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Argues that if educators want to create more equitable, socially just, and learner-focused schools, then they need a more robust, transformational theory of school change - an "UnCommon Theory". This practical book provides readers with the knowledge and tools needed to do more than just tinker at the edges of school improvement.

This handbook will help educators write for the rhetorical situations they will face as students of education and practicing teachers. It provides clear and helpful advice for responding to the varying contexts, audiences, and purposes that arise in four written categories in education: classroom, research, credential, and stakeholder writing.

Since the 2016 presidential election, the term fake news has become part of the national discourse. In this book, leading civic education scholars unpack why fake news is effective and show K-12 educators how they can teach their students to be critical consumers of the political media they encounter.

Offers educators evidence-based best practices to help them address the individual needs of English learners with academic challenges and those who have been referred for special education services. The authors include guidance and specific tools to help districts, schools, and classrooms use multi-tiered systems of support and other interventions.

Nieto and Lopez document their reasons for becoming teachers and share some of the most important lessons they have learned along the way. Using journals, blogs, current writings, and their research, they explore how their views on curriculum, pedagogy, and the field of education itself have evolved over the years.

Chronicles the development and implementation of the African American Male Achievement Initiative in Oakland Unified School District that created an environment with high expectations for the engagement and achievement of Black boys. The text features reflection chapters by leading experts on Black male achievement.

This landmark book translates positive and asset-based understandings of organizations to develop a powerful model of school leadership that is grounded in both existing research and the complexities of life in schools. The authorsboth senior scholars in educational leadershipapply insights from positive psychology to the role and function of educational leaders. The Positive School Leadership (PSL) model draws on the strengths of relationships among staff and the broader school community to communicate and instill shared values and a common mission. This book builds a compelling case for creating a more inclusive, less mechanistic approach to leadership. Designed to engage both the hearts and minds of readers, the text is organized around reflective questioning of educational practice and current assumptions about the purposes and goals of leadership in schools.

Provides dilemma-based teaching cases that teachers and early childhood leaders can analyse and discuss to build problem-solving and decision-making skills. Readers will reflect on challenges they are likely to experience, addressing issues such as linguistically and culturally isolated children, high-energy children struggling to develop self-regulation, and children experiencing trauma.

The author examines the theory, research, and practice linking human rights to education in order to broaden the concept of citizenship and social studies education. Osler anchors her examination of human rights in the U.N Convention on the Rights of the Child, as well as the U.N. Declaration on Human Rights Education and Training.

Students' imaginations are often considered as something that might be engaged after the hard work of learning has been done. Countering such beliefs, Egan and Judson show that the imagination - one of the great workhorses of learning - can be used to make all learning and all teaching more effective.

Using the experiences and words of seven public school principals who came to the field of administration committed to advancing social justice in their schools, this book presents a framework and 7 'keys' to social justice leadership (SJL).

Looks at the state of character education. This book assesses its strengths and weaknesses and finds fault with leading advocates for failing to respond to sound critiques of their work. It argues that contemporary character education can be improved by using key principles from established theories and research on developmental psychology.

Provides empirical evidence of the impact of media literacy on the academic achievement of adolescents. This book chronicles the practice of high school teachers who prepared their students to critically analyze all aspects of contemporary media culture. It documents how a media literacy course significantly improved various academic skills.

This work weaves compelling stories and narrative into new possibilities for American education. All students at the Met School have a personalized curriculum, where they stay with the same teacher for four years. This work offers ideas and strategies for improving schools.

In this volume, ten teachers write about time-related frustrations growing out of school reform efforts and how the problems were (or were not) resolved. Each case includes a commentary prepared by school representatives (principals, other teachers) and is preceded by a contextual description.

Featuring an expanded introduction, this award-winning bestseller has been updated to link curriculum to the Common Core State Standards. This popular text shows how to apply Wineburg's highly acclaimed approach to teaching-Reading Like a Historian-to middle and high school classrooms, increasing academic literacy and sparking students' curiosity.

Distributed leadership is an important term for educational policymakers, practitioners, and researchers in US and around the world. There is much diversity in how the term is understood. This book examines what it means to take a distributed perspective based on extensive research and a theoretical perspective developed by experts in the field.

Do schools socialize students to become productive workers? Does schooling reproduce social class and pass on ethnic and gender biases? Can a teacher avoid passing on social and cultural values? What besides subjects do students really learn in schools? This book tackles these questions using case studies, dialogs, and open-ended questions.

Features four case studies that include 'Scripted Teaching', 'Accountability and Merit', 'What is the Value of Caring Relationships?' and 'School Funding'. Using these and other realistic case studies, this book explores the strengths and weaknesses of each approach so that teachers can assess their own philosophical positions on teaching.