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Books > Social sciences > Education > Organization & management of education > General
What will it take to create truly contemporary learning
environments that meet the demands of 21st-century society, engage
learners, and produce graduates who are prepared to succeed in the
world? What skills and capacities do teachers and leaders need to
create and sustain such schools? What actions are necessary? Bold
Moves for Schools offers a compelling vision that answers these
questions-and action steps to make the vision a reality. Looking
through the lenses of three pedagogies-antiquated, classical, and
contemporary-authors Heidi Hayes Jacobs and Marie Hubley Alcock
examine every aspect of K-12 education, including curriculum,
instruction, assessment, and the program structures of space (both
physical and virtual), time, and grouping of learners and
professionals. In a new job description for teachers, Jacobs and
Alcock highlight and expound on the following roles:
Self-navigating professional learner. Social contractor. Media
critic and media maker. Innovative designer. Globally connected
citizen. Advocate for learners and learning. With thought-provoking
proposals and practical strategies for change, Bold Moves for
Schools sets educators on the path to redefining their profession
and creating exciting new learning environments. The challenge is
unprecedented. The possibilities are unlimited.
'Clearly, HEIs are discovering their innovative and entrepreneurial
potential to reply to the society's distinct need for them to have
a more entrepreneurial role, namely in innovation. This book
succeeds in discussing the theme from an interdisciplinary
perspective. For that reason, this book will be of help to
practitioners in university management roles and policy-makers as
well as anyone researching this theme and teaching entrepreneurship
in HEIs.' - Nuno Fernandes Crespo, Universidade de Lisboa, Portugal
'This book offers educators, entrepreneurs, policy makers, and
researchers significant and practical implications. After reading
the book, we can conclude that the different experiences described
by authors on the academic tools and educational methods can be
generalized in many other universities around the world, in both
developed and developing countries.' - Waleed Omri, EDC Paris
Business School, France 'Edited by four leading researchers,
Entrepreneurial Universities provides innovative insights into how
universities are contributing to the emergence of an
entrepreneurial ecosystem that is both redefining universities
themselves and shaping society. It is an important book for all
those interested in how universities are reinventing themselves in
a time of profound societal transformation.' - Tim Marjoribanks,
Swinburne University of Technology, Australia 'Universities are
called to be more and more entrepreneurial - that is innovative,
proactive and risk-taking - to promote regional development and
economic growth. As a Professor working in two of the most
entrepreneurial Italian universities, I benefited from reading this
book. I consequently recommend it to all my colleagues to guide
their strategic choices and their daily activities.' - Salvatore
Sciascia, IULM University and Cattaneo University, Italy With an
increasing focus on the knowledge and service economies, it is
important to understand the role that entrepreneurial universities
play through collaboration in policy and, in turn, the impact they
have on policy. The authors evaluate how universities engage with
communities while also balancing stakeholder considerations, and
explore how universities should be managed in the future to
integrate into global society effectively. The book reflects the
internationalisation of entrepreneurial universities with examples
from Australia, Brazil, France, Italy, Malaysia, India, Poland,
Portugal, Spain and the UK. Each chapter identifies the differing
cultural influences and how changes in policy approaches mean
universities are constantly evolving. The authors also look into
how culture influences entrepreneurship education, and in turn how
culture affects the initiatives of policy-makers. With a focus on
enhancing entrepreneurial opportunities, universities are shown to
respond by creating effective initiatives that benefit the wider
community through successful collaboration with institutions. The
book identifies the close working relationship between new
government policies and developing entrepreneurial universities.
Researchers, policy analysts and students of entrepreneurship
education, education management and policy will find this book a
useful supplementary read for understanding the future role of
universities.
Why do some schools succeed while others struggle? Why do policies
and programs often fail to deliver what they promise? In this
follow-up to their insightful School Culture Rewired: How to
Define, Assess, and Transform It, authors Steve Gruenert and Todd
Whitaker offer practical advice and strategies that help you build
positive energy to reinvigorate your school's culture and staff.
Written as a standalone guide, School Culture Recharged clarifies
the difference between culture and climate and zeroes in on key
school improvement efforts, including: Moving from the culture you
have to the culture you want. Using the school's culture to improve
teaching, job satisfaction, and morale. Maximizing the intentions
of professional learning communities. Developing organizational
habits-rules and rituals-that can contribute to positive change.
For education leaders at all levels, this book delivers a
compelling message: Understanding and harnessing the transformative
power of school culture can propel your school into the kind of
place where teachers want to work, administrators can focus on what
matters most, and students can thrive.
Educators' most important work is to help students develop the
intellectual and social strength of character necessary to live
well in the world. The way to do this, argue authors Bena Kallick
and Allison Zmuda, is to increase the say students have in their
own learning and prepare them to navigate complexities they face
both inside and beyond school. This means rethinking traditional
teacher and student roles and re-examining goal setting, lesson
planning, assessment, and feedback practices. It means establishing
classrooms that prioritize: Voice-Involving students in "the what"
and "the how" of learning and equipping them to be stewards of
their own education. Co-creation-Guiding students to identify the
challenges and concepts they want to explore and outline the
actions they will take. Social construction-Having students work
with others to theorize, pursue common goals, build products, and
generate performances. Self-discovery-Teaching students to reflect
on their own developing skills and knowledge so that they will
acquire new understandings of themselves and how they learn. Based
on their exciting work in the field, Kallick and Zmuda map out a
transformative model of personalization that puts students at the
center and asks them to employ the set of dispositions for
engagement and learning known as the Habits of Mind. They share the
perspectives of educators engaged in this work; highlight the
habits that empower students to pursue aspirations, investigate
problems, design solutions, chase curiosities, and create
performances; and provide tools and recommendations for adjusting
classroom practices to facilitate learning that is self-directed,
dynamic, sometimes messy, and always meaningful.
With Doing Poorly on Purpose, veteran educator James R. Delisle
dispels the negative associations and stereotypes connected to
underachievement. By focusing on smart kids who get poor grades not
because they're unable to do better in school but because they
don't want to Delisle presents a snapshot of underachievement that
may look far different from what you envision it to be. There is no
such thing as a ""classic underachiever."" Students (and their
reasons for underachieving) are influenced by a wide range of
factors, including self-image, self-concept, social-emotional
relationships, and the amount of dignity teachers afford their
students. Helping ""smart"" students achieve when they don't want
to is not an easy task, but you can reengage and inspire students
using Delisle's insights and practical advice on these topics:
Autonomy. Access. Advocacy. Alternatives. Aspirations. Approachable
Educators. Smart, underachieving students need the reassurance that
they are capable, valuable, and worth listening to despite their
low academic performance. If these students who are otherwise
academically capable don't feel they are getting respect from those
in charge of their learning, then the desire to conform and achieve
is minimized. In a word, they want dignity. Don't we all? This book
is a joint publication of ASCD and Free Spirit Publishing.
Students taught with a social justice framework will ideally have a
stronger sense of what is just and fair and choose careers and
lifestyles that support their communities. Over time, students look
at current and historical events-even their own actions-through the
lens of social justice, promoting better decision-making. Building
trust impacts the bottom line for global companies, and
multilingual communication is a core pillar for effective growth.
It is essential to promote this trust through social justice and
educate learners on intercultural and multilingual communication.
The Handbook of Research on Fostering Social Justice Through
Intercultural and Multilingual Communication explores innovative
teaching, learning, and assessment practices that foster social
justice and enhance intercultural and multilingual communication in
primary, secondary, post-secondary, and higher education. It
demonstrates the value of adopting a social justice lens in
education by broadening and strengthening the evidence base of the
impact that this can make for students, educators, and society as a
whole. Covering topics such as game-based assessment, social
adaptation, and plurilingual classroom citizenship, this premier
reference source is an excellent resource for educators and
administrators of both K-12 and higher education, librarians,
pre-service teachers, teacher educators, government officials,
educational managers, linguists, researchers, and academicians.
The world of academic credentials is going through a rapid change
that has seen the emergence of alternate digital credentials. Among
these are micro-certificates, digital diplomas, and open digital
badges, which provide a digital record of learning and have the
possibility of not only altering the landscape of academic
credentials but also transforming the relationship between
institutions of higher education, their learners, and society. As
institutions turn their attention to alternate digital credentials,
it is important to learn from what others have experienced.
Innovations in the Design and Application of Alternative Digital
Credentials identifies innovative examples of the use of alternate
digital credentials to validate specific skills within an existing
academic program or on their own. Alternate digital credentials may
be how specific skills (hard or soft) are validated with an
emphasis on their relationship to enhance employability and
recognition within an industry. Covering a wide range of topics
such as micro-credentials, badge-driven learning, and traditional
credentials, this handbook is ideal for researchers, students,
academicians, and administrative decision makers, as well as those
who support and finance learning systems and theories and those
already involved in the design and application of alternate digital
credentials at the post-secondary level.
Businesses, philanthropies and non-profit entities are increasingly
successful in capturing public funds to support private provision
of schooling in developed and developing countries. Coupled with
market-based reforms that include weak regulation, control over
workforces, standardization of processes and economies of scale,
private provision of schooling is often seen to be convenient for
both public authorities and businesses. This book examines how the
public subsidization of these forms of private education affects
quality, equality and the realization of human rights. With
original research from leading experts, The State, Business and
Education sheds light on the privatization of education in fragile
circumstances. It illustrates the ways in which private actors have
expanded their involvement in education as a business, and shows
the influence of policy borrowing on the spread of for-profit
education. Case studies from Argentina, Bangladesh, Brazil, China,
India and Syrian refugee camps illustrate the ways in which private
actors have expanded their involvement in education as a business.
This book will be of interest not only to academics and students of
international and comparative education, but also to education
development professionals in both the private and public sectors,
with its empirical assessment of case studies, and careful
consideration of the lessons to be learned from each. Contributors
include: M. Avelar, J. Barkan, M. de Koning, A. Draxler, C.
Fontdevila, S. Kamat, F. Menashy, M.C. Moschetti, E. Richardson, B.
Schulte, C.A. Spreen, G. Steiner-Khamsi, A. Verger, Z. Zakharia, A.
Zancajo
A principal's job is astonishingly complex, and its competing
demands can be overwhelming, especially in the first few years. In
this book, Jen Schwanke, a principal herself, provides a mentor's
guidance to steer new principals through the period of adjustment
and set the foundation for a long and rewarding career. The topics
you wish your graduate program had covered are covered
here-directly, practically, and without the jargon. Drawing on her
own experience, Schwanke provides strategies for tackling the most
common yet most daunting challenges of the principalship,
including: Establishing productive professional relationships.
Building and maintaining a positive school culture. Resolving
conflict among staff and parents. Providing effective instructional
leadership. Supporting students' social-emotional needs. Conducting
staff evaluations and delivering feedback. Keeping up with
district, state, and federal mandates. Managing the facility and
the budget. Providing focused and effective professional
development. Prioritizing responsibilities. Learning from student
and schoolwide data. Planning for growth and change. Working
through behavior and discipline issues. Hiring high-quality
teachers and supporting new ones. Leading effective meetings.
Maintaining balance. The standalone chapters provide easy access to
the solutions you need for the situations you face. Along with
real-life scenarios and critical tips for success, you'll find
helpful models of what to do, what to say, and how to say it. This
book is a source for ideas any time you encounter a problem and
think, "Now what?" It's the beginning of an ongoing conversation
about the wonderful and rewarding work of being a principal.
In this lively and practical book, seasoned educator Jonathan
Cassie shines a spotlight on gamification, an instructional
approach that's revolutionizing K-12 education. Games are well
known for their ability to inspire persistence. The best ones
feature meaningful choices that have lasting consequences, reward
experimentation, provide a like-minded community of players, and
gently punish failure and encourage risk-taking behavior. Players
feel challenged, but not overwhelmed. A gamified lesson bears these
same hallmarks. It is explicitly gamelike in its design and fosters
perseverance, creativity, and resilience. Students build knowledge
through experimentation and then apply what they've learned to fuel
further exploration at higher levels of understanding. In this
book, Cassie covers: What happens to student learning when it is
gamified. Why you might want to gamify instruction for your
students. The process for gamifying both your classroom and your
lessons. If you want to see your students engaged, motivated, and
excited about learning, join Jonathan Cassie on a journey that will
add a powerful new set of ideas and practices to your teaching
toolkit. The gamified classroom-an exciting new frontier of 21st
century learning-awaits you and your students. Will you answer the
call?
All over the world children are faced with social, physical and
emotional turmoil that stems from varying degrees of violence.
Abuse, neglect, abandonment and bereavement often affects these
children and their education. This book highlights the plight of
children and explores multi-sectoral approaches in providing
sustainable psychosocial support. Quality education for vulnerable
children is a top priority and an important discussion is to be had
on how to support these types of students and children. This book
is ideal for researchers, students, teachers, school
administrators, public and private agencies, and anyone else
interested in support and education for neglected, abused, and
vulnerable children.
Today's teachers are expected to meet the needs of a range of
diverse and multicultural learners in their classrooms, ensuring
that they create favourable conditions for learning. This can be a
daunting task, particularly for beginners, as it is only through
teaching practice that student teachers develop important
professional knowledge about themselves, fellow teachers, learners,
their communities and the teaching profession as a whole. Teaching
practice in an African context is an essential guide for both
students and experienced teachers, providing the insight and skills
they need to navigate South African schools. Teaching practice in
an African context is informed by the principles of Africanisation
and ubuntu, and is written in a clear, conversational style. It
encourages reflection on the various practical aspects of teaching,
leading to better education practice and thus improving
performance. Teaching practice in an African context is aimed at
undergraduate education students as well as qualified teachers
already in practice.
International schooling has expanded rapidly in recent years, with
the number of students educated in international schools projected
to reach seven million by 2023. Drawing on the author's extensive
experience conducting research in international schools across the
globe, this book critically analyses the concept of international
schooling and its rapid growth in the 21st century. It identifies
the forces driving this trend, asking to what extent this is an
enterprise that meets the needs of a global elite, and examining
its relationship to national systems of education. The author
demonstrates how wider social inequalities around socio-economic
difference, ethnicity, 'race' and gender are reproduced through
international schooling and examines the theory that
'international' curricula are in fact Western curricula. Presenting
research from diverse countries including Russia, Malaysia, the
UAE, the UK, and Bahrain, the author explores ways in which
international schools adapt to local cultural contexts and examines
the views of parents, students, teachers and school leaders towards
the education that they provide.
What is FIT Teaching? What is a FIT Teacher? The Framework for
Intentional and Targeted Teaching (R)-or FIT Teaching (R)-is a
research-based, field-tested, and experience-honed process that
captures the essentials of the best educational environments. In
contrast to restrictive pedagogical prescriptions or formulas, FIT
Teaching empowers teachers to adapt the most effective planning,
instructional, and assessment practices to their particular context
in order to move their students' learning from where it is now to
where it should be. To be a FIT Teacher is to make a heroic
commitment to learning-not just to the learning of every student in
the classroom, but to the professional learning necessary to grow,
inspire, and lead. This book introduces the powerful FIT Teaching
Tool, which harnesses the FIT Teaching approach and presents a
detailed continuum of growth and leadership. It's a close-up look
at what intentional and targeting teaching is and what successful
teachers do to: Plan with purpose. Cultivate a learning climate.
Instruct with intention. Assess with a system. Impact student
learning. Designed to foster discussion among educators about what
they are doing in the classroom, the FIT Teaching Tool can be used
by teachers for self-assessment; by teacher peers for collegial
feedback in professional learning communities; by instructional
coaches to focus on the skills teachers need both onstage and off;
and by school leaders to highlight their teachers' strengths and
value. Join authors Douglas Fisher, Nancy Frey, and Stefani
Arzonetti Hite for an examination of what makes great teachers
great, and see how educators at all grade levels and all levels of
experience are taking intentional steps toward enhanced
professional practice.
Emerging technologies in education are dramatically reshaping the
way we teach, learn, and create meaning-both formally and
informally. The use of emerging technologies within educational
contexts requires new methodological approaches to teaching,
learning, and educational research. This leads educational
technology developers, researchers, and practitioners to engage in
the creation of diverse digital learning tools that can be used in
a wide range of learning situations and scenarios. Ultimately, the
goal of today's digital learning experiences includes situational
experiences wherein learners and teachers symbiotically enroll in
meaning-making processes. Discussion, critical reflection, and
critique of these emerging technologies, tools, environments,
processes, and practices require scholars to involve themselves in
critical conversation about the challenges and promises afforded by
emerging technologies and to engage in deliberate thinking about
the critical aspects of these emerging technologies that are
drastically reshaping education. Global Education and the Impact of
Institutional Policies on Educational Technologies deepens this
discussion of emerging technologies in educational contexts and is
centered at the intersection of educational technology, learning
sciences, and socio-cultural theories. This book engages a critical
conversation that will further the discussion about the pedagogical
potential of emerging technologies in contemporary classrooms.
Covering topics such as communication networks, online learning
environments, and preservice teacher education, this text is an
essential resource for educational professionals, preservice
teachers, professors, teachers, students, and academicians.
The COVID-19 pandemic caused institutions to rethink traditional
practices and consider new ways of learning and approaching
students, faculty, and staff. Though not always embraced in the
past, colleges and universities turned to online education in order
to keep students enrolled as the health of students had to be
prioritized. For institutions that may not have had health services
on campus, such as community colleges, these needs called for more
planning and options for referral of services. Education Reform in
the Aftermath of the COVID-19 Pandemic educates individuals
regarding the impact of COVID-19 on higher education institutions
internally and externally and considers the lessons learned as well
as what could be next. The book also presents solutions to the
challenges that the COVID-19 pandemic wrought on universities and
colleges and looks toward using those solutions for future
applications. Covering a range of topics such as student
engagement, enrollment, and virtual spaces, it is an ideal resource
for administrators, educators, mental health professionals,
faculty, universities, and students.
Excellence Through Equity is an inspiring look at how real-world
educators are creating schools where all students are able to
thrive. In these schools, educators understand that equity is not
about treating all children the same. They are deeply committed to
ensuring that each student receives what he or she individually
needs to develop their full potential and succeed. To help
educators with what can at times be a difficult and challenging
journey, Blankstein and Noguera frame the book with five guiding
principles of Courageous Leadership: Getting to your core. Making
organizational meaning. Ensuring constancy and consistency of
purpose. Facing the facts and your fears. Building sustainable
relationships. They further emphasize that the practices are
grounded in three important areas of research that are too often
disregarded: (1) child development, (2) neuroscience, and (3)
environmental influences on child development and learning. You'll
hear from Carol Corbett Burris, Michael Fullan, Marcus J. Newsome,
Paul Reville, Susan Szachowicz, and other bold practitioners and
visionary thinkers who share compelling and actionable ideas,
strategies, and experiences for closing the achievement gap in your
classrooms and school. Ensuring that all students receive an
education that cultivates their talents and potential is in all our
common interest. As Andy Hargreaves writes in the coda: ""The
opportunity for all Americans is to articulate and believe in an
inspiring vision of educational change that is about what the next
generation of America and Americans should become, not about a
target or ranking that the nation should attain."" From the
Foreword by Archbishop Desmond Tutu: ""Letting go of a system of
winners and losers in favor of what is proposed in this book is a
courageous leap forward that we all must take together. Let this
bold, practical book be a guide; and may you travel into this new
exciting vista, in which every child can succeed.
In his 2011 ASCD best-seller Focus: Elevating the Essentials to
Radically Improve Student Learning, author Mike Schmoker described
a fresh approach to K-12 teaching built on three core elements: a
focused and coherent curriculum; clear, prioritized lessons; and
purposeful reading and writing, or authentic literacy. Now, in
Leading with Focus, he shows administrators, principals, and other
education leaders how to apply his model to the work of running
schools and districts. In this companion to his previous book,
Schmoker offers: An overview of the case for simple, focused school
and district leadership-demonstrating its power for vastly
improving the work of teachers and leaders. Examples of real
schools and districts that have embraced focused leadership-and the
incredible results for student learning. A practical, flexible, and
easy-to-follow implementation guide for ensuring focused leadership
in schools and districts. All students deserve to learn in schools
where educators eschew distractions and superfluous activities to
concentrate on what's most important. To that end, this book is an
essential resource for leaders ready to streamline their practice
and focus their efforts on radically improving student learning.
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