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Knowledge Mobility is the New Internationalization: Guiding
Educational Globalization One Educator at a Time shows how
university-based faculties of education in both developed and
developing countries can work together toward professional
standards that are based on globally recognized evidence and
applied in culturally appropriate, and thus sustainable, ways
throughout the world. The last half century of international
educational development has generated many positive
accomplishments, including school access expansion and curriculum
quality improvement. However, it has not produced sustainable or
comprehensive results, mainly because key institutions and local
culture are frequently ignored. Simultaneous to the production of
these mixed results in developing countries, education scholars and
faculties of education in wealthier countries have pursued an
agenda of professionalization of the educational
occupations-through higher qualification requirements, more
stringent entry standards, and explicit evidence to guide practice.
Furthermore, higher education internationalization has increased
its scope and expanded its volume. Yet in these three
areas-educational development, educational professionalization, and
higher education internationalization-there has rarely been any
convergence. This book makes a case for this vital union.
Creating Engagement between Schools and their Communities: Lessons
from Educational Leaders addresses how educational leaders have
made efforts to reconnect their schools to their communities and
the varied goals they achieved. The contributors of this book are
educational leaders who have stayed committed to their
neighborhoods and who have seen the moral imperative to provide
equal opportunity to all students. This book shares their
experiences, particularly looking at community-based schools in
urban, impoverished, or immigrant communities-communities that
often are disconnected from the political and economic centers of
the country.
Across the globe, American-style and liberal arts universities are
being established. From the first, the American University of
Beirut, established in 1866, to the liberal arts institutions being
established in Saudi Arabia, Ghana, and elsewhere in the
twenty-first century, there is a clear sense of the global desire
for the American approach to higher education as a way of
counteracting traditional, more narrowly defined university
educations. However, these universities operate in a distinctive
dynamic that must learn to bridge one culture with another, and
leadership of such institutions must by its nature focus on such
complexities and tensions. Throughout the chapters of this book,
this unique element of these universities will be better understood
through the stories and experiences as presented by their
presidents, provosts, and other academic leaders.
Creating Engagement between Schools and their Communities: Lessons
from Educational Leaders addresses how educational leaders have
made efforts to reconnect their schools to their communities and
the varied goals they achieved. The contributors of this book are
educational leaders who have stayed committed to their
neighborhoods and who have seen the moral imperative to provide
equal opportunity to all students. This book shares their
experiences, particularly looking at community-based schools in
urban, impoverished, or immigrant communities-communities that
often are disconnected from the political and economic centers of
the country.
Amidst the contentious debates about teacher effectiveness, most
people believe that unions, education colleges, charter networks,
consulting agencies, textbook publishers, test producers,
professional associations, teachers, and researchers disagree with
one another about the most essential school reforms. Though all
thesegroups do certainly have their own interests and perspectives,
they also all desire to see that students are betterprepared for a
competitive world. What if all these groups worked together for
that very goal? What wouldhappen if all reform work in PK-12
education centered on the improvement of teaching? Would teachers
betreated differently? Would they respond to their work in more
innovative ways? Would it change the quality ofeducation that
children in the United States receive?Six Degrees of School
Improvement: Empowering a New Profession of Teaching provides
glimpses of thisrealistic approach to American education reform
with an eye toward what the system might look like in one totwo
generations from now. The book makes a solid case for
"collaborative professionalism," a system thatbinds professionals
together under a common set of understandings about the ways in
which children and adolescents learn content knowledge andacquire
skills. It argues that popular approaches to school improvement
circumvent teachers and thus further de-skill and disempower the
very peopleresponsible for student learning in classrooms. Most
importantly, the book provides very clear guidance on building a
system of collaborative professionalismamong teachers.
Amidst the contentious debates about teacher effectiveness, most
people believe that unions, education colleges, charter networks,
consulting agencies, textbook publishers, test producers,
professional associations, teachers, and researchers disagree with
one another about the most essential school reforms. Though all
these groups do certainly have their own interests and
perspectives, they also all desire to see that students are better
prepared for a competitive world. What if all these groups worked
together for that very goal? What would happen if all reform work
in PK-12 education centered on the improvement of teaching? Would
teachers be treated differently? Would they respond to their work
in more innovative ways? Would it change the quality of education
that children in the United States receive? Six Degrees of School
Improvement: Empowering a New Profession of Teaching provides
glimpses of this realistic approach to American education reform
with an eye toward what the system might look like in one to two
generations from now. The book makes a solid case for
"collaborative professionalism," a system that binds professionals
together under a common set of understandings about the ways in
which children and adolescents learn content knowledge and acquire
skills. It argues that popular approaches to school improvement
circumvent teachers and thus further de-skill and disempower the
very people responsible for student learning in classrooms. Most
importantly, the book provides very clear guidance on building a
system of collaborative professionalism among teachers.
In-service teacher professional development is central to most
empirical conceptions of educational quality. As the techniques and
strategies for educational reform have spread rapidly throughout
the world, teacher professional development practices have been
borrowed across borders. It is important to study the global
sharing of information on teacher professional development. Global
Perspectives on Teacher Performance Improvement examines the
implementation of proven, high quality teacher professional
development practices in unique environments around the world. It
further explains the power of a globally connected community of
teacher quality improvement. Covering topics such as mentoring
programs, education technology, and education workforce, this book
is an essential resource for educational administration and
faculty, pre-service teachers, the public education sector,
government officials, educators of both K-12 and higher education,
researchers, and academicians.
In-service teacher professional development is central to most
empirical conceptions of educational quality. As the techniques and
strategies for educational reform have spread rapidly throughout
the world, teacher professional development practices have been
borrowed across borders. It is important to study the global
sharing of information on teacher professional development. Global
Perspectives on Teacher Performance Improvement examines the
implementation of proven, high quality teacher professional
development practices in unique environments around the world. It
further explains the power of a globally connected community of
teacher quality improvement. Covering topics such as mentoring
programs, education technology, and education workforce, this book
is an essential resource for educational administration and
faculty, pre-service teachers, the public education sector,
government officials, educators of both K-12 and higher education,
researchers, and academicians.
Discover how social networks can foster learning communities and
promote school improvement! Social networks reflect the usually
invisible relationships that control the power and flow of
information within a school. This resource for school leaders
examines types of networks-related to tasks, friendships, power,
and culture-and provides tools for maximizing networks' positive
schoolwide influence. You will find: - Samples of social network
maps that illustrate the relationships among players in various
types of networks - Steps for developing your own social network
maps using interviews, surveys, and data analysis - Strategies and
practical advice for managing social networks in support of school
goals
Discover how social networks can foster learning communities and
promote school improvement! Social networks reflect the usually
invisible relationships that control the power and flow of
information within a school. This resource for school leaders
examines types of networks-related to tasks, friendships, power,
and culture-and provides tools for maximizing networks' positive
schoolwide influence. You will find: - Samples of social network
maps that illustrate the relationships among players in various
types of networks - Steps for developing your own social network
maps using interviews, surveys, and data analysis - Strategies and
practical advice for managing social networks in support of school
goals
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