Linda Skrla

This popular book is an important professional development tool for practitioners and an essential textbook for teacher, administrator, and school counselor degree programs. This new edition of Serving Students Who Are Homeless provides updated guidance to help P–2 educators support students who face significant barriers affecting school access and success due to homelessness and housing insecurity. Taking a solutions-oriented approach, the authors include resources for educators and leaders working at school sites, as well as the district-, county-, and state-level educators that support the implementation of promising practices. For the second edition, the authors add resources and activities based on lessons learned from current research and feedback from schools and districts that use this book for professional development. Expanded applications-to-practice sections appear at the end of each chapter. Also new to this edition, author Ann Aviles brings deeper insights into how schools and districts can more effectively collaborate with community and social service organizations. Book Features: Guidance related to interpreting federal mandates and implementing promising practices within the local context. Resources and activities to run a professional learning community or book study.Additional support for leveraging community partnerships to support students and families.Case studies that include the voices of students, families, educators, and leaders.Exploration of how to engage with key social issues that are currently volatile within the political context that educators, schools, districts and boards navigate. New tools in the appendix to encourage educators to reflect on their practice and make better decisions about how to support students and families experiencing homelessness.

This popular book is an important professional development tool for practitioners and an essential textbook for teacher, administrator, and school counselor degree programs. This new edition of Serving Students Who Are Homeless provides updated guidance to help P–2 educators support students who face significant barriers affecting school access and success due to homelessness and housing insecurity. Taking a solutions-oriented approach, the authors include resources for educators and leaders working at school sites, as well as the district-, county-, and state-level educators that support the implementation of promising practices. For the second edition, the authors add resources and activities based on lessons learned from current research and feedback from schools and districts that use this book for professional development. Expanded applications-to-practice sections appear at the end of each chapter. Also new to this edition, author Ann Aviles brings deeper insights into how schools and districts can more effectively collaborate with community and social service organizations. Book Features: Guidance related to interpreting federal mandates and implementing promising practices within the local context. Resources and activities to run a professional learning community or book study.Additional support for leveraging community partnerships to support students and families.Case studies that include the voices of students, families, educators, and leaders.Exploration of how to engage with key social issues that are currently volatile within the political context that educators, schools, districts and boards navigate. New tools in the appendix to encourage educators to reflect on their practice and make better decisions about how to support students and families experiencing homelessness.

This introductory text provides a clear, readable description of critical theory research and how to use it in educational settings. Critical theory has evolved since the early days of the Frankfurt School. It no longer addresses only issues of capitalism, culture, class, and ideology, but also challenges issues of race, sexual orientation, gender, ability, ethnicity, and more. In the zeitgeist of today, these issues are on the debate stage. This timely guide is divided into three main sections: Background of Critical Research in Education, Intersectional and Identity-Based Critical Research in Education, and Additional Types of Critical Research in Education. For each critical approach, the authors provide background, important terminology and concepts, notable researchers and theories, as well as how to design and conduct a study using examples of published articles. Doing Critical Research in Education is a must-have for anyone who wants to engage in critical research to assist them in understanding and addressing some of the most pressing issues in education today, as well as all areas in which there is oppression or marginalization of students and their communities.Book Features:Offers a thorough yet accessible overview on how to employ critical theory in research.Provides a rich explanation of difficult foundational knowledge with examples of how to apply the concepts in education settings.Includes a user-friendly format appropriate for students, professors, researchers, and practitioners.

This introductory text provides a clear, readable description of critical theory research and how to use it in educational settings. Critical theory has evolved since the early days of the Frankfurt School. It no longer addresses only issues of capitalism, culture, class, and ideology, but also challenges issues of race, sexual orientation, gender, ability, ethnicity, and more. In the zeitgeist of today, these issues are on the debate stage. This timely guide is divided into three main sections: Background of Critical Research in Education, Intersectional and Identity-Based Critical Research in Education, and Additional Types of Critical Research in Education. For each critical approach, the authors provide background, important terminology and concepts, notable researchers and theories, as well as how to design and conduct a study using examples of published articles. Doing Critical Research in Education is a must-have for anyone who wants to engage in critical research to assist them in understanding and addressing some of the most pressing issues in education today, as well as all areas in which there is oppression or marginalization of students and their communities.Book Features:Offers a thorough yet accessible overview on how to employ critical theory in research.Provides a rich explanation of difficult foundational knowledge with examples of how to apply the concepts in education settings.Includes a user-friendly format appropriate for students, professors, researchers, and practitioners.

This book makes a distinction between the "principal" - the man or woman who occupies the position - and the "principal ship", the entire leadership function which, although overseen and coordinated by the principal, also includes activities of assistant principals, teachers, counsellors, and others. It explains and applies the 21 domains recommended by the National Policy Board and demonstrates how they relate to the ISLLC standards.

Schools and districts are seeing unprecedented numbers of students and families living without residential stability. Although the McKinney-Vento Act has been around for over two decades, many district- and site-level practitioners have a difficult time interpreting and implementing the Act’s mandates within their local contexts. This book provides much-needed guidance to help educational leaders support students who are homeless and highly mobile students who face significant barriers related to access and academic success. The authors employ several different strategies to help translate complex state and federal policies into effective practices. They include policy analysis, examples of successful approaches, tools for training staff, youth experiences, and address the role of school districts in serving marginalized students. Serving Students Who Are Homeless can be used as a professional development tool at the local and district level, and as a textbook in higher education settings that prepare entry-level and advanced-credential administrators, counselors, school psychologists, and curriculum leaders.

This book makes a distinction between the "principal" - the man or woman who occupies the position - and the "principalship", the entire leadership function which, although overseen and coordinated by the principal, also includes activities of assistant principals, teachers, counselors, and others. It explains and applies the 21 domains recommended by the National Policy Board and demonstrates how they relate to the ISLLC standards.