By tracing the development of Ann Lieberman’s commitment to exploring the complex, entwined nature of teaching, learning and living, this book reflects on how research in teacher leadership and development has progressed and changed over the last fifty years. This personal account highlights Lieberman’s learning as she engaged in research to build collaborative ways of working. Portraying the fight for teacher participation in research studies about teaching, schooling and teacher improvement so that the complexity of their lives would be represented, and writing about the consideration of teacher’s work in any efforts for school improvement, the book discusses the initial collaboration between researchers and teachers. It then proceeds to outline a number of research projects that document the changing relationship of research and teaching and offers guidance on some of the most important and successful programs and strategies in the field. It questions issues such as how to create a culture in the school that is supportive of teachers, and how research can best assist teachers to improve their work. Teaching, Learning and Living is a personal, historical and professional look at the growth in knowledge that began to change the views of research and teaching and is a must-read for anyone interested in the development of teacher education.
Because what we do in staff development can best be understood in terms of Contexts, Strategies, and Structures, the remainder of the book features distinguished educators who write from their own unique experiential and theoretical stances. Jacqueline Ancess describes how teachers in New York City secondary schools increase their own learning while improving student outcomes • Milbrey W. McLaughlin and Joel Zarrow demonstrate how teachers learn to use data to improve their practice and meet educational standards • Lynne Miller presents a case study of a long-lived school, university partnership • Beverly Falk recounts stories of teachers working together to develop performance assessments, to understand their student’s learning, to re-think their curriculum, and much more • Laura Stokes analyzes a school that successfully uses inquiry groups. There are further contributions (including some from novice teachers) by Anna Richert Ershler, Ann Lieberman, Diane Wood, Sarah Warshauer Freedman, and Joseph P. McDonald. These powerful exemplars from practice provide a much-needed overview of what matters and what really works in professional development today.
The National Writing Project has become one of the most influential and longest lasting professional development programs in the history of the United States. With 175 school/university sites in 49 states, it has the reputation of being a career-altering professional development experience. This volume looks at the National Writing Project, analyzes what makes it so successful, and shows how other professional development efforts can learn from it.
In Teacher Leadership, Lieberman and Miller discuss current changes in the teacher's role, and make sense of the research on teacher leadership. They offer case studies of innovative programs - such as the National Writing Project - that provide teachers with opportunities to lead within a professional community. In addition, they tell stories of individual teachers - from Maine to California - who are able to lead in a variety of contexts. Teacher Leadership offers a new standard of teaching and community that recognizes all teachers as leaders. It shows how to develop learning communities that include rather than exclude, create knowledge rather than merely apply it, and that offer challenge and support to both new and experienced teachers. This book is a volume in the Jossey-Bass Leadership Library in Education - a series designed to meet the demand for new ideas and insights about leadership in schools.
In this publication, Lieberman and Miller explore the affective world of the teacher. They tie the social realities of day-to-day living in a school building to the process of instructional improvement. They aim to help those who have been out of the classroom awhile to remember the challenges and frustrations teachers face. Through verbatim quotations and vivid descriptions, they also permit them to savour the joys of teacher experiences when learning takes place.
This edition presents a sharpened, contemporary focus on the growth and development of teachers, documenting the authors' concerns over professionalizing teaching, restructuring schools, and rethinking teacher education.
From America’s number one Cuba reporter, PEN award–winning investigative journalist Ann Louise Bardach, comes the big book on Cuba we’ve all been waiting for. An incisive and spirited portrait of the twentieth century’s wiliest political survivor and his fiefdom, Cuba Confidential is the gripping story of the shattered families and warring personalities that lie at the heart of the forty-three-year standoff between Miami and Havana. Famous to many Americans for her cover stories and media appearances, Ann Louise Bardach has been covering Cuba for a decade. She’s talked to the crooks, spooks and politicians who have made history, and to their hired assassins and confidants. Based on exclusive interviews with Fidel Castro, his sister Juanita, his former brother-in-law Rafael Díaz-Balart, the family of Elián González, the friends and family of the legendary American fugitive Robert Vesco, the intrepid terrorist Luis Posada Carriles, and the inner circles of Jeb Bush and the late exile leader Jorge Mas Canosa, Cuba Confidential exposes the hardball take-no-prisoners tactics of the Cuban exile leadership, and its manipulation and exploitation by ten American presidents. Bardach homes in on Fidel Castro and his cronies, taking us closer than we’ve ever been—and on the militant exiles who have devoted their lives, with CIA connivance, to trying to eliminate him. From Calle Ocho to Juan Miguel González’s kitchen table in Cárdenas, from Guantánamo Bay to Union City to Washington, D.C., Ann Louise Bardach serves up an unforgettable portrait of Cuba and its exiles.
Change is a necessary, though sometimes challenging part of staying relevant, being engaged and seeking ways to flourish in one’s life. Coaching helps individuals develop coherent strategies for their life and work and to tap into their strengths and inspiration. Often our clients find themselves having to shift or transform their limiting belief systems or habits of mind and behavior to move them toward greater self-direction. How does such meaningful change occur? What role can coaches play to effectively lead our clients to new insights? To answer these questions, the authors set off on a scholar/practitioner journey of research, study, and first-hand experience to better comprehend the mystery and wonder of how clients actually make meaningful transitions. Their path of inquiry describes a new science of change about how pivotal moments in coaching occur and what coaches can do to help ignite substantial change. This book interweaves master coach stories, examples, tools, strategies, and research to inform and enlighten readers of the profound awakening human beings are experiencing to the power of individual choice. No longer constrained by the outdated Newtonian concepts of linear change and external control, individuals are now capable of self-organization by shifting their perceptions and choosing to leave patterns of limited thought and action. From their research, the authors found that coaches play a key facilitative role in helping unleash the capacities and power of these pivots. Readers are invited to reflect on their own experiences of insight and those of their clients and to focus on priming strategies they can use to inspire and support pivotal moments for others. The authors share a dynamic model for igniting substantial change which shows the interrelationship of three core processes that contribute to a person’s readiness for a shift: beliefs, inner knowing, and memory.
In this dynamic account, award-winning science writer Ann Gibbons chronicles an extraordinary quest to answer the most primal of questions: When and where was the dawn of humankind?Following four intensely competitive international teams of scientists in a heated race to find the “missing link”–the fossil of the earliest human ancestor–Gibbons ventures to Africa, where she encounters a fascinating array of fossil hunters: Tim White, the irreverent Californian who discovered the partial skeleton of a primate that lived 4.4 million years ago in Ethiopia; French paleontologist Michel Brunet, who uncovers a skull in Chad that could date the beginnings of humankind to seven million years ago; and two other groups–one led by zoologist Meave Leakey, the other by British geologist Martin Pickford and his French paleontologist partner, Brigitte Senut–who enter the race with landmark discoveries of their own. Through scrupulous research and vivid first-person reporting, The First Human reveals the perils and the promises of fossil hunting on a grand competitive scale.
This author brings the voices of people in one school to the "policy table" at which so many sit with little understanding of the other realities involved in their reform strategies--even those strategies that are well reasoned and based on the authority of research.
From a pioneering researcher, this book synthesizes the best current knowledge on resilience in children and adolescents. Ann S. Masten explores what allows certain individuals to thrive and adapt despite adverse circumstances, such as poverty, chronic family problems, or exposure to trauma. Coverage encompasses the neurobiology of resilience as well as the role of major contexts of development: families, schools, and culture. Identifying key protective factors in early childhood and beyond, Masten provides a cogent framework for designing programs to promote resilience. Complex concepts are carefully defined and illustrated with real-world examples.
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