Canadians and the Natural Environment to the Twenty-First Century provides an ideal foundation for undergraduates and general readers on the history of Canada's complex environmental issues. Through clear, easy-to-understand case studies, Neil Forkey integrates the ongoing interplay of humans and the natural world into national, continental, and global contexts. Forkey's engaging survey addresses significant episodes from across the country over the past four hundred years: the classification of Canada's environments by its earliest inhabitants, the relationship between science and sentiment in the Victorian era, the shift towards conservation and preservation of resources in the early twentieth century, and the rise of environmentalism and issues involving First Nations at the end of the century. Canadians and the Natural Environment to the Twenty-First Century provides an accessible synthesis of the most important recent work in the field, making it a truly state-of-the-art contribution to Canadian environmental history.
This book focuses on what school leaders need to know and understand about leadership for learning, and for learning to read in particular. It brings together theory, research and practice on leadership for literacy. The book reports on the findings from six studies that followed school principals from their involvement in a professional learning program consisting of five modules on leadership and the teaching of reading, to implementation action in their schools. It describes how they applied a range of strategies to create leadership partnerships with their teachers, pursuing eight related dimensions from a Leadership for Learning framework or blueprint. The early chapters of the book feature the use of practical tools as a focus for leadership activity. These chapters consider, for example, how principals and teachers can develop deeper understandings of their schools’ contexts; how professional discussions can be conducted with a process called ‘disciplined dialogue’; and how principals might encourage approaches to shared leadership with their teachers. The overall findings presented in this book emphasise five positive positions on leadership for learning to read: the importance of an agreed moral purpose; sharing leadership for improvement; understanding what learning to read involves; implementing and evaluating reading interventions; and recognising the need for support for leaders’ learning on-the-job.
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