Cultural Collision and Collusion addresses the complexity of problems that surround youth culture and school culture. By broadening the scholarly dialogue and examining and disseminating relevant research to practitioners, the book seeks to provide insight into youth culture and some manifestations of popular culture (e.g., hip-hop). In addition, the book examines some of the tensions that develop when the values of youth and adults collide in U.S. schools. Finally, the book mines the extant literature for insight and enlightenment in the best interest of academic inquiry and practical applicability.

When the Soviet Union's communist empire collapsed in 1989, a mood of euphoria took hold in the West and in Eastern Europe. The West had won the ultimate victory--it had driven a silver stake through the heart of Communism. Its next planned step was to help the nations of Eastern Europe to reconstruct themselves as democratic, free-market states, and full partners in the First World Order. But that, as Janine Wedel reveals in this gripping volume, was before Western governments set their poorly conceived programs in motion. Collision and Collusion tells the bizarre and sometimes scandalous story of Western governments' attempts to aid the former Soviet block. He shows how by mid-decade, Western aid policies had often backfired, effectively discouraging market reforms and exasperating electorates who, remarkably, had voted back in the previously despised Communists. Collision and Collusion is the first book to explain where the Western dollars intended to aid Eastern Europe went, and why they did so little to help. Taking a hard look at the bureaucrats, politicians, and consultants who worked to set up Western economic and political systems in Eastern Europe, the book details the extraordinary costs of institutional ignorance, cultural misunderstanding, and unrealistic expectations.

The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.

The International Handbook of Leadership for Learning brings together chapters by distinguished authors from thirty-one countries in nine different regions of the world. The handbook contains nine sections that provide regional overviews; a consideration of theoretical and contextual aspects; system and policy approaches that promote leadership for learning with a focus on educating school leaders for learning and the role of the leader in supporting learning. It also considers the challenge of educating current leaders for this new perspective, and how leaders themselves can develop leadership for learning in others and in their organisations, especially in diverse contexts and situations. The final chapter considers what we now know about leadership for learning and looks at ways this might be further improved in the future. The book provides the reader with an understanding of the rich contextual nature of learning in schools and the role of school leaders and leadership development in promoting this. It concludes that the preposition ‘for’ between the two readily known and understood terms of ‘leadership’ and ‘learning’ changes everything as it foregrounds learning and complexifies, rather than simplifies, what that word may mean. Whereas common terms such as ‘instructional leadership’ reduce learning to ‘outcomes’, leadership for learning embraces a much wider, developmental view of learning.

With the increasing amount of diversity taking place in the United States and in our K-12 schools, this book will help school leaders become prepared. It is the school principal who sets the tone for the school culture and provides the vision as to the direction of the organization. Therefore, school principals will ultimately have a great impact in promoting cultural and social diversity. School Leadership in a Diverse Society: Helping Schools Prepare all Students for Success (2nd Edition) will help scholars and practitioners have a better understanding of the increasing amount of diversity that is occurring in American society. This book will give them the tools needed to lead schools to ensure that all students, regardless of their life circumstances and status, are provided a school experience that promotes high academic achievement and a sense of belonging. Today, multiculturalism and diversity preparation are needed in our society, seemingly more so than when schools first made an earnest effort to integrate twenty years after Brown V. Board of Education. Just as it seemed the United States was making significant progress dealing with issues that have plagued this country for hundreds of years, recently, there has been a surge in diversity-related issues (the killing of unarmed African Americans, the unwarranted attacks on Asians, immigration debates, the recent rise of groups that support white supremacy, blackface incidents, increasing wealth divide between the ultra rich and the poor, religious backlash, etc.). These issues should remind us that the struggle for social equity continues into the present moment. Communities must work together to help fight rising intolerance and prejudice within our country and schools.

The concept of “visionary” leadership is defined and applied in this book, as “supervision in schools” requires a level of “SUPER VISION” that can be best developed through quality leadership, mentoring -- and mutual ideas, and support -- for adding more value to the school. This book shows just how vision is important and useful in all schools and districts. Time has thus come to find, build, and use high-quality visionary school leadership in its many dimensions; thus, this book takes at least ten different views (in the chapters) of the visionary roles and functions of education leadership in K-12 -- building on the roles, theories, and visionary actions of key players in the schools. No single perspective is enough, as all views must work in concert to the benefit of teachers and students, today. School leaders, moreover, need to have their own vision about the following: (a) what their work entails; (b) their school should be and look like; and (c) what their staff and students (and schools) can achieve.

With this book Immanuel Velikovsky first presented the revolutionary results of his 10-year-long interdisciplinary research to the public, founded modern catastrophism - based on eyewitness reports by our ancestors - shook the doctrine of uniformity of geology as well as Darwin's theory of evolution, put our view of the history of our solar system, of the Earth and of humanity on a completely new basis - and caused an uproar that is still going on today. Worlds in Collision - written in a brilliant, easily understandable and entertaining style and full to the brim with precise information - can be considered one of the most important and most challenging books in the history of science. Not without reason was this book found open on Einstein's desk after his death. For all those who have ever wondered about the evolution of the earth, the history of mankind, traditions, religions, mythology or just the world as it is today, Worlds in Collision is an absolute MUST-READ!