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IAP–InformationAgePublishing,Inc.POBOX79049Charlotte,NC28271PHONE:704‐752‐9125FAX:704‐752‐9113URL:WWW.INFOAGEPUB.COM

AmericanEducationalHistoryJournal,Volume42,Number1&2,2015

FoundationsofGlobalBusiness:ASystemsApproach

SocialJustice,TheCommonCore,andClosingtheInstructionalGap

CatholicSchoolLeadership

ChallengesandOpportunitiesofEducationalLeadershipResearchandPractice:TheStateoftheFieldandItsMultipleFutures

ElementsofDiscussion

MobileMakesLearningFree:BuildingConceptual,ProfessionalandSchoolCapacity

UnpuzzlingHistorywithPrimarySources

SocialJusticeEducation,Globalization,andTeacherEducation

ProjectBasedLiteracy:FunLiteracyProjectsforPowerfulCommonCoreLearning

CharterSchoolReportCard

BestPracticesinMentoringforTeacherandLeaderDevelopment

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AmericanEducationalHistoryJournal(TheofficialjournaloftheOrganizationofEducationalHistorian)

Editedby:DonnaM.Davis,UniversityofMissouri‐KansasCityBookReviewEditor:SusanStuder,CaliforniaBaptistUniversityManagingEditor:MindySpearman,ClemsonUniversityEditorialAssistants:GraceBornhoft,ChristinaChajon,RachelHoffman,SydneyHunt,UniversityofMissouri‐KansasCity

Volume42 Numbers1&2 2015

TheAmericanEducationalHistoryJournalisapeer‐reviewed,nationalresearchjournaldevotedtotheexaminationofeducationaltopicsusingperspectivesfromavarietyofdisciplines.TheeditorsofAEHJencouragecommunicationbetweenscholarsfromnumerousdisciplines,nationalities,institutions,andbackgrounds.Authorscomefromavarietyofdisciplinesincludingpoliticalscience,curriculum,history,philosophy,teachereducation,andeducationalleadership.AcceptanceforpublicationinAEHJrequiresthateachauthorpresentawell‐articulatedargumentthatdealssubstantivelywithquestionsofeducationalhistory.

Volume42,Number1,2015CONTENTS:Editor’sIntroduction,DonnaM.Davis.PresidentialAddress.HiddeninPlainSight:TheProjectMethod’sObscuredOrigins,Dr.GlennP.Lauzon.Articles.ProgressiveEducation,DevelopingCountries,andCulturalDeprivation,JosephWatras.TheForgottenSlayings:Memory,History,

andInstitutionalResponsetotheJacksonStateUniversityShootingsof1970,MelandieMcGeeandR.EricPlatt.NewryGradedSchool:TheHistoryofaSouthCarolinaTextileMillSchool,SheliahDurhamandMindySpearman.ANot‐So‐HiddenCurriculum:UsingAuto/BiographiestoTeachEducationalHistory,LucyE.Bailey.SocialStudiesGoestoWar:AnAnalysisofthePre‐InductionSocialStudiesCurriculumoftheProvidencePublicSchools,WhitneyBlankenship.EnGarde:FencingatKansasCity’sCentralCom‐putersUnlimited/ClassicalGreekMagnetHighSchool,1991‐1995,BradleyW.Poos.AReviewandAnaly‐sisoftheHistoryofSpecialEducationandDisabilityAdvocacyintheUnitedStates,LucindaS.SpauldingandSharonPratt.Ford’sFundfortheRepublic:A1950s‐eraFoundationasEducator,AndreaWalton.Reviews.Blanton,CarlosK.,GeorgeI.Sanchez:TheLongFightforMexicanAmericanIntegration,CarlosDiaz‐GranadosandMatthewD.Davis.Hagedorn,ThomasW.,FoundingZealots:HowEvangelicalsCre‐atedAmerica’sFirstPublicSchools,1783‐1865,GlennP.Lauzon.Volume42,Number2,2015CONTENTS:Editor’sIntroduction.DonnaM.Davis.Articles.“AFairChancefortheGirls”:DiscourseoverWomen’sHealthandHigherEducationinLateNineteenthCenturyAmerica,TiffanyLeeTsang.CivicSport:UsingHighSchoolAthleticstoTeachCivicValuesintheProgressiveEra,MichelleStacy.AParadoxicalPartnershipinHigherEducation:TheAlliancebetweenAlfredC.KinseyandHermanB.Wells,JohnA.Beineke.SheWasaSweetheart:TheSweetheartSymbolandtheFormationofFeministRootsinCampusCulturefrom1945to1970,JonGorgosz.TheRelevancyofService‐LearningintheUnitedStates,ThomasA.Kessinger.HowardUniversityStudentsandCivilRightsActivism,1934‐1944,RobertK.Poch.UtilizingSituationalAnalysistoDemonstratethatAmericanMissionariesDevelopedan

EducationSysteminHawai‛iduringtheNineteenthCenturythatServedWesternInterest,CarlBeyer.He“neverloomedasaresearcher”:aHistoricalStudyofArminK.LobeckandtheValueofExcellentTeaching,MatthewMingus.Review.Geiger,RogerL.,TheHistoryofAmericanHigherEducation:LearningandCulturefromtheFoundingtoWorldWarII,T.GregoryBarrett

PublicationDate:2015

ISBNs:Paperback:9781681232652Hardcover:9781681232669E‐Book:9781681232676

Paperback:$45.99Hardcover:$85.99

TrimSize:6.125X9.25

PageCount:318

Subject:Education,Research,History

BISACCodes:EDU000000EDU029010EDU016000

IAP–InformationAgePublishing,Inc.POBOX79049Charlotte,NC28271Phone:704‐752‐9125Fax:704‐752‐9113www.infoagepub.com

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FoundationsofGlobalBusiness:ASystemsApproach

Editors:NaderH.Asgary,BentleyUniversityDinaFrutos‐Bencze,SaintAnselmCollegeandMassoodV.Samii,SouthernNewHampshireUniversityInthepastthreedecadesanumberofimportantchangeshavemadeinternationalbusinessmorecomplexandexciting.Therapidandcontinuouschangesininformationandcommunicationstechnology(ITC),reducedtradebarriersamongcountries,andregionalizationhaveincreasedthelinksanddependencyamongfirmsfromvariouscountries.Thishascreatedopportunitiesforincreasingexpansiontonewmarketsandincreasingglobalintegrationwhilesimultaneouslyposingmanychallenges.

Thisbookviewsinternationalbusinessasacomplexandintegratedsystemandtakesasystemsapproachtostudyandanalyzethechangesthusenablingreaderstoassessglobalbusinessopportunitiesandriskinacomprehensiveandintegralmanner.Thetopicspresentedinthisbookallowpractitioners,scholars,andstudentsofinternationalbusinesstohaveabroadunderstandingofthemostrelevantissuesinachanginginternationalenvironment.

CONTENTS:ListofFigures.ListofTables.Introduction:FoundationsofGlobalBusiness:ASystemsApproach.DynamicsofSystemsinGlobalBusiness.AnalysisofInternationalBusiness:SystemsApproach.Internal–ExternalSystems.DynamicElementsofInternationalBusiness.SystemDynamicsLanguage.CausalLoopDiagrams.ChapterDescriptions.SECTIONITheInstitutionalStructureofInternationalBusiness.GlobalizationandPolitical‐EconomicTransformation.DebateonGlobal‐ization.Pros.Cons.GlobalizationandInstitutionalFactors.NongovernmentalOrganizations(NGOs).ChallengesofourGeneration.TheGlobalSystem.ThePolitical

System.TheEconomicSystem.TransitionEconomies.SocioculturalSystem.TheInternationalTradeSystem.TheGlobalTradeSystem.FreeTrade.TradeTheories.TheoryofAbsoluteAdvantage.TheoryofComparativeAdvantage.FactorProportionTheory.BenefitsofTrade.ReasonsforGovernmentIntervention.TariffandNontariffBarriers’.Im‐pacts.NontariffBarriers.TheInternationalInstitutionofFreeTrade:WTO.FairTrade.Conclusion.Note.EconomicIntegration.EconomicIntegrationthroughRegionalization.TypesofTradeAgreements.WinnersandLosersfromEconomicIntegration.NAFTA.CAFTA‐DR.Debate.TheEuropeanUnion.TheTreatyofMaastricht.ConvergenceCriteria.KeyEUInstitutions.EuropeanMonetaryInstitute(EMI).EuropeanSystemofCentralBanks.(ESCB).EuropeanCentralBank(ECB).MajorProblems.The2010EuropeanSovereignDebtCrisis.CausesoftheGreekGovernmentFundingCrisis.TheGlobalFinancialSystem.GlobalFinancialInstitutions.TheInternational.MonetaryFund.TheWorldBank.Inter‐nationalBanks.GlobalPrivateInvestmentFunds.GlobalFinancialMarkets.ForeignExchangeMarket.SpotExchangeRate.ExchangeRateDetermination.SupplyandDemandforCurrency.CapitalFlow.CompleteExchangeRateModel.TheForwardMarket.TheGlobalEquityMarket.TheGlobalDebtMarket.ImpactoftheGlobalFinancialSystem.ParityCondition.PurchasingPowerParity(PPP).Conclusion.Note.SECTIONIIFirmLevelInternationalBusiness.Inter‐nationalBusinessStrategy.Analytical.Approach:TripodStrategy.TripodModelExtended.InternationalBusinessStrategy:5WModel.TopologyofOperationalStrategies.InternalizationTheory.LocationSelection.ChoiceofLoca‐tionforExpansion.LocationSelectionforaFirmEstablishedintheCountry.QuantitativeIndicesforCountries.EaseofDoingBusiness.EconomicFreedomIndex.CorruptionPerceptionIndex.ClustersasLocation.DynamicsofLocationAdvantage.Change.Notes.TheInternationalizationProcessofaFirm.ValueCreationThroughInternationalBusi‐ness.RevenueEnhancingThroughaMarketSeekingStrategy.CostMinimizationThroughaResource‐SeekingStrategy.CompetitivePositioning.FollowingCustomersorSuppliers.AvoidingGovernmentRegulation.OtherBenefitstoInter‐nationalization.TheProcessofGoingInternational.Export–Import.Licensing.Franchising.OutsourcingandStrategicAlliances.JointVenture.WhollyOwnedSubsidiary.Cross‐CulturalManagement.CultureandGlobalManagement.DefiningCulture.GlobalMindsetandManagerialSkills.PersonalIntegrityandGlobalMindset.ChallengesofOperatingGlobally.ManagingChangeinGlobalOrganizations.Conclusions.CorporateSocialResponsibilityandEnviron‐mentalSustainability.CorporateSocialResponsibility.ArgumentsForandAgainstCorporateSocialResponsibility.ContemporarySocialIssues.EnvironmentalIssues.GlobalIssues.TechnologyIssues.SustainableDevelopment.Sustain‐abilityAssessment.EnvironmentalSustainability.CriteriaforEnvironmentalSustainability.CountryLevelSustainabil‐ity.SustainabilityattheFirmLevel.GRIReportingFrameworkDimensions.References.




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Subject:Global,Business,InternationalBusiness

BISACCodes:BUS000000BUS035000BUS020000


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SocialJustice,TheCommonCore,andClosingtheInstructionalGap:EmpoweringDiverseLearnersandTheirTeachers

Editors:JanetC.Richards,UniversityofSouthFloridaandKristienZenkov,GeorgeMasonUniversityThereislittledoubtthattheCommonCoreStateStandards(CCSS)areacontroversialentity.Theyareprovocativeforthewayinwhichtheyhavebeendeveloped,forthewaystheyarebeingimplementedandevaluated,fortheircontent,andfortheirfailuretoexplicitlyconsidertheneeds,interests,andhistoriesofdiversepopulations.

WhiletheCCSScontinuetobeproblematizedbycriticsaroundthecountry—includingtheeditorsofthisvolume—itisevidentournationismovingtoward(somewouldarguewehavearrivedat)anationalsetofstandardsand/oranationalcurriculum.Thistextwillbeanimportantvolumeformultipleaudiences,inlargepartbecauseitwillbringtogethercriticalperspectivesontheCCSSandthenotionofnationalstandards/curricula.ItwillsimultaneouslyprovideasocialjusticeorientationasawaytointerprettheCCSSandrespondtotheirlimits,whilepresentingpracticalexamplesofsocialjustice‐oriented,CCSS‐focusedcurriculathatempowerdiverselearnersandtheirteachers.

SocialJustice,theCommonCore,andClosingtheInstructionalGapwillconsistofchaptersbyclassroomteachersanduniversityscholarswhoportrayhonest,engaging,first‐personaccountsoftheirsuccessesandchallengesconnectingasocialjusticepedagogicalorientationtotheCommonCoreStateStandards.Theseauthorscandidlyandpassionatelysharethechallengesofnavigatingbetweenasocialjusticecurriculumandhighstakesstandards‐andtest‐drivenenvironments.Theyhighlighttheiraccomplishmentsthatincludeeffectivelysupportingstudentstoconsider

socialinjusticesanddeviseplanstoworktowardamoreequitableworld.

CONTENTS:SectionI:SettingtheStageforaSocialJusticeConsiderationoftheCommonCore.Foreword,BillAyers.Introduction—TranslatingSocialJusticeValuesIntoEffectivePractices:TheIntegrationofaSocialJusticeStanceinanAgeoftheCommonCore,KristienZenkovandJanetC.Richards.SectionII:ContextsofSocialJusticeEducationandtheCommonCore.LongandWindingRoads:ConstructsforSocialJusticeandtheNatureofAmeri‐canPublicEducation,JohnA.Cassell.SectionIII:SocialJustice,theCommonCore,andtheNow.“She’sMyRightHand”:TeacherCollaborationforLinguisticallyDiverseStudents’EquitableAccesstoCurriculum,MeganMadiganPeercy,MeganDeStefano,BedrettenYazan,andMelindaMartinBeltran.“LocatingCoyote”:ReorientingtheLiteracyCurriculumtoEmpowerIndigenousStudentsandEducators,MargaretVaughn,D’LisaPennyPinkham,TraciMcKarcher,SheilaHewett,KellyHillman,BreannaTerry,CindyLatella,andTerryWhipple.ItAllStartedWithOneBook:HowTrashCreatedSomethingBeautiful,RebeccaLoveringPowell,AllisonPapke,andJeniferJasinskiSchneider.Teach‐ingforSocialJusticeANDStandards:LessonsinSecondaryEnglishLanguageArts,AllisonDover.ClassOnFire:UsingtheHungerGamesTrilogytoEncourageSocialAction,AmberM.Simmons.“We’reGonnaRuntheWorld”:EmpoweringHighSchoolReaders,CarolDelaneyandLoriCzopAssaf.TurbulentandRestlessSpirits:YouthWrestlewithSocialJusticethroughSlamPoetry,AnthonyPellegrino,KristienZenkov,NicholasCalamito,ChristineDeGregory,andAmandaBush.BeyondtheCommonCore:TeachingSocialStudiesandLiteracyforSocialJustice,RuchiAgarwal‐Rangnath.WithorWithoutYou:TheCommonCoreStandardsandAddressingGlobalClimateChange,JamesDamicoandMarkBaildon.AlgebraandLiteracy:ASocialJusticePairing,FrancesHarperandSheilaOrr.OurStudentsandthe“SchooltoPrisonPipeline”,NequaiDeCosta,KenyattaRidley,DawnHarris,ShawnWeisner,JewellE.Cooper,BeverlyS.Faircloth,andP.HoltWilson.SectionIV:SocialJustice,theCommonCore,andBeyondtheClassroom.High‐LevelInstruc‐tionforAllStudents:ReimaginingLiteracyInstruction,SethA.Parsons,JacquelynnA.Malloy,AllisonWardParsons,andSarahCohenBurrowbridge.ItCouldBeOtherwise:ReadingSpecialistsandSocialJusticeinReadingEducation,PatrickShannon.AbouttheEditors/Authors.




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Subject:SocialJustice,CommonCore,Education,Curriculum,Learning



NewBookInformation

CatholicSchoolLeadership

Editors:AnthonyJ.Dosen,DePaulUniversityandBarbaraS.Rieckhoff,DePaulUniversityAvolumeinResearchonReligionandEducationSeriesEditors:LarryBurtonandAnthonyJ.DosenTheadministrationofPreK–12Catholicschoolsbecomesmorechallengingeachyear.Catholicschoolleadersnotonlyhavethedauntingtaskofleadingasuccessfullearningorganization,butalsotoserveastheschoolcommunity’sspiritualleaderandthevigilantstewardwhokeepsthebudgetbalanced,thebuildingclean,andmaintainingahealthyenrollmentintheschool.Eachofthesetaskscanbeafulltimejob,yettheCatholicschoolprincipaltakesonthesetasksdayafterday,yearafteryear,sothatteachersmayteachasJesusdid.

ThegoalofthisbookistoprovidebothbeginningandseasonedCatholicschoolleaderswithsomeinsightsthatmighthelpthemtomeetthesechallengeswithasenseofconfidence.Thewordsinthistextprovideresearch‐basedapproachesfordealingwithissuesofpractice,especiallythosetasksthatarenotordinarilytaughtineducationalleadershipprograms.ThistexthelpstomakesenseofthepastoralsideofCatholiceducation,intermsofstructures,mission,identity,curriculum,andrelationshipswiththeprincipal’svariedconstituencies.Italsoprovidessomeinsightsintoenrollmentmanagementissues,financesanddevelopment,andthedayindayoutcareoftheorganizationanditshome,theschoolbuilding.

AsaCatholicschoolleader,eachmustrememberthattheCatholicschoolisnotjustanothereducationaloption.TheCatholicschoolhasarichhistoryandanimportantmission.Historically,educationoftheyounggoesbacktothemonasticandcathedralschoolsoftheMiddleAges.IntheUnitedStates,Catholicschoolsdevelopedasaresponsetoanti‐Catholicbiasthatwasrampantduringthenineteenthcentury.CatholicschoolsdevelopedtomovetheirimmigrantandfirstgenerationAmericanyouthfromtheCatholicghettotosuccessfulcareersandlivesintheAmerican

mainstream.However,mostimportantly,CatholicschoolshavebroughtChristtogenerationsofyoungsters.ItremainsthecontinuingcalloftheCatholicschooltobeacenterofEvangelization—aplacewhereGospelvaluesliveinthelivesoffaculty,studentsandparents.ThistextattemptstointegratetheuniquechallengesoftheinstructionalleaderoftheinstitutionwiththehistoricalandtheologicalunderpinningsofcontemporaryCatholiceducation.

CONTENTS:SeriesEditorIntroduction.Acknowledgements.Introduction.LeadershipinaCatholicKey,AnthonyJ.Dosen.WhatMakesaCatholicSchoolCatholicAnyway?,AnthonyJ.Dosen.UntanglingtheStructureofCatholicSchools,AnthonyJ.Dosen.CatholicSchoolsbytheNumbers,AnthonyJ.Dosen.TheFoundationsofCurriculuminCatholicSchools,AnthonyJ.Dosen.FundingtheMission:AnExaminationofFinancialIssuesandFundingEffortsinCatholicSchools,FrankMontejano.RecruitingandRetainingStudents,BarbaraStacyRieckhoff.FacultyDevelopment,Sr.PatriciaHeleneEarl.UnderstandingtheRoleofthePastor,BarbaraStacyRieckhoff.OperationalVitality,BarbaraStacyRieckhoff.Afterword,AnthonyJ.DosenandRonaldHoover.AbouttheContributors.Index

Moretitlesinthisseriescanbefoundat:http://www.infoagepub.com/series/Research‐on‐Religion‐and‐Education




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PageCount:212

Subject:Education,Catholic,Leadership

BISACCodes:EDU000000EDU032000REL026000


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ChallengesandOpportunitiesofEducationalLeadershipResearchandPractice:TheStateoftheFieldandItsMultipleFutures

Editors:AlexJ.Bowers,TeachersCollege–ColumbiaUniversityAlanR.Shoho,UniversityofWisconsin‐MilwaukeeandBruceG.Barnett,UniversityofTexasatSanAntonioAvolumeinInternationalResearchonSchoolLeadershipSeriesEditors:AlexJ.Bowers,TeachersCollege–ColumbiaUniversity;AlanR.Shoho,UniversityofWisconsin‐Milwaukee;BruceG.Barnett,UniversityofTexasatSanAntonioAsthesixthvolumeintheInternationalResearchonSchoolLeadershipseries,thecontributingauthorsinthisvolumeconsiderthehistory,challenges,andopportunitiesofthefieldofresearchandpracticeineducational

leadershipandadministrationinschoolsanddistricts.TenyearsaftertheworkofFirestoneandRiehl(2005)andtheircontributingauthors,ouraimwiththepresentvolumewastosummarizeandupdatetheworkofthefield,andprovideaspacetoconsiderthemultiplefuturesofeducationalleadershipinschoolsanddistricts,asbothchallengesandopportunities.Thefirstdecadeofthetwenty‐firstcenturybroughtsignificantcritiques,challenges,andcompetitiontotheresearchandpracticeoftrainingleadersandadministratorsofschoolsanddistrictsaroundtheworld.Congruently,thefieldexperiencedsignificantgrowthandchange,asmultiplenewsub‐domainsflourishedandwerefounded.Thus,inthisvolumeweweredelightedtoincludedexcellentchaptersfrommultipleauthorsthatconsideredthedualityofthechallengesandopportunitiesof:

Theworkofthefieldofeducationalleadershipandadministrationresearchtodate.

Theopportunitiesandchallengesofnewvisionsofleadershipintraditionalandnon‐traditionalschools.

Theevolvingstateofresearchevidenceineducationalleadershipandtheincreasingsophisticationofmultiplemethodologies,includingqualitativeresearch,quantitativemodeling,theabilitytotesttheory,andtheincreasingopportunitiesbroughtonbytheintersectionofdata,research,andpractice.

Thepreparationofeducationalleaders.

Andtheemergingtrendsintheprofessionaldevelopmentofschoolleaders.

Theauthorsoftheninechaptersinthepresentbookvolumetookonthischallengeofconfrontingthedualityofnotonlyincludingthepastaswelooktothefuture,butalsothedualityofthecritiqueofthefieldinthemidstofexcitingandsignificantprogressinourknowledgeandunderstandingofleadershipinschools.Inthefirstsectionofthebook(Chapters2,3and4),theauthorsexaminetheinterplayofeducationalleadershipresearchandtheoryasitrelatestoreforminschools,especiallyasitrelatestoservinghistoricallyunderservedpopulationsglobally.Insection2(Chapters5and6),theauthorshighlighttheimportanceofmethodologicalconsiderationsinschoolleadershipresearchasameanstounderstandtheoryandpracticeaswellasprovidinginterestingavenuesthatpointtomultipleexcitingfuturepossibilitiesthroughrelyingoncurrentinnovationsnotedwithinthechapters.Section3,(Chapters7and8)examinetheresearchandpracticeofschoolleadershippreparation,especiallyasitrelatestouniversity‐districtpartnershipsandnon‐traditionalschoolsettings.Andinthefinalchapter,(Chapter9),ourcapstonecontributorprovidesameanstolinkthepresentvolumewiththepastwritingsonthesetopics,whilealsoprovidingalenstoviewtheexcitingpossibilitiesandpromisesofthemultiplefuturesofthefieldofeducationalleadershipresearchandpractice.

CONTENTS:Acknowledgements.TheMultipleFuturesoftheFieldofEducationalLeadershipResearchandPractice:AnIntroduction,AlexJ.Bowers,AlanR.Shoho,andBruceG.Barnett.SectionI:EducationalLeadershipResearch,Theory,andReform.FourDecadesofCollectiveLeadership:TheConnectionBetweenLeadershipTheoriesofActionandStudentAchievement,ChaseNordengren.TensionsandContradictionsinApproachestoImprovingUrbanInner‐CitySchoolsintheUnitedStates,D.GavinLuter.CurrentResearchonArabFemaleEducationalLeaders’Careerand

Leadership:AReviewofExtantLiteratureandFutureDirectionsforResearch,KhalidArarandIzharOplatka.SectionII:MethodologicalChallengesandInnovationsinEducationalLeadershipResearch.ChallengesandOpportunitiesforEducationLeadershipScholarship:AMethodologicalCritique,PeterGoffandMaidaFinch.Ad‐vancingEducationalLeadershipResearchUsingQualitativeComparativeAnalysis(QCA),KatherineMarieCaves,JohannesMeuer,andChristianRupietta.SectionIII:ResearchonthePreparationofSchoolLeaders.ViableandEffectiveAlternatives:PreparingLeadersforNon‐TraditionalSchools,KristyS.CooperandKateRollert.PreparingLeadersinanEraofSchoolTurnarounds:ThePromiseofUniversity/DistrictPartnershipsasaLeverforProgramImprovement,ChadR.Lochmiller,ColleenE.Chesnut,andMollyS.Stewart.SectionIV:Conclusion.MostlyUnpunctuatedDisequilibrium,CarolynJ.Riehl.AbouttheContributors.Moretitlesinthisseriescanbefoundat:http://www.infoagepub.com/series/International‐Research‐on‐School‐Leadership




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PageCount:262

Subject:Education,Leadership,QuantitativeMethods



NewBookInformation

ElementsofDiscussion

By:DavidI.Backer,ClevelandStateUniversityAvolumeinCriticalConstructions:StudiesonEducationandSocietySeriesEditors:CurryStephensonMalott,WestChesterUniversityofPennsylvania;BradJ.Porfilio,LewisUniversityinRomeoville,IL;MarcPruyn,MonashUniversity;DerekR.Ford,SyracuseUniversityTheDiscussionisdistortingtoday.Withinschools,socialmovements,andfirms,therehasbeenanincreasingtendencyforteachersandfacilitatorstoannouncethattherewillbeadiscussionwhiletheinteractionwhichfollowsthisannouncementisnotadiscussion,butsomethingelse‐‐likelyarecitationandlecture.Thisdistortionofdiscussionpromisesdemocracy,equality,andparticipationduringameetingorclass,butdeliversinequality,prohibition,anddominance.

Nowisthetimetobeginchangingthesepracticeswhichultimatelycreateandsupportaneoliberalsocietythatpromisesdemocracybutpracticesoligarchy.Onewaytochangethisneoliberalsocialworldisbyinterveninginthedistortionofdiscussion,byfacilitatinginteractionsothatdiscussion’spromiseofequalityandparticipationisfulfilledratherthannegated.ElementsofDiscussionisaresourceforthisintervention.Itisapolitical,poetic,andpracticalhandbookforfacilitatingdiscussion.Discussionshappeneverywhere,andifsocietyitselfiscomposedofrelationshipsbetweenpeoplethencreatingmoreparticipationandequalityduringdiscussionscanhelpcreatetheconditionsforsocialchange.ElementsofDiscussionthereforeincludespracticaltips,techniques,andreflectivequestionsthroughwhichitfirmlyandsensitivelysuggeststoreadershowtofacilitatediscussionsacrosscontexts.Beginningwiththewayschairsandtablesaresetup,continuingthroughthekindsofquestionsafacilitatorcanask,andincludingsampleactivitiesfacilitatorscanuse,thebookexpoundsaphilosophyoffacilitatingdiscussion,emphasizingthepoliticalandpoeticsignificanceofthetacticsitrecommends.

CONTENTS:Preface.Chairs.Tables.HowDidYouGetToThisDiscussion?.WhatDiscussionIsandIsNot:Recitation.BeEarly.“Hi”.HereWeAre.Check‐in.Bodies.WrittenandOralDiscussion.OnlineDiscussion.PhysicalActivity.TheLivingSilence.Questions.CollectiveQuestioning.TheFirstSilence.TheSecondSilence.YourEyes.TheGeneralRuleofSilences.Notes.MakeYourVoiceAMixtape.Freedom.TheWhiteMan.DifferentKindsofQuietPeople.DiscussionandDeliberation.Mmmmmm.Repair.BeUnsure.Facilitator/Participant.OnePersonIsAUniverse.Openness.DiscussionOverTime.AGoodRule.ProperNames.“ILearnedALotFromWhatYouSaid”.Food.Equality.Language.TalkingSticksandBells.Turnvs.Comment.TheAverageGame.Counting.MakingDecisions.DiscussionasDemocracy.WhatDiscus‐sionIsandIsNot:Dialogue.WhatDiscussionIsandIsNot:Socratic.WhatDiscussionIsandIsNot:Conversation.“SharingIdeas”.BeAwareoftheTime.GetExuberantOnceorTwice.Pause.KnowingtheStakes.Therapy.WhenThingsBoil.Sexism.FacilitatorPower.English.Discipline.OtherTheories.FairyTaleTennisBall.RememberingGame.EmotionalSocialContract.Tangents.CommentGame.Debrief.DiscussingDiscussion.ReadingList.AuthorBio

Moretitlesinthisseriescanbefoundat:http://www.infoagepub.com/series/critical‐constructions




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PageCount:148

Subject:Education,Discussion,Facilitation



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MobileMakesLearningFree:BuildingConceptual,ProfessionalandSchoolCapacity

By:BorisHandal,TheUniversityofNotreDame,AustraliaAvolumeinCurrentPerspectivesonAppliedInformationTechnologiesSeriesEditors:GeneV.Glass,ArizonaStateUniversityandCharalambosVrasidas,CARDET

Thebookprovidesnewconceptualframeworkstounderstandgoodpracticeinthefieldofmobilelearning.ThebookfillsagapinthecurrentliteraturebydrawingonexamplesofbestpracticefromleadingschoolsintheUnitedStates,CanadaandAustralia,

Theauthorvisitedthirtyeducationalsitesandinterviewedover100eminentteachers,principals,districtsuperintendentsandacademicsinthethreeaforementionedcountriestostudythe

implementationofmobiledevicessuchassmartphonesandtabletsinteachingandlearning.

Duringthatperiodevidenceandexemplarsonissuesthatcurrentlychallengeeducatorsworldwidesuchasmodernpedagogies,digitalcitizenship,institutionalchange,equityandprofessionaldevelopmentwerecollected.Thebookpresentsalargenumberofcasestudiesillustratinganeffectiveintegrationofmobilelearningandothertechnologiesintothecurriculum.

Thecontentsincludetopicsthatareatthecoreofcurrentattemptsbyeducatorstomeetthedemandsof21stcenturylearning.

Thebook

Addressesissuesrelatedtothedeliveryofmobilelearning(e.g.,smartphones,tablets)

PresentsreallifescenariosfromleadingpractitionersintheUnitedStates,CanadaandAustralia

Introducesafour‐conversionmodelforwhole‐schoolschooltransformation

Providesprincipalswithpracticalstrategiestocreateeffectivecommunitiesofpractice

Providesteacherswithbestpracticeexamplesandrecommendationsforusingmobiledevicesinteachingandlearning

Suggestspracticalactivitiesandinsightsastohowtoimplementdigitalcitizenshipinschools

CONTENTS:TheLongRoadtoMobileLearning.TheGrasshoppingMind.TheEcologyofMobileLearning:WhatAretheCompetingAgendas?.TheBYODGame:HowMuchFreedomShouldStudentsHave?.MobileLearningStrategies.MobileLearningWraps.DigitalCitizenship‐theNewCitizenship.TheFourSchoolConversions–theKITEModel.KidsasPlayersandCollaborators.InterestGroupsasCommunityMobilizers.TeachersasLearningProfessionals.ExecutivesasChange‐Enablers.PuttingitAllTogether.




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Subject:MobileLearning,TeachingandLearning,Technology



NewBookInformation

UnpuzzlingHistorywithPrimarySources

Editors:JeremiahClabough,UniversityofAlabama‐BirminghamThomasN.Turner,UniversityofTennessee‐KnoxvilleWilliamB.RussellIII,UniversityofCentralFloridaStewartWaters,UniversityofTennessee‐KnoxvilleAvolumeinTeachingandLearningSocialStudiesSeriesEditor:WilliamB.RussellIII,UniversityofCentralFloridaRecentadvancesintechnologyhavecreatedeasyaccessforclassroomteachersandstudentsaliketoavaststoreofprimarysources.Thisfactaccompaniedbythegrowingemphasisonprimarydocumentsthrougheducationreformmovementshascreatedaneedforactiveapproachestolearningfromsuchsources.UnpuzzlingHistorywithPrimarySourcesaddressesthisneed.Itlooksattherolethatprimarysourcescanplayinasocialstudies

curriculuminthe21stcentury.Eachchapterdealswithadifferentaspectofteachingprimarysources.

Eachchapterincludesadiscussionofkeyissues,modelactivities,andresourcesforupperelementarythroughhighschoolteachers.Amodellessonplanalsoappearsattheendofmostchapters.Chapteronepresentsauniqueperspectiveonthenatureofhistoryandprimarysources.Thisisfollowedbychaptersonhowhistoricalthinkingandinquiryrelatetoprimarysources.

Otherchaptersdealwithindividualtypesofprimarysources.Aglanceatthetableofcontentswillcertainlydrawtheteacher’sinterestregardlessofteachingstyle.Theskillsthatstudentsgainfromworkingwithprimarysourcespreparethemforthemanyresponsibilitiesanddutiesofbeingacitizeninademocracy.Therefore,thebookcloseswithachapterpointingtotherelationshipofprimarysourcestocitizenshipeducation.Thisbookwillbeusefulasaresourceforteachersandmightserveasatextforin‐service,collegemethodscourses,andschoollibraries.AllfourauthorshaveexperienceintheK‐12classroomaswellassocialstudiesteachereducation.

CONTENTS:PrimarySourcesBringUsFacetoFaceWithHistory.TheConnectionsAmongPrimarySourcesandEducationalReforms.What’sPrimaryAboutPrimarySources?.TypesofPrimarySources.BenefitsofPrimarySources.OverviewoftheBook.Conclusion.References.PrimarySources:PreparingStudentstoUseTheirUtilityBelts.HowSocialScientistsUsePrimarySources.HelpingOurStudentstoBecomeSocialScientists.BenefitsforOurStudentsThinkingLikeaSocialScientist.TeachingActivitiesforOurStudentstoBecomeSocialScientists.ComparingandContrastingtheLaws.ProblemSolvingtheBostonMassa‐creTrial.ISmellaRat:DiscoveringHowDisciplinesWorkTogether.SurfingtheWavesofanEra:UsingPoliticalStatements.Possi‐bleQuestionsforExploringaCandidate’sPositionsandArguments.Conclusion.References.LessonPlanforChapter2.Inquiry:TheNewLifebloodoftheSocialStudies.WhyShouldTeachersUseInquiry‐BasedInstruction?.Inquiry‐BasedQuestions.ShiftingStudentsandTeachers’RolesThroughInquiry.InquiryandContent.ConnectingInquirytoPrimarySources.TheContri‐butionofTechnologytoInquiry.InquiryIntoPrimarySources:HowDoesItWork.LearningHowtoCrawlWithResearchSkills.ClosedQuestionsAboutJefferson’sBeliefsAbouttheRoleoftheFederalGovernment.HistoricalLies,Hoaxes,andMisconceptions.FromtheCollectedPapersofJohnAlden.HowManyRulesDoesaPresidentNeed?.It’sAConspiracy!.Conclusion.References.LessonPlanforChapter3.PrimarySourcesandtheTechnologyGoldRush.LevelingthePlayingField.GettingtheGoldWithoutHavingtoFightDragons.WhydoTeachersWantandNeedtheGold?.FindingDigitizedPrimarySources:“SoEasyThataCavemanCouldDoIt”.TeachingWithDigitizedPrimarySources.AnalyzingMultipleInterpretationsofanEventWithPrimarySources.QuestionsAbouttheVersionsofPopeUrbanII’sCallfortheCrusades.EulogizingHistoricalFiguresWithPrimarySources.ResearchingandSummarizingContrastingPerspectivesAboutHistoricalFigures.Reagan’sPoliciesandBeliefs.BreakingNews:Student‐CreatedNewscasts.NewscastAbouttheOriginsoftheGreatWar.Conclusion.AppendixA.OurTop25DigitizedCollectionsofPrimarySources.References.LessonPlanforStudentNewscast.DramaMakesPrimarySourcesComeAlive.Reader’sTheater:NoPainDrama.ClaimsAboutDrama.TheImportanceandFlexibilityofDramaticActivities.DramaticActivitiesandPrimarySources.ElementsofDrama.TheGreatRangeofDramaticActivities.TiedtotheRailroadTrack:ThePowerofDramaWithPrimarySources.PicturePerfectorBecomingthePicture.SpeechRelays.“Quoteful”Interviews.CorrespondenceAnalysis.ConcludingRemarks.References.LessonPlanforChapter5.PossibleWebSources.Heroes,Scholars,andStatesmen:PrimarySourcesandtheQuestforWritingSkills.WritingisThoughtMadePermanentandMuchMore.TheSymbioticRelationshipofWritingActivitiesandPrimarySources.SelectingtheRightWritingActivitiestoGoWiththeRightPrimarySources.WritingWith,For,andAboutPrimarySources.“WritingLikeBenFranklin”.TheRuleofLawVersustheRuleofRulers.WritingEpicGenreParo‐dies.BecomingSpeechWriters.Conclusion.References.LessonPlan:WritingEpicGenreParodies.ReferencesforLesson.MusicandFilmasPrimarySources.UtilizingMusicandFilmasPrimarySources.MusicandFilmasHistoriography.LegalIssues.MusicandFilmtoPromoteHistoricalUnderstanding.Dr.Strangelove:OrHowILearnedtoStopWorryingandLovetheBomb

(1964).AChangeisGonnaCome(1964).ARaisinintheSun(1961).TheTimesTheyArea‐Changin’(1964).Conclusion.References.LessonPlanforChapter7.MakingtheMostofMemorableSpacesExploringLocalMonumentsandHistoricSites.WhyShouldTeachersUseMonumentsandHistoricSitesinTheirInstruction?.Tourism.Accessibility.Under‐standingCommunities.AnalysisofSocialIssues.MonumentalQuestionstoConsider.MonumentsandHistoricSitesasPrimarySources.EffectiveClassroomStrategiesandActivities.FieldTrips.VirtualTours.GroupProjects.PersuasiveWriting.Conclusion.References.LessonPlanforChapter9.Citizenship,theReasonThattheSocialStudiesExists.EmpoweringCitizensWithPrimarySources.ModelingIdeasandPrinciples.UnderstandingtheNatureofOurDemocracy.DecodingtheMessage.AVisionfortheProblem‐SolvingProcess.TheTaooftheSocialStudies:PrimarySourcesShowUstheWay.WhatMakesaGoodCitizen?.SimulatingtheHouseofRepresentatives.Propaganda:OneWarBondPosterataTime.ProblemSolving/Decision‐MakingActivity.Conclusion.References.LessonPlanforChapter9.Appendix.BillsforHouseofRepresentativesSimulation.AbouttheAuthors.




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PageCount:132

Subject:History,SocialStudies,SocialEducation



NewBookInformation

SocialJusticeEducation,Globalization,andTeacherEducation

Editors:LydiahNganga,UniversityofWyomingatCasperandJohnKambutu,UniversityofWyomingatCasperAvolumeinTeachingandLearningSocialStudiesSeriesEditor:WilliamB.RussellIII,UniversityofCentralFloridaTheprimarypurposeofthisbookistoserveasaresourceinteacherpreparationprograms.ItisalsointendedtoserveasaninstructionalresourceinP‐12education.Thebookwillbeespeciallyusefulinmethodsofteachingandfoundationalcoursesbothattheelementaryandsecondaryeducationlevels.Thebookcontainspertinent

instructionaltopics,unitsandlessonsinglobaleducationandsocialjusticethemes.Thesecondarypurposeofthisbookistoserveasaresourceforgraduatestudentsandresearcherswhoseinterestisglobalandsocialjusticeeducation.

Thisuniquebookprovidesforaninterdisciplinaryapproachtoteachereducation.Additionally,thisbookisintendedtocreateadeepersenseofrelevancytoissuesofcurriculuminteachereducation.Together,globaleducatorsandsocialjusticeeducatorscanforgepedagogicalcontentknowledgethatbridgesthegapbetweenaffirmingone'sownidentityandmaintainingunitywiththewhole,thusexemplifyingarobustnotionofsocialjustice.Consequently,contentinthisbookwillhelppre‐serviceteacherstogainconfidenceanddeeperknowledgearoundissuesofglobalinterest,responsibilitiesanduncertaintiesassociatedwiththeirroleasteacherswhowillteachchildrenwithintheintersectionoflocalandinternationalneighborhoods.

CONTENTS:Acknowledgements.Dedication.Preface.TheoreticalFoundationsofGlobalandSocialJusticeEduca‐

tion:AnIntroduction,LydiahNganga.TeachingGlobalization–WhataretheChallengesforTeachers,TeacherEduca‐

torsandCurriculumMakers,GrahamButt.CriticalTeacherEducationforGlobalCompetenceinBrazil,MaliaSpofford

Xavier.ContestingInstitutionalEpistemologiesofDiversity:TheShifttoGlobal/LocalFrameworkinTeacherEduca‐

tion,AmandaRicheyandLeenaHer.Globalandsocialjusticeinteachereducation:Usingchildren’sliterature,threaded

discussionsandotherinstructionalstrategies,LydiahNganga.TeachingTowardsSocialJusticeUsingTextSetsas

MirrorsandWindowsforLocal,NationalandGlobalIssues,ReneeMoran,MonicaBillen&KarinKeith.ReadingaDiffer‐

entCulture:TheUseofInternationalChildren’sLiteratureinTeacherEducation,YukariTakimotoAmosandJanetA.

Finke.Data,MapsandCriticalThinking:ExploringGlobalIssuesthroughStudent‐CreatedCartograms,PeterWilliam

Moran.EarlyLessonsinanIntroductoryTechnologyCourse:TheEvolutionofTeacherCandidates’Conceptualization

ofSocialJustice,DebbyShulskyandJanaWillis.GlobalCitizenshipandTheConventionontheRightsoftheChild

throughTransformationalEducation,LoisMcFadyenChristensen,AmandaPendergrass,andMelissaWhetstone.Promot‐

ingHumanRightsEducationInTeacherEducation:APedagogyForSocialJustice,JulietA.Schiller.HumanTrafficking:

FocusingthePre‐ServiceClassroomonSocialJustice,KarlaEidson.ClassActivitiesforUnderstandingSelfandOthersin

Local,National,andGlobalContexts,CharisePimentelandKathleenFite.InternationalizingCurriculainTeacherEduca‐

tion:MeldingOldandNewIdeastoGlobalCitizenship,AmyRoberts.Culturalimmersionprogramprepareseducators

forglobalizationsocialjusticeteaching,JohnKambutu.Culturalimmersionexposesthepositiveandnegativenatureof

globalization,KathleenNganga.

Moretitlesinthisseriescanbefoundat:http://www.infoagepub.com/series/Teaching‐and‐Learning‐Social‐Studies




TrimSize:6.125X9.25

PageCount:328

Subject:TeacherEducation,SocialJusticeEducation,GlobalEducation



NewBookInformation

ProjectBasedLiteracy:FunLiteracyProjectsforPowerfulCommonCoreLearning

By:MarkGuraandRoseReissmanProject‐BasedLearning;it’satermthatmosteducatorshaveheardandprobablyhaveheardgoodthingsabout,Often,though,theyaren’tquitesurepreciselywhatitsdefiningcharacteristicsareotherthaninvolvingstudentsinprojectsthataresupposedtosomehowresultintheirlearningthingsofvalue.Agreatmanyteachersarereluctanttomakeitpartofwhattheydowiththeirstudentsduetounfoundedfearsofunrealisticworkloadsandclassroommanagementissuesassociatedwithit.Thisbookshouldhelpchangethat,makingthenatureofPBL(Project‐BasedLearning)clearandillustratinghowitcanbeamanageable,effective,andveryenjoyableaspectofinstruction.

Thebookwillpresentanexciting,alternativeapproachtoliteracyinstructionthatitsauthorscallProjectBasedLiteracy.Thiswillprincipallybedonethroughthepresentationof20appealingprojects,allofthemcarefullydesignedtoengageandinspirestudents(grades3–8)inliteracyactivitiesthatarebothcoretotherequiredcurriculumanddeeplyin‐synchwiththeCommonCoreStandardsinEnglishLanguageArts.Thebookwillalsopresentsupportmaterialforthis,providingsufficienttheory,instructionalandclassroommanagementtips,andtechnologyandother‘HowTo’informationtoensurethatrankandfileclassroomteacherscanadopt,adapt,andenjoyablyandsuccessfullyimplementtheprojectsandmaximizelearninginrelationtotheCommonCoreStandardsforELA.

CONTENTS:Introduction.PARTI.WhatisProject‐BasedLiteracy?.CoreElementsofLiteracyProjects.Project‐BasedLiteracyandtheCommonCore.AuthenticityinLiteracyProjects.Project‐BasedLiteracyand21stCenturyTeachingandLearning.ClassroomManagementandProject‐BasedLiteracy.SharingtheWork:PublishingandPresentingStudentProducts.AssessmentandFeedbackofLiteracyProjects.PARTII:LiteracyLearningProjects.NonFictionBookMap.StudentCreatedAnti‐BullyingBlog:StudentWritingandBloggingonBullying,BeingBullied,andBeingaBystanderSandwichScience:ClassCookbookandNutritionalGuidetoStudentSandwichCreations.LabelLiteracy.CuratingaMuseumExhibit:StudentCreatedPublicLearningDisplays.FamousScientistsTradingCards.StudentDesignedAuthorFanWebSites.InteractiveEndangeredSpeciesMap.WhereI’mFrom—PoetrySelfPortraits.GameChangerInventions:ClassExhibitonInventionsThatHaveChangedOurLives.PrinttoPodcast.PublicServiceAnnouncements.ClassAlphabetBookPublication:MasteryofResearch,Content,andCollaboration—EasyasA,B,C.RightsReport:StudentReportingontheStateofConstitutionalRights.GoodThingorBad?WhenScienceFictionBecomesScienceFact,What’stheImpact?.NeighborhoodGuideBrochureSchoolNetworkNews:TheNews—Of,For,andbyStudents.IllustratedFamilyStories:TheOnesWeHear,theOnesWeTell,andtheOnesWeCaptureinArt.ClassSurvey.PaintedHistory:UnderstandingOurWorldthroughWorksofArt.PARTIII:Technology“HowTo”.TechnologyHowToforProjects.




TrimSize:6.125X9.25

PageCount:212

Subject:Education,Literacy,Instruction,LiteracyProjects



NewBookInformation

CharterSchoolReportCard

Editedby:ShawgiTellAvolumeinCriticalConstructions:StudiesonEducationandSocietySeriesEditors:CurryStephensonMalott,WestChesterUniversityofPennsylvania;BradJ.Porfilio,LewisUniversityinRomeoville,IL;MarcPruyn,MonashUniversity;andDerekR.Ford,SyracuseUniversity

Whatisacharterschool?Wheredotheycomefrom?Whopromotesthem,andwhy?Whataretheysupposedtodo?AretheythesilverbullettotheillsplaguingtheAmericanpubliceducationsystem?Thisbookprovidesacomprehensiveandaccessibleoverviewandanalysisofcharterschoolsandtheirmanydimensions.Itshowsthatcharterschools

asawholelowerthequalityofeducationthroughtheprivatizationandmarketizationofeducation.Thefinalchapterprovidesreaderswithawaytowardrethinkingandremakingeducationinawaythatisconsistentwithmodernrequirements.Societyanditsmembersneedafullyfundedhighqualitypubliceducationsystemopentoallandcontrolledbyapublicauthority.

CONTENTS:Introduction,ShawgiTellInformationVersusDisinformation,ShawgiTellCharterSchoolDefinitions,Facts,Figures,andTrends,ShawgiTellPolitical,Economic,andHistoricalContextofCharterSchools,ShawgiTellOriginandEvolutionoftheCharterSchoolConcept,ShawgiTellExaminingtheFailureofaProminentNewYorkStateCharterSchool:1999–2010,RichardOgnibeneTheWayForward,ShawgiTellReferences.AbouttheAuthor.




TrimSize:6.125X9.25

PageCount:400

Subject:Education,CharterSchools



NewBookInformation

BestPracticesinMentoringforTeacherandLeaderDevelopment

Editors:LindaJ.Searby,AuburnUniversityandSusanK.Brondyk,HopeCollegeAvolumeinPerspectivesonMentoringSeriesEditor:FrancesK.Kochan,AuburnUniversityMentoringineducationalcontextshasbecomearapidlygrowingfieldofstudy,bothintheUnitedStatesandinternationally(Fletcher&Mullen,2012).Theprevalenceofmentoringhasresultedinthemindsetthat“everyonethinkstheyknowwhatmentoringis,andthereisanintuitivebeliefthatmentoringworks”(Eby,Rhodes,&Allen,2010,p.7).Howdoweknowthatmentoringworks?Inthisageofaccountability,thetimeisripeforsubstantiatingevidencethroughempiricalresearch,whatmentoringprocesses,forms,andstrategiesleadtomoreeffectiveteachersandadministratorswithinP‐12contexts.

ThisbookisthesixthintheMentoringPerspectivesSeries,editedbyDr.FrancesKochanformerDeanoftheCollegeofEducationatAuburnUniversity.Thislatestbookintheseries,co‐editedbyLindaJ.SearbyandSusanK.Brondyk,bringstogetherreportsofrecentresearchonmentoringinK‐12settingsfornewteachersandnewprincipals.Thebookhasalreadygarneredaccoladesfrommentoringexperts:Youwillwanttoaddthishigh‐qualityvolumeonmentoringtoyourlibrary!Whataterrificresourceforteachers,leaders,administrators,andmentoringscholarsalike.Havingfirst‐handknowledgeofmentoringpracticesandprogramsforP‐12teachersandadministratorscanhelpwiththenationalneedtoretainteachersandprincipalsthroughsuchmeansasexcellent,provenmethods,programs,andprocessesofmentoring~CarolA.Mullen,EducationalLeadershipProfessor,VirginiaTech,U.S.FulbrightScholar;KappaDeltaPiPresidentialCommissionerThisvolume,BestPracticesinMentoringforTeacherandLeaderDevelopment,forwardsprinciplesofeffectivementoring,includingtheroleandimportanceoftalkinmentoring,usingtoolsthatmakementoringtalkmorepurposeful,analyzingpractice,involvingmentorsinopportunitiestosharetheirpractice,providingspaceformenteestohaveavoiceinmentoringconversations,andpromotinglearningatalllevelsaspartofinstructionalleadershipinschools.Muchresearchisstillneededtobuildasenseof

urgencythatmentoringcanmatter,andideaspromotedwithinthisbookcancontributetothisimportantconversation.~RandiNevinsStanulis,Professor,DepartmentofTeacherEducation,MichiganStateUniversity,andDirectorofLaunchintoTeaching.Thisbookisahugefirststepinafieldwherebestpracticeshavenotyetbeenagreedupon,anditissuretobealeadingvoiceinresearchonteacherandprincipalmentoring.Assuch,thisbookhelpstobringtogetheravarietyofbeliefs,evidence,andpracticesinteacherandprincipalmentoring,andgivesaclearpathwayforotherstryingtoestablishbestpracticesintheirmentoringfields.ForthoseintheK‐12fields,andinallmentoringpractices,thisisathought‐provoking,must‐read.~NoraDomínguez,InternationalMentoringAssociation,PresidentandCEOCONTENTS:Foreword,FrancesKochan.BookIntroduction,LindaJ.SearbyandSusanK.Brondyk.ComplexitiesandPossibilitiesintheChangingLandscapeofK‐12TeacherandPrincipalMentoring,SusanK.BrondykandLindaJ.Searby.TheReciprocityofMentoringinSchool/UniversityPartnerships,DanielleV.DennisandAudraK.Parker.Men‐toringWithinaComprehensiveInductionProgram:RolesandOutcomes,AmandaR.Bozack.E‐Mentoring:UseofRe‐flectionRoundsinTeacherMentoring,CarmenGloriaNúñez,VerónicaLópez,BryanGonzález,CarolaRojas,EvelynMujica,EvelynPalma,andCristinaJulio.FacetoFace,OnlineandHybridMentoringforInserviceNewTeachers,Ya‐WenCheng,MarkJ.Volkmann,andDeborahL.Hanuscin.AUniqueModelofPre‐ServiceTeacherMentoring,ElizabethDooneandKarenColucci.CrossingBordersontheBorder:ImplementingaMentoringNetwork,EttaKralovecandLauraGailLunsford.MovingBeyondOne‐to‐OneMentoring:CollaborativeStructuresandSystemsThinking,LaraH.HebertandElizabethA.Wilkins.PromisingPracticesforDevelopingTeacherLeadersinHighSchools:ThePrincipal’sRole,Browne‐TriciaBrowne‐Ferrigno,AmandaPerryEllis,andMatthewDouglasThompson.HowanAssistantPrincipals’AcademyEvolvedintoDynamicPeerMentoringExperiences,D.K.GurleyandL.Anast‐May.BestPracticesforMentoringUrbanPrincipals,CharlesL.SlaterandConstanceMagee.LeadersHelpingLeaders:MentoringAfterMentoring,JohnDaresh.ACollaborativeModelforSupportingBeginningPrincipals:ConsultantCoaching,Bearden,MaryBeardenMartinandLindaJ.Searby.MentoringMid‐CareerPrincipalstoBuildCapacityforChangeinSchools,KenyaeL.Reese,JaneClarkLindle,MatthewR.DellaSala,RobertC.Knoeppel,andHansW.Klar.ASummaryoftheBestPracticesinMentoringinP‐12Education,LindaJ.SearbyandSusanK.Brondyk

Moretitlesinthisseriescanbefoundat:http://www.infoagepub.com/series/Perspectives‐on‐Mentoring




TrimSize:6.125X9.25

PageCount:342

Subject:Education,Mentoring,Research



Information Age Publishing, Inc. September 2015 Book...

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