Educators are always in search of approaches that promote student development and academic achievement. Engaging learners in purposeful instruction in skills and strategies is a cornerstone in every classroom. The gradual release of responsibility (GRR) model requires the responsibility of learning to shift from being teacher-centric towards students gradually assuming responsibility as independent learners. In the last 35 years, the gradual release of responsibility model of instruction has become synonymous with some of the most effective approaches to teach both skills and content to students of all ages. Evidence-based practices have been documented across the globe not only in literacy but also in most disciplines across the curriculum. While the GRR model is a well-established theory, its implementations have not been researched. This edited volume discusses how the GRR model evolved and has been applied, how it benefits learners and teachers, and how it can be utilised for years to come. By looking not only at the gradual release of responsibility model from a theoretical standpoint but also the research and practice of this approach, this book will prove invaluable for educational leaders and researchers alike.

This compelling book introduces Nobel laureate, Amartya Sen's, capability approach, and explores its significance for theory, policy and practice in education. The capability approach has attracted attention across disciplinary boundaries in recent years contributing to debates in economics, political philosophy, health and social policy. This book complements these discussions by considering the potential of the approach for work in education, showing how the capability approach challenges some of the key assumptions of human capital theory and how it can provide substance for policy and practice in education concerned with social justice. The book looks particularly at questions concerning the education of children, gender equality, and higher education.Contributors hail from the UK, USA, Australia, Italy and Mexico.

* Looks at current school challenges from different angles using thinking drawn from economics, sport, psychology, and philosophy to offer a fresh approach to school leadership * Sets out a model for developing more sustainable and kinder schools * Encourages the reader to reflect on their priorities for education * Provides practical strategies that will motivate staff, reduce workload pressure and improve learning and teaching

* A unique take on how school principals can manage their overwhelming day-to-day demands while still fighting for long-term success and stability at school. * Offers strategies and practices that can be adapted by school leaders across a variety of distinct K-12 contexts. * Can serve as an ideal resource for professional development sessions or book study groups among school staff.

*This book offers system leaders, principals and teachers secure research-based design principles to follow, enabling schools to evolve into the future. *Offers inspiring examples of practice that is not just theoretical but well-advanced in schools across the world. *Presents international case studies that are drawn from diverse contexts: inner city, rural, remote, high- and low-SES; public and private. *Offers a vision of the future of schooling that is engaging, inspiring and intent on enabling success for all learners.

Joyce L. Epstein is the leading authority on school, family, community partnerships Includes examples that illustrate how research-based approaches improve policies on partnerships, district leadership, and school programs of family and community involvement.

Despite meritocratic claims of equal opportunity, official statistics released by the Ministry of Education, Singapore, reveal that a large segment of the Malay population has sustained the lowest academic achievement from 1987 to 2011. This statistical representation raises the possibility of a politically induced, systemic inequality as a point of investigation. To investigate this seeming contradiction between the rhetoric and practice of equal educational opportunity, Nadira Talib analyses education policies by drawing on a synthesis of philosophical perspectives and critical discourse analysis as a way of making explicit how the historical constitution of the learner is linked to the legitimisation of inequitable education policies that favour corporatist practices. By making explicit how the underlying assumption of the policy 'logic' that increasing expenditure on 'talents' must necessarily involve the increasing welfare of everybody is both unsubstantiated and arbitrary, the book presents a moral political problem in demonstrating how education policies are unfounded and unsupported through the idea of meritocracy.

* Draws together real experiences of middle-leadership and offers practical tips to help aspiring, new and experienced middle leaders * Covers all aspects of middle leadership including leadership styles, pedagogical approaches, the curriculum and staff wellbeing * Offers advice on avoiding common pitfalls * Advocates for an approach to leadership that is academically rigorous, but also prioritises staff and pupil wellbeing.

* The authors have extensive and sustained experience as school and district leaders--one is a state Superintendent of the Year (Georgia) and a National Superintendent of the Year (American Association of School Administrators), another is a superintendent profiled on Good Morning America and 60 Minutes, and another is the Chief Innovation Officer with Cognia (formerly Advanced-Ed), the world's largest accreditation agency focusing on continuous improvement in PreK-12 schools in the US and globally. * Special Features Include: "Examining School Culture" which situate the content of the chapter to a dilemma of practice ; "Leading Culture" which recap major take-aways ; "Leading Practices" which engage readers with strategies that can be adapted to their own contexts * This book creates opportunities for teachers and leaders to collectively examine and mutually build positive school culture

Two months after Hurricane Katrina, Louisiana took control of nearly all the public schools in New Orleans. Today, all of the city's public schools are charter schools. Although many analyses mark the beginning of education reform in New Orleans with Katrina, in Public Schools, Private Governance, J. Celeste Layargues that the storm merely accelerated the timeline for reforms that had inched along incrementally over the previous decade. Both before and after Katrina, white reformers purposely excluded Black educators, community members, and parents. Public Schools, Private Governance traces the slow, deliberate dismantling of New Orleans' public schools, and the processes that have maintained the reforms made in Katrina's immediate aftermath, showing how Black parents and residents were left without a voice and the officials charged with school governance, most of whom are white, with little accountability. Lay cogently explains how political minorities disrupted systems to create change and keep reforms in place, and the predictable political effects-exclusion, frustration, and resignation-on the part of those most directly affected.

* Takes a 'middle way', looking at how progressive and traditional perspectives might complement one another to develop a long-term strategy for wellbeing in schools * Includes strategies, takeaways and case studies to help readers put the ideas in the book into practice * Includes resources for staff training/inset. * Offers a more personalised approach to leadership and wellbeing.

Teacher quality is widely reputed to be the key determinant of educational success for students. Teachers at the beginning of their career need support and guidance in providing a sustained, high quality experience for their learners. The role of continuing professional development (CPD) is crucial in honing and refining the knowledge, understanding and skills of teachers. Effective CPD can also provide teachers with the self-efficacy needed, particularly when they start teaching, to stay in the profession. With teacher shortages reported across the globe, and up to one third of teachers in England leaving the profession by their fifth year in teaching, CPD is an attractive solution to retain teachers. The Department for Education have established a mandatory CPD framework for all early career teachers (ECTs) teaching in schools in England - The Early Career Framework (ECF). Tanya Ovenden-Hope (Editor) brings together insights from those most closely connected to the ECF; the training providers, school leaders and academics involved in understanding the efficacy of professional development and learning in schools. Ovenden-Hope offers an historical record of the ECF, showing where it came from, what it offers now for schools and early career teachers (ECTs) and the challenges and opportunities for development in the future.

This book deals with the importance of interculturality in teacher education and training. It is mostly through the concept of intercultural competence that interculturality has been constructed and problematized for educators. However, different approaches and paradigms are available and differ and/or share similarities in terms of ideology, method, practice, theoretical frameworks, and ethical considerations. There is no global agreement on the meanings of interculturality in teacher education and training, although some principles might be common across national borders. There is thus a need for educators to consider these aspects of interculturality in education to be able to become better teachers in a diverse world like ours.

This volume addresses an important problem in social scientific research on global religions and spirituality: How to evaluate the role of diverse religious and spiritual (R/S) beliefs and practices within the rapid evolution of spiritual globalization and diversification trends. The book examines this question by bringing together a panel of international scholars including psychologists, sociologists, and researchers in religious studies, public health, medicine, and social work. The content includes chapters describing innovative concepts of post-Christian spirituality, Eastern forms of meditation, afterlife beliefs associated with the three dominant cultural legacies, various non-religious worldviews, spiritual Jihad, and secular and religious reverence. The book also covers such important themes as spiritual well-being, faith, struggle, meaning making, modeling, and support, as well as mysticism and using prayer to cope with existential crises. This book advances the understanding of the role of R/S across different faiths and cultural systems, including both Western and non-Western ones, and enriches the mainstream of psychological sciences and practices. It appeals to students, educators, researchers, and clinicians in multiple related fields and disciplines.

This topical book explores the ally perspective in advocating for Lesbian, Gay, Bi-sexual, Transgender, Queer and Inter-sex (LGBTQI+) human rights across American, Canadian, and Australian educational contexts. This book aims to clarify the terms and dynamics of mobilizing heterosexual and cisgender privilege in the interests of promoting safe, welcoming and inclusive educational communities for all stake holders, particularly those students who self- identify as LGBTQI+. By highlighting concrete examples of allies engaged in participatory collaborative research, and by investigating the historical and theoretical dimensions of ally work more generally, this volume presents a comprehensive research account of allies' role in education, advocacy and activism. This book will benefit researchers, academics, and educators in higher education with an interest in gender and sexuality, the sociology of education and schools and schooling more broadly. Those specifically interested in gender studies, as well as the politics of higher education, will also benefit from this book.

In 2014 `Trojan Horse' affair, an alleged plot to `Islamify' several state schools in Birmingham, caused a previously highly successful school to be vilified. Holmwood and O'Toole challenge the accepted narrative and draw on the potential parallel with the Hillsborough disaster to suggest a similar false narrative has taken hold of public debate. This important book highlights the major injustice inflicted on the teachers and shows how this affair was used to criticise multiculturalism, and justify the expansion of a broad and intrusive counter extremism agenda.

The link between schools and religions is an area of lively and passionate debate. In this meticulously researched volume, Julian Stern analyses the role that religion can play in fostering communities in schools and its implications for social, cultural and political developments in both national and international contexts. Drawing heavily on Vygoyskyan social contructivism and Buber's research into human relationships, Stern constructs an innovative and challenging philosophy of schooling which places schools at the heart of two of the main challenges of the twenty-first century - social inclusion and globalisation.

Joyce L. Epstein is the leading authority on school, family, community partnerships Includes examples that illustrate how research-based approaches improve policies on partnerships, district leadership, and school programs of family and community involvement.

Reclaiming Our Children, Reclaiming our Schools offers both a comprehensive censure of the current corporate interest in privatizing public schooling as well as a framework for attaining meaningful education reform based in democracy and the combined will of the public. Using current research and sound philosophical and ethical arguments, Shyman argues for more attention to be paid to teacher expertise, participatory democratic practices, genuine valuation of ethnic and cultural diversity, attention to global citizenship and cooperation, and the prevention of private profit-based interests in public schooling policy and practice. By returning the power of the public school to the public and the true experts, public schools can become the most important tool in securing genuine cultural growth leading to a stronger, safer and more cooperative nation and world.

This volume highlights approaches to closing the achievement gap for students of color across K-12 and post-secondary schooling. It uniquely examines factors outside the classroom to consider how these influence student identity and academic performance. Teaching to Close the Achievement Gap for Students of Color offers wide-ranging chapters that explore non-curricular issues including trauma, family background, restorative justice, refugee experiences, and sport as determinants of student and teacher experiences in the classroom. Through rigorous empirical and theoretical engagement, chapters identify culturally responsive strategies for supporting students as they navigate formal and informal educational opportunities and overcome intersectional barriers to success. In particular, chapters highlight how these approaches can be nurtured through teacher education, effective educational leadership, and engagement across the wider community. This insightful collection will be of interest to researchers, scholars, and post-graduate students in the fields of teacher education, sociology of education, and educational leadership.

* Draws together real experiences of middle-leadership and offers practical tips to help aspiring, new and experienced middle leaders * Covers all aspects of middle leadership including leadership styles, pedagogical approaches, the curriculum and staff wellbeing * Offers advice on avoiding common pitfalls * Advocates for an approach to leadership that is academically rigorous, but also prioritises staff and pupil wellbeing.

Gravissimus Educationis: Golden Opportunities in American Catholic Education 50 Years after Vatican II reviews the development of American Catholic schools since the promulgation of Gravissimus Educationis, the only document on education produced by the Ecumenical Council known as Vatican II. This document literally translated as "The Importance of Education," addresses how extremely vital Catholic education, in particular, is in modern life. Cattaro and Russo also reflect on changes that have transpired since the Third Plenary Council of Baltimore of 1884. This council forever changed the shape of nonpublic education in the United States in its decree that all parishes in the United States were to construct Catholic schools for the education of children. This volume is also designed to benefit Catholic Educators in all at levels form primary to higher education. The chapters in this book, prepared by leading experts on various aspects of Catholic education or other forms of non-public education in the United States, provide a history as to the recent development on Catholic schools. Gravissimus Educationis: Golden Opportunities in American Catholic Education 50 Years after Vatican II provides the context of change and the current state of Catholic Schools in the United States and, in some sense, the global perspective. The scope of this book goes beyond the professional educator in Catholic Schools as it also address the stakeholders of Catholic education such as parents who are consumers, pastors, religious educators, and donors.

This book provides a unique perspective into the world of supplementary schooling, exploring both the social positioning of these schools and the ethnic minority communities they serve. The author presents a close examination of the establishment and functioning of supplementary schools which offers a fresh and novel insight into acculturation processes. Drawing on empirical data gathered from staff interviews, classroom observations and interactive recordings, this book explores the operation of supplementary schools as sites of identity construction where the community identities are preserved, defended, renegotiated and reconstructed. The various modes of construction are indicative of the acculturation experiences of ethnic minority communities and the ways in which these communities negotiate residence in one country whilst having roots in another. This book therefore offers a revealing conceptualization of supplementary schools, not merely as educational spaces, but socio-political enterprises that are situated within and respond to various historical, social and political contexts. This pioneering work will appeal to students and scholars in the fields of education, migration and identity.

Learning to Teach Art and Design in the Secondary School is the key text for all those preparing to become art and design teachers in secondary school. It explores a range of approaches to teaching and learning, and provides a conceptual and practical framework for understanding the diverse nature of art and design in the secondary school curriculum.

Written by experts in the field, it aims to inform and inspire, challenge orthodoxies and encourage a freshness of vision. It provides support and guidance for learning and teaching in art and design, suggesting strategies to motivate and engage pupils in making, discussing and evaluating visual and material culture.

This fourth edition has been comprehensively updated and re-structured in light of the latest theory, research and policy in the field and includes new chapters exploring diversity, identity and inclusion, attitudes to making and teaching as an artistic practice.

Essential topics include:

Ways of learning in art and design

Teaching as an artistic practice

Planning for teaching and learning

Diversity and inclusion

Sustainable design

Assessment and examinations

Critical studies

Professional development in the gallery

Supporting each chapter are suggestions for further reading and tasks designed to encourage you to reflect critically on your practice.

Learning to Teach Art and Design in the Secondary School addresses issues for all student teachers and mentors on initial teacher education courses in Art and Design. It is also of relevance and value to teachers in schools with designated responsibility for supervision.

Table of Contents

1 Introduction

Nicholas Addison and Lesley Burgess

2 Teaching as Artist Practice

Henry Ward

3 Learning in Art and Design Education

Nicholas Addison and Lesley Burgess; Victoria Kinsella; Dean Kenning

Unit 3.1 The Relationship between Learning and Teaching

Unit 3.2 Theories of Learning and Their Implications for Art and Design

Unit 3.3 Activity Theory

Victoria Kinsella

Unit 3.4 Experiential Learning

Unit 3.5 Affect and the Aesthetic

Unit 3.6 Language and Learning

Unit 3.7 Thinking through Art: The Social Body Mind Map

Dean Kenning

Unit 3.8 Enabling Learning: Transforming Subject Knowledge into Pedagogy

4 Planning for Learning and Teaching

Carol Wild

Unit 4.1 Curriculum Planning

Unit 4.2 Practice in ITE Art and Design

5 Assessment in Art and Design

John Steers; Nicholas Addison

Unit 5.1 Reconsidering Assessment for Learning in Art and Design

John Steers

Unit 5.2 Assessment and Examinations

Nicholas Addison

Unit 5.4 The Necessity of Assessment

Nicholas Addison

6 Sustainable Design: Design Can Save the World

Helen Charman and Holly Burton

Unit 6.1 What Is Sustainable Design, and Why Teach It?

Unit 6.2 Sustainable Design in Practice

7 Attitudes to Making

Dennis Atkinson; Jennifer Blunden and Claire Robins; Bill Leslie

Unit 7.1 Children’s Drawing Practices: The Instauration of Cosmicities and Pedagogies of Taking Care

Dennis Atkinson

Unit 7.2 Writing Matters

Jennifer Blunden and Claire Robins

Unit 7.2 Collaborative, Experimental Approaches to Sculpture

Bill Leslie

8 Diversity

Tanveer Ahmed and Jane Trowell; Alan Cusack; Tabitha Millett; Claire Penketh

Unit 8.1 Whiteness in the Art and Design Classroom

Tanveer Ahmed and Jane Trowell

Unit 8.2 Conversations, Conflict and Vulnerability in the Art Room

Alan Cusack

Unit 8.3 Queering LGBTQ+ Policy in UK Art and Design Education

Tabitha Millett

Unit 8.4 Special Educational Needs and Disability

Claire Penketh

9 Critical Studiesin Art and Design

Neil Walton; Sylvia Theuri; Paul Dash

Unit 9.1 Critical Studies and Art and Design: An Introduction

Neil Walton

Unit 9.2 Enhanced Identities in Diversity

Paul Dash

Unit 9.3 Student Identities in Art and Design Education

Sylvia Theuri

10 Professional Development in the Gallery

Emily Pringle and Maddy Gilliam