This book examines teachers' work in the first two years of the COVID-19 pandemic, where educators grappled with a worldwide virus that profoundly affected teaching and learning. This difficult situation allowed educators and researchers to reflect critically on the enduring labor experiences that persist through this uncertain period, some of them rooted in conditions prevalent long before the pandemic hit. Written from a perspective that cuts across labor studies and education, the book explains how cultural and legally inscribed expectations of teachers have been remarkably impermeable over time. In particular, the volume focuses on the educational transformations that have taken place worldwide since the pandemic occurred, including reduced educational resources, labor strife, and contradictory governmental directives. As the book articulates, these changes affect some of the most persistent educational topics, including student achievement, student health, and teacher satisfaction.

This book examines teachers' work in the first two years of the COVID-19 pandemic, where educators grappled with a worldwide virus that profoundly affected teaching and learning. This difficult situation allowed educators and researchers to reflect critically on the enduring labor experiences that persist through this uncertain period, some of them rooted in conditions prevalent long before the pandemic hit. Written from a perspective that cuts across labor studies and education, the book explains how cultural and legally inscribed expectations of teachers have been remarkably impermeable over time. In particular, the volume focuses on the educational transformations that have taken place worldwide since the pandemic occurred, including reduced educational resources, labor strife, and contradictory governmental directives. As the book articulates, these changes affect some of the most persistent educational topics, including student achievement, student health, and teacher satisfaction.

Developed within a network of Canadian researchers and their community partners, this book is a collection of case studies that explore the learning that people do through community engagement. The crucial work here explores learning that is organized by the learners themselves, collectively, rather than as individuals. Reflecting the contributors political priorities, the volume covers groups that are highly marginalized in our society and moves on to examine more mainstream citizens.

The Sharp Edge of Educational Change conveys the realities of reform as they affect educators' practice. The collected chapters each focus on particular current reform and reveals the technical and logistical complications, social and political dynamics, cognitive disjunctures and limitations and emotional demands of reform. In so doing, they provide new and rich conceptual perspectives on the contemporary nature of teachers' and administrators' work in classrooms, schools and other educational settings.

The Sharp Edge of Educational Change conveys the realities of reform as they affect educators' practice. The collected chapters each focus on particular current reform and reveals the technical and logistical complications, social and political dynamics, cognitive disjunctures and limitations and emotional demands of reform. In so doing, they provide new and rich conceptual perspectives on the contemporary nature of teachers' and administrators' work in classrooms, schools and other educational settings.

Developed within a network of Canadian researchers and their community partners, this book is a collection of case studies that explore the learning that people do through community engagement. The crucial work here explores learning that is organized by the learners themselves, collectively, rather than as individuals. Reflecting the contributors political priorities, the volume covers groups that are highly marginalized in our society and moves on to examine more mainstream citizens.

How do teachers successfully bridge the chasm between large numbers of very specific educational standards and deep understanding of important ideas? This well-researched text is based on the collaborative work between researchers and school practitioners to help answer this fundamental question. The authors have drawn from the most up-to-date research to help teachers, curriculum developers, and school leaders discover how to implement and promote learner-centred, quality teaching strategies that encourage students' understanding. Organized in five parts, this text systematically uncovers how to: o Advance student learning using leading-edge research on powerful forms of instruction o Foster metacognition in students and encourage them to take control of their own learning o Extend learning from academic thinking to real-world application across all disciplines o Learn how to instil a culture of deep understanding among students while still meeting specific achievement standards found in most district and state curricula This timely and accessible resource reveals how rethinking school curriculum and teaching for deeper knowledge transfer can help students take control of their own learning.