This practical and essential resource guides preservice and beginning music teachers through the most difficult years of music teaching. Part One assists undergraduate music education students in navigating early observations; Part Two offers advice for music student teachers; and Part Three is an invaluable reference for the beginning music teacher. Nineteen real-life stories are interspersed throughout Handbook for the Beginning Music Teacher, and most include questions for discussion developed by the story authors. -- Publisher

The definitive reference resource for mentoring courses and affiliated courses in business and management, health, education, psychology, counselling and psychotherapy.

The knowledge base about mentoring and coaching in education has grown considerably worldwide in the last decade. The very many definitions of mentoring and coaching demand an evidence base to assist with understanding the convergence and distinctions between these concepts, and with situating them in relation to learning. This Handbook is a leading source of ideas and information. It covers national and international research on schools, higher education, and disciplines within and beyond education. The editors draw together contributions and present evidence bases and alternative worldviews in which concepts are both untangled and substantiated. Unique in its coverage, this handbook maps current knowledge and understanding, values and skills underpinning educational mentoring and coaching for learning. Contributors who are leading scholars and practitioners address issues of theory and practice in school, higher education, and other educational contexts, and they set out practical applications of coaching and mentoring for practitioners and researchers. Contributors also address social justice issues, such as those involving traditional and technical forms of mentoring and coaching, democratic and accountability agendas, and institutional and historical patterns of learning. The SAGE Handbook of Mentoring and Coaching in Education is an essential reference for practitioners, researchers, educators, and policymakers. Dr Sarah J Fletcher is an international Educational Research Mentoring and Coaching Consultant and she convenes the Mentoring and Coaching SIG for the British Educational Research Association. Carol A Mullen is Professor and Chair, Educational Leadership and Cultural Foundations Department, at The University of North Carolina at Greensboro, North Carolina, USA.

Countless adults today lament the loss of our culture’s young men to drugs and debauchery, to drunkenness, video games, and pornography. The cry goes up, “Today’s boys will never be fit to be husbands and fathers!” Blaming boys is not the solution. Men are. Or, to be precise, men who help boys become the real men they are supposed to be. Real men crush evil wherever it threatens the good. They speak the truth. They love and protect the beautiful. In defeating bullies and in fighting just wars, real men ensure the safety and well-being of the innocent and vulnerable. How can we teach our boys to become real men? In these wise pages, Fr. Peter Michael Henry explains the process in detail. Using history, philosophy, psychology, sociology and sacred scripture – and a large dose of age-old common sense – Fr. Henry instructs every man who is a dad, grandfather, uncle, coach, teacher, or youth minister how to raise up even unruly boys into the heroic, virtuous real men our world so desperately needs.

The Oxford Handbook of Preservice Music Teacher Education in the United States identifies the critical need for change in Pre-K-12 music education. Collectively, the handbook's 56 contributors argue that music education benefits all students only if educators actively work to broaden diversity in the profession and consistently include diverse learning strategies, experiences, and perspectives in the classroom. In this handbook, contributors encourage music teachers, researchers, policy makers, and music teacher educators to take up that challenge. Throughout the handbook, contributors provide a look at ways music teacher educators prepare teachers to enter the music education profession and offer suggestions for ways in which new teachers can advocate for and adapt to changes in contemporary school settings. Building upon students' available resources, contributors use research-based approaches to identify the ways in which educational methods and practices must transform in order to successfully challenge existing music education boundaries.

This easy-to-use handbook provides music education professionals with 'best practices' for tasks such as articulating the need for music education; developing a positive leadership style; designing curriculum and assessment; managing people, paper, and time; communicating with a wide variety of constituents; overseeing resources and budgets; scheduling; overseeing student travel to music festivals and events; dealing with legal issues; and problem solving!