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High-Achieving Latino Students: Successful Pathways Toward College and Beyond

Editor: Susan J. Paik
Editor: Stacy M. Kula
Editor: Jeremiah J. González
Editor: Verónica V. González
Abstract: High-Achieving Latino Students: Successful Pathways Toward College and Beyond addresses a long-standing need for a book that focuses on the success, not failure, of Latino students. While much of the existing research works from a deficit lens, this book uses a strength-based approach to support Latino achievement. Bringing together researchers and practitioners, this unique book provides research-based recommendations from early to later school years on “what works” for supporting high achievement.
Publisher: Information Age
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Hispanic Serving Institutions (HSIs) in Practice: Defining "Servingness" at HSIs

Editor: Gina Ann Garcia
Abstract: This edited book, Hispanic Serving Institutions (HSIs) in Practice: Defining “Servingness” at HSIs, fills an important gap in the literature. It features the stories of faculty, staff, and administrators who are defining “servingness” in practice at HSIs. Servingness is conceptualized as the ability of HSIs to enroll and educate Latinx students through a culturally enhancing approach that centers Latinx ways of knowing and being, with the goal of providing transformative experiences that lead to both academic and non-academic outcomes. In this book, practitioners tell their stories of success in defining servingness at HSIs. Specifically, they provide empirical and practical evidence of the results and outcomes of federally funded HSI grants, including those funded by Department of Education Title III and V grants.
Publisher: Information Age
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Humanistic Values from Academic Community Perspective

Editor: Agata Stachowicz-Stanusch
Editor: Alfred Lewis
Editor: Fauzia Jabeen
Editor: Radha R. Sharma
Editor: Natalia Stanusch
Abstract:

Humanistic Values from Academic Community Perspective is authored by a range of international experts with a diversity of backgrounds and perspectives and provides a collection of ideas, examples and solutions on Humanistic Values in Academia, implementation and problems that occur in this area of consideration.

This volume is a result of numerous discussions within the academic members to incorporate humanistic values like dignity, integrity, care, human rights etc. into our conduct composed of all the academic levels, beginning with students through staff, faculty and administration.

Publisher: Information Age
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Hyper Education: Why Good Schools, Good Grades, and Good Behavior Are Not Enough

Author: Pawan Dhingra
Abstract: Beyond soccer leagues, music camps, and drama lessons, today’s youth are in an education arms race that begins in elementary school. In Hyper Education, Pawan Dhingra uncovers the growing world of high-achievement education and the after-school learning centers, spelling bees, and math competitions that it has spawned. It is a world where immigrant families vie with other Americans to be at the head of the class, putting in hours of studying and testing in order to gain a foothold in the supposed meritocracy of American public education. A world where enrichment centers, like Kumon, have seen 194 percent growth since 2002 and target children as young as three. Even families and teachers who avoid after-school academics are getting swept up.

Drawing on over 100 in-depth interviews with teachers, tutors, principals, children, and parents, Dhingra delves into the why people participate in this phenomenon and examines how schools, families, and communities play their part. Moving past "Tiger Mom" stereotypes, he addresses why Asian American and white families practice what he calls "hyper education" and whether or not it makes sense.
Publisher: New York University Press
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Ideating Pedagogy in Troubled Times: Approaches to Identity, Theory, Teaching and Research

Editor: Shalin Lena Raye
Editor: Stephanie Masta
Editor: Sarah Taylor Cook
Editor: Jake Burdick
Abstract: The chapters, reflections, and poems within this volume, thus, effect a collective ideation on how specific cultural politics and deleterious ideological formations – racism, colonialism, homophobia, ableism, to name only a few – persist and mobilize. The authors seek to expose and name some of these injustices, asking readers not only see and hear these experiences, but to inhabit our complicities in their promulgation. It is important to acknowledge that these named social troubles do not exist in isolation, and will enmesh, weave, wind, and entangle with one another. The section headings parallel Ahmed’s (2013) own ideations: testimony, recognition, and wounds, not as a formula to follow as an activist call, or as a model for a means to a more just end, but as a way to engage in these issues as a trope of activist confrontation of readers who are, as many of our authors suggest, complicit in maintaining many of these social troubles. 
Publisher: Information Age
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Implementing Classwide PBIS: A Guide to Supporting Teachers

Author: Diana Myers
Author: Brandi Simonsen
Author: Jennifer Freeman
Abstract: Filling a vital need, this is the first comprehensive guide to supporting K–12 teachers in effective implementation of classwide positive behavioral interventions and supports (CWPBIS). The book presents a roadmap for designing and delivering professional development based on behavioral principles. Procedures are outlined for providing data-driven CWPBIS training and coaching that is responsive to the needs of each teacher. User-friendly features include illustrative case studies, learning questions and exercises at the end of each chapter, and reproducible training tools. The large-size format and lay-flat binding facilitate photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials.
Publisher: Guilford Press
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Improvement Science: Promoting Equity in Schools

Editor: Deborah Peterson
Editor: Susan Carlile
Abstract:

Improvement Science: Promoting Equity in Schools demonstrates what collaborative problem solving among practitioners in schools and communities can look like when equity and justice are at the forefront and change is guided by the improvement science process. This important volume offers a firsthand look at improvement in action and shows us how the tools of improvement science are needed for improving and ensuring equitable and just educational systems. Kudos to Peterson & Carlile for putting together this resource!”

Publisher: Myers Education Press
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Improving Teacher Development and Evaluation

Author: Robert J. Marzano
Author: Cameron L. Rains
Author: Philip B. Warwick
Abstract: Teachers cannot become great unless they are given the time, support, and tools to grow in their professional practice. Written for teachers, coaches, and educational leaders, this resource offers a paradigm-shifting approach to teacher development and evaluation. The authors share research-backed steps for improvement, outline the principles for successful observation, and offer extensive protocols designed to help readers fully implement the book's recommendations.
Publisher: Marzano Resources
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Indigenous Postgraduate Education: Intercultural Perspectives

Editor: Karen Trimmer
Editor: Debra Hoven
Editor: Pigga Keskitalo
Abstract: This book focuses on Indigenous participation in postgraduate education. The collaborating editors, from the contexts of Australian, Canadian and Nordic postgraduate education, have brought together voices of Indigenous postgraduate students and researchers about strategies to support postgraduate education for Indigenous students globally and to promote sustainable solution-focused and change-focused strategies to support Indigenous postgraduate students.
Publisher: Information Age
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Integrations: The Struggle for Racial Equality and Civic Renewal in Public Education

Author: Lawrence Blum
Author: Zoë Burkholder
Abstract: The promise of a free, high-quality public education is supposed to guarantee every child a shot at the American dream. But our widely segregated schools mean that many children of color do not have access to educational opportunities equal to those of their white peers. In Integrations, historian Zoë Burkholder and philosopher Lawrence Blum investigate what this country’s long history of school segregation means for achieving just and equitable educational opportunities in the United States.
 
Integrations focuses on multiple marginalized groups in American schooling: African Americans, Native Americans, Latinxs, and Asian Americans. The authors show that in order to grapple with integration in a meaningful way, we must think of integration in the plural, both in its multiple histories and in the many possible definitions of and courses of action for integration. Ultimately, the authors show, integration cannot guarantee educational equality and justice, but it is an essential component of civic education that prepares students for life in our multiracial democracy.
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Interactional Research Into Problem-Based Learning

Editor: Susan M. Bridges
Editor: Rintaro Imafuku
Abstract: Interactional Research Into Problem-Based Learning explores how students learn in an inquiry-led approach such as PBL. Included are studies that focus on learning in situ and go beyond measuring the outcomes of PBL. The goal is to further expand the PBL research base of qualitative investigations examining the social dimension and lived experience of teaching and learning within the PBL process. A second aim of this volume is to shed light on the methodological aspects of researching PBL, adding new perspectives to the current trends in qualitative studies on PBL. Chapters cover ethnographic approaches to video analysis, introspective protocols such as stimulated recall, and longitudinal qualitative studies using discourse-based analytic approaches. Specifically, this book will further contribute to the current educational research both theoretically and empirically in the following key areas: students’ learning processes in PBL over time and across contexts; the nature of quality interactions in PBL tutorials; the (inter)cultural aspects of learning in PBL; facilitation processes and group dynamics in synchronous and asynchronous face-to-face and blended PBL; and the developing nature of PBL learner identity.
Publisher: Purdue University Press
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International Perspectives on Mathematics Teacher Education

Editor: Denisse R. Thompsons
Editor: Christine Suurtaam
Editor: Mary Ann Huntley
Abstract: Mathematics teacher education includes the mathematics content teachers need to understand, ways that pedagogical approaches are developed, messages about the nature of mathematics teaching and learning, and interfaces between tertiary preparation and school contexts. Scholars from Sweden, France, Malawi, Singapore, New Zealand, Brazil, the USA, and Canada provide insights for the mathematics education community’s understanding of how teacher educators structure, develop, and implement their respective mathematics teacher education programs. Several themes emerged across the chapters, including: varied approaches to developing culturally responsive pedagogies and/or Indigenous perspectives; issues and challenges in fostering partnerships and collaborations; strategies for developing mathematics knowledge for teaching; and preparing flexible and resourceful teachers.
Publisher: Information Age
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Intra-Public Intellectualism Critical Qualitative Inquiry in the Academy

Editor: Timothy C. Wells
Editor: David Lee Carlson
Editor: Mirka Koro
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In a decidedly anti-intellectual moment, exemplified by such recent phenomena as denials of science, defunding of universities, and distrust of “facts,” Intra-Public Intellectualism examines the relationships among qualitative inquiry, truth telling and social activism. With contributions from scholars and activists around the world, the book addresses three key tensions in the field of social inquiry. The first tension concerns the proliferation of digital environments and virtual spaces, exploring how the “public” in public intellectualism might be reconsidered. The second tension concerns the ongoing critiques of truth and subjectivity, exploring how these disruptions change the work of the intellectual. The third tension concerns the growing scientific and philosophical rejection of static material worlds, exploring what becomes of social responsibility and justice when agency extends beyond human subjects. 

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It Takes an Ecosystem: Understanding the People, Places, and Possibilities of Learning and Development Across Settings

Editor: Thomas Akiva
Editor: Kimberly H. Robinson
Abstract: It Takes an Ecosystem explores the idea and potential of the Allied Youth Fields—an aspirational term that suggests increased connection across the multiple systems in which adults engage with young people. Recent research and initiatives make a strong case for what developmentalists have argued for decades: A young person’s learning and development is shaped in positive and negative ways by the interactions they have with all the adults in their life. Now is the time to reshape our systems to support this scientific understanding. The chapters in this book provide ideas, tools, examples, and visions for a more connected, more equitable world for young people and the adults in their lives.
Publisher: Information Age
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Keeping School Children Safe and Alive: Strategies to Stop Bullying and Prevent Suicide

Author: Phyllis E. Gillians
Author: Bruce S. Cooper
Abstract: To raise awareness of all members of the community - children, parents and school staff about the harm that bullying causes and how children & young people can be protected, including solutions to the problem of rising incidents of bullying and cyber bullying in connection with the use of social networks. This book will improve strategies and responses to incidences of bullying that will address the causes and effects of bullying and help avoid any recurrence. This book will provide assistance for the empowerment of all Administrators, school staff and parents as change agents in reducing bullying and in the education of children and young people in peer led strategies. Further cooperation between schools, local school administration and other outside agencies in the reduction of bullying.
Publisher: Information Age
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LatCrit: From Critical Legal Theory to Academic Activism

Author: Francisco Valdes
Author: Steven W. Bender
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Emerging from the US legal academy in 1995, LatCrit theory is a genre of critical outsider jurisprudence—a vital hub of contemporary scholarship that includes Feminist Legal Theory and Critical Race Theory, among other critical schools of legal knowledge. Its basic goals have been: (1) to develop a critical, activist, and inter-disciplinary discourse on law and society affecting Latinas/os/x, and (2) to foster both the development of coalitional theory and practice as well as the accessibility of this knowledge to agents of social and legal transformative change.

This slim volume tells the story of LatCrit’s growth and influence as a scholarly and activist community. Francisco Valdes and Steven W. Bender offer a living example of how critical outsider academics can organize long-term collective action, both in law and society, that will help those similarly inclined to better organize themselves. Part roadmap, part historical record, and part a path forward, LatCrit shows that with coalition, collaboration, and community, social transformation can take root.

 

Publisher: New York University Press
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Learning in Nature

Author: Kelli Nigh
Abstract: There is love on these pages, love for nature, the cosmos, the body’s deep knowing and students. Learning in Nature focuses on the lives of 6 drama students who gathered weekly at a community arts center during their childhood and adolescence. Before each play rehearsal the students explored contemplative practices such as meditation, yoga, breathing and visualization. After these warm-up sessions the rehearsals were dynamic and highly creative. So, what might happen if these students went out into nature and experimented with the same practices? What would happen, over a year long period, if they stopped the noise of life and just listened, deeply, just looked and inhaled, phenomenologically? Returning the experience of learning to nature, the book tells the story of this group, it tells of their lives and their growing understanding of consciousness, and does so through the complex and rich perspectives of holistic teaching and learning. 
Publisher: Information Age
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Learning in the Fast Lane: The Past, Present, and Future of Advanced Placement

Author: Chester E. Finn, Jr.
Author: Andrew E. Scanlan
Abstract: The Advanced Placement program stands as the foremost source of college-level academics for millions of high school students in the United States and beyond. More than 22,000 schools now participate in it, across nearly forty subjects, from Latin and art to calculus and computer science. Yet remarkably little has been known about how this nongovernmental program became one of the greatest success stories in K–12 education―until now. In Learning in the Fast Lane, Chester Finn and Andrew Scanlan, two of America’s most respected education analysts, offer a groundbreaking account of one of the most important educational initiatives of our time.
Publisher: Princeton University Press
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Learning Styles, Classroom Instruction, and Student Achievement

Editor: Daniel H. Robinson
Editor: Veronica X. Yan
Editor: Joseph A. Kim
Abstract: The book examines the history of learning styles, including their widespread acceptance and endorsement in educational settings. In addition, it explores both the support of and opposition to learning styles by academics. The book discusses cases for and against learning styles and offers a systematic review of empirical evidence. It describes consequences of promoting learning styles in the classroom and offers insights into future directions in research and practice. The book also offers a critical examination that adds to the broader discussion of what is truthful and what is fake news in education.
Publisher: Springer
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Learning to Read the World and the Word: School-University-Community Collaboration to Enrich Immigrant Literacy and Teacher Education

Editor: R. Martin Reardon
Editor: Jack Leonard
Abstract: The perspective espoused by this volume is that collaboration among universities, schools, and communities is a crucial element in ensuring the provision of optimal learning environment for both im/migrant children and their parents. Chapter authors share their practice and theorizing regarding the many questions that arise when schools and universities collaborate with communities and build supportive structures to nurture literacy among im/migrant students. Enlightened teaching and culturally aware approaches from teachers engender support and cooperation from parents. Enlightened leadership is a constant thread through all the endeavors that are chronicled by contributors, as are the implications for socially just outcomes of successful implementation of inclusive pedagogies.
Publisher: Information Age
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Learning with Others: Collaboration as a Pathway to College Student Success

Author: Clifton Conrad
Author: Todd Lundberg
Abstract: Drawing on a three-year study of student persistence and learning at Minority-Serving Institutions, Clifton Conrad and Todd Lundberg argue that student success in college should be redefined by focusing on the importance of collaborative learning over individual achievement. Engaging students in shared, real-world problem-solving, Conrad and Lundberg assert, will encourage them to embrace interdependence and to value and draw on diverse perspectives. Learning with Others presents a set of core practices to empower students to enter, nourish, and sustain collaborative learning and outlines how to blend the roles and responsibilities of faculty, staff, and students; how to adopt best practices for receiving and giving feedback on problem-solving; and how to anchor a curriculum in shared problem-solving.
Publisher: Johns Hopkins University Press
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Linking Teacher Preparation Program Design and Implementation to Outcomes for Teachers and Students

Editor: Jennifer E. Carinci
Editor: Stephen J. Meyer
Editor: Cara Jackson
Abstract: The book responds to stakeholders’ collective responsibility to students and teachers to act more deliberately. Issues of data availability and quality, the uses of data for improvement, priorities for future research, and opportunities to promote evidence use in teacher preparation are discussed throughout the volume to inspire collective action to push the field towards more use of evidence. Chapters present research that uses a variety of research designs, methodologies, and data sources to explore important questions about the relationship between teacher preparation inputs and outcomes.
Publisher: Information Age
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Literacy Instruction for Students with Emotional and Behavioral Disorders: Research-Based Interventions for Classroom Practice

Editor: Richard T. Boon
Editor: Mack D. Burke
Editor: Lisa Bowman-Perrott
Abstract: The purpose of this book is to provide educators with effective, research based interventions to improve the literacy skills of students with emotional and behavioral disorders (EBD) in K-12 classrooms. This book identifies, defines, and describes a number of research-based literacy interventions, and discusses their effectiveness as supports for students with EBD. Also included are examples of and guidance for how educators can implement the interventions in the classroom. Topics on integrating the use of technology-based instruction, culturally and linguistically diverse learners, and considerations for working with students with EBD in alternative educational settings are discussed as well.
Publisher: Information Age
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Look, Listen, Learn, LEAD: A District-Wide Systems Approach to Teaching and Learning in PreK-12

Editor: Jeffrey Smith
Editor: Kate Wolfe Maxlow
Editor: John Caggiano
Editor: Karen Sanzo
Abstract: Look, Listen, Learn, LEAD: A District-Wide Systems Approach to Teaching and Learning in PreK-12 lays out the transformational journey of Hampton City Schools (HCS), an urban school division of 30 schools in southeastern Virginia. Our school district faces numerous challenges, such as 62% of students receiving free and reduced-price lunch and 14% of students holding an IEP, and in 2015-2016, Hampton City Schools’ state accreditation rate was approximately half the statewide rate and on a downward trend. In only three years, that was turned around and HCS exceeded the statewide accreditation rate, a more than 100% improvement with 100% of our schools accredited without conditions. We attribute this in large part to our dedicated educators and their implementation of district-wide systems for curriculum, instruction, checking for student understanding, climate, and culture. The goal of this book is to break down the process of what it takes to bring about large-scale educational change that is sustainable. 
Publisher: Information Age
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Love in Education & the Art of Living

Editor: Becky L. Noël Smith
Editor: Randy Hewitt
Abstract: This collection of narratives, essays, and poetic expressions includes the perspectives of students and educators who, in varying ways, express gratitude toward those who came before them and a deep desire to keep the faith alive. The authors share narrative accounts of someone or something in the public schools or learning experiences in general that inspired and nurtured the passionate desire to achieve goods internal to some shared practice - that is, some art at living - such that there was a transformative readjustment to the very nature of experience itself. We share with readers the stories and intellectual habits that have fueled us, inspired us, and that continue to push us to engage in the practice of cultivating educational dynamics that are meaningful and transformative for ourselves, our students, and our communities. The book concludes with an exploration into how teachers might not only root their craft, but the habit of love in general, in a sense of freedom.
Publisher: Information Age
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Making A Spectacle: Examining Curriculum/Pedagogy as Recovery From Political Trauma

Editor: Megan Ruby
Editor: Michelle Angelo-Rocha
Editor: Mark Hickey
Editor: Vonzell Agosto
Abstract: The authors of Making a Spectacle present wide-open questions: How are educators and school leaders learning to interact with one another, students, their families, and community while facing increased mass school shootings, police violence, racial profiling, unequal access to education and basic needs during a pandemic (COVID-19), and other forms of sociopolitical stress influenced by discrimination, institutional racism, and White nationalism? What curricular and pedagogical geographies are educators and students afforded through which to process their emotional responses to ecological or political activities witnessed in schools and their surrounding areas? These chapters and reflections/perspectives represent a diversity of positionalities within critical intersections of power and privilege as they relate to identity, culture, and curriculum and social justice, schools, and society.
Publisher: Information Age
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Making Schools American: Nationalism and the Origin of Modern Educational Politics

Author: Cody Dodge Ewert
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In Making Schools American, Cody Dodge Ewert makes clear that nationalism was the leading argument for schooling during the Progressive Era. Bringing together case studies of school reform crusades in New York, Utah, and Texas, he explores what was gained―and lost―as efforts to transform American schools evolved across space and time. Offering fresh insight into the development and politicization of public schooling in America, Ewert also reveals how reformers' utopian visions and lofty promises laid the groundwork for contemporary battles over the mission and methods of American public schools.

Despite their divergent political visions and the unique conditions of the states, cities, and individual districts they served, school reformers wielded nationalistic rhetoric that made education a rallying point for Americans across lines of race, class, religion, and region. But ultimately, Making Schools American argues, upholding education as a potential solution to virtually every societal problem has hamstrung broader attempts at social reform while overburdening schools.

Publisher: Johns Hopkins University Press
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Making the DEC Recommended Practices ""Come to Life"": Using Case Method of Instruction in Early Childhood Special Education

Author: Aaron R. Deris
Author: Cynthia F. DiCarlo
Abstract: This book presents the use of case method instruction and realistic cases that align with current recommended practices (RP) from the Division of Early Childhood (DEC). An overview of DEC recommended practices explores assessment, environment, family, instruction, interaction, teaming and collaboration, transition, and a chart of cases. The benefits, debates, usage, barriers, framework, recommended practice, and case study rubrics of Case Method Instruction (CMI) are explored, creating guidelines for analysis and the implementation of plans. Each chapter contains two sections that presents cases for birth to age 3, and cases for 3 to 5 year olds. Fourteen case studies aligned with RP and DEC are includedseven solved and seven unsolved. The unsolved cases allow the reader to further develop their skills by determining what else could be done or needed to solve the case. 
Publisher: Charles C Thomas
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Managing Performance Strategically in Education Agencies: A Guidebook for Strategic Performance Management

Author: Allison Layland
Author: Sam Redding
Abstract: This book gives an education leader a practical path to organizational effectiveness, shared sense of direction, and clear focus on outcomes for students. Setting a clear direction, structuring personnel for the greatest productivity, engaging everyone in meaningful work, tracking organizational performance, and encouraging innovation are fundamental concerns for every kind of education organization—schools, districts, state agencies included. Yet, education leaders struggle to give due attention to these organizational matters while also tackling the challenges of meeting the needs of their students. They are searching for a path leading to both organizational productivity and excellence in learning for students, a path that enlists the passions and efforts of all personnel. Strategic Performance Management (SPM) integrates strategic planning with performance management into a seamless process by which an education organization develops and operationalizes a strategic direction. This direction goes beyond the basic elements of vision, mission, values, goals, and strategies to include careful analysis of the functions performed by the organization, its units, and its positions (roles) to facilitate effective placement, assignment, and training of personnel. SPM emphasizes planning through strategic thinking that enables the organization to make critical adjustments as needs and context change. It provides the flexibility to act in times of crisis. Most of all, it gets everyone moving in the same direction, aimed at goals for students.
Publisher: Information Age
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Matchsticks: An Education in Black and White

Author: Fred Engh
Abstract: Fred Engh and his non-profit organization, NAYS―the National Association of Youth Sports―has positively affected the lives of millions of children throughout the country for decades, but chances are you have never heard of him or his group. What he has tried to do is make organized sports for kids fun. He has done this by training coaches to be fair, avoid playing favorites, bulling players, and stopping fans from getting out of control. He has also tried to even the playing field for children of different colors and ethnicities. From baseball to soccer to golf, he has made it his mission to let children choose to play the sport they love―no matter where they live or how well they play. And yet, the story behind how he discovered his calling in life is definitely a remarkable one of transition.
Publisher: Square One
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