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Renowned education journalist Ronald A. Wolk--the founder and former editor of "Education Week" and "Teacher Magazine"--skewers the conventional wisdom of the day about education reform and illuminates a way forward to higher student achievement. Learn why so many assumptions guiding political and educational leaders--standards and testing, longer school days/years, pushing advanced math classes--have little prospect of achieving results. And explore a new strategy forward following promising innovations such as individualizing instruction, performance assessments, and restructuring public education. This book is divided into two parts. Part I, Flawed Assumptions, includes the following chapters: (1) The "Get-Tough" Policy; (2) All Standards for All Students; (3) If It Moves, Test It; (4) Make Them Take Algebra; (5) Wanted: Great Teachers; (6) The Quest for the Supreme Leader; (7) The Dropout Epidemic; (8) Time for What?; (9) Never Enough Money; and (10) a New Strategy of New Schools. Part ii, a Second, Parallel Strategy, includes the following chapters: (11) One Student at a Time; (12) Many Pathways to Success; (13) Life to Text; (14) It's the Work That Counts; (15) Start Them Early; (16) a New Role for Teachers; (17) a Matter of Choice; (18) Schools for Digital Natives; and (19) Conclusion: Can We Get There from Here?. Preface, introduction, references, related ascd resources and a study guide for this book are also included.
You know students need to acquire 21st century skills. But how do you work those skills into the curriculum? Learn how to use the content you already teach to challenge students to think critically, collaborate with others, solve new problems, and adapt to change across new learning contexts. Help students build the seven habitudes—habits of disciplined decisions and specific attitudes—they need to succeed.
The Promise of Integrated and Multicultural Bilingual Education presents the results of a long-term ethnographic study of the integrated bilingual Palestinian-Jewish schools in Israel that offer a new educational option to two groups of Israelis--Palestinians and Jews--who have been in conflict for the last one hundred years. Their goal is to create egalitarian bilingual multicultural environments to facilitate the growth of youth who can acknowledge and respect "others" while maintaining loyalty to their respective cultural traditions. In this book, Bekerman reveals the complex school practices implemented while negotiating identity and culture in contexts of enduring conflict. Data gathered from interviews with teachers, students, parents, and state officials are presented and analyzed to explore the potential and limitations of peace education given the cultural resources, ethnic-religious affiliations, political beliefs, and historical narratives of the various interactants. The book concludes with critique of Western positivist paradigmatic perspectives that currently guide peace education, maintaining that one of the primary weaknesses of current bilingual and multicultural approaches to peace education is their failure to account for the primacy of the political framework of the nation state and the psychologized educational perspectives that guide their educational work. Change, it is argued, will only occur after these perspectives are abandoned, which entails critically reviewing present understandings of the individual, of identity and culture, and of the learning process.
This book explores the philosophical, ideological and practical dimensions of curriculum using an intercultural lens. It is cross-cultural, comparative and inclusive, with each chapter featuring case studies from a minimum of three countries across different continents. By using the same methods of data collection and analysis for each country level in each chapter, the text explores relationships of curriculum theory, policy and practice both within and between countries. A diverse range of themes is explored, including; social justice and teacher preparation curriculum, language education curriculum, early childhood education and music, curriculum as praxis, curriculum and globalisation, science curriculum, teacher leadership in curriculum implementation, as well as curriculum and history. The exploration of these themes lays the foundation for open dialogue and innovative approaches in exploring curriculum issues within, between and across cultures and contexts.
ما الذي يريد أن يعرفه قادة المدارس؟ في هذا الكتاب يعتمد توماس ر. هور على خبرته التي تزيد عن 25 عاماً في قيادة المدرسة ويقدم نصيحته التي لا تقدر بثمن حول إدارة المدرسة، فيتناول التحديات الماثلة أمام قادة المدارس من تقييم عمل المعلمين إلى التعامل مع أهالي الطلبة، ومن إدارة الاجتماعات إلى صنع الفرق، فيقدم لنا إستراتيجياته التي أثبت نجاحها. يقول هور: إن القيادة مبنية على العلاقات، وأفضل الإداريين يدعمون العمل في الفريق الواحد القائم على الزمالة ويثمنون التنوع ويشجعون كل من يحيط بهم؛ لكي ينمو ويتطور. يستعين بأمثلة من مدرسته التي يقودها فيلخص لنا الوسائل التي تجعل القائد أكثر تأثيراً ويخلق ثقافة التعلم. كما يبحث في كتابه هذا في تاريخ القيادة ومستقبلها، حيث يركز على الطريقة التي يتبعها المربون في سبيل تقدم المدارس. إن كتاب فن القيادة المدرسية، الذي يضم بين دفتيه ما يزيد عن 100 جملة مقتبسة مما قاله التربويون في مختلف أنحاء العالم يشكل وصفاً حياً مفعماً بالأفكار حول ما تقتضيه قيادة المدرسة. «من خلال روحه المرحة والممتعة واستقامته وصدق كلامه الذي يخلو من الرطانة الغريبة يكتسب هور المصداقية والاحترام. إن وصفه للحياة داخل المدرسة يجد صدى له في خبرات معظم المعلمين والإداريين وأهالي الطلبة.» رولاند بارت. العبيكان للنشر
لم يتم توفير أي شيءأتقن ملايين القرّاء ما جاء في كتابي كيف تمسك بزمام القوة، لكن الصورة النهائية للسلطة هي الإتقان ذاته. في هذا الكتاب قضى روبرت غرين عمره في دراسة قوانين السلطة والتأثير، وفيه يأخذنا عبر الممر السري للعظمة الذي سار فيه أقوى الرجال في التاريخ؛ فهذا الكتاب يستخلص حكمة العصور ليضيء لنا لأول مرة طريقًا واضحًا وإن كان صعبًا. في داخل كل واحد منا قدرة ليكون أستاذًا. تعلَّم أسرار المجال الذي اخترته. اشترك في تدريب دقيق. امتصَّ المعرفة الخفية التي يمتلكها من لديهم خبرات لعشرات السنين. انطلق بجانب المتنافسين وتفوَّق عليهم بالتألق، وفجِّر الأنماط الجامدة من داخلها. ادرس سلوكات آينشتاين والعمالقة التسعة المعاصرين الذين أجرينا معهم مقابلات لغايات هذا الكتــاب، ثم أطلـــق العنان للشــــغف الكـــــامـــن في داخلك، وكن أستاذًا. العبيكان 2017
Brook Thomas explores the new historicism and the challenges posed to it by a postmodern world that questions the very possibility of newness. He considers new historicism's engagement with poststructuralism and locates the former within a tradition of pragmatic historiography in the United States.

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