The Bologna Process created the European Higher Education Area (EHEA), establishing comparable higher education structures within the EHEA member states, but the process has also been influential in countries outside of the EHEA. The map of the EHEA on the cover page of this book presents current active members of the EHEA, following EHEA membership changes in April 2022. Towards Social Justice in the Neoliberal Bologna Process combines research from leading international scholars. The eclecticism of the perspectives shed light on the interaction between neoliberal and social justice discourses in the Bologna Process by exploring neoliberal aspects of Bologna and the growing voice of social justice. The editors present these discourses as complementary rather than opposing, contrary to popular perspectives in the wider literature. Applying this lens to the analysis of a range of Bologna's action lines in the context of the EHEA and beyond is very important, particularly now. Identifying pitfalls in the social justice agenda in the Bologna Process calls for the attention of Bologna policymakers on the international level to address these issues in the run-up to the new 2030 EHEA deadline. This timely collection is essential reading for higher education scholars, policymakers, and postgraduate students across the EHEA, as well as countries beyond the EHEA that have been aligning their systems of education to the Bologna Process.

Richard Semon was a German evolutionary biologist who wrote, during the first decade of the twentieth century, two fascinating analyses of the workings of human memory which were ahead of their time. Although these have been virtually unknown to modern researchers, Semon's work has been rediscovered during the past two decades and has begun to have an influence on the field. This book not only examines Semon's contribution to memory research, but also tells the story of an extraordinary life set against the background of a turbulent period in European history and major developments in science and evolutionary theory. The resulting book is an engaging blend of biographical, historical and psychological material.

This book analyzes the changes and shifts in religious education in Europe over the past 50 years. In a post-secular age, it has become increasingly difficult to make sharp distinctions between what is religious and non-religious, confessional and non-confessional. Reforms in religious education in Sweden in the 1960s appeared as part of a process of wider secular liberalization, giving more credence to the idea of absolute neutrality in religious education. However drastic shifts in society, culture and the European religious landscape raise the need for a reevaluation of the foundations of religious education. Drawing on a range of case studies from across Europe, this book will appeal to students and scholars of religious education as well as post-secular education more generally.

The School Administrator's Complete Letter Book with CD-ROM, Second Edition offers a comprehensive selection of model letters and memos for a wide variety of educational purposes and situations. This book and its accompanying CD contain a gold mine of tested, usable letters and other communiqués, some of which can be used practically word-for-word from the book, while others can be adapted to your specific needs.
The book's letters and memos represent the contributions of more than 60 outstanding school administrators throughout the United States— including superintendents, principals, supervisors, guidance counselors, and others— all of them with well-earned reputations for solid, professional communication.
Many types of letters are included— letters addressed to parents, teachers, students, teacher applicants, other school administrators, businesspeople, and the community at large. In addition, this handy resource is clearly organized, designed for easy use, and filled with the best letters of the best communicators in modern American education. The CD-ROM makes the letters easy to modify to fit your own situations.

This collection of chapters from established thinkers and emerging scholars provides a series of unique insights into collaboration between schools and the means by which the policy context influences such activity. Taking a global perspective, the chapters within this book follow a common framework to explore how macro-level factors help to create the conditions in which school-to-school collaboration is likely to succeed or fail 'on the ground'. The result is a nuanced and original analysis that explores why and how collaborative activity between schools is intrinsically linked to broader policy contexts. School collaboration and networking is a rapidly growing area of interest. This book will appeal to the increasing number of emerging scholars and established experts with an interest in this area and other related sub-fields including school effectiveness and improvement, critical policy studies and educational leadership and management. It will also be of interest to policymakers seeking to capitalise on the potential of collaboration between schools and to educational professionals seeking improvement through partnership and dialogue.

This book explores how Australian secondary schools prepare their students for global citizenship. Globalisation has irrevocably changed modern countries and societies, and the benefits and pressures this brings are being felt as never before. Drawing on empirical data from six Australian secondary schools, the author examines how school leaders and teachers understand global citizenship, how they translate this into their practice, and how students experience and make sense of global citizenship education. In doing so, the book portrays how school leaders, teachers and students grapple with key issues central to global citizenship education, including how they work to mediate some of the tensions involved. While the book concentrates on the Australian context, its findings and analysis have resonance for other countries in which global citizenship education operates as a core goal of education and schooling.

The best leaders lead by example, not by mandate. However, so much leadership has become conscripted by neoliberal values. Educators and politicians, who are increasingly making policy for educators, have come to believe that standardized test scores are the same as knowledge acquired, as if test scores actually measure knowledge as opposed to information. Simply put, educational policy is no longer being developed for educational purposes but education is increasingly being manipulated as an experiment in social engineering. Educational leaders are caught on the horns of a dilemma - to follow and inscribe policies they do not agree with or to "go rogue" and do what they know is needed. Leading under Pressure is aptly titled, as there is significant pressure being placed on school leaders at any stage in their careers. However, in an otherwise increasingly hostile political, commercial and natural environment, there are some rays of hope. For example, teachers still know what it is that their students need and strive to provide that, despite mandates that try to create consumers of us all. This volume is divided into three sections, the first of which seeks to explore social contexts of educational leadership. The second section explores the experiences of a variety of educational leaders in various contexts, while the third section of this volume looks at some of the consequences, unintended and otherwise, of the neoliberal commodification of education.

This book explores school leadership through a cross-cultural comparative lens, drawing on data from 16 countries located on five continents. The book gives a voice to both primary and secondary school principals, who discuss the nature of their work and explain their understanding of school leadership, strategies used to support their leadership, and how they 'do leadership' in a time of unprecedented change. The book highlights a number of important elements in school leadership: that it is personal and internally-motivated; change oriented and entrepreneurial; dependent on the qualities and motivations of school teachers; dependent on environmental factors related to economy, geography, political stability; heavily influenced by policies within and outside the field of education; and dependent on partnerships within and outside education. The book provides an authoritative cross-cultural account of what school leaders regard as school leadership. It will be essential reading for students, researchers and policy-makers in the fields of educational leadership and management, in particular those with an interest in comparative and international research, school leadership, and education policy.

Teachers fully in charge of what matters for student and school success is now a movement, growing steadily in nearly half the states of the U.S. According to a national survey, most teachers in America are unaware that this is a professional option. And, because most thinking is about "real school," it is apparently not "safe" for even scholars to talk about teachers being in charge. Nearly every book diagnoses the problem then defaults to a conventional remedy - like chasing good principals. This book is aimed at raising the teacher-powered movement's visibility, making it safe to talk about teachers in charge of schools, showing how this arrangement erases the talent drain now plaguing the schools, and offering evidence that students do better in these schools than they do in the conventional system. The book outlines how the movement could get bigger, faster. And the massive institutional resistance to change that slows its progress. And unlike most books, the author sees teachers unions as part of the solution.

Drawing on three case studies of K-12 public schooling in London, Sydney and Vancouver, this book examines the geographies of neoliberal education policy in the inner city. Gulson uses an innovative and critical spatial approach to explore how the processes and practices of neoliberal education policy, specifically those relating to education markets and school choice, enable the pervasiveness of a white, middle-class, re-imagining of inner-city areas, and render race "(in)visible." With urbanization posited as one of the central concerns for the future of the planet, relationships between the city, educational policy, and social and educational inequality deserve sustained examination. Gulson's book is a rich and needed contribution to these areas of study.

Developing effective schools which provide relevant, meaning-filled, quality education in South Africa today is a daunting task. Since apartheid was dismantled, the educational environment of many schools is still rife with the structural inequalities and challenges that form part of apartheid's legacy. And in the current South African educational system, enabling policy frameworks only go so far in creating a meaningful school environment. This updated edition of The Learning School offers educators insights, guidelines and a holistic perspective on how to engage with the development of a school, using a psycho-social approach. It emphasises the importance of teachers having a sense of purpose and belonging in education; that teaching and learning can make a difference; and the crucial role teaching and learning can play as a healing force in society. It stresses that real and lasting change in schools can only happen through the passion and commitment of educators over a sustained period of time.

This book offers vivid insights into policies of religious education in schools since the series of wars in former Yugoslavia in the 1990's. It traces the segregation among members of different ethnic groups in Slovenia, Bosnia-Herzegovina, Croatia, and Serbia, which has never been greater or more systematic. It aims to be a necessary step in understanding the origins of this systematic segregation and how it is reproduced in educational practice, asserting that the politicization of religion in the school textbooks is one of the motors responsible for the ongoing ethnic segregation. It also deals with complex aspects of this issue, such as the general situation of religion in the different countries, the social position of churches, the issues of gender, the reconciliation after the Yugoslav Wars, and the integration of the EU.

Schools and school systems are increasingly impacted by global disruptions and rapid changes that create unprecedented challenges and opportunities for their leaders and educators. School leaders need to prepare students for faster changes than ever before, to learn for jobs that have not yet been created and use pedagogically-informed technologies to transform the ways in which teachers, students. and parents relate and collaborate. Current and future technological transformations provide opportunities for transformative change through the potential for connectivity and networking for educators locally, nationally and internationally. This book provides an analysis of the impact of disruptive environments on education. It closely examines and synthesizes international literature on how educational systems in a number of countries are successfully transforming educational delivery processes to better prepare students for an increasingly disrupted world. This invaluable text will prove indispensable for educational professionals and researchers engaged in informing and transforming policy making, leadership training and development, and quality learning and pedagogy in schools.

What is an inclusive school community?

How do stakeholders perceive their roles and responsibilities towards inclusive school communities?

How can school communities become more inclusive through engagement with individual perspectives?

Diverse Perspectives on Inclusive School Communities captures and presents the voices of a wide range of stakeholders including young people and their parents, teachers, support staff, educational psychologists, social workers, health practitioners and volunteers in producing a collection of varied perspectives on inclusive education.

In this fascinating book, Tsokova and Tarr uniquely assemble a compilation of accounts collected through in-depth interviews with over twenty-five participants, met throughout the course of their professional lives. The authors focus on how we can ensure all children receive the best education and social provision in inclusive school communities.

Key learning points in this book emphasise:

• links between early life and educational experiences;
• constructions of inclusion;
• an understanding of roles and responsibilities;
• the power of agency in relation to inclusive school communities.

The text contributes to current debates surrounding educational policy initiatives, highlighting similarities and differences across people and professions, and illuminating a way forward for the consideration of a broader range of insight into the concept of inclusion and ways this can be achieved. Including both UK and international perspectives that illustrate different stages of the inclusive education process, this text will be invaluable to anyone affiliated with inclusive schooling in a personal or professional capacity.

The sexual revolution, oft discussed in the journalistic literature of recent years, has brought in its wake a host of questions that are only beginning to be addressed. How are women coping with "real world" challenges for which they may be ill prepared, both socially and psychologically? How successfully are they integrating old and new ego ideals in forging new identities? Is their ostensible "liberation" actually making for a sense of integration and wholeness? The Psychology of Today's Woman: New Psychoanalytic Visions probes these and related questions from the standpoint of both developmental and therapeutic concerns. Taking Freud's notion of female sexuality as a point of departure, editors Bernay and Cantor have compiled a collection of original essays that reassesses traditional conceptions of female psychology (Section I), proffers new visions of femininity (Section II), and explores critical situations in the lives of contemporary women (Section III). A final section of the book, of special interest to analysts and psychotherapists, examines the various facets of the clinical treatment of women. Collectively, the contributors to this volume articulate a strong challenge to the "deficiency model" of female identity that has long dominated psychoanalytic theory. More impressively still, they offer constructive alternatives to the preconceptions of the past. They converge in the belief that the richness and diversity of female experience cannot be encompassed in the overly simplified definitions and "masculine" analogizing of classical analysis. Whether we investigate the status of "masculinity" and "femininity" as personality traits, the relationship between "nurturance" and "aggression" in female identity, or the meaning of "normality" and "pathology" in treatment situations, we are very much in a realm of multiple truths in which the formulas of the past give little sense of the options of the present or the possibilities of the future.

This research-based book dissects and explores the meaning and nature of Inquiry in teaching and learning in schools, challenging existing concepts and practices. In particular, it explores and contests prevailing attitudes about the practice of inquiry-based learning across the Science, Geography and History disciplines, as well as focusing on the importance of the role of teacher in what is frequently criticised as being a student-controlled activity. Three frameworks, which are argued to be necessarily intertwined for discipline-specific literacy, guide this inquiry work: the classroom goals; the instructional approach; and the degree of teacher direction. The foundation of the analysis is the notion of educational inquiry as it is structured in the Australian Curriculum, along with the locating of the study in international trends in inquiry learning over time. It will be of great interest to researchers, higher degree students and practicing professionals working in Education and Sociology.

The Whole-Faculty Study Group (WFSG) System is a student-centred, teacher-driven process for facilitating major staff development and schoolwide change. When applied properly, it has produced extraordinary results for thousands of teachers and students in schools and school districts across the country. The Whole-Faculty Study Groups Fieldbook is a comprehensive guide to applying the WFSG process. Edited by Dale Lick and Carlene Murphy, this practical manual provides concrete strategies for implementing and sustaining a school improvement process in any environment. Offering extensive experience, each contributor explores a different aspect of Whole-Faculty Study Groups and supplies lessons learned and many first-hand examples of successful school reform and student performance enhancement. Written to complement existing resources or serve as a stand-alone guide, this book will: * Demonstrate how concepts can be applied in a variety of school improvement efforts * Present relevant strategies and activities * Illustrate how to use suggestions in real-world situations * Highlight critical concepts through extensive case examples * Provide helpful tips and lessons learned * Explain how findings can be applied to professional learning communities Offering numerous illustrations of the WFSG System in action and a comprehensive collection of tools for initiating and sustaining successful improvement programs, this fieldbook is an essential resource for administrators, staff developers, and teachers involved with any type of school change process.

This book explores the complex ways in which belonging, identity and time are entangled in shaping young people engagement with the middle years of school. The authors argue that these 'entanglements' need to be understood in ways that move beyond a focus on why individual young people engage with the middle years. Instead, there should be a focus on the socio-ecologies of particular places, and the ways in which these ecologies shape the possibilities of young people engaging productively in the middle years. Drawing on extensive qualitative data from an outer-urban metropolitan context, this book will appeal to scholars of sociology, education and policy studies.

Help all students reach their full potential. Make the right decisions! This unique book offers practical tools and strategies to help you become a strong advocate for every student in your school. With real world examples and situations, this book will help you: * Acquire skills to change your students' lives for the better -- and also reach district goals. * Learn how to advocate for students even if it conflicts with district policy. * Discover how to transform your staff so they will also serve as student advocates. * Strengthen connections with parents to engage them with their child's education. Also included is how to be an advocate for special needs students. The book opens with a private self-assessment to help you discover where you are on the continuum of student advocacy. It then leads you through the steps to develop the traits of a skilled advocate for students. There are application exercises and numerous examples of what works. Supported by research references in every chapter, the book details a rich variety of interventions you and your staff can use on a daily basis. It focuses on curricular as well as co-curricular programs including subject-matter offerings, the fine arts, athletics, technical programs, clubs, recreational activities, and other programs. As the principal, it is your advocacy that will make a powerful, lifelong difference for all the students in your school. Also available - PowerPoint slides for in-service professional development or for principals who wish to discuss this topic with their staff.

Imagine having to draw dots each time we wanted to do a sum like 3+4. Or having to sound out every word we read, no matter how many times we've seen it before. Having well-consolidated memories for how to do these things can help us avoid these difficulties, which is why consolidation should be a key goal of effective teaching. Helping students consolidate knowledge is a crucial stepping stone in allowing them to navigate problems and develop their knowledge. Building on the hugely influential paper by John Dunlosky, Amarbeer Singh Gill looks at ways teachers can use recommendations from 'Strengthening the Student Toolbox' to consolidate knowledge and enhance the learning that takes place in their classrooms. Each strategy is looked at in detail, delving into the conditions needed to help the strategies work, how they might look in classrooms, things to be mindful of when translating research into practice, and case studies from current teachers who describe how they've used these strategies. By harnessing the power of these strategies we can make it more likely that our students will succeed not just whilst they're in our classrooms, but also well beyond by giving them the tools they need for lifelong learning.

Many parents search for a "good" school to enroll their children. They look at the school's standardized test scores and check out demographic statistics, but fail to investigate the strengths of these schools that have a vibrant mix of races and cultures. Eileen Gale Kugler offers a unique perspective on what every educator, parent, and community leader should know about reaping the rich harvest of our diverse schools. This book provides guidance on how we can all work together to dispel the myths and nurture the opportunities that these schools offer such as academic challenge and social advantages. Anecdotes from Kugler's personal experience are included as well as information from 80 interviews with key educators, parents, and students. This book stands alone as a resource that pulls all of this information together. Will be of interest to anyone who cares about education. See Wendy Burt-Thomas's interview with author Eileen Kugler at http: //askwendy.wordpress.com/?s=kugle

Teaching is a wonderful profession, but it is one that requires huge amounts of physical, mental and psychological reserves. Inner resilience is a vital part of this, and the dialogue about how to develop it has been missing in conversations about teacher wellbeing. Resilience is ultimately the difference between being overwhelmed by stress and anxiety, to finding calm, purpose and joy in the work we do with young people. Teacher Resilience explores how we can build a more resilient mindset, and what practical actions we can take to be the best version of ourselves in the classroom. From self-talk to collaboration, conflict management to lesson planning and differentiation, no trigger of potential teacher stress and anxiety is left unexplored. With practical tools to implement immediately, this is the book that all teachers need to thrive in a demanding profession.

This book is an inter-disciplinary endeavour. Encompassing education and basic research, it discusses the modular-curriculum embodied in The Epistle from educational, historical, sociolinguistic, anthropological, phenomenological, and non-sectarian perspectives. It shows the cross-boundary philosophical reasoning and pedagogic dimensions of St. Paul as a great teacher and thinker from the Jewish-and-Christian faith. In doing so, this book refocuses academia's attention on the inevitable antimonic nature inherent in humans' efforts to create systemic knowledge. Knowledge about the inner aesthetic and volitional-interpretative self - the immanent psychic "I" - and other philosophical aspects of the realm of the transcendental should be rescued from the deepening trends of secularity. Being strong, powerful, productive, and performative should not be taken as the indisputable and exclusive aim of education. Science, Technology, Engineering, and Mathematics (STEM) do not constitute a sufficient basis for building a better humanity. Education via public curriculums ought to serve both the belly and the mind. Deliberative curricular recalibrations, with rationales for grace, are thus needed for a better future for humanity.... This book is relevant for anyone with a core fascination about truths, values, epistemologies, life, spirituality, and holistic human development. It can also be used as a textbook or a reference in a number of fields including counselling, psychology, translation, cultural studies, and theology.

This CHOICE award-winning author has teamed up with national school district experts to write a comprehensive book on the role of the superintendent as an instructional leader. Everything you need to know about superintendent core competencies, instructional leadership, policy and politics, professional development, accountability and evaluation, standards, building capacity, managing finances and resources, and creating an environment for professional growth are covered. The book starts with the role of the superintendent and then presents original research on superintendent core competencies, strategies for effective instructional leadership, benchmarking school district performance, and how get results. Benefits and Features of Book: *A comprehensive book covering all aspects of the superintendent position. *Chapter objectives are aligned with the new ELCC and ISLLC, for accreditation and learning. *Original research on superintendent core competencies. *Each chapter contains a comprehensive case study and exercises for practical application. *Provides a blend of academic, theory and practical perspectives on how the job of the superintendent and how to get results. *Several handy resources are included in the appendices.