The solution? Collective efficacy (CE)--the belief that, through collective actions, educators can influence student outcomes and increase achievement. Educators with high efficacy show greater effort and persistence, willingness to try new teaching approaches, and attend more closely to struggling students' needs. This book presents practical strategies and tools for increasing student achievement by sharing:Rationale and sources for establishing CE Conditions and leadership practices for CE to flourish Professional learning structures/protocols

    The movement was inspired by Shannen Koostachin, a young Cree woman whom George Stroumboulopoulos named as one of “five teenage girls who kicked ass in history.”All Shannen wanted was a decent education. She found an ally in Charlie Angus, who had no idea she was going to change his life and inspire others to change the country.Based on extensive documentation assembled from Freedom of Information requests, Angus establishes a dark, unbroken line that extends from the policies of John A. Macdonald to the government of today. He provides chilling insight into how Canada--through breaches of treaties, broken promises, and callous neglect--deliberately denied First Nations children their basic human rights.

    Expertly designed in a vibrant, full-color format, this streamlined text not only serves as a valuable resource by providing the most current reference lists and examples from which to select texts from all genres, but it also emphasizes the critical skills needed to search for and select literature--researching, evaluating, and implementing quality books in the pre-K-to-8 classroom--to give readers the tools they need to evaluate books, create curriculum, and share the love of literature. It includes unique features that spur critical thinking and direct application in the classroom and curriculum.

    In the world that is taking shape, the unique combination of Canada's success at home as a diverse society and its reputation internationally as a sympathetic and respected partner consititute national assets that are at least as valuable as its natural resource wealth. As the world becomes more competitive and complex, and the chances of deadly conflict grow, the example and the initiative of Canada can become more important than they have ever been. That depends on its people: assets have no value if Canadians don't recognize or use them, or worse, if they waste them. A more effective Canada is not only a benefit to itself, but to its friends and neighbours. And in this compelling examination of what it as a nation has been, what it has become and what it can yet be to the world, Joe Clark takes the reader beyond formal foreign policy and looks at the contributions and leadership offered by Canada's most successful individuals and organizations who are already putting these uniquely Canadian assets to work internationally.

    A biography of the Saudi Arabian king who ruled from 1964 until his assassination in 1975 and who became, during his reign, an important world leader through his control of his country's vast oil resources.

    In No More Teaching a Letter a Week, early literacy researcher Dr. William Teale helps us understand that alphabet knowledge is more than letter recognition, and identifies research-based principles of effective alphabet instruction, which constitutes the foundation for phonics teaching and learning. Literacy coach Rebecca McKay shows us how to bring those principles to life through purposeful practices that invite children to create an identity through print.Children can and should do more than glue beans into the shape of a B; they need to learn how letters create words that carry meaning, so that they can, and do, use print to expand their understanding of the world and themselves.

    This project is animated by a hope that debate—in the spirit of the catechesis itself—will take place in book clubs across the country, composed of people who like discussion and are energized, engaged, and jazzed by the journey of rebuilding, reconciliation, and renewal.This collection of essays returns us to the proper work of dialogue, answering some questions but inevitably, and necessarily, provoking more. I hope it will prod us to get off our big fat complacencies. We must investigate our own histories, asking questions about the land on which we work and live. What is the history of this land? Who was here before us? How did we come to occupy and define it? What was my family’s relationship to Indigenous peoples?” — Shelagh RogersDrawing from the Aboriginal Healing Foundation’s three-volume series Truth and Reconciliation—which comprises the titles From Truth to Reconciliation; Response, Responsibility, and Renewal; and Cultivating Canada—acclaimed veteran broadcast-journalist and host of The Next Chapter on CBC Radio Shelagh Rogers joins series editors Mike DeGagné and Jonathan Dewar to present these selected reflections, in reader format, on the lived and living experiences and legacies of Residential Schools and, more broadly, reconciliation in Canada.This book is available at: http://www.speakingmytruth.ca/

    Nevertheless, many teachers end up using language patterns that undermine these goals. Do any of these scenarios sound familiar?We want students to take responsibility for their learning, yet we use language that implies teacher ownership.We want to build positive relationships with students, yet we use sarcasm when we get frustrated.We want students to think learning is fun, yet we sometimes make comments that suggest the opposite.We want students to exhibit good behavior because it's the right thing to do, yet we rely on threats and bribes, which implies students don't naturally want to be good.What teachers say to students--when they praise or discipline, give directions or ask questions, and introduce concepts or share stories--affects student learning and behavior. A slight change in intonation can also dramatically change how language feels for students. In What We Say and How We Say It Matter, Mike Anderson digs into the nuances of language in the classroom. This book's many examples will help teachers examine their language habits and intentionally improve their classroom practice so their language matches and supports their goals.

    First published in 1970, the book seeks to explain the causes for the 13 May 1969 riots in Kuala Lumpur.Dr Mahathir sets out his view as to why the Malays are economically backward and why they feel they must insist upon immigrants becoming real Malaysians speaking in due course nothing but Malay, as do immigrants to America or Australia speak nothing but the language of what the author calls “the definitive people”. He argues that the Malays are the rightful owners of Malaya. He also argues that immigrants are guests until properly absorbed, and that they are not properly absorbed until they have abandoned the language and culture of their past.

    This new edition gives expanded attention to the important symbolic roles of school leaders, including practical suggestions on how leaders can balance cultural goals and values against accountability demands, and features new and powerful case examples throughout. Most important, the authors show how school leaders can transform negative and toxic cultures so that trust, commitment, and sense of unity can prevail. Praise for Shaping School Culture "For those seeking enduring change that is measured in generations rather than months, and to create a legacy rather than a headline, then Shaping School Culture is your guide." —Dr. Douglas B. Reeves, founder, The Leadership and Learning Center, Englewood, CO "Deal and Peterson combine exquisite language, vibrant stories, and sage advice to support school leaders in embracing the paradoxical nature of their work. A 'must read' for all school leaders." —Pam Robbins, educational consultant and author "Once again, the authors have presented practitioners, researchers, professional developers, school coaches, and others with a tremendous resource for renovating and reinvigorating schools." —Karen M. Dyer, Ed.D., group director, Education and Nonprofit Sector Office, Center for CreativeLeadership, Greensboro, NC

    Evangelicals who recognized this backed him more than any other presidential candidate in history. Heading into 2020, the stakes in his reelection are even higher. This election, nine months after this book releases, is a new fight for the soul of America. Stephen E. Strang makes the case that God wants America to be great because God has raised up America—beginning with our Founding Fathers—to be a beacon of light and hope for the world. We’ve been the nation with religious liberty that has supported those who have spread the gospel around the world.In this book Strang looks at the election, Trump, and America from a spiritual perspective and helps Christians (and others) see God’s hand at work. This book is as much about God and His purposes as about Donald Trump. But it is also an articulate, impassioned apologetic about why all Christians must support this imperfect president, because he has God’s blessing and because the destiny of America is riding on his reelection. This book also explores why he might lose, if his base is overconfident and doesn’t vote or if his opponents are dishonest enough to steal the election.God, Trump, and the 2020 Election is an inside look at how the political climate is affected by  spiritual warfare—an important subject for Bible-believing Christians. The satanic schemes are so brazen on key issues that the book was written to explain what’s at stake. Strang believes that the intersection of faith and politics needs to be part of the national discussion about the division in our country.Other Books By Stephen E. Strang:God and Donald Trump (2017) ISBN-13: 978-1629994864Trump Aftershock (2018)ISBN-13: 978-1629995557

    "This text skillfully balances current demands for outcomes and accountability with what we know about the vital role of play in children's learning."

    It shows teachers how to create an environment in which technology can effectively enhance learning. It contains a technology integration framework that builds on research and the TIP model.

    His father had requested the courts to look into evidences that would prove his son’s innocence, but the letter only goes on to show why Bhagat Singh is a true revolutionary who paved a new path for Indian Independence.

    Joesten carefully documents the little-known facts behind Johnson's involvement in scandals stretching back to his first stolen election in 1948, thru the Bobby Baker, Billy Sol Estes and Walter Jenkins affairs, and culminates with the assassination of John F. Kennedy. Included are LBJ's connection to mobsters, big Texas oil, political graft and corruption, blackmailing of FBI chief J. Edgar Hoover, and a disturbing number of murders committed by his henchmen for LBJ's personal gain.FROM THE BOOK:The true nature of Lyndon B. Johnson has long been hidden from the public through the frenzied efforts of highly paid P.R. wizards and artificial image-builders. William Manchester came closer than most other people to seeing through the benign public relations mask of Lyndon Johnson, but one wouldn't know it from scanning the pages of 'The Death of a President'.If there are two persons in the world who have really come to know Johnson at close quarters, outside of his own family, they are Robert and Jacqueline Kennedy. Manchester interviewed both of them at length and they told him, without mincing their words, what they thought of That Man in the White House. But when Manchester, having faithfully recorded everything the Kennedys had told him, rushed into print with his story, years ahead of schedule, they both got panicky and practically forced him to 'revise' his story out of recognition.Edward J. Epstein, the author of Inquest, somehow managed to get hold of a copy of the original, unedited manuscript of the Manchester book, then entitled 'Death of a Lancer', and revealed in the July issue 1967 of Commentary, some of its contents.In his original draft, Manchester, it seems, made some very pungent remarks about Lyndon Johnson whom he described, among other things, as a 'chameleon who constantly changes loyalties'; 'a capon' and 'a crafty schemer who has a gaunt, hunted look about him'.He also pictured Johnson as 'a full-fledged hypomaniac' and 'the crafty seducer with six nimble hands who can persuade a woman to surrender her favors in the course of a long conversation confined to obscure words. No woman, even a lady, can discern his intentions until the critical moment'.By far the most interesting aspect of this matter, however, is Epstein's contention that Manchester's original theme, which gave unity to his book, was 'the notion that Johnson, the successor, was somehow responsible for the death-of his predecessor'.Several quotations from the original draft bear out this contention. At one point, the Lancer version states, 'The shattering fact of the assassination is that a Texas murder has made a Texan President'.At another, Kenneth O'Donnell, Kennedy's appointments secretary, is quoted as exclaiming 'They did it. I always knew they'd do it. You couldn't expect anything else from them. They finally made it'.Then Manchester comments: 'He didn't specify who "they" were. It was unnecessary. They were Texans, Johnsonians'.But what is one to think of an author who allows his most important work not only to be castrated, but to be turned completely upside down by a publisher more committed to the dictates of expediency than to the search for historical truth?