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Here for Good: Community Foundations and the Challenges of the 21st Century
Community foundations bring together the resources of individuals, families, and businesses to support effective nonprofits in their communities. Over the years, foundations have come to engage community problem-solving through more than just grant-making. They have added a rich array of other activities, including programs of community capacity building, active modes of advocacy, and centres for meeting. In 2011, the 700+ institutions in the United States gave an estimated $4.2 billion to a variety of nonprofit activities in fields that included the arts and education, health and human services, the environment, and disaster relief. The origins of this book stem from conversations among the leadership of community foundations about the challenges they must overcome in order to make such "foundational" contributions to their communities. As community foundations enter the second century of their existence (the first foundation was formed in Cleveland in 1914), the need for knowledge and best practices has never been greater. This book, with expert authors representing the best and the brightest in this important field, fills that need.
Capitalizing on Disaster
Breaking new ground in studies of business involvement in schooling, Capitalizing on Disaster dissects the most powerful educational reforms and highlights their relationship to the rise of powerful think tanks and business groups. Over the past several decades, there has been a strong movement to privatize public schooling through business ventures. At the beginning of the millennium, this privatization project looked moribund as both the Edison Schools and Knowledge Universe foundered. Nonetheless, privatization is back. The new face of educational privatization replaces public schooling with EMOs, vouchers, and charter schools at an alarming rate. In both disaster and nondisaster areas, officials designate schools as failed in order to justify replacement with new, unproven models. Saltman examines how privatization policies such as No Child Left Behind are designed to deregulate schools, favoring business while undermining public oversight. Examining current policies in New Orleans, Chicago, and Iraq, Capitalizing on Disaster shows how the struggle for public schooling is essential to the struggle for a truly democratic society.
After Patrick Henry
Neal Herrick demonstrates, in a lucid manner, that government corruption is the predominant problem facing society today. Although bribery and influence peddling are the most visible aspect of this corruption, they are not, in Herrick's analysis, the most serious. For Herrick, the more serious aspect of government corruption is the laws that bribery and influence peddling produce-laws that favour the corporations-resulting in, what he calls, a kind of delusional corruption that leads, for example, to unjust and unnecessary wars. Tracing both forms of corruption back through American history, Herrick gives a brief account of governmental descent into lawlessness, identifies the constitutional flaw that led to this lawlessness, and discusses some of the issues that must be considered in devising remedies. Book jacket.
Nine Lessons of Successful School Leadership Teams
Why do some school leadership teams succeed while others stagnate, snipe, or disintegrate? Are there key lessons that apply no matter what your school situation? "Nine Lessons of Successful School Leadership Teams" distills a decade of on-the-ground innovation and research pointing to what school leadership teams can do to focus on and increase student achievement. Case studies from schools and districts anchor the discussion of strategies that have evolved over a decade of work with more than 23,000 school leaders. Tools that have contributed to school leadership teams' successes are included.
Thirty Years Into Yesterday
Describes the University of Arizona Archaeological Field School at Grasshopper Pueblo in northern Arizona, its excavation of a five-hundred-room Mogollon Pueblo occupied during the 1300s AD, and the intellectual debates the major project engendered.
Open-file Report
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Proceedings of the Fire History Workshop, October 20-24, 1980, Tucson, Arizona
The purpose of the workshop was to exchange information on sampling procedures, research methodologies, preparation and interpretation of specimen material, terminology, and the application and significance of findings, emphasizing the relationship of dendrochronology procedures to fire history interpretations.
The Quality Management Sourcebook
The concept of Quality Management began in the manufacturing sector, but a growing concern with quality in other areas of the economy has led to its wider application in service industries, government, education, and other not-for-profit agencies. A great quantity of material related to quality management has been produced in recent years, much of it by small presses, professional and trade associations, and consultants. The Quality Management Sourcebook is the first in-depth, international guide to the most useful material and sources of information. The book begins with the origins of quality management, explains how it evolved, examines its current situation, and explores the future. The ...
Hoosier Philanthropy
The first in-depth history of philanthropy in Indiana. Philanthropy has been central to the development of public life in Indiana over the past two centuries. Hoosier Philanthropy explores the role of philanthropy in the Hoosier state, showing how voluntary action within Indiana has created and supported multiple visions of societal good. Featuring 15 articles, Hoosier Philanthropy charts the influence of different types of nonprofit Hoosier organizations and people, including foundations, service providers, volunteers, and individual donors.
Applying Standards-Based Constructivism
This book provides teachers with practical ways of constructing lessons that will engage students and help them develop personal responsibility for their own learning. State learning standards and related core curricula require students to demonstrate what they know and understand. Students cannot learn to demonstrate their understanding if they sit passively. The authors call for constructivist practices which recognize the important role played by standards and student accountability, and which also acknowledge the practical need for lecture in an appropriate context. This book also shows the links between constructivism and differentiated instruction and other approaches to teaching and learning.
