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Recent Books |
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2005 |
A New Agenda for Research in Educational Leadership
edited by William A. Firestone and Carolyn Riehl
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This book, the product of the task force on research cosponsored by the American Educational Research Association Division A and the University Council on Educational Administration, sets an ambitious agenda for research in educational leadership. Prominent scholars in the field review current knowledge about leadership, frame new questions to generate important research in the field, and direct researchers and policymakers to rethink how educational administration, leadership, and policy should be understood. Covering a broad range of topics, from accountability systems and school–community relationships to the education of students from diverse backgrounds, the authors submit current research to critical scrutiny in order to develop frameworks for new research that can have a significant impact on policy and practice. Contributors include Albert Bennett, Mary Erina Driscoll, Carol R. Fendt, Gail C. Furman, Ellen B. Goldring, Pamela Konkol, Kenneth A. Leithwood, Barbara Scott Nelson, Nona A. Prestine, Pedro Reyes, Carolyn M. Shields, Dorothy Shipps, Mark A. Smylie, James P. Spillane, Mary Kay Stein, and Lonnie Wagstaff. William A. Firestone is professor of Educational Policy and Leadership at Rutgers University. Carolyn Riehl is an associate professor in the Department of Educational Leadership and Cultural Foundations at the University of North Carolina at Greensboro.
Click here to order from publisher Teachers College Press.
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School–Family Partnerships for Children's Success
edited by Evanthia N. Patrikakou, Roger P. Weissberg, Sam Redding, and Herbert J. Walberg
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In this groundbreaking volume, the most influential leaders in the field provide essential information to better understand and improve the nature and quality of school–family partnerships for the benefit of all children. These experts examine the various aspects and effects of parental involvement not only on children's academic achievement, but also on their social and emotional development. Featuring a comprehensive multidimensional framework, the text addresses critical issues facing families and educators, developmental considerations, cultural perspectives, and policy issues. Each chapter includes recommendations to help educators, parents, and policymakers create and sustain successful partnerships to support children's development.
Click here to order from publisher Teachers College Press.
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2004 |
Improving Reading Achievement Through Professional Development
edited by Dorothy S. Strickland and Michael L. Kamil
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In this authoritative new guide, the reader learns all about improving literacy instruction in our schools from the ideas — and personal experiences — of top administrators, researchers, teachers, parents, and policymakers. Professional development, these experts argue, is the key to ensuring that our students get the most out of their classroom experiences. They look at how teacher education and professional development relate to student achievement and they discuss the most critical topics related to improving the state of professional development today.
Click here to order from publisher Christopher-Gordon Publishers, Inc.
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Building Academic Success on Social and Emotional Learning:
What Does the Research Say?
edited by Joseph E. Zins, Roger P. Weissberg, Margaret C. Wang, and Herbert J. Walberg
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In this groundbreaking book, nationally recognized leaders in education and psychology examine the relationships between social-emotional education and school success—specifically focusing on interventions that enhance student learning. Offering scientific evidence and practical examples, this volume points out the many benefits of social emotional learning programs, including:
building skills linked to cognitive development; encouraging student focus and motivation; improving relationships between students and teachers; creating school–family partnerships to help students achieve; and increasing student confidence and success.
Click here to order from publisher Teachers College Press.
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Can Unlike Students Learn Together?
edited by Herbert J. Walberg, Arthur J. Reynolds, and Margaret C. Wang
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For the first time, this book brings together three controversial topics: homogeneous grouping of students within classrooms by ability or achievement criteria, tracking of students into courses of study by the same criteria, and retention of students in their present grade so that they repeat a year’s work instead of being promoted. The editors solicited syntheses of research on these topics from outstanding scholars with a variety of views. Initial versions of the chapters were discussed at a National Invitational Conference sponsored by LSS through a contract with the former Office of Educational Research and Improvement (OERI), now the Institute of Education Sciences (IES) of the U.S. Department of Education. At the conference, the chapter authors benefited from discussions with one another, other scholars, policymakers, educators, and parents. Their recommendations are reported in the last chapter.
Click here to order from publisher Information Age Publishing, Inc..
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Nurturing Morality
edited by Theresa A.Thorkildsen and Herbert J. Walberg
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Despite often simplistic, black-and-white portrayals of good and evil, children and adolescents face complicated moral issues that can raise more questions than answers. Becoming aware of what constitutes morality is only the first step in determining a course of action, identifying and avoiding problems, and building communities that nurture morality. Young people learn to define and respond to moral dilemmas by interacting with and observing numerous sources. They acquire knowledge from family members, teachers, church leaders, peers, and members of neighborhood organizations. Raising themes of cultural pluralism, responsibility, complexity, affectivity, and practicality, Nurturing Morality addresses such issues as:
definitions of morality that link past and current debates, enabling a more thorough understanding of moral functioning; personal responsibilities and impediments to moral functioning; how societal structures can facilitate or inhibit moral agency and development; the importance of acknowledging the common good as well as individual accomplishments; and nurturing morality through wisdom.
Click here to order from publisher
Kluwer Academic Publishers.
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2003 |
Early Childhood Programs for a New Century
edited by Arthur J. Reynolds, Margaret C. Wang, and Herbert J. Walberg
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In this volume, leading authorities in early childhood education synthesize the research base and state of practice of early childhood learning and answer such questions as: What programs are most effective and who benefits most from them? What are the key components of effective programs and services? What are the implications of the knowledge base for program development, modification, and expansion? and How can the best or most promising practices be disseminated and widely used, especially for children at risk?
Part I of this volume covers the child's first five years, including Head Start, child care, and model programs; Part II covers kindergarten and early school-age years, including school readiness, grade retention, and extended interventions; and Part III examines broader implications for the knowledge base for program development and policy formulation. Common themes and next-step recommendations are also discussed.
Click here to order from publisher Lawrence Erlbaum Associates.
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Preventing Youth Problems
edited by Anthony Biglan, Margaret C. Wang, and Herbert J. Walberg
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This volume provides information needed to prevent five of the most common, costly, and dangerous problems of adolescence: anti-social behavior, tobacco use, alcohol and drug abuse, and sexual behavior that risks disease and unwanted pregnancy. Over the past thirty years, scientific research on children and adolescents identified the major conditions influencing each of these problems. Each of the chapters in this volume provides a concise summary of what is known about one of these five problem behaviors. Each chapter covers the following essential points: incidence, prevalence, and cost of the problem, vital for gauging the importance of preventing the problem and for making the case for such efforts in public discussion of priorities; biological and environmental influences which increase or decrease the likelihood of these problems; and, principles, programs and policies that have been shown to reduce the incidence of each problem, information that can help in prevention of these behaviors.
Click here to order from publisher Kluwer Academic/Plenum Publishers.
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The School-to-Work Movement: Origins and Destinations
edited by William J. Stull and Nick M. Sanders
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This volume examines the School-to-Work movement, which came together as a major national force for educational reform in the late 1980s and reached its peak in 1994 with the passage of the School-to-Work Opportunities Act. Throughout the 1990s, the movement had a substantial record of creativity and accomplishment. Among other things, it hastened the spread of career development activities for all students, strengthened ties between schools and local employers, and supported the creation of many innovative work-based education programs. By the end of the decade, however, the influence of the movement had begun to decline as other reform movements came to dominate the national educational landscape.
Click here to order from publisher Praeger Publishers.
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