Leadership in Education is an evocative, forward-looking text that is grounded in years of research gathered in hundreds of schools and across districts. The text calls teachers, supervisors, and school administrators to action in the classroom, demonstrating effective leadership skills that affirm mutual respect, build trust, stimulate reflection, strengthen partnerships, and use inquiry to direct action. Building multi-faceted and nuanced links between educational leadership, school improvement, teaching effectiveness, and student learning, this succinct and compelling guide offers highly effective strategies for provoking meaningful growth in the classroom. The authors guide the reader through the process of using generative dialogue in leadership roles, from provocation to reflection, a shift in thinking, and implementation of highly effective leadership practices. The volume reinforces the ethical responsibility of educators to focus on practices that provide optimal learning environments for all students. Both an academic resource and an interactive manual, Leadership in Education features literature reviews, suggested readings, a glossary, thought provocations, and case studies with reflection questions to encourage deeper learning. Grounded in lived experiences and brimming with real stories of educators, this critical guidebook is ideal for graduate students in education and leadership programs.
We hope that the lives of all children will be filled with possibility, with open horizons and rainbows into the future. Children with serious illnesses, their families, and those who care for them, confront the realization that "not everything is possible," that despite dramatic scientific and medical advances, the lifespan of some children will be shortened. This threat of premature loss heightens the sense of time for children and families alike, and challenges clinicians to create new pathways of hope for them"--
Transatlantic Engagements with the British Eighteenth Century revisits eighteenth-century cultural artifacts through the lens of creative works produced by contemporary writers Beryl Gilroy (Guyana), Derek Walcott (St. Lucia), Wole Soyinka (Nigeria), and David Dabydeen (Guyana). While early studies of post-colonization literature focused on how revisions of historical works "write back" to the British empire, this study argues that trans-historical, cross-cultural dialogues also reveal the global complexity of eighteenth-century cultural forms (i.e. the periodical essay, travel narrative, pantomime, satirical engraving, and slave narrative). By transforming the generic form of their eighteenth-century sources, the African and Caribbean writers in this study strategically call attention to the modes of storytelling utilized by eighteenth-century writers Richard Steele, Daniel Defoe, Jonathan Swift, William Hogarth, Isaac Bickerstaff, and Ignatius Sancho, and subsequently expose how the encounters, exchanges, and acts of resistance taking place around the world influenced aesthetic experimentation in England. Transatlantic Engagements with the British Eighteenth Century is thus a reconsideration of eighteenth-century literature, art, and drama. However, because these engagements with British literature, art, and drama concurrently reflect twentieth-century encounters with neocolonial oppression, political violence, and racism, this study also proposes that engagements with the British eighteenth century double as inquiries into whether the modern world has progressed since the eighteenth century.
Meet your students' literacy needs with this book from Pamela Craig and Rebecca Sarlo. Literacy experts Craig and Sarlo explain how the implementation of a Problem Solving/Response to Intervention framework in grades 4-12 will help all students greatly improve their reading skills. Written for secondary teachers and administrators, the book shows how to use PS/RTI as a tool for establishing achievable goals identifying barriers developing action plans monitoring the effectiveness of the intervention Each chapter includes research-based resources and practical guidance to ensure success.
Over the course of the long eighteenth century, a network of some fifty women writers, working in French, English, Dutch, and German, staked out a lasting position in the European literary field. These writers were multilingual and lived for many years outside of their countries of origin, translated and borrowed from each others' works, attended literary circles and salons, and fashioned a transnational women's literature characterized by highly recognizable codes. Drawing on a literary geography of national types, women writers across Western Europe read, translated, wrote, and rewrote stories about exceptional young women, literary heroines who transcend the gendered destiny of their distinctive cultural and national contexts. These transcultural heroines struggle against the cultural constraints determining the sexualized fates of local girls. In Heroines and Local Girls, Pamela L. Cheek explores the rise of women's writing as a distinct, transnational category in Britain and Europe between 1650 and 1810. Starting with an account of a remarkable tea party that brought together Frances Burney, Sophie von La Roche, and Marie Elisabeth de La Fite in conversation about Stéphanie de Genlis, she excavates a complex community of European and British women authors. In chapters that incorporate history, network theory, and feminist literary history, she examines the century-and-a-half literary lineage connecting Madame de Maintenon to Mary Wollstonecraft, including Charlotte Lennox and Françoise de Graffigny and their radical responses to sexual violence. Neither simply a reaction to, nor collusion with, patriarchal and national literary forms but, rather, both, women's writing offered an invitation to group membership through a literary project of self-transformation. In so doing, argues Cheek, women's writing was the first modern literary category to capitalize transnationally on the virtue of identity, anticipating the global literary marketplace's segmentation of affinity-based reading publics, and continuing to define women's writing to this day.
Preventing teen pregnancy has become a national goal, but a one-size-fits-all strategy for achieving it may never be found. Because varying social and cultural factors lead to pregnancy among different ethnic/class groups, understanding these factors is essential in designing pregnancy prevention programs that work. This book explores the factors that lead to childbearing among Latina adolescents. Pamela Erickson draws on both quantitative data and case histories to trace the pathways to motherhood for Latina teens. After situating her study within current research on teen pregnancy, she looks specifically at teen mothers enrolled in programs at Women's Hospital in East L.A. She describes the teens' relationships to their babies' fathers and their own families and discusses how these relationships affect whether teen mothers want to become pregnant, their use of prenatal, postpartum, and family planning services, and their ability to prevent a repeat pregnancy. Erickson describes culturally appropriate intervention efforts and assesses the limitations of prevention programs in institutional settings such as schools and clinics.
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