Now in its second edition, The Power of Teacher Leaders, copublished by Routledge and Kappa Delta Pi, serves as a resource for understanding the varied ways that teacher leaders foster positive change in their schools, profession, and communities. By definition, teacher leaders are teachers who stay in the classroom, maintaining their commitment to teaching students while assuming informal and formal leadership positions beyond the classroom. It is that commitment to teaching and their desire to improve student learning that motivate them to become teacher leaders. Written by researchers and teacher leaders, each chapter describes a particular way that teachers are leading, connects to the relevant scholarly literature, and assesses the impact of the teacher leaders on students and communities. The second edition features new chapters on less common and unresearched teacher leadership roles, informal teacher leadership, and teacher leaders as social justice advocates. This edited collection shows how teacher leaders play an important role in the improvement of student learning, teacher professional development, and school and community climate.

Dramatic shifts in our communication landscape have made it crucial for language teaching to go beyond print literacy and encompass the digital literacies which are increasingly central to learners' personal, social, educational and professional lives. By situating these digital literacies within a clear theoretical framework, this book provides educators and students alike with not just the background for a deeper understanding of these key 21st-century skills, but also the rationale for integrating these skills into classroom practice. This is the first methodology book to address not just why but also how to teach digital literacies in the English language classroom. This book provides: A theoretical framework through which to categorise and prioritise digital literacies Practical classroom activities to help learners and teachers develop digital literacies in tandem with key language skills A thorough analysis of the pedagogical implications of developing digital literacies in teaching practice A consideration of exactly how to integrate digital literacies into the English language syllabus Suggestions for teachers on how to continue their own professional development through PLNs (Personal Learning Networks), and how to access teacher development opportunities online. This book is ideal for English language teachers, English language learners of all ages and levels, academics and researchers of all age groups and levels, academics and students researching digital literacies, and anyone looking to expand their understanding of digital literacies within a teaching framework.

The professional development school (PDS) is a unique educational reform initiative that attempts the simultaneous reform of education at the school and the university. By conducting reform at both levels of education, the PDS is a solution to the piecemeal reforms of the past, from Dewey's Progressivism to the Sputnik reforms to New Math to Whole Language, which have targeted educational change in the public schools but most have overlooked the preparation of new teachers.

The PDS addresses the professional development of experienced teachers in the field, the preparation of new teachers, and improvement of the programs of K-12 schools at the same time and at the same place--the school site. In this way, reform goals are agreed upon and implemented by both new and experienced teachers so that reform efforts are seamlessly supported by all parties involved. Nevertheless, most educators engaged in PDS reform agree that PDSs are a high stakes reform effort and are fraught with difficulties. This case study provides an annotated road map of one PDS partnership so that others interested in partnership work are provided general principles to guide their work.

This updated second edition presents an analytical description of the education systems of all European countries, following common guidelines. These conceptual guidelines consider various criteria concerning presumptions as to the quality of a good education system. One of the book central aims is to explore the paradoxical character of education, i.e. the relationship between universal values and the search for a national identity. The common structure of the different country analyses oriented by crucial problems of education worldwide guides to discover common patterns of European education compared to that of education systems outside Europe, making its reading relevant to educators around the world. The handbook provides many suggestions for further study.

The International Handbooks of Teacher Education cover major issues in the field through chapters that offer detailed literature reviews, designed to help readers to understand the history, issues and research developments across those topics most relevant to the field of teacher education from an international perspective. This volume is divided into two sections: Teacher educators; and, students of teaching. The first examines teacher educators, their role, and the way that role influences the nature of teaching about teaching. In turn, the second explores who students of teaching are, and how that influences the relationship between teaching and learning about teaching.

This book examines the subject of school leadership as a profession. It tackles questions of what it means to be professional and to work within a profession, and how school leadership fits within these definitions. The book analyses five areas which, in the sociology of professions, are considered important for an occupation to qualify as a profession: knowledge base, education and training, ethics, working conditions, and formation of a professional identity. Based on these criteria, the book offers a comprehensive analysis into a sociological definition of the professional status of school leadership. The authors argue that school leadership is an emerging profession characterised by development and efforts across different areas. Contributing to the discussion and theorisation of professionalisation, this book will be valuable reading for scholars, researchers, and students in the field of educational leadership and educational policy.

After a year of a global Covid-19 pandemic, still, we have more questions than answers to the future of education and our social life. It is more important than ever to follow the developments closely in the coming period, pay attention to critical concerns such as inequality, as well as positive signs of transformation and innovation in all aspects of the world of teaching and learning. Expectations on what the future brings will have to be based on solid research rather than short-term perceptions. The proceedings of IJCAH 2021 are an interdisciplinary platform for teachers, researchers, practitioners, and academicians to discuss the latest research findings, concerns, and practical challenges encountered and solutions adopted in the fields of Arts and Humanities. The subject areas within the proceeding are education, language learning, arts, culture, social sciences.

1. A trending topic--colleges everywhere are interested in having their students become more globally aware given the changing nature of both their student body, the varied demographics of K-12 students 2. There is no textbook in this area that can help anchor a course and introduce the students to the roadmap of major challenges and issues. 3. The book is authored by a well recognized global educator from a major university.

*Features teachers voices and experience from around the Globe *Includes practical take-home messages and implications for teaching *Video clips are provided to offer practical demonstrations for each instructional behaviour

Evolving out of ethnographic fieldwork, this text examines how ideas of social justice are articulated and communicated by pre-service teachers and graduate teaching assistants in the US. By positing the concept of "help" as a central tenet of social justice within teacher education, this volume offers a unique performative analysis of how the concept is communicatively constituted in teacher education and training. Using a social justice framework, the book examines the ways in which new teachers contend with their identities as educators, and demonstrates how these communicative performances influence pre-service and new teachers' perceptions of their role, as well as their responsibility to engage with social justice and critical approaches in the classroom. This text will benefit researchers, academics, and educators in higher education with an interest in teacher education, critical communication studies, and the sociology of education more broadly. Those specifically interested in teacher training, mentoring, and social justice in the classroom will also benefit from this book.

Serves as a quick start training manual that defines current issues around graduate and professional student development Help practitioners and faculty to identify and connect with their own professional development communities in graduate and professional student services. Draw together current resources and research around postbaccalaureate student outcomes and make them quickly accessible, as well as identify crucial gaps in current research. This book breaks down academic silos, connects people in both academic affairs and student affairs to a professional community in graduate and professional student services, identifies critical issues in the field, and provides a common language for professionals

Originally published as a special issue of the journal Theory into Practice, this text examines innovative practices and research relating to Dual Language Education (DLE) in the US. Offering a variety of perspectives, contributors consider how dual language learning can benefit English-speaking and partner-language students across K-12, and explore how multilingualism can be harnessed for wider academic success. By investigating the ways in which schools and teachers have ensured provision of an effective DLE curriculum, chapters identify pedagogies and learning environments which support dual language learning, and consider how policy, curricula, and teacher education can be designed to promote social justice and diversity through broader access to dual programs. This book will be of interest to graduate and post graduate students, researchers, academics, professionals and policy makers in the field of multicultural education, international & comparative education, bilingualism studies, education policy and pedagogy.

This book contains the contributions presented at the 8th International KES Conference on Smart Education and e-Learning (KES SEEL 2021), which being held as a virtual conference on June 14-16, 2021. It contains high-quality peer-reviewed papers that are grouped into several interconnected parts: smart education; smart e-learning; smart education: systems and technology; smart education: case studies and research; digital education and economics in smart university, smart university development: organizational, managerial and social Issues; smart universities and their Impact on students with disabilities. This book serves as a useful source of research data and valuable information on current research projects, best practices, and case studies for faculty, scholars, Ph.D. students, administrators, and practitioners- all those who are interested in smart education and smart e-learning.

This book offers insights into the lived experiences (e.g., teaching, research, and practicum supervision) of TESOL teacher educators in diverse institutional and socio-cultural contexts. Informed by a situated, ecological perspective, it draws on a variety of research approaches (e.g., qualitative, action research, and self-study), and sheds light on how language teacher educators engage in daily practice and social interactions. This edited collection examines how TESOL educators cope with potential contextual obstacles (e.g., the theory-practice divide), and how they seek their continuing professional development in complex, shifting higher education settings. The book offers critical and thoughtful reflections of current practice and policies in language education and higher education, and provides practical implications on the preparation and development of frontline language teachers.

Through expert analysis, this text proves that John Dewey's views on efficiency in education are as relevant as ever. By exploring Deweyan theories of teaching and learning, the volume illustrates how they can aid educators in navigating the theoretical and practical implications of accountability, standardization, and assessment. The Contemporary Relevance of John Dewey's Theories on Teaching and Learning deconstructs issues regarding accountability mechanisms, uniform assessment systems, and standardization processes through a Deweyan lens. Connecting the zeitgeist of the era from which Dewey's ideas emerged and current global political, social, and economic contexts, the book emphasizes the importance of resilient systems in reconciliating the tension between standardized assessments and individual student development. Contributors provide insights from a range of settings across Pre-K, primary, secondary, and higher education and address topics including teacher agency, voice, leadership, and democracy. The volume will be of interest to scholars, researchers, and academics with an interest in philosophy of education, education policy and the impact of neoliberal agendas, as well as teaching and learning more broadly.

1. Focuses on a popular literary form, picture books 2. Emphasizes the uniqueness of childhood as a distinct stage of development 3. Explains how to introduce philosophy into classrooms and provides advice about issues related to the use of picture books

1. Focuses on a popular literary form, picture books 2. Emphasizes the uniqueness of childhood as a distinct stage of development 3. Explains how to introduce philosophy into classrooms and provides advice about issues related to the use of picture books

Thorough discussion of twice-exceptional students based on research into how gifted students with disabilities learn. Guides teams step-by-step through the process of identifying students' needs, selecting modifications and accommodations, and developing a comprehensive plan to meet the diverse needs of twice-exceptional children.

As community colleges continue to be significant in the national landscape of higher education by providing access to education and job training to diverse constituents, conversations about the support for strategic diversity leadership are paramount. Now more than ever, senior leaders must be intentional in aligning strategy with outcomes and guidance in relation to diversity, equity, and inclusion. Leaders must be diligent in pursuing an inclusive excellence agenda and promoting a strategy to support positive outcomes that impact cross-college collaboration that advances education completion and support. This practitioner's guide will provide timely and relevant insight on the ultimate benefits of strategic diversity leadership to promote inclusive excellence at community colleges. This book offers tangible resources and discusses the role of the chief diversity officer. This book will significantly benefit those interested in learning more about diversity and inclusion at community colleges and will provide insight into strategic diversity leadership. The book provides an in-depth view of the roles and responsibilities of the chief diversity officer, diversity strategic planning, and examines the various roles of diversity leaders at community colleges.

This edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum. Focusing on three aspects of the CLIL implementations: policy, practice and pedagogy, the authors describe how CLIL has evolved in distinctive socio-political, historical and cultural contexts. The chapters range across primary, secondary and tertiary education, and examine English language teaching and learning at both the macro level - through language education policy - and the micro level - with a focus on classroom interaction and pedagogy. This book fills a gap in the English as a Medium of Instruction (EMI) literature, and will be of particular interest to language teachers, teacher trainers, and students and scholars of applied linguistics more broadly.

This book is a theoretical and practical guide to implementing an inquiry-based approach to teaching which centers creative responses to works of art in curriculum. Guided by Maxine Greene's philosophy of Aesthetic Education, the authors discuss the social justice implications of marginalized students having access to the arts and opportunities to find their voices through creative expression. They aim to demystify the process of inquiry-based learning through the arts for teachers and teacher educators by offering examples of lessons taught in high school classrooms and graduate level teaching methods courses. Examples of student writing and art work show how creative interactions with the arts can help learners of all ages deepen their skills as readers, writers, and thinkers.

This volume offers the personal narratives of school, district, and state education leaders engaged in ongoing pursuits of equity, as well as findings from research and from research-practice partnerships. The chapters offer glimmers of hope through glimpses into the experiences of education leaders in the US and New Zealand. None of the stories told offer a fool-proof formula for achieving the goal of culturally responsive, socially just, equity-minded schools. They each present the inherent complexities of enacting change in schools and school systems, and the blunders that happen along the way. Each chapter begins with guiding questions to focus readers' attention as they listen to - and really hear - the lived experiences of these authors. Chapters end with reflection questions to push others to work to move aspiration into action, to build ideas of how to engage with communities in meaningful and productive ways, and how to keep stoking the passion and dedication to face the next hurdle. Taken as a whole, the book offers a reminder to pause and celebrate small successes along the way. The disproportionate impact of the pandemic on communities of color make an edited volume with accessible stories of culturally responsive leadership for social justice particularly relevant, even necessary.

* Shares the successes and the problems that were solved by a diverse group of UK and international educators during the global pandemic. * Will help and inspire any teacher develop skills to support blended learning in whatever teaching situation they find themselves. * Introduces new ways of working and pedagogical approaches appropriate for developing global skills. * Encourages teachers to build on new skills developed during and post COVID-19 including distance and blended learning, use of technology and new ways of relating to students.

* Shows how drama lessons can provide a safe and considerate space for thinking about gender. * Includes detailed lesson ideas, resources and activities for exploring gender in drama and theatre for students aged 11-18 * Includes a companion website with links to online performances and masterclasses as well as guidance on promoting LGBTQ+ inclusion in schools

Self-care involves taking action to support, protect or maintain wellbeing. Relationships have a significant influence on these acts of self-care and one's sense of wellbeing. Relationships are fundamental to individual meaning-making and crucial to the world of academia. In this edited collection, authors navigate how they view relationships as a crucial part of their wellbeing and acts of self-care, exploring the "I", "We", and "Us" at the centre of self-care and wellbeing embodiment. Each chapter unpacks this idea in varying ways that demonstrate that relationships are a fundamental element of both work and personal life and how they intersect with wellbeing. The authors present critical discussion through visual narratives, lived experiences, and strategies that highlight how relationships, seeking social support, scaffolding opportunities to learn with and from each other, and changes in practise become acts of self-care individually and collectively. There has arguably never been a more important time to raise awareness of self-care and wellbeing as central to the nature of work in higher education. Healthy Relationships in Higher Education: Promoting Wellbeing Across Academia highlights new ways of working in higher education that disrupt current tensions that neglect wellbeing and will be of interest to anyone working in this environment.