Educational Psychology and Transformational Classrooms uniquely positions teachers' transformational experiences as central to understanding and implementing educational psychology research. Across three well-developed case studies using narrative inquiry methods, this volume explores moments of significant change, learning, and evolution in teaching and learning. Each case is followed by analyses from educational psychologists focusing on the three central actors in the learning experience--students, teacher, and context--and is then concluded with case authors' responses to the analyses provided. Showcasing the holistic experience of teaching before unpacking it with theory and research, this book centers classroom life and posits educational psychology as an ideal and accessible lens for its examination.
This volume argues that increasing internationalisation and diversity of the field requires research methods that better reflect the values, cultures, political systems, and conditions of non-Western communities and countries. Discussing the research methods, data collection practices, interpretive approaches, and research ethics that produce more accurate and authentic results, the book looks at a number of theoretical frameworks and epistemological approaches that inform the development of such methodologies.
This book highlights the effects of the COVID-19 pandemic on the mental health needs of children and adolescents in order to shed light on future practice and reform needed to better deal with the aftermath of such devastating events. Although mental health services in all settings are considered, special attention is given to the role of schools in providing for the mental health of children and adolescents and preparing for the mental health implications of future public health disruptions. This book will help readers better understand how and why COVID-19 was a negative influence on students' mental health, and unpack how best to deal with the aftermath of the pandemic.
Preventing the School-to-Prison Pipeline is the first book written to provide school psychologists and other K-12 mental health professionals with knowledge and strategies intended to help them disrupt the criminalization of historically oppressed learners in today's classrooms. A phenomenon of the United States' intersecting education and criminal justice systems, the school-to-prison pipeline is the process by which school staff punish already marginalized or at-risk students--primarily Black youth--in ways that enable a lifetime of targeting by police, court, and carceral operations. Exploring the unmet needs of students with mental, emotional, and behavioral health disorders, the effects of implicit and explicit bias, adverse school and court policies, and other biopsychosocial factors, this powerful book offers a preventative, public-health approach to providing clinical care to vulnerable students without compromising school safety. School psychologists, counselors, and social workers will come away with urgent and actionable insights into advocacy, collaboration, preventive interventions, alternative discipline measures in schools, and more.
The Mind of the Leader is a unique book on leadership, written through the prism of a seasoned professor of psychiatry and himself a leader in his field. For decades, T. Byram Karasu has treated, advised, and coached highly successful executives and captains of various industries. Some books on leadership focus on strategies, management styles, information systems, and other technical skills.
This book outlines practical steps that both government and schools can implement to significantly reduce the demands placed upon school leaders. It also provides highly effective tools and strategies to enable school leaders to reflect upon and improve their own wellbeing.
Fifty concrete strategies to help school leaders create a learning environment that better serves and supports students living with trauma. In Trauma-Sensitive School Leadership, Bill Ziegler, Dave Ramage, Andrea Parson, and Justin Foster provide a framework to guide administrators and their teams through the process.
Topics covered include focusing on purpose, prioritizing relationships, protecting your time, refining communication, being mindful and self-aware, recognizing and combatting burnout, taking risks, forgiving and apologizing, understanding change, and having fun. Each of the 20 short chapters presents a concise summary of the topic, a deeper look at what it means, and a list of practical applications that you can implement right away.
In What School Can Be Ackerly shows the elements of school culture necessary for delivering good education. For more than a century, "blue ribbon" task forces have been formed to improve America's public schools. Most of these efforts have failed because of mistaken notions about education and a failure to understand children. Education is not just curriculum, standards, and textbooks. It is the culture of the school, and the culture of American schools hasn't changed much. Ackerly's stories of teachers, students, and principals at work show what can be accomplished when good educational cultures are applied.
School Leader Problem-Solving Skills: Situational Judgment Tests from School Leaders is designed with the aspiring or beginning administrator in mind to help them grow in their role and become effective problem-solvers.This tool allows those to consider their leadership skillset in the context of the leader imperatives of credibility, competence, the ability to inspire, vision, and the soft skills of emotional intelligence.
Bridging research, theory, policy, and practice, this book provides insights to help educational reformers and district and school leaders strengthen the structures and activities of coaching. This timely book illustrates how to make coaching matter by assembling infrastructure and creating conditions so that coaching advances change in robust, sustaining, and equitable ways. Book Features: Provides useful information for educational leaders whose expertise may not extend to coaching, including tools and reflective questions.
Beginning with a foundational understanding surrounding the multifaceted aspects of equity in the school setting, this book supports the researched practitioner with resources and tools to explore policies, practices, and daily decisions that occur as a result. The hands-on approach of case study analysis, followed by the factual review of "what happened" in the actual scenarios, allows for a self-reflective examination of individual decision making and insight concerning what pitfalls to avoid and/or expect.
This book is aimed specifically at school principals of all levels, scholastic reformers, educational scholars, organisation and management consultants who want to innovate learning and management of learning. These actors will benefit drawing useful examples from more than thirty different learning environments worldwide, fourteen examples of schools that self-organize, two frameworks - and two ready-to-use questionnaires - measuring the innovativeness of a learning environment, and the capability of a school to self-organize. Self-organization is the most fascinating future of innovative principals
