My Future Leadership Framework: Distributed Leadership

By Dion Ginanto

             Principal leadership is an important factor for promoting high quality of innovation in schools. In every school in the world, including my school where I teach in Indonesia, they are trying to find the best model of leadership to be applied to improve the quality of schools. The principals in Indonesia use different kinds of leadership, but mostly they use the traditional model of leadership. Traditional leadership here means that the principal is the hero (head) of the school. In other words, the growth of the schools depends on the quality of the principal. Spillane et al. (2004) wrote that it is generally acknowledged that where there are good schools, there are good leaders. But then, if a principal leaves the school, it will be difficult to find a successor because candidates do not have the same capacity as their former principal. As a result, when the principal is changing, all the policies also change. Therefore, I believe that the model of the lone instructional leader should be changed. Schools in Indonesia should try to start applying a model of leadership that does not focus on a single person, but rather all teachers can be the experts: distributed leadership. In this essay I discuss some issues related to distributed leadership: What distributed leadership is, leadership behaviors affecting distributed leadership, specific steps to assure distributed leadership, and some challenges in distributed leadership.

What is distributed leadership? Spillane et al. (2004) defined distributed leadership as not solely a function of an individual’s ability, skill, charisma, and/or cognition. Distributed leadership assures that the best understanding of leadership is as a practice distributed over leaders, followers, and their situation. In addition, distributed leadership poses the challenge of how to distribute responsibility and authority for guidance and direction of instruction, and learning about instruction, so as to increase the likelihood that the decisions of individual teachers and principals about what to do, and what to learn how to do, combine into collective benefits for student learning (Elmore, 2000). Therefore, I can conclude that distributed leadership is the practice of leadership in which the leader is no longer a central leader who gives top to bottom commands, instead, the roles of the principal can be distributed (but not be delegated) to all members; it means involving everyone’s expertise, ideas, and efforts.

What leadership behaviors affect distributed leadership? In answering this question, I adapt the leadership behavior offered by Goldrin et al. (2007). They listed three domains that affect leadership behavior: knowledge and skills, personal characteristics, and values and beliefs. Leadership behavior is the key process that leaders should accomplish to improve academic and social learning for all students (core components: high standards of performance, rigorous curriculum, quality instruction, supportive culture of learning and professional behavior, connections to external conditions, and systemic performance accountability (Goldring et al. (2007)).  In order to be able to influence others in regard to distributed leadership, I would like to sharpen my leadership behavior. First of all, I will deepen my leadership skills and knowledge by gathering as much as information and theory as I can about distributed leadership. I will also engage myself in some leadership training. Second of all, to develop my personal characteristics, I will always improve my positive attitudes, for instance, being a role model for the school family. Finally, I will try my best to have strong values and beliefs. I will strengthen my leadership by making it the core of my being, defining who I am and how I choose to be, to do, or to have. I will always try to answer my questions: Why should I be different from other people? Why should I choose to do certain things and avoid others?  What am I committed to? And why do I behave in a certain way?

After I have been able to shape my leadership behavior especially in distributed leadership, I would then focus on some specific steps to develop distributed leadership skill.  I would use POAC (Planning, Organizing, Actuating and Controlling). POAC is the basic concept of management by George R. Terry. POAC has been implemented in every organization in the world to maintain the sustainability of the organization (Anon., 2012).  Spillane et al. (2004) drew the relationship between leadership and management. A good management can maintain the organizational arrangement more effectively and efficiently.

1.     Planning

Planning is an important process of leadership (Goldring et al., 2007). In this step, I would like to plan to create the good performance of teachers, the curriculum and the school climate. To make these performances happen, I would do a careful planning in hiring qualified teachers. Qualified teachers mean that they are required not only be able to teach students, but they also need to be able to work in-group and to understand the school’s goals. To create a rigorous curriculum, I would like to engage the school community to set up curriculum planning, including gathering the data needed both to implement systemic accountability in the school and to monitor the curriculum and instruction quality (Goldring et al., 2007). To create a better school climate, I would like to be selective in reaching out to the input of the new students. It does not mean I would discriminate among students; I believe however, that better input can influence a better outcome.

2.     Organizing

The key point of distributed leadership is that all people understand their responsibilities. In distributed leadership, I agree with West Chester University (WCU) that not everyone is a decision-maker, but everyone is an expert whose knowledge contributes to the decision-making process (WCU, 2012). Therefore, in organizing my planning, I will make sure that all in the school’s society understands their job description, and that core components are available and used well. To make this happened, I will promote ongoing Personal Development (PD) for staff members.

3.     Actuating

The important thing in action is that I will be proactive rather than reactive in pursuing school goals. I will actively engage school staff in implementing a rigorous curriculum that is aligned with high standards for students’ performance. In this step, I will not only engage the internal school family, but I will also encourage the external communities (parents, board members, superintendents, practitioners, etc.) to contribute in developing our school (e.g., building up effective communication).

4.     Controlling

The last step in promoting distributed leadership in my school is to control, monitor, and evaluate what we have done so far. In this step, I will collect the data to be analyzed together with the school members to make judgments that guide decisions and actions for sustainable improvement (Goldring et al., 2007).

            In promoting distributed leadership, I believe there will be some challenges. To list the challenges that I will probably find in applying distributed leadership, I quote the ideas of DeFlaminis, according to whom there are some conditions that inhibit distributed leadership (DeFlaminis, 2008 in Mavrogordato, 2012): 1) A history of distrust and hostility in the school. 2) Past negative experiences in sharing leadership. 3) Lack of Leadership credibility and consistency. 4) A toxic or dysfunctional culture. To deal with these problems, I will also adapt the Idea of DeFlaminis: 1) Clear and shared mission/vision. 2) Structures to facilitate planning and discussion (professional learning communities). 3). Rational trust. 4). A culture that supports collaboration (Mavrogordato, 20012).

            All in all, I understand that there are several leadership models to be applied to schools, such as instructional, transformational, shared leadership, etc. However, as I have observed so far, distributed leadership is one of the ideal models of leadership that can be applied in my school in Indonesia. In promoting distributed leadership, I will shape my leadership behaviors (knowledge and skills, personal characteristics, and values and beliefs). After that I will apply POAC as my steps to promote distributed leadership in my school.  The final outcome of applying distributed leadership is the students’ successes.

References

Anon. (2012) . Management Concepts and Applications/Management. Wikibooks. Retrieved from http://en.wikibooks.org/wiki/Management_Concepts_and_Applications/Management

Elmore, R.F. (2000). Building a new structure for school leadership. Washington, D.C.: The Albert Shanker Institute.

Goldring, E., Porter, A.C., Murphy, J., Elliot, S.N. & Cravens, X. (2007). Assessing learning centered-leadership: Connections to research, professional standards, and current practices. Nashville, TN: Vanderbilt University.

Mavrogordato, Madeline. (2012) The evolving practice of school leaders (Week 10). A class presentation. Michigan: Michigan State University.

Spilane, J.P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of curriculum Studies, 36(1), 3-34.

West Chester University (WCU). (2012) Distributed leadership. Pennsylvania. Retrieved from http://www.wcupa.edu/_information/afa/VPAdminFiscal/DistLead.htm

Of Ponycorns and Empowerment

While everyone (at least everyone around here) is uber-busy with end of semester assignments, grading, various deadlines and semester wrap-up, I figured now is a great time to post about the absolutely fantastic TEDxToronto talk my pal Ryan Henson Creighton (Untold Entertainment) gave a couple of months ago. As you may remember from previous posts (or from the massive press coverage it attracted

The Fragility of Crystal is not a Weakness but a Fineness

Dion Eprijum Ginanto

“The fragility of crystal is not a weakness but a fineness". Parents understood that fine crystal glass had to be cared for or may be shattered. But when it came to you, they didn't seem to know or care that their course of their secret action brought the kind of devastation that could cut them. Their fraudulent marriage was for you a murder of every day's truth. You felt your whole life turned like a river suddenly reversing the direction of its flow. Suddenly running uphill. These revelations struck at the core of your sense of identity. They made your entire childhood seem like fiction. Chris never told them he knew and made me promise silence as well.” (Chris McCandles)

From "Into the Wild" Novel by Jon Krakauer

Some parents may think that what they did are for their kids. They work so hard; they go to work from morning until late at night. They argue that they make money for their kids’ future. However, parents sometimes forget that what kids need are not money, wealthy, nor fame. What children need are simply love, sincerely and truth.

Some parents sometimes also failed to know the importance of parenting in the life of their children. Some parents are too busy to know how good their kids are at home or school. Some parents are also sometimes too demanding to their kids without really give them deep attention. They always ask children responsibility without fulfill the kids’ right to get parent’s love and care. Some parents always force children to tell to truth but they in the same times, always hide the truth from their kids. Some parents advised their kids to respect them but they sometimes forget to listen to the problems of their kids, or simply hug them. These are what Chris feels to his parents. He felt that his own parents had broken down his crystal’s heart. 

Chris McCandles in the novel was so disappointed to his father after he unearthed the truth that when his father married his mom, his father was actually still married to his firs wife. Chris cannot forgive the mistakes his father had made as a young man. He was even less willing to pardon the attempt at concealment his mother did. He declared to Carrine and others that the deception committed by Walt and Billy made his “entirely childhood seem like fiction”. But he did not confront his parents with what he knew then or ever. Then this is the reason why Chris decided to risk himself into the wild.

I put myself in the middle of what Alex think of his parents. I agree and disagree with Alex for some reasons. I agree with Alex’s idea that all parents should give love, truth and sincerity to their kids rather than giving fame, money or wealthy. I disagree with Alex that that he will not pardon his parents mistake. The reason is that I think no body is perfect. Also, I believe that instead of risking himself into the wild in Alaska to seek the truth of life; it is better for Alex to communicate with his parents. Why do not Alex try to be braver to gently  ask why his parents did not tell the truth about the duplicity to him.

Kids Online: Report Now Published!

After many months of collaboration, writing, workshop-ing, revising, editing and polishing, my co-authored white paper/report with Deborah Fields, written for the Joan Ganz Cooney Center @ Sesame Workshop, with support from Cisco and the DML, is now

The paper, Kids online: A new research agenda for understanding social networking forums, is a first step to documenting pressing questions

USA- the Country who Discriminates Moslems?

-->

“Congratulation for your scholarship Dion, but be careful… America is the most dangerous place in this globe for Moslems. Don’t you know that USA is a country who discriminates Moslems?…”

Almost everyday I heard that sentences from my colleagues before I departed to America to pursue my study. I was happy but nervous in getting such precious chance to study in Michigan State University. Moreover, the issue widespread around my country in Indonesia was that American Embassy would be very tough to give the visa. Therefore, before the visa interview I shaved my mustache and beard in order not too be looked as a terrorist. I unfriended some Muslims organization group in my facebook, since I heard that the US government has a sophisticated technology to track every detail information of every single people here in this earth.

I was so worried of the racism issue, I was so scary about the gang issue, I was so horrified with the gun shoot at campus, I was so frighten with the hurricane, and I was so afraid with the extreme whether.  One thing that made me strong and motivated to keep my spirit “on fire” was my parent. They told me that this is the only chance if I want to make a better living in the future. My mom said, “We will never ever ever be able to pay your school fee, go and chase your dream. Now or never”.  My mom is the best advisor I have ever had.  I then decided to go to Michigan State to be a big family of Spartan.

The first day I arrived Michigan; I was welcomed by the cold wind sweeping my face. Although, it was summer, for me, however, the wind was still not friendly. I said to myself: “Okay Dion, this is nothing, you must be strong”. I remember the date I landed Michigan, August 18, 2012 at 4 in the afternoon. My first impression was that my bad feeling about Moslem discrimination would come true. I couldn’t celebrate the Ied Mubarouk prayer (like Christmas in Christianity) due to the English test. I even have not relieved from my jet leg, but I had to take the test and; the worst thing is that I couldn’t celebrate the Moslem’s biggest day.  I was so sad, terribly sad.

This is perhaps what many people called “cultural shocked”. I found my self like an alien living in another planet in my first week. The food, the whether, the bathroom, the people, the language; they are so awkward. Nonetheless, after I spent my eight days I started to feel that East Lansing is Awesome. I then started to observe whether or not the prejudice about America toward Muslims is right. I ever searched from the Internet about Islamic center near MSU, and then I decided to do my prayer there. “Oh my goodness, this Islamic center is very huge”. How come the country called USA has a big mosque in a small city in East Lansing? I used to think that the Islamic Center was not that big, but my presupposition was totally wrong.  On Friday, I did my Friday Prayer; I was so stunned knowing that the prayer is held in two shifts. The only reason is that the mosque cannot accommodate the number of Moslems who do the Friday prayer. Again, my hypothesis about discrimination in America was eroded. It is impossible if American discriminate Islam, whereas they grow this big.

I never experienced the racism here in MSU since I arrived Michigan. I was never be bullied, I was never be mocked and I was never be underestimated by American. They even smile at me, as if they have known me before. In Indonesia, folks rarely smile at you if they do not recognize you. “Thank you” is the sentence that is very expensive in my country. However, here in MSU “thank you” is very cheap. Everyone appreciate of what you have done even the small one. One more sentence that barely be heard in my country is “have a nice day”. If you want to find yourself awkward just practice telling this sentences in Indonesia to everyone you meet, then they will lough at you.

I find MSU is the best place to study. It has everything I need. I used to think that Islamic Center is the only place that I can use for praying. But it is wrong. MSU even has a large space for Muslims to do their prayer in the campus. I have just realized about it two weeks ago, when my friend from Indonesia had me join him to pray. I asked him, are you kidding me, we have just arrived here, do we need to go back to Islamic Center to pray? Then he said, “Hang on… are you aware that Spartan has a big room for us to pray named “Meditation Room” in Anthony Hall? Then I answered: “Really? Oh my God, I never realized it before”. Once again, I thank to God that I am very blessed to study in Michigan State University.

What I want to do right now is that I just want to scream to my friends in Indonesia: “hey… Folks in America are very open-minded”. “Man… they don’t even bully me and other Moslems.” “They respect us as they respect their parents”. “Please delete your bad prejudice from your processor in your brain, that America is the worst place to live for Moslems.” “Let’s create a better living in this planet by sharing love and care.” “MSU is the best place to study, they don’t discriminate me.” I hope my friends from Indonesia who have a bad prejudice toward America can hear me.

I am proud to be Spartan. When I write this article, believe it or not, I yield: “Spartannnnnnnnn….. What is your profession??? “Au…Au…Au..”

Dion Eprijum Ginanto

Graduate Student (MA)

K-12 Educational Administration

Scholar of USAID (I thank to American for giving me scholarship)

CFP Alert: Childhood and the Media (UK, July 2013)

Cut and paste from the emailed announcement:


 CALL FOR PAPERS 

 XXVth IAMHIST CONFERENCE 

 CHILDHOOD AND THE MEDIA 

 UNIVERSITY OF LEICESTER (UK) 

 17-20 JULY 2013 

"Papers are invited for the biennial IAMHIST (International Association
of Media and History) Congress, to be held at the University of
Leicester, UK, on the theme of 'Childhood and the Media'. Possible
topics include (but are

Critical Gaming Series @ Semaphore Lab

Out new collaborative lab space at the iSchool, Semaphore lab, is just about, nearly there, up and running, and so we've started holding a series of events to introduce ourselves to the community and share some of the work our members have been doing this semester. This Friday, we're launching our "Critical Gaming Series," which aims to bring together scholars, industry professionals, students

The Role of Principals in the US: From the Janitor Era to the Professional Era by Dion Eprijum Ginanto

“Professionalism was associated with teacher supervision, curricular involvement, and taking initiative – not writing reports, hiring janitors, or ordering toilet paper” (Cuban, 1998, p. 61). It is interesting to identify a principal as a person who was hiring janitors and/or ordering toilet paper in the early decades of this century. This situation indicates that the role of principal was not really significant. Besides, many articles have reported that in the 1800s school did not even have a principal. Then, how did the school manage the complicated tasks such as students’ achievement, social control, curriculum, etc.? This paper will answer this question. I will discuss the changing role of the principal in the United States in four main eras: Janitor/Principal Teacher Era (1770-1929), Great Depression Era (1930-1953), Sputnik Era (1954-1980), and Nation at Risk Era (1980-1990). I will also discuss how and why the principal’s roles had evolved.


 1. Janitor Era/Principal Teacher Era


It is actually surprising to hear that the principal role was associated with janitorial tasks. However, this actually happened in 1800s. Since, there were no official principals at that time, a head teacher or ‘principal teacher’ performed the necessary administrative, clerical, and instructional tasks (R.H. Goodwin et al., 2005). “Moreover, in addition to teaching and administering the school, the principal often served as town clerk, church chorister, official visitor of the sick, bell ringer for the church, gravedigger and court messenger” [Drue, J.G in R.H. Goodwin et al., 2005). I cannot imagine how busy the principals were at that time. They had to devote their time to the school, society, and family. In this period, the word “principal” was not clearly stated. Instead, they had some terminologies to address this position. Brubaker and Simon (1985) in Noe (1998) reported that in addition to the term head teacher they were also called: headmaster, preceptor, provost, or principal person. What were the functions of the so-called principal teacher at that time?

 The era of principal teacher was in 1770 -1929. As I mentioned before, the role of the principal was not really significant in this era; however, they had a lot of duties, either at school or outside school. Brubaker and Simon in Noe (1998) stated that the main function of this person was still teaching, and doing administrative work. In urban schools, however, the role of the principal teacher was larger especially in its many responsibilities. H.R Goodwin et al. (2005) reported that he principals’ duties were based on the Common the Cincinnati Board of Education in 1839: The principal teacher was (1) to function as the head of the school charged to his care, (2) to regulate the classes and course of instruction of all the pupils, whether they occupied this room or the room of other teachers, (3) to discover any defects known to the visitor or trustee of ward, or district, if he were unable to remedy conditions, (5) to give necessary instruction to his assistants, (6) to classify pupils, (7) to safeguard school houses and furniture, (8) to keep the school clean, (9) to instruct assistants, (10) to refrain from impairing the standing of assistants, especially in the eyes of their pupils, and (11) to require the co-operation of his assistants. (Page 2) The duties classified by the Board of Education in Cincinnati covered all details of the teacher principal’s responsibilities, even for the small things such as keeping the school clean. In line with this, as I quoted for the opening of this article, before the effort to change the principal’s duties into professional ones, the person who was in charged of ordering toilet paper was the teacher principal (Cuban, 1998, p. 61). The role of the teacher principal did not have recognition from the society. Nonetheless, “as the schools grew larger and were organized by grades, the principal’s duties expanded to include finance, personnel, and facility management” (Pierce in R.H Goodwin et al, 2005).

The context of this era was rural and there was American Revolution. The main aim of this era was to create the generation of citizens who could understand, participate in and sustain a democracy (Mavrogordato (A), 2012). In this period, the principals had an autocratic function in leading their schools. Then, in 1929 public school leadership moved from the part-time educational evangelists to the professional manager. The principals were obliged to make school management more scientific and business like and more progressive (Beck and Murphy in R.H Goodwin et al, 2005).

 2. Great Depression Era

The Great Depression led to the change of the school principal. In the Great Depression Era, because of the fall of the American economy, there were more students and fewer opportunities to improve instruction. Powell et al. wrote that in the Great Depression era, the public sector’s budgets were reduced, and schools were being squeezed. As a result, teachers’ salaries were cut or eliminated, or the worse, they were fired (Powell et al., 1985). In the Great Depression era, the role of the principal became more complicated. Principals should not only focus on administration and academics, but should also be able to act patriotic. The patriotic roles of the principal defined by Beck and Murphy included being a leader on the home front and being a democratic leader (Beck and Murphy in R.H Goodwin et al, 2005). The functions of the principal in this era as, defined by Newsome and Mickelson were to: (1) administer one’s school democratically, (2) carry out the policies and programs established by the administration, (3) provide leadership in setting up an educational philosophy, (4) provide stimulation and leadership in the development of an up-to-date curriculum, (5) provide an effective program of public relations, and (6) professionalize teaching in school. In line with this, Cuban stated that there are three different core roles of principaling: instructional, managerial and political (Cuban, 1998).

The Great Depression era (1930-1953) was the starting point of the principal becoming more democratic. Yet in this era the principals needed to defend the educational practices of the age, during which the principal roles were actually declining. The economic condition at this time forced principals also to take care of the kids’ lunches, medical examinations, and clothing.

3. Sputnik Era

The launch of Sputnik (Russian space satellite) caused significant change in the roles of principals. Sputnik indicated that the American educational system needed to be improved. All citizens in America needed to work hard; students, teachers, and principals should improve their roles in order not to be left behind with other countries. In describing how hard the roles of the principals were in this era, Beck and Murphy used metaphorical language to suggest that school leaders took a ‘head in the sand’ attitude, ignoring the more complex, problematic issues (Beck and Murphy in R.H Goodwin et al., 2005). In the era of Sputnik the awareness of the importance of the education system was increased in society. Segregation was eliminated; funds for mathematics, science, and foreign language were increased; and the roles of principals were getting more challenging.

The function of principals during the Sputnik era as described by Beck and Murphy were as community leader, definer and conveyer of meaning, facilitator of positive relationships, and juggler of multiple meaning-terms which were interesting in a complex time of change (Beck and Murphy in R.H Goodwin et al., 2005). R.H Goodwin et al., then reported that in the 1970s two federal actions required the principal to perform new duties. The school leaders had to assure that the school setting was free from gender distinction and segregation. More specifically, R.H Goodwin et al. defined the function of the principals as follows: Principals were mandated to assure that due process was accorded to handicapped students, to facilitate the placement of handicapped students in the general program and to participate in the development and implementation of individual education plans (p. 6). The era of Sputnik (started in 1954) ended in 1980. This period was changed through three waves of school reform (A National at Risk, A Nation Prepared and Time for Results). The calls for reforms that were driven by fiscal crises gave rise to strong influences from business and industry and to the expectation that the schools’ function was to promote the economy (Beck and Murphy in R.H Goodwin et al., 2005). R.H Goodwin et. al., continued that the consensus of the literature mandated that the principal was the agent of school reform, and was commonly called “instructional leader”.

4. Nation at Risk Era/ Professional Era

 One of the waves of the education reform in 1980s was precipitated by the publication of A Nation at Risk (R.H Goodwin et al., 2005). The Nation Commission on Excellence in Education (1983) wrote, “Our nation is at risk. Our once unchallenged preeminence in commerce, industry, science, and technological innovation is being overtaken by competitors throughout the world” (page 112). Before the Nation at Risk was published, America faced some crucial problems, such as losing sight of the basic purposes of schooling, the importance of discipline and high expectation. Therefore, to keep up with other nations, some actions needed to be undertaken. One of the efforts to fix educational problems is by reforming the role of the principal. Boyer emphasized the involvement not only teachers, but also parents, students, and community members in site-based management. This obviously has led to higher expectations toward principals. The principals in this phase were expected to be able to become facilitators who helped others identify and give solutions collaboratively (Boyer in R.H Goodwin et al., 2005).

This era (1980-1990s) was the beginning of the complexity of the principal role; principals experienced increased pressure to focus on results. The principals faced increased expectations for school improvement, demanding social pressures, and conflict between the roles of instructional leader, organizational leader, community leader, and strategic leader (Goodwin et.al in R.H Goodwin et., 2005). In this period, the roles of the principal found their golden era. The same right between male and female principals was established, the applicant of the principal should meet some requirements, and the principals’ tasks became more professional.

 All in all, as the conditions in the United States have been changed from the eighteenth century to the twentieth century, the roles of the principals needed to evolve in order to maintain the quality of schools as well as the quality of education. In every period, the roles of the principals seem to be changed in order to be harder and more complicated. However, in every period every principal found that in their era there had always been some challenging roles that they should overcome.


========== ========== ========== ========== References


Cuban, L. (1988) Principaling: Images and roles. The managerial imperative and the practice of leadership in schools. Albany, NY: State University of New York Press.

Goodwin, Rebecca H., Michael L. Cunningham, and Teresa Eagle. (2005) The changing role of the secondary principal in the united states: An historical perspective. Journal of Educational Administration and History 37(1) (2005): 1-17. ERIC. Web. 4 Oct. 2012.

Mavrogordato, Madeline. (B). (2012) The evolving practice of school leaders. A class presentation. Michigan: Michigan State University. National Commission on Excellence Education. (1983).

A nation at risk: The imperative for educational reform. The Elementary School Journal, 84(2), 112-130

 Noe, Loretta Jane. (1998). The developing and changing role of the principal. Tennessee State University. United States -- Tennessee: ProQuest Dissertations & Theses (PQDT); ProQuest Dissertations & Theses A&I. Web. 4 Oct. 2012.

 Powell, A.G., Farrar, E., & Cohen, D.K. (1985) Origins. The shopping mall high school: Winners and losers in the educational marketplace (pp.233-308). Boston, MA:Houghton Mifflin Company. .. . . . .  

Article Response: EFFECTIVE SCHOOLS: INTERPRETING THE EVIDENCE (by Susan J. Rosenholtz) Dion Ginanto

After reading this article I realized that it is not easy to make an effective school. I used to think that principals could do everything they want to improve the quality of their school. In facts, however, there are a lot of things we must consider in achieving school effectiveness. There are at least three main points that Rosenholtz (1985) proposed to create a successful school: The principal's competency, effective school goals, and like-minded teachers.


The first point in realizing school effectiveness is the principal’s competency. The principal’s approach in dealing with the goals of achievement is very important. Rosenholtz (1985) assumed that the principal should be able to do effective planning and lead action to mobilize teachers in eradicating low student achievement. In line with this, Bossert, et al (1982) stated that the principal should also be able to balance between the “bottom-up” and “top-down” views of organization in leading an effective school. Besides, the principal is required to be smart in dealing with the pressure and high expectations coming from parents, staff members, administrators, the superintendent, district administrators, etc.

The second thing that affects the school effectiveness is to set up effective goals of achievement. I do agree with the idea Rosenholtz (1985) proposed, “that personal motives held by member of the staffs are congruent with the goals of the organization” (p. 382). Whoever leads the school has to be able to communicate effectively the school goals to teachers and staff members. With common and clear direction on the goals, the teachers and staff members are able to focus their energies for improvement.


The third thing we must consider to make a successful school is the like-minded teachers. Rosenholtz (1985) wrote, “One way to both reduce uncertainty and increase goal consensus is to recruit like-minded staff” (p. 361). In order to maintain the school’s quality, every principal should be able to recruit, keep, and maintain the high quality of teachers. The principal should also be concerned about the balance of inducements and to contributions of teachers in order to assure teachers’ satisfaction. All teachers should feel relaxed, confortable, and happy in doing their duties at school.

 I am especially interested in one of the three main aspects of Rosenholtz (1985) in making a successful school: the principal. I will share some problems in Indonesia dealing with headmaster. In Indonesia, we have three main problems based on my observations so far: principal recruitment, principal competence, and principal behavior. In the recruiting process, most principals are not hired based on their achievements. Instead, the local government will give a chance to those who helped the ruling party in the general election. Many principals lose their position when the mayor is changed. This is obviously affecting the principal’s competency. Instead of setting up good planning for achieving the effective school, most of them will falsify their reports, approve “cheating” in the national examinations, etc., in order to meet the mayor satisfaction. The principal behavior also has become a hot topic among people in Indonesia. Principal’s tardiness and absenteeism have already become a common phenomenon in most schools, especially in rural areas. Believe it or not, most schools in the rural areas in Indonesia still fight for electricity power, fixing leaky road, clean water, and school facilities such as library, room, laboratory, rest room etc. Therefore, most headmasters use these reason to excuse their absenteeism and tardiness.

All in all, as Rosenholtz (1985) proposed, there are at least three aspects regarding school effectiveness: the principal, teachers and goals of achievement. In her article, Rosenholtz was focusing on one of the principal’s role: instructional. There is a connection between Rosenholtz’s idea and Cuban’s about the principal’s role. Cuban (1988) proposed three basic roles of the principal: political, managerial, and instructional. The connection between Cuban’s and Rosenholtz’s ideas about the principal is important. Rosenholtz concentrated her writing on only one of the principal’s roles, instructional, she only focused on the principal’s role in dealing with teachers. However, as Cuban (1988) wrote, instead of focusing only on instructional role, the principal should also consider the managerial and political roles. ============= ============= ==============

                                                       References

 Bossert, S.T., Dwyer, D.C., Rowan, B., & Lee, G. V. (1982). The instructional management role of the principal. Educational Administration Quarterly, 18(3), 34-64.

 Cuban, L. (1988) Principaling: Images and roles. The managerial imperative and the practice of leadership in schools. Albany, NY: State University of New York Press.

Rosenholtz, S. J. (1985) Effective schools: Interpreting the evidence. American Journal of Education, 93 (3), 352-388.

Princess Darth Vader and Pink Politics Remixed

I've been seeing a lot of these types of images lately - pink-ified, princess-ified Darth Vader costumes, presumably made at the request of the little girls depicted wearing them (although its status as an emerging meme challenges the spontaneity factor quite a bit, no?). I'm not sure what to make of this...my first reaction was, of course, ZOMG How Amazingly Awesome!!!, but now I'm wondering

Another Cool Conference CFP: Extending Play

Cut-and-paste in full from the notice sent out on the Exploring Childhood Studies mailing list:



©2012 Rutgers Media Studies Conference


CFP: 2013 Rutgers Media Studies Conference: Extending PlayCan we still define play as an organizing principle in today’stechnologically mediated world?Play can be hard work and serious business, and it’s time to push beyondthe conceptualization of play as

Cool Conference CFP Alert: The Child's Room as Cultural Microcosm

©1963/2006 Maurice Sendak, page from Where the Wild Things Are
The following is a Call for Papers for a very interesting sounding conference taking place in Rouen, France, next April, on the children's room as "cultural microcosm." I've cut/paste key details below from the original, a copy of which you can find here.



Call for papers International conference
The child’s room as a cultural

Co-Play, or Skyrim for Preschoolers

©2008 sean dreilinger via flickr and GeekDad
Today's "must read" article for anyone researching and/or working in the area of kids' games/digi-culture is brought to you by Brainy Gamer's Michael Abbott, in the form of this lovely and thought provoking blog post about kids, games and fostering rich, meaningful digital play experiences. Abbott opens with the following very true, very awesome

Regulating Apps for Kids

©2011 Beeline Interactive, Inc. Smurf Village screenshot via iPad Jailbreak


This article by Stuart Dredge published in the Guardian a couple of weeks ago is definitely worth a quick read through. In it, Dredge interviews various people (attending the Children's Media Conference in Sheffield in early July) involved in making (& consulting) apps for kids in regards to the apparent lack of

Spil Games Making Adverwaves

Screenshot of GirlsGoGames.com ©2012 Spil Games


From yesterday's AdWeek, a short but very interesting article on Dutch company Spil Games, who are making some serious in roads into the tween - and particularly girl - demographic with a pretty standard roster of web-based causal and advergames. As Christopher Heine writes:

Tie your ad to a Selena Gomez virtual makeover game and position your

Canadian Kids Get an "F" in Active Play

This week, Active Healthy Kids Canada published their annual report card on physical activity levels of Canadian children and youth, giving kids - and their parents - failing grades when it comes to engaging in active play. You can read the short report here, or delve into the longer report here. The gist was well summarized in an article written by Lauren La Rose for the Globe and Mail:

Many

Pink Aisle Politics (Prezi)

In follow up to last week's post re: INplay 2012, here's the prezi I used for my talk about the gender, toys and the LEGO Friends controversy:
.prezi-player { width: 480px; } .prezi-player-links { text-align: center; }Pink Aisle Politics on Prezi
I had a really great time at the conference, BTW - and met LOADS of very nice people working on really fascinating projects (those one-on-one match-up

Next Up: INplay 2012

Next week, I'll be speaking at a very cool sounding local annual conference that brings together professionals and academics engaged in various different facets of the children's cultural industries: INplay 2012. Taking place over two days (May 15-16), the conference schedule includes presentations, panel discussions, case studies and a number of technology ‘show and tells.’ Here's an excerpt

This Week: Pathways to Privacy Research Symposium

©2012 Sara M. Grimes
As the semester is finally winding down, I'm heading to Ottawa this week to take part in the Office of the Privacy Commissioner of Canada (OPC)'s first Pathways to Privacy Research Symposium at the National Arts Centre (May 2, 2012). The theme is "Privacy for Everyone," and I'll be talking about some of the privacy issues/privacy policy implications I've encountered in my

Coming Up: TIFF Nexus New Media Literacies Conference!!

This is one of the things I'll be busy with next week: The New Media Literacies Conference at the TIFF Bell Lightbox. It takes place next Friday, April 20th 1:00 pm – 7:30 pm, and there are still tickets left. The conference includes an AMAZing line-up of speakers (that I feel very lucky to be presenting alongside), a bunch of workshops and activities, spaces/installation, and a chance to

Hunger Games Post Coming Soon!

End of semester madness started a bit early this year, so I've been a bit behind on my writing - including my Part 2 follow up to last month's Grim Games and Dangerous Fairy Tales post, which will address the Hunger Games "controversy" and some of my thoughts on the film. It's almost ready, but I've got a few more things to cross off on the to do list first, so stay tuned!

Awesome Job Opportunity Alert!!! Postdoc in Adaptive Gaming, User Innovation and Inclusive Play among Elementary School-Aged Children

I'm hiring a postdoc to work with me on a new project that I'm launching this spring on Adaptive Gaming, User Innovation and Inclusive Play among elementary school-aged children (part of a much larger project on Mobile and Pervasive Computing lead by the amazing Dr. Matt Ratto, that will also encompass a new set of projects run by another of our fabulous iSchool colleagues, Dr. Rhonda McEwen).

The Girl Who Was on Fire: Your Favorite Authors on Suzanne Collins' Hunger Games Trilogy (Kindle Edition) reviews

you're want to buy The Girl Who Was on Fire: Your Favorite Authors on Suzanne Collins' Hunger Games Trilogy (Kindle Edition),yes ..! you comes at the right place. you can get special discount for The Girl Who Was on Fire: Your Favorite Authors on Suzanne Collins' Hunger Games Trilogy (Kindle Edition).You can choose to buy a product and The Girl Who Was on Fire: Your Favorite Authors on Suzanne Collins' Hunger Games Trilogy (Kindle Edition) at the Best Price Online with Secure Transaction Here...
Amazon.co.uk Home

  Product Details
Reading Level: Young Adult
Publisher: Smart Pop
Release date: 5 April 2011
Number of Pages: 226 pages
ASIN: B004P1JE6Q
Amazon.co.uk Sales Rank: 19751

read more Details

  Product Description
Product Description
Katniss Everdeen’s adventures may have come to an end, but her story continues to blaze in the hearts of millions worldwide.

In The Girl Who Was on Fire, thirteen YA authors take you back to Panem with moving, dark, and funny pieces on Katniss, the Games, Gale and Peeta, reality TV, survival, and more. From the trilogy's darker themes of violence and social control to fashion and weaponry, the collection's exploration of the Hunger Games reveals exactly how rich, and how perilous, protagonist Katniss’ world really is.

•How does the way the Games affect the brain explain Haymitch’s drinking, Annie’s distraction, and Wiress’ speech problems?
•What does the rebellion have in common with the War on Terror?
•Why isn’t the answer to “Peeta or Gale?” as interesting as the question itself?
•What should Panem have learned from the fates of other hedonistic societies throughout history—and what can we?

The Girl Who Was on Fire covers all three books in the Hunger Games trilogy.

CONTRIBUTORS: .Jennifer Lynn Barnes, Mary Borsellino, Sarah Rees Brennan, Terri Clark, Bree Despain, Adrienne Kress, Cara Lockwood, Elizabeth M. Rees, Carrie Ryan, Ned Vizzini, Lili Wilkinson, Blythe Woolston, Sarah Darer Littman




The Hunger Games Ebook

The Hunger Games (Audio CD) top deals

you're want to buy The Hunger Games (Audio CD),yes ..! you comes at the right place. you can get special discount for The Hunger Games (Audio CD).You can choose to buy a product and The Hunger Games (Audio CD) at the Best Price Online with Secure Transaction Here...
Amazon.co.uk Home


read more Details

  Product Details
Reading Level: Young Adult
Publisher: Scholastic
Release date: Oct 2008
Language: English
Product Dimensions: 3.2 cm x 13.3 cm x 15.2 cm; 272 g
Boxed-product Weight: 340 g ...




The Hunger Games Ebook

Katniss the Cattail: An Unauthorized Guide to Names and Symbols in Suzanne Collins' The Hunger Games (Kindle Edition) best price

you're want to buy Katniss the Cattail: An Unauthorized Guide to Names and Symbols in Suzanne Collins' The Hunger Games (Kindle Edition),yes ..! you comes at the right place. you can get special discount for Katniss the Cattail: An Unauthorized Guide to Names and Symbols in Suzanne Collins' The Hunger Games (Kindle Edition).You can choose to buy a product and Katniss the Cattail: An Unauthorized Guide to Names and Symbols in Suzanne Collins' The Hunger Games (Kindle Edition) at the Best Price Online with Secure Transaction Here...


  Product Details
Release date: 11 Feb 2012
Number of Pages: 104 pages
ASIN: B0078EKMOU
Amazon.co.uk Sales Rank: 7204

read more Details

  Product Description
Product Description
Who was Cinna? What do the hawthorn and primrose symbolize? Or President Snow’s roses and Peeta’s bread? What about Katniss’s last name? Bringing details from myths, herbal guides, military histories, and the classics, English professor and award-winning pop culture author Valerie Estelle Frankel sheds light on the deeper meanings behind Panem’s heroes and villains in this hottest of YA trilogies. In her series, Collins not only weaves a heroic tale of deep complexity but harnesses the power of Shakespeare and Rome to retell an ancient epic of betrayal, violence, and glory on the stage of an apocalyptic future.

The perfect treat for fans of all ages. Everything Hunger Games, packed into one volume.

From Alma Coin to Wiress you’ll learn about
• Why roses are a flower of death
• How eighteen of the characters are used in Shakespeare’s plays
• Katniss’s nickname Catnip
• The meaning of “The Hanging Tree”
• Peeta’s pearl and Katniss’s salvation
• Effie the saint and Finnick the Irish hero




The Hunger Games Ebook

Grim Games and Dangerous Fairy Tales: Part1

Cinderella - Edmund Dulac
Last month, The Telegraph and a number of other news sites covered the results of a new poll that indicated that a significant proportion of UK parents (or, more specifically, 2000 adults) now consider traditional fairy tales to be "too scary" for children. Some highlights of the poll, as reported in the Telegraph article, included:
"[O]ne in five parents has scrapped

100% Unofficial Tribute to The Hunger Games (Hardcover) top price

you're want to buy 100% Unofficial Tribute to The Hunger Games (Hardcover),yes ..! you comes at the right place. you can get special discount for 100% Unofficial Tribute to The Hunger Games (Hardcover).You can choose to buy a product and 100% Unofficial Tribute to The Hunger Games (Hardcover) at the Best Price Online with Secure Transaction Here...
Amazon.co.uk Home

  Product Details
Publisher: Bantam Children
Release date: 1 Mar 2012
Language: English
Boxed-product Weight: 399 g
Number of Pages: 64 pages
ISBN-10: 0857511076 ...

read more Details

  Product Description
Book Description
Packed with info on Panem, from the different Districts to the controlling Capitol, this is your essential unofficial guide to The Hunger Games.
Product Description
Filled with fantastic facts and cool quotes, this unofficial companion has all you need to know about the heroine and heroes of The Hunger Games. Check out the characters, learn all about the cast of the brand new film and discover the ultimate celeb Hunger Games fans. Includes a giant, double-sided poster.
About the Author
Other titles by Evie Parker include:

100% Justin Bieber: The Unofficial Biography

100% Gleek: The Unofficial Guide to Glee

100% The Wanted: The Unofficial Biography

100% The Vampire Diaries: The Unofficial Guide

The 100% Unofficial Biography Justin Bieber 3D

100% One Direction: The Unofficial Biography

100% Unofficial: The Twilight Boys





The Hunger Games Ebook

The Hunger Games Tribute Guide (Kindle Edition) top price

you're want to buy The Hunger Games Tribute Guide (Kindle Edition),yes ..! you comes at the right place. you can get special discount for The Hunger Games Tribute Guide (Kindle Edition).You can choose to buy a product and The Hunger Games Tribute Guide (Kindle Edition) at the Best Price Online with Secure Transaction Here...
Amazon.co.uk Home

  Product Details
Reading Level: Young Adult
Publisher: Scholastic Press
Release date: 7 Feb 2012
Number of Pages: 128 pages
ASIN: B007032W60
Amazon.co.uk Sales Rank: 9328

read more Details

  Product Description
Product Description
The New York Times bestselling Hunger Games is now a major motion picture -- and here is the ultimate guide to the all the tributes in the 74th annual Hunger Games!

Here is the ultimate guide to the twenty-four Tributes participating in Panem's 74th annual Hunger Games. Follow the Tributes' journey from the Reaping to the Games, with a look at all the highlights along the way--the Tribute Parade, the stations of the Training Center, the interviews, and more. Get exclusive information about the Tributes' strengths and weaknesses, their weapons of choice, and their experience in the Capitol before entering the arena.




The Hunger Games Ebook

Hunger Games Calendar 2012 (Paperback) best deal

you're want to buy Hunger Games Calendar 2012 (Paperback),yes ..! you comes at the right place. you can get special discount for Hunger Games Calendar 2012 (Paperback).You can choose to buy a product and Hunger Games Calendar 2012 (Paperback) at the Best Price Online with Secure Transaction Here...
Amazon.co.uk Home

  Product Details
Publisher: Pyramid
Release date: 28 Aug 2011
Boxed-product Weight: 240 g
Number of Pages: 13 pages
ISBN-10: 1935693328
ISBN-13: 978-1935693321 ...

read more Details

  Product Description
Product Description
2012 Calendar containing 13 Images relating to the best-selling book.




The Hunger Games Ebook

The Unofficial Hunger Games Companion (Paperback) special discount

you're want to buy The Unofficial Hunger Games Companion (Paperback),yes ..! you comes at the right place. you can get special discount for The Unofficial Hunger Games Companion (Paperback).You can choose to buy a product and The Unofficial Hunger Games Companion (Paperback) at the Best Price Online with Secure Transaction Here...
Amazon.co.uk Home

  Product Details
Publisher: Macmillan Children's Books
Release date: 21 Oct 2011
Language: English
Boxed-product Weight: 281 g
Number of Pages: 256 pages
ISBN-10: 1447209974 ...

read more Details

  Product Description
Product Description
The first companion guide to the bestselling THE HUNGER GAMES trilogy - soon to be a major motion picture!
Book Description
THE HUNGER GAMES is a global publishing phenomenon and is soon to be a high-octane, big-budget Hollywood box-office hit. With a full author profile and interesting insights into the three-book series and its main themes - from the nature of evil, weaponry, rebellions and surviving the end of the world - this companion guide will give millions of readers the insider information that they've been waiting for since book one! The New York Times bestselling author of THE TWILIGHT COMPANION, Lois Gresh, once again gives fans the fascinating facts behind the fiction.
About the Author
Lois H. Gresh is the author of more than twenty books, including THE TWILIGHT COMPANION, THE FAN'S GUIDE TO THE SPIDERWICK CHRONICLES and THE TRUTH BEHIND A SERIES OF UNFORTUNATE EVENTS. She lives in upstate New York.




The Hunger Games Ebook

Beyond District 12: the Stars of The Hunger Games (Hunger Games Film Tie in) (Paperback) top deals

you're want to buy Beyond District 12: the Stars of The Hunger Games (Hunger Games Film Tie in) (Paperback),yes ..! you comes at the right place. you can get special discount for Beyond District 12: the Stars of The Hunger Games (Hunger Games Film Tie in) (Paperback).You can choose to buy a product and Beyond District 12: the Stars of The Hunger Games (Hunger Games Film Tie in) (Paperback) at the Best Price Online with Secure Transaction Here...
Add to Shopping Basket

  Product Details
Reading Level: Young Adult
Publisher: Plexus Publishing Ltd
Release date: 13 Mar 2012
Language: English
Boxed-product Weight: 322 g
Number of Pages: 160 pages ...

read more Details

  Product Description
Product Description
Thanks to The Hunger Games, their names and faces are everywhere. But how much do you really know about the girl -- and two boys -- who've been on fire ever since? Beautifully illustrated in full colour, Beyond District 12 goes behind the scenes to provide the inside stories on Jennifer Lawrence, Josh Hutcherson and Liam Hemsworth. Off-screen, rising stars Jennifer, Josh and Liam beat out competition as fierce as anything their characters face in the arena to win three of the most coveted teen roles in Hollywood: gutsy Katniss and the boys in her life, Peeta and Gale. Comprising three detailed biographies, Beyond District 12 tells of their past roles and first loves, their dreams for the future and tales of life on set. Packed with Hunger Games trivia and backstage gossip, this is the essential three-in-one read for all those hungering for more of the games!




The Hunger Games Ebook

The Unofficial Hunger Games Cookbook: From Lamb Stew to "Groosling" - More Than 150 Recipes Inspired by the Hunger Games Trilogy (Hardcover) top deals

you're want to buy The Unofficial Hunger Games Cookbook: From Lamb Stew to "Groosling" - More Than 150 Recipes Inspired by the Hunger Games Trilogy (Hardcover),yes ..! you comes at the right place. you can get special discount for The Unofficial Hunger Games Cookbook: From Lamb Stew to "Groosling" - More Than 150 Recipes Inspired by the Hunger Games Trilogy (Hardcover).You can choose to buy a product and The Unofficial Hunger Games Cookbook: From Lamb Stew to "Groosling" - More Than 150 Recipes Inspired by the Hunger Games Trilogy (Hardcover) at the Best Price Online with Secure Transaction Here...
Amazon.co.uk Home


read more Details

  Product Details
Reading Level: Young Adult
Publisher: Adams Media Corporation
Release date: Dec 2011
Language: English
Boxed-product Weight: 590 g
Number of Pages: 241 pages ...




The Hunger Games Ebook

The Hunger Games (collector's edition) (Hunger Games Trilogy) (Hardcover) best seller

you're want to buy The Hunger Games (collector's edition) (Hunger Games Trilogy) (Hardcover),yes ..! you comes at the right place. you can get special discount for The Hunger Games (collector's edition) (Hunger Games Trilogy) (Hardcover).You can choose to buy a product and The Hunger Games (collector's edition) (Hunger Games Trilogy) (Hardcover) at the Best Price Online with Secure Transaction Here...
Amazon.co.uk Home

  Product Details
Reading Level: Young Adult
Publisher: Scholastic
Release date: 3 Nov 2011
Language: English
Product Dimensions: 22.6 cm x 15.5 cm x 3.8 cm; 640 g
Boxed-product Weight: 635 g ...

read more Details

  Product Description
Review
The Hunger Games is amazing --Stephenie Meyer

I couldn't stop reading --Stephen King

One of the best written and most thought-provoking books I've read for a long time --Anothony Horowitz
Product Description
The astonishing bestseller, now in a deluxe, slipcased collector's edition featuring exclusive new mockingjay artwork. Set in a dark vision of the near future, a terrifying reality TV show is taking place. Twelve boys and twelve girls are forced to appear in a live event called The Hunger Games. There is only one rule: kil or be killed. When sixteen-year-old Katniss Everdeen steps forwrd to take her younger sister's place in the games, she sees it as a death sentence. But Katniss has been close to death before. For her, survival is second nature.
About the Author
Suzanne Collins is author of the international bestselling HUNGER GAMES trilogy, which has become one of the most talked-about and successful publishing phenomena of recent years. Suzanne lives in Connecticut, USA.




The Hunger Games Ebook

Hunger Games Trilogy Collection Classic 3 Books Set Pack By Suzanne Collins RRP: £23.97 (Hunger Games Collection) (Mockingjay Classic, Catching Fire Classic, The Hunger Games Classic) (Paperback) best price

you're want to buy Hunger Games Trilogy Collection Classic 3 Books Set Pack By Suzanne Collins RRP: £23.97 (Hunger Games Collection) (Mockingjay Classic, Catching Fire Classic, The Hunger Games Classic) (Paperback),yes ..! you comes at the right place. you can get special discount for Hunger Games Trilogy Collection Classic 3 Books Set Pack By Suzanne Collins RRP: £23.97 (Hunger Games Collection) (Mockingjay Classic, Catching Fire Classic, The Hunger Games Classic) (Paperback).You can choose to buy a product and Hunger Games Trilogy Collection Classic 3 Books Set Pack By Suzanne Collins RRP: £23.97 (Hunger Games Collection) (Mockingjay Classic, Catching Fire Classic, The Hunger Games Classic) (Paperback) at the Best Price Online with Secure Transaction Here...
Amazon.co.uk Home

  Product Details
Publisher: Scholastic
Release date: 2012
Boxed-product Weight: 989 g
ISBN-10: 1407135139
ISBN-13: 978-1407135137
Amazon.co.uk Sales Rank: 73

read more Details

  Product Description
Hunger Games Trilogy Collection Classic 3 Books Set By Suzanne Collins RRP: £23.97

Title In This Collection:-
Mockingjay
Catching Fire
The Hunger Games

Mockingjay (Hunger Games Trilogy)
The final book in the ground-breaking HUNGER GAMES trilogy. Against all odds, Katniss Everdeen has survived the Hunger Games twice. But now that she's made it out of the bloody arena alive, she's still not safe. The Capitol is angry. The Capitol wants revenge Who do they think should pay for the unrest? Katniss. And what' worse, President Snow has made it clear that no one else is saf either.

Catching Fire (adult edition) (Hunger Games Trilogy)
The second book in the ground-breaking HUNGER GAMES trilogy. After winning the brutal Hunger Games, Katniss and Peeta return to their district, hoping for a peaceful future. But their victory has caused rebellion to break out ... and the Capitol has decided tat someone must pay. As Katniss and Peeta are forced to visit the districts on the Capitol's Victory Tour, the stakes are higherhan ever. Unless they can convince the world that they are still lost in their love for each other, the consequen

The Hunger Games (Hunger Games Trilogy)
First in the ground-breaking HUNGER GAMES trilogy. Set in a dark vision of the near future, a terrifying reality TV show is taking place. Twelve boys and twelve girls are forced to appear in a lve event called The Hunger Games. There is only one rule: kill or be killed. When sixteen-year-old Katniss Everdeen steps forwar to take her younger sister's place in the games, she sees it as a death sentence. But Katniss has been close to death before. Fo her, survival is second nature.




The Hunger Games Ebook