ERIC Number: ED525137
Record Type: Non-Journal
Publication Date: 2011-Oct
Abstractor: As Provided
Reference Count: 0
Leading for Inclusion: How Schools Can Build on the Strengths of All Learners
Jones, Phyllis, Ed.; Fauske, Janice R., Ed.; Carr, Judy F., Ed.
Teachers College Press
This important book expands the notion of inclusion well beyond special education to include English language learners, students with refugee status, LGBTQ children, poor children, and other underrepresented populations. Employing real-world vignettes and up-to-date research findings, this hands-on resource provides strategies that school leaders can employ to improve teaching and learning in their school or classroom. Contributors offer a wide variety of perspectives from the fields of testing and assessment, early education, elementary education, special education, educational leadership, and reading. This book features: (1) A multidimensional framework for how school systems can adopt effective inclusive leadership practices; (2) Lessons learned from discrete subgroups of students who are often marginalized by the focus on standards-based accountability; (3) An exploration of the role of data with implications for systemic decision-making; (4) Research-based practices and assessment tools for the classroom; and (5) Engaging vignettes from diverse classrooms and schools.
Descriptors: Elementary Education, Second Language Learning, Evaluation Methods, Refugees, Instructional Leadership, Special Education, Inclusion, English (Second Language), Low Income Groups, Vignettes, Homosexuality, Special Needs Students, Disproportionate Representation, Educational Research, Educational Strategies, Leadership Effectiveness, Educational Policy, Accountability, Data, Decision Making, Educational Assessment
Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: email@example.com; Web site: http://www.tcpress.com
Publication Type: Books; Collected Works - General; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education
Authoring Institution: N/A