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Books > Social sciences > Education > Organization & management of education > General
The metrics presently being used to gauge student success have
become outdated and irrelevant. Enrollment, persistence, and degree
attainment are secondary measures, missing entirely the question of
whether students are truly achieving an effective life skillset
while attempting to complete degree or graduation fulfillment.
Student success, and the success of the education system, will be
based on collaborative and cooperative efforts by all stakeholders
as well as those with vested interests in the future economic
development of local communities as well as national development.
Participatory Pedagogy: Emerging Research and Opportunities is an
academic research publication that explores educational change and
methodologies for the promotion of lifelong learning. Highlighting
a wide range of topics such as educational achievement, learning
experience, and public education, this book is ideal for teachers,
administrators, curriculum developers, education professionals,
practitioners, researchers, and students.
Within higher education, there are enormous untapped opportunities
for product/services companies, administrators, educators,
start-ups. and technology professionals to begin embracing
artificial intelligence (AI) across the student ecosystem and
infuse innovation into traditional academic processes by leveraging
disruptive technologies. This type of human-machine interface
presents the immediate potential to change the way we learn,
memorize, access, and create information. These solutions present
new openings for education for all while fostering lifelong
learning in a strengthened model that can preserve the integrity of
core values and the purpose of higher education. Impact of AI
Technologies on Teaching, Learning, and Research in Higher
Education explores the phenomena of the emergence of the use of AI
in teaching and learning in higher education, including examining
the positive and negative aspects of AI. Recent technological
advancements and the increasing speed of adopting new technologies
in higher education are discussed in order to predict the future
nature of higher education in a world where AI is part of the
fabric of universities. The book also investigates educational
implications of emerging technologies on the way students learn and
how institutions teach and evolve. Finally, challenges for the
adoption of these technologies for teaching, learning, student
support, and administration are addressed. Highlighting such tools
as machine learning, natural language processing, and self-learning
systems, this scholarly book is of interest to university
administrators, educational software developers, instructional
designers, policymakers, government officials, academicians,
researchers, and students, as well as international agencies,
organizations, and professionals interested in implementing AI in
higher education.
For courses in Educational Policy and Educational Leadership; For
potential and current K-12 administrators From a leader in the
field-a comprehensive text covering education policy and the policy
process that encourages future educational leaders to be
proactive-and gives them a firm understanding of educational policy
and the important political theories upon which it is based. While
expressing the belief that it is important for today's school
leaders to know how to track educational policies and to seek to
influence them, Frances Fowler, a well respected authority in the
field of educational policy, recognizes that most leaders have
little or no background in political science or policy studies and
even less experience with the state politics of education. For
these future and current administrators, Professor Fowler presents
essential background information about the cultural, economic,
demographic, and institutional roots of educational policy. She
identifies and describes the major policy actors, and gives
educators in depth descriptions of each stage of the policy
process, complete with numerous examples of how policy unfolds in
the development of educational policy. A goal of the book is to
ensure that educational leaders understand the basic political
theories that underpin educational policy development. To that end,
the author provides example of how to apply this knowledge in
everyday practice.
This book is a novel and ambitious attempt to map the Muslim
American nonprofit sector: its origins, growth and impact on
American society. Using theories from the fields of philanthropy,
public administration and data gathered from surveys and
interviews, the authors make a compelling case for the Muslim
American nonprofit sector's key role in America. They argue that in
a time when Islamic schools are grossly misunderstood, there is a
need to examine them closely, for the landscape of these schools is
far more complex than meets the eye. The authors, who are both
scholars of philanthropy, examine how identity impacts philanthropy
and also the various forces that have shaped the landscape of
Muslim American giving in the US. Using a comparative method of
analysis, they showcase how this sector has contributed not only to
individual communities but also to the country as a whole. National
surveys and historical analysis offer data that is rich in insights
and offers a compelling narrative of the sector as a whole through
its focus on Islamic schools. The authors also critically examine
how nonprofit leaders in the community legitimize their own roles
and that of their organizations, and offer a compelling and
insightful examination of how Muslim American leaders perceive
their own role in institution building. This is a must read for
anyone seeking to understand this important and growing sector of
American society, including nonprofit leaders in the Muslim
community, leaders of Islamic schools, nonprofit leaders with
interest in private schools, activists, and scholars who study
philanthropy and Islamic education.
This book enriches the discourse around Global Citizenship
Education in teacher education through the example of a teacher's
experience in a Canada-China Sister School reciprocal learning
landscape. Instead of positioning global citizenship teaching and
learning as a set of fixed goals to be attained by teachers alone,
this book approaches global citizenship teaching and learning as
unfinished lifework in progress and as situated curriculum problems
to be inquired together by university researchers, school teachers,
and students under the spirit of reciprocity and community. This
reimagination of narratives, theory, and action start from
collaborative and reciprocal learning partnerships among Chinese
and Canadian researchers and teachers in the practicality of
re-searching and re-enacting the purpose and meanings of
twenty-first century education in a Canada-China Sister School
setting.
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