From Teamwork to Excellence
Labor and Economic Factors Affecting Educators
By (author) Sid T. Womack, Shellie L. Hanna, Stephanie Pepper, Mohamed Ibrahim, Peggy Woodall
Not available to order
Publication date:
05 December 2013Length of book:
154 pagesPublisher
R&L EducationISBN-13: 9781475807431
From Teamwork to Excellence: Labor and Economic Factors Affecting Educators is a great book for anyone interested in team building. In order to work as a team, educators need to know the contributions that each member of the team provides to build a successful school. They need to know what their teammates have been trained to do and which uses of their time and effort are likely to be effective. Data-based suggestions of ways to productively utilize the time of teammates are provided along with many illustrations from the authors’ professional experiences.
This book demonstrates how time and talent can be used effectively in the various roles found in PK-12, with one chapter addressing time management in higher education. The authors wanted to show just how much extra time and money educators give to the profession.
This text could be utilized in Schools of Education as a required or optional textbook; as a tool for school leaders who plan professional development; as a resource to the public to better understand the world of education today.
This book demonstrates how time and talent can be used effectively in the various roles found in PK-12, with one chapter addressing time management in higher education. The authors wanted to show just how much extra time and money educators give to the profession.
This text could be utilized in Schools of Education as a required or optional textbook; as a tool for school leaders who plan professional development; as a resource to the public to better understand the world of education today.
From Teamwork to Excellence: Labor and Economic Factors Affecting Educators is written by a team of teacher educators for whom teaching, teachers’ lives, and factors affecting teachers are always at the heart of their work. In this book, they report results of the Arkansas School Study, which has been administered three times over the past twenty years – the most recently in 2011-2012. In addition, practical, reflective chapters are included to guide the reader through information intended for school teachers, administrators, counselors, and librarians.
The book is organized into the initial section of five chapters, written by Womack, who explains the Arkansas School Studies and how the results of the study may be interpreted practically by teachers and administrators. [In Part II,] ten chapters offer reflections by teacher and administration educators….Authors respond to a specific finding from the study and how that finding, such as teacher frustration over non-instructional and time consuming aspects of a “typical” school day, might be addressed. For example, in her chapter, “How Can Elementary Teachers Redeem Their Time?”, Pepper addresses time that is typically spent in classroom [on] behavior management activities and how teachers may “regain” that time by preparing for classroom instruction and student individualities in organized ways. Ibrahim offers an excellent overview of technology use in Arkansas schools, which should inform educational leaders and guide them on technology-based choices and expenditures in the future. Hanna and Womack’s chapter on time management provides user-friendly advice.
The book provides an interesting overview of dilemmas faced by teachers and the authors’ reflections on the dilemmas, followed by discussion questions. I would use the book to guide discussion in a university methods class, as a literature circle selection during professional development, or in mentoring partnerships.
The book is organized into the initial section of five chapters, written by Womack, who explains the Arkansas School Studies and how the results of the study may be interpreted practically by teachers and administrators. [In Part II,] ten chapters offer reflections by teacher and administration educators….Authors respond to a specific finding from the study and how that finding, such as teacher frustration over non-instructional and time consuming aspects of a “typical” school day, might be addressed. For example, in her chapter, “How Can Elementary Teachers Redeem Their Time?”, Pepper addresses time that is typically spent in classroom [on] behavior management activities and how teachers may “regain” that time by preparing for classroom instruction and student individualities in organized ways. Ibrahim offers an excellent overview of technology use in Arkansas schools, which should inform educational leaders and guide them on technology-based choices and expenditures in the future. Hanna and Womack’s chapter on time management provides user-friendly advice.
The book provides an interesting overview of dilemmas faced by teachers and the authors’ reflections on the dilemmas, followed by discussion questions. I would use the book to guide discussion in a university methods class, as a literature circle selection during professional development, or in mentoring partnerships.