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Books > Social sciences > Education > Organization & management of education > General
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 study of learning versus teaching development has a significant
impact on facilitating learners' development to use ICT-based
digital technology. As innovation has developed, it has also
changed how instructors connect with their understudies and study
halls. To better understand these technological developments,
further study is required. Facilitating Learning in Language
Classrooms Through ICT-Based Digital Technology considers
technology from the fields of ICT-based digital technology,
facilitating learning, teaching development, language, and
linguistics. This book also assesses the effectiveness of
technology uses in ICT-based digital technology and language
classrooms as well as considers the successful methods of teaching
and language topics in the teaching-learning phase through
technology. Covering key topics such as artificial intelligence,
gamification, media, and technology tools, this premier reference
source is ideal for computer scientists, administrators,
principals, researchers, academicians, practitioners, scholars,
instructors, and students.
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?
Transitioning from secondary to higher education is not a natural
step for many first-year students in higher education institutions.
There is a considerable difference between being a student at
school and university, and previous research has highlighted the
difficulties faced by first-year university students during their
transition phase. Higher education institutions and their
departments acknowledge the challenges faced by new students, and
they differ in their approach to coping with the issue; each seeks
to find the most effective solution for its students. To reduce the
withdrawal rate during the first year of college, higher education
providers are expected to apply transition programs to help
students transition. Coping Mechanisms for First-Year Students
Transitioning to Higher Education presents a comprehensive account
of the dynamics in higher education institutions and culture shock
for new students and analyzes models and theories of adjustment of
new students in higher education institutions. Covering key topics
such as gender, institutional support, and success factors, this
reference work is ideal for administrators, higher education
professionals, researchers, scholars, academicians, practitioners,
instructors, and students.
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.
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.
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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