On April 20, 1999, two Colorado teenagers went on a shooting rampage at Columbine High School. That day, Eric Harris and Dylan Klebold killed twelve fellow students and a teacher, as well as wounding ...twenty-four other people, before they killed themselves. Although there have been other books written about the tragedy, this is the first serious, impartial investigation into the cultural, environmental, and psychological causes of the massacre. Based on first-hand interviews and a thorough reading of the relevant literature, Ralph Larkin examines the numerous factors that led the two young men to plan and carry out their deed. Rather than simply looking at Columbine as a crucible for all school violence, Larkin places the tragedy in its proper context, and in doing so, examines its causes and meaning.
In this timely and important new book, Gary Anderson provides a devastating critique of why a managerial role for educational leaders is counterproductive, especially for improving opportunities for ...low-income students and students of color, and instead proposes ways of re-theorizing educational leadership to emphasize its advocacy role. Advocacy Leadership lays out a post-reform agenda that moves beyond the neo-liberal, competition framework to define a new accountability, a new pedagogy, and a new leadership role definition. Drawing on personal narrative, discourse analysis, and interdisciplinary scholarship, Anderson delivers a compelling argument for the need to move away from current inauthentic and inequitable approaches to school reform in order to jump-start a conversation about an alternative vision of education today.
2009 Critics Choice Book Award of the American Educational Studies Association (AESA)
"Gary Anderson restores balance to the preparation of leaders for U.S. schools. He moves the focus from support of testing and free market ideology to leadership for social justice and a Deweyan authenticity in all matters educational." --Jean Anyon, author of Theory and Educational Research: Toward Critical Social Explanation
"For educational leaders who genuinely seek to make a difference, Advocacy Leadership offers practical and insightful strategies for what can be done to create schools that expand opportunity and counter the effects of inequality in our society. Anderson speaks with the authority and understanding of someone who understands leadership both from an academic and experiential perspective. During times like these when the pressures on school leaders are greater than ever before, this book will be an invaluable resource." --Pedro A. Noguera, Professor, Department of Teaching and Learning Steinhardt School of Culture, Education and Development Executive Director, Metropolitan Center for Urban Education, New York University
"After most of the current reforms fail, as they are doing right now, what will we have left? Anderson nicely fills that gap with a vision of school leadership compatible with what is good in the current reforms and our authentic democratic traditions. Strongly recommended to those who choose to make a difference as school leaders." -- David C. Berliner, Regents' Professor, Mary Lou Fulton College of Education, Arizona State University
"There has been scarce guidance for principals and other administrators who would like to encourage participation in social justice activity. Anderson‘s Advocacy Leadership thankfully fills this void."— Education Review
Series Editor Introduction, MICHAEL W. APPLE
Foreword: Advocates, Managers, Leaders, and Social Entrepreneurs? The Future of Educational Leadership, JANELLE SCOTT
Acknowledgments
Introduction
1. School Reform, Authenticity, and Advocacy
2. Authentic Leadership
3. The New Economy of Schooling
4. Disciplining Leaders: Mediating the New Economy
5. Toward an Authentic Distribution of Leadership
6. Toward a Post-Reform Agenda
Appendix A
Notes
References
Index
Gary L Anderson is a former teacher and principal, and is currently a Professor of Educational Leadership in the Steinhardt School of Culture, Education, and Human Development at New York University where he co-developed a new masters degree in Educational Leadership, Politics, and Advocacy.
A Review of School Climate Research Thapa, Amrit; Cohen, Jonathan; Guffey, Shawn ...
Review of educational research,
09/2013, Volume:
83, Issue:
3
Journal Article
Peer reviewed
Open access
For more than a century, there has been a growing interest in school climate. Recently, the U.S. Department of Education, Center for Disease Control and Prevention, Institute for Educational ...Sciences, a growing number of State Departments of Education, foreign educational ministries, and UNICEF have focused on school climate reform as an evidence-based school improvement strategy that supports students, parents/guardians, and school personnel learning and working together to create ever safer, more supportive and engaging K—12 schools. This work presents an integrative review on school climate research. The 206 citations used in this review include experimental studies, correlational studies, literature reviews, and other descriptive studies. The review focuses on five essential dimensions of school climate: Safety, Relationships, Teaching and Learning, Institutional Environment, and the School Improvement Process. We conclude with a critique of the field and a series of recommendations for school climate researchers and policymakers.
Considers colonial school-prison systems in relation to
the self-determination of Native communities, nations, and
peoples The School-Prison Trust describes
interrelated histories, ongoing ...ideologies, and contemporary
expressions of what the authors call the "school-prison trust": a
conquest strategy encompassing the boarding school and juvenile
prison models, and deployed in the long war against Native peoples.
At its heart, the book is a constellation of stories of Indigenous
self-determination in the face of this ongoing conquest.
Following the stories of an incarcerated young man named Jakes,
the authors consider features of school-prison relations for young
Native people to ask urgent questions about Indigenous sovereignty,
conquest, survivance, and refusal.
In this book, Starratt enters the national conversation among educational administration scholars and practitioners about what constitutes the core of their knowledge and practice. In Part I, he ...develops three main themes--cultivating meaning, community, and moral responsibility--which he then positions against national themes about the core of educational administration: school improvement, democratic community, and social justice. Rather than focusing on the routine managerial tasks normally associated with school administration (budgeting, personnel and legal problems, time and resource management, etc.), this text asks aspiring school leaders to reflect first on the underlying philosophical and sociological perspectives that constitute the substance of administrative work in education. Centering Educational Administration provides:
* A Unique Perspective on Leadership --The author views leadership as organically related to teaching and learning, as concerned with internal capacity building in response to state-imposed accountability pressures, and as an existential process of writing one's autobiography through their day-to-day work.
* An Interdisciplinary View of Educational Administration -- Centering Educational Administration asks educational administrators to bring contemporary philosophical, ethical, and anthropological issues, as well as learning theory, social theory, and political theory into their thinking about the daily operation of the school.
* A Unique Perspective on School Improvement --This text asserts that school improvement narrowly defined as improving results on high-stakes tests can likewise place the nation at risk. An equally important agenda is teaching the young the basic satisfactions, norms, and potential of using their knowledge in the service of the community and of a wider humanity.
* Exercises in Reflective Practice --This book challenges the reader to use the ideas of each chapter to analyze the current practices in their school and to propose concrete changes to improve the teaching and learning environment of their school.
Contents: Preface. Part I: Elements of the Leader's Vision. The Challenging World of Educational Leadership. Cultivating Meaning. Contested Meaning: Schooling Within the Legacy of Modernity. Educating for Community: Modernity's Challenge. Cultivating a Mature Community. Cultivating Responsibility. Cultivating Responsibility to and for Learning. Cultivating a Responsible Community. Part II: Bringing the Vision to Reality. Cultivating a Perspective on Learning. Empowerment. Organic Management for Student Learning. Leading By Design: The Medium Is the Message. Leading a Learning Community. School Administration as Autobiography.
Educational leadership Dimmock, Clive A. J; Walker, Allan
SAGE Publications,
2005, 2005-00-00, 2005-06-03
eBook, Book
This key text in educational leadership focuses on the significance of the context and culture of schools. The book addresses the growing recognition of cultural differences between societies and the ...resultant differences in schooling. It also deals with vital issues relating to multicultural education and the leadership of multicultural schools. Drawing on their first-hand experience, the authors explore the differences evident in classroom teaching and learning, as well as organizational, leadership and management aspects of schools. They show how such differences can make over-reliance on Anglo-American approaches misleading, ineffective and restrictive. Key features of the book include: a methodology to support the emerging field of international and comparative educational leadership and management; in-depth comparative analysis of Anglo-American and Asian schooling and educational management; the leadership of multi-cultural schools. (DIPF/Orig.).
"We have entitled the fourth book in the series Rural School Turnaround and Reform: It's Hard Work! Overall, the body of scholarly work and research that examines school turnaround and reform in ...rural areas is slim; as such, this volume can add to the body of work and contribute to new knowledge in a much-needed area. In this volume, we seek chapter contributions that will speak to the challenges, successes, and opportunities to improve low-performing rural schools. Chapters range from conceptual arguments to policy analyses or research findings, as well as some combination of these or other ways to consider the work"--.
Little rock Anderson, Karen
2010., 20131110, 2013, 2010, 2010-01-01, Volume:
66
eBook
The desegregation crisis in Little Rock is a landmark of American history: on September 4, 1957, after the Supreme Court struck down racial segregation in public schools, Arkansas Governor Orval ...Faubus called up the National Guard to surround Little Rock Central High School, preventing black students from going in. On September 25, 1957, nine black students, escorted by federal troops, gained entrance. With grace and depth, Little Rock provides fresh perspectives on the individuals, especially the activists and policymakers, involved in these dramatic events. Looking at a wide variety of evidence and sources, Karen Anderson examines American racial politics in relation to changes in youth culture, sexuality, gender relations, and economics, and she locates the conflicts of Little Rock within the larger political and historical context.
The assumption social studies and science in primary education to be a key-component in realizing inclusive teaching in primary classrooms for all children but especially for children with emotional ...and behavioral difficulties in special needs education is fundamental to this work. Nevertheless, there is nearly no research-based evidence on how potentials for inclusion and social learning are used in primary schools or special schools nor is there research on how teaching is planned, realized, and accounted for. This desiderate is addressed in this work. By analyzing and thereby linking the discourses in social studies and science in primary education and special education for children with emotional and behavioral difficulties, principles for education and teaching in both domains are summarized. This is the theoretical foundation of a mixed- methods-study with a two-step-design to explore the teaching practices and teachers’ beliefs of teachers in inclusive primary schools and special schools for children with emotional and behavioral difficulties in North Rhine-Westfalia, Germany. The study is composed of a partly standardized questionnaire survey (n= 80) followed by qualitive interviews with teachers as experts (n = 10). Data is consequently triangulated to explore the structure of teaching practices and possible determinants concerning the teachers, framework conditions and the learning groups. The results indicate that life-world-oriented education, disturbed student-teacher-interactions and professional lesson planning between child, method and teaching materials are important issues for the development of inclusive teaching in social studies and science in primary education. Consequently, the study outlines future fields of research and development derived from an explorative view at teaching practices in inclusive and separative education settings.
Ausgangspunkt bildet die Annahme, dass der Sachunterricht, als Kernfach der Primarstufe über seinen Allgemeinbildungsanspruch, der eine vielperspektivische und an der Lebenswelt der Kinder orientierte Sacherschließung beinhaltet, ein besonderes Potenzial sowohl für ein Lernen in inklusiven Lerngruppen wie spezifisch für Schülerinnen und Schüler mit sonderpädagogischem Förderbedarf im Bereich der sozial-emotionalen Entwicklung besitzt. Wie diese Potenziale in der Praxis genutzt werden bzw. wie sich eine diesbezügliche Praxis im Gemeinsamen Unterricht der Grundschule bzw. Förderschule überhaupt gestaltet, stellt jedoch ein umfassendes Desiderat dar, dem sich die vorliegende Arbeit widmet. Als analytische Referenzpunkte werden die bisher weitgehend unverbundenen Bezugsdiskurse der Sachunterrichtsdidaktik sowie der Sonderpädagogik im Förderschwerpunkt emotionale und soziale Entwicklung hinsichtlich ihrer zentralen pädagogisch-didaktischen Leitprinzipien befragt und in Beziehung zueinander gesetzt. Die geschaffene theoretisch-konzeptionelle Grundlagen bildet den Rahmen für eine zweiphasige Mixed-Methods-Studie zur Unterrichtspraxis sowie handlungsleitenden Motiven von Lehrkräften im Gemeinsamen Unterricht sowie an Förderschulen mit dem Förderschwerpunkt emotionale und soziale Entwicklung in Nordrhein- Westfalen. Die Erhebung setzt sich aus einer teilstandardisierte Fragenbogenerhebung (n = 80) sowie nachgelagerten qualitative Experteninterviews (n = 10) zusammen, deren Ergebnisse über eine konsequente Triangulationsstrategie aufeinander bezogen werden, um die sachunterrichtliche Angebotsstruktur sowie damit verknüpfte Einflussfaktoren auf Ebene der Lehrkräfte, der Rahmenbedingungen sowie der Lerngruppen im Vergleich der beiden Beschulungssettings zu explorieren. Die Ergebnisse werfen dabei bedeutsame Frage für die konzeptionelle Weiterentwicklung einer inklusiven Sachunterrichtsdidaktik im Kontext von Lebensweltorientierung, gestörten Lehr-Lern-Interaktionen sowie professionellem Planungshandeln zwischen Kind, Methode und Material auf. Die Untersuchung umreißt hierzu gemäß ihrem explorativen Charakter mögliche zukünftige Entwicklungsfelder.
Free for all Poppendieck, Janet
2010, 2010., 20091205, 2010-01-04, Volume:
28
eBook, Book
How did our children end up eating nachos, pizza, and Tater Tots for lunch? Taking us on an eye-opening journey into the nation's school kitchens, this superbly researched book is the first to ...provide a comprehensive assessment of school food in the United States. Janet Poppendieck explores the deep politics of food provision from multiple perspectives--history, policy, nutrition, environmental sustainability, taste, and more. How did we get into the absurd situation in which nutritionally regulated meals compete with fast food items and snack foods loaded with sugar, salt, and fat? What is the nutritional profile of the federal meals? How well are they reaching students who need them? Opening a window onto our culture as a whole, Poppendieck reveals the forces--the financial troubles of schools, the commercialization of childhood, the reliance on market models--that are determining how lunch is served. She concludes with a sweeping vision for change: fresh, healthy food for all children as a regular part of their school day.
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