Compassionate Leadership for School Belonging

In Compassionate Leadership for School Belonging, international scholar and practitioner Kathryn Riley shines the powerful lens of belonging on schools. Belonging is that sense of being somewhere you can be confident you will fit in and feel safe in your identity: a feeling of being at home in a place. When belonging is a school’s guiding principle more young people at all levels experience a sense of connectedness and friendship, perform better academically, and come to believe in themselves; their teachers feel more professionally fulfilled, their families more accepted. The originality of this highly readable book lies in its scope. It offers international analysis from the OECD, alongside insights from the author’s extensive research in schools, powerfully supported by observational vignettes and drawings from the children, young people and teachers who have been her co-researchers. This exploration is supported by methodologies, concepts and research tools for use by practitioners, researchers and school leaders. While contemporary patterns of dislocation, disaffection and exclusion are revealed, the spotlight is firmly on what needs to change and how: the purposeful actions in classrooms and schools; the approaches at system level; and the compassionate forms of leadership that can help create the conditions for school belonging. In an increasingly uncertain world, this is an urgent book of hope and possibilities

(Re)storying human/nonhuman relationships: Posthumanist possibilities in researcher/teacher/environmental education worlds

This research explored human/nonhuman relationships in environmental education. Taking up the materiality of affect in sense-making, this research revealed how relational agency generates an intrinsic sense of responsibility to attend to socio-ecological justice in these Anthropocene times

The history of Quincy for the fourth grade.

Thesis (M.A.)--Boston Universit

Preparing and Adapting Reading Materials for ESL Adults

The adult ESL student who is illiterate or functionally illiterate in his native language has particular difficulty when learning to read English. This paper is a step by step description of a materials writing project undertaken at Bristol Community College, Fall River, Massachusetts; the goal of the project was to develop reading materials for adult Portuguese ESL students, many of whom were illiterate. Included in the paper are the general guidelines followed, specific steps taken to meet the requirements of each guideline, and a discussion of each level of materials developed. Examples of all four levels are included. Particular emphasis is placed on the integration of oral/aural and reading activitie

Evaluation of Needs and Sources for a Small Drinking Water Supply System

2008 S.C. Water Resources Conference - Addressing Water Challenges Facing the State and Regio