Written by some of the most highly acclaimed teacher-writers, The Jossey-Bass Reader on Teaching includes excerpts from books, essays, and articles that explore the very heart of the teaching experience. This comprehensive resource offers a wide variety of perspectives and insights into the realities of classroom teaching. The volume's contributors are some of the best known teachers and education experts: Parker Palmer, Sylvia Ashton-Warner, William Ayers, Lisa Delpit, Robert L. Fried, Paulo Freire, Maxine Greene, Martin Haverman, Herbert Kohl, Andrew Dean Mullen, James Nehring, Vivian...

In Teacher Leadership, Lieberman and Miller discuss current changes in the teacher's role, and make sense of the research on teacher leadership. They offer case studies of innovative programs - such as the National Writing Project - that provide teachers with opportunities to lead within a professional community. In addition, they tell stories of individual teachers - from Maine to California - who are able to lead in a variety of contexts. Teacher Leadership offers a new standard of teaching and community that recognizes all teachers as leaders. It shows how to develop learning...

In their newest volume, Lieberman and Miller enlist a stellar group of contributors to offer - once again - the best of what is known and practiced about professional development in schools. What is the purpose of staff development? What ends does it seek? To answer these often overlooked questions, the editors turn to the distinguished Maxine Greene, Carl D. Glickman, Derrick P. Aldridge, Judith Warren Little, Marilyn Cochran-Smith, and Susan L. Lytle. In opening chapters they remind us that it is essential to tie what we do in staff development to larger goals. Because what we do in staff...

The National Writing Project has become one of the most influential and longest lasting professional development programs in the history of the United States. With 175 school/university sites in 49 states, it has the reputation or being a career-altering professional development experience. This volume looks at the National Writing Project, analyzes what makes it so successful, and shows how other professional development efforts can learn from it.

ANDY HARGREAVES Department of Teacher Education, Curriculum and Instruction Lynch School of Education, Boston College, MA, U.S.A. ANN LIEBERMAN Carnegie Foundation for the Advancement of Teaching, Stanford, CA, U.S.A. MICHAEL FULLAN Ontario Institute for Studies in Education, University of Toronto, Canada DAVID HOPKINS Department for Education and Skills, London, U.K. This set of four volumes on Educational Change brings together evidence and insights on educational change issues from leading writers and researchers in the field from across the world. Many of these writers, whose chapters...

Based on research and many years of experience in schools, the authors have become convinced that teachers learn best within their own work communities. In this volume, they explore how such communities grow and develop, and how to negotiate the tension between improving competence and building community.

This book is a unique insiders look at the process that teachers experience when they assume leadership positions in their school, district, state, or writing project site. The text features vignettes by K12 teachers, describing their individual leaders

The International Handbook of Educational Change has been split up in 4 separate paperback sections to serve the individual interest in educational change.

The paperback sections are a state of the art collection of the most important ideas and evidence of educational change. The books brings together some of the most influential thinkers and writers on educational change. It deals with issues like educational innovation, reform, restructuring, culture-building, inspection, school-review, and change management. It asks why some people resist change and what their resistance means....

A useful guide for teacher mentors as they face new and difficult challenges in their work

New teachers often struggle to apply their knowledge in real-world settings, and the idea of mentoring these teachers during their first years in the classroom has captured the imagination of schools all over the world. Drawn from the experiences over the last twenty years of the New Teacher Center, the book illuminates the subtleties and struggles of becoming an excellent, effective mentor. The book discusses the five big tensions of mentoring: developing a new identity, developing trusting...