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Whole-School Strategies for Anger Management: Practical Materials for Senior Managers, Teachers and Support Staff
by Michael HymansEnsure your staff and children feel happy and secure in their school environment, with the help of Whole-School Strategies for Anger Management. This book has a much wider perspective than the other more traditional anger management resources available. It considers a whole-school approach, including a tried-and-tested programme with resources for pupils as well as a new ground-breaking staff development element. A facilitator guide, with a programme of activities, PowerPoint presentations and resources, will guide staff in looking at how they manage their strong emotions and how they can help to create classrooms in which strong emotions are handled effectively. Anger can be difficult to manage, but it is an essential part of being human and is a potentially useful emotion. Getting in touch with our emotional intelligence can help us to understand our own anger and to understand children's anger. The book highlights the importance of continually trying to manage our feelings effectively, especially in the roles of leader, teacher, teaching assistant and other support workers. The development of an anger management strategy in a school should be considered as part of a whole-school approach to managing behaviour. Whole-School Strategies for Anger Management will ensure you feel confident to bring about the changes necessary for a happy and secure learning environment. Starting from the premise that managers will structure the process, but that implementation will be carried out by staff, this publication provides training and support at several levels by: recognising the effects of staff behaviour on student outcomes teaching the skills for problem solving, managing conflict and de-escalating angry behaviour understanding the components of anger setting up pupil anger management groups. With a whole-school approach, this resource allows staff to consider the significance of their relationship with students and the various ways that anger can be managed throughout all aspects of school life.
Wholehearted School Leadership: Rewiring our Schools for Courage, Justice, Learning, and Connection
by Kathryn Fishman-WeaverRelationships are the heart of great teaching, great leadership, and our greatest predictor of achievement. This book provides you with the tools and a values-based framework to ensure you’re prioritizing learning relationships and rewiring your school for courage, justice, and connection! Each chapter includes strategies and reflective exercises to guide your leadership work. Written by an educational administrator and researcher with experiences in intercultural and technology-mediated contexts, this exciting new book provides a compelling vision for the complex and evolving landscape of schools. Refreshingly honest and relevant, this book will make you laugh, think, notice, and prioritize what matters most in schools – student and those who support them. It is a must-read title for school leaders and a powerful choice to read with your leadership team.
Wholehearted Teaching of Gifted Young Women: Cultivating Courage, Connection, and Self-Care in Schools
by Kathryn Fishman-WeaverWholehearted Teaching of Gifted Young Women explores the important role school communities play in supporting the social and emotional needs of high-achieving young women. Using a youth participatory action research model, this project follows 20 student researchers from high school through college. This longitudinal study leads to "Wholehearted Teaching," a new framework for cultivating courage, connection, and self-care in schools. Framed with personal stories and filled with practical suggestions, this book offers strategies for teachers, counselors, parents, and high-achieving young women as they navigate the precipice of youth and everything after.
Wholehearted Teaching of Gifted Young Women: Cultivating Courage, Connection, and Self-Care in Schools
by Kathryn Fishman-WeaverWholehearted Teaching of Gifted Young Women explores the important role school communities play in supporting the social and emotional needs of high-achieving young women. Using a youth participatory action research model, this project follows 20 student researchers from high school through college. This longitudinal study leads to “Wholehearted Teaching,” a new framework for cultivating courage, connection, and self-care in schools. Framed with personal stories and filled with practical suggestions, this book offers strategies for teachers, counselors, parents, and high-achieving young women as they navigate the precipice of youth and everything after.
Wholesome Leadership: Being authentic in self, school and system
by Tom ReesSpanning the comprehensive perspective of self, school and system, this tour-de-force is both well-informed and uplifting whilst at the same time being full of practical advice and guidance, rooted in the author's front-line role leading a school. Tom Rees's depth of thinking and knowledge of leadership, and his ability to translate that into both a structure and tone that will be relevant to leaders in schools today, will resonate with leaders at levels. The book is brilliantly supplemented with the thoughts and views of colleagues spanning the whole educational spectrum, including: Sir David Carter, Clare Sealy, Daisy Christodoulou, MAT CEOs, Julia Kedwards, Stephen Tierney and Andrew Morrish, plus his very own actual dad!
Wholesome Leadership: Being authentic in self, school and system
by Tom ReesSpanning the comprehensive perspective of self, school and system, this tour-de-force is both well-informed and uplifting whilst at the same time being full of practical advice and guidance, rooted in the author's front-line role leading a school. Tom Rees's depth of thinking and knowledge of leadership, and his ability to translate that into both a structure and tone that will be relevant to leaders in schools today, will resonate with leaders at levels. The book is brilliantly supplemented with the thoughts and views of colleagues spanning the whole educational spectrum, including: Sir David Carter, Clare Sealy, Daisy Christodoulou, MAT CEOs, Julia Kedwards, Stephen Tierney and Andrew Morrish, plus his very own actual dad!
Wholly For God The True Christian Life: The True Christian Life (classic Reprint)
by William Law"Wholly For God: The True Christian Life" by William Law is a timeless and deeply spiritual guide to living a life fully devoted to God. William Law, an influential 18th-century Anglican theologian and mystic, provides profound insights and practical wisdom for Christians seeking to deepen their faith and experience the transformative power of a life wholly surrendered to God.In this compelling work, Law explores what it means to live a true Christian life, emphasizing the importance of wholehearted devotion and a sincere commitment to following Christ. He challenges readers to go beyond mere outward religious practices and to cultivate an inner life that is rooted in love, humility, and obedience to God.One of the central themes of "Wholly For God" is the idea of complete and unconditional surrender to God's will. Law encourages readers to trust in God's providence and to seek His guidance in all aspects of life. He also highlights the importance of loving one's neighbor and living in a way that demonstrates the transformative power of God's grace."Wholly For God: The True Christian Life" is more than just a theological treatise; it is a call to action for believers to live out their faith in practical and meaningful ways. William Law's timeless wisdom and passionate exhortation continue to resonate with readers, offering a path to a deeper and more authentic Christian life.This classic work is essential reading for anyone seeking to grow in their faith and to live a life that is wholly devoted to God. Law's teachings provide a roadmap for spiritual growth and a profound reminder of the beauty and power of a life lived in full communion with the Divine.
Whose Canada?
by Yasmine Shamsie Ricardo GrinspunContributors include Sharryn Aiken (Queen's), Maude Barlow (Council of Canadians), Dorval Brunelle (UQAM), Duncan Cameron (SFU), Bruce Campbell (Canadian Centre for Policy Alternatives, CCPA), Tony Clarke (Polaris Institute), Stephen Clarkson (Toronto), Marjorie Griffin Cohen (Simon Fraser), Kathy Corrigan (Canadian Union of Public Employees), Murray Dobbin (CCPA), Jim Grieshaber-Otto (CCPA), Andrew Jackson (Canadian Labour Congress), Marc Lee (CCPA), Benoît Lévesque (UQAM), Elizabeth May (Green Party), Garry Neil (International Network for Cultural Diversity), Larry Pratt (Alberta), David Robinson (Canadian Association for University Teachers), Mario Seccareccia (Ottawa), Steven Shrybman (Sack, Goldblatt, & Mitchell), Scott Sinclair (CCPA), Steven Staples (Ceasefire.ca), and Michelle Swenarchuk (Canadian Environmental Law Association).
Whose Choice?: Contentious Issues for Those Working with People with Learning Difficulties (Routledge Library Editions: Special Educational Needs #10)
by Juliet Goldbart Judith Coupe O’KaneFirst published in 1996. Three major and topical issues which affect the lives of people with learning difficulties and those who work and live with them are sexuality, integration and age appropriateness. These issues are contentious and controversial and there are no simple solutions. In this book, preconceived, established and sometimes narrow views of what constitutes integration, sexuality and age appropriateness are challenged and a discussion of thought-provoking alternatives are explored from the perspective of the child or adult with learning difficulties.
Whose Feet? (Step into Reading)
by John Kanzler Nina HessMole claws scrape out a new home. A duck uses her webbed feet to flip underwater and search for a snack. Orangutan feet grab on tight as they swing from vine to vine. Who knew that feet could be so special and perform such extraordinary feats!
Whose Hat Is It? (My First I Can Read)
by Valeri GorbachevWhen a little turtle comes across a lost hat, he is determined to find its owner. He asks Mouse, and Rabbit, and even Crocodile if it belongs to them, but they all say it isn't theirs. Whose hat can it be?
Whose History: Essays in Perception
by Caroline EllwoodToday, more than ever, students and teachers should be better able to address questions of perspective with more original sources at their fingertips. Whose History? raises and addresses important questions about how history is perceived, not only through aspects of historiography but by teachers deciding how and what to teach in this modern world. A wide range of respected contributors with a vast experience in education cover topics such as: Coming to terms with the past: Germany's changing view of the Second World War; Dangerous interpretations in post conflict history teaching; and Is the past such a foreign country? Rediscovering history as a way to understanding the micropolitics of the present. Contributors include: Dinos Aristidou; Richard Caston; Dr Richard Caffyn; Dr Rebecca Conway; Malcolm Davis; Dr Caroline Ellwood; Terry Haywood; Dr Walther Hetzer; Jack Higginson; Dr Siva Kumari; Roger Moorhouse; Professor Olukoya Ogen; Dr Malcolm Pritchard; Dr Rauni Rasanen; Paul Regan
Whose History: Essays in Perception
by Caroline EllwoodToday, more than ever, students and teachers should be better able to address questions of perspective with more original sources at their fingertips. Whose History? raises and addresses important questions about how history is perceived, not only through aspects of historiography but by teachers deciding how and what to teach in this modern world. A wide range of respected contributors with a vast experience in education cover topics such as: Coming to terms with the past: Germany's changing view of the Second World War; Dangerous interpretations in post conflict history teaching; and Is the past such a foreign country? Rediscovering history as a way to understanding the micropolitics of the present. Contributors include: Dinos Aristidou; Richard Caston; Dr Richard Caffyn; Dr Rebecca Conway; Malcolm Davis; Dr Caroline Ellwood; Terry Haywood; Dr Walther Hetzer; Jack Higginson; Dr Siva Kumari; Roger Moorhouse; Professor Olukoya Ogen; Dr Malcolm Pritchard; Dr Rauni Rasanen; Paul Regan
Whose Knowledge Counts in Government Literacy Policies?: Why Expertise Matters
by Robert C. Calfee Kenneth S. Goodman Yetta M. GoodmanAccountability, in the form of standardized test scores, is built into many government literacy policies, with severe consequences for schools and districts that fail to meet ever-increasing performance levels. The key question this book addresses is whose knowledge is considered in framing government literacy policies? The intent is to raise awareness of the degree to which expertise is being ignored on a worldwide level and pseudo-science is becoming the basis for literacy policies and laws. The authors, all leading researchers from the U.S., U.K., Scotland, France, and Germany, have a wide range of views but share in common a deep concern about the lack of respect for knowledge among policy makers. Each author comes to the common subject of this volume from the vantage point of his or her major interests, ranging from an exposition of what should be the best knowledge utilized in an aspect of literacy education policy, to how political decisions are impacting literacy policy, to laying out the history of events in their own country. Collectively they offer a critical analysis of the condition of literacy education past and present and suggest alternative courses of action for the future.
Whose Math Is It?: Building Student Ownership in Mathematics
by Joseph AssofFoster Confidence and Ownership in Every Math Student When it comes to math, does it feel like some students embrace problem-solving with agency and ownership while others are confused—or simply along for the ride? How do educators bridge that divide to develop competence, confidence, and ownership in every student? The answers lie in establishing clear and effective measures for success. Steeped in the principles of success criteria, Whose Math Is It? provides educators with everything they need to create a classroom environment where students feel empowered to step up and take the lead. Divided into two parts, this must-read guide first defines what success looks like for math students, then provides the research-based best practices teachers can use to help students take control of their learning. Learn how to: Define and establish effective success criteria in a mathematics classroom Implement a variety of strategies to support student ownership and success Develop class-wide social norms specific to math Promote metacognition through self-regulated learning, self-assessment, and feedback Reinforce student ownership through structured peer interactions and collaboration Whose Math Is It? is an essential resource for K-12 math teachers who want to empower their students to actively own their mathematics learning. By emphasizing the importance of success criteria, promoting self-regulated learning, and developing math-specific social norms, this book provides practical strategies for creating an environment where when asked, "Whose math is it?" every student can emphatically respond: My math!
Whose Math Is It?: Building Student Ownership in Mathematics
by Joseph AssofFoster Confidence and Ownership in Every Math Student When it comes to math, does it feel like some students embrace problem-solving with agency and ownership while others are confused—or simply along for the ride? How do educators bridge that divide to develop competence, confidence, and ownership in every student? The answers lie in establishing clear and effective measures for success. Steeped in the principles of success criteria, Whose Math Is It? provides educators with everything they need to create a classroom environment where students feel empowered to step up and take the lead. Divided into two parts, this must-read guide first defines what success looks like for math students, then provides the research-based best practices teachers can use to help students take control of their learning. Learn how to: Define and establish effective success criteria in a mathematics classroom Implement a variety of strategies to support student ownership and success Develop class-wide social norms specific to math Promote metacognition through self-regulated learning, self-assessment, and feedback Reinforce student ownership through structured peer interactions and collaboration Whose Math Is It? is an essential resource for K-12 math teachers who want to empower their students to actively own their mathematics learning. By emphasizing the importance of success criteria, promoting self-regulated learning, and developing math-specific social norms, this book provides practical strategies for creating an environment where when asked, "Whose math is it?" every student can emphatically respond: My math!
Whose School is it Anyway?: Power and politics
by Kathryn RileyIn the 1970s, two events in particular, the William Tyndale School and James Callaghan's Ruskin speech, generated extensive media coverage and political activity and became 'watersheds' along the path to political and educational reform. This has shaped the system of school and governments in the 1990s. This book revisits Tyndale and Ruskin and examines their legacy. Drawing on contemporary accounts of a number of key individuals who were involved in those watershed events, it recasts their stories in the light of current changes in education. The book explores the extent to which both these events shifted assumptions about education and provided the rationale for policy changes. It argues that fundamental questions need to be asked about the nature of the reform agenda and in particular, the balance of power. It also places the reform agenda within an international context.
Who’s Afraid of Multilingual Education?: Conversations with Tove Skutnabb-Kangas, Jim Cummins, Ajit Mohanty and Stephen Bahry about the Iranian Context and Beyond
by Amir KalanMore than 70 languages are spoken in contemporary Iran, yet all governmental correspondence and educational textbooks must be written in Farsi. To date, the Iranian mother tongue debate has remained far from the international scholarly exchanges of ideas about multilingual education. This book bridges that gap using interviews with four prominent academic experts in linguistic human rights, mother tongue education and bilingual and multilingual education. The author examines the arguments for rejecting multilingual education in Iran, and the four interviewees counter those arguments with evidence that mother tongue-based education has resulted in positive outcomes for the speakers of non-dominant language groups and the country itself. It is hoped that this book will engage an international audience with the debate in Iran and show how multilingual education could benefit the country.
Who’s Afraid of Political Education?: The Challenge to Teach Civic Competence and Democratic Participation
by Henry TamDemocracy should enable citizens to play an informed role in determining how power is exercised for their common wellbeing, but this only works if people have the understanding, skills and confidence to engage effectively in public affairs. Otherwise, any voting system can be subverted to serve the interests of propagandists and demagogues. This book brings together leading experts on learning for democracy to explore why and how the gap in civic competence should be bridged. Drawing on research findings and case examples from the UK, the US and elsewhere, it will set out why change is necessary, what could be taught differently to ensure effective political engagement, and how a lasting impact in improving citizens’ learning for democratic participation can be made.
Why "A" Students Work for "C" Students and Why "B" Students Work for the Government
by Robert T. KiyosakiKiyosaki expands on his belief that the school system was created to churn out 'Es' / Employees... those "A Students" who read well, memorize well and test well... and not the creative thinkers, visionaries and dreamers -entrepreneurs-in-the-making... those "C Students who grow up to be the innovators and creators of new ideas, businesses, applications and products.The book urges parents not to be obsessed with their kids' "letter grades" ("good grades" might only mean they or the student themselves were successful in jamming a square peg into a round hole...) and focus, instead, on concepts, ideas, and helping their child find their true genius, their special gift. The path they can pursue with a love and true passion.Robert showcases success stories of "C Students" who grew up to be phenomenal successes - and HIRED those "A Students"(attorneys, accountants, and other school-smart specialists) to work in their businesses... while the more average students, "B Students," often find themselves in government-type jobs...Not surprisingly, Kiyosaki will coin his own definitions of what "A," "B," and "C" stand for as he gives parents and their children bits of wisdom as well as insights and tools for navigating an ever-changing world... an Information Age world where the ability to change and adapt, understand relationships, and anticipate the future will shape their lives.
Why Adults Learn: Towards a Theory of Participation in Adult Education (Routledge Library Editions: Adult Education)
by Sean CourtneyOriginally published in 1992 this book looks at the phenomenon of adult education by exploring the nature of the motivation that moves people to return to school or to seek involvement inorganized learning activities. The book challenges the psychological emphasis of much research on adult learning. It concentrates on the concept of social participation and its implications for a reinterpretation of adult learning as an aspect of a person's involvement with his or her community or society.
Why Afterschool Matters
by Ingrid A. NelsonIncreasingly, educational researchers and policy-makers are finding that extracurricular programs make a major difference in the lives of disadvantaged youth, helping to reduce the infamous academic attainment gap between white students and their black and Latino peers. Yet studies of these programs typically focus on how they improve the average academic performance of their participants, paying little attention to individual variation. Why Afterschool Matters takes a different approach, closely following ten Mexican American students who attended the same extracurricular program in California, then chronicling its long-term effects on their lives, from eighth grade to early adulthood. Discovering that participation in the program was life-changing for some students, yet had only a minimal impact on others, sociologist Ingrid A. Nelson investigates the factors behind these very different outcomes. Her research reveals that while afterschool initiatives are important, they are only one component in a complex network of school, family, community, and peer interactions that influence the educational achievement of disadvantaged students. Through its detailed case studies of individual students, this book brings to life the challenges marginalized youth en route to college face when navigating the intersections of various home, school, and community spheres. Why Afterschool Matters may focus on a single program, but its findings have major implications for education policy nationwide.
Why Are Professors Liberal and Why Do Conservatives Care?
by Neil GrossSome observers see American academia as a bastion of leftist groupthink that indoctrinates students and silences conservative voices. Others see a protected enclave that naturally produces free-thinking, progressive intellectuals. Both views are self-serving, says Neil Gross, but neither is correct. Why Are Professors Liberal and Why Do Conservatives Care? explains how academic liberalism became a self-reproducing phenomenon, and why Americans on both the left and right should take notice. Academia employs a higher percentage of liberals than nearly any other profession. But the usual explanations-hiring bias against conservatives, correlations of liberal ideology with high intelligence-do not hold up to scrutiny. Drawing on a range of original research, statistics, and interviews, Gross argues that "political typing" plays an overlooked role in shaping academic liberalism. For historical reasons, the professoriate developed a reputation for liberal politics early in the twentieth century. As this perception spread, it exerted a self-selecting influence on bright young liberals, while deterring equally promising conservatives. Most professors' political views were formed well before they stepped behind the lectern for the first time. Why Are Professors Liberal and Why Do Conservatives Care? shows how studying the political sympathies of professors and their critics can shed light not only on academic life but also on American politics, where the modern conservative movement was built in no small part around opposition to the "liberal elite" in higher education. This divide between academic liberals and nonacademic conservatives makes accord on issues as diverse as climate change, immigration, and foreign policy more difficult.
Why Are School Buses Always Yellow?: Teaching for Inquiry, K-8 (Corwin Teaching Essentials)
by John F. BarellTurn natural curiosity into deep, lasting learnings! Inquiry is what drives us all toward new knowledge, but how do we transform children’s natural ability to notice and wonder into the full learning cycle of observing, thinking, and critically questioning? Through this new edition of the bestselling Why Are School Buses Always Yellow? you’ll find simple, yet systematic ways to develop authentic student inquiry that fosters deep learning. This new edition features: Updates based on the latest research around inquiry-based teaching Emphasis on turning inquiry into critical thinking, assessing students’ inquiry, and involving families in the inquiry process Examples for K–8 across subject areas New emphasis on critical thinking about technologies New and updated activities, checklists, templates, and implementation tools Alignment with Common Core and Next Generation Science Standards With this invaluable resource, help students transform their playful wonderings into deeper questions about content—and develop the higher-level thinking skills they need for success in school and in life. "Educators often talk about developing lifelong learners - our team has had great success using Why Are School Buses Always Yellow? to catalyze professional conversations about how we can better cultivate curiosity through an inquiry approach. I strongly recommend this [new edition] for those who are interested in unlocking the uniquely creative capacity of our youngest learners." Devin Vodicka, Superintendent Vista Unified School District, Vista, CA