A revised and extended edition reintroducing the Five Bridges Junior High and following 24 students through their high school years and one year afterward. In this ethnographic study, the authors use interviews and observations of the multi-racial, multi-ethnic students, teachers, and administrators to determine the students' school and career choice aspirations, examining how the schools failed to help them achieve their dreams. The study touches on issues of family, economy, race, social class, and sexism. Annotation copyright by Book News, Inc., Portland, OR

Set in the American community of Rivercrest in a multi-racial junior school, this text provides a portrait of the beliefs and understandings held by students, teachers and administrators with respect to issues such as race, social class and gender.

When the School Bell Rang is a delightful look back at the little one-room school in Fayville, Massachusetts; a peek inside the classroom to see how the three Rs were taught, how the children were disciplined, what the daily routine was like and something about the teacher who ruled the students. The book is filled with the authors memories and those of her classsmates; all attended the Fayville school. A floor plan of the interior of the schoolhouse is included along with photos dating from 1897 to 1946. High nostalgia; a book for all ages.

A collection of essays written by arts and humanities scholars across disciplines, this book argues that higher education has been compromised by its uncritical acceptance of our culture’s standards of productivity, busyness, and speed. Inspired by the Slow Movement, contributors explain how and why university culture has come to value productivity over contemplation and rapidity over slowness. Chapter authors argue that the arts and humanities offer a cogent critique of fast culture in higher education, and reframe the discussion of the value of their fields by emphasizing the dialectic between speed and slowness.

This book explores how school leadership plays a significant role in addressing the issues of poor learning among students in India. It presents in-depth discussions on critical leadership practices that are influenced by the interaction between leadership styles, functions, behaviours and practices of school leaders using theoretical discourse. Besides, a conceptual framework is developed to understand the leadership phenomenon in the Indian context for the overall improvement of schools, student learning and self-development of leaders. While highlighting the issues and challenges faced by schools and school leaders, the book presents a number of vignettes created from the data on various aspects of school leadership practices indicating the styles, behaviours and functions in every chapter. The nature of the analysis is also unique to the discourse on educational leadership as it culminates in tracing the path traversed by the school leaders. The analysis is thematically organised into purpose-process-outcome that spreads across seven chapters. Besides the rigour of vast data that substantiates the arguments using mixed methods, it also vividly discusses the national initiatives undertaken in India to transform instructional and pedagogical leadership of principals and improve students learning in the past one decade or so. The book will be of interest to researchers of education, leadership education and development and school education in university departments of education, management, public administration, development studies and sociology that use interdisciplinary approaches. It will also be useful for school educators, academicians, school leaders, policymakers and teacher educators not only for teaching and research but also for school leadership development for practitioners.