Gretchen B Rossman – författare

The role of the teacher is no longer confined to the classroom or to interactions with students. The authors of this book illustrate through case studies the emerging roles of `dynamic' teachers which incorporate: seeing themselves as professionals and making a commitment to professional behaviours; challenging student thinking through appropriate questioning strategies; extending the classroom into the community, and bringing the community into the classroom; and becoming agents of change, advocating school reform.

Offering clear, easy-to-understand guidance on designing qualitative research, this fully updated Seventh Edition of Marshall and Rossman’s bestselling text retains the useful examples, tools, and vignettes that makes it such an outstanding resource. The book takes students from selecting a research genre through building a conceptual framework, data collection and interpretation, and arguing the merits of the proposal. Now featuring a new co-author, Gerardo L. Blanco, this edition includes more on the history and new emerging genres of qualitative inquiry, as well as a more sustained and deeper focus on social media and other digital applications in conducting qualitative research. New application activities provide opportunities for students to try out ideas, while timely vignettes illustrate the methodological challenges posed by the intellectual, ethical, political, and technological advances affecting society. PowerPoints to accompany this text are available on an instructor site at: https://edge.sagepub.com/marshall7e

"Because the authors are critically aware of even the smallest detail and its ultimate effects on policy and stakeholders, their conclusions are not only logical but very well thought out and can be applied for maximum benefit."—Michael Fisher, Critical Thinking SpecialistStarpoint Middle School, Lockport, NY

"The authors do an excellent job of recommending practical strategies to help school leaders reason through policy dilemmas. As an academic, a former practitioner, and former member of an educational policy and advocacy organization, I give a 'hats off' to the authors for approaching educational policy and school leadership in this way."—Carri A. Schneider, Adjunct Faculty Urban Educational Leadership Program University of Cincinnati

A practical guide for creating, implementing, and evaluating school policy.

This companion book to Principals of Dynamic Schools and Dynamic Teachers brings to life the process of making and enacting educational policy and helps decision makers evaluate, interpret, and analyze the policies that govern their schools.

In accessible language, Leading Dynamic Schools presents educational leaders with a conceptual framework for developing effective and ethical school policies. Organized by key issues such as English Language Learners, inclusion, and bullying, the text incorporates vignettes, research, and relevant theories to illustrate how readers can:

Create a dialogue that represents the needs of all stakeholdersDefine relevant policies that are ethically soundIntegrate legally mandated policies with schoolwide resolutions

Providing a forum for critical reflection and community deliberation, this insightful resource offers a practical policy-making process that encourages thoughtful leadership and schoolwide collaboration.

"Because the authors are critically aware of even the smallest detail and its ultimate effects on policy and stakeholders, their conclusions are not only logical but very well thought out and can be applied for maximum benefit."—Michael Fisher, Critical Thinking SpecialistStarpoint Middle School, Lockport, NY

"The authors do an excellent job of recommending practical strategies to help school leaders reason through policy dilemmas. As an academic, a former practitioner, and former member of an educational policy and advocacy organization, I give a 'hats off' to the authors for approaching educational policy and school leadership in this way."—Carri A. Schneider, Adjunct Faculty Urban Educational Leadership Program University of Cincinnati

A practical guide for creating, implementing, and evaluating school policy.

This companion book to Principals of Dynamic Schools and Dynamic Teachers brings to life the process of making and enacting educational policy and helps decision makers evaluate, interpret, and analyze the policies that govern their schools.

In accessible language, Leading Dynamic Schools presents educational leaders with a conceptual framework for developing effective and ethical school policies. Organized by key issues such as English Language Learners, inclusion, and bullying, the text incorporates vignettes, research, and relevant theories to illustrate how readers can:

Create a dialogue that represents the needs of all stakeholdersDefine relevant policies that are ethically soundIntegrate legally mandated policies with schoolwide resolutions

Providing a forum for critical reflection and community deliberation, this insightful resource offers a practical policy-making process that encourages thoughtful leadership and schoolwide collaboration.

Designed to foster "inquiry-mindedness," this book prepares graduate students to develop a conceptual framework and conduct inquiry projects that are linked to ongoing conversations in a field. The authors examine different ways of knowing and show how to identify a research question; build arguments and support them with evidence; make informed design decisions; engage in reflective, ethical practices; and produce a written proposal or report. Each chapter opens with a set of critical questions, followed by a dialogue among five fictional graduate students exploring questions and concerns about their own inquiry projects; these issues are revisited throughout the chapter. Other useful features include end-of-chapter learning activities for individual or group use.Useful pedagogical features include: *Framing questions for exploration and reflection. *Chapter-opening dialogues that bring in perspectives from multiple disciplines. *Example boxes with detailed cases and questions for the reader. *End-of-chapter activities and experiential exercises that guide readers to develop their own inquiry projects. *Suggestions for further reading.

Designed to foster "inquiry-mindedness," this book prepares graduate students to develop a conceptual framework and conduct inquiry projects that are linked to ongoing conversations in a field. The authors examine different ways of knowing and show how to identify a research question; build arguments and support them with evidence; make informed design decisions; engage in reflective, ethical practices; and produce a written proposal or report. Each chapter opens with a set of critical questions, followed by a dialogue among five fictional graduate students exploring questions and concerns about their own inquiry projects; these issues are revisited throughout the chapter. Other useful features include end-of-chapter learning activities for individual or group use.Useful pedagogical features include: *Framing questions for exploration and reflection. *Chapter-opening dialogues that bring in perspectives from multiple disciplines. *Example boxes with detailed cases and questions for the reader. *End-of-chapter activities and experiential exercises that guide readers to develop their own inquiry projects. *Suggestions for further reading.

Designed to foster "inquiry-mindedness," this book prepares graduate students to develop a conceptual framework and conduct inquiry projects that are linked to ongoing conversations in a field. The authors examine different ways of knowing and show how to identify a research question; build arguments and support them with evidence; make informed design decisions; engage in reflective, ethical practices; and produce a written proposal or report. Each chapter opens with a set of critical questions, followed by a dialogue among five fictional graduate students exploring questions and concerns about their own inquiry projects; these issues are revisited throughout the chapter. Other useful features include end-of-chapter learning activities for individual or group use.

Useful pedagogical features include:*Framing questions for exploration and reflection.*Chapter-opening dialogues that bring in perspectives from multiple disciplines.*Example boxes with detailed cases and questions for the reader.*End-of-chapter activities and experiential exercises that guide readers to develop their own inquiry projects.*Suggestions for further reading.

The updated Fourth Edition of Rossman and Rallis’s popular introductory text leads the new researcher into the field by explaining the core concepts through theory, research, and applied examples. Woven into the chapters are three themes that are the heart of the book: first, research is about learning; second, research can and should be useful; and finally, a researcher should practice the highest ethical standards to ensure that a study is trustworthy. The Fourth Edition includes an elaborate discussion of systematic inquiry as well as a nuanced discussion of developing a conceptual framework.