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Author: Alfie Kohn
Publisher: Houghton Mifflin Harcourt
Published: 1999
Total Pages: 356
ISBN-13: 9780618083459
DOWNLOAD EBOOKArguing against the tougher standards rhetoric that marks the current education debate, the author of No Contest and Punished by Rewards writes that such tactics squeeze the pleasure out of learning. Reprint.
Author: Grassetti, Mary T.
Publisher: IGI Global
Published: 2019-10-18
Total Pages: 266
ISBN-13: 1799817725
DOWNLOAD EBOOKDigital tools and applications are an intricate part of many classroom communities. In the field of education, there is a need to continually monitor the digital landscape and keep up to date on the tools and applications that are available to classroom teachers and K-12 students. Understanding the ever-changing digital landscape and its impact on teaching and learning is critical to using digital tools and applications effectively and in ways that enhance students’ opportunities to learn. Next Generation Digital Tools and Applications for Teaching and Learning Enhancement is a critical scholarly publication that explores digital tools and applications for the PreK-12 classroom and how digital technology can enhance the preparation of teachers. Featuring a wide range of topics including education equity, social media, and teacher education, this book is essential for educators, academicians, curriculum designers, educational software developers, IT specialists, library specialists, researchers, and practitioners.
Author: Jo Lampert
Publisher: Springer
Published: 2015-10-15
Total Pages: 257
ISBN-13: 3319220594
DOWNLOAD EBOOKThis volume captures the innovative, theory-based, and grounded work being done by established scholars who are interrogating how teacher education can prepare teachers to work in challenging and diverse high-poverty settings. It offers articles from the US, Australia, Canada, the UK and Chile by some of the most significant scholars in the field. Internationally, research suggests that effective teachers for high poverty schools require deep theoretical understanding as well as the capacity to function across three well-substantiated areas: deep content knowledge, well-tuned pedagogical skills, and demonstrated attributes that prove their understanding and commitment to social justice. Schools in low socioeconomic communities need quality teachers most, however, they are often staffed by the least experienced and least prepared teachers. The chapters in this volume examine how pre-service teachers are taught to understand the social contexts of education. Drawing on the individual expertise of the authors, the topics covered include unpacking poverty for pre-service teachers, issues related to urban schooling as well as remote and regional area schooling.
Author: Devin Thornburg
Publisher: Springer
Published: 2016-10-26
Total Pages: 148
ISBN-13: 9463007059
DOWNLOAD EBOOKThis book covers issues that pertain to high-need schools but the authors challenge the distinctions made in the research and reason that the issues are relevant to all schools. From the rise of accountability in the 1960s to now, high-need schools have been dealing with curriculum, program initiatives, and responding to diverse populations, typically without the resources necessary to implement change. In this book we discuss important issues that have to be tackled if we as educators will succeed in meeting the needs of the next generation. From education laws, use of technology, leadership, diversity and multicultural issues, teaching in high-need schools, curriculum and teaching student with special needs, the book explores both problems and solutions, changing the dialogue from one of blame and stasis to one of action and hope.
Author: William H. Parrett
Publisher: ASCD
Published: 2020-04-28
Total Pages: 225
ISBN-13: 1416629025
DOWNLOAD EBOOKSchools 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: James Tooley
Publisher:
Published: 2021-03-08
Total Pages: 432
ISBN-13: 9781598133387
DOWNLOAD EBOOK"Almost overnight a virus has brought into question America's nearly 200-year-old government-run K-12 school-system-and prompted an urgent search for alternatives. But where should we turn to find them? Enter James Tooley's Really Good Schools. A distinguished scholar of education and the world's foremost expert on private, low-cost innovative education, Tooley takes readers to some of the world's most impoverished communities located in some of the world's most dangerous places-including India and such war-torn countries as Sierra Leone, Liberia, and South Sudan. There, in places where education "experts" fear to tread, Tooley finds thriving private schools that government, multinational NGOs, and even international charity officials deny exist. Why? Because the very existence of low-cost, high-quality private schools shatters the prevailing myth in the U.S., U.K., and western Europe that, absent government, affordable, high-quality schools for the poor could not exist. But they do. And they are ubiquitous and in high demand. Founded by unheralded, local educational entrepreneurs, these schools are proving that self-organized education is not just possible but flourishing-often enrolling far more students than "free" government schools do at prices within reach of even the most impoverished families"--
Author: Ashley Hope Pérez
Publisher: Carolrhoda Lab ®
Published: 2015-09-01
Total Pages: 484
ISBN-13: 1467776785
DOWNLOAD EBOOKA Michael L. Printz Honor Book "This is East Texas, and there's lines. Lines you cross, lines you don't cross. That clear?" New London, Texas. 1937. Naomi Vargas and Wash Fuller know about the lines in East Texas as well as anyone. They know the signs that mark them. They know the people who enforce them. But sometimes the attraction between two people is so powerful it breaks through even the most entrenched color lines. And the consequences can be explosive. Ashley Hope Pérez takes the facts of the 1937 New London school explosion—the worst school disaster in American history—as a backdrop for a riveting novel about segregation, love, family, and the forces that destroy people. "[This] layered tale of color lines, love and struggle in an East Texas oil town is a pit-in-the-stomach family drama that goes down like it should, with pain and fascination, like a mix of sugary medicine and artisanal moonshine."—The New York Times Book Review "Pérez deftly weaves [an] unflinchingly intense narrative....A powerful, layered tale of forbidden love in times of unrelenting racism."―starred, Kirkus Reviews "This book presents a range of human nature, from kindness and love to acts of racial and sexual violence. The work resonates with fear, hope, love, and the importance of memory....Set against the backdrop of an actual historical event, Pérez...gives voice to many long-omitted facets of U.S. history."―starred, School Library Journal
Author: Elizabeth T. Murakami
Publisher: IAP
Published: 2019-05-01
Total Pages: 222
ISBN-13: 1641135034
DOWNLOAD EBOOKThe exploration of the intersection of leadership practices from the school principal and other educators, the school culture, and the school success across different high-need contexts and cultures make this volume unique. Chapters in this volume present original investigations or reanalysis of empirical research enhancing our understanding of the interrelationship between leadership, culture and success through descriptions of practice that can contribute to lessons in leadership for school improvement. When considering a culture of success, leadership that focuses on impacting schools in high-need areas bring about lessons on how to create sustainable environments for student learning in challenging contexts. High-need schools include not only socioeconomic challenges influencing the performance of students. It includes multiple external and internal factors impacting leaders, teachers, students, and their families, affecting the management of structures, processes, and most importantly, learning. In the quest to improve high-need schools, and understand strategies for principals dedicated to a variety of contexts, this volume brings lessons with application for researchers, policy-makers, and practitioners who want to join in the quest to improve the quality of education among worldwide communities.
Author: Jessica Hoffmann Davis
Publisher: Teachers College Press
Published: 2008
Total Pages: 207
ISBN-13: 0807775452
DOWNLOAD EBOOKAuthor: Anthony Abraham Jack
Publisher: Harvard University Press
Published: 2019-03-01
Total Pages: 289
ISBN-13: 0674239660
DOWNLOAD EBOOKAn NPR Favorite Book of the Year “Breaks new ground on social and educational questions of great import.” —Washington Post “An essential work, humane and candid, that challenges and expands our understanding of the lives of contemporary college students.” —Paul Tough, author of Helping Children Succeed “Eye-opening...Brings home the pain and reality of on-campus poverty and puts the blame squarely on elite institutions.” —Washington Post “Jack’s investigation redirects attention from the matter of access to the matter of inclusion...His book challenges universities to support the diversity they indulge in advertising.” —New Yorker The Ivy League looks different than it used to. College presidents and deans of admission have opened their doors—and their coffers—to support a more diverse student body. But is it enough just to admit these students? In this bracing exposé, Anthony Jack shows that many students’ struggles continue long after they’ve settled in their dorms. Admission, they quickly learn, is not the same as acceptance. This powerfully argued book documents how university policies and campus culture can exacerbate preexisting inequalities and reveals why some students are harder hit than others.
