Alarmed by mounting evidence of a national shortage of qualified and willing principals, the authors surveyed or interviewed over 200 school principals from across the country to find out why so many are leaving the profession and how those who stay manage their work. They discovered that regardless of a principal's race, gender, school level, geographic region, or tenure, there was a remarkable consistency in the challenges identified and suggestions given for revamping the role of the American principal. Featuring stories shared by practicing principals, this timely volume: offers fresh insights on ways to both attract and retain good principals; shows how successful principals reconcile their expectations and hopes with the realities and disappointments encountered in their work; examines issues common to all principals, such as time management, staff evaluations, keeping the focus on instruction, community expectations, and pursuing a balanced life; presents strategies that principals have used to make their role more effective and more attractive; and provides practical ideas for coping with the present and envisioning the future, including alternative principal models.
In her remarkable book, Sondra Horton Fraleigh examines and describes dance through her consciousness of dance as an art, through the experience of dancing, and through the existential and phenomenological literature on the lived body. She describes, with performance photographs, specific imagery in dance masterworks by Doris Humphrey, Anna Sokolow, Viola Farber, Nina Weiner, and Garth Fagan.
This is an indispensable resource about the role of Jewish women from post-biblical times to the twentieth century. Unique in its approach, it is structured so that each chapter, which is divided into three parts, covers a specific period and geographical area. The first section of the book contains an overview, explaining how historical events affected Jews in general and Jewish women in particular. This is followed by a section of biographical entries of women of the period whose lives are set in their economic, familial, and cultural backgrounds. The third and last part of each chapter, "The World of Jewish Women," is organized by topic and covers women's activities and interests and how Jewish laws concerning women developed and changed. This comprehensive work is an easy-to-use sourcebook, synopsizing rich and diverse resources. By examining history and analyzing the dynamics of Jewish law and custom, it illuminates the circumstances of Jewish women's lives and traces the changes that have occurred throughout the centuries. It casts a new and clear light on Jewish women as individuals and sets women firmly within the context of their own cultural and historical periods. The book contains illustrations, boxed text, extensive endnotes, and indices that list each woman by name. It is ideal for women's groups and study groups as well as students and scholars.
This collection of writings offers a glimpse into the minds of three N.A.A.C.P. leaders who occupied the center of black thought and action during some of the most troublesome and pivotal times of the civil rights movement. The volume delineates fifty-seven years of the N.A.A.C.P.'s program under the successive direction of James Weldon Johnson, Walter White, and Roy Wilkins. These writings illustrate the vital roles of these three leaders in building a peoples liberation, underscoring not only their progressive influence throughout their time in power, but also a vision of the future as race relations enter the 21st Century. Much of the material, notably "The Secretary's Reports to the Board," is published here for the first time, offering an invaluable resource for those seeking a deeper knowledge of the history of race in America
Although women have been teaching and performing music for centuries, their stories are often missing from traditional accounts of the history of music education. In Women Music Educators in the United States: A History, Sondra Wieland Howe provides a comprehensive narrative of women teaching music in the United States from colonial days until the end of the twentieth century. Defining music education broadly to include home, community, and institutional settings, Howe draws on sources from musicology, the history of education, and social history to offer a new perspective on the topic. In colonial America, women sang in church choirs and taught their children at home. In the first half of the nineteenth century, women published hymns, taught in academies and rural schoolhouses, and held church positions. After the Civil War, women taught piano and voice, went to college, taught in public schools, and became involved in national music organizations. With the expansion of public schools in the first half of the twentieth century, women supervised public school music programs, published textbooks, and served as officers of national organizations. They taught in settlement houses and teacher-training institutions, developed music appreciation programs, and organized women’s symphony orchestras. After World War II, women continued their involvement in public school choral and instrumental music, developed new methodologies, conducted research, and published in academia. Howe’s study traces this evolution in the roles played by women educators in the American music education system, illuminating an area of research that has been ignored far too long. Women Music Educators in the United States: A History complements current histories of music education and supports undergraduate and graduate courses in the history of music, music education, American education, and women’s studies. It will interest not only musicologists, educational historians, and scholars of women’s studies, but music educators teaching in public and private schools and independent music teachers.
Combining critical analysis with personal history and poetry, Dancing Identity presents a series of interconnected essays composed over a period of fifteen years. Taken as a whole, these meditative reflections on memory and on the ways we perceive and construct our lives represent Sondra Fraleigh's journey toward self-definition as informed by art, ritual, feminism, phenomenology, poetry, autobiography, and-always-dance. Fraleigh's brilliantly inventive fusions of philosophy and movement clarify often complex philosophical issues and apply them to dance history and aesthetics. She illustrates her discussions with photographs, dance descriptions, and stories from her own past in order to bridge dance with everyday movement. Seeking to recombine the fractured and bifurcated conceptions of the body and of the senses that dominate much Western discourse, she reveals how metaphysical concepts are embodied and presented in dance, both on stage and in therapeutic settings. Examining the role of movement in personal and political experiences, Fraleigh reflects on her major influences, including Moshe Feldenkrais, Kazuo Ohno, and Twyla Tharp. She draws on such varied sources as philosophers Simone de Beauvoir and Martin Heidegger, the German expressionist dancer Mary Wigman, Japanese Butoh founder Tatsumi Hijikata, Hitler, the Bomb, Miss America, Balanchine, and the goddess figure of ancient cultures. Dancing Identity offers new insights into modern life and its reconfigurations in postmodern dance.
In Back to the Dance Itself, Sondra Fraleigh edits essays that illuminate how scholars apply a range of phenomenologies to explore questions of dance and the world; performing life and language; body and place; and self-knowing in performance. Some authors delve into theoretical perspectives, while others relate personal experiences and reflections that reveal fascinating insights arising from practice. Collectively, authors give particular consideration to the interactive lifeworld of making and doing that motivates performance. Their texts and photographs study body and the environing world through points of convergence, as correlates in elemental and constant interchange modeled vividly in dance. Selected essays on eco-phenomenology and feminism extend this view to the importance of connections with, and caring for, all life. Contributors: Karen Barbour, Christine Bellerose, Robert Bingham, Kara Bond, Hillel Braude, Sondra Fraleigh, Kimerer LaMothe, Joanna McNamara, Vida Midgelow, Ami Shulman, and Amanda Williamson.
Alarmed by mounting evidence of a national shortage of qualified and willing principals, the authors surveyed or interviewed over 200 school principals from across the country to find out why so many are leaving the profession and how those who stay manage their work. They discovered that regardless of a principal's race, gender, school level, geographic region, or tenure, there was a remarkable consistency in the challenges identified and suggestions given for revamping the role of the American principal. Featuring stories shared by practicing principals, this timely volume: offers fresh insights on ways to both attract and retain good principals; shows how successful principals reconcile their expectations and hopes with the realities and disappointments encountered in their work; examines issues common to all principals, such as time management, staff evaluations, keeping the focus on instruction, community expectations, and pursuing a balanced life; presents strategies that principals have used to make their role more effective and more attractive; and provides practical ideas for coping with the present and envisioning the future, including alternative principal models.
This will help us customize your experience to showcase the most relevant content to your age group
Please select from below
Login
Not registered?
Sign up
Already registered?
Success – Your message will goes here
We'd love to hear from you!
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.