Search results for Win-Win

It's Not Rocket Science - A Guide to the School Improvement Cycle: With Examples From New Zealand and Australian Schools presents an easy-to-read, practical guide to effectively leading school improvement. It walks leaders through each step of ‘The School Improvement Cycle’ developed by Bendikson and Meyer, providing case studies, examples, and helpful tools from primary and secondary schools for the implementation of each step. The book will support school leaders in implementing improvement cycles without making the classic mistakes of failing to develop measures of improvement and test change actions before scaling up. Schools and system leaders will benefit greatly from this practical guide, in which Bendikson and Meyer demonstrate that implementing improvement cycles is not a difficult process. While the book uses examples from Australian and New Zealand schools, the lessons that the book teaches can be applied to school leaders everywhere. The authors show how to make the complex work of improving student learning and outcomes at least somewhat simpler. They do this by describing and illustrating improvement steps that they have found to work in practice, providing examples from their work in schools to show the application of these ideas. If implemented properly, the cycles become “self-propelling,” thus reducing the cognitive load involved in planning how to improve. A range of evidence from international research and the authors’ own research and development work in schools explains the cycle and illustrate it. The book is entitled It’s Not Rocket Science because this is the common reaction from leaders once they understand the improvement cycle process. The book is perfect for a variety of courses in Education Leadership, Professional Development, and any other curriculum devoted to improving schools and student performance.Perfect for courses such as: Educational Leadership, Professional Development

“If you want to achieve tenure, you should know a bit more about what it means and why it exists, and its benefits. All too often, even faculty don’t understand why tenure is important."Thus begins the Preface of the first edition of Candid Advice for New Faculty Members, the most comprehensive “how to” guide for graduate students, post-docs, and junior faculty across a variety of academic disciplines. Now, in the Second Edition of this award-winning volume, Marybeth Gasman has added a variety of new topics, including teaching in a post-COVID environment, the use of Artificial Intelligence (AI) in writing and research, new views of DEI, navigating our new politic world, managing your social media and many other important and timely topics. Drawing upon her own extensive experiences and that of many colleagues, Gasman provides you with an incredibly valuable tool for attaining tenure and for the things that you should do to advance your academic career. She provides practical (and sometimes humorous) advice about a range of topics, including:negotiating job offersplanning a research agendaimproving your teaching skillsmanaging serviceadvising studentsapplying for research grantsachieving life/work balancemanaging academic politicsIn addition to this valuable career advice, Gasman provides a peek behind the academy’s curtain by painting a vivid picture of the inner workings of the academy and all of its players. Candid Advice for New Faculty Members is required reading for every newly-minted faculty member, regardless of academic discipline. The wisdom provided in this volume will prove to be invaluable to your future career.Perfect for courses such as: Faculty and Academic Affairs, Seminar on Faculty Life, Doctoral seminars across various disciplines, College and University Teaching, Graduate Student Research Seminars, Professional Development Seminars

The Disquisition: An Equity-Driven Capstone for Leadership Preparation Programs provides a thoughtful, detailed example of a capstone process and paper (The Disquisition) that employs improvement science, critical theory, and critical praxis to prepare educational leaders to disrupt inequity within their organizations. The chapters in this book represent 12 years of collaborative learning among experienced, respected, and award-winning leadership preparation faculty presently at or formerly from Western Carolina University (WCU). It integrates multiple sources of data from research, student feedback, faculty experiences, capstone committee member input, learnings from the Carnegie Project on the Education Doctorate (CPED), and program evaluation data examining the achievement of student learning outcomes. Following foundational chapters that describe the origin and evolution of the disquisition at WCU and its focus on social justice, faculty present six chapters—each one clearly detailing a primary component of the disquisition process and paper including the problem of practice; a causal analysis; identifying the improvement initiative; designing the improvement initiative; evaluating the improvement initiative and reporting results; and implications, recommendations, and leadership lessons learned. Each of these chapters includes a brief introduction to the component; expectations for students as practitioners (leading the work); expectations for students as scholars (evaluating and writing about the work); an excerpt from the disquisition paper outline relevant to the component; example figures, tables, or text from completed disquisition papers; and scholarly resources for scholar-practitioners. The final chapter of the book presents the process for convening a disquisition committee, a description of the IRB process, and the expectations for defending the disquisition at both the proposal defense and the final defense meeting.  Although this book is written as a guide for students engaging in the disquisition process and writing the disquisition paper, it serves as a strong model for leadership preparation programs and university administrators who seek to build or refine their capstone (and program) in ways that ensure students are prepared to lead justice-driven transformation across their organizations.Perfect for courses such as: Dissertation-in-Practice Writing; Academic Writing for the Scholar Practitioner; Capstone-Independent Study; Capstone-Student Learning Community; Improvement Science: Data Collection, Analysis & Reporting; Improvement Science: Data Presentation; The Role of the Scholar-Practitioner as Educational Leader

Teaching Through Generational Traumas: Adaptive Practices to Combat Dissociation While Addressing the Impacts of Respectability offers a powerful and timely exploration of what it means to teach, learn, and thrive in higher education while navigating the weight of generational wounds. Written by historian and educator Detrice L. Roberts, this book blends personal reflection, scholarly research, and experience-based classroom practice to uncover how trauma, identity, and resilience shape today’s student experience. At its core, this book challenges the idea that education is only about transmitting knowledge. Instead, Roberts presents the classroom as a space of transformation where students must be equipped not only with intellectual tools but also the social and emotional skills necessary to face the complexities of modern life. Drawing on frameworks including Social and Emotional Learning (SEL), the VARK learning model, and culturally relevant pedagogy, Roberts simultaneously offers instructors and students pathways to recognize identity, manage emotions, and build meaningful and productive connections between past and present. There exists a culture of dissociation among students today, but they are more adaptive to learning that incorporates real world engagement that allows for them to actively participate in the learning process. Being able to differentiate instruction relies on our understanding of the types of learners that we have in our classroom and exploring the factors associated with why students are disconnected academically. These very factors can then be addressed and used to enhance student experiences and ability to learn through learner-defined curriculum development. Teaching Through Generational Traumas moves through layered themes reflecting Roberts’s dual perspective as both teacher and learner. Part I situates the conversation historically, acknowledging how generational traumas rooted in slavery, segregation, and systemic racism, continue to impact Black students in higher education. Part II explores the lived experience of respectability politics, dissociation, and the subtle pressures students face to perform identities that do not always align with their authentic selves. Part III shifts to pedagogical innovation, highlighting Roberts’s seven classroom practices: Socratic questioning, storytelling, critical pedagogy, SEL, opening rituals, culturally relevant teaching, and digital humanities. Each practice is illustrated through vivid classroom narratives, emphasizing how teaching strategies can nurture critical thinking while affirming student identity. In the final section, Roberts invites students, educators, and readers alike to consider methods of perpetual growth that extend beyond the classroom. She frames education not as a temporary pursuit, but as a lifelong journey of reflection, resilience, and meaning-making. The book closes with an Ode to the HBCU, honoring the historic and ongoing role of Historically Black Colleges and Universities as sites of cultural affirmation, intergenerational pride, and transformative education. Teaching Through Generational Traumas is a call to reimagine what education can be when it is rooted in empathy, awareness, and liberation. It speaks directly to faculty, administrators, and students at HBCUs and beyond, while also offering insights for those interested in the intersections of history, identity, and pedagogy. This book will resonate with readers who believe that classrooms should be communities of growth, reflection, and belonging. By weaving together scholarship, lived experience, and practical strategies, Roberts demonstrates how we can confront the challenges of dissociation, respectability, and trauma, and instead cultivate spaces where students and instructors learn, heal, and transform together.Perfect for courses such as: Foundations of Education; Teaching and Learning in Higher Education; Culturally Relevant Pedagogy / Multicultural Education; Trauma-Informed Teaching Practices (or Social and Emotional Learning in Schools); African American Educational History; African American History / African Diaspora Studies; Educational Leadership & Policy Studies; Sociology of Education / Education and Society

This is a collection of interdisciplinary and logically interconnected papers from nationally and internationally acclaimed researchers in philosophy, psychology, history of education, teacher training, educational leaders and practitioners, child advocates, and educators who have been motivated by the philosophy and pedagogy of Dr. Janusz Korczak (1878-1942), a world famous moral exemplar and champion of children’s rights. The book provides answers to timely questions of how to respect children’s rights in K-12 schools, community centers, summer camps, and colleges; how to create an atmosphere of trust and safety, and provide social-emotional learning in the classroom; how to become a genuine child advocate; and how to support growing child agency. It also tells the story of Korczak, his life, and the lives of the children in his charge. Nurture, Care, Respect, and Trust details how Korczak’s legacy encourages and stimulates new projects and spreads around the world. The volume serves as a rich resource of practical materials for teachers and university instructors, introducing a number of innovative lesson plans, examples of students’ works, and school projects inspired by Korczak’s pedagogy.