The first book to focus on providing Irish parents, early childhood teachers in early learning and care, primary and special school settings with practical and effective strategies for supporting the inclusion of all children at this critical phase of their education journey

This book provides a roadmap for how police services can address incivility in the workplace and become more inclusive from the inside out. In the past few years policing has come under increased scrutiny due to a number of police-involved shootings and in-custody deaths, where systemic racism, the inability to effectively confront persons suffering from mental illness, and excessive use of force have been perceived by civil rights groups to play a significant factor. These deaths and the subsequent public outcry have led to various constituents questioning the legitimacy of the police. The book incorporates real stories of police officers and case studies of select police organizations. A look inside a number of these departments has identified an equal concern for incivility within the workplace in the form of gender and ethnic harassment and discrimination. The costs of workplace incivility can be significant as workplace victims are not only likely to decrease their work effort, quality of work, and their level of commitment to the organization, they are also likely to mistreat others in the workplace and to take their frustrations out on those they serve. While these costs have a significant impact for police organizations, incivility by police officers against members of the public can have a much greater impact in terms of eroding perceptions of police legitimacy. This book takes a unique approach in providing a model for police organizations to pursue in becoming more inclusive. To this end, this book will be very relevant for police practitioners, reform advisors, researchers, and graduate-level course in special topics.

This book defines one of the latest methods used by human resource managers and team leaders. It looks at what coaching is and describes and illustrates the key steps in the coaching process including establishing the coaching relationship, collecting and analyzing data, and evaluating performance. Focusing on the key aspects of coaching from the perspective of both the coach and the leader, it contains worksheets and other `hands-on′ materials that the reader can use with others or for his or her own personal development. This model focuses on four key aspects of coaching: - Coaching the Leader Within - coaching a leader on the alignment of who and what he/she is and wants to be - Coaching the Leader with Others - the leader in relationship with others - Coaching the Leader with the Organization - coaching the leader to lead change and transform the organization - Coaching the Leader with the Community - coaching the leader to leave an intentional legacy

This classic bestseller by Kevin Cashman pioneered a holistic approach to leadership development: grow the whole person to grow the whole leader. The third edition turns leadership development inside out for a new generation of authentic, purpose-inspired leaders. This book was the first to reveal and build on a foundational insight: we lead by virtue of who we are. Cashman's trademark whole-person approach is essential to success in today's talent-starved marketplace and provides a measurable return on investment. Framed in seven simple yet profound personal mastery areas, this book serves as an integrated coaching experience that helps leaders understand how to harness their authentic, value-creating influence and elevate their impact as individuals, in teams, and in organizations. The third edition contains updated content in the first three chapters-Personal Mastery, Purpose Mastery, and Interpersonal Mastery (the most foundational chapters in the book)-and includes a new chapter, Story Mastery: Leading with Inspiration. This chapter deepens comprehension of authenticity, provides a more significant sense of meaning and purpose, and inspires more profound interpersonal connection. For everyone from CEOs to emerging leaders, this long-awaited third edition advances the art and science of leadership, which makes the book even more relevant today than when it was first published.

This book proposes that the collective responsibility of teachers as classroom and school leaders working together to solve their own problems provides the fulcrum of school change. It makes the case that teachers and school leaders do not operate in a vacuum, but rather, they work within the larger context of policy and other social influences. Grubb and Tredway provide the building blocks of history, policy, and social analysis that are necessary if teachers are to be effective in the collective school a place where adults thrive as learners and are able to co-create joyful learning experiences for children and youth. By encouraging teachers to move out of the individual classroom and to think critically and institutionally about the schools they would like to work in, about their own responsibilities for creating such schools, about the range of policies from outside the school and how they can influence those policies rather than being subjected to them this book shows that a teacher s influence is not limited to the classroom and students, but can significantly shape and inform external policies and decisions."

This is the first book focused on providing Irish parents and early years, primary, post-primary and special school teachers with effective strategies for supporting children with autism spectrum difference. It rejects «disorder» in favour of «difference», emphasising the importance of a child-centred approach and the dangers of overgeneralising.

Child care environments have received extensive research attention by those interested in understanding how participating in nonparental child care might influence the children's development and learning. Throughout the United States (US Census Bureau, 2011) and Europe (Organization for Economic Co-operation and Development, 2006) a large number of young children are cared for outside of the home by non-parental adults. Young children’s nonparental care is commonly referred to as "child care,” and is provided to children whose ages range from birth to 12 years of age. The provision of child care services has become an increasingly important part of early childhood education. In fact, the United Nations Children's Fund (2019) states that a large majority of children worldwide spend at least some of their week in child care, such arrangements include center care, family child care, in-home child care, relative child care, and supplemental child care. Child care researchers have been conducting studies to understand how participating in nonparental child care might influence the children's development and learning outcomes. There are more than enough child care studies to make numerous major inferences. For example, research outcomes show that child care quality seems to be more influential than either the kind of child care or age of admission in determining the children’s development and learning. The adults’ child care affects the quality in child care. In the environment adults who are caring for the children have the opportunity to effectively assume both nurturing and instructional roles to help young children cultivate their social and cognitive abilities. The teachers’ effectiveness is related to their individual characteristics, such as formal education, specialized training, and the classroom environment. However, the majority of the studies show that both family and quality of child care have the most significant effects on the children’s development and learning. Therefore, the concept of child care has heavily influenced modern views. Researchers, scholars, and educators are beginning to understand the current foundations based on theoretical frameworks that contribute to the purposes of the child care in the United States and Europe. The contents of the child care volume reflect the major shifts in the views of these early childhood researchers, scholars, and educators in relation to research outcomes on child care, its historical roots, the role of child care in early childhood education, and its relationship to theory, research, and practice.