Marni E. Fisher – författare

A groundbreaking exploration of educational leadership and practices in the face of complex challenges, this book presents a fresh perspective on the intersection of leadership, restorative practices, professional learning communities, and project-based learning.

Drawing on a study of an established community-based K-8 charter school as a microcosm for studying educational change, the authors implement a prismatic theory framework design to explore change, liminal spaces, and complex educational problems. It uncovers the detrimental impact of punitive approaches that isolate individuals, perpetuate exclusionary practices, and challenge the traditional behavior management systems prevalent in inclusive settings. As such, it examines how to transform school culture and foster more inclusive restorative practices. Using relevant literature, phenomenological interviews, and narratives, it presents multidimensional understandings of managing complex change, highlighting diverse voices and perspectives on complex educational structures.

With a timely relevance in the post-distance learning educational landscape, it will be a vital resource for scholars, researchers, educators, and leaders with interests in educational leadership, inclusive practices, project-based learning, disability studies, and restorative justice.

A groundbreaking exploration of educational leadership and practices in the face of complex challenges, this book presents a fresh perspective on the intersection of leadership, restorative practices, professional learning communities, and project-based learning.

Drawing on a study of an established community-based K-8 charter school as a microcosm for studying educational change, the authors implement a prismatic theory framework design to explore change, liminal spaces, and complex educational problems. It uncovers the detrimental impact of punitive approaches that isolate individuals, perpetuate exclusionary practices, and challenge the traditional behavior management systems prevalent in inclusive settings. As such, it examines how to transform school culture and foster more inclusive restorative practices. Using relevant literature, phenomenological interviews, and narratives, it presents multidimensional understandings of managing complex change, highlighting diverse voices and perspectives on complex educational structures.

With a timely relevance in the post-distance learning educational landscape, it will be a vital resource for scholars, researchers, educators, and leaders with interests in educational leadership, inclusive practices, project-based learning, disability studies, and restorative justice.

LGBTQ Voices in Education: Changing the Culture of Schooling addresses the ways in which teachers can meet the needs of LGBTQ students and improve the culture surrounding gender, sexuality, and identity issues in formal learning environments. Written by experts from a variety of backgrounds including educational foundations, leadership, cultural studies, literacy, criminology, theology, media assessment, and more, these chapters are designed to help educators find the inspiration and support they need to become allies and advocates of queer students, whose safety, well-being, and academic performance are regularly and often systemically threatened. Emphasizing socially just curricula, supportive school climates, and transformative educational practices, this innovative book is applicable to K-12, college-level, and graduate settings, and beyond.

LGBTQ Voices in Education: Changing the Culture of Schooling addresses the ways in which teachers can meet the needs of LGBTQ students and improve the culture surrounding gender, sexuality, and identity issues in formal learning environments. Written by experts from a variety of backgrounds including educational foundations, leadership, cultural studies, literacy, criminology, theology, media assessment, and more, these chapters are designed to help educators find the inspiration and support they need to become allies and advocates of queer students, whose safety, well-being, and academic performance are regularly and often systemically threatened. Emphasizing socially just curricula, supportive school climates, and transformative educational practices, this innovative book is applicable to K-12, college-level, and graduate settings, and beyond.