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Books > Social sciences > Education > Organization & management of education > General
Because everyone from policymakers to classroom teachers has a role
in achieving greater equity for children from poverty, this book
provides a sweeping chronicle of the historical turning
points-judicial, legislative, and regulatory-on the road to greater
equity, as background to the situation today. It provides succinct
policy recommendations for states and districts, as well as
practical curricular and instructional strategies for districts,
schools, and teachers. This comprehensive approach-from the
statehouse to the classroom-for providing children who come to
school from impoverished environments with the education in which
they thrive, not merely one that is comparable to others, truly
enlists everyone in the quest for opportunity and performance. The
next step toward equity may be taken by a governor, but it may also
be taken by a teacher. One need not wait for the other.
In response to the COVID-19 pandemic, universities around the globe
have taken numerous extraordinary measures and implemented many
changes to their strategic, operational, and academic activities.
Currently, there is a transformation taking place from the
emergency decision-making in the early stages of the pandemic
towards reflection and resolution on how the past months can shape
governance and strategy. Higher education institutions have been
facing challenges with the alignment of their university governance
for their strategic and operational plans. Presently, university
leaders have prioritized risk management and financial management
over all else. Unfortunately, due to these priorities, university
responses to the pandemic took the top-down approach of management,
rejecting the shared governance structures and collegial practices
of the institutions. The pandemic has accelerated the openness to
change by creating an emergency or steering response team led by
university presidents and provosts, with sub-teams focusing on
operations and other academic advisory groups working together to
deal with the fast-rising scenarios. The consequence is a clear
flow of information and strong communication across the
institution, which sequentially builds on mechanisms to respond to
the secondary effects of the pandemic. Moreover, higher education
institutions are continuously facing challenges with their
strategic alignment of business objectives in order to have a
diverse educational system in response to the pandemic. Assessing
University Governance and Policies in Relation to the COVID-19
Pandemic presents the latest research and studies investigating
information on university governance and adapting previous,
existing, and proposed models for the current pandemic. This book
is comprised of chapters contributed by various leading
international authors to discuss and analyze all aspects of
university governance in relation to their impact on strategies in
finance, sustainability, academic issues, research, faculty and
students, leadership, campus, employment and recruitments, and
more. This is an essential text for university presidents,
strategic planning authorities in universities, college deans and
academic department chairpersons, government authorities and
policymakers, researchers, students, and academicians.
The benefits of collaborative learning are well documented-and yet,
almost every teacher knows how group work can go wrong: restless
students, unequal workloads, lack of accountability, and too little
learning for all the effort involved. In this book, educators Nancy
Frey, Douglas Fisher, and Sandi Everlove show you how to make all
group work productive group work: with all students engaged in the
academic content and with each other, building valuable social
skills, consolidating and extending their knowledge, and increasing
their readiness for independent learning. The key to getting the
most out of group work is to match research-based principles of
group work with practical action. Classroom examples across grade
levels and disciplines illustrate how to: Create interdependence
and positive interaction. Model and guide group work. Design
challenging and engaging group tasks. Ensure group and individual
accountability. Assess and monitor students' developing
understanding (and show them how to do the same). Foster essential
interpersonal skills, such as thinking with clarity, listening,
giving useful feedback, and considering different points of view.
The authors also address the most frequently asked questions about
group work, including the best ways to form groups, accommodate
mixed readiness levels, and introduce collaborative learning
routines into the classroom. Throughout, they build a case that
productive group work is both an essential part of a gradual
release of responsibility instructional model and a necessary part
of good teaching practice.
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