Core chapters are devoted to discussing in detail the central strategies of these superintendents and illustrating how each of these leaders employed them in their particular circumstances. This book reveals the multifaceted, personal nature of this work and factors that proved to be most critical to progress.
Based on in-depth interviews, Striving for Equity brings to light the complex and illuminating stories of thirteen longtime superintendents—all leaders of the Minority Student Achievement Network (MSAN)—who were able to make progress toward narrowing opportunity and achievement gaps in traditional school districts with diverse populations and multiple, competing agendas. Drawing on current research in organizational learning, the authors introduce a framework consistent with the systemic perspective of these superintendents to help school leaders who want to prioritize the narrowing of gaps.
Core chapters are devoted to discussing in detail the central strategies of these superintendents and illustrating how each of these leaders employed them in their particular circumstances. This book reveals the multifaceted, personal nature of this work and factors that proved to be most critical to progress. At the Division A board meeting, held at the AERA 2016 conference, Carol Mullen, Professor of Educational Leadership at Virginia Tech, was awarded the 2015 Educational Administration Quarterly (EAQ) Editorial Board Service Award. This award is presented annually to a member of the editorial board to recognize outstanding commitment and dedication to EAQ, the flagship journal of the educational leadership field, co-sponsored by Sage Publications and UCEA. by Regina Umpstead, Janet Decker, Kevin Brady, David Schimmel, Matthew Militello Teachers College Press It is essential that today's educators and school leaders be more informed about the legal rights and entitlements of students with disabilities. This resource provides eight easy-to-implement lesson plans on special education law that require no legal knowledge and can be facilitated by school principals, special education directors, teachers, or university instructors. In short, one-hour sessions, participants learn by engaging in practical activities instead of only passive reading about the law. All of the lessons utilize actual situations that have led to expensive litigation and include the following sections: Introduction for Facilitators; Materials Needed; Background, Purpose, and Objectives of the Lesson; Hook; Activity; Questions for Conversation; Test Your Knowledge; and Additional Resources. This one-of-a-kind book will help schools and districts reduce the time and energy devoted to dealing with violations of the law, resolving parental complaints, correcting errors by school employees, and more. by Scott Tunison Sense Publishers Over the last decade or two, there has been increasing consensus that academic research, if used judiciously to guide practice, improves both educational policy and pedagogy--ultimately leading to better outcomes for students. Yet, despite this potential, there remains a deep ravine between the body of knowledge built through research--especially at the intersection between specific interventions and improved student achievement--and the actions taken by policy makers, administrators, and classroom teachers in their regular practice. There are myriad reasons for this research-practice divide. Among them is that it is difficult for district-based people to access primary research. Furthermore, multiple waves of well-intentioned, research-based but largely unsuccessful school reform efforts have resulted in skepticism among practitioners about research and, at the same time, damaged researchers' credibility in the field. This book is divided into three broad areas. First, it develops an engaging analysis of the root causes for the research-practice gap in education. Second, it describes the framework developed and used in a public school district by the author to address the root causes and provides evidence of its efficacy to facilitate greater incorporation of research into school- and district-level practice. Through a process the author calls Knowledge Cultivation, the framework uses weekly research summaries for district leaders that are relevant to their "real-time" issues along with suggestions about ways in which the research might be useful. The final section of the book includes the actual research summaries used by the author over a five-year period. For more information, see the attached document.
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