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Books : Professional & Technical : Education : Administration : School Management
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A crash course in the business of learning-from the bestselling author of The Innovator's Dilemma and The Innovator's Solution…
“A brilliant teacher, Christensen brings clarity to a muddled and chaotic world of education.”
-Jim Collins, bestselling author of Good to GreatAccording to recent studies in neuroscience, the way we learn doesn't always match up with the way we are taught. If we hope to stay competitive-academically, economically, and technologically-we need to rethink our understanding of intelligence, reevaluate our educational system, and reinvigorate our commitment to learning. In other words, we need “disruptive innovation.”
Now, in his long-awaited new book, Clayton M. Christensen and coauthors Michael B. Horn and Curtis W. Johnson take one of the most important issues of our time-education-and apply Christensen's now-famous theories of “disruptive” change using a wide range of real-life examples. Whether you're a school administrator, government official, business leader, parent, teacher, or entrepreneur, you'll discover surprising new ideas, outside-the-box strategies, and straight-A success stories.
You'll learn how
- Customized learning will help many more students succeed in school
- Student-centric classrooms will increase the demand for new technology
- Computers must be disruptively deployed to every student
- Disruptive innovation can circumvent roadblocks that have prevented other attempts at school reform
- We can compete in the global classroom-and get ahead in the global market
Filled with fascinating case studies, scientific findings, and unprecedented insights on how innovation must be managed, Disrupting Class will open your eyes to new possibilities, unlock hidden potential, and get you to think differently. Professor Christensen and his coauthors provide a bold new lesson in innovation that will help you make the grade for years to come.
The future is now. Class is in session.
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What is understanding and how does it differ from knowing? What do we want students to understand and be able to do? What enduring knowledge is worth understanding? How will we know that students truly understand and can apply knowledge in a meaningful way? How can we design our courses and units to emphasize understanding and "uncoverage" rather than "coverage"? Understanding by Design explores these questions and provides practical solutions for the teacher-designer.The book opens by analyzing the logic of backward design as an alternative to coverage and activity-oriented plans. Though backward from habit, this approach brings more focus and coherence to instruction.
Authors Wiggins and McTighe propose a multifaceted approach, with the six "facets" of understanding. The facets combine with backward design to provide a powerful, practical framework for designing curriculum, assessment, and instruction.
Beyond its theories, Understanding by Design offers practical design tools, including criteria for selecting "big ideas" worthy of deep understanding, strategies for framing units of study around essential questions, a continuum of assessment methods for determining the degree to which students understand, and the WHERE framework, which enhances student engagement and "rethinking." The book concludes with a unit design template and standards to support quality control at the local level.
Understanding by Design will help educators enhance their understanding of understanding, so that the curriculum and assessments they design truly focus on enhancing the understanding of their students.
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On the 20th anniversary of its publication, this classic manifesto is updated with an important new preface by the author. Freire reflects on the impact his book has had, and on many of the issues it raises for readers in the 1990s. These include the fundamental question of liberation and inclusive language as it relates to Freire's own insights and approaches.
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Teachers often find themselves facing a variety of classroom situations never covered in initial training. This valuable resource helps teachers increase skills, enhance professional development and maximise classroom learning time. Discover why Love and Logic works in the school environment and understand the psychological reasons for its effectiveness. Jim Fay and David Funk's truly positive approach and time-tested ideas and strategies will empower teachers to effectively manage classroom dynamics while bringing the joy back to teaching.
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Despite the best efforts of educators, our nation’s schools are dangerously obsolete. Instead of teaching students to be critical thinkers and problem-solvers, we are asking them to memorize facts for multiple choice tests. This problem isn’t limited to low-income school districts: even our top schools aren’t teaching or testing the skills that matter most in the global knowledge economy. Our teens leave school equipped to work only in the kinds of jobs that are fast disappearing from the American economy. Meanwhile, young adults in India and China are competing with our students for the most sought-after careers around the world.Education expert Tony Wagner has conducted scores of interviews with business leaders and observed hundreds of classes in some of the nation’s most highly regarded public schools. He discovered a profound disconnect between what potential employers are looking for in young people today (critical thinking skills, creativity, and effective communication) and what our schools are providing (passive learning environments and uninspired lesson plans that focus on test preparation and reward memorization).
He explains how every American can work to overhaul our education system, and he shows us examples of dramatically different schools that teach all students new skills. In addition, through interviews with college graduates and people who work with them, Wagner discovers how teachers, parents, and employers can motivate the “net” generation to excellence.
An education manifesto for the twenty-first century, The Global Achievement Gap is provocative and inspiring. It is essential reading for parents, educators, business leaders, policy-makers, and anyone interested in seeing our young people succeed as employees and citizens.
For additional information about the author and the book, please go to www.schoolchange.org
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Educational Research: Competencies for Analysis and Applications, ninth edition, is a practical text focused on the skills needed by competent consumers and producers of educational research. The ninth edition includes: A clear, down-to-earth approach *The accessible writing style, clear and concise explanations and humorous tone demystify the research process. (See, for example, pp. 104, 303, and 310.) *Tasks are included throughout the text to guide students through the process of creating their own research report. (See, for example, pp. 4, 175, and 461.) *Published research articles are now included inevery research methods chapter. (See, for example, pp. 189, 226, and 392.) Broadened coverage of qualitative research and expanded coverage of technology throughout the text including: *A new chapter on case study research (Chapter 17) *How to use online survey research tools (in Chapter 7) and how to use Excel to help organize and analyze data (in Chapters 12 and 13) An integrated multimedia resource *MyEducationalResearchLab--an online research-based learning tool--offers students an individualized Study Plan, provides instructors a set of assignable Homework and Exercises for each chapter, and provides interactive practice in evaluating and conducting research through Building Research Skills exercises. A complete list of available resources for each chapter is located in the beginning of each chapter (See, for example, pp. 65, 217, and 383). *For more information turn to the preface or go to www.myeducationlab.com .
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"At the very time the need for effective leadership is reaching critical proportions, Michael Fullan's Leading in a Culture of Change provides powerful insights for moving forward. We look forward to sharing it with our grantees."
--Tom Vander Ark, executive director, Education, Bill and Melinda Gates Foundation"Fullan articulates clearly the core values and practices of leadership required at all levels of the organization. Using specific examples, he convinces us that the key change principles are equally critical for leadership in business and education organizations."
--John Evans, chairman, Torstar Corporation"In Leading in a Culture of Change, Michael Fullan deftly combines his expertise in school reform with the latest insights in organizational change and leadership. The result is a compelling and insightful exposition on how leaders in any setting can bring about lasting, positive, systemic change in their organizations."
--John Alexander, president, Center for Creative Leadership"Michael Fullan's work is remarkable. He masterfully captures how leaders can significantly improve their learning and performance, even in the uncontrollable, chaotic circumstances in which they practice. A tour de force."
--Anthony Alvarado, chancellor of instruction, San Diego City Schools"Too often schools and businesses are seen as separate and foreign places. Michael Fullan blends the best of knowledge from each into an exemplary template for improving leadership in both."
--Terrence E. Deal, coauthor of Leading with SoulBusiness, nonprofit, and public sector leaders are facing new and daunting challenges--rapid-paced developments in technology, sudden shifts in the marketplace, and crisis and contention in the public arena. If they are to survive in this chaotic environment, leaders must develop the skills they need to lead effectively no matter how fast the world around them is changing.
Leading in a Culture of Change offers new and seasoned leaders' insights into the dynamics of change and presents a unique and imaginative approach for navigating the intricacies of the change process. Michael Fullan--an internationally acclaimed expert in organizational change--shows how leaders in all types of organizations can accomplish their goals and become exceptional leaders. He draws on the most current ideas and theories on the topic of effective leadership, incorporates case examples of large scale transformation, and reveals a remarkable convergence of powerful themes or, as he calls them, the five core competencies.
By integrating the five core competencies--attending to a broader moral purpose, keeping on top of the change process, cultivating relationships, sharing knowledge, and setting a vision and context for creating coherence in organizations--leaders will be empowered to deal with complex change. They will be transformed into exceptional leaders who consistently mobilize their compatriots to do important and difficult work under conditions of constant change.
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This book is considered must reading for anyone involved in the education of blacks living in white dominated countries. The author does well to point out the shortcomings of a "Euro-centric" teaching structure that leaves out consideration for black culture and heritage. This has resulted in blacks being truly mis-educated and has caused many to live in complete contradiction to their own best interests. Woodson outlines how and why the mainstream educational system damages the personal growth of blacks and how the blame can be equally placed on black professionals -- those who become successful and enter into a corporate world that helps only themselves, without making any effort to align black education properly. This book strongly points out the importance of black history and culture, and its absence in mainstream education systems.
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An updated edition of the classic revolutionary analysis of the role of race in the classroom.
Winner of an American Educational Studies Association Critics' Choice Award and Choice Magazine's Outstanding Academic book award, and voted one of Teacher Magazine's "great books," Other People's Children has sold over 150,000 copies since its original hardcover publication. This anniversary edition features a new introduction by Delpit as well as new framing essays by Herbert Kohl and Charles Payne.
In a radical analysis of contemporary classrooms, MacArthur Award-winning author Lisa Delpit develops ideas about ways teachers can be better "cultural transmitters" in the classroom, where prejudice, stereotypes, and cultural assumptions breed ineffective education. Delpit suggests that many academic problems attributed to children of color are actually the result of miscommunication, as primarily white teachers and "other people's children" struggle with the imbalance of power and the dynamics plaguing our system.
A new classic among educators, Other People's Children is a must-read for teachers, administrators, and parents striving to improve the quality of America's education system.
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This book will pursue an honest and frank discussion of leadership and training that is applicable to the military, law enforcement and the business world. It provides accounts of leadership successes and failures under the most severe conditions.
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According to author Mike Schmoker, there is a yawning gap between the most well-known essential practices and the reality of most classrooms. This gap persists despite the hard, often heroic work done by many teachers and administrators. Schmoker believes that teachers and administrators may know what the best practices are, but they aren’t using them or reinforcing them consistently. He asserts that our schools are protected by a buffer—a protective barrier that prevents scrutiny of instruction by outsiders. The buffer exists within the school as well. Teachers often know only what is going on in their classrooms—and they may be completely in the dark about what other teachers in the school are doing. Even principals, says Schmoker, don’t have a clear view of the daily practices of teaching and learning in their schools.
Schmoker suggests that we need to get beyond this buffer to confront the truth about what is happening in classrooms, and to allow teachers to learn from each other and to be supervised properly. He outlines a plan that focuses on the importance of consistent curriculum, authentic literacy education, and professional learning communities for teachers.
What will students get out of this new approach? Learning for life. Schmoker argues passionately that students become learners for life when they have more opportunities to engage in strategic reading, writing with explicit guidance, and argument and discussion.
Through strong teamwork, true leadership, and authentic learning, schools and their students can reach new heights. Results Now is a rally cry for educators to focus on what counts. If they do, Schmoker promises, the entire school community can count on unprecedented achievements.
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This ground-breaking text in instructional leadership and supervision continues to challenge and reshape the conventional purposes, practices, structure, and language of supervision. The text's emphasis on school culture, teachers as adult learners, developmental leadership, democratic education, and collegial supervision has helped redefine the meaning of supervision and instructional leadership for both scholars and practitioners. This Seventh Edition continues the book's trend-setting tradition by placing instructional leadership and school improvement within a community and societal context; providing new examples of direct assistance, professional development, and action research; and presenting an entire new chapter, "Supervision for What? Democracy and the Good School." Building on the success of previous editions, the Seventh Edition addresses hot issues such as school improvement, constructivist teaching, professional development, Chaos Theory, and state-mandated standards. This is a resource that students purchase, use in class, and reference throughout their careers as education leaders.
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A supplementary text for use in any subject-matter course at any educational level. This short, inexpensive guide is designed to help students learn to think critically in any subject-matter course. A combination of instruction and exercises shows them how to use critical thinking to more fully to appreciate the power of the discipline they are studying, to see its connections to other fields and to their day-to-day lives, to maintain an overview of the field so they can see the parts in terms of the whole, and to become active learners rather than passive recipients of information.
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What Really Matters for Struggling Readers offers a clear blend of research and practice that teachers can use to develop better methods for helping children with reading difficulties.
- Includes clear, non-technical summaries of research on the subject of children as proficient readers.
- Research section on reading fluency that provides instructional models and methods for fostering fluency, including pause-prompt-praise, partner reading, taped read -alongs, impress method, choral reading, and fluency charting.
- Research section that studies the effects of enhancing access to appropriate books and offers suggestions for designing schools where all children have books that are appropriate.
In What Really Matters for Struggling Readers, nationally recognized scholar Dick Allington offers easy-to-understand interpretations of research that support three important principles: Children need to read a great deal to become proficient readers, offering summaries of research on the subject, the text shows how to monitor the amount of reading and create interventions that expand reading activity. Children need access to appropriate books, exploring the research on the subject, the text contains suggestions for designing schools where books are available and appropriate for all children. Children need to develop fluent reading to become proficient readers, reviewing the research on reading fluency, the text provides instructional models and methods for fostering fluency.
Richard L. Allington is the Fien Distinguished Professor of Education at the University of Florida, Gainesville. He was a co-recipient of the Albert J. Harris Award from the International Reading Association for his "contributions to the better understanding of reading and learning disabilities". Dick is also a past president of the National Reading Conference and has been elected to membership in the Reading Hall of Fame.
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In 1951, a twenty-five-year old Yale graduate published his first book, which exposed the extraordinarily irresponsible educational attitude that prevailed at his alma mater. This book rocked the academic world and catapulted its young author, William F. Buckley Jr., into the public spotlight.
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So why do we continue to administer this modern cod liver oil-or even demand a larger dose? Kohn’s incisive analysis reveals how a set of misconceptions about learning and a misguided focus on competitiveness has left our kids with less free time, and our families with more conflict. Pointing to stories of parents who have fought back-and schools that have proved educational excellence is possible without homework-Kohn demonstrates how we can rethink what happens during and after school in order to rescue our families and our children’s love of learning.
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Known for its practical, step-by-step guidance for teachers on how to do research in classrooms. Born of the author's own experience working with teachers and principals, this book provides a step-by-step outline of how to "do" action research--backed by the most extensive theory and research coverage on the market today. The author guides future educators through the action research process via numerous concrete illustrations and a wealth of on-line resources; positioning it as a fundamental component of teaching, alongside curriculum development, assessment, and classroom management. Key changes in the revision include: a new chapter on ethics (Chapter 5), expanded discussion of literature review, expanded discussion of data collection techniques using quantitative data collection techniques, expanded coverage of data analysis and interpretation techniques, and expanded coverage of descriptive statistics in Appendix B. Accessible, comprehensive, scholastically sound--this is a "hands-on" guide for anyone who aspires to be an exceptional educator. FEATURES: *NEW! Expanded coverage of "Ethics"--Includes a new chapter devoted to ethics (Chapter 5). *NEW!Revised and increased discussion of quantitative data techniques--Found throughout Chapter 3. *NEW! Expanded discussion on the use of style manuals (e.g., APA Manual of Style)-- Readers can find this important, applicable information in the newly added Chapter 8. *NEW! Increased discussion of descriptive statistics and action research-- Includes other ways to calculate standard deviation, not just by using SPSS (Appendix B). *NEW! Rearranged order of chapters pertaining to the writing of and sharing of action research-- Presents a clearer path to understanding. *Now in the new edition readers will learn about "Writing Up Action Research" (Chapter 8) before the "Sharing, Critiquing, and Celebrating Action Research" (Chapter 9). *Coverage of how to visually display qualitative data in appendix. * Provides basic usable tools for presenting and interpreting qualitative data. *Explanation of the four-step action research process--Accompanied by various models and discussion of each step's impact on results. * Guides, step-by-step, through conducting action research--identifying focus area, collecting data, analyzing/interpreting data, and action planning.* Explanation of the "3 E's" of data collection--Experiencing, enquiring, and examining. * Ensures teachers understand the crucial importance of thorough data collection to the success of any research. *Case study of Curtis Elementary School --Presented in Appendix I--follows the text's action research process as it happens in an example school.
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Now in a thoroughly revised and expanded third edition, this evidence-based book distills the latest knowledge about literacy teaching and learning into clear strategies for helping all children succeed. Within a comprehensive conceptual framework, the field's leading authorities provide eminently practical recommendations to guide instructional decision making. The third edition has been fully updated with current research findings, policy issues, and program innovations. It offers significantly revised coverage of assessment, motivation, approaches to integrating different kinds of texts and multimedia resources, and adolescent literacy. New chapters address working with English-language learners and supporting teachers' professional development. Also featured is a new concluding commentary by Michael Pressley.