This book provides a holistic picture of how Chinese turnaround schools have been remarkably improved over the years and to arouse further discussion in this regard. It contributes to the understanding of school improvement from a Chinese cultural perspective, solidifies the knowledge basis of school change theories, and expands the understanding of educational administration and policies in China.

Perspectives and Reflections for the Superintendent: What Can Be Learned from Experience? focuses on the many challenges and opportunities facing school district superintendents and other school leaders on a regular basis. It cites numerous, actual events which are described and explained regarding best practices. The chapters emphasize the importance of experience and preparation, and provide examples, experiences, scenarios, takeaways, tools, and more with respect to the superintendent and the aspiring superintendent. Additionally, tips on establishing and maintaining a positive relationship with the school board are given-a relationship which is paramount for the superintendent and the school district to be successful. Perhaps one of the more important observations conveyed in the text is the need for the school board, the staff, and everyone interested in the schooling process to work together. Without collaboration among all parties concerned, stagnation will fester, and nothing worthwhile will be accomplished. Other topics presented include conflict resolution, ethics, high-performing teams, lessons learned, and ways to cultivate positive community relations. This book is practical for the seated superintendent and essential for the aspiring superintendent.

This book is based on the recognition that students learn best, and learn the most, when they witness their teachers modeling the characteristics they profess to value in their classrooms; in other words, when they see their teachers "practice what they preach". If teachers are going to hold themselves true to this adage, then not only do they have a responsibility to practice what they preach, but they must also be deliberate about what they preach in the first place. Practice What You Preach: Teacher Accountability and Personal Values explores how teachers can "preach" the values that matter most in the classroom and provides practical strategies for how to put those values into "practice". Each chapter focuses on a different value that is worthy of investing time and energy into as an educator, and worthy of being "preached" and "practiced" through integrating them into curriculum outcomes lessons. Teachers who put into practice the values that they preach reap the rewards of respectful and engaged students. Students likewise reap rewards of self-confidence, determination, and a love of learning when those same values are modeled by their teachers.

This book enhances readers' understanding of science teachers' professional knowledge, and illustrates how the Pedagogical Content Knowledge research agenda can make a difference in teachers' practices and how students learn science. Importantly, it offers an updated international perspective on the evolving nature of Pedagogical Content Knowledge and how it is shaping research and teacher education agendas for science teaching. The first few chapters background and introduce a new model known as the Refined Consensus Model (RCM) of Pedagogical Content Knowledge (PCK) in science education, and clarify and demonstrate its use in research and teacher education and practice. Subsequent chapters show how this new consensus model of PCK in science education is strongly connected with empirical data of varying nature, contains a tailored language to describe the nature of PCK in science education, and can be used as a framework for illuminating past studies and informing the design of future PCK studies in science education. By presenting and discussing the RCM of PCK within a variety of science education contexts, the book makes the model significantly more applicable to teachers' work.

The book you can trust to guide you through your teaching career, as the expert authors share tried and tested techniques in primary settings. For this new edition Dominic Wyse, with Andrew Pollard, has worked with top practitioners from around the UK, to create a text that is both cohesive and that continues to evolve to meet the needs of today's primary school teachers. Reflective Teaching in Primary Schools uniquely provides two levels of support: - practical, evidence- based guidance on key classroom issues - including relationships, behaviour, curriculum planning, teaching strategies and assessment - evidence- informed 'principles' and 'concepts' to help you continue developing your skills. New to this edition: - More case studies and research summaries based on teaching in the primary school than ever before - New reflective activities and guidance on key readings at the end of each chapter - Updates to reflect recent changes in curriculum and assessment across the UK reflectiveteaching.co.uk provides a treasure trove of additional support.

This book is a descriptive treatment of the Professional Standards for Education Leaders (PSEL), developed by several professors in Kentucky who teach graduate ed leadership courses, and their colleagues at the Kentucky Department of Education. PSEL has been adopted by the Kentucky Educational Professional Standards Board as the leadership standards that drive instruction and practice. This resource is an excellent guide for any school leader, as it breaks down PSEL, and follows with bulleted examples and scenarios that illustrate 'best practice' in serving a school effectively and creating a culture of school improvement.

This edited volume explores and extends themes in contemporary educational research on teacher preparation and the evolution in social justice education to antiracist pedagogy. These times call for teacher education to reconsider how the work devoted to social justice is explicit and intentional about its commitment to a racially just society. What does it mean for teacher education to seize this moment to confront racism and inequities that continue to perpetuate in society and school? The book highlights efforts that are being augmented to prepare teacher candidates and future faculty to address systemic racism in their teaching practices.

This book examines how educators internationally can better understand the role of education as a public good designed to nurture peace, tolerance, sustainable livelihoods and human fulfilment. Bringing together empirical and theoretical perspectives, this insightful text develops new understandings of education for sustainable development and global citizenship (ESD/GC) and illustrates how these might impact on educational research, policy and practice. The text recognizes the ESD/GC as pivotal to the universal ambitions of UNESCO's Sustainable Development Goals, and focuses on the role of teachers and teacher educators in delivering the appropriate educational response to promote equity and sustainability. Chapters explore factors including curriculum design, values and assessment in teacher education, and consider how each and every learner can be guaranteed an understanding of their role in promoting a just and sustainable global society. This book will be of great interest to academics, researchers, school leaders, practitioners, policy makers and students in the fields of education, teacher education and sustainability.

Teaching is a lifelong trial, but the first few years in the classroom are typically amongst a teacher's most challenging. Teach in the Positive Circle: Creating Opportunities for Growth and Reflection is an instrumental resource for new teachers entering the profession. This collection of real-world scenarios, checklists, and reflections provides practical guidance to make the first years successful. This book will help new teachers navigate relationships and understand themselves on a deeper level and the specific, positive tips will help in sustaining the energy necessary to maintain the enthusiasm and joy of the profession throughout their career. New teachers will find perseverance, balance, and confidence in daily interactions with different personalities. Teach in the Positive Circle also offers tips to set up a new teacher induction program as well as providing support to traditional and alternative teacher preparation programs, teacher cadet programs, and individual in-service teachers.

How would you implement Critical Digital Literacies in your own classrooms and educational programs? You will find a valuable resource to answer that question in this volume, with a pronounced focus on social justice. Seventeen contributors advance the theories and praxis of Critical Digital Literacies. Aimed at literacy, teacher education, and English Education practitioners, this volume explores critical practices with digital tools. The chapters highlight activities and approaches which cross the boundaries of: genre; critical data literacy; materiality; critical self-reflection; preservice teacher education; gender; young adult literature; multimodal composition; assessment; gaming; podcasting; and second-language teacher education. Authors also explore the challenges of carrying out both the critical and the digital within the context and confines of traditional schooling. Contributors are: Claire Ahn, JuliAnna Avila, Alexander Bacalja, Lourdes Cardozo-Gaibisso, Edison Castrillon Angel, Elena Galdeano, Matthew Hall, Amber Jensen, Elisabeth Johnson, Raul Alberto Mora, Luci Pangrazio, Ernesto Pena, Amy Piotrowski, Amanda Miller Plaizier, Holger Poetzsch, Mary Rice and Anna Smith.

Parenting can seem overwhelming. Most parents want what is best for their children, but few have the time, energy, or background knowledge to take a deep dive into an ocean of scientific studies every time a decision has to be made. This book translates educational research, from Piaget to the latest neuroscience article, into actionable strategies for parents. The book is a "guerilla guide" in the sense that some recommendations may seem counterintuitive, radical, or contrary to popular practice. However, these strategies for home and school are supported by research and years of practical experience. What's a Parent to Do? is written for parents who want to know what to do, what not to do, and why.

This book focuses on the impact of sustained and evolving collaborations, showcasing research and scholarship in a faculty group-consisting of 28 professors from five regional universities-meeting and supporting each other since 2002. Originally an innovation introduced by Cheryl J. Craig and funded by a reform movement, the Faculty Academy continues to flourish in the fourth largest city in America long after the reform initiative abandoned its charge. Contributors to this volume represent all stages of careers, include all races and genders, and write from a multiplicity of disciplinary stances (literacy, mathematics, science, social education, multiculturalism, English as a Second Language, accountability, etc.). In addition to fascinatingly diverse perspectives on teacher education, the authors also investigate issues related to career trajectories-including experiences of vulnerability. The volume illuminates how the Faculty Academy works as a dynamic academic and social bond: not only as a glue that binds members in community, but also in rigorous intellectual commitments that fuel their collective knowing and advance their careers while providing leadership, mentorship, and modelling in up-close and timely ways.

This book analyses the superintendent position and relations and shows how the well-known policy umbrella, the New Public Management (NPM), is being adapted to national contexts. School superintendents are civil servants at the heart of the governance of municipal education. Educational governance in the Nordic countries - Denmark, Finland, Norway and Sweden - is currently undergoing comprehensive restructuring and reconceptualisation at the hands of national governments influenced by transnational agencies. Our analyses of the superintendent position and relations show that the well-known policy umbrella, the New Public Management (NPM), is moving towards focusing on soft governance and social technologies as the preferred means of influences. Thus we rename it New Public Governance (NPG).

This book begins with the idea that English in the multilingual university is filled with and surrounded by tensions, from the renegotiation and bending of language norms to the emotional strain of increasing use of English. It explores how these tensions are experienced by those who find themselves in multilingual university settings outside the anglophone world and use English in their research or education. The author examines the use of English in multiple domains in Swedish universities, progressing from macro perspectives on language policies to in-depth qualitative studies of individuals. The book presents both a synthesis of recent scholarship on the use of language in multilingual universities and the author's own empirical findings, which are situated in a theoretical framework based on the work of Mikhail Bakhtin. The book offers the reader a novel way of tracing the links between language perceptions and practices on the ground, and the forces and processes which govern these practices.

This edited volume provides theoretical and practical resources relating to the 'STEPWISE' curricular and instructional framework. 'STEPWISE' is the acronym for Science & Technology Education Promoting Wellbeing for Individuals, Societies & Environments. It is a framework for organizing teaching and learning domains in ways that prioritize personal and social actions to address 'critical socioscientific issues' - that is, controversial decisions by powerful individuals/groups about science and technology (and related fields) that may adversely affect individuals, societies and/or environments. The book contains chapters written by and/or with teachers who have used STEPWISE to guide their instructional practices, as well as chapters written by education scholars who have used a range of theoretical lenses to analyze and evaluate STEPWISE - and, in several cases, described ways in which it relates to (or could relate to) their practices and/or ways in which the framework might logically be amended. Overall, this book offers educators, policy makers and others with resources useful for arranging science and technology education in ways that may assist societies in addressing significant potential personal, social and/or environmental problems - such as dramatic climate change, preventable human diseases, species losses, and social injustices - associated with fields of science and technology.

This book provides a wide spectrum of research on young children's humor and illuminates the depth and complexity of humor development in children from birth through age 8 and beyond. It highlights the work of pioneers in young children's humor research including Paul McGhee, Doris Bergen, and Vasu Reddy. Presenting a variety of new perspectives, the book examines such issues as play, humor, laughing and pleasure within the context of learning and development. It looks at humor, wordplay and cartoons that can be used as educational tools in the classroom. Finally, it provides explorations of humor within a cultural and spiritual context. The book presents diverse and creative methods to study humor and provides practical implications for adults working with children. The book offers a powerful springboard for moving research and practice toward a deeper understanding of young children's humor as an integral and meaningful component of early development and learning.

Dear teacher, you are appreciated! This inspirational book, written by motivational speakers Brad Johnson and Hal Bowman, provides daily encouragement to thank you for all that you do in the classroom and beyond. Johnson and Bowman offer quotes and powerful stories for 100 days of the school year, highlighting topics such as celebrating small successes, bringing out the best in your students, knowing your worth, and being all in. The book is perfect for teachers of all grade levels, and for principals to buy their teachers for schoolwide morale, to keep teachers feeling their best. The uplifting advice will remind you why you've chosen this profession and the impact you have on others!

What educational experiences have helped college graduates to successfully complete their degrees and prepare for their chosen careers? What motivates them to be curious and confident learners throughout their lives? This book examines these questions and more through seminal research and in-depth interviews of 150 college freshmen, college seniors, and recently hired college graduates across the United States. These first-hand accounts-including what helped them overcome their gaps and achieve success, brought fresh surprises. How should we teach to prepare graduates with the needed knowledge, skills, and dispositions to thrive? What learning opportunities are needed for students to have the capacity to think critically and solve problems in the 21st Century? The authors are excited to reveal what high school and college graduates shared about how their teachers and professors impacted their learning and achievement. This book gives teachers, professors, parents, and administrators seeking to understand effective instructional strategies and models for today's students, a framework that analyzes current research and forms a deeper inquiry starting in the front row seats of America's classrooms. How do high school and college graduates describe high-impact educators and learning? We finally asked.

This book explores the ideas and background of teacher education policy development in China and implications for the contemporary Chinese education system. In addition, it examines the key themes of teacher education policies since 1949, including investigating Teacher Exchange and Rotation Policy, Teacher Policy in the Perspective of China's Alleviation of Education Poverty, Balanced Allocation Policy of Teachers in Chinese Urban and Rural areas, and the implementation effect evaluation of the free/public normal university student policy in China. All these policies contribute to explore the dramatic development of teacher education policy development in contemporary China.

This edited book examines how teacher education utilises international immersion and field teaching (or service-learning) experience to develop teachers' global, multilingual and intercultural competencies, in preparation for entering today's culturally and linguistically diverse classrooms. Through a series of theory-based case studies, the authors demonstrate how teachers' awareness of social inequities and responsive actions, the ability to bridge one's own and others' perspectives, and understanding of key principles of second language learning are pedagogical concepts and skills that become ever more essential across all mainstream K-12 educational contexts. The chapters bring together the voices of teacher educators, intercultural learning theorists and pre- and in-service teachers to identify threads of practice and theory that can be applied within teacher education more broadly. This book will be of interest to academics, instructors and graduate students in the fields of teacher education, language learning, intercultural communication and social justice education.

In this edited book sponsored by the ATE Diversity Committee, we invited teacher educators to provide their stories from the field of education, related to antiracist instruction in teacher education. The stories took the form of narratives and counternarratives. The engaging ideas, activities, and suggestions throughout provide readers with much content to reflect on and apply in their teacher education classrooms and programs. Education advocates and policy makers would also be interested in hearing the perspectives of these educators, as they bring to light much information that is not clear through just the numbers or quantitative statistics. These in-depth rich descriptions provide high quality information that would be beneficial to educators in various settings and subject areas, as this is an antiracist teacher education is an issue that goes across all areas in education.

If you need to develop learning activities that create relevant professional learning for teachers, this book is for you. Professional Learning: A Planning Guide is a practical resource with a research-based foundation that produces desired results. If you are responsible for designing, developing, and delivering professional learning to teachers, this book is for you. This planning guide contains examples, explanations, and space for readers to create their own activities. If you would like a set of professional learning templates that produce activities which sustain teachers' learning over time, this book is for you. This planning guide contains ready-to-use templates that help you develop activities for teachers' use before, during, after, and beyond implementation. If you desire to create professional learning that initiates lasting improvements in teachers' practices, this book is for you. Every template aligns with at one or more educational change elements.

A volume in Research Methods in Educational Technology Series Editor Walter F. Heinecke, University of Virginia This book is a result of collaboration between NTLS and SITTE. Framing Research is targeted at individuals or small teams of educational researchers who are interested in conducting high quality research addressing the effects of technology-enhanced instruction on student learning. The book summarizes and unpacks the methodologies of a variety of research studies, each situated in the context of school subject areas, such as science, mathematics, social studies, and English/language arts, as well as in the contexts of reading education, special education, and early childhood learning. Taken together, the analyses provide guidance on the design of future technology research grounded in student learning of K-12 curriculum. The conclusions also serve as a tool for teacher educators seeking to prepare teachers to integrate technology effectively in their instruction and to motivate reluctant teachers to overcome perceived inconveniences connected with technology use.

This book looks at the value of integrating the arts and sciences in the school curriculum. It argues that this will help students further their understanding of analytical concepts through the use of creativity. The authors illustrate how schools can work towards presenting common practices, concepts, and content. Coverage features case studies and lessons learned from classrooms across the United States. The notion of STEAM (Science, Technology, Engineering, Arts, and Mathematics) is an emerging discipline unique in its desire to provide a well-rounded approach to education. The chapters of this volume examine STEAM in a variety of settings, from kindergarten to higher education. Readers will learn about the practical considerations involved when introducing the arts and creativity into traditionally left brain processes. This includes best practices for creating and sustaining successful STEAM initiatives in any school, college, or university. For instance, one chapter discusses novel approaches to teach writing with the scientific method in order to help students better present their ideas. The authors also detail how the arts can engage more diverse learners, including students who are not traditionally interested in STEM subjects. They provide three concrete examples of classroom-tested inquiries: designing a prosthetic arm for a child, making a paleontology investigation, and taking a closer look at the arts within roller coaster engineering. This book is an invaluable resource for teachers and teacher trainers, university faculty, researchers, and school administrators. It will also be of interest to science, mathematics, engineering, computer science, information technology, arts and design and technology teachers.