The intricacies of providing quality education for school-age children can best be realized through collaboration between practitioners. This same ideology has infiltrated education preparation programs, encouraging the emphasis on collaborative methodologies of program design, development, implementation, and evaluation. This context presents a huge challenge for many education preparation programs, but one that has been partially realized in some states through large-scale reform models. Collaborative Models and Frameworks for Inclusive Educator Preparation Programs provides relevant theoretical frameworks and the latest empirical research findings in collaborative strategies in educator preparation programs and addresses the impact on accreditation and changes in policies as a result of large-scale collaborative models. Covering topics such as education reforms, social justice, teacher education, and literacy instruction, this reference work is ideal for teachers, instructional designers, administrators, curriculum developers, policymakers, researchers, scholars, academicians, practitioners, and students.

This volume draws on findings from the Canada-China Nature Notes Reciprocal Learning Program to explore cross-cultural exchanges in science education in and outside of the classroom. Under the collaborative reciprocity perspective, cross-cultural learning needs to go beyond simple comparison in practices, values, and results and moves to a paradigm that emphasizes a two-way learning process in the context of acting together. Through collaborative work between the international teams and partner schools, the program described in this book shows how collaborative efforts between the two sister schools worked to raise awareness about Chinese farming culture and extend students' outdoor learning experiences. In this book, educators from across the research team share their insights and reflect on the cross-cultural collaborative process and how it impacted the learning experiences of themselves and their students.

Social Theory and the Politics of Higher Education brings together an international group of scholars who shine a theoretical light on the politics of academic life and higher education. The book covers three key areas: 1) Institutional governance, with a specific focus on issues such as measurement, surveillance, accountability, regulation, performance and institutional reputation. 2) Academic work, covering areas such as the changing nature of academic labour, neoliberalism and academic identity, and the role of gender and gender studies in university life. 3) Student experience, which includes case studies of student politics and protest, the impact of graduate debt and changing student identities. The editors and chapter authors explore these topics through a theoretical lens, using the ideas of Michel Foucault, Niklas Luhmann, Barbara Adams, Donna Massey, Margaret Archer, Jurgen Habermas, Pierre Bourdieu, Hartmut Rosa, Norbert Elias and Donna Haraway, among others. The case studies, from Africa, Europe, Australia and South America, draw on a wide range of research approaches, and each chapter includes a set of critical reflections on how social theory and research methodology can work in tandem.

Recent technological advances have opened new platforms for learning and teaching. By utilizing virtual spaces, more educational opportunities are created for students who cannot attend a physical classroom environment. Integrating an Awareness of Selfhood and Society into Virtual Learning is a pivotal reference source that discusses the latest scholarly perspectives on creating meaningful learning and sensory engagement in virtual learning spaces, and examines how selfhood is expressed in these environments. Highlighting emerging topics in education, such as gender considerations, leadership development, and situated learning, this book is ideally designed for professionals, practitioners, graduate students, and academics interested in the role of virtual reality in learning contexts.

The United States Military Academy at WestPoint is one of America's oldest and most reveredinstitutions. Founded in 1802, its first and onlymission is to prepare young men-and, since1976, young women-to be leaders of characterfor service as commissioned officers in the UnitedStates Army. Carved from Granite is the story of how West Pointgoes about producing military leaders of character.As scholar and Academy graduate Lance Betrosshows, West Point's early history is interestingand colorful, but its history since then is far morerelevant to the issues-and problems-that face theAcademy today. Betros describes and assesses how well West Point hasaccomplished its mission- not hesitating to exposeproblems and challenge long-held assumptions.Here is the most authoritative history of the modernUnited States Military Academy written to date.

Researching and writing its history has always been one of the tasks of the university, particularly on the occasion of anniversary celebrations. Through case studies of Prague (1848, 1948), Oslo (1911), Cluj (from 1919), Leipzig (2009) and Trondheim (2010), this book shows the continuity of the close relationship between jubilees and university historiography and the impact of this interaction on the jubilee publications and academic heritage. Up to today, historians are faced with the challenge of finding a balance between an engaged, celebratory approach and a more distant, academically critical one. In its third part, the book aims to go beyond the jubilee and presents three other ways of writing university history, by focusing on the university as an educational institution. Contributors are: Thomas Brandt, Pieter Dhondt, Marek Durcansky, Jonas Floeter, Jorunn Sem Fure, Trude Maurer, Emmanuelle Picard, Ana-Maria Stan and Johan OEstling.

The book reflects on the extent to which the coronavirus (COVID-19) pandemic influenced the education system in Africa, notably South Africa. The advent of the pandemic has brought a new context to the challenges of access, deepening the precarious position of African higher education systems. The pandemic underscored that African higher education systems are fragile and not uniformly resilient. The book discusses the challenges created or further entrenched by COVID-19 and how the typology of inequality across the differentiated institutions impacted the management of education delivery during COVID-19. Per se, lessons learned were documented to inform decision-making and practice while drawing conclusions for future usage. Even though the shift to emergency remote teaching was not foreseen and thus not coordinated, the authors argue that students' learning styles, perceptions of online learning and digital pedagogy should be considered in the post-COVID-19 curricula development processes.

Knowledge, Policy and Practice in Teacher Education reviews the evolution of education policy on initial teacher education as an indicator of the knowledge that is considered important for nation building. It also looks at research on approaches and structures to initial teacher learning as an indication of the intellectual and moral direction to which schooling must aspire. Contributors look at these dynamics across a range of societies including Australia, the Czech Republic, England, Finland, Hong Kong, Israel, Italy, Japan, South Korea, Mexico, Russia, and the USA. Using a review of the literature approach within a comparative framework, the book seeks to answer the following questions for each country: What has been the evolution of different approaches to learning to teach in each setting, and what factors have influenced change over the years? What are the underlying theories that characterize past and current thinking about the knowledge, skills and dispositions needed by teachers and what evidence is used to support these theories? What does a review on the state of the knowledge about teacher education over the past 30 years reveal about the evolution of the research and knowledge traditions that have supported current and past innovations in teacher education? Maria Teresa Tatto and Ian Menter explore international variability in different conceptions of knowledge in the context of learning to teach and explore the way in which national and international influences interact in the developing trajectories of teacher education policy and practice, considering what knowledge is considered important for teachers to have.

This book covers the narratives of three authors who have different educational backgrounds, academic experiences, and fields of study. It interrogates and discusses the topic of educational assessment in different education systems, which represent eastern and western cultures and political contexts. The book provides recommendations for developing teachers' assessment literacy in teacher education and professional development programs. It also serves as a springboard for futher inquiry into the subject.

Higher education, especially that which is publicly funded, is under increasing scrutiny from politicians and the public as competition in this sector increases. Susanne Warning provides a comprehensive analysis of the strategic positioning of public universities as service providers in a competitive sector. The author develops two distinct theoretical approaches to the analysis of public universities. The first is the concept of strategic groups, originating in management theory. It implies that due to different returns on investment in teaching quality and research quality, heterogeneity will exist in the university sector. The second approach involves a three-stage duopoly game of competition between universities, and is underpinned by the industrial economics literature. Universities in this formal equilibrium model of differentiation position themselves in terms of teaching and research quality in order to attract students. Although the analysis is based on data for German publicly funded universities, however, the author's conclusions offer important insights for all countries where publicly funded universities play a role, particularly in the current climate of shifts towards more competitive university systems. With an exclusive combination of economic analysis and institutional data, this book will prove invaluable for anyone with a particular interest in the economics of higher education.

This book provides guidance and career trajectory advice for aspiring college presidents as they prepare to take on this challenging and dynamic role. The book provides an idea of what the job of a college president entails, as well as guidance on the responsibilities, skill sets, competencies, achievements, and experiences that are useful to accumulate. Further, the book explores the emerging trends, issues, and challenges of college presidency including issues such as diversity and inclusion, funding and fundraising, political issues, technology, academic performance, equality, and career path. It describes the implications of challenges and trends in terms of getting oneself ready for the presidency role as well as opportunities for professional development for aspiring college presidents including career pathways, leadership development and training programs, mentorship and coaching programs, and education.

Culturally relevant approaches to teaching, such as using music that is culturally relevant to the children in a classroom, has fostered positive social and academic outcomes. By connecting a student's home culture to their classroom culture, meaningful relationships can form. However, many teachers do not have adequate support to guide them as they aspire to reach their diverse students. Evidence-Based Approaches to Becoming a Culturally Responsive Teacher: Emerging Research and Opportunities is a critical scholarly resource that delves into the conceptualizations and belief systems that drive culturally relevant teachers to teach and learn in ways that produce favorable outcomes for all children. Additionally, it prompts and promotes scholarship that allows teachers to become critically reflective and conscious of their teacher identity, beliefs of children, educational beliefs, teaching/learning approaches, and personal/professional development. Highlighting topics such as learning outcomes, pedagogy, and teacher preparation, this book is ideal for academicians, researchers, educators, administrators, and education students.

The growing interest in transnational cooperation in education across borders has different implications for developed and developing countries. It is true that globalization affects all societies, but not at the same speed and magnitude. Supporting Multiculturalism in Open and Distance Learning Spaces is a critical scholarly resource that examines cultural issues and challenges in distance education arising from the convergence of theoretical, administrative, instructional, communicational, and technological dimensions of global education. Featuring coverage on a broad range of topics such as cultural diversity, interaction in distance education, and culturally sensitive intuitional design, this book is geared towards school administrators, universities and colleges, policy makers, organizations, and researchers.

As more classes move to online instruction, there is a need for research that shows the effectiveness of synchronous learning. Educators must guide students on how to use these new learning tools and become aware of the research trends and opportunities within these developing online and hybrid courses. Educational Technology and Resources for Synchronous Learning in Higher Education provides evidence-based practice on incorporating synchronous teaching tools and practice within online courses to enhance content mastery and community development. Additionally, the book presents a strong theoretical overview of the topic and allows readers to develop a more nuanced understanding of the benefits and constraints of synchronous learning. Covering topics such as game learning, online communication, and professional development, it is designed for online instructors, instructional designers, administrators, students, and researchers and educators in higher education, as well as corporate, military, and government sectors.