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Author: Elliot Regenstein
Publisher: Rowman & Littlefield
ISBN: 1475865902
Category : Education
Languages : en
Pages : 305
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Book Description
Education Restated: Getting Policy Right on Accountability, Teacher Pay, and School Choice offers the education policy community a roadmap for change in three hot-button policy areas. In each of these areas policy has been anchored around the wrong core values. By putting the right core values at the heart of policy, state governments can create more favorable conditions for education improvement at the local level. Education Restated takes a pragmatic approach to policy change, recognizing that the forces that created today’s policies have not gone away—and that on complex issues there are legitimate competing interests. This book harmonizes the best ideas of opposing policy camps and identifies opportunities to strengthen connections between K-12 and early childhood. For advocates seeking common ground with historical adversaries, Education Restated provides some ideas on where they might find it.
Author: Elliot Regenstein
Publisher: Rowman & Littlefield
ISBN: 1475865902
Category : Education
Languages : en
Pages : 305
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Book Description
Education Restated: Getting Policy Right on Accountability, Teacher Pay, and School Choice offers the education policy community a roadmap for change in three hot-button policy areas. In each of these areas policy has been anchored around the wrong core values. By putting the right core values at the heart of policy, state governments can create more favorable conditions for education improvement at the local level. Education Restated takes a pragmatic approach to policy change, recognizing that the forces that created today’s policies have not gone away—and that on complex issues there are legitimate competing interests. This book harmonizes the best ideas of opposing policy camps and identifies opportunities to strengthen connections between K-12 and early childhood. For advocates seeking common ground with historical adversaries, Education Restated provides some ideas on where they might find it.
Author: Frederick M. Hess
Publisher:
ISBN: 9780807764411
Category : Public schools
Languages : en
Pages :
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Book Description
"The volume provides education leaders and policymakesrs with practical guidance on how to make each dollar go further-whether a given dollar is "old" or "new." This book identifies insights, lessons, and suggestions that can help schools spend their funds effectively. The volume is focused on solutions-ways school systems can prioritize and make tradeoffs that can help them spend their dollars more effectively- and more general lessons for how leaders can and should think about these issues. The book provides policy-specific recommendations. When it comes to school spending, getting more bang for the buck is never just a matter of spending on "what works." It's a complicated calculus of student needs, available resources, political realities, and local context. That's why school spending should never be a mechanical task, but an educational exercise-and an opportunity to discover more promising paths forward. This book guides readers through this journey of school spending"--
Author: Roseann Liu
Publisher: University of Chicago Press
ISBN: 0226832716
Category : Education
Languages : en
Pages : 206
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Book Description
"When we think of educational inequalities, money often seems to be an obvious way of fixing them. After all, how else can schools be improved but through an influx of resources, be they aimed at updating old facilities, purchasing computers, or even acquiring new textbooks? But as Roseann Liu argues in "Designed to Fail," even when schools do get desperately needed funding, much is broken about the way that resources are allocated, even when we account for socioeconomic inequality. Liu sets out to show that even when you account for a full range of socioeconomic statuses, white kids are getting more school funding per pupil than Black and Brown kids. Looking to battles over school funding in Pennsylvania, she sets out to show the legal and social reasons why racial inequality in education is so deeply entrenched. Liu shows that in Pennsylvania, as in several other states, one policy, officially referred to as "hold harmless" by politicians and "hold harmful" by antiracist advocates, guarantees that school districts receive at least as much money as they received during a baseline year, regardless of increases or decreases to student enrollment. This means that poor white rural areas that have seen declining student populations are still getting funding for more students than they currently serve, while expanding Black and Brown urban districts are squeezed. But advocates have learned that they can't win if they talk about race. From lawyers to activists to school superintendents, the people with the most power have watched as arguments based on race failed. In light of these failures, Liu calls for a reparations framework of school funding goes beyond redistributive approaches by not only accounting for current inequities of funding, but also reckoning with the compounded effects of intergenerational racism. This call makes for a book that is far more than a local history of school inequality"--
Author: National Conservation Training Center (U.S. Fish and Wildlife Service)
Publisher:
ISBN:
Category : Conservation of natural resources
Languages : en
Pages : 140
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Book Description
Author: U.S. Fish and Wildlife Service
Publisher:
ISBN:
Category : Ecology
Languages : en
Pages : 418
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Book Description
Author: Alex Chediak
Publisher: HarperChristian + ORM
ISBN: 0310337437
Category : Study Aids
Languages : en
Pages : 225
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Book Description
A groundbreaking guide to “how you can get the most value for your money . . . If you don’t want to waste a decade languishing in student debt, this is the book” (Zac Bissonnette, New York Times–bestselling author of Debt-Free U). There’s a better way to do college. The radically counter-cultural truth is that students don’t have to be totally dependent on Mom, Dad, or Uncle Sam to get the most out of college. Graduation on a solid financial foundation is possible. But it will require intentionality, creativity, hard work, and a willingness to delay gratification. Alex Chediak gets into the nitty-gritty of how to get work and make money during the college years, pay off any loans quickly, spend less, save more, and stay out of debt for good. He also unpacks how to transition from college into career, honor God while achieving financial independence, and use your finances to make a positive, eternally significant difference in the lives of others. As a young engineering professor with an aptitude for finances and money management, Chediak has become particularly concerned with the financial health of young adults, especially in light of the ever-increasing costs of college. In Beating the College Debt Trap he does something about this problem—addressing the real-world financial issues faced by those in their late teens and early twenties with clarity, practical help, lots of illustrations, and a little humor, while conveying a distinctly Christian perspective.
Author: Aaron J. Griffen
Publisher: IAP
ISBN: 1648026893
Category : Education
Languages : en
Pages : 321
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Book Description
Seldom is the practicing P-12 educator, the P-12 practitioner, considered a scholar. R.A.C.E. Mentoring and P-12 Educators: Practitioners Contributing to Scholarship explores the unrecognized and infrequently considered teacher scholar, principal scholar, counselor scholar, librarian scholar - the practitioner scholar who if provided the platform and access can produce a unique and complex narrative and knowledge base to fields of study. This volume extends the current Research, Advocacy, Collaboration, and Empowerment (R.A.C.E.) knowledge in educational leadership, theory and practice, curriculum and instruction, teaching and teacher development, social justice, and diversity, equity and inclusion. R.A.C.E. Mentoring and P-12 Educators: Practitioners Contributing to Scholarship presents ways to conceptualize quality in educational research by engaging practitioners, researchers and policy makers in cross-disciplinary partnerships to provide an intentional platform for scholars and researchers in the P-12 school systems and pre-service programs, particularly those with/or seeking an active and emerging research and publishing agenda. This volume is divided into four interrelated sections. Section I focuses on mentoring practitioners as scholars during pre-service and in practice. Chapters in this section promote the use of methods coursework, narrative analysis and culturally relevant pedagogy to enhance practitioner agency and roles as scholars. Section II includes Culturally Responsive School Leadership (CRSL) as a way to recognize and address the historical examples and barriers to practitioner social justice activism. These chapters center the school setting and graduate coursework, using practitioner scholarship as a way to cultivate critical consciousness and the use of counter-narratives to combat racism, settler colonialism, and classism among school staff. Section III engages practitioner scholarship as a revolutionary approach through case study, auto-ethnography, review of literature, mental models, and phenomenological study. This section fosters the value of practitioner voice as agency to disrupt oppressive ideologies and beliefs that sustain inequitable and unequal school environments. Section IV provides curriculum, instruction, and parent involvement as examples of practitioner advocacy via personal and collective identity development, Black/Crit, Inquiry-Based Learning (IBL) and engagement strategies. These final chapters provide details of policy and practice transformation methods that empower practitioner sustainability of student and parent access to equitable and inclusive school experiences.
Author: United States. Congress. House. Committee on Appropriations. Subcommittee on HUD-Independent Agencies
Publisher:
ISBN:
Category : United States
Languages : en
Pages : 672
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Book Description
Author: Dana Dunn
Publisher: Oxford Library of Psychology
ISBN: 0199933812
Category : Psychology
Languages : en
Pages : 953
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Book Description
The Oxford Handbook of Undergraduate Psychology Education is dedicated to providing comprehensive coverage of teaching, pedagogy, and professional issues in psychology. The Handbook is designed to help psychology educators at each stage of their careers, from teaching their first courses and developing their careers to serving as department or program administrators. The goal of the Handbook is to provide teachers, educators, researchers, scholars, and administrators in psychology with current, practical advice on course creation, best practices in psychology pedagogy, course content recommendations, teaching methods and classroom management strategies, advice on student advising, and administrative and professional issues, such as managing one's career, chairing the department, organizing the curriculum, and conducting assessment, among other topics. The primary audience for this Handbook is college and university-level psychology teachers (at both two and four-year institutions) at the assistant, associate, and full professor levels, as well as department chairs and other psychology program administrators, who want to improve teaching and learning within their departments. Faculty members in other social science disciplines (e.g., sociology, education, political science) will find material in the Handbook to be applicable or adaptable to their own programs and courses.
Author: Betty Cox
Publisher: DEStech Publications, Inc
ISBN: 1885432542
Category : Education
Languages : en
Pages : 258
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Book Description
How schools budget and spend the money they receiveAnalyzes links (or their absence) to educational goalsA candid guide to how resources are used in schools Based on extensive research and hands-on school budgeting, this volume is a systematic exposition of how money is collected and spent in the thousands of public school districts in the US, as well as parochial, private and charter schools. The volume explains both the paper trail of how money is allocated in budgets and justified in outlays, as well as the decision-making steps authorizing the collection and spending of funds. A thesis of the book is that money for schools should in all instances contribute to the promotion of educational goals. The book shows that the determination of, as well as the realization, of such goals is subject to complexities that result in questionable uses of limited resources--a result that has wide implications.
