Designed for students, teachers, practitioners, policy-makers, journalists, and other professionals, Basics of Humanitarian Missions covers fundamental concepts, contexts, and problems, in settings that range from floods and earthquakes to medical emergencies, civil strife, and forced migration.
Humanitarian Action in the Twenty-First Century: The Danger of a Setback Paul Grossrieder
Scope of International Humanitarian Crises Ibrahim Osman
The Language of Disasters: A Brief Terminology of Disaster Management and Humanitarian Action S.W.A. Gunn, M.D.
Training for Humanitarian Assistance Kevin M. Cahill, M.D.
Teamwork in Humanitarian Assistance Pamela Lupton-Bowers
Humanitarian Ethical and Legal Standards Michel Veuthey
Rules of Engagement: An Exmination of Relationships and Expectations in the Delivery of Humanitarian Assistance H. Roy Williams
Humanitarians and the Press Joshua Friedman
The Sinews of Humanitrian Assistance: Funding Policies, Practices, and Pitfalls Joelle Tanguy
From the Other Side of the Fence: The Problems Behind the Solution Abdulrahim Abby Farah
Initial Response to Complex Emergencies and Natural Disasters Ed Tsui
Evidence-Based Health Assessment Process in Complex Emergencies Frederick M. Burkle, Jr., M.D.
Concern Worldwide's Approach to Water and Sanitation and Shelter Needs in Emergencies Tom Arnold
Internal Displacement: A Challenge of Peace, Security, and Nationbuilding Francis M. Deng
Protection Strategies in Humanitarian Interventions Gerald R. Martone
Issues of Power and Gender in Complex Emergencies Judy A. Benjamin
Clinical Aspects of Malnutrition Kevin M. Cahill, M.D.
Military-NGO Interaction Timothy Cross
An Introduction to NGO Field Security Randolph Martin
Resolutions, Mandates, Aims, Missions, and Exit Strategies Larry Hollingworth
The Transition from Conflict to Peace Richard Ryscavage, S.J.
Featuring twelve original essays by leading practitioners, policymakers, and scholars, the book is a state of the field report on problems, threats, and opportunities facing relief efforts in today's world.
With contributions from such authorities as Bernard Kouchner, founder of Doctors Without Borders, Charles McCormick, CEO of Save the Children, and physicians, military leaders, field workers, and others, the essays
confront the most critical issues facing the delivery of effective relief.
The issues include military and civilian cooperation in large-scale disasters, with special attention to the growth of private armies. How traditional nongovernmental organizations and faith-based agencies adapt to new
challenges is also explored. Ways to strengthen security for humanitarian workers, refugees, and internally displaced persons and those in transition after wars are also considered.
Bringing together diplomatic, military, medical, legal, political, religious, and ethical perspectives from experiences in Darfur, West Africa, Iraq, Pakistan, and other areas, the essays offer an authoritative inventory of where humanitarian relief has been, and how it must change to save lives and communities in peril.
How do different religious, cultural, and social systems--and the values they support--shape humanitarian action? What are the bases of caring societies? Are there universal values for human well-being? International experts come face to face with the assumptions about human dignity and social justice that guide efforts to rescue and repair communities in crisis.
The original essays explore mandates for humanitarian action in religious traditions, and codes of conduct for the media, military, medicine, and the academy in relief efforts. They explore threats to human welfare from terrorism and gender exploitation and assess international law, the media, and the politics of civil society in a world of war, conflict, and strife.
The contributors: Kofi Annan, Avery Cardinal Dulles, S.J., Rabbi Harlan J. Wechsler, H.R.H. Prince El Hassan Bin Talal, Francis Mading Deng, Maj. Gen. Timothy Cross, Joseph O' Hare, S.J., Tom Brokaw, Eoin O'Brien, M.D., Jan Eliasson, Timothy Harding, M.D., Paul Wilkinson, Larry Hollingworth, Nancy Ely-Raphel, John Feerick, Michael Veuthey, Edward Mortimer, Kathleen Newland, Peter Tarnoff, Richard Falk, and the editor.
This book, the fruit of a historic conference, is a practical guide to current technologies that can help relief and humanitarian aid workers succeed. Designed to facilitate needed technology transfer to the humanitarian sector, the essays focus on areas where technology is underused and predict where new technological advances may be applied to relief efforts.
The essays cover essential areas: communications technology and infrastructure support and security. They describe how such technologies as personal identification and tagging systems, software radios, wireless networks, and computer-aided language translation can promote safety and manage large groups of people. Other essays outline new technological solutions to such challenges as mine removal, water purification, and energy generation.
The contributors are: Kevin M. Cahill, Frank Fernandez, C. Kumar Patel,
Paul J. Kolodzy, Joseph Mitola III, Victor Zue, Jaime G. Carbonell, Stephen Squires, Joseph V. Braddock, Arthur L. Lerner-Lam, Ralph James, William L. Warren, and Regina E. Dugan.
by medical students, practicing physicians, and public health workers around the world. This fascinating
book should also be of interest to a broad, nonmedical readership interested in world affairs.
All royalties from the sale of this book go to the training of humanitarian workers.
The contributors to this book, all leading scholars and practitioners, offer invaluable perspectives on many of the most important political, legal, social, and military challenges confronting humanitarian aid in a world of terror and conflict. These original essays explore such topics as human rights and the rights of the displaced, working with local communities to rebuild viable governance, justice, and the rule of law, and maintaining safe spaces for humanitarian relief programs in zones of conflict.
The contributors are: Kevin M. Cahill, Joseph McShane, S.J., Sadako Ogata, Irene Khan, Francis Deng, Mark Malloch Brown, Ghassan Salame, Roland Eng, Jan Egeland, Peter Hansen, David Rieff, Jacques Forster, Dennis McNamara, David Owen, Richard Goldstone, Sasha Tharoor, and Jan Eliasson.
Darling-Hammond is the Charles E. Ducommun Professor of Education at Stanford University, a chief education advisor to President Obama, Co-Director of the Stanford Center for Opportunity Policy in Education, and Founding Director of the School Redesign Network at Stanford.
In Savage Inequalities, Kozol delivers a searing examination of the extremes of wealth and poverty and calls into question the reality of equal opportunity in our nation’s schools.
That was the question that Geoffrey Canada found himself asking. What would it take to change the lives of poor children—not one by one, through heroic interventions and occasional miracles, but in big numbers, and in a way that could be replicated nationwide? The question led him to create the Harlem Children’s Zone, a ninety-seven-block laboratory in central Harlem where he is testing new and sometimes controversial ideas about poverty in America. His conclusion: if you want poor kids to be able to compete with their middle-class peers, you need to change everything in their lives—their schools, their neighborhoods, even the child-rearing practices of their parents.
Whatever It Takes is a tour de force of reporting, an inspired portrait not only of Geoffrey Canada but of the parents and children in Harlem who are struggling to better their lives, often against great odds. Carefully researched and deeply affecting, this is a dispatch from inside the most daring and potentially transformative social experiment of our time. This e-book includes a sample chapter of HOW CHILDREN SUCCEED.
Why do some children succeed while others fail? The story we usually tell about childhood and success is the one about intelligence: success comes to those who score highest on tests, from preschool admissions to SATs. But in How Children Succeed, Paul Tough argues that the qualities that matter more have to do with character: skills like perseverance, curiosity, optimism, and self-control.
How Children Succeed introduces us to a new generation of researchers and educators, who, for the first time, are using the tools of science to peel back the mysteries of character. Through their stories—and the stories of the children they are trying to help—Tough reveals how this new knowledge can transform young people’s lives. He uncovers the surprising ways in which parents do—and do not—prepare their children for adulthood. And he provides us with new insights into how to improve the lives of children growing up in poverty. This provocative and profoundly hopeful book will not only inspire and engage readers, it will also change our understanding of childhood itself.
“Illuminates the extremes of American childhood: for rich kids, a safety net drawn so tight it’s a harness; for poor kids, almost nothing to break their fall.”—New York Times
“I learned so much reading this book and I came away full of hope about how we can make life better for all kinds of kids.”—Slate
Teaching is a wildly contentious profession in America, one attacked and admired in equal measure. In The Teacher Wars, a rich, lively, and unprecedented history of public school teaching, Dana Goldstein reveals that teachers have been similarly embattled for nearly two centuries. From the genteel founding of the common schools movement in the nineteenth century to the violent inner-city teacher strikes of the 1960s and '70s, from the dispatching of Northeastern women to frontier schoolhouses to the founding of Teach for America on the Princeton University campus in 1989, Goldstein shows that the same issues have continued to bedevil us: Who should teach? What should be taught? Who should be held accountable for how our children learn?
She uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools—instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting “elite” graduates to teach—are all approaches that have been tried in the past without producing widespread change. And she also discovers an emerging effort that stands a real chance of transforming our schools for the better: drawing on the best practices of the three million public school teachers we already have in order to improve learning throughout our nation’s classrooms.
The Teacher Wars upends the conversation about American education by bringing the lessons of history to bear on the dilemmas we confront today. By asking “How did we get here?” Dana Goldstein brilliantly illuminates the path forward.
In a handful of nations, virtually all children are learning to make complex arguments and solve problems they’ve never seen before. They are learning to think, in other words, and to thrive in the modern economy. Inspired to find answers for our own children, author and Time magazine journalist Amanda Ripley follows three Americans embedded in these countries for one year. Kim, fifteen, raises $10,000 so she can move from Oklahoma to Finland; Eric, eighteen, trades his high-achieving Minnesota suburb for a booming city in South Korea; and Tom, seventeen, leaves a historic Pennsylvania village for Poland.
Through these young informants, Ripley meets battle-scarred reformers, sleep-deprived zombie students, and a teacher who earns $4 million a year. Their stories, along with groundbreaking research into learning in other cultures, reveal a pattern of startling transformation: none of these countries had many “smart” kids a few decades ago. Things had changed. Teaching had become more rigorous; parents had focused on things that mattered; and children had bought into the promise of education.
Ken Robinson is one of the world’s most influential voices in education, and his 2006 TED Talk on the subject is the most viewed in the organization’s history. Now, the internationally recognized leader on creativity and human potential focuses on one of the most critical issues of our time: how to transform the nation’s troubled educational system. At a time when standardized testing businesses are raking in huge profits, when many schools are struggling, and students and educators everywhere are suffering under the strain, Robinson points the way forward. He argues for an end to our outmoded industrial educational system and proposes a highly personalized, organic approach that draws on today’s unprecedented technological and professional resources to engage all students, develop their love of learning, and enable them to face the real challenges of the twenty-first century. Filled with anecdotes, observations and recommendations from professionals on the front line of transformative education, case histories, and groundbreaking research—and written with Robinson’s trademark wit and engaging style—Creative Schools will inspire teachers, parents, and policy makers alike to rethink the real nature and purpose of education.
From the Hardcover edition.
Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.
Mark Zuckerberg, Chris Christie, and Cory Booker were ready to reform our failing schools. They got an education.
When Mark Zuckerberg announced to a cheering Oprah audience his $100 million pledge to transform the downtrodden schools of Newark, New Jersey, then mayor Cory Booker and Governor Chris Christie were beside him, vowing to help make Newark “a symbol of educational excellence for the whole nation.” But their plans soon ran into the city’s seasoned education players, fierce protectors of their billion-dollar-a-year system. It’s a prize that, for generations, has enriched seemingly everyone, except Newark’s children.
Dale Russakoff delivers a riveting drama of our times, encompassing the rise of celebrity politics, big philanthropy, extreme economic inequality, the charter school movement, and the struggles and triumphs of schools in one of the nation’s poorest cities. As Cory Booker navigates between his status as “rock star mayor” on Oprah’s stage and object of considerable distrust at home, the tumultuous changes planned by reformers and their highly paid consultants spark a fiery grass-roots opposition stoked by local politicians and union leaders. The growth of charters forces the hand of Newark’s school superintendent Cami Anderson, who closes, consolidates, or redesigns more than a third of the city’s schools—a scenario on the horizon for many urban districts across America.
Russakoff provides a close-up view of twenty-six-year-old Mark Zuckerberg and his wife as they decide to give the immense sum of money to Newark and then experience an education of their own amid the fallout of the reforms. Most moving are Russakoff’s portraits from inside classrooms, as homegrown teachers and principals battle heroically to reach students damaged by extreme poverty and violence.
The Prize is an absorbing portrait of a titanic struggle, indispensable for anyone who cares about the future of public education and the nation’s children.
Three months after George Saunders gave a graduation address at Syracuse University, a transcript of that speech was posted on the website of The New York Times, where its simple, uplifting message struck a deep chord. Within days, it had been shared more than one million times. Why? Because Saunders’s words tap into a desire in all of us to lead kinder, more fulfilling lives. Powerful, funny, and wise, Congratulations, by the way is an inspiring message from one of today’s most influential and original writers.
Praise for Congratulations, by the way
“As slender as a psalm, and as heavy.”—The New York Times
“The graduating college senior in your life probably just wants money. But if you want to impart some heartfelt, plainspoken wisdom in addition to a check, you can't do much better than [Congratulations, by the way].”—Entertainment Weekly
“The loving selflessness that [George Saunders] advises and the interconnectedness that he recognizes couldn’t be purer or simpler—or more challenging.”—Kirkus Reviews
“Warm and tender.”—Publishers Weekly
From the Hardcover edition.
John Gatto has been a teacher for 30 years and is a recipient of the New York State Teacher of the Year award. His other titles include A Different Kind of Teacher (Berkeley Hills Books, 2001) and The Underground History of American Education (Oxford Village Press, 2000).
Here at last is a book that challenges the two dominant forces in American education: an aggressive nostalgia for traditional teaching (“If it was bad enough for me, it’s bad enough for my kids”) and a heavy-handed push for Tougher Standards.
One of the nation’s leading experts on staff motivation, teacher leadership, and principal effectiveness, Todd Whitaker has written over 20 powerful books for educators of every level. Discover what you can do differently.
A liberal artist seeks the perfection of the human faculties. The liberal artist begins with the language arts, the trivium, which is the basis of all learning because it teaches the tools for reading, writing, speaking, and listening. Thinking underlies all these activities. Many readers will recognize elements of this book: parts of speech, syntax, propositions, syllogisms, enthymemes, logical fallacies, scientific method, figures of speech, rhetorical technique, and poetics. The Trivium, however, presents these elements within a philosophy of language that connects thought, expression, and reality.
"Trivium" means the crossroads where the three branches of language meet. In the Middle Ages and the Renaissance, students studied and mastered this integrated view of language. Regrettably, modern language teaching keeps the parts without the vision of the whole. Inspired by the possibility of helping students "acquire mastery over the tools of learning" Sister Miriam Joseph and other teachers at Saint Mary's College designed and taught a course on the trivium for all first year students. The Trivium resulted from that noble endeavor.
The liberal artist travels in good company. Sister Miriam Joseph frequently cites passages from William Shakespeare, John Milton, Plato, the Bible, Homer, and other great writers. The Paul Dry Books edition of The Trivium provides new graphics and notes to make the book accessible to today's readers. Sister Miriam Joseph told her first audience that "the function of the trivium is the training of the mind for the study of matter and spirit, which constitute the sum of reality. The fruit of education is culture, which Mathew Arnold defined as 'the knowledge of ourselves and the world.'" May this noble endeavor lead many to that end.
"Is the trivium, then, a sufficient education for life? Properly taught, I believe that it should be."—Dorothy L. Sayers
"The Trivium is a highly recommended and welcome contribution to any serious and dedicated writer's reference collection."—Midwest Book Review
As a professor at Yale, William Deresiewicz saw something that troubled him deeply. His students, some of the nation’s brightest minds, were adrift when it came to the big questions: how to think critically and creatively and how to find a sense of purpose. Now he argues that elite colleges are turning out conformists without a compass.
Excellent Sheep takes a sharp look at the high-pressure conveyor belt that begins with parents and counselors who demand perfect grades and culminates in the skewed applications Deresiewicz saw firsthand as a member of Yale’s admissions committee. As schools shift focus from the humanities to “practical” subjects like economics, students are losing the ability to think independently. It is essential, says Deresiewicz, that college be a time for self-discovery, when students can establish their own values and measures of success in order to forge their own paths. He features quotes from real students and graduates he has corresponded with over the years, candidly exposing where the system is broken and offering clear solutions on how to fix it.
“Excellent Sheep is likely to make…a lasting mark….He takes aim at just about the entirety of upper-middle-class life in America….Mr. Deresiewicz’s book is packed full of what he wants more of in American life: passionate weirdness” (The New York Times).
Gatto demonstrates that the harm school inflicts is rational and deliberate. The real function of pedagogy, he argues, is to render the common population manageable. To that end, young people must be conditioned to rely upon experts, to remain divided from natural alliances, and to accept disconnections from their own lived experiences. They must at all costs be discouraged from developing self-reliance and independence.
Escaping this trap requires strategy Gatto calls “open source learning” which imposes no artificial divisions between learning and life. Through this alternative approach, our children can avoid being indoctrinated—only then that can they achieve self-knowledge, judgment, and courage.
José Vilson is a middle school math educator for in the Inwood/Washington Heights neighborhood of New York City. He writes for Edutopia, GOOD, and TransformED / Future of Teaching, and his work has appeared in Education Week, CNN.com, Huffington Post, and El Diario / La Prensa.
The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.
In this groundbreaking book, education expert Tony Wagner provides a powerful rationale for developing an innovation-driven economy. He explores what parents, teachers, and employers must do to develop the capacities of young people to become innovators. In profiling compelling young American innovators such as Kirk Phelps, product manager for Apple’s first iPhone, and Jodie Wu, who founded a company that builds bicycle-powered maize shellers in Tanzania, Wagner reveals how the adults in their lives nurtured their creativity and sparked their imaginations, while teaching them to learn from failures and persevere. Wagner identifies a pattern—a childhood of creative play leads to deep-seated interests, which in adolescence and adulthood blossom into a deeper purpose for career and life goals. Play, passion, and purpose: These are the forces that drive young innovators.
Wagner shows how we can apply this knowledge as educators and what parents can do to compensate for poor schooling. He takes readers into the most forward-thinking schools, colleges, and workplaces in the country, where teachers and employers are developing cultures of innovation based on collaboration, interdisciplinary problem-solving, and intrinsic motivation. The result is a timely, provocative, and inspiring manifesto that will change how we look at our schools and workplaces, and provide us with a road map for creating the change makers of tomorrow.
Creating Innovators will feature its own innovative elements: more than sixty original videos that expand on key ideas in the book through interviews with young innovators, teachers, writers, CEOs, and entrepreneurs, including Thomas Friedman, Dean Kamen, and Annmarie Neal. Produced by filmmaker Robert A. Compton, the videos are accessible via links and QR codes placed throughout the eBook text or by visiting www.creatinginnovators.com.
The most ambitious study of educational inequality to date, Whither Opportunity? analyzes how social and economic conditions surrounding schools affect school performance and children’s educational achievement. The book shows that from earliest childhood, parental investments in children’s learning affect reading, math, and other attainments later in life. Contributor Meredith Phillip finds that between birth and age six, wealthier children will have spent as many as 1,300 more hours than poor children on child enrichment activities such as music lessons, travel, and summer camp. Greg Duncan, George Farkas, and Katherine Magnuson demonstrate that a child from a poor family is two to four times as likely as a child from an affluent family to have classmates with low skills and behavior problems – attributes which have a negative effect on the learning of their fellow students. As a result of such disparities, contributor Sean Reardon finds that the gap between rich and poor children’s math and reading achievement scores is now much larger than it was fifty years ago. And such income-based gaps persist across the school years, as Martha Bailey and Sue Dynarski document in their chapter on the growing income-based gap in college completion.
Whither Opportunity? also reveals the profound impact of environmental factors on children’s educational progress and schools’ functioning. Elizabeth Ananat, Anna Gassman-Pines, and Christina Gibson-Davis show that local job losses such as those caused by plant closings can lower the test scores of students with low socioeconomic status, even students whose parents have not lost their jobs. They find that community-wide stress is most likely the culprit. Analyzing the math achievement of elementary school children, Stephen Raudenbush, Marshall Jean, and Emily Art find that students learn less if they attend schools with high student turnover during the school year – a common occurrence in poor schools. And David Kirk and Robert Sampson show that teacher commitment, parental involvement, and student achievement in schools in high-crime neighborhoods all tend to be low.
For generations of Americans, public education provided the springboard to upward mobility. This pioneering volume casts a stark light on the ways rising inequality may now be compromising schools’ functioning, and with it the promise of equal opportunity in America.
"[The Gatekeepers] provides the deep insight that is missing from the myriad how-to books on admissions that try to identify the formula for getting into the best colleges...I really didn't want the book to end." —The New York Times
The book is intended as a main text in history of art education courses, as a supplemental text in courses in art education methods and history of education, and as a resource for students, professors and researchers.
I Got Schooled offers a look at America’s educational achievement gap that could only have come from an outsider.
Famed director M. Night Shyamalan has long had a serious interest in education. The foundation he and his wife started once gave college scholarships to promising inner-city students, but Shyamalan realized that these scholarships did nothing to improve education for all the other students in under-performing schools. When he learned that some schools were succeeding with similar student populations, he traveled across the country to find out how they did this and whether these schools had something in common. He eventually learned that there are five keys to closing America’s achievement gap. But just as we must do several things to maintain good health— eat the right foods, exercise regularly, get a good night’s sleep—so too must we use all five keys to turn around our lowest-performing schools.
These five keys are used by all the schools that are succeeding, and no schools are succeeding without them. Before he discovered them, Shyamalan investigated some popular reform ideas that proved to be dead ends, such as smaller class size, truculent unions, and merit pay for teachers. He found that the biggest obstacle to school reform is cognitive biases: too many would-be reformers have committed themselves to false solutions.
This is a deeply personal book by an unbiased observer determined to find out what works and why so that we as a nation can fulfill our obligation to give every student an opportunity for a good education.
Philosophy is a great companion and a roadmap to navigate life’s major milestones, including:How to make sense of deathWhat loving someone or something meansThe effect of art on our livesWhat role language plays in understanding the worldHow do our ideas affect our actions
Contributors including Beverly Daniel Tatum, Sonia Nieto, and Pedro Noguera describe concrete ways to analyze classroom interactions that may or may not be “racial,” deal with racial inequality and “diversity,” and teach to high standards across racial lines. Topics range from using racial incidents as teachable moments and responding to the “n-word” to valuing students’ home worlds, dealing daily with achievement gaps, and helping parents fight ethnic and racial misconceptions about their children. Questions following each essay prompt readers to examine and discuss everyday issues of race and opportunity in their own classrooms and schools.
For educators and parents determined to move beyond frustrations about race, Everyday Antiracism is an essential tool.
In Thinking Differently, David Flink, the leader of Eye to Eye—a national mentoring program for students with learning and attention issues—enlarges our understanding of the learning process and offers powerful, innovative strategies for parenting, teaching, and supporting the 20 percent of students with learning disabilities. An outstanding fighter who has helped thousands of children adapt to their specific learning issues, Flink understands the needs and experiences of these children first hand. He, too, has dyslexia and ADHD.
Focusing on how to arm students who think and learn differently with essential skills, including meta-cognition and self-advocacy, Flink offers real, hard advice, providing the tools to address specific problems they face—from building self-esteem and reconstructing the learning environment, to getting proper diagnoses and discovering their inner gifts. With his easy, hands-on “Step-by-Step Launchpad to Empowerment,” parents can take immediate steps to improve their children’s lives.
Thinking Differently is a brilliant, compassionate work, packed with essential insights and real-world applications indispensable for parents, educators, and other professional involved with children with learning disabilities.
Aimed at all levels of school leadership, the book is for any principal, superintendent, or educator who wants to be a transformational leader. The book includes 30 video clips of top-tier leaders in action. These videos bring great schools to you, and support a deeper understanding of both the components of success and how it looks as a whole. There are also many helpful rubrics, extensive professional development tools, calendars, and templates.Explores the core principles of effective leadership Author's charter school, North Star Academy in Newark, New Jersey, received the highest possible award given by the U.S. Department of Education; the National Blue Ribbon
Print version includes an instructive DVD with 30 video clips to show how it looks in real life. E-book customers: please note that details on how to access the content from the DVD may be found in the e-book Table of Contents. Please see the section: "How to Access DVD Contents"
Bambrick-Santoyo has trained more than 1,800 school leaders nationwide in his work at Uncommon Schools and is a recognized expert on transforming schools to achieve extraordinary results.
In a radical analysis of contemporary classrooms, MacArthur Award–winning author Lisa Delpit develops ideas about ways teachers can be better “cultural transmitters” in the classroom, where prejudice, stereotypes, and cultural assumptions breed ineffective education. Delpit suggests that many academic problems attributed to children of color are actually the result of miscommunication, as primarily white teachers and “other people’s children” struggle with the imbalance of power and the dynamics plaguing our system.
A new classic among educators, Other People’s Children is a must-read for teachers, administrators, and parents striving to improve the quality of America’s education system.
The 70 contributors are each well-regarded economists whose research has advanced the topic on which they write, and this book fulfills an undersupplied niche for a text in the economics of education.
The chapters come from the acclaimed International Encyclopedia of Education, 3e (2010), edited by Eva Baker, Barry McGaw, and Penelope Peterson. The Encyclopedia contains over 1,350 articles in 24 sections that stretch from educational philosophies and technologies to measurement, leadership, and national systems of education.This single volume textbook presents a cohesive view of this increasingly important area of economics
Superb contributions from well-regarded economist convey unique and useful perspectives
Chapters contain an extensive bibliography and further readings to enable interested researchers to extend their knowledge into each specific topic
The time has come to change the context of school leadership!
The role of the principal is pivotal to systemic school change. That is the fundamental message in The Moral Imperative of School Leadership, which extends the discussion begun in Fullan's earlier publication, What’s Worth Fighting for in the Principalship? The author examines the moral purpose of school leadership and its critical role in "changing the context" in which the role is embedded. In this bold step forward, Fullan calls for principals to become agents as well as beneficiaries of the processes of school change. Concepts explored in-depth include:Why "changing the context" should be the main agenda for the principalship Why barriers to the principalship exist Why the principal should be seen as the COO (chief operating officer) of a school Why the role of the principal should figure more prominently within the system
To succeed in the global economy, students need to function as entrepreneurs: resourceful, flexible and creative. Researcher and Professor Yong Zhao unlocks the secrets to cultivating independent thinkers who are willing and able to create jobs and contribute positively to the globalized society. This book shows how teachers, administrators and even parents can:Understand the entrepreneurial spirit and harness it Foster student autonomy and leadership Champion inventive learners with necessary resources Develop global partners and resources
In The Myth of the Spoiled Child, Alfie Kohn systematically debunks these beliefs--not only challenging erroneous factual claims but also exposing the troubling ideology that underlies them. Complaints about pushover parents and coddled kids are hardly new, he shows, and there is no evidence that either phenomenon is especially widespread today--let alone more common than in previous generations. Moreover, new research reveals that helicopter parenting is quite rare and, surprisingly, may do more good than harm when it does occur. The major threat to healthy child development, John argues, is posed by parenting that is too controlling rather than too indulgent.
With the same lively, contrarian style that marked his influential books about rewards, competition, and education, Kohn relies on a vast collection of social science data, as well as on logic and humor, to challenge assertions that appear with numbing regularity in the popular press. These include claims that young people suffer from inflated self-esteem; that they receive trophies, praise, and As too easily; and that they would benefit from more self-discipline and "grit." These conservative beliefs are often accepted without question, even by people who are politically liberal. Kohn's invitation to reexamine our assumptions is particularly timely, then; his book has the potential to change our culture's conversation about kids and the people who raise them.
Looking further, Bok finds that many important college courses are left to the least experienced teachers and that most professors continue to teach in ways that have proven to be less effective than other available methods. In reviewing their educational programs, however, faculties typically ignore this evidence. Instead, they spend most of their time discussing what courses to require, although the lasting impact of college will almost certainly depend much more on how the courses are taught.
In his final chapter, Bok describes the changes that faculties and academic leaders can make to help students accomplish more. Without ignoring the contributions that America's colleges have made, Bok delivers a powerful critique--one that educators will ignore at their peril.