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This insightful resource provides vignettes, questions, and practical strategies for implementing individual and schoolwide practices to connect internal beliefs and aspirations to external action.
- Sales Rank: #961418 in Books
- Brand: Corwin
- Published on: 2007-12-13
- Original language: English
- Number of items: 1
- Dimensions: 9.03" h x .41" w x 6.39" l, .56 pounds
- Binding: Paperback
- 160 pages
- View professional challenges as opportunities to learn and grow.
- Act with greater conviction and confidence.
- Celebrate accomplishments.Teaching and Leading From the Inside Out provides vignettes, questions,
- Title - Teaching and Leading From the Inside Out.
- Sub Title - A Model for Reflection, Exploration, and Action.
Review
"Rhythmic, purposeful, and extremely rare! An inspiration for teachers and leaders, written by teachers and leaders with an intuitive grasp of who we are and what we can become!" (Lynn Currier, Literacy Specialist 2007-06-19)
"Moral schools are founded on authenticity, integrity, and democracy. This is an essential guide for educators who are committed to closing the gap between what we believe and what we do as teachers and leaders." (Daniel Baron, Co-director and Senior Fellow 2007-06-19)
About the Author
Judy F. Carr teaches half-time in the Educational Leadership Program at the University of South Florida Sarasota-Manatee. She is also codirector of the Center for Curriculum Renewal, a consultant, facilitator, professional development specialist, workshop presenter, and program evaluator with educators and policy makers in the US, Canada, and the Caribbean. She is coauthor or coeditor of the following books: A Pig Don’t Get Fatter the More You Weigh It: Balancing Classroom Assessment; Creating Dynamic Schools Through Mentoring, Coaching, and Collaboration; Succeeding with Standards: Linking Curriculum, Assessment, and Action Planning; How to Use Standards in the Classroom; Integrated Studies in the Middle Grades: Dancing Through Walls; and Living and Learning in the Middle Grades: The Dance Continues: A Festschrift for Chris Stevenson.
Carr has expertise in K-12 curriculum, instruction, and assessment; standards-based education reform; design of professional development materials and processes; systems change implementation with leadership teams in school districts and state agencies; and middle grades education. She has been a middle school teacher and a K-12 curriculum director. She was the recipient of the second annual Vermont ASCD Curriculum Leadership Award.
Janice R. Fauske, upon earning her B.A. in English with a secondary teaching endorsement, began her career as a seventh grade English teacher in a rural, economically deprived school district in Virginia. After earning an M.S.Ed. in Reading Psychology, she taught special education in an inner city school district and later moved to college teaching at a small Virginia college. She earned an Educational Specialist degree in Higher Education at College of William and Mary, and later completed her Ph.D. in Educational Administration at University of Utah. Before joining the USF faculty as associate professor in Educational Leadership and Policy Studies, Dr. Fauske worked as the Assistant Commissioner for Academic Affairs at the Utah State Board of Regents, as a faculty member and administrator at Weber State University, as founding Dean of the School of Education at Westminster College, and associate professor and Doctoral Advisor in Educational Leadership and Policy at the University of Utah.
Janice’s teaching expertise includes teaching and learning for school leaders, leadership, organizational change, and qualitative research methods. Research interests include organizational learning and change, effects of collaborative governance on teaching and learning in schools, and teaching in educational administration programs. Recent publications include “Collaboration to Strengthen Classroom Assessment,” in P. Jones, R. Ataya, and J. Carr (Eds.), A Pig Don't Get Fatter the More You Weigh It: Balancing Assessment for the Classroom; “Organizational Theory in Schools” in the Journal of Educational Administration, and “Theories of collaboration in education” in the Encyclopedia of Educational Leadership and Administration.
Stephen Rushton is an Associate Professor in the Childhood Education Department at the University of South Florida Sarasota-Manatee, and he has been teaching for USF for the last eight years. He supervises student teachers and teaches courses in research, elementary education methods, and the writing process. Dr. Rushton previously taught elementary education for twelve years in Ontario, Canada, and Oakridge, Tennessee. He conducts research on teacher effectiveness, brain-research, and personality types using the Myers-Briggs Personality Inventory. He received his B.Sc. and B.Ed. from Queen's University in Canada and his M.S. and Ph.D. from the University of Tennessee, where he is presently the Coordinator for the Masters of Arts in Teaching program.
Most helpful customer reviews
0 of 0 people found the following review helpful.
DO NOT BUY THIS BOOK!
By teacher
This book is absurd. Please don't waste your time. I'm not sure that it was ever submitted to an editor; and if it was, they failed. It reads as if it was translated from another language. Consider the following sentence from pages 38-39: "Next, we explore multiplicity of roles for teachers and leaders in a context of ambguity and the finding of our 'voice.'" I promise you I typed that in exactly as it was published. If I were not assigned to read this, I would never have read past Chapter 1. If you are (for some stragnge reason) seriously considering buying this book, I leave you with this bit of wisdom from Chapter 2: "...try holding in mind an area of your work where there is currently some tension. Use a picture, poem, or saying as a vehicle through which to describe what is happening currently with that area of work." (p.36)
0 of 0 people found the following review helpful.
redundant
By Victoria M. Puglisi
This book repeats a lot of its information. Bought it for a course but its not a priority resource for the class.
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