R&L Education
Pages: 164
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Trim: 6½ x 9½
978-1-60709-142-4 • Hardback • September 2009 • $123.00 • (£95.00)
978-1-60709-143-1 • Paperback • September 2009 • $48.00 • (£37.00)
William Hayes has been a high school social studies teacher, assistant principal, high school principal, superintendent of schools, adjunct professor, associate professor, and chairman of the Teacher Education Division at Roberts Wesleyan College in Rochester, New York.
Chapter 1 Foreword
Chapter 2 Introduction
Chapter 3 Case Study 1: Is a Pay-for-Performance System a Good Idea for Schools?
Chapter 4 Case Study 2: The Boy Crisis
Chapter 5 Case Study 3:There is Not Enough Time in the Day
Chapter 6 Case Study 4: What is Fair? What is Right?
Chapter 7 Case Study 5: Helicopter Parent
Chapter 8 Case Study 6: The Ongoing Debate on Block Scheduling
Chapter 9 Case Study 7: An Autistic Student in a Regular Classroom
Chapter 10 Case Study 8: Educating Gifted Students
Chapter 11 Case Study 9: We Can't Keep Loosing So Many Kids
Chapter 12 Case Study 10: Do We Really Have to Bribe Them?
Chapter 13 Case Study 11: He Hasn't Helped Me at All
Chapter 14 Case Study 12: The Cultural Dilemma
Chapter 15 Case Study 13: What Should the Curriculum Be?
Chapter 16 Case Study 14: You Are Both the Judge and the Jury
Chapter 17 Case Study 15: A Difficult But Important Decision
Chapter 18 Case Study 16: Every Teacher Must Be a Teacher of Language Arts and Mathematics
Chapter 19 Case Study 17: I Want to Design My Own Lessons
Chapter 20 Case Study 18: Where Do I Start?
Chapter 21 Case Study 19: I Don't Want to Start a Big Controversy
Chapter 22 Case Study 20: They Want Me to Be the Advisor
Chapter 23 Case Study 21: Teachers Versus Machines
Chapter 24 Case Study 22: What to Do about Facebook?
Chapter 25 Case Study 23: I Should Have Had a Rubric
Chapter 26 Case Study 24: The Unruly Class
Real-life, contemporary issues form the basis of William Hayes's book, All New Real-Life Case Studies for Teachers. Those preparing to be twenty-first-century education leaders will benefit from Hayes's book, which develops skills and reinforces dispositions essential for being effective in today's schools. The cases are written with clarity and insight and are given in a storytelling style that makes each one quite interesting. The issues presented are compelling and relevant to what is occurring in schools. Thoughtful, open-ended questions and a list of resources for additional background accompany each case. I am recommending Hayes's book to my faculty.
— Edward J. Sullivan, chair, Department of Educational Administration, State University of New York at New Paltz
Evolving research about professional learning communities identifies the essential task of developing collaborative school cultures, which cultivate staff capacity for analyzing the data and factors that influence student learning within schools. William Hayes' case studies are great tools for simulating quality discourse and enhancing leaders' capacities to engage school colleagues in the collaborative surfacing of and discussion about local issues and data that can result in improved student learning.
— R. Lloyd Jaeger, superintendent of schools, Millbrook, New York
The relevance of Hayes' choices of case studies in All New Real Life Case Studies for Teachers can not be overemphasized. The complex issues presented are written in a succinct yet compelling manner that presents the reader with a wide range of authentic contemporary school issues. As a recent school district superintendent and now as an assistant professor of educational leadership, I appreciate the flexibility inherent in this collection. This interesting book has applications ranging from use by the superintendent in board and leadership team development to serving as the subject of a book talk for professional development with staff or a parent-teacher organization. For education professors, it provides material that will spark discourse in any classroom concerning education. This is a book that spurs multifaceted reflection for anyone interested in schooling.
— Gregory C. Geer, assistant professor of educational leadership, Coastal Carolina University