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Teaching and Leading From the Inside Out A Model for Reflection, Exploration, and Action by Judy F. Carr, Janice R. Fauske, Stephen Rushton
  

Teaching and Leading From the Inside Out A Model for Reflection, Exploration, and Action

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Synopsis

Teaching and Leading From the Inside Out A Model for Reflection, Exploration, and Action by Judy F. Carr, Janice R. Fauske, Stephen Rushton

Joining the personal (inside) with the collegial and professional realms (outside) is essential if schools are going to truly become places of reflection and learning communities. In this new book the authors synthesize the work of the great thinkers in education, including Fullan, Palmer, Sergiovanni, Bolman & Deal, and Senge, to name a few. Starting with an overview of the conceptual model, the book shows how educators can implement these concepts into their personal and professional lives. The book also includes tools for reflection, exploration, and action that has been thoroughly tested in their own work with teachers and school leaders.

Reviews

Moral schools are founded on authenticity, integrity, and democracy. This is an essential guide for educators who are committed to closing the gap between what we believe and what we do as teachers and leaders. -- Daniel Baron, Co-director and Senior Fellow Rhythmic, purposeful, and extremely rare! An inspiration for teachers and leaders, written by teachers and leaders with an intuitive grasp of who we are and what we can become! -- Lynn Currier, Literacy Specialist


About the Author

Judy F. Carr teaches half-time in the Educational Leadership Program at the University of South Florida Sarasota-Manatee. She is also codirector of the Center for Curriculum Renewal, a consultant, facilitator, professional development specialist, workshop presenter, and program evaluator with educators and policy makers in the US, Canada, and the Caribbean. She is coauthor or coeditor of the following books: A Pig Don't Get Fatter the More You Weigh It: Balancing Classroom Assessment; Creating Dynamic Schools Through Mentoring, Coaching, and Collaboration; Succeeding with Standards: Linking Curriculum, Assessment, and Action Planning; How to Use Standards in the Classroom; Integrated Studies in the Middle Grades: Dancing Through Walls; and Living and Learning in the Middle Grades: The Dance Continues: A Festschrift for Chris Stevenson. Carr has expertise in K-12 curriculum, instruction, and assessment; standards-based education reform; design of professional development materials and processes; systems change implementation with leadership teams in school districts and state agencies; and middle grades education. She has been a middle school teacher and a K-12 curriculum director. She was the recipient of the second annual Vermont ASCD Curriculum Leadership Award. Janice R. Fauske, upon earning her B.A. in English with a secondary teaching endorsement, began her career as a seventh grade English teacher in a rural, economically deprived school district in Virginia. After earning an M.S.Ed. in Reading Psychology, she taught special education in an inner city school district and later moved to college teaching at a small Virginia college. She earned an Educational Specialist degree in Higher Education at College of William and Mary, and later completed her Ph.D. in Educational Administration at University of Utah. Before joining the USF faculty as associate professor in Educational Leadership and Policy Studies, Dr. Fauske worked as the Assistant Commissioner for Academic Affairs at the Utah State Board of Regents, as a faculty member and administrator at Weber State University, as founding Dean of the School of Education at Westminster College, and associate professor and Doctoral Advisor in Educational Leadership and Policy at the University of Utah. Janice's teaching expertise includes teaching and learning for school leaders, leadership, organizational change, and qualitative research methods. Research interests include organizational learning and change, effects of collaborative governance on teaching and learning in schools, and teaching in educational administration programs. Recent publications include Collaboration to Strengthen Classroom Assessment, in P. Jones, R. Ataya, and J. Carr (Eds.), A Pig Don't Get Fatter the More You Weigh It: Balancing Assessment for the Classroom; Organizational Theory in Schools in the Journal of Educational Administration, and Theories of collaboration in education in the Encyclopedia of Educational Leadership and Administration. Stephen Rushton is an Associate Professor in the Childhood Education Department at the University of South Florida Sarasota-Manatee, and he has been teaching for USF for the last eight years. He supervises student teachers and teaches courses in research, elementary education methods, and the writing process. Dr. Rushton previously taught elementary education for twelve years in Ontario, Canada, and Oakridge, Tennessee. He conducts research on teacher effectiveness, brain-research, and personality types using the Myers-Briggs Personality Inventory. He received his B.Sc. and B.Ed. from Queen's University in Canada and his M.S. and Ph.D. from the University of Tennessee, where he is presently the Coordinator for the Masters of Arts in Teaching program.

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Book Info

Publication date

21st December 2007

Author

Judy F. Carr, Janice R. Fauske, Stephen Rushton

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Publisher

SAGE Publications Inc

Format

Hardback
160 pages

Categories

Teaching skills & techniques
Organization & management of education

ISBN

9781412926669

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