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Curriculum Leadership by Middle Leaders focusses on major issues
relating to the continuing national and international discourse on
curriculum leadership, and highlights the vital role of middle
leaders in schools. School leadership has focused primarily on
first-order change involving school leaders or principals. This
book seeks to put the spotlight on second-order change that
involves curriculum leadership and professional development support
on the part of middle leaders for more sustainable and long-term
change in teaching and learning that will influence what happens in
classrooms. With timely and thought-provoking contribution from
authors who pursue a range of scholarly interests in multiple
educational settings, the book is guided by several underlying
questions: How might we re-envision curriculum leadership so that
it addresses both local and global concerns and aspirations? How
might we better grasp how middle leaders understand and respond to
the pressures of educational reform initiatives? How might middle
leaders transform pressures into possibilities? This book will
appeal to current teachers, those currently undertaking teacher
training and students or academics carrying out research in the
field of educational leadership.
Curriculum Leadership by Middle Leaders focusses on major issues
relating to the continuing national and international discourse on
curriculum leadership, and highlights the vital role of middle
leaders in schools. School leadership has focused primarily on
first-order change involving school leaders or principals. This
book seeks to put the spotlight on second-order change that
involves curriculum leadership and professional development support
on the part of middle leaders for more sustainable and long-term
change in teaching and learning that will influence what happens in
classrooms. With timely and thought-provoking contribution from
authors who pursue a range of scholarly interests in multiple
educational settings, the book is guided by several underlying
questions: How might we re-envision curriculum leadership so that
it addresses both local and global concerns and aspirations? How
might we better grasp how middle leaders understand and respond to
the pressures of educational reform initiatives? How might middle
leaders transform pressures into possibilities? This book will
appeal to current teachers, those currently undertaking teacher
training and students or academics carrying out research in the
field of educational leadership.
Rubrics offer concrete artefacts of what schools evaluate to be of
merit, and what educators and schools value to be worth rewarding.
Assessment Rubrics Decoded offers insights into a myriad of issues
that affect, and are affected by, the construction of merit in
students' learning and the articulation of (underlying) educational
ideologies in the assessment of student achievement. Designed for
both students and teachers - who should have parity of involvement
in developing and using rubrics - this book covers the problematic
issues of assessment in schools while offering readers practical
solutions to navigating the ensuing tensions and dilemmas. The
notion that rubrics may hinder assessment transparency is also
discussed, with examples, to warn against uncritical use of rubrics
that may discipline rather than help learners. The perspective of a
school leader in providing assessment leadership to rubrics usage
across a school is included for extending awareness of rubrics
beyond classroom contexts. This provides an informed approach for
teachers to understand the stakes and complexities involved in
judging learning, and learners, whilst offering concrete options
and suggestions to consider. This book will be a valuable resource
for classroom teachers, school leaders, teacher educators and
researchers interested in the field of assessment rubrics.
Rubrics offer concrete artefacts of what schools evaluate to be of
merit, and what educators and schools value to be worth rewarding.
Assessment Rubrics Decoded offers insights into a myriad of issues
that affect, and are affected by, the construction of merit in
students' learning and the articulation of (underlying) educational
ideologies in the assessment of student achievement. Designed for
both students and teachers - who should have parity of involvement
in developing and using rubrics - this book covers the problematic
issues of assessment in schools while offering readers practical
solutions to navigating the ensuing tensions and dilemmas. The
notion that rubrics may hinder assessment transparency is also
discussed, with examples, to warn against uncritical use of rubrics
that may discipline rather than help learners. The perspective of a
school leader in providing assessment leadership to rubrics usage
across a school is included for extending awareness of rubrics
beyond classroom contexts. This provides an informed approach for
teachers to understand the stakes and complexities involved in
judging learning, and learners, whilst offering concrete options
and suggestions to consider. This book will be a valuable resource
for classroom teachers, school leaders, teacher educators and
researchers interested in the field of assessment rubrics.
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