In-service teacher professional development is central to most empirical conceptions of educational quality. As the techniques and strategies for educational reform have spread rapidly throughout the world, teacher professional development practices have been borrowed across borders. It is important to study the global sharing of information on teacher professional development. Global Perspectives on Teacher Performance Improvement examines the implementation of proven, high quality teacher professional development practices in unique environments around the world. It further explains the power of a globally connected community of teacher quality improvement. Covering topics such as mentoring programs, education technology, and education workforce, this book is an essential resource for educational administration and faculty, pre-service teachers, the public education sector, government officials, educators of both K-12 and higher education, researchers, and academicians.

This book introduces students to education as a vehicle for social change. Douglas Bourn begins by providing historical context of how education has been linked to social change around the world and moves on, in the second section of the book, to discuss potential theoretical and conceptual frameworks for thinking about education for social change. The third sections covers how social change has been explored and promoted within different areas of learning, including schooling, youth work and higher education. The fourth section looks at the opportunities and challenges for promoting education for social change and reviews current international initiatives including those of global citizenship and climate change. Key theorists are introduced throughout the book including bell hooks, Dewey, Giroux, Gramsci, and Freire. Each chapter begins with an opening question and ends with bulleted concluding points, questions for discussion and a further reading list. The book includes a foreword written by Tania Ramalho (State University of New York, USA).

What do meaningful connections in learning and teaching look like, and how might we foster these? How might the concept of mattering be helpful for our understanding of higher education? In this book, Karen Gravett examines the role of relationships, and in particular of relational pedagogies, where meaningful relationships are positioned as fundamental to effective learning. She explores concepts of authenticity, vulnerability, and trust within learning and teaching, as well as the potential of working with students in partnership. This book examines the role of relationships between colleagues: how educators can learn from others both within and beyond higher education, as well as considering how teachers can support one another when working within challenging contemporary contexts. Drawing upon a rich theoretical perspective that interweaves posthuman and sociomaterial theory, the book also introduces a broader conception of the relational, where relational pedagogies are understood as encompassing objects, spaces and materialities, as part of an interwoven web of relations. In exploring mattering, Gravett explores both who matters - who should be considered and valued - and the material mattering of learning. In this innovative conception of relational pedagogies, Gravett offers a broad and rich reworking of our understanding of relationality, offering fresh ways in which we might understand and conduct higher education theory and practice.

Clergy have historically been represented as figures of authority, wielding great influence over our society. During certain periods of American history, members of the clergy were nearly ever-present in public life. But men and women of the clergy are not born that way, they are made. And therefore, the matter of their education is a question of fundamental public importance. In Clergy Education in America, Larry Golemon shows not only how our conception of professionalism in religious life has changed over time, but also how the education of religious leaders have influenced American culture. Tracing the history of clergy education in America from the Early Republic through the first decades of the twentieth century, Golemon tracks how the clergy has become increasingly diversified in terms of race, gender, and class in part because of this engagement with public life. At the same time, he demonstrates that as theological education became increasingly intertwined with academia the clergy's sphere of influence shrank significantly, marking a turn away from public life and a decline in their cultural influence. Clergy Education in America offers a sweeping look at an oft-overlooked but critically important aspect of American public life.

Human civilisation stands at an unimaginable precipice. The human past, leading up to today, has seen society develop under the conditions of the Holocene since 10000 BC. However - we are now in the Anthropocene, what Deleuze/Guattari term as the future rupturing the present. This book analyses the Anthropocene given four dimensions: 'tool-enhancement'; 'carbon trail'; 'the phallocene'; and 'atomic-time'. A mode of education and social change lies parallel to this mapping that tackles degrowth, changing consciousness, a Green Utopia, and building a critical-immanent model to realign current practices in the light of globalisation. This is the first book to put the philosophy of Deleuze/Guattari to work for the future, and our collective existence as a differentiated educational practice in the Anthropocene.

Emerging technologies in education are dramatically reshaping the way we teach, learn, and create meaning-both formally and informally. The use of emerging technologies within educational contexts requires new methodological approaches to teaching, learning, and educational research. This leads educational technology developers, researchers, and practitioners to engage in the creation of diverse digital learning tools that can be used in a wide range of learning situations and scenarios. Ultimately, the goal of today's digital learning experiences includes situational experiences wherein learners and teachers symbiotically enroll in meaning-making processes. Discussion, critical reflection, and critique of these emerging technologies, tools, environments, processes, and practices require scholars to involve themselves in critical conversation about the challenges and promises afforded by emerging technologies and to engage in deliberate thinking about the critical aspects of these emerging technologies that are drastically reshaping education. Global Education and the Impact of Institutional Policies on Educational Technologies deepens this discussion of emerging technologies in educational contexts and is centered at the intersection of educational technology, learning sciences, and socio-cultural theories. This book engages a critical conversation that will further the discussion about the pedagogical potential of emerging technologies in contemporary classrooms. Covering topics such as communication networks, online learning environments, and preservice teacher education, this text is an essential resource for educational professionals, preservice teachers, professors, teachers, students, and academicians.

Conversations, debates, and policies toward higher education remain in an uncritical mode of normality on issues such as inclusion, exclusion, and equity. In addition, the onset of the COVID-19 pandemic has starkly highlighted the fragility of the higher education system and has raised salient questions related to inclusivity and quality in all aspects. Sustaining Higher Education Through Resource Allocation, Learning Design Models, and Academic Development fills a gap in the existing literature by introducing current practices and procedures in the face of the new normal as they affect the higher education sector. The book also addresses the various issues of current interest in the higher education sector relative to teaching and learning, student support, staff development, curriculum development, educational technologies, learning design models, and resource allocation. Covering key topics such as student engagement, assessment practices, and academic development, this premier reference source is ideal for administrators, researchers, scholars, academicians, practitioners, instructors, and students.

The educational system across the world has experienced a significant transformation just within the past two decades. With this transformation came an array of challenges that are imperative to solve in order to cultivate an inclusive, efficient, and constructive educational system. To address these challenges, innovations in learning design, educational policies, educational technology, and more have been developed. It is essential that these innovations and research are shared and applied. Challenges of the Educational System in Contemporary Society presents an overview of the pedagogical innovation experienced in the 21st century. It shares a novel and transformative view on education practice. Using empirical research, as well as including theoretical chapters, this volume tackles some of the most relevant topics currently discussed in educational sciences. Covering topics such as intercultural awareness, emotional recognition, and gender equality policies, this premier reference source is an indispensable resource for administrators and educators of both K-12 and higher education, government officials, preservice teachers, teacher educators, librarians, researchers, and academicians.

This innovative project wrapped research around a youth theatre project. Young people of colour and from refugee backgrounds developed a sustained provocation for the people of Geelong, a large regional centre in Australia. The packed public performance-at the biggest venue in town-challenged locals to rethink assumptions. The audience response was insightful and momentous. The companion workshops for schools had profound impact with adolescent audiences. Internationally, this book connects with artistic, educational, and research communities, offering a substantial contribution to understandings of racism. This book is a provocative, transdisciplinary meditation on race, culture, the arts and change.

Education is a social practice that poses ethical questions of policy and practice at every level and at almost every turn - what we teach, how we teach, how we organise educational provision, how we research it, who controls it, and what principles drive policy nationally and internationally. This collection is rooted in the author's experience in the education system nationally and internationally over half a century, and reflects both the educational history of this period and the author's experience as a teacher, parent, school governor, teacher trainer, educational researcher, senior leader in higher education, and advisor to governments in many parts of the world. It is, then, historically located, but the approach to ethical questions is primarily in the tradition of analytic philosophy, and applied and situated ethics.