This book provides an exploration of the important administrative position of assistant principal, identifying its strengths and potential weaknesses through real-life research-based data and the first-hand experience of 100 administrators in schools in the United States. There are case studies, exercises and examples, as well as samples of surveys and evaluation instruments.
Marrying theory and practice, this volume will help principals to maximize human potential, promote quality educational outcome, and practice effective leadership skills. This practical, research-based book provides case studies and addresses the more recent responsibilities and demands placed on principals in site-based managed schools. Placing many of the traditional practices of personnel administration into a new conceptual framework, this book is a must-read for principals at all levels.
The complete, uncensored journals of Sylvia Plath—essential reading for anyone who has been moved and fascinated by the poet's life and work. "A genuine literary event.... Plath's journals contain marvels of discovery." —The New York Times Book Review Sylvia Plath's journals were originally published in 1982 in a heavily abridged version authorized by Plath's husband, Ted Hughes. This new edition is an exact and complete transcription of the diaries Plath kept during the last twelve years of her life. Sixty percent of the book is material that has never before been made public, more fully revealing the intensity of the poet's personal and literary struggles, and providing fresh insight into both her frequent desperation and the bravery with which she faced down her demons.
HE students rightly have high expectations of their lecturers and tutors. As staff in HE adapt their teaching to fit the changing share of HE, more support is needed. This A-Z guide is an essential resource to support those teaching in HE today to enhance their practice. This text is a rich source of innovative approaches for learning and teaching in HE. It addresses some common issues faced by lecturers in HE and includes case studies and practical suggestions for teaching. The text takes a critical approach to exploring themes from different perspectives and highlights important and recent theory in the field. This second edition includes more content on teaching and learning online, a new chapter on decolonising the curriculum and many more updates throughout.
Process Facilitation in Psychoanalysis, Psychotherapy and Social Work elaborates a differential theory of therapeutic engagement with full reference not only to psychoanalysis and to psychotherapy but also – surprisingly – to social work. When contemporary social work with the marginalised achieves mutual constructive collaboration, social workers characteristically notice an unfolding process. Could this correspond to the ‘analytic process’ of psychoanalysis? Sylvia O’Neill seeks to explain theoretically, and to illustrate clearly in practice, just how a quasi-autonomous therapeutic process becomes established. The theory underpinning the book is Jean-Luc Donnet’s conceptualisation of the establishment of the analytic process in psychoanalysis through introjection of the analytic setting. Donnet designates the psychoanalytic setting as the analytic ‘site’. O’Neill proceeds to trace, by means of detailed clinical discussion, the analogous process by which a viable therapeutic process can become established through created/found discovery and introjection of the relevant ‘site’ or setting in psychoanalytic psychotherapy and in social work. Amongst the most important elements are the practitioner’s internalised theoretical principles. The book demonstrates that unconscious introjection figures more importantly in effective therapeutic engagement than a conscious therapeutic alliance. An important corollary for social work is that, contrary to popular myth, no prior psychological-mindedness is required. The differential theory of Process Facilitation in Psychoanalysis, Psychotherapy and Social Work is equally relevant to psychodynamic counselling.
Christian parenting is not easy. Any parenting is not easy; especially when big business interferes with the education of your child. Author Sylvia McCrory and collaborator Melissa Wingfield have researched the perils of rearing children in today’s climate, and in An Inside Look at Education, they present facts every parent should know about twenty-first-century education in America and how it could be better for all children. McCrory and Wingfield, who have a host of knowledge and skills in the eduation field, understand Christian parents want to lead their children on a path to God. But how do you do this when temptation is everywhere? Our children spend so much time away from us. How do we help them? This guide offers a wealth of information about the trials of parenthood in current times, offering solid facts to assist you in making informed decisions about your children’s development. With study guides included, An Inside Look at Education helps parents gain a deeper, fuller love for God and find Christian roots and foundations to establish within your family to rear your children as Christians.
The aim of these guidelines is to provide clinicians, managers and service users with statements regarding the clinical management of specific disorders or conditions and in some instances, particular populations. The guidelines assist in the clinical decision-making process by providing information on what is considered to be the minimum best practice. Each guideline contains recommendations that are explicit statements providing specific clinical guidance on the assessment and management of each area. Each recommendation is supported by evidence from the literature or is based upon the consensus of clinical experts. Sections include: Pre-School children with communication, language speech needs; School-aged children with speech, language communication difficulties; Autistic spectrum disorders; Cleft palate and velopharyngeal abnormalities; Clinical voice disorders; Deafness/hearing loss; Disorders of fluency; Disorders of feeding, eating, drinking swallowing (dysphagia); Disorders of mental health dementia; Dysarthria; Aphasia; Head neck cancer. A Position Statement on working with Adults with Learning Disabilities is included in place of a guideline. Every practising UK speech language therapist needs to have access to these guidelines, and they will also be of value to health, social and educational professionals that may become involved with individuals who have a communication or swallowing disorder.
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