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| 003 - CONTROL NUMBER IDENTIFIER |
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CUTN |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20241121120251.0 |
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| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780367643256 |
| 041 ## - LANGUAGE CODE |
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| Language |
English |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Edition number |
23 |
| Classification number |
371.102 |
| Item number |
BON |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Bond, Nathan |
| 245 ## - TITLE STATEMENT |
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| Title |
The Power of Teacher Leaders : |
| Remainder of title |
Their Roles, Influence, and Impact/ |
| Statement of responsibility, etc |
Edited By Nathan Bond. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
2nd Ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Place of publication, distribution, etc |
New York : |
| Name of publisher, distributor, etc |
Routledge, |
| Date of publication, distribution, etc |
2022. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xxiii, 294p. : |
| Other physical details |
Illu. (1 B/W) ; |
| 500 ## - GENERAL NOTE |
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| General note |
Now in its second edition, The Power of Teacher Leaders, copublished by Routledge and Kappa Delta Pi, serves as a resource for understanding the varied ways that teacher leaders foster positive change in their schools, profession, and communities. By definition, teacher leaders are teachers who stay in the classroom, maintaining their commitment to teaching students while assuming informal and formal leadership positions beyond the classroom. It is that commitment to teaching and their desire to improve student learning that motivate them to become teacher leaders.<br/><br/>Written by researchers and teacher leaders, each chapter describes a particular way that teachers are leading, connects to the relevant scholarly literature, and assesses the impact of the teacher leaders on students and communities. The second edition features new chapters on less common and unresearched teacher leadership roles, informal teacher leadership, and teacher leaders as social justice advocates. This edited collection shows how teacher leaders play an important role in the improvement of student learning, teacher professional development, and school and community climate. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc |
Biography<br/>Nathan Bond is Professor of Curriculum and Instruction at Texas State University, San Marcos, Texas, USA. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Teacher, Leader, Social Justice, Clinical Residencies, the Principal |
| 690 ## - LOCAL SUBJECT ADDED ENTRY--TOPICAL TERM (OCLC, RLIN) |
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| Department Name |
Education |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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Dewey Decimal Classification |
| Koha item type |
General Books |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Miscellaneous information |
Table of Contents |
| Statement of responsibility |
reface<br/><br/>Introduction<br/><br/>Part 1: Roles of Teacher Leaders<br/><br/>Informal Teacher Leadership: Reculturing Schools and the Profession<br/><br/>Melinda Mangin and Carolyn Ross<br/><br/>Teacher Leaders: Pathways of Practice and Impact (Without Leaving the Classroom)<br/><br/>Elizabeth A. Wilkins and Anna M. Quinzio-Zafran<br/><br/>Communities of Learning: Teacher Leadership Through Action Research in the Classroom<br/><br/>Johanna Barnes and Nicholas J. Shudak<br/><br/>Teacher Leaders During Nontraditional Instruction: Continuing with Inquiry-Based Science<br/><br/>Sherri L. Brown, Ann E. Larson, and Margot Holmes Smith<br/><br/>Teacher Leaders’ Roles, Preparation, and Impact in a District-wide Digital Conversion<br/><br/>Dave Miller, Raffaella Borasi, Zenon Borys, Cynthia Callard, Cynthia Carson, and Michael Occhino<br/><br/>The Influence of Teacher Leaders in Informal Learning Contexts<br/><br/>Kimberly Sterin, Christopher J. Fornaro, and Katrina Struloeff<br/><br/>Teacher Leadership and Professional Organizations: A Case Study of Two High School Teachers<br/><br/>Nathan Bond<br/><br/>Part 2: Becoming a Teacher Leader<br/><br/>A Case for Clinical Residencies in Developing Teacher Leaders<br/><br/>Kimberly M. Baker, Jean S. Lee, Katherine W. Stickney, and Deborah D. Sachs<br/><br/>The Role of Professional Organizations in Developing Preservice Teacher Leaders<br/><br/>Wanda Santos and Emily Hoeh<br/><br/>Beyond the Managerial and Bureaucratic: Developing Teacher Leaders for Social Justice <br/><br/>Henry "Cody" Miller, Todd McCardle, Emily Zuccaro, and Mario Worlds<br/><br/>The Principal as Catalyst for Innovation and Shared Leadership<br/><br/>William Sterrett<br/><br/>Instructional Coaches: Helping Classroom Teachers Become Teacher Leaders<br/><br/>Robin Williams<br/><br/>Developing Teacher Leaders Through Parent Organizations<br/><br/>Danielle M. Thomas<br/><br/>Part 3: Teacher Leaders and Social Justice<br/><br/>Equity-Focused Teacher Leadership: Using Equity Audits to Positively Influence Socioeconomic Disparities<br/><br/>Jana Hunzicker<br/><br/>Feminist Teacher Leadership: Disrupting the Patriarchal Binary<br/><br/>Monica Taylor, Emily J. Klein, Kristen Trabona, and Mika Munakata<br/><br/>Preservice Teachers: Leading Positive Change for the Inclusion and Support of LGBTQ+ Students<br/><br/>Lori Ciccomascolo and Susan Trostle Brand<br/><br/>Special Educator Teacher Leaders<br/><br/>Clinton Smith<br/><br/>Conceptualization and Enactment of Teacher Leadership Practice in Rural Schools<br/><br/>Patricia A. Follette and Erin K. Washburn<br/><br/>Teacher Leaders as Community Organizers<br/><br/>Edna Jean Foxhall, Evelyn Hodge, Monica Elexia Hodge, and Danita Henry Stapleton |
