Christine Campbell – författare

Mayoral takeovers of big city public education systems are desperation measures. After decades of decline in school quality, something must be done to make sure city children learn enough to function as adults in American society. But how can city leaders make a real difference?This book, a sequel to Fixing Urban Schools (Brookings, 1998), is a practical guide for mayors, civic leaders, school board members, and involved citizens. Based on case studies of city reform initiatives in Boston, Memphis, New York City District #2, San Antonio, San Francisco, and Seattle, the book provides practical guidance on how to formulate a plan bold enough to work and how to deal with political opposition to change. It concludes that mayors and private sector leaders must stay engaged in education reform by creating new public-private institutions to support high quality schools.

Deficient urban schooling remains one of America's most pressing—and stubborn—public policy problems. This important new book details and evaluates a radical and promising new approach to K-12 education reform. Strife and Progress explains for a broad audience the ""portfolio strategy"" for providing urban education—its rationale, implementation, and results. Under the portfolio strategy, cities use anything that works, indifferent to whether schools are run by the public district or private entities. It combines traditional modes of schooling with newer methods, including chartering and experimentation with schools making innovative use of people and technology. Urban districts try to make themselves magnets for new talent, recruiting educators and career switchers looking to make a difference for poor children.The portfolio strategy creates interesting new bedfellows: people who think that government should oversee public education align with those advocating choice, competition, and entrepreneurship. It cuts across political lines and engages city governments and civic assets (e.g., philanthropies, businesses, universities) much more deeply than earlier reform initiatives. New York and New Orleans were portfolio pioneers, but the idea has spread rapidly to cities as far-flung as Los Angeles, Denver, and Chicago.Results have been mixed overall but generally positive in places that implemented the strategy most aggressively. Reform leaders such as New York's Joel Klein have been overly optimistic, however, assuming that the strategy's merits would be so obvious that careful assessment would be unnecessary. Serious policy evaluation is still needed.

Deficient urban schooling remains one of America's most pressing—and stubborn—public policy problems. This important new book details and evaluates a radical and promising new approach to K-12 education reform. Strife and Progress explains for a broad audience the ""portfolio strategy"" for providing urban education—its rationale, implementation, and results. Under the portfolio strategy, cities use anything that works, indifferent to whether schools are run by the public district or private entities. It combines traditional modes of schooling with newer methods, including chartering and experimentation with schools making innovative use of people and technology. Urban districts try to make themselves magnets for new talent, recruiting educators and career switchers looking to make a difference for poor children.The portfolio strategy creates interesting new bedfellows: people who think that government should oversee public education align with those advocating choice, competition, and entrepreneurship. It cuts across political lines and engages city governments and civic assets (e.g., philanthropies, businesses, universities) much more deeply than earlier reform initiatives. New York and New Orleans were portfolio pioneers, but the idea has spread rapidly to cities as far-flung as Los Angeles, Denver, and Chicago.Results have been mixed overall but generally positive in places that implemented the strategy most aggressively. Reform leaders such as New York's Joel Klein have been overly optimistic, however, assuming that the strategy's merits would be so obvious that careful assessment would be unnecessary. Serious policy evaluation is still needed.

Mayoral takeovers of big city public education systems are desperation measures. After decades of decline in school quality, something must be done to make sure city children learn enough to function as adults in American society. But how can city leaders make a real difference?This book, a sequel to Fixing Urban Schools (Brookings, 1998), is a practical guide for mayors, civic leaders, school board members, and involved citizens. Based on case studies of city reform initiatives in Boston, Memphis, New York City District #2, San Antonio, San Francisco, and Seattle, the book provides practical guidance on how to formulate a plan bold enough to work and how to deal with political opposition to change. It concludes that mayors and private sector leaders must stay engaged in education reform by creating new public-private institutions to support high quality schools.

Transformative learning has been widely used in the field of adult education for over twenty years, but until recently has received little attention in the field of world languages. Drawing on best practices and the research of distinguished international world language experts, this volume provides theoretical and classroom-tested models of transformative education in world languages at major university, state and governmental programs. Chapters outline theoretical frameworks and detail successful models from cutting-edge programs in a wide range of languages, with plenty of examples included to make the theory accessible to readers not yet familiar with the concepts. Classroom teachers, program administrators and faculty developers at every level of instruction will find support for their courses. With its innovative approach to the teaching and learning of languages, this volume is a seminal text in transformative language learning that will stimulate discussions and innovation in the language field for years to come.

Transformative learning has been widely used in the field of adult education for over twenty years, but until recently has received little attention in the field of world languages. Drawing on best practices and the research of distinguished international world language experts, this volume provides theoretical and classroom-tested models of transformative education in world languages at major university, state and governmental programs. Chapters outline theoretical frameworks and detail successful models from cutting-edge programs in a wide range of languages, with plenty of examples included to make the theory accessible to readers not yet familiar with the concepts. Classroom teachers, program administrators and faculty developers at every level of instruction will find support for their courses. With its innovative approach to the teaching and learning of languages, this volume is a seminal text in transformative language learning that will stimulate discussions and innovation in the language field for years to come.

Transformative learning has been widely used in the field of adult education for over twenty years, but until recently has received little attention in the field of world languages. Drawing on best practices and the research of distinguished international world language experts, this volume provides theoretical and classroom-tested models of transformative education in world languages at major university, state and governmental programs. Chapters outline theoretical frameworks and detail successful models from cutting-edge programs in a wide range of languages, with plenty of examples included to make the theory accessible to readers not yet familiar with the concepts. Classroom teachers, program administrators and faculty developers at every level of instruction will find support for their courses. With its innovative approach to the teaching and learning of languages, this volume is a seminal text in transformative language learning that will stimulate discussions and innovation in the language field for years to come.

Transformative learning has been widely used in the field of adult education for over twenty years, but until recently has received little attention in the field of world languages. Drawing on best practices and the research of distinguished international world language experts, this volume provides theoretical and classroom-tested models of transformative education in world languages at major university, state and governmental programs. Chapters outline theoretical frameworks and detail successful models from cutting-edge programs in a wide range of languages, with plenty of examples included to make the theory accessible to readers not yet familiar with the concepts. Classroom teachers, program administrators and faculty developers at every level of instruction will find support for their courses. With its innovative approach to the teaching and learning of languages, this volume is a seminal text in transformative language learning that will stimulate discussions and innovation in the language field for years to come.

You are invited to read my memoirs, With Vigilance, a woman of long term recovery. Someone told me my story is the key that can unlock someone else's prison. The slow, painful path back to becoming a functioning member of society, seeking employment, unlearning many messages, took much time, and many stumbles. The gifts and promises are shared along the way as well. I take an honest look at the low bottom of using, the many rehabs, the total lack of family support, and the celebrated 22 years of recovery while finishing my Master degree, Previous books on addiction glamorize and dwell mostly on the insanity of addiction and alcoholism. Freedom from the bondage of self takes time, patience and willingness. Long term sobriety takes work, doing what your told, especially when you don't understand why. Hard work and giving away freely what you have been given, discovering purpose through blood sweat and tears is shared openly. I went to one of the only two rehabs in the country at the time that took the mothers and their children so affected by this disease. With much encouragement from my sponsor and her sponsor, I boarded a plane with a four year old in tow and stayed in sober housing and long term recovery for a year. The sweet, wise and sometimes painful times with my daughter are very touching and very honest. Her wisdom, thoughts and questions are painful but beautiful. I have come a long long way from 'Rock and Roll Royalty', married for 15 years to a member of the Bob Seger and the Silver Bullet band, touring the world, access to excess that nearly destroyed us. I have connected with so many different lives that are broken, angry and desperate for validation. All of this recovery is without any family support-actually the opposite. The continued crisis, degrading and rage goes on. They said it was not possible to recover without any family support. It is possible, everyone does not have family, does not get their family back, family is everything...not necessarily. Spiritual family-yes. As my sponsor and several Professors have said, 'these women need to hear what you have to say'. My heart is filled with much gratitude. We are warriors-women in long term recovery!