Extracts from the text:

-Why are fifteen million children and youth in poverty not achieving when we know that low-income students excel in the classrooms of -star- teachers (who comprise approximately 8 percent of the teaching force)?-

-Whose needs or interests are being met in education reform today?-

-In my own institution, there has not been a systematic assessment of the effectiveness of the basic teacher education program since the institution was founded over a century ago as a teachers college. Imagine, not one ever -

-Teachers who...

A volume in Urban Education Studies Series Series Editors: Nicholas D. Hartlep, Illinois State University, Thandeka K. Chapman, University of California, San Diego and Kenneth Fasching-Varner, Louisiana State University A school is only as good as its principal. This quip forms the thesis of Better Principals as it provides a bird's eye view on the enactment of Haberman's eleven core functions of a star principal. Better Principals is imperative for two main reasons. First, the achievement gap between 20 million children in poverty and their mainstream counterparts is continuing to become...

A volume in Urban Education Studies Series Series Editors: Nicholas D. Hartlep, Illinois State University, Thandeka K. Chapman, University of California, San Diego and Kenneth Fasching-Varner, Louisiana State University A school is only as good as its principal. This quip forms the thesis of Better Principals as it provides a bird's eye view on the enactment of Haberman's eleven core functions of a star principal. Better Principals is imperative for two main reasons. First, the achievement gap between 20 million children in poverty and their mainstream counterparts is continuing to become...