"MADMAC" is going to provide keys for you that open up doors in education that you might not have thought about. They really get to the heart of education and usually it's educating kids that other people might not think are going to succeed. MADMAC takes those kids that probably have failed in many other places and will make them feel successful; and they will be successful. Bea Gonzales ELL consultant Whittier Ca.

Sweeping, humorous, and moving tales from one of contemporary China’s greatest writers. The bestselling and award-winning author of novels satirizing contemporary China, Liu Zhenyun is also renowned for his short stories. Remembering 1942 showcases six of his best, featuring a diverse cast of ordinary people struggling against the obstacles—bureaucratic, economic, and personal—that life presents. The six exquisite stories that comprise this collection range from an exploration of office politics unmoored by an unexpected gift to the tale of a young soldier attempting to acclimate to his new life as a student and the story of a couple struggling to manage the demands of a young child. Another, about petty functionaries trying to solve a mystery of office intrigue, reads like a survival manual for Chinese bureaucracy. The masterful title story explores the legacy of the drought and famine that struck Henan Province in 1942, tracing its echoes in one man’s personal journey through war and revolution and into the present. Each story is rich in wit, insight, and empathy, and together they bring into focus the realities of China’s past and present, evoking clearly and mordantly the often Kafkaesque circumstances of contemporary life in the world’s most populous nation. Skyhorse Publishing, as well as our Arcade, Yucca, and Good Books imprints, are proud to publish a broad range of books for readers interested in fiction—novels, novellas, political and medical thrillers, comedy, satire, historical fiction, romance, erotic and love stories, mystery, classic literature, folklore and mythology, literary classics including Shakespeare, Dumas, Wilde, Cather, and much more. While not every title we publish becomes a New York Times bestseller or a national bestseller, we are committed to books on subjects that are sometimes overlooked and to authors whose work might not otherwise find a home.

Education policymakers often demonstrate surprisingly little awareness of how popular reforms impact teaching and teacher education. In this book, well-regarded scholars help readers develop a more robust understanding of the nature of teacher preparation, as well as an in-depth grasp of how popular policies, practices, and ideologies have taken root domestically and internationally. Contributors include Deron Boyles, Anthony Cody, Kerry Kretchmar, Carmen Montecinos, Beth Sondel, and Christopher Tienken. “This book will help readers consider the possibilities of democratic visions in the teaching profession and in public education, particularly in this time of intense political polarization when critical citizen engagement with our public institutions and policies is deeply needed.” —Janelle Scott, University of California, Berkeley “The chapters in this book make clear that ongoing policy disconnects cannot be ignored and that now is the time to elevate the teaching profession for students who have faced historical inequities.” —Julian Vasquez Heilig, dean, University of Kentucky College of Education “Public teaching and teacher education in the U.S. and in many other parts of the world are under assault by concerted efforts to deregulate and marketize them. This collection of essays examines the consequences of these privatization efforts in the U.S., Chile, and Singapore and should be required reading for those wanting to understand their complexity and consequences for teaching and teacher education today.” —Ken Zeichner, Boeing Professor of Teacher Education, University of Washington

Educational researchers have long been concerned about the factors that influence the patterns of attendance in higher education and the extent to which higher education has been accessible to all students regardless of their socioeconomic status. Extensive research has indicated that a variety of class-related factors, such as cultural capital, social capital, and economic capital, exert remarkable impacts on the amount and type of education that one receives. Drawing on cultural capital theory, this study aims at analyzing how students' college choice process varies by social class in China. By exploring different cultural and financial factors that influence different stages of students' college choice process, this study hopes to contribute to identifying the most appropriate policies and practices for raising the representation of students from the lowest social class among college participants.

This book explores how school leaders—both formal and informal—can create a supportive culture that leverages teamwork and empowers teachers to become leaders. By focusing on three foundational principles—empowerment, collegiality, and risk taking—schools can develop and enhance educators' capacity for success. With this practical resource, you will learn intentional and actionable strategies that empower participation in leadership at all levels through peer observation and team action planning. The book’s chapters explore how to create systems that support trusting relationships, inspire distributed leadership, provide a vehicle for teachers to learn from each other and take risks, and develop informal and formal teacher leaders. This book provides a positive and proactive approach to collaborative school leadership that will invigorate your school community to work together more effectively for improved student outcomes. Rich reflection questions in each chapter help readers conceptualize the information presented and take actionable steps toward improvement Additional tools are available online for easy download here: www.routledge.com/9781032040554.

Fifteen stories of quiet longing and desire, of second chances, and no chance at all. In On the Rez, when youre broken down and abandoned in Indian territory, on the dusty back roads of Kansas, there are certain to be monsters and fiends. In Ask for Anything, a family escaped into the Blue Ridge Mountains learns you do not always get what you think you want. In Florida Blues, a former lover on a prison visit must face regret, heartache, and frustration. While in California Quarter, a lady friend has not agreed to starving on the trip home.

Help the students with concerning behaviors without detentions, suspensions, expulsions, paddling, restraint, and seclusion In the newly revised Second Edition of Lost and Found, distinguished child psychologist Dr. Ross W. Greene delivers an insightful and effective framework for educators struggling with students with concerning behaviors. The author’s Collaborative & Proactive Solutions (CPS) approach focuses on the problems that are causing concerning behaviors and helps school staff partner with students to solve those problems rather than simply modifying the behavior. In this book, you’ll discover: A more compassionate, practical, effective approach to students’ concerning behaviors, one that positions educators as allies, not enemies, and as partners, not adversaries Updated examples and dialogue suited to modern classrooms and recent innovations from the constantly evolving CPS model Specific advice on how schools can eliminate the use of punitive, exclusionary disciplinary procedures and address disproportionality Perfect for K-12 educators in general and special education, Lost and Found has also become standard reading for teachers-in-training, professors, and parents who struggle to help students for whom “everything” has already been tried.

Eddie didn't favor anyone in his family. Fair, blonde, and green-eyed, he stood in sharp contrast to the other darker-complected, dark-haired, blue-eyed members. The difference created a rift in the family fabric and his mother singled him out for abuse, irrationally holding him responsible for the family's turmoil. Little Eddie struggled with the severity of his maltreatment but, by age eleven, could no longer handle the circumstances of his life. He decided his only escape would be to die, that by conscious will, he could simply resolve to give up life and cease to exist. Eddie's mind, alerted to his decision, and believing the ultimate goal for any entity was to continue, regardless of form or quality of life, was determined to survive. Panicked at the threat of cessation, his mind made a desperate decision -- it fractured his personality and created Randy from traits that had been repressed in Eddie. Randy, a tough, defiant individual, was created to bring new energy, new life, and stand in defense of the defeated, accepting Eddie. Rising to the challenge, he accepted the responsibility of his creation and was fiercely focused to protecting Eddie while endeavoring to create new circumstances for the life they shared. Randy was proud of his efforts to save Eddie. He knew he was Eddie's paladin, his champion, created for a noble purpose -- to bring Eddie back from the brink of oblivion. After many struggles, Randy's efforts appeared to be successful and the mind considered the possibility of enjoying the existence he'd insured. It pondered the idea of Eddie being involved with the world, rather than merely persisting through the time allotted for the life. Aware of Eddie's inability to interact with the world around him, the mind again fractured the personality creating Jesse, a new facet, an aesthetic personality, focused to tender feelings of love and friendship -- and aspects which determine quality of life. Jesse felt he was created to experience emotions and appreciate beauty, to evolve the repressed side of the personality, to bring stability to the entity. He believed he was born to search for love, to find the emotional equilibrium that would bring the separate identities into harmony. Developed from suppressed characteristics, Jesse was creative and confident, loving and inquisitive, charming and fun loving. And he was on a quest -- determined to achieve his goal. Without Eddie's awareness of them, Randy and Jesse sought to balance their existence and hoped they were achieving what they saw as a normal life until Jesse experienced an incident which shattered that belief and forced them to realize they had not progressed as far as they thought. Jesse's realization that he had made a terrible mistake was devastating. Jumping to a conclusion, Randy, the controlling personality, in his determination to fend off any challenges to them, felt he must take over to handle the crisis in an effort to protect them...

I don’t do forever. I don’t do Christmas. And I definitely don’t do emotions. I was a foster child that never had a home, never celebrated a birthday and never felt loved. So when my troops get a Christmas tin full of cookies, I send a thank you email. That’s what you’re supposed to do when you get a gift, right? But before I know it, I’m writing back and forth with a sweet, young woman that has hearts in her eyes. I wish I could give her what she wants, but I know that’s not me. She’s too young and too happy for the likes of me. She’s better off without me and I’m better off alone. That is, until she shows up at my door and gives me a glimpse of what I’ve been missing. I can be her Christmas Soldier… but now I’m wondering how I’m going to let her go.

The stories in the collection concern a typical suburban, public high school. Typical is the operative word. Tax money poured in by the local community for extraordinary services provided to all school-age children. Money spent everywhere: acclaimed educators hired, spectacular facilities built, resources like computers and laboratory equipment acquired, extra-curricular activities created, yet the outcome? Academic failure, violence, drugs, gangs, and, drop-out rates approaching fifty percent. There is the result! Why? Where has the money gone? The resources gone? The stories provide a glimpse and a few answers. There are portraits of students, teachers, and, school administrators. In these you can figure the reasons for the failures. Often, the failure is a combination of forces, the kids themselves, instability of parents and extended families, poor teachers and administrators, and, a bureaucracy gone wild. To pinpoint any one cause as a reason for the school's record is difficult at best.