This book presents cases of schools (Part One) and programs at the district level and beyond (Part Two) in which reform, while driven by highstakes accountability, became larger and deeper through datadriven dialogue, culture change, organizational learning, and other elements of high performing cultures. Commentaries on crosscase patterns by Ann Lieberman and Michael Fullan and a chapter on "now what?" first steps provide implications for initiating deep change that results in improved student learning outcomes even in challenging activity settings.
Author: Lisa M. Nunn
Publisher: Rutgers University Press
Release Date: 2014-04-15
Genre: Social Science
The key to success, our culture tells us, is a combination of talent and hard work. Why then, do high schools that supposedly subscribe to this view send students to college at such dramatically different rates? Why do students from one school succeed while students from another struggle? To the usual answer—an imbalance in resources—this book adds a far more subtle and complicated explanation. Defining Student Success shows how different schools foster dissimilar and sometimes conflicting ideas about what it takes to succeed—ideas that do more to preserve the status quo than to promote upward mobility. Lisa Nunn’s study of three public high schools reveals how students’ beliefs about their own success are shaped by their particular school environment and reinforced by curriculum and teaching practices. While American culture broadly defines success as a product of hard work or talent (at school, intelligence is the talent that matters most), Nunn shows that each school refines and adapts this American cultural wisdom in its own distinct way—reflecting the sensibilities and concerns of the people who inhabit each school. While one school fosters the belief that effort is all it takes to succeed, another fosters the belief that hard work will only get you so far because you have to be smart enough to master course concepts. Ultimately, Nunn argues that these school-level adaptations of cultural ideas about success become invisible advantages and disadvantages for students’ college-going futures. Some schools’ definitions of success match seamlessly with elite college admissions’ definition of the ideal college applicant, while others more closely align with the expectations of middle or low-tier institutions of higher education. With its insights into the transmission of ideas of success from society to school to student, this provocative work should prompt a reevaluation of the culture of secondary education. Only with a thorough understanding of this process will we ever find more consistent means of inculcating success, by any measure.
Babblings of a Burned Out Teacher, Book Description There are many “experts” in our country that know what is exactly wrong with education, and they have the ideas to make it right. The sad thing is that many of these “experts” have spent very little time, if any in a school. It’s like having an operation with your surgeon only have seen a 15 to 20 second clip on how to complete the operation, if they have seen that much. It’s very easy to sit on the sidelines or in the stands and tell someone what to do and how to do it. That’s today’s society, it’s easier to complain about the situation rather than do something about it. There are plenty of items and people that are wrong with education who are working some how in education. This book discusses many of these people. You have people in every group dealing with education that have their own agenda and will do anything to get their ideas and agenda through. People need to be able to recognize those people who have the “hidden agenda” and get them out of the educational process. Education needs to be the quest for being self-sufficient. The educated person will be able to provide for themselves and their family. Education should provide people with skills to be able to solve problems they encounter. Today’s school systems are more interested in having their students become game show contestants rather than problem solvers. Schools are more interested on making sure students can answer questions on standardized tests, instead of teaching them skills they will be able to use later in life. The short term often is more important that long term, not just in education, but for many facets of life. Education should not be a means to learn how to beat or play the system. I have written several stories that can make you laugh or cry. When you are working with children, you experience many valleys and mountain tops. That’s just the nature of education. I have been in education for the past 25 years in some capacity or another. During this time I’ve been a teacher’s aide to principal in public schools. I have taught students from pre-school students to seniors. The students ranged from severe and profound to students who are quite gifted and talented. I can’t count the number of Individual Education Plans that I have attended. Some of my students could look at a book and get a 100% on a test over the contents of the book without reading it. In education, you teach students who run the spectrum of ability. Reading this book, you need to realize the students are talented in different areas. A student who likes science might not be the best at physical education. Students are just like everyone else in society, they have their own unique skills, talents and abilities. As Americans, we can use these to our advantage. We can find a career that best fits the skills, talents, and abilities we possess. Coaching offered me another aspect of education. Being a coach, you need to be aware of the politics involved. The best part of coaching is working with the student/athlete and other coaches. Practices and games are a blast! You get to get to see and interact with student/athletes in an atmosphere outside of the classroom. A high school coach should not be judged on their win/loss record. Not every team will be a state champion. It’s how the players perform and act on the playing field and in the class room. Most parents think their child is going to be a professional or college athlete in the sport they are doing. It’s the coach’s fault that their child is not getting the scholarship offers they deserve. The school administration could end up being the worst enemy of the coaches. Sometimes they have their personal agenda which they impose on their staff, which includes coaches and other staff members. My post-secondary experience includes being an adjunct instructor, tutor to being English as a Second Language instructor. While teaching at th
In this book, Janet Alsup reports and theorizes a multi-layered study of teacher identity development. The study, which followed six pre-service English education students, was designed to investigate her hypothesis that forming (or failing to form) a professional identity is central in the process of becoming an effective teacher. This work addresses the intersection of various types of discourse within the process of professional identity development, emphasizes that the intersection of the personal and professional in teacher identity formation is more complex than is acknowledged in typical methods classes, and accents the need for teacher educators to take steps to facilitate such integration. Specific suggestions for methods courses are presented that teacher educators can use as is or adapt to their own contexts. Teacher Identity Discourses: Negotiating Personal and Professional Spaces speaks eloquently to faculty, researchers, and graduate students across the field of teacher education.
Author: Howard J. Bultinck
Publisher: Eye On Education
Release Date: 2009
Veteran educators Howard J. Bultinck and Lynn H. Bush draw from their own experiences as principals and teachers to offer school leaders 99 lessons they've learned on the job and in daily life. With this book, principals, other administrators, and teacher leaders have a surefire head start on effective school leadership. 99 Ways to Lead and Succeed: Strategies and Stories for School Leaders provides workable insights on the daily life of a school leader, including ways to handle stress, communication tips, moral and ethnical approaches, and more. This handy guide is for all teacher leaders, principals, and administrators who seek to noticeably improve their personal and professional lives in the context of school leadership.
Author: Alan Axelrod
Publisher: McGraw Hill Professional
Release Date: 1999-06-17
Genre: Study Aids
ACE Your Midterms and Finals A new concept in test prep for a new generation of students These class-tested guides feature: Midterms and final examinations--one from each of the top universities throughout the country An introductory essay defining the nature and scope of the course, including its goals and what instructors expect students to learn A step-by-step guide to writing the essay and fully explained answers to essay questions--complete with discussion and notes from the professor
Author: Mary K. Culver
Publisher: Eye On Education
Release Date: 2009
This book illustrates how the ideal of servant leadership can be applied in your school today. With real-life scenarios, discussions, and self assessments, this book gives practical suggestions to help you develop into a caring and effective servant leader.
General music teachers at all levels—elementary, middle school, and high school—will find ideas, suggestions, and lesson plans for teaching to the National Standards in this publication. Includes sections on teaching each of the nine standards, as well as chapters about general music, assessment, and alternative strategies such as Orff and Kodály. Article topics include singing, composition, improvisation, and guitar.
Tennessee Williams and His Contemporaries compiles eight transcribed panels that were featured at The Tennessee Williams Scholars’ Conference, an annual event held each March in conjunction with the Tennessee Williams/New Orleans Literary Festival. This study, the first of its kind, explores issues involving Williams’s drama, fiction, poetry, and films in a discursive format designed to probe and debate the legacy of America’s famous playwright. Virtually all aspects of Williams’s long career are covered in this volume, including the early and late plays, his unpublished work, his use of the grotesque, and his relationships with three of his contemporaries: Carson McCullers, Lillian Hellman, and William Inge. In addition, Williams scholars who teach his work discuss the most effective strategies for bringing his material into the classroom. The unique design of this volume offers a broad understanding of his material for students previously unacquainted with Tennessee Williams as well as fresh perspectives from recognized experts in the field that will satisfy those who are already familiar with his life and work.
Author: United States. Congress
Release Date: 2008
The Congressional Record is the official record of the proceedings and debates of the United States Congress. It is published daily when Congress is in session. The Congressional Record began publication in 1873. Debates for sessions prior to 1873 are recorded in The Debates and Proceedings in the Congress of the United States (1789-1824), the Register of Debates in Congress (1824-1837), and the Congressional Globe (1833-1873)