This book extends our understanding of the attitudes and behaviors of teachers who improve their schools consistently and considerably. It sets out to critically analyze and examine organizational citizenship behaviors (OCB) in schools from a contextual perspective and to display the uniqueness of the concept in the context of school, its dimensions, boundaries, antecedents and consequences from a multi-level perspective.

Chapters consider:

• understandings of teachers' OCB, its nature, components, and salience in schools
• personal, organizational, and cultural factors which might facilitate or inhibit teachers' OCB
• contributions and the drawbacks of OCB for the improvement of educational systems, schools, and educators
• a new conceptualization of teachers' OCB based on the unique characteristics of school and the teaching profession, and consequences for theory and practice
• practical tools for guiding educational policy-makers, principals, and teacher educators on how to assimilate and enhance teachers' OCB.

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Organizational Citizenship Behavior in Schools "will appeal to scholars and researchers in educational administration, educational policy, school leadership and teacher education. It will also be of interest to supervisors, policy makers and postgraduate students in the field of education.

How do you perform a MANOVA? What is grounded theory? How do you draw up a repertory grid? These, and many other questions are addressed in this wide-ranging handbook of methods and analytic techniques which uniquely covers both quantitative and qualitative methods. Based on a broad survey of undergraduate curricula, the book takes curious readers through all of the methods that are taught on psychology courses worldwide, from advanced ANOVA statistics through regression models to test construction, qualitative research and other more unusual techniques such as Q methodology, meta-analysis and log-linear analysis. Each technique is illustrated by recent examples from the literature. There are also chapters on ethics, significance testing, and writing for publication and research proposals. Advanced Research Methods in Psychology will provide an invaluable resource for advanced undergraduates, postgraduates and researchers who need a readable, contemporary and eclectic reference of advanced methods currently in use in psychological research.

'A Quiet Education' serves as an unashamed cheerleader for all that is quiet, challenging the myth that collaboration and noise should be at the heart of what happens in schools. It examines how we can ensure more introverted students and teachers can thrive and achieve their potential. It also explores why it is essential that all teachers begin to embrace quieter values: in their classrooms and management of behaviour; in sustaining their own wellbeing; in their desire to reflect meaningfully and improve as a teacher. The final section is an exploration of quieter skills: how we can strengthen our students' metacognitive ability; their ability to listen, pay attention and focus; the quality of independent work we do in the classroom alongside how we can motivate all our students.

Games obsessed the Victorian and Edwardian public schools. This obsession has become widely known as athleticism. Now commonly regarded as an indulgence, it was in fact much more: a combination of hedonism and idealism. This is a major study of the games ethos which dominated the lives of many Victorian and Edwardian public school boys. It includes much hitherto unpublished material about schools, people, practices and attitudes, and adds insights and subtlety to earlier, uncomplicated generalizations. Dr Mangan's readable and engrossing study of athleticism is a work of substantial and fluent scholarship. It is an original and stimulating contribution to the history of public schools, educational ideologies and secondary education which will interest the general reader as well as the social scientist, historian and educationalist.

A timely contribution to the debate on educational governance and equality, the World Yearbook of Education 2020 documents the significant changes that have occurred in the last 20 years reflecting a widespread shift from government to governance. Considering school context as well as specific school responses around the emergence of particular forms of governance, this book presents and contextualises a clear historical account of governance and accountability within schooling. Organised into three sections covering: Changing contexts of school governance; stakeholders and 'responsibilisation'; and radical governance, carefully chosen contributors provide global insights from around the world. They consider educational outcomes and closing the inequality gap and they document radical forms of governance, at local level, which have sought to create more equitable governance, intelligent accountability and greater involvement of key stakeholders such as students. Providing a series of provocations and reminders of the possibilities that remain open to us, the World Yearbook of Education 2020 will be of interest to academics, professionals and policymakers in education and school governance, and any scholars who engage in historical studies of education and debates about educational governance and equality.

This book is the perfect starting point for anyone looking to promote and encourage mental health in their school, or evaluate their existing provision, in line with current government priorities. It covers not only the day-to-day practical steps you can take to meet the mental health needs of learners, but also a provides a whole bank of ideas for ensuring you adopt a whole-school approach to positive mental health. Pooky Knightsmith lays out tried and tested tools you can use to evaluate the overall mental health of a school, showing how to improve and support the mental health of staff, and how to ensure that the voice of every learner is heard and valued, including the most vulnerable - and that everyone involved with the school feels safe, healthy and happy. Pooky's simple 'litmus test' framework lays out six practical areas you can explore to implement change within your own school, with explanations, sheets to fill in, tips from loads of school staff, and case examples that break these ideas down into easily digestible chunks. This much-needed book is a jumping off point for meaningful change in all aspects of your school community that will promote, support and strengthen mental health at whole-school level.

This book reformulates Christian education as an interdisciplinary and interdenominational vocation for professionals and practitioners. It speaks directly to a range of contemporary contexts with the aim of encouraging conceptual, empirical and practice-informed innovation to build the field of Christian education research. The book invites readers to probe questions concerning epistemologies, ethics, pedagogies and curricula, using multidisciplinary research approaches. By helping thinkers to believe and believers to think, the book seeks to stimulate constructive dialogue about what it means to innovate Christian education research today.Chapters are organised into three main sections. Following an introduction to the volume's guiding framework and intended contribution (Chapter 1), Part 1 features conceptual perspectives and comprises research that develops theological, philosophical and theoretical discussion of Christian education (Chapters 2-13). Part 2 encompasses empirical research that examines data to test theory, answer big questions and develop our understanding of Christian education (Chapters 14-18). Finally, Part 3 reflects on contemporary practice contexts and showcases examples of emerging research agendas in Christian education (Chapters 19-24).

The Peripatetic Journey of Teacher Preparation in Canada situates teacher training, preparation and education in Canada within national and global histories. The authors lead the reader through an exploration of the objectives of schooling, the contextual role of teachers, and the political undercurrents sustaining various educational conceptions and policies. Taking a 'longue duree' approach, the authors begin by considering traditional practices in Indigenous nations encountered by the colonizers of Canada, including the role of the community as an educator. Tracing teacher preparation through colonization, the authors then move on to the formation of the educational state, the development of educational sciences and educational debate, the professionalization of teaching, its feminization at the elementary level, and its integration into the university, along with changes that emerged out of the 'long 1960s.' The book closes with a discussion of the process by which Indigenous people are reclaiming control over their education, and with it their spirituality, as well as gaining control over the formation of their own teachers. Placing the historical analysis of teacher preparation within prevailing political and socio-economic processes, the authors showcase a series of overlapping discourses and internationally relevant educational trends.

Reclaiming Freedom in Education examines the notion of 'freedom' within educational settings. Following an investigation of the new 'Free Schools' in the UK, it argues that this name is a misnomer, and instead explores the original free schools of the 1960s and 1970s, using these models as a lens through which to explore contemporary examples of radical schooling, notably those which describe themselves as democratic and/or progressive. By arguing that in radical educational contexts both 'positive freedom' and 'negative freedom' are apparent, and that the notion that 'responsible freedom' is more pertinent than that of 'absolute freedom', this book posits that freedom can be seen to operate in a number of ways including 'freedom to be', 'freedom to think', 'freedom to choose' and 'freedom to self-govern'. The book: Describes how freedom can be used to inform educational structures, policies, pedagogies and practices across a range of settings Features illustrative case studies of radical free schools and alternative education spaces which have been underpinned by a commitment to freedom and to advancing social justice Critiques the current policy agenda to use 'freedom' to make education more competitive through claims that it correlates with higher test scores and academic success Considers some of the challenges for teachers, educators and students of offering and experiencing freedom in education, and argues that despite these, the case for advancing freedom is both urgent and compelling Creating discussions about the new meaning and role that 'freedom' can have in improving education, Reclaiming Freedom in Education is a practical contribution to educational activism, which will be a key point of reference for teachers, parents, researchers and students on undergraduate and postgraduate courses in Education Studies, Early Childhood Studies and doctorates.

Can we teach others how to lead a fulfilling life? The notion of personal well-being has recently shot up the political and educational agendas, placing the child's well-being at the heart of the school's task. With his renowned talent for distilling the most complex of philosophical arguments into accessible laymen's terms, John White addresses the maze of issues surrounding well-being, bringing clarity to this dissension and confusion. This accessible book expertly guides you through the conflicting perspectives on well-being found in the educational world by * Examining religious and secular views of human fulfilment and of a meaningful life. * Analysing the appeal of celebrity, wealth and consumerism to so many of our children. * Asking what role pleasure, success, autonomy, work, life-planning and worthwhile activities play in children's flourishing. * Showing how proposals to encourage children's well-being impact on schools' aims and learning arrangements. Whether you have little background in education and philosophy or are reading as a teacher, student or policy maker, this engaging book will take you right to the heart of these critical issues. It will leave you with a sharply-focused picture of a remodelled educational system fit for our new millennium, committed to helping every child to enjoy a fulfilling life.

Everybody knows that South Africa has an education crisis, despite the fact that the government spends the biggest slice of its budget on education, more than any other African country. And yet the crisis persists.

Jonathan Jansen and Molly Blank looked at South African schools that work, in spite of adverse conditions – schools in poor communities, schools with overcrowded classrooms, schools in both rural and urban environments – and have drawn out the practical strategies that make them successful.

19 short films (included on DVD) let you visit these schools and understand in the words of their principals, teachers and learners what makes them succeed. Then take look at the 10 key strategies identified and see how to implement them in other schools to effect transformation. As we have come to expect from Jansen, there are no complicated theories, no difficult to implement solutions – just lots of common sense!

In Thinking about Schools, Eleanor Hilty has put together a wonderful collection of classic and contemporary readings that speak loudly and clearly to the importance of equity and justice as goals for contemporary education. This is just the right collection of readings to inspire and inform prospective and practicing teachers alike. It is the perfect text for introducing students to the social forces affecting public schooling in America.-Barry M. Franklin, Utah State University

In this innovative series Education Write Now, ten of education's most inspiring thought-leaders meet for a three-day retreat to think and write collaboratively, and then bring you the top takeaways you need right now to improve your school or classroom. This second volume, edited by Jeff Zoul and Sanee Bell, focuses on relationships-the heart of everything we do in education. Building strong relationships and a positive school culture takes intentional, consistent effort, and the authors provide strategies and examples to help you along the way. Throughout the book, you'll find insights and inspiration on these topics: Connecting the dots among students and staff (Jeffrey Zoul) Strengthening relationships in the learner-centered class (Randy Ziegenfuss) Building a culture of equity and access (Rosa Isiah) Cultivating student strengths and interests (Elisabeth Bostwick) Bridging the gap between schools and families (Laura Gilchrist) Deepening connections through productive conflict (Sanee Bell) Finding relationships beyond the four walls (Onica Mayers) Connecting through the power of generosity (Winston Sakurai) Bringing passion into the schoolhouse (Sean Gaillard) Tapping into dreams for a world-class culture (Danny Bauer) The royalties generated from this book will support the Will to Live Foundation, a nonprofit foundation working to prevent teen suicide.

Responding to Diversity in Schools provides guidance for education practitioners on how to use an inquiry-based approach in responding to learner diversity. It supports readers in addressing an agenda for change, considering questions such as:

• Who are the learners who are missing out?
• What evidence do we need in order to understand the barriers faced by these learners?
• How can we analyse this evidence in order to find effective ways of moving forward?
• How do we involve others in this process?

Responding to Diversity in Schools sets out to encourage innovation in schools, challenge existing assumptions and practices, and promote critical reflection. The contributing authors explain how to use a wide range of research methods, including visual methods that can be used to gather the views of children and young people. In addition, the book provides illustrative examples of innovative approaches to doing research with children, teachers and parents in schools.

Written in a clear, direct style that addresses the types of concerns facing teachers on a daily basis, this book offers both practical guidance on responding to the challenge of diversity and inclusion from an inquiry-based learning perspective, and a range of detailed worked examples from schools. It will support individual practitioners and staff teams working on school development issues, as well as tutors wishing to use inquiry-based approaches within workshops and courses. It will also benefit post-graduate students who are focusing on inclusion, diversity, school development and leadership.

Responding to Diversity in Schools provides guidance for education practitioners on how to use an inquiry-based approach in responding to learner diversity. It supports readers in addressing an agenda for change, considering questions such as: Who are the learners who are missing out? What evidence do we need in order to understand the barriers faced by these learners? How can we analyse this evidence in order to find effective ways of moving forward? How do we involve others in this process? Responding to Diversity in Schools sets out to encourage innovation in schools, challenge existing assumptions and practices, and promote critical reflection. The contributing authors explain how to use a wide range of research methods, including visual methods that can be used to gather the views of children and young people. In addition, the book provides illustrative examples of innovative approaches to doing research with children, teachers and parents in schools. Written in a clear, direct style that addresses the types of concerns facing teachers on a daily basis, this book offers both practical guidance on responding to the challenge of diversity and inclusion from an inquiry-based learning perspective, and a range of detailed worked examples from schools. It will support individual practitioners and staff teams working on school development issues, as well as tutors wishing to use inquiry-based approaches within workshops and courses. It will also benefit post-graduate students who are focusing on inclusion, diversity, school development and leadership.

ILS-Innovative Learning Space is a Summer School organised in 2016 by the Ecourbanlab research facility, founded by Massimo Faiferri within the DADU (Department of Architecture, Design and Urbanism) at the University of Sassari. It was formed as a project activity SPIN-APP: Innovative Learning Spaces (Regional Law No. 7 Promotion of Scientific Research and Technological Innovation in Sardinia) in collaboration with the INFN (National Institute of Nuclear Physics) and with contributions from Sardegna Ricerche through the project Scientific School 2015. The general objective of the Scientific School is as an innovative project for learning environments which can serve as a reference and model for the new realisation or adaptation of school education. To intervene on the project of school space means to reflect responsibly on the role that space itself covers in the dynamics of learning processes as well as to think about the renewal of the didactic organisation. The prerequisite is the articulation of a modular and multi-functional space suited to the subjective needs of the individual pathways of pupil skills, and which incorporates principles and material linked to good sustainable practices as their constituent elements, which can accept new technological tools as a form of enhancement of real space.

David Reynolds is recognised internationally as one of the leaders of the school effectiveness and school improvement movement, and Failure Free Education? brings together for the first time many of his most influential and provocative pieces. Drawing on the authora (TM)s work from over three decades, these extracts from his seminal books, chapters, papers and articles combine to give a unique overview of how the movement developed, the problems involved in the application of the knowledge and the disciplinesa (TM) potentially glittering future now.

The book also covers the issues raised by, and lessons learned from, his close involvement with English government educational policymaking from the mid 1990s to date.

This book is essential reading for those who seek to understand how we can make every school a good school, and what the obstacles may be to achieving that goal.

"A superb, crucial, blistering expose of all the myths about our education system that are all too often used to attack it. Melissa Benn again proves why she is one of country's most formidable education campaigners - and why the powerful should fear her. Owen Jones, Guardian columnist and best-selling author Never has it been more urgent to publicise the truth about what works and doesn't work in our education system. Debunking the ideology of marketisation, and exposing the half-truths that pass for objective reporting, Benn and Downs meticulously lay out the evidence: that a national system of comprehensive schools delivers the best outcomes. This hugely important book should be required reading for each new Education Secretary. Caroline Lucas, MP Opinions about comprehensive education are often made into easy-to-swallow sound-bites by media and politicians alike and whilst the benefits of a genuinely comprehensive education for all pupils are obvious, untruths have unwittingly evolved into hard facts. Based on Melissa Benn and Janet Downs' work as part of the pioneering Local Schools Network, The Truth About Our Schools calls for us to urgently and articulately challenge unquestioned myths about state education. Benn and Downs have meticulously built an argument for its still enormously vital role, and rigorously challenge assumptions that: Comprehensive education has failed Local authorities control and hold back schools Choice, competition and markets are the route to educational success Choice will improve education in England: the free school model. Academies raise standards Teachers don't need qualifications Private schools have the magic DNA Progressive education lowers standards Anyone who thinks that comprehensive education cannot deliver, that local authorities are the chief block to improving our school system, that competition and markets are the route to educational success and that private schools hold the magic DNA that can simply be transferred to other state schools will have their beliefs shaken by this blisteringly incisive book. .

Originally published as a special issue of the Journal of Education for Students Placed at Risk, this expanded text provides new insights into the successful, sustained implementation of Full-Service Community Schools (FSCSs) in the United States. Reviewing the Success of Full-Service Community Schools in the US documents the experiences of students, teachers, and communities involved in the establishment and growth of FSCSs. By considering how successful this reform strategy has been in meeting the needs of underserved communities, the text illustrates the potential these schools have to transform students' learning and outcomes. In particular, the studies illustrate the value these schools have in supporting low-income students and students of color. At the same time, by interrogating the defining pillars of FSCSs - expanded learning opportunities, integrated services, family and community engagement, and collaborative leadership - chapters identify challenges that if left unattended, could limit the transformative potential of this reform strategy. This groundbreaking text will be of great interest to graduate and postgraduate students, researchers, academics, professionals, and policy makers in the fields of Educational Change and School Reform, Multicultural Education, Sociology of Education, Education Policy, and School Management and Administration.

The evidence is clear - school leaders make a difference to the learning of the pupils they serve. And yet, not all leaders have the same degree of impact. What are the factors that make the difference to student learning? Why are some leaders able to raise student achievement in schools in the most challenging circumstances whilst other leaders struggle to simply maintain the status quo?

Drawing from international case study research over many years, from the experience of hundreds of school leaders serving widely diverse communities, Judy Halbert and Linda Kaser argue that there are six distinct mindsets that characterize the way successful, learning-oriented leaders operate and make sense of their professional world. These leaders are:

• motivated by intense moral purpose
• knowledgeable about current models of learning
• consistently inquiry-oriented
• able to build trusting relationships
• evidence-informed
• able to move to wise action.

This book outlines an alternative way of thinking about school leadership. It examines research evidence that leaders will find most useful and suggests how they might use this evidence to maximise their learning and the learning of their students. Leadership Mindsets has been written specifically for aspiring to newly-appointed school leaders who are determined and motivated to create quality and equality for learners in the schools they serve, through networks of inquiry, learning and support.

This book empowers you to seek a deeper perspective on the education system and to develop as a critically informed teacher able to challenge the status quo appropriately - without losing your job! It focuses on the need to engage with research, to reflect critically and question your own teaching practice, so you don't get stuck in bad or ineffective routines and can develop personally and professionally as a confident, versatile educator. Key topics include: * Understanding the pressure points in today's education system * Developing your own educational philosophy * Reading and critiquing research to sharpen your thinking * How to make change happen

The Future of Publicly Funded Faith Schools addresses and critically examines the arguments both for and against the continued maintenance of faith-based schools within a publicly funded state system. Addressing the issue systemically, first grounding the discussion in the practical world of education before raising the central philosophical issues stemming from faith-based education, it provides a balanced synthesis of the different arguments surrounding faith schools. The book expounds upon the different threats facing faith-based schools, including their perceived potential to undermine social cohesion within a multi-cultural society, and the questioning of their right to receive public funding, and examines what these mean for their future. Examining these threats, it questions: What it means for a school to be 'faith-based'. The nature of religious education both within and without a faith-based school environment. The ethical, epistemological, and political issues arising from faith-based education. The concepts of the common good and social cohesion. Whether there is possible reconciliation between opposing parties. The Future of Publicly Funded Faith Schools makes a unique contribution to the literature in this area and is crucial reading for anyone interested in what the future holds for publicly funded faith schools including academics, researchers, and postgraduate students in the fields of education, religious studies, policy, and politics of education, sociology, and philosophy.

This book presents an overview of education technology and its use in schools, with a primary emphasis on best practices of technology enhanced learning; how new technologies such as mobile, augmented and wearable technologies affect instructional design strategies; and the content curriculum development process. Providing insights into the future of education and the upcoming pedagogies that will be applied in schools, it helps educators and other stakeholders make innovations for the new generations of learners in the 21st century. The use of emerging technologies such as mobile and ubiquitous technologies, context-aware technology, augment-reality, and virtual reality is contributing to making education adaptive and smarter. With the ever-changing technologies, how to equip teachers with these digital skills and transform their teaching style is also important to ensure that school education is more individualised and customised for students. Offering a global perspective with integrated practical cases, this timely book is of interest to educators, teachers, and education policymakers. And although most of the authors are from the academia, it provides non-experts with a novel view of what future schools will be like with the help of technology.

Demystifying current theories and debates about assessment, The Essential Guide to Assessment will be a practical guide to show trainees and teachers how to put certain strategies and models into practice in the classroom right away. How do I develop the best methods of assessment for my own learners? How can I effectively track the progress of different children in my class? What targets should I be setting? The Essential Guide to Assessment provides answers to these questions, plus countless others. Demystifying current theories and debate about assessment, this will be a practical guide to show trainees and teachers how to put certain strategies and models into practice in the classroom right away.