Douglas Reeves – författare

This brief systematically examines the trackback problem and its interaction with low-latency anonymous communication. First, it provides an overview of the common techniques a network-based attack may use to hide its origin and identity. Then the authors explore the MIX-based anonymity and the building blocks of low-latency anonymous communication. Later chapters offer a comprehensive study of the timing attacks on low-latency anonymous communication, and analyze the fundamental limitations of low-latency anonymous communication from the perspective of timing-based covert channel.

Suitable for professionals and researchers, Traceback and Anonymity is a close look at a key aspect of cyber security studies. Advanced-level students interested in cyber security techniques or networking will also find the content valuable.

Creativity is crucial in helping students achieve academic and professional success. The authors argue that creativity is not spontaneous or inborn but a process that can be cultivated by utilizing seven “virtues” that inspire creativity: curiosity, versatility, synthesis, discipline, collaboration, experimentation, and tenacity. Ideal for team study and discussion, the book includes assessment rubrics as well as sample activities and practical guidelines to encourage and facilitate creativity. With The Myth of the Muse, K–12 educators can put creativity at the very center of their curriculum.

Benefits

Contents

Introduction: The Creativity Imperative

Appendix A: Creativity Assessment

Appendix B: Guidelines for Leaders

Embrace effective grading procedures that have the power to reduce failure rates, improve student discipline, encourage learning, and enhance morale. In this three-part guide, the author presents practical strategies teachers and administrators can use to ensure their grading practices center on four essential criteria: fairness, accuracy, specificity, and timeliness. Apply case studies, real-world feedback models, and interactive reflection questions gain support for grading reform, navigate implementation challenges, and more.

Benefits

Contents

Introduction       FAST Grading: Fair, Accurate, Specific, and Timely

Part I     Building Relationships with Teachers, Parents, and Communities

1              Preparing for FAST Grading

2              Finding Common Ground in the Grading Debate

3              Gaining Teachers’ Perspectives on Grading

Part II    Implementing FAST Grading and Improving Best Practices

4              Establishing FAST Grading

5              Implementing Time-Saving Strategies for Busy Teachers

6              Grading Student Behavior

Part III   Considering FAST Feedback Throughout Schools, Systems, and Communities

7              Learning from Physical Education and the Arts

8              Considering the Contexts of Teaching and Leading

Utilizing the crucial elements of effective leadership—purpose, trust, focus, leverage, feedback, change, and sustainability—education leaders can overcome the many challenges they face in their profession and learn the skills and characteristics they need to succeed. This book synthesizes research from 21st century sources and confronts prevalent leadership myths, while offering guidance on best leadership practices. Use this professional development tool to establish a clear mission and enact vision statements.

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The Every Student Succeeds Act (ESSA) presents US educators and local and state legislators with a rare opportunity: to reconceive schooling and education funding to better address students’ needs. Richard DuFour, Douglas Reeves, and Rebecca DuFour showcase how to make the most of this opportunity by fully committing to the Professional Learning Communities at Work™ process, which holds the greatest potential for maximizing student achievement.

How this book will help your PLC incorporate the Every Student Succeeds Act:

Contents:

Foreword by Jon SaphierIntroductionChapter 1: A Brief History of Education Oversight in the United StatesChapter 2: The Passage of ESSAChapter 3: How States Can Respond to ESSAChapter 4: One School’s Response to ESSAChapter 5: A View From the DistrictChapter 6: How States Can Transform Opportunity Into ActionChapter 7: The Path Ahead for ESSAEpilogueAppendix A: Sample School-Level Accountability IndicatorsAppendix B: Sample System-Level Accountability Indicators

With foreword by Michael Fullan

Within 100 days, schools have dramatically increased student achievement, transformed faculty morale and school culture, reduced discipline issues, and much more. Begin leading focused, meaningful change in your own school with the support of 100-Day Leaders by Douglas Reeves and Robert Eaker. Using this book to guide your school improvement plan, you will learn how to achieve a series of short-term wins that combine to form long-term success.

Begin a 100-day action plan for educational leadership to effect significant school improvement:

Contents:

AcknowledgmentsAbout the AuthorsForewordIntroduction: Why One Hundred Days?

Part 1: Exploring 100-Day LeadershipChapter 1: Why Before HowChapter 2: The Six Steps of 100-Day LeadershipChapter 3: The 100-Day Leader in Action

Part 2: Creating the Environment for SuccessChapter 4: A Strong FoundationChapter 5: How to Begin From Within

AppendixReferences and ResourcesIndex

Achieve high performance for all in your school. In Achieving Equity and Excellence, author Douglas Reeves outlines how to make dramatic improvements to student learning, behavior, and attendance in a single semester. Study the mindset of high-poverty, high-success schools and follow their example to implement the equitable and just practices necessary to make student success a sustainable reality.

Use this resource to empower students, teachers, and administrators:

Contents:AcknowledgmentsAbout the AuthorIntroductionPart I: Discovering When to Trust Educational ResearchChapter 1: Understand the Five Levels of Educational ResearchChapter 2: Decide Which Research to TrustPart II: Understanding What Equity and Excellence Schools Do DifferentlyChapter 3: Organize Their School or District as a Professional Learning CommunityChapter 4: Display a Laser-Like Focus on Student AchievementChapter 5: Conduct Collaboration ScoringChapter 6: Emphasize Nonfiction WritingChapter 7: Utilize Frequent Formative Assessment With Multiple Opportunities for SuccessChapter 8: Perform Constructive Data AnalysisChapter 9: Engage in Cross-Disciplinary Units of InstructionPart III: Applying the Research in Your SchoolsChapter 10: Discover the Equity and Excellence MindsetChapter 11: Change Behavior Before BeliefChapter 12: Transform Vision Into Action Through Teacher LeadershipChapter 13: Improve Coaching, Feedback, and EvaluationPart IV: Creating Accountability in an Equity and Excellence SystemChapter 14: Establish Accountability as a Learning SystemChapter 15: Enact System-Level AccountabilityChapter 16: Enact School- and Department-Level AccountabilityChapter 17: Explain the Story Behind the NumbersEpilogue: Giant Leaps, Not Baby StepsReferences and ResourcesIndex

As 21st century educators grapple with new and unprecedented challenges, schools and districts require a model of change leadership that responds to shifting environmental realities. Deep Change Leadership aims to give leaders pragmatic ways to spark change in education. Author Douglas Reeves offers up a model that departs from traditionally held beliefs and instead embraces engagement, inquiry, and focused action.

Use this resource to set in motion effective change initiatives:

Contents:AcknowledgmentsTable of ContentsAbout the AuthorIntroductionPart 1: The Change ImperativeChapter 1: Realizing the Need for a New Model of ChangeChapter 2: Understanding the Pain Inherent in ChangeChapter 3: Exposing the Myth of Buy-InChapter 4: Exploring Change Expectance and ReadinessPart 2: The New Model of Change LeadershipDeciding What Does Not ChangeCombining Passion and PurposeReining In Your FocusPart 3: The Path AheadChapter 8: Making Course CorrectionsChapter 9: Anticipating Mistakes in Change LeadershipChapter 10: Identifying Real ResultsChapter 11: Building a Team of Change LeadersEpilogue: Iceberg AheadReferences and ResourcesIndex

Written by a collective of brilliant authors, this essential work provokes respectful dialogue about race that catalyzes school-changing action. The book masterfully weaves together an array of scenarios and discussions, and directly addresses challenging topics such as discomfort, violence, advocacy, bias, and responsibility. The authors call on their lived experiences and, most important, their work with tens of thousands of educators, leaders, and students to help all of us do better in our schools and communities.

Learn how to talk about race in the classroom and advocate for racial equity in schools:

Contents:AcknowledgmentsTable of ContentsAbout the AuthorsIntroduction: How to Get the Most Out of This Book

Part 1: Getting Ready for Challenging ConversationsChapter 1: Why Is Talking About Race So Hard?Chapter 2: Why Is Discomfort Required?Chapter 3: Why Scenarios as an Educational Tool?Chapter 4: How Can We Create a Safe Space for Conversation?Chapter 5: How Will Faculty and Staff Set the Standard for Challenging Conversations?

Part 2: Using Scenarios for Important ConversationsChapter 6: Talking About Bias--How Can I Be Biased When I''m Not a Racist?Chapter 7: Talking About History--How Does the Shadow of 1619 Affect Us Today?Chapter 8: Talking About Action--How Can Something Be My Responsibility When It''s Not My Fault?Chapter 9: Talking About Advocacy--What Is My Duty to My Friends?Chapter 10: Talking About Law Enforcement--How Do Police Officers Help Us? How Do They Sometimes Hurt Us?Chapter 11: Talking About School--Where Are the Black People?Chapter 12: Talking About Violence--How Can We Talk About Terrible Things?

Part 3: Moving From Discussion to ActionChapter 13: How Do We Engage Our Communities?Chapter 14: How Can We Advocate for Change?Chapter 15: Why Isn''t Being Right Enough?Chapter 16: How Do We Create Equity Consciousness?Chapter 17: The Next Chapter--How Do We Shift From Opposing Bigotry to Practicing Anti-Racism?

References and ResourcesIndex