Edwin J. Nichols – författare

Public and Private School Administration: An Overview in Christian Perspective provides a resource compatible with the mission of universities that seek to prepare educators for service in public, private, and Christian schools. It speaks to the practical-mindedness of administrators while also grounding best practices in theory, research, and biblical principles. For readers who view school administration not only as service to students, parents, and faculty but also as service to God, this book will serve to affirm their calling. It provides an overview of both public and private school administration in Christian perspective that also addresses leadership standards commonly accepted by accrediting agencies. The goal of Public and Private School Administration is to develop basic knowledge, skills and dispositions related to the following:Professional standards that drive principal preparation programs and the evaluation of acting administratorsHistorical background of school administrationTheoretical frameworks that have impacted the fieldBiblical principles applied to educational leadershipBest practices derived from research and practical experienceDistinctions of school administration in different types of school settings public, private, and Christian

Cultural Competence in America’s Schools: Leadership, Engagement and Understanding focuses on explicating the impact of culture and issues of race and ethnicity on student learning, teacher and leadership efficacy, and educational policy making in our nation’s public school system. The authors agree with Levin (2012), who pointed out that the challenge of dealing effectively with racial and ethnic diversity in education in traditionally homogeneous societies is a global problem. One indicator of this point is revealed in a U.S. study that was commissioned by the National Comprehensive Center for Teacher Quality, which reported on the serious consequences for student achievement and teacher effectiveness in the face of 'the gap between teacher training and the realities of the classroom when it comes to teaching diverse populations and students with special needs.' (Public Agenda, 2008, p. 2).