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'Taylor shows how school leadership actions can turn almost any educational challenge into a positive. Her use of current school administrators as examples, the explanatory charts, and the guiding professional analysis make this book a necessary companion to implementing sustained school reform' - Mary Ann Haas, Retired Executive Director of Curriculum and Instruction, Flagler School District, FL There is no single solution to improving learning and closing the gap for disadvantaged children. Rather, improvement is the result of a number of successful practices used together. This valuable resource shows school and district leaders how specific, consistent actions can result in dramatic chan...
In 1914, the East London Federation of Suffragettes, led by Sylvia Pankhurst, split from the WSPU. Sylvia’s mother and sister, Emmeline and Christabel, had encouraged her to give up her work with the poor women of East London – but Sylvia refused. Besides campaigning for women to have an equal right to vote from their headquarters in Bow, the ELFS worked on a range of equality issues which mattered to local women: they built a toy factory, providing work and a living wage for local women; they opened a subsidized canteen where women and children could get cheap, nutritious food; and they launched a nursery school, a crèche, and a mother-and-baby clinic. The work of the Federation (and ‘our Sylvia’, as she was fondly known by locals) deserves to be remembered, and this book, filled with astonishing first-hand accounts, aims to bring this amazing story to life.
The purpose of the study was to identify the basis of the aspiring principal preparation program (APPP) components Florida school districts provide to their aspiring principals and their relationship, if any, to the state and ISLLC Standards. A total of 50 school districts in Florida participated in this study. The research was guided by the following questions: To what extent do the Florida school districts provide a formal APPP to their current assistant principals? (b) Upon what are the formal APPPs for current assistant principals based: the Florida Principal Competencies (FPCs), the Interstate School Leaders Licensure Consortium (ISLLC) Standards, or another source? (c) To what extent d...
'Data acquisition' is concerned with taking one or more analogue signals and converting them to digital form with sufficient accu racy and speed to be ready for processing by a computer. The increasing use of computers makes this an expanding field, and it is important that the conversion process is done correctly because information lost at this stage can never be regained, no matter how good the computation. The old saying - garbage in, garbage out - is very relevant to data acquisition, and so every part of the book contains a discussion of errors: where do they come from, how large are they, and what can be done to reduce them? The book aims to treat the data acquisition process in depth...
What does rigor, a word that frequently pops up in conversations about education, really mean? More specifically, what does it mean for literacy instruction, and how does it relate to challenging standards-based assessments? In this informative and practical guide, literacy expert Nancy Boyles uses the framework from Webb’s Depth of Knowledge (DOK) to answer these questions, offering experience-based advice along with specific examples of K–8 assessment items. Boyles defines rigor and shows how it relates to literacy at each DOK level and explains the kind of thinking students will be expected to demonstrate. She then tackles the essence of what teachers need to know about how DOK and it...
Whether you're new to literacy coaching or a seasoned coach, here's a resource with more than 50 easy-to-use tools for improving literacy instruction, honing your coaching skills, and creating an effective literacy program in grades K-12. All tools are also available for download.
This practical book shows literacy leaders how to win the support of the whole school community and implement school-wide initiatives that improve student reading and writing. Exemplary reading and writing projects are introduced along with strategies for successful collaboration in a variety of situations. This comprehensive resource clarifies the role of coach or principal and recognizes how important the empowerment of teachers is throughout the collaborative process.
In the book, we provide snapshots describing this critically important time in our nation when federal educational policy implementation has been at a level previously unheard of in the United States. We present a chapter on the design and method of Voices 3, eight chapters on analyses of the focus-group discussions, and two invited chapters that provide a review and critique of our work. The chapters will be excellent resources for professors of educational leadership as we respond to the changing environment and improve preparation programs for superintendents and principals. We also see the book as a good resource for practitioners who desire to take the pulse of their colleagues in the field to see common concerns across various issues. Finally, it will be useful to policy makers as they consider the impact of their decisions on the implementation phases in districts and schools. With this book, you are receiving access to the 27 focus-group transcripts on which the chapters are based. Instructors of qualitative research may find these data useful in their classes, e.g., for students to practice different types of data analysis and coding.
Shows school and district-level administrators how to set the priorities and support the practices that will help all teachers become expert teachers.
This is a new release of the original 1947 edition.