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Books > Social sciences > Education > Organization & management of education
Providing an insightful and comprehensive introduction to the world
of journal publishing within the fields of political science and
international relations, this book offers in-depth guidance to
maximize the likelihood of publishing success. Using their
extensive experience as journal editors, Marijke Breuning and John
Ishiyama also include crucial advice on how to select an
appropriate journal, revise manuscripts, and how to increase the
impact of published work. Common questions are answered, such as:
when is the right time to submit your manuscript; how to select a
co-author; and when to contact an editor, as well as the
challenging aspect of how to deal with rejections. Other key topics
are thoroughly reviewed and explored, including guidance on ethics
and integrity in publishing journal articles, emerging practices
regarding research transparency, and new frontiers in academic
journal publishing such as Open Access. This engaging book will be
an invaluable resource for graduate students and scholars looking
to improve their understanding of the journal publishing process,
as well as providing an essential guide for those undertaking this
journey for the first time.
The book includes the traditional foci of philosophy, sociology,
psychology, and teaching and learning, and emphasises how these
foci influence the practice of teaching. Classic theories, that
informed and continue to inform teacher education, have dominated
the engagement within education but this book shifts focus to
current research and innovative theories that have evolved to
promote teaching and learning in a challenging and complex
educational context. Hence, this book makes a deliberate attempt to
map out influential classical theories that have informed the study
of Education as a backdrop to explore how contemporary theories are
currently influencing teaching and learning.
Aspects of education law provides a comprehensive description and
analysis of the laws that currently inform, prescribe and influence
the activities of educators and education managers, whether on the
sports fields or in the boardroom, at the blackboard or behind a
desk. This fifth edition of Aspects of education law places
emphasis on the legal aspects that pertain to learner misconduct in
South African schools, with extended chapters on human rights and
school governance, and has been thoroughly updated in terms of new
legislation and case law. It includes discussions of the position
of the child as legal subject, the educator's duty of care and the
administrative aspects of school management. Aspects of education
law has become an essential resource for educators, lawyers,
members of governing boards and parents, and all of those who are
interested in ensuring high-quality schooling in South Africa.
Previous editions have been hailed as being "among the highest in
the international community" and "a must for ... scholars
throughout the world with an interest in comparative education law"
by American academics. [A] superb blend of theory and practice ...
[and] ... a comprehensive compilation of all of the relevant
statutes, regulations, and law cases that apply to education. Both
education and law practitioners will find the case studies ... to
be invaluable in assisting them to recognize, respond to, and
resolve legal issues in schools. This book should become a standard
work in training education practitioners and should be on the shelf
of every education and legal professional in South Africa.
What is White Paper 6 about? How can I follow the curriculum when
my learners have such different needs? Can I prepare lessons in
such a way that all learners can work toward the same theme and
topic, but at different levels? What about assessment and
reporting? South Africa's legislative framework embraces the
principles of inclusive education, but what does this mean for
classroom teachers who need to accommodate the needs of a diverse
range of students? And is true inclusivity practised in South
African classrooms? Embracing diversity though multi-level
teaching: For Foundation, Intermediate and Senior Phase is an
empowering resource that demystifies inclusive education. It
provides practical suggestions as to how all learners' needs can be
accommodated in the classroom. Diversity is viewed as a powerful
resource, and this hands-on text provides useful strategies and
guidance for teachers, district officials, heads of departments and
teacher trainers.
Today's teachers are expected to meet the needs of a range of
diverse and multicultural learners in their classrooms, ensuring
that they create favourable conditions for learning. This can be a
daunting task, particularly for beginners, as it is only through
teaching practice that student teachers develop important
professional knowledge about themselves, fellow teachers, learners,
their communities and the teaching profession as a whole. Teaching
practice in an African context is an essential guide for both
students and experienced teachers, providing the insight and skills
they need to navigate South African schools. Teaching practice in
an African context is informed by the principles of Africanisation
and ubuntu, and is written in a clear, conversational style. It
encourages reflection on the various practical aspects of teaching,
leading to better education practice and thus improving
performance. Teaching practice in an African context is aimed at
undergraduate education students as well as qualified teachers
already in practice.
What motivates teachers to put forth their best efforts in the
classroom How can principals understand what drives each teacher
and use that information to encourage practices that lead to the
best outcomes for students? If teachers are struggling, what can
principals do to help them succeed? These questions and many more
are thoroughly explored in The Teacher's Principal, an invaluable
roadmap that all principals can use not only to support teachers
who are doing good work, but also to help those who are faltering
to get back on track. Taking a compassionate, holistic view of what
drives teachers, veteran educator Jen Schwanke explains their three
key motivators: Purpose, which reflects teachers' foundational
values and reasons for teaching; Priorities, which reveal how
committed teachers are to student learning; and Patterns, or the
visible habits and routines that propel teachers' daily decisions.
Understanding these "three Ps" will help principals ensure that
teachers' practice aligns to what's best for students--and that
teachers are happy, motivated, and effective at their jobs. Filled
with real-life examples, practical suggestions, and hard-won
lessons, this book walks principals of all grade levels through
dozens of powerful strategies for supporting teachers in ways that
benefit everyone in the school community.
In this timely and thoughtful call to action, author and educator
Starr Sackstein examines the critical intersection between
assessment and social and emotional learning (SEL), particularly as
it affects students of color and other marginalized groups. The
book addresses the five SEL competencies identified by the
Collaborative for Academic, Social, and Emotional Learning
(CASEL)-self-awareness, self-management, social awareness,
relationship skills, and responsible decision making-and explains
how teaching students to develop their abilities in these areas can
help them improve their learning and assessment
experiences.Sackstein also raises important considerations for
educators, urging them to * Examine their implicit biases to
improve their relationships with students. * Deepen their
understanding of the impact of grades and assessments on students'
self-image and their ability to reach their full potential as
learners. * Develop personalized assessment systems that ensure an
accurate, fair, and equitable portrayal of what students know and
can do. In addition to presenting the relevant research, Sackstein
draws from personal experience and the reflections of students,
teachers, and administrators to present a compelling case for
approaching assessment through the SEL lens. Educators at all
levels who have witnessed the devasting effects that testing can
have on students' beliefs in themselves as learners will find
Assessing with Respect to be an invaluable guide to ensuring better
outcomes-and better emotional health-for all students.
At the heart of education are two fundamental questions: What
should we teach? and How should we teach it? Educators striving to
design and deliver the best-possible learning experiences can feel
overwhelmed by the possibilities. To help them make these critical
decisions, Angela Di Michele Lalor identifies five key priorities
of a curriculum that matters-practices, deep thinking, social and
emotional learning, civic engagement and discourse, and equity.
Emphasizing the importance of schools' determining their own path
forward, Lalor provides a framework for action by * Describing how
each element contributes to a rigorous, meaningful curriculum, *
Providing strategies for incorporating each element into daily
instruction and assessment, and * Offering reflection activities to
identify strengths, needs, and possible next steps. With insightful
observations, research-based background information, and real-world
examples from a variety of schools and districts, Making Curriculum
Matter presents teachers and administrators with a path for
reaching their most important overall goal: to provide
comprehensive, meaningful learning to all students.
Pretended is a vivid historical, political and cultural account of
schools and teaching under Section 28, a law that banned schools in
the UK from promoting homosexuality as a 'pretended family
relationship'. Catherine Lee was a teacher in schools for each of
the 15 years that Section 28 was law (between 1988 and 2003). In
Pretended, she considers the landscape for lesbian and gay teachers
leading up to, during and after Section 28. Drawing on her diary
entries from the Section 28 era, Lee poignantly recalls the
challenges and incidents affecting her and thousands of other
teachers during this period of state-sanctioned homophobia. She
reveals how these diaries led to her involvement in the 2022
feature film Blue Jean, and describes how this unexpected
opportunity helped her to make peace with Section 28. Pretended
will resonate with every lesbian and gay teacher who experienced
Section 28 and will shock those who previously knew nothing about
this law. Crucially, Pretended will explain to those who were
lesbian and gay students during Section 28 why they never saw
people like them in the curriculum, never had a role model and
never had an adult in school to talk to about their identity.
When it comes to 'The Excludables', it is time to shake up the
debate. Students who are excluded from school, and society, are at
a higher risk of being incarcerated. They are more likely to have
mental health difficulties, special educational needs, live in
poverty, have social care involvement and they disproportionately
come from certain ethnic groups. This book pulls on all those
threads using up to date research and establishes a deeper
understanding of how and why these things affect school behaviours.
The factors that lead to exclusion are complex, and this book meets
that challenge head on, including the kinds of "crunchy bits" that
are usually avoided at all costs, such as children who are high in
callous-unemotional traits, and trauma-informed approaches in
prison education. Written by an experienced educator and behaviour
consultant, this book steps away from the worn-out discourse that
surrounds behaviour in schools, and away from the notion that
educators are the only relevant experts. Get ready to explore
genetics, bias, epistemic trust, and the human stress-response
system; all examined through the lens of the realities of
behavioural challenge faced by educators every day. This is a read
that will confront everyone in some way.
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.
All the talk of closing the achievement gap in schools obscures a
more fundamental issue: do the grades we assign to students truly
reflect the extent of their learning? In this lively and
eye-opening book, educator Myron Dueck reveals how many of the
assessment policies that teachers adopt can actually prove
detrimental to student motivation and achievement and shows how we
can tailor policies to address what really matters: student
understanding of content. In sharing lessons, anecdotes, and
cautionary tales from his own experiences revamping assessment
procedures in the classroom, Dueck offers a variety of practical
strategies for ensuring that grades measure what students know
without punishing them for factors outside their control;
critically examining the fairness and effectiveness of grading
homework assignments; designing and distributing unit plans that
make assessment criteria crystal-clear to students; creating a
flexible and modular retesting system so that students can improve
their scores on individual sections of important tests. Grading
Smarter, Not Harder is brimming with reproducible forms, templates,
and real-life examples of grading solutions developed to allow
students every opportunity to demonstrate their learning. Written
with abundant humor and heart, this book is a must-read for all
teachers who want their grades to contribute to, rather than
hinder, their students' success.
We have a serious problem with the image of teaching in this
country. In the eyes of many, teaching is not truly a profession
akin to other professions. In the popular imagination, it is not on
a par with medicine, law or accountancy, engineering, architecture
or business. It is not held in the same esteem as careers which are
of equivalent importance to society. Must do better challenges this
damaging and pernicious status quo. It examines the origins of our
problem with teaching, it shines a light on the exciting reality of
teaching in the 21st century, and it charts a new course for the
image of the modern teaching profession. The book is written to be
easily read by the general reader, because ultimately it is with
the general reader - the parent, the employer, the politician -
that lies the power to effect the change that society needs. We can
and we must change the image of teaching for the better.
Educational preparation is currently steered by two oppositional
forces in contemporary society: global connectedness and local
diversity. The traditional notion that literacy entails the
technical ability to decode abstract letters in order to recognise
and form words and sentences is contested by the pedagogy of
multiliteracies - that there is a wealth of linguistic and cultural
pluralism in the world and that people can be part of multiple life
contexts that overlap in interest, affiliation and education.
Multiliteracies in education develops a pedagogical framework to
weave multiliteracies into the fabric of the South African
classroom. Multiliteracies in education takes the approach that
knowledge is contextually situated and rapidly changing and
diverse, which calls for new skills and flexibility, and the
ability to work in teams. Chapters are sequenced according to the
four pillars of the multiliteracies framework: overt instruction,
situated practice, critical framing and transformed practice.
An in-depth discussion of the teaching of English as home language
in grades 1, 2 and 3, as described by the Curriculum and Assessment
Policy Statement (CAPS) of 2011. Focuses on the practical side,
with a strong research foundation that will enhance knowledge of
literacy and how to teach it. Includes assessment of each language
skill and a wealth of examples. Aimed at educators in search of
basic and new ideas for the teaching of English as home language or
as first additional language in the foundation phase; parents doing
home schooling, and lecturers and students of the foundation phase
at tertiary level.
Everyone has the right to education. The main objective of any
education system in a democratic society is to provide quality
education for all learners, including those with physical, mental
and socioeconomic challenges, so that they will be able to reach
their full potential and contribute meaningfully to society
throughout their lives. With the publication of the Education White
Paper 6 in 2001, South Africa proclaimed its policy of inclusive
education; however, this policy is not always clearly understood by
educators. Addressing barriers to learning provides relevant and
in-depth knowledge to prepare educators to teach all the learners
in their class groups to the best of their ability. Addressing
barriers to learning covers the complete continuum of barriers to
learning as reflected in Education White Paper 6, including the
most vulnerable of them: those who are economically and
educationally disadvantaged; those with physical, sensory,
intellectual, and/or learning impairment; those who are subjected
to xenophobic behaviour and those displaying challenging behaviour
who are at risk of exclusion. This latest edition also includes a
new section on discrimination and sociocultural injustice towards
LGBTQI (lesbian, gay, bisexual, transgender, queer, questioning and
intersex) learners. Case studies offer practical examples and
activities provide opportunities for hands-on experience with
classroom practice and management, collaboration with all role
players and mobilisation of community involvement, which is at the
heart of true inclusion. Addressing barriers to learning is aimed
at both prospective and current educators and other support
professionals, including psychologists and therapists.
Student-run ventures, actual businesses that students enroll in as
a course and run themselves, are changing the ways in which
students learn by offering valuable hands-on experience. Many
universities around the US have some form of student-run venture
operating on campus, but how learning is reinforced and integrated
into the classroom varies widely, as does the meaningfulness of the
overall student experience. Most universities operate these
ventures as one-offs, disconnected from formal academic instruction
and as a side project that never gets full faculty or student
attention. This book examines six exemplar student-run ventures in
depth. These ventures span disciplines from all across campus
(arts, humanities, technology) and have known track-records of
success, not only from a revenue perspective, but also in terms of
pedagogy and learning. Readers learn the inner workings of all six
student-run venture courses first-hand from the faculty teaching
the course and from students who have taken the course. For
instructors looking to start a student-run venture on their campus
this book is a must-have roadmap that is sure to help them sidestep
obstacles and to accelerate success. The insights contained here
show you how you can enhance student engagement and learning by
incorporating elements of 21st century entrepreneurship education
into the classroom.
In this galvanizing follow-up to the best-selling Teaching with
Poverty in Mind, renowned educator and learning expert Eric Jensen
digs deeper into engagement as the key factor in the academic
success of economically disadvantaged students. Drawing from
research, experience, and real school success stories, Engaging
Students with Poverty in Mind reveals: Smart, purposeful engagement
strategies that all teachers can use to expand students' cognitive
capacity, increase motivation and effort, and build deep, enduring
understanding of content. The (until-now) unwritten rules for
engagement that are essential for increasing student achievement.
How automating engagement in the classroom can help teachers use
instructional time more effectively and empower students to take
ownership of their learning. Steps you can take to create an
exciting yet realistic implementation plan. Too many of our most
vulnerable students are tuning out and dropping out because of our
failure to engage them. It's time to set the bar higher. Until we
make school the best part of every student's day, we will struggle
with attendance, achievement, and graduation rates. This timely
resource will help you take immediate action to revitalize and
enrich your practice so that all your students may thrive in school
and beyond.
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