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Leading for Social Justice Transforming Schools for All Learners by Elise M. Frattura, Colleen A. Capper
  

Leading for Social Justice Transforming Schools for All Learners

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Synopsis

Leading for Social Justice Transforming Schools for All Learners by Elise M. Frattura, Colleen A. Capper

Elise A. Frattura and Colleen A. Capper present a unique, step-by-step guide for schools that incorporates a continuous accountability process to help schools avoid backsliding into poor practice. Leading Beyond Equity and Accountability addresses how to reach ELL and special needs students sometimes overlooked by NCLB practices. Each concise chapter describes typical school practices that traditionally fail to serve all students and illustrates research-based practice to help address this inequity. The authors offer ways to address the discrepancies between current practice and research and include scores of vignettes from the field.This book is ideal for school principals, directors of special education, and other district administrators involved locally in the implementation of integrated services for special education, at-risk, bilingual, and other Title I students.

Reviews

This volume is essential reading for any parent, teacher, school administrator, or academic within the field of education interested in working toward solutions to the problems plaguing our schools in the 21st century instead of maintaining the status quo. The ICS framework offers an empirically tested model for school districts to consider if they are seriously interested in substantive school reform. -- PsycCRITIQUES, January 2008, Vol. 53(5) Not to be missed by either teachers or colleges catering to teacher education. This book goes well beyond the usual focus on testing results to help educators decide on program implementation. -- California Bookwatch, July 2007 The implications for leadership are compelling. Teachers, principals, directors, and superintendents should include this book as a must-read as they advance equity and excellence for all children in their schools and districts. -- Barbara J. Sramek, Director of Special Education The ICS model provides an opportunity for aligning educational programming within and across schools to provide a comprehensive PreK-12 experience that culminates in the results districts are looking for: students exceeding their potential and having the skills, knowledge, and long-term understandings that can be applied to real-world problems. -- Brian T. Pulvino, Director of Special Education


About the Author

Elise Frattura is an assistant professor in the Department of Exceptional Education and Educational Administration and associate dean for the School of Education at the University of Wisconsin-Milwaukee. She teaches courses in administration of student services, organizational leadership, and special education law. Frattura researches and publishes in the area of nondiscrimination law, integrated comprehensive services for all learners, and the theoretical underpinnings of educational segregation. Coauthor of Meeting the Needs of All Learners: How Leaders Go Beyond Inclusion (Corwin Press 2000), Frattura works with school districts across the country to assist in the movement from programs to services for all learners. Colleen A. Capper is professor in the Department of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison. She has authored or coauthored five books (published or in-press) and refereed journal articles related to educational leadership and equity. Capper has served as a special education teacher, administrator of special programs, and founding director of a nonprofit agency for preschool children and adults with disabilities in the Appalachian region of Kentucky. Capper works with individuals in school districts, nonprofit, and for-profit agencies across the country on ways to integrate social justice, equity, and spirituality into their daily work.

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Book Info

Publication date

18th April 2007

Author

Elise M. Frattura, Colleen A. Capper

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Publisher

Corwin Press Inc an imprint of SAGE Publications Inc

Format

Hardback
344 pages

Categories

Teaching of specific groups & persons with special educational needs
Organization & management of education

ISBN

9780761931775

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