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This book examines the status of training and continuing
professional development of teachers on a national and
international level. The authors argue that teachers need to feel
that they are part of an empowering professionalism, in which their
work has an effect on the abilities of students, and where they
play a valuable role in shaping the direction of future society.
Contents: Introduction 1. The context of teachers' deprofessionalisation 2. Central direction, markets and the In-service education of teachers 3. Teachers' professional development: the need for an appreciation of the public and ecological natures of their work 4. Impoverishing a sense of professionalism, who's to blame? 5. Perceptions of professionalism by the mentors of student teachers 6. Towards a new vision of training and Inset: reflective practice, public and ecological understandings 7. Action research and teacher professionalisation 8. Conclusion
By means of case studies in schools and hospitals, this text
describes and evaluates the current issues faced by both education
and health professionals. It argues that much can be learned by
comparing the experiences of the two groups, and suggests ways in
which education and health workers can respond positively to the
changes of recent years to ensure that essential services are
maintained and improved.
By means of case studies in schools and hospitals, this text
describes and evaluates the current issues faced by both education
and health professionals. It argues that much can be learned by
comparing the experiences of the two groups, and suggests ways in
which education and health workers can respond positively to the
changes of recent years to ensure that essential services are
maintained and improved.
Writing a doctoral thesis can be an arduous and confusing process.
Writing a Watertight Thesis helps you to demystify many doctoral
concerns and provides a clear framework for developing a sound
structure for your thesis, making your thesis watertight, clear,
and defensible. Now with the added experience of Mark A. Fabrizi,
the authors draw on their extensive experience of supervising and
examining numerous doctorates from an internationally diverse and
multicultural student body around the world, including in
Australia, Canada, China, Hong Kong, Saudi Arabia, the UK and the
USA. The chapters on preparing a research proposal, the viva
process, and developing publishable articles out of your thesis
have all been updated, and new chapters have been added to
demystifying common concerns: Do I have what it takes to do a
doctorate? What is doctoral originality? Is my work of doctoral
quality? What kind of relationship should I cultivate with my
supervisor/advisors? Throughout the book you'll find examples
showcasing central research questions and the sub-research
questions derived from them, descriptions of different ways that
doctoral students have achieved success, and exercises that will
enable you to apply what you are reading directly to your own
thesis.
'Finalist' 2019 Association of American Publishers PROSE Award -
Education Practice and Theory We live in a complex age, with
multiple challenges to the practice of educational leadership, and
where there is widespread evidence of individuals wanting to retire
early from leadership positions, and of fewer wishing to take up
the role. This highly experienced team of cross-cultural
researchers combine scholarly research with over a decade of
extensive empirical research using an innovative 'portrait'
methodology to investigate the challenges that educational leaders
on two continents currently face. The kinds of challenges described
include: * the personal (e.g. being new to the job, coping with the
role, approaching retirement) * the inter-personal (e.g. power
relations, personal challenges with staff, parents and children) *
the local (e.g. issues faced by the school in the community) * the
national (e.g. government initiatives, inspection) * the global
(e.g. the impact of economic forces on political and institutional
management). Sustainable School Leadership then contributes to the
field of educational leadership in several ways. First, the authors
bring scholarly enquiry to life by providing detailed descriptions
of the challenges which individual educational leaders face in
different cultures in a globalised world. Second, they show how the
combined insights from individual portraits provide important and
meaningful critiques of national policies and organizational
functioning. Such critiques can then inform current and future
leadership research by a better understanding of how links between
the micro-, meso-, and macro-levels of education promote or
discourage school leaders' sustainability. Finally, the authors
present important cross-cultural comparisons of eastern and western
approaches to educational leadership, suggesting that
sustainability - or a lack of it - may have different roots in
different cultures. Sustainable School Leadership is relevant to
students on educational leadership and management courses,
academics and researchers and school leaders.
In a rapidly changing world with threats to the sustainability of
the environment, societies, institutions and the people within
them, a crucial question for educational leaders needs to be: what
are these threats to sustainability, and how does the role of the
educational leader need adapting to meet them through this century?
Mike Bottery unpacks this question by examining how major terms in
the field are used, mis-used, or mis-understood, before looking
specifically at five covert threats: wicked problems, positive
feedback, exponential growth, inappropriate degrees of
connectivity, and tipping points. He looks at the impact these
threats have upon sustainability at micro-, meso-, and macro-
levels, and how understanding and meeting these threats needs to
change the educational leader’s thought, values, and practice.
Bottery argues that such awareness should not only change the focus
of educational institutions, but also the focus of those inspecting
such institutions. Such recognition then needs to become part of
the cultural zeitgeist of present-day societies if future
generations are to inherit a sustainable world. In so doing, The
Educational Leader in a World of Covert Threats provides an
original, timely and essential re-think of the educational
leader’s role which makes it unique in the educational leadership
literature.
Writing a doctoral thesis can be an arduous and confusing process.
This book provides a clear framework for developing a sound
structure for your thesis, using a simple approach to make it
watertight, defensible and clear. Bottery and Wright draw on their
extensive experience of supervising and examining numerous
doctorates from an internationally diverse and multicultural
student body both in the UK and overseas, and include examples of
how successful theses have been made watertight along with
exercises to enable readers to do the same thing to their own
thesis. The authors demonstrate how the key to making a thesis
watertight lies in selecting the central research question and the
sub-research questions that together collectively answer this main
one. If these questions are well formulated the thesis can be
defended successfully against criticism on structural grounds - a
major part of the battle. Including chapters on the viva process,
strength-testing your thesis and essential preparation for writing
up your research, this is the resource for anyone looking to
produce a well-structured, watertight piece of research.
'Finalist' 2019 Association of American Publishers PROSE Award -
Education Practice and Theory We live in a complex age, with
multiple challenges to the practice of educational leadership, and
where there is widespread evidence of individuals wanting to retire
early from leadership positions, and of fewer wishing to take up
the role. This highly experienced team of cross-cultural
researchers combine scholarly research with over a decade of
extensive empirical research using an innovative 'portrait'
methodology to investigate the challenges that educational leaders
on two continents currently face. The kinds of challenges described
include: * the personal (e.g. being new to the job, coping with the
role, approaching retirement) * the inter-personal (e.g. power
relations, personal challenges with staff, parents and children) *
the local (e.g. issues faced by the school in the community) * the
national (e.g. government initiatives, inspection) * the global
(e.g. the impact of economic forces on political and institutional
management). Sustainable School Leadership then contributes to the
field of educational leadership in several ways. First, the authors
bring scholarly enquiry to life by providing detailed descriptions
of the challenges which individual educational leaders face in
different cultures in a globalised world. Second, they show how the
combined insights from individual portraits provide important and
meaningful critiques of national policies and organizational
functioning. Such critiques can then inform current and future
leadership research by a better understanding of how links between
the micro-, meso-, and macro-levels of education promote or
discourage school leaders' sustainability. Finally, the authors
present important cross-cultural comparisons of eastern and western
approaches to educational leadership, suggesting that
sustainability - or a lack of it - may have different roots in
different cultures. Sustainable School Leadership is relevant to
students on educational leadership and management courses,
academics and researchers and school leaders.
Educational Leadership for a More Sustainable World argues that
current crises in educational policies and practice, including the
recruitment and retention of educational leaders, ultimately derive
from the interactions between four key challenges which also
underpin current global and societal issues of sustainability: A
culture of consumption Global energy demands Climate change
Emerging population patterns Mike Bottery argues that problems in
dealing with these four global challenges, as well as many crises
in education, are in large part due to a failure to appreciate
their complex interactions and effects, and of the need for
sufficiently complex responses. The result is that many policies in
many areas hinder rather than facilitate appropriate solutions.
However, by showing that the dynamics of crises in educational
sustainability have many similarities to those of global systems,
this book argues that the adoption of a number of core practices
and values can help educational leaders develop greater
sustainability, not only in their own area of activity but can also
help them make a valuable contribution to greater sustainability at
the global level as well.
Writing a doctoral thesis can be an arduous and confusing process.
Writing a Watertight Thesis helps you to demystify many doctoral
concerns and provides a clear framework for developing a sound
structure for your thesis, making your thesis watertight, clear,
and defensible. Now with the added experience of Mark A. Fabrizi,
the authors draw on their extensive experience of supervising and
examining numerous doctorates from an internationally diverse and
multicultural student body around the world, including in
Australia, Canada, China, Hong Kong, Saudi Arabia, the UK and the
USA. The chapters on preparing a research proposal, the viva
process, and developing publishable articles out of your thesis
have all been updated, and new chapters have been added to
demystifying common concerns: Do I have what it takes to do a
doctorate? What is doctoral originality? Is my work of doctoral
quality? What kind of relationship should I cultivate with my
supervisor/advisors? Throughout the book you'll find examples
showcasing central research questions and the sub-research
questions derived from them, descriptions of different ways that
doctoral students have achieved success, and exercises that will
enable you to apply what you are reading directly to your own
thesis.
In a rapidly changing world with threats to the sustainability of
the environment, societies, institutions and the people within
them, a crucial question for educational leaders needs to be: what
are these threats to sustainability, and how does the role of the
educational leader need adapting to meet them through this century?
Mike Bottery unpacks this question by examining how major terms in
the field are used, mis-used, or mis-understood, before looking
specifically at five covert threats: wicked problems, positive
feedback, exponential growth, inappropriate degrees of
connectivity, and tipping points. He looks at the impact these
threats have upon sustainability at micro-, meso-, and macro-
levels, and how understanding and meeting these threats needs to
change the educational leader's thought, values, and practice.
Bottery argues that such awareness should not only change the focus
of educational institutions, but also the focus of those inspecting
such institutions. Such recognition then needs to become part of
the cultural zeitgeist of present-day societies if future
generations are to inherit a sustainable world. In so doing, The
Educational Leader in a World of Covert Threats provides an
original, timely and essential re-think of the educational leader's
role which makes it unique in the educational leadership
literature.
Educational Leadership for a More Sustainable World argues that
current crises in educational policies and practice, including the
recruitment and retention of educational leaders, ultimately derive
from the interactions between four key challenges which also
underpin current global and societal issues of sustainability: A
culture of consumption Global energy demands Climate change
Emerging population patterns Mike Bottery argues that problems in
dealing with these four global challenges, as well as many crises
in education, are in large part due to a failure to appreciate
their complex interactions and effects, and of the need for
sufficiently complex responses. The result is that many policies in
many areas hinder rather than facilitate appropriate solutions.
However, by showing that the dynamics of crises in educational
sustainability have many similarities to those of global systems,
this book argues that the adoption of a number of core practices
and values can help educational leaders develop greater
sustainability, not only in their own area of activity but can also
help them make a valuable contribution to greater sustainability at
the global level as well.
Across the world, a number of long-term (and inelegantly named)
trends - globalization, marketization, managerialism - are now
impacting on national education policies. In Education, Policy and
Ethics, Mike Bottery shows how, paradoxically, these forces are
making education both more centralized and more fragmented. In this
magisterial study of educational policy and practice he shows both
the dangers this creates and, in response, how to create a more
humane and democratic education system. Mike Bottery is Senior
Lecturer at the School of Education, University of Hull.
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