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Four Chinese ELLs: Their School Experiences and Journeys in Pursuing the American Dream

Author: Nan Li
Author: Michael Meng
Abstract: Traditionally, Chinese students are perceived as the model minority in American schools who are academically successful. Yet, this book provides a new perspective by documenting the life journey and school experiences of the four Chinese ELLs. The book gives a detailed account of the four ELLs in transition from Chinese language and culture into American school and culture. Interview, observation, and documentary data at their homes and American school reflect this transitional journey. The book helps K-12 teachers and educators understand that Chinese students also come from different family backgrounds and have different previous schooling experiences. This will help teachers and educators better working with Chinese and all ELLs who adapt the new school environment.
Publisher: Information Age
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Generally Speaking: The Impact of General Education on Student Learning in the 21st Century

Editor: Madeline J. Smith
Editor: Kristin L. Tarantino
Abstract:

This extensive overview first surveys the history of general education in the United States.  It discusses how the recommendations of stakeholder groups have shaped general education in recent decades. Subsequent chapters detail best practices and findings in the assessment of student learning as it relates to the general education curriculum across institutional types. The discussion then turns to the larger impact of general education on culture and society as students navigate life beyond the undergraduate experience. The final chapters will provide insight into how various institutions are innovating through the general education curriculum, as well as a discussion on the keys to maintaining the relevancy of this curriculum throughout the 21st century and beyond.

Publisher: Myers Education Press
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Gestão, liderança e clima escolar

Author: Ana Cristina Prado de Oliveira
Abstract: Que relações podem ser estabelecidas entre o trabalho desempenhado pelo diretor, o trabalho desenvolvido pelos professores e o desempenho dos alunos? Tomando como referência analítica os conceitos de gestão, liderança e clima escolar, este livro descreve um amplo trabalho que envolveu metodologias quantitativas e qualitativas de pesquisa complementares. Inicialmente, um survey foi elaborado tendo questionários criados especialmente para esta pesquisa e aplicados a gestores e professores de uma amostra de escolas municipais do Rio de Janeiro. A análise estatística dos dados trouxe importantes indicativos para responder à questão levantada. Em seguida, um mergulho qualitativo em duas escolas aprofundou as informações coletadas pelo survey. Este livro narra todo este processo, trazendo importantes contribuições para o campo, tanto conceituais quanto metodológicas.
Publisher: Appris Editora
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Gifted Education and Gifted Students: A Guide for Inservice and Preservice Teachers

Author: Kelly C. Margot
Author: Jacque Melin
Abstract:

Although most teacher education programs offer classes on special education and English language learners, teachers often do not receive any training in the needs of high-ability students or gifted education practices. This book:

  • Prepares inservice and preservice teachers to educate high-ability students.
  • Addresses learning targets through a combination of research and practical strategies.
  • Includes a selection of activities to check for teacher understanding.
  • Is concise and user-friendly.
  • Is perfect for both individual and collaborative learning.
Publisher: Prufrock Press
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Global Perspectives on Issues and Solutions in Urban Education

Editor: Petra A. Robinson
Editor: Ayana Allen-Handy
Editor: Amber Bryant
Editor: Chance W. Lewis
Abstract: this book is a response to the growing need to highlight the multifaceted aspects of urban education particularly focusing on common issues and solutions in urban environments (e.g., family and community engagement, student academic achievement, teacher preparation and professional development, targeted instructional and disciplinary interventions, opportunity gaps, culturally-relevant and sustaining practices, etc.). Additionally, with this book, we seek to better understand the challenges facing urban educators and students and to offer progressive initiatives toward resolutions.
Publisher: Information Age
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Good Reception: Teens, Teachers, and Mobile Media in a Los Angeles High School

Author: Antero Garcia
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Schools and school districts have one approach to innovation: buy more technology. In Good Reception, Antero Garcia describes what happens when educators build on the ways students already use technology outside of school to help them learn in the classroom. As a teacher in a public high school in South Central Los Angeles, Garcia watched his students' nearly universal adoption of mobile devices. Whether recent immigrants from Central America or teens who had spent their entire lives in Los Angeles, the majority of his students relied on mobile devices to connect with family and friends and to keep up with complex social networks. Garcia determined to discover how these devices and student predilection for gameplay, combined with an evolving "culture of participation," could be used in the classroom. Garcia charts a year in the life of his ninth-grade English class, first surveying mobile media use on campus and then documenting a year-long experiment in creating a "wireless critical pedagogy" by incorporating mobile media and games in classroom work. A year in the life of a ninth-grade English class shows how participatory culture and mobile devices can transform learning in schools.

Publisher: MIT Press
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Helping Parents Understand Schools: A Different Perspective on Education and Schooling in America

Author: Lyndon G. Furst
Abstract: There is a great deal of misunderstanding about how schools in America function and what goes on in the typical classroom. Parents, even relatively young parents, perceive that public schools are just like when they attended. This faulty perception is held by a large portion of the general public. In addition a number of aspects of schooling have come under close scrutiny by critics of the public schools, resulting in a heated debate throughout the nation. It is the purpose of this book to provide parents and others who are interested in the operation of public schools an alternative way of looking at publically supported education and the issues surrounding better educational practice. The framework for this volume is the published articles of the author over the past 20 years in his weekly newspaper column, A Different Perspective. While no attempt is made to be comprehensive, the 13 chapters cover a broad range of issues facing the schools. The reader is treated to a fascinating look at the viewpoint of an experienced observer of these public institutions. The author has changed his perspective over the two decades on only a few issues. The book was written with the average reader in mind. It does not contain a large amount of educational jargon, although the issues are approached with enough depth to be useful to the professional educator. Throughout the entire volume the author maintains strong support for public schools.
Publisher: Information Age
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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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Igualdade e diferenças nas políticas educacionais: A agenda das diversidades nos governos Lula e Dilma

Author: Denise Carreira
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O livro aborda as chamadas políticas de diversidade na educação brasileira desenvolvidas pelos governos dos Presidentes Lula e Dilma entre 2004 e 2014. Em especial, a obra trata das provocações e dos tensionamentos gerados pelas agendas das diversidades para o desenho, funcionamento e institucionalidade das políticas educacionais e sua influência nas concepções de qualidade educacional em disputa nas políticas federais. Essas disputas estiveram presentes nas políticas implementadas pelo Ministério da Educação, nas Conferências Nacionais de Educação e no processo conflitivo de tramitação do novo Plano Nacional de Educação (Lei Federal n. 13.005/2014), analisados neste trabalho.

Com base nas vozes de gestores/as públicos/as e ativistas da sociedade civil, na análise documental e da execução orçamentária e na experiência política da pesquisadora, é apresentado um balanço sobre os dez anos de existência da Secretaria de Educação Continuada, Alfabetização e Diversidade (Secad), órgão do Ministério da Educação criado no primeiro governo Lula, em resposta à demanda de movimentos sociais, e extinto em 2019, no primeiro mês do governo Bolsonaro.

Publisher: Centro de Formação
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Improvement in Action: Advancing Quality in America’s Schools

Author: Anthony S. Bryk
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Improvement in Action, Anthony S. Bryk’s sequel to Learning to Improve, illustrates how educators have effectively applied the six core principles of continuous improvement in practice. The book highlights relevant examples of rigorous, high-quality improvement work in districts, schools, and professional development networks across the country. Anthony S. Bryk is the ninth president of the Carnegie Foundation for the Advancement of Teaching, where he is leading work on transforming educational research and development, more closely joining researchers and practitioners to improve teaching and learning.

 

Publisher: Harvard Education Press
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Improving School Board Effectiveness: A Balanced Governance Approach

Editor: Thomas L. Alsbury
Editor: Phil Gore
Abstract: Improving School Board Effectiveness offers a clarifying and essential look at the evolving role of school boards and how they contribute to efforts to improve student learning. It examines how board members can establish effective district priorities, and it explores those board policies and actions that result in shared, districtwide commitments to heightened student achievement.

This book arises out of a critical need for a better understanding of school boards and the development of helpful tools and guidelines for school board members. At its heart is the notion of Balanced Governance, a principle that most generally “balances the authority of a superintendent to lead a school district with the necessary oversight of a locally engaged and knowledgeable board.”
Publisher: Harvard Education Press
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Inclusive Education: A Systematic Perspective

Editor: Aimee Howley
Editor: Cassondra M. Faiella
Editor: Stephen D. Kroeger
Editor: Barbara Hansen
Abstract: Inclusive Education: A Systematic Perspective explores the theoretical implications of inclusive practice as well as illustrative case studies and evaluation findings from states, educator preparation programs, districts, and schools that have reframed their work around the principles of inclusive practice. Whether these organizations position the work as "social justice education," "culturally responsive teaching," or "inclusion," their efforts lead in the same direction--toward higher quality and more equitable education for all. The chapters will be relevant to graduate students, faculty members, and education leaders, at all levels, who seek a comprehensive overview of the commitment and practice of "inclusive education".
Publisher: Information Age
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Infâncias, crianças e educação: Discussões contemporâneas

Author: Levindo Diniz Carvalho
Author: Vanessa Ferraz Almeida Neves
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A presente publicação reúne trabalhos que tiveram origem no Programa de Pós- Graduação em Educação da Faculdade de Educação da Universidade Federal de Minas Gerais e tem como objetivo provocar um debate teórico e metodológico ao dar visibilidade a pesquisas inéditas e pertinentes aos campos da infância e da educação. Os textos aqui apresentados abrangem desde as relações da infância com as mudanças sociais e culturais da família e da sociedade até as políticas públicas e suas dimensões socioculturais, incluindo também aspectos como o desenvolvimento psicológico e cultural da criança, a organização e gestão do trabalho pedagógico e a identidade docente na Educação Infantil. Os nove capítulos que compõem o livro estão organizados em três grupos: “Docência e formação de professores” “Crianças em contextos de Educação Infantil e Ensino Fundamental”, “Diálogos com a produção acadêmica”. Cada texto é seguido de uma “leitura dialogada” realizada por diferentes pesquisadores de referência no Brasil. Essa proposta não só confere densidade às análises empreendidas, mas também legitima a importância dessa publicação no cenário da produção científica brasileira.

Publisher: Fino Traco
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Inquiry Units for English Language Arts: Inspiring Literacy Learning, Grades 6–12

Editor: Dawn Forde
Editor: Andrew Bouque
Editor: Elizabeth A. Kahn
Editor: Thomas M. McCann
Editor: Carolyn C. Walter
Abstract: Inquiry Units for English Language Arts is an engaging and relevant collection of instructional units that delve into contemporary problems related to equity, justice, identity, freedom, and social reform. Designed by practicing classroom teachers, these units integrate reading, writing, speaking, and listening as modes of investigation in the Language Arts classroom. Each chapter provides specific guidance in planning, initiating, managing, and assessing a unit’s line of inquiry to ensure that students’ academic, social, and emotional growth are central to the classroom experience. The units in this book illustrate how guided inquiry prioritizes inductive learning by framing problems that require students to work collaboratively as they develop the critical thinking skills necessary to be active participants in a democracy.
Publisher: Rowman & Littlefield
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Integrating Digital Technology in Education: School-University-Community Collaboration

Editor: R. Martin Reardon
Editor: Jack Leonard
Abstract: Authors were invited to discuss either a completed project, a work-in-progress, or a theoretical approach which aligned with one of the trends highlighted by the New Media Consortium's NMC/CoSN Horizon Report: 2017 K-12 Edition, or to consider how the confluence of interest and action among school-university-community collaborative partners in the digital technology in education space resulted in improved outcomes for all-where "all" is broadly conceived and consists of the primary beneficiaries (the students) as well as the providers of the educational opportunities and various subsets of the community in which the integrative endeavors are enacted.
Publisher: Information Age
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Integrating Multiculturalism and Intersectionality Into the Psychology Curriculum: Strategies for Instructors

Editor: Jasmine A. Mena
Editor: Kathryn Quina
Abstract: Multicultural and intersectional aspects of identity are crucial components of human psychology. Yet, properly teaching and accounting for these factors in psychology courses can be a challenge. This comprehensive book provides instructors with practical guidance for incorporating multicultural perspectives into their courses and creating more welcoming and inclusive classrooms. The contributors are experienced instructors of graduate and undergraduate courses who describe effective teaching strategies, activities, and assignments that encourage students to contribute their viewpoints, learn from each other, challenge their own biases, and expand their worldviews.
Publisher: American Psychological Association
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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 in Higher Education: Balancing Access, Equity, and Cost

Editor: Jason D. Delisle
Editor: Alex Usher
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International Perspectives in Higher Education offers a balanced perspective on how different countries approach key policies and what the United States can learn from those programs. Jason D. Delisle and Alex Usher have gathered a diverse group of experts to examine systems across the globe with a focus on the trade-offs between access, cost, and quality. The book explores a set of cross-cutting global topics such as free tuition, restricted versus unrestricted access, and the structure of student loans, drawing out the similarities and differences across countries. It also provides single-country case studies from Chile, Australia, and Brazil, paying close attention to the context in which specific reforms arose and the unintended consequences of implementation. Too often, programs found in other countries are presented as silver-bullet solutions to be lifted from one country and grafted on to the US system. This book, however, advocates for a careful examination of the strategies other countries are enacting—the political, historical, and demographic context, as well as the trade-offs among different outcomes—before deciding whether they would work here.

Publisher: Harvard Education Press
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International Perspectives on Leading Low-Performing Schools

Editor: Coby V. Meyers
Editor: Marlene J. Darwin
Abstract: This book advances discussion and disseminates knowledge and global perspectives on what school leadership looks like, how it is enacted and under what circumstances, and when or where lessons might be portable. We anticipate this book having wide appeal for researchers, policymakers, and practitioners considering school leadership and how to support it effectively. The chapters suggest a noticeable level of convergence globally on how to lead low-performing schools effectively. Yet, there are clear political and culture differences that add significant gradation to how school leaders might enact best practice locally or inform policymakers and systems leaders about how to set up school leaders for success and subsequently support them.
Publisher: Information Age
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Interventions That Work With Special Populations in Gifted Education

Author: Ariel Baska
Author: Joyce VanTassel-Baska
Abstract: This text is for regular classroom teachers who work with special needs learners in their classrooms, and the specialists and administrators who support these populations. Students of poverty, English language learners, and the twice exceptional are often overlooked for services in gifted programs and frequently miss out on opportunities to hone their skills and learn the culture of success. Interventions provided in this book promote talent development in schools, at home, and in the community. This book focuses on both the social-emotional and cognitive needs of these students, and provides templates for long-term planning and goal setting. The text also addresses challenges encountered in working with these students and effective strategies to overcome them.
Publisher: Prufrock
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It's Not Education that Scares Me, It's the Educators...: Is there Still Hope for Democracy in Education, and Education for Democracy?

Author: Paul R. Carr
Author: Gine Thésée
Abstract: The connection to democracy, Education for Democracy (EfD) and social justice is, for Carr and Thésée, clear, and this volume interweaves a narrative within these themes based on a Freirian theoretical backdrop. This book presents a vision for transformative education and EfD, seeking to cultivate, stimulate and support political and media literacy, critical engagement and a re-conceptualization of what education is, and, importantly, how it can address entrenched, systemic and institutional problems that plague society. Based on over a decade of empirical research in a range of contexts and jurisdictions, the authors strive to link teaching and learning with agency, solidarity, action and transformative change within the conceptual framework of a critically-engaged EfD.
Publisher: Myers Education Press
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It’s Being Done in Social Studies: Race, Class, Gender and Sexuality in the Pre/K-12 Curriculum

Editor: Lara Wilcox
Editor: Cathy Brant
Abstract: The purpose of this edited book is to share examples of Pre/K - 12 grade teachers, schools, or school systems that infuse race, class, gender and sexuality in the curriculum. This book offers concrete examples of social studies teachers, schools and schools systems committed to the inclusion of topics often deemed as sensitive or controversial.Care was taken to provide examples from diverse geographic areas, school types (public, charter, private etc.), and grade levels. Researchers teamed with practicing professionals to highlight teachers and schools that successfully integrate race, class, gender and/or sexuality in the curriculum. 
Publisher: Information Age
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Knowledge and the Study of Education: An International Exploration (Oxford Studies in Comparative Education)

Author: Geoff Whitty
Editor: John Furlong
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Publisher: Symposium Books
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Knowledge, Policy and Practice in Teacher Education: A Cross-National Study

Editor: Maria Teresa Tatto
Editor: Ian Menter
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Knowledge, Policy and Practice in Teacher Education reviews the evolution of education policy on initial teacher education as an indicator of the knowledge that is considered important for nation building. It also looks at research on approaches and structures to initial teacher learning as an indication of the intellectual and moral direction to which schooling must aspire.

Contributors look at these dynamics across a range of societies including Australia, the Czech Republic, England, Finland, Hong Kong, Israel, Italy, Japan, South Korea, Mexico, Russia, and the USA.

Publisher: Bloomsbury
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Language at the Speed of Sight: How We Read, Why So Many Can’t, and What Can Be Done About It

Author: Mark Seidenberg
Abstract: In Language at the Speed of Sight, internationally renowned cognitive scientist Mark Seidenberg reveals the underexplored science of reading, which spans cognitive science, neurobiology, and linguistics. As Seidenberg shows, the disconnect between science and education is a major factor in America's chronic underachievement. How we teach reading places many children at risk of failure, discriminates against poorer kids, and discourages even those who could have become more successful readers. Children aren't taught basic print skills because educators cling to the disproved theory that good readers guess the words in texts, a strategy that encourages skimming instead of close reading. Interventions for children with reading disabilities are delayed because parents are mistakenly told their kids will catch up if they work harder. Learning to read is more difficult for children who speak a minority dialect in the home, but that is not reflected in classroom practices. By building on science's insights, we can improve how our children read, and take real steps toward solving the inequality that illiteracy breeds.

Publisher: Basic Books
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Language Learner Strategies: Contexts, Issues and Applications in Second Language Learning and Teaching

Author: Michael James Grenfell
Author: Vee Harris
Abstract: Omaha
Publisher: Bloomsbury
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Latino Educational Leadership: Serving Latino Communities and Preparing Latinx Leaders Across the P-20 Pipeline

Editor: Cristóbal Rodríguez
Editor: Melissa A. Martinez
Editor: Fernando Valle
Abstract: The purpose of this book is to create a greater collaborative focus on Latino Educational Leadership by inviting scholarly contributions and insights from both established and up-and-coming scholars. Latino Educational Leadership also advocates for the preparation of all leaders as well as the preparation of Latinx educational leaders, to serve Latino communities. Our impetus on Latino Educational Leadership primarily stems from the changing demographics of our country. 
Publisher: Information Age
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Leadership in Early Education in Times of Change: Research from five Continents

Editor: Petra Strehmel
Editor: Johanna Heika
Editor: Eeva Hujala
Editor: Julia Rodd
Editor: Manjula Waniganayake
Abstract: The collection brings together the latest work of researchers from Australia, Africa, Asia, and Europe focusing on early childhood leadership matters. It covers different aspects of leadership in early education: professional education and development, identity and leadership strategies as well as governance and leadership under different frame conditions.
Publisher: Verlag Barbara Budrich
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Leading in Change: Implications of School Diversification for School Leadership Preparation in England and the United States

Editor: Valerie A. Storey
Abstract: Drawing together leading thinkers, researchers, and practitioners in the field of school leadership and management this text takes an international perspective to consider what we know about school diversification, and school leadership preparation. Theoretically and conceptually informed, the contributors’ draw on recent empirical research studies and practitioner experience into school leadership preparation to examine how neoliberal and neoconservative policies are working in unison to privatize and corporatize public schools. It looks at how these policies have impacted the preparation of school leaders.
Publisher: Information Age
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