly Effective Peopleto a pilot group of students. The parents reported an incredible change in their children, who blossomed under the programme. By the end of the following year the average end-of-grade scores had leapt from 84 to 94. This book will launch the message onto a much larger platform. Stephen R. Covey takes the 7 Habits, that have already changed the lives of millions of people, and shows how children can use them as they develop. Those habits -- be proactive, begin with the end in mind, put first things first, think win-win, seek to understand and then to be understood, synergize, and sharpen the saw -- are critical skills to learn at a young age and bring incredible results, proving that it's never too early to teach someone how to live well.
Author:
Publisher: BRILL
ISBN: 9087909055
Category : Education
Languages : en
Pages : 387
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Book Description
On records, the evolution of human development pays a considerable tribute to the relentless efforts made by generations of teacher educators set out to train academic leaders and teachers committed to the implementation of educational policies parallel to the mental edification of young students. Teacher educators, faced the challenges, overcame the obstacles, and refined the pedagogies of our educational system with many innovative approaches. As the world faces increasing uncertainties and adamant shifts of knowledge economy, it is apparent that education plays an ultimate role in creating adept and geared up citizens, to lead the way to the future. Designing and managing learning school organizations that can sustain a competitive advantage in this fast-changing environment demands transformative leaders primed and ready to the building or our intellectual capital for the future. Many books on teacher education, educational management and leadership have been written in the past, but most of them do not keep up with the fast-changing educational scene and only a few include future scenarios. This book presents the anticipated trends and demands of the new knowledge economy, and it aims to achieve its goals with the use of various tools, generative and collaborative efforts, increasing leadership capability in dynamic and complex contexts, enculturation of cutting edge knowledge for educational advancement and creation of teams that focus learning organizations. This book brings together prominent and leading teacher educators and researchers from around the world to present their scholarship, theories and practice, case studies, state-of-the- art approaches and upshot predictions. This book embodies collective knowledge inquiry and represents professional conversations. The chapters provides information on recent trends and development in teacher education, the important role of educational management and leadership in educational transformations and promising practices for desired outcomes. The book is a critical and specialized resource that describes how transformative leadership can play an important role in achieving excellence in education. The topics covered are: Educational Leadership and Effective Teaching, Research in Transformational Leadership, and Professional Development and Social Capital Building in Schools.
Author: John Wirt
Publisher: National Center for Education Statistics
ISBN: 9780160677748
Category :
Languages : en
Pages : 0
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Book Description
Education Department Publication NCES 2002-025. Contains copyrighted digital images. Produced by Barbara Kridl, Managing Editor, Andrea Livingston, Senior Editor. Focuses on the issue of providing equal educational opportunities to first-generation students and how academic preparation can increase the likelihood of these students' access to and persistence in postsecondary education. Analyzes key data that measure the health of education. Monitors important developments. Shows trends in major aspects of education. Presents statistical information in a manner accessible to a general audience.
Author: Nigel Bennett
Publisher: SAGE
ISBN: 1847871046
Category : Education
Languages : en
Pages : 322
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Book Description
`Keith Grint′s persuasive essay on the art of leadership in Effective Educational Leadership is uncannily accurate′ - Tim Brighouse, Times Educational Supplement `its unique contribution is the exploration of links between leadership discourses and the themes that have emerged from the school effectiveness movements since the 1980s. Riley and MacBeath provide one of the most valuable contributions to the volume by arguing that there are no generic recipes for educational leadership but ingredients which need to be carefully selected with a knowledge of specific contexts and needs. I would use this book with graduate students and practitioners seeking to develop a perspective about contemporary educational leadership. Its greatest contribution is its exploration of the links between effective leadership and effective education. The book also provides optimism in that many of the authors have not capitulated to the reductionist visions of the past two decades. There is still hope that educational theorists and practitioners view the life world as the true source of educational inspiration′ - Journal of Educational Administration `Leadership is the theme of this decade. This series provides an enormously valuable overview of all the critical issues involved in designing leadership as the main strategy for educational reform.... A great and timely collection′- Michael Fullan, Dean, OISE/University of Toronto `This book makes an excellent contribution to the current debate on Educational Leadership. It blends theory with practice and as such provides an important resource for many aspects of leadership development programmes at a variety of levels. Its ability to draw upon international perspectives along with examples beyond conventional educational parameters enhances its quality. The book contains a well documented account of how leadership has been studied which will appeal both to the academic reader, and to the professional provider of CPD in leadership, offering a wealth of information that can be practically adopted and adapted for a range of courses′ - Stephen Merrill, Journal of Inservice Education Educational management and administration studies focus on leadership as a key determinant of effective educational institutions; and currently, much leadership preparation is characterized by a rational skills-focused approach. Placing current thinking in leadership studies in its organizational and historical context, this book explores its implications for leadership preparation, leadership theory in action and examines some of the dilemmas and tensions facing educational leaders in practice. It draws on literature and research from both the private and public sectors. It is deliberately international in its content and focus, and examines a range of practice both within and outside education. Each chapter has a short introduction by the editors setting it in context. This book is for providers and students in higher educational institutions; for postgraduate level courses in educational management; and for leadership development provision for Headteachers induction programmes, NPQH and LPSH. It is also suitable for short courses and for practitioners occupying or aspiring to leadership roles in schools, colleges and other educational organizations.
Author: Christopher H. Tienken
Publisher: Routledge
ISBN: 1317483707
Category : Education
Languages : en
Pages : 213
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Book Description
Education Policy Perils provides educators and those interested in the future of public education with research-based and practical analyses of some of the foremost issues facing public schools today. The collection, written by experienced scholar-practitioners, offers insights that include nuanced descriptions of various challenges facing educators and recommendations for overcoming them with an eye toward more successful policy and better implementation. The authors apply their expertise to a range of issues from international testing to policy challenges related to curriculum on the state and national levels. This volume positions ongoing debates within the wider context of an education landscape struggling to displace junk-science ideology with empirical research. The scope and sequence combined with the expertise of the contributors make this volume a vital resource for educators at all levels during a pivotal time of major changes in education policy.
Author: Kathleen M. Budge
Publisher: ASCD
ISBN: 1416625275
Category : Education
Languages : en
Pages : 208
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Book Description
Drawing upon decades of research and myriad authentic classroom experiences, Kathleen M. Budge and William H. Parrett dispel harmful myths, explain the facts, and urge educators to act against the debilitating effects of poverty on their students. They share the powerful voices of teachers—many of whom grew up in poverty—to amplify the five classroom practices that permeate the culture of successful high-poverty schools: (1) caring relationships and advocacy, (2) high expectations and support, (3) commitment to equity, (4) professional accountability for learning, and (5) the courage and will to act. Readers will explore classroom-tested strategies and practices, plus online templates and exercises that can be used for personal reflection or ongoing collaboration with colleagues. Disrupting Poverty provides teachers, administrators, coaches, and others with the background information and the practical tools needed to help students break free from the cycle of poverty.
