Children are born learning machines who want to learn and can organize and manage their own learning. Unfortunately, today children have little choice over what they do in school and how and when they do it. Children prepared in this ""other-determined"" manner will be poorly equipped to navigate an adult world requiring that they act autonomously and self-direct learning to acquire skills in rapidly changing environments. In Teaching Students to Become Self-Determined Learners, Michael Wehmeyer and Yong Zhao explore the how and why of self-determined learning-which emphasizes autonomy and choice, turning over ownership for learning to students by supporting them in engaging in activities that are of personal value to them, thus enabling them to act volitionally. You'll learn: How to promote self-determined learning in your classroom or school. The importance of autonomy supports, competence supports, and relatednesssupports. Conditions that enable self-determined learning. Teaching strategies for self-determined learning. Assessment strategies in self-determined learning. The role of technology in self-determined living. The practical strategies, case studies, advice, and resources here will help you help your students to motivate themselves and become self-determined learners.

Elgar Research Agendas outline the future of research in a given area. Leading scholars are given the space to explore their subject in provocative ways, and map out the potential directions of travel. They are relevant but also visionary. This innovative Research Agenda critically reflects on the state of the art and offers inspiration for future higher education research across a variety of geographical, disciplinary and theoretical perspectives. It explores the impact of Covid-19, and the need to re-engage with the Global South and reconsider conventional paradigms and assumptions. Leading international contributors address a set of salient issues, ranging from research on macro-level themes to meso and micro-level phenomena. Chapters examine the changing patterns in globalization, Europeanization, challenges to mobility and open systems, and trends in system governance, funding, and quality assurance. Organizational change, research performance, university networks, curriculum improvement and global citizenship are also analysed. This forward-thinking Research Agenda aims to reach beyond the Western perspective on higher education and will be an insightful read for both seasoned scholars and newcomers with an interest in higher education policy and research in a changing global context.

Advancing equity in our schools and society requires deep thought and honest conversations about tough topics. These conversations about emotionally charged subjects, including race, class, and culture, can be daunting. Authors Brenda CampbellJones, Shannon Keeny, and Franklin CampbellJones, experts in research and equitable practices, guide you through a meaningful framework for thinking about, preparing for, and having such critical conversations. They invite you to ponder your own cultural identity and assumptions, reflect and deeply consider values and beliefs, and then understand how these factors affect your conversations and interactions with others. They provide essential information about the types of conversations and behaviors we all consciously and subconsciously exhibit and witness, with authentic stories and experiences from people who have used the authors' framework to enrich their communities. As you explore the information and activities in this book that are specifically designed to help you scaffold new ideas into practice, you and your colleagues will examine biases and begin to build equitable experiences for all students. The book's field-tested approach enables every educator to grow professionally by using the power of conversation to develop trust, ask powerful questions, really hear the answers-and learn together in ways that strengthen and invigorate the school and community.

It can be difficult to think clearly and deeply when a decision must be made, especially for principals and other administrators barraged with information, questions, and demands on their time. When even the smallest mistake can negatively affect students and staff, strong decision-making skills are crucial. By focusing on key questions, however, school leaders can find a path through the complex decisions they encounter every day. What If I'm Wrong? and Other Key Questions for Decisive School Leadership guides you past the pitfalls of split-second instinct, groupthink, prejudice, and the rush to judgment. Leadership coach and former principal Simon Rodberg pulls together true stories from his own experience, examples of a range of school issues, and the latest research in cognitive science into a five-question framework for school leaders to ask themselves when facing a decision: What am I missing? What's one small step? Where's the trade-off? Does it have to be this way? What if I'm wrong? By prompting you to reflect on your own thought processes and cognitive blind spots, Rodberg's approach helps you build good habits of strategic decision making. Learn to navigate both tough dilemmas and everyday challenges as a decisive school leader.

Schools across the United States and Canada are disrupting the adverse effects of poverty and supporting students in ways that enable them to succeed in school and in life. In this second edition, Parrett and Budge show you how your school can achieve similar results. Expanding on their original framework's still-critical concepts of actions and school culture, they incorporate new insights for addressing equity, trauma, and social-emotional learning. These fresh perspectives combine with lessons learned from 12 additional high-poverty, high-performing schools to form the updated and enhanced Framework for Collective Action. Emphasizing students' social, emotional, and academic learning as the hub for all action in high-performing, high-poverty schools, the authors describe how educators can work within the expanded Framework to address the needs of all students, but particularly those who live in poverty. Equipped with the Framework and a plethora of tools to build collective efficacy (self-assessments, high-leverage questions, action advice, and more), school and district leaders-as well as teachers, teacher leaders, instructional coaches, and other staff-can close persistent opportunity gaps and reverse longstanding patterns of low achievement.