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Convictions of Conscience: How Voices From the Margins Inform Public Actions and Educational Leadership seeks to help educational leaders to develop the competencies and capacities required to create socially just and equitable schools. It is for educational leaders interested in transforming systems and decolonizing education rooted socially, structurally and ideologically ...
Convictions of Conscience: How Voices From the Margins Inform Public Actions and Educational Leadership
Convictions of Conscience: How Voices From the Margins Inform Public Actions and Educational Leadership seeks to help educational leaders to develop the competencies and capacities required to create socially just and equitable schools. It is for educational leaders interested in transforming systems and decolonizing education rooted socially, structurally and ideologically in hegemony. This edited volume promotes the questioning of assumptions embedded in neoliberal new managerialism practices that often undergird the preparation and training of school leaders. New managerialism in higher education seeks to understand the market forces in order to cater to the idiosyncratic, often self-promoting needs and interests of the few and seeks to respond with programs and policies aligned with those forces and interest. This volume suggests that the confluence of context, theory and pedagogical strategies within the field of educational leadership should inform curricular decisions in educational leadership preparation programs and such programs should be designed to prepare school leaders as both activists and advocates for marginalized students, parents, communities, and staff. Convictions of Conscience is a call on educational leaders who are committed to success for all students to reject new managerial approaches at all levels of educational leadership and is an invitation to expand their emphasis to concerns rooted in human context, particularly identity politics. Towards this end a decolonizing philosophically grounded practice of educational leadership that disrupts static relations within the structures of power is required to move toward a more socially just praxis. The chapter authors seek to problematize understandings of diversity and inclusion by emphasizing the integral role of equity and social justice as critical dimensions of human relationships. Additionally chapter authors intentionally interrogate the socio-cultural dimensions that affect educational leaders.
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90.290000 USD

Convictions of Conscience: How Voices From the Margins Inform Public Actions and Educational Leadership

Hardback
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This is the first volume in the re-imagined series Research and Theory in Educational Administration. The volume includes a variety of perspectives written by university professors in the field of educational administration, which moves our thinking beyond the traditional scope of organizational theory and institutional analysis. It is this combination ...
Who Controls the Preparation of Education Administrators?
This is the first volume in the re-imagined series Research and Theory in Educational Administration. The volume includes a variety of perspectives written by university professors in the field of educational administration, which moves our thinking beyond the traditional scope of organizational theory and institutional analysis. It is this combination of theory, of new directions in leadership preparation and new narratives of participation that we hope will contribute to a more engaging volume for its readers-graduate students, researchers, and practitioners. The volume will provide evidence of and explanation for changing patterns of institution production explored through academic and epistemic drift. It also provides a deeper understanding of how state regulation is related to the school administrator pipeline or pathways. The concepts explained and illustrated in the volume hopes to provide a better framework for understanding how administrator preparation is unfolding across the U.S. and internationally, as well as the direction of the field of educational administration in the future.
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90.290000 USD

Who Controls the Preparation of Education Administrators?

Hardback
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Transformative Education for the Second Renaissance follows educator John PW Hudson through a personal and professional journey that led him to respond to what he sees as underlying fissures in the bedrock of educational practice. At the height of his career, he was seconded by the Richmond (BC Canada) school ...
Transformative Education for the Second Renaissance
Transformative Education for the Second Renaissance follows educator John PW Hudson through a personal and professional journey that led him to respond to what he sees as underlying fissures in the bedrock of educational practice. At the height of his career, he was seconded by the Richmond (BC Canada) school district to teach a demonstration class in the Nanashan Xian Middle School in Shenzhen, China, at the request of the school, and philanthropists Joe and Margaret Li, initiators of the project and sponsors. His assignment was to demonstrate and explain Western teaching methods to educators and other interested parties including university students and their professors from various parts of China, local and national education officials, teachers at the Nanshan Xian middle school (where he lived and taught for two years), and civic officials as well. Most days a television camera was in the room, and several adults sitting watching. Throughout his career, Hudson was intensely interested in how children learn, how and why they thrive or fail, educational philosophy, and how educational infrastructures and practices impact learners and professionals alike. After teaching Music, English and business education for twenty years at the junior high school level, Hudson turned his sights to the elementary level and taught intermediate classroom for the last thirteen years before going to China. All of these experiences left him with lingering questions which came into sharp focus in China, where traditional practices are entrenched. Primarily, Transformative Education for the Second Renaissance explores history, philosophy, research, politics and real human stories to encapsulate the driving forces of education that need adjustment, particularly assessment. Hudson describes the transition from analog to digital as the Second Renaissance, and how findings in brain research characterize how our understanding of learning has changed in modern practice from transmissive to transformative. Not a traditional academic treatise, Hudson's book reads more like a coffee shop discussion, but the reasoning and conclusions will resonate with experienced educators. Hudson's goal is to kick-start discussion about the changes he proposes, and frame a narrative to move education into our rapidly changing educational landscape. This is not a book on methods; it is a foundational work that Hudson hopes will lead to lively discussion and critical debate.
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90.290000 USD

Transformative Education for the Second Renaissance

by John P.W. Hudson
Hardback
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Opportunities and Challenges in Teacher Recruitment and Retention serves as a comprehensive resource for understanding teachers' careers across the professional lifespan. Grounded in the notion that teachers' voices are essential for understanding teachers' lives, this edited volume contains chapters that privilege the voices of teachers above all. Book sections look ...
Opportunities and Challenges in Teacher Recruitment and Retention: Teachers' Voices Across the Pipeline
Opportunities and Challenges in Teacher Recruitment and Retention serves as a comprehensive resource for understanding teachers' careers across the professional lifespan. Grounded in the notion that teachers' voices are essential for understanding teachers' lives, this edited volume contains chapters that privilege the voices of teachers above all. Book sections look closely at the particular issues that arise when recruiting an effective, committed, and diverse workforce, as well as the challenges that arise once teachers are immersed in the classroom setting. Promising directions are also included for particularly high-need areas such as early childhood teachers, Black male teachers, STEM teachers, and urban teachers. The book concludes with a call for self-care in teachers' lives. Chapter contributions come from a variety of contexts across the United States and around the world. However, regardless of context or methodology, these chapters point to the importance of valuing and respecting teachers' lives and work. Moreover, they demonstrate that teacher recruitment and retention is a complex and multifaceted issue that cannot be addressed through simplistic policy changes. Rather, attending to and appreciating the web of influences on teachers lives and careers is the only way to support their work and the impact they have on our next generation of students.
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90.290000 USD

Opportunities and Challenges in Teacher Recruitment and Retention: Teachers' Voices Across the Pipeline

Hardback
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As the inaugural issue in the Leadership for School Improvement (LSI) Special Interest Group (SIG) Book Series, this volume serves as a reflection on the foundations of the field of school improvement. Contents include connections between school improvement and the agency of principals, districts, universities, and policy. This volume will ...
Leadership for School Improvement: Reflection and Renewal
As the inaugural issue in the Leadership for School Improvement (LSI) Special Interest Group (SIG) Book Series, this volume serves as a reflection on the foundations of the field of school improvement. Contents include connections between school improvement and the agency of principals, districts, universities, and policy. This volume will be placed in the school improvement literature with examinations of evolution, trends, policies, and future foci in the field of school improvement. This book is rich in research and literature about school improvement, school effectiveness, and school reform policy and implementation and thus holds significance for educational practitioners, scholars, and policy makers at all levels.
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90.290000 USD

Leadership for School Improvement: Reflection and Renewal

Hardback
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Leading in Change: Implications for School Leadership Preparation in England and the United States considers the ways in which school leadership, and its preparation has changed and developed in response to a rapidly changing educational scenario over the past decade. Drawing together leading thinkers, researchers, and practitioners in the field ...
Leading in Change: Implications of School Diversification for School Leadership Preparation in England and the United States
Leading in Change: Implications for School Leadership Preparation in England and the United States considers the ways in which school leadership, and its preparation has changed and developed in response to a rapidly changing educational scenario over the past decade. Drawing together leading thinkers, researchers, and practitioners in the field of school leadership and management this text takes an international perspective to consider what we know about school diversification, and school leadership preparation. Theoretically and conceptually informed, the contributors' draw on recent empirical research studies and practitioner experience into school leadership preparation to examine how neoliberal and neoconservative policies are working in unison to privatize and corporatize public schools. It looks at how these policies have impacted the preparation of school leaders. In addition to information, critique, and analysis, multiple perspectives are provided that readers can draw upon to ensure aspiring school leaders are successfully prepared to lead in a diversified and corporate school context. The book is divided into three sections. In the first section key topics covered include: Relationship between school corporatization and leadership preparation in England and the United States Comparative analysis of US charter schools and UK academy trusts Section two is focused on England. Key topics covered include:System leadership and governance in networked systems Role of a specialist leader Role of social capital in the leadership of academy and free schools Building leadership capacity Women's leadership preparation in the independent sector Section three is focused on the United States. Key topics covered include: Overview of current education reform, issues and challenges for school leadership Historical analysis of standards for educational leadership preparation programs Preparing charter school leaders, emerging challenges and opportunities Role of a growth mindset in principal preparation programs School leadership preparation and development in one state Leading in Change: Implications for School Leadership Preparation in England and the United States is essential reading for those who work, study, or research in k-12 school reform. Contributors examine the current research and best practices on present school leadership preparation programs in England and the US adding to the discourse on effective training methods for 21st century school leaders. Given the crucial importance of leadership for effective school performance, a number of strategies are proposed by chapter authors to help future school leaders operate successfully in demanding and changing times.
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90.290000 USD

Leading in Change: Implications of School Diversification for School Leadership Preparation in England and the United States

Hardback
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The exploration of the intersection of leadership practices from the school principal and other educators, the school culture, and the school success across different high-need contexts and cultures make this volume unique. Chapters in this volume present original investigations or reanalysis of empirical research enhancing our understanding of the interrelationship ...
Educational Leadership, Culture, and Success in High-Need Schools
The exploration of the intersection of leadership practices from the school principal and other educators, the school culture, and the school success across different high-need contexts and cultures make this volume unique. Chapters in this volume present original investigations or reanalysis of empirical research enhancing our understanding of the interrelationship between leadership, culture and success through descriptions of practice that can contribute to lessons in leadership for school improvement. When considering a culture of success, leadership that focuses on impacting schools in high-need areas bring about lessons on how to create sustainable environments for student learning in challenging contexts. High-need schools include not only socioeconomic challenges influencing the performance of students. It includes multiple external and internal factors impacting leaders, teachers, students, and their families, affecting the management of structures, processes, and most importantly, learning. In the quest to improve high-need schools, and understand strategies for principals dedicated to a variety of contexts, this volume brings lessons with application for researchers, policy-makers, and practitioners who want to join in the quest to improve the quality of education among worldwide communities.
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90.290000 USD

Educational Leadership, Culture, and Success in High-Need Schools

Hardback
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What is (R)Evolutionary Leadership? Why Does it Matter? How can contemporary school district administrators, specifically superintendents, contend with so many difficult, and almost impossible competing commitments? Building on the definitions of revolution, revolutionary, evolution, and evolutionary, the notion of (R)Evolutionary Leadership emerged while discussing the need for school district leaders ...
The Contemporary Superintendent: (R)Evolutionary Leadership in an Era of Reform
What is (R)Evolutionary Leadership? Why Does it Matter? How can contemporary school district administrators, specifically superintendents, contend with so many difficult, and almost impossible competing commitments? Building on the definitions of revolution, revolutionary, evolution, and evolutionary, the notion of (R)Evolutionary Leadership emerged while discussing the need for school district leaders to push back against the status quo while improving teacher and leadership practices, improving student learning outcomes, engaging with the community, and ensuring decision making processes that include check and balance systems that are just, fair, and equitable for all. The chapters in this book introduce superintendents or research on superintendents in which these tenants were practiced; both in their ability to enact radical change by overthrowing the status quo - as well as evolutionary in their deliberate approach to viewing change as a process they can control over time. These leaders were willing to confront and defy practices and policies that were counter to student well-being and achievement while concurrently knowing how to reach their desired results. The chapters chosen for inclusion in this volume are those that offered a glimpse of these revolutionary tenants in practice. We ask that you consider this emerging concept as you explore the chapters of our book. You will find the (R)evolutionary Leaders you meet in the chapters know how to evolve, not just to stay alive, but to ensure the organization (school) remains relevant and vital to society. These leaders use their positional power, social capital, and expertise to advocate for policies and practices that are in the best interest of the school community and they innovate in ways that challenge the status quo. You will also find practices that are (R)Evolutionary and provide ways for leaders to innovate, collaborate, and simply take care of themselves and those around them. Our description does not seek to support or define or delineate the characteristics of a (R)Evolutionary Leader or how one might enact (R)Evolutionary Leadership-but serves as a way to (re)think the way we view the vastly complex work of school district administrators, specifically the superintendent. (R)Evolutionary leadership may change our ways of thinking about the significant advocacy role a superintendent can play in influencing both practice and policy to enact the change necessary to move forward issues of justice, equity, and quality in PK-12 schools and further to improve educational and social outcomes for those served.
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90.290000 USD

The Contemporary Superintendent: (R)Evolutionary Leadership in an Era of Reform

Hardback
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Investing in People is the world priority of the 21st century. The wellbeing of people is at the center of the agendas of the World Bank, International Monetary Fund, UN, OECD, ILO and all major development organizations. But the concern for people is not new. The celebrated books of Economics ...
EDUCONOMY: Unleashing Wellbeing and Human Centered Sustainable Development
Investing in People is the world priority of the 21st century. The wellbeing of people is at the center of the agendas of the World Bank, International Monetary Fund, UN, OECD, ILO and all major development organizations. But the concern for people is not new. The celebrated books of Economics Nobel Awardees Theodore Schultz's Investing in People. The Economics of Population Quality and Gary Becker's Human Capital were published decades ago and challenged the same human dilemma. Yet, with few exceptions, most countries are still struggling for effective formulas to put people at the center of development. The core issue is that investing in people means improving the quality of education for all. But the main problem is that countries continue to take education as an expense, not as an investment in people. National budgets consider education as a sunken cost, rather than as an investment expected to produce high returns to secure quality improvement as necessary condition for sustainability. Shortcomings are abundant but one thing is certain: unless the quality of education for all is placed front and center in development agendas, chances for progress in the VUCA (volatile, uncertain, complex, ambiguous) environment are curtailed, human centered sustainability and wellbeing will be restrained and inequality will persist. The main problem it is not income inequality, it is education inequality. In the Knowledge Economy the human (as) resources formula is no longer working. Segmentation of the economy and education is probing increasingly counterproductive. The EDUCONOMY is a human centered structure for progress to optimize returns and minimize costs of investing in people. Gallup and Brandon Busteed coined the concept Educonomy to enhance the importance of quality in education backed up by extensive surveys and data bases. Lepeley's EDUCONOMY. Unleashing Wellbeing and Human Centered Sustainable Development takes the discussion into new dimensions and addresses the complexity of the challenges. People are the DNA of Sustainable Development. Says Lepeley challenging old constructs and presenting innovative formulas pioneering human centered economics and economics of wellbeing that frame the Balanced Sustainable Development ESTE (economic, social, technology, environment) Model. ESTE is the product of the Educonomy built on three fundamental pillars: the Talent Economy, the Agility Economy and the Quality Economy convergent with demands of the Knowledge Economy. In the ESTE Model education is no longer a national expense, it is an investment that secures high rates of returns and social and economic inclusiveness anchored in quality standards for all.
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90.290000 USD

EDUCONOMY: Unleashing Wellbeing and Human Centered Sustainable Development

by Maria-Teresa Lepeley
Hardback
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We, educators, are often so involved in daily teaching duties that lack time to absorb the broader picture of what is happening beyond our classrooms in a rapidly changing world. That is the norm in our profession. But our responsibility is to constantly improve the wellbeing of all the students ...
EDUQUALITY: Human Centered Quality Management in Education. A Model for Deployment, Assessment and Sustainability
We, educators, are often so involved in daily teaching duties that lack time to absorb the broader picture of what is happening beyond our classrooms in a rapidly changing world. That is the norm in our profession. But our responsibility is to constantly improve the wellbeing of all the students enrolled in our classes. Education is the most important and most challenging profession there is. Educators shape future leaders, heroes, and people who can improve the world. Transformational educators have long term effects in the lives of students that projects on nations. On the opposite side, students waste time sitting in a classroom and can hamper future opportunities in life when educators fail to motivate them to assume responsibility for improving their wellbeing and build a better world for all. Education is not just another profession, it is an extraordinary endeavor with surmounting human responsibility to transform lives for the better. To claim the merit of education, educators must project education beyond school border into the context of society and the economy. To miss this context is a pending challenge. We, educators, need to earn the merit we deserve. But we now know that we earn merit with knowledge how to manage for quality and continuous improvement aiming at results leading to sustainability and working systematically to reach high standards. Lepeley, author of numerous publications on the subject, former examiner of the US Baldrige National Quality Award and adviser to NQAs in six countries in Latin America, presented her quality management model for education in the World Bank Global Network in the early 2000's. Her model has pioneered integration of education with other disciplines and other sectors projecting the importance and impact of education on sustainable development. The author emphasizes that neglecting the surmounting demand for quality will impair education as a fundamental factor of development, harm the worth of educators, undermine the profession and dent the wellbeing of human beings in inclusive nations and a peaceful world.
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90.290000 USD

EDUQUALITY: Human Centered Quality Management in Education. A Model for Deployment, Assessment and Sustainability

by Maria-Teresa Lepeley
Hardback
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The chapters in the book present in-depth examination of novice teachers' experiences in Houston area schools during their first-through-third year of teaching. Their professional challenges and the unique conditions in which they must navigate their developing and sometimes fragile teacher identity are comprehensively explored.
Facing Challenges and Complexities in Retention of Novice Teachers
The chapters in the book present in-depth examination of novice teachers' experiences in Houston area schools during their first-through-third year of teaching. Their professional challenges and the unique conditions in which they must navigate their developing and sometimes fragile teacher identity are comprehensively explored.
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90.290000 USD

Facing Challenges and Complexities in Retention of Novice Teachers

Hardback
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Over the last decade, significant changes have occurred in how schools are organized, how educators are prepared and certified, how accreditation policies have shifted both curriculum and content, as well as changes to the demographics of middle school classrooms. This volume, Preparing Middle Level Educators for 21st Century Schools: Enduring ...
Preparing Middle Level Educators for 21st Century Schools
Over the last decade, significant changes have occurred in how schools are organized, how educators are prepared and certified, how accreditation policies have shifted both curriculum and content, as well as changes to the demographics of middle school classrooms. This volume, Preparing Middle Level Educators for 21st Century Schools: Enduring Beliefs, Changing Times, Evolving Practices provides a review of current research focused on middle level educator preparation at all levels. Our enduring beliefs about young adolescents have not changed (e.g., need for developmentally responsive instruction, caring adults who understand them and are prepared to teach them, opportunities to explore their interests) but the political and sociocultural climate of schools and schooling has. In light of changing times, this volume allows researchers and teacher educators to share research from their context and inform the evolving practices of educator preparation for the middle level. The research presented in this volume is organized into three sections, with an introduction provided for each. The authors grounded their work in the Association for Middle Level Education's teacher preparation standards (2012) and tenets of This We Believe (NMSA, 2010). By doing so, they examine topics that hold potential for meeting the learning needs of teachers and students in middle level schools. The first section includes chapters from individuals working to ensure that the enduring beliefs of middle level education continue to guide the structures of their middle level teacher preparation programs. The second set of chapters closely examines how changing times are shaping the work of teacher educators. Finally, the last section spotlights evolving practices that continue to develop in response to the changes impacting our classrooms, schools, and communities. This text provides readers with researched-based practices and information to help them continue the tradition of middle level teacher education. The enduring beliefs of preparing teachers who understand, respect, and honor the many talents, gifts, and contributions of the young adolescent student will guide teacher educators as they respond to the changing times of education and the evolving practices of teachers, teacher educators, and schools.
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90.290000 USD

Preparing Middle Level Educators for 21st Century Schools

Hardback
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This book offers 32 texts and case studies from across a wide range of business sectors around a managerial framework for Sustainable Business. The case studies are developed for and tested in executive education programmes at leading business schools. The book is based on the premise that the key for ...
Managing Sustainable Business: An Executive Education Case and Textbook
This book offers 32 texts and case studies from across a wide range of business sectors around a managerial framework for Sustainable Business. The case studies are developed for and tested in executive education programmes at leading business schools. The book is based on the premise that the key for managing the sustainable business is finding the right balance over time between managing competitiveness and profitability AND managing the context of the business with its political, social and ecological risks and opportunities. In that way, a sustainable business is highly responsive to the demands and challenges from both markets and societies and managers embrace the complexity, ambivalence and uncertainty that goes along with this approach. The book presents a framework that facilitates the adoption of best business practice. This framework leads executives through a systematic approach of strategic analysis and business planning in risk management, issues management, stakeholder management, sustainable business development and strategic differentiation, business model innovation and developing dynamic capabilities. The approach helps broaden the understanding of what sustainable performance means, by protecting business value against sustainability risks and creating business value from sustainability opportunities.
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68.240000 USD

Managing Sustainable Business: An Executive Education Case and Textbook

Hardback
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This book provides a practical focus and framework for establishing insightful leadership that will enhance the learning of students with exceptionalities in the 21st century by discussing critical leadership dimensions and topics by leading academics. Topics discussed include the following: shifting leadership paradigms for all students in general and special ...
Leadership Matters in the Education of Students with Special Needs in the 21st Century
This book provides a practical focus and framework for establishing insightful leadership that will enhance the learning of students with exceptionalities in the 21st century by discussing critical leadership dimensions and topics by leading academics. Topics discussed include the following: shifting leadership paradigms for all students in general and special education, district leadership strategies for implementing individualized academic and behavioral student interventions, preparing leaders to work with students with diverse learning needs, critical leadership roles for regular classroom teachers in educating learners with special needs, innovative leadership to increase school completion and graduation of general and special education learners, why psychologists need to be a part of the school leadership team, the importance of culturally responsive leadership in general and special education, the role of school leaders in helping learners with physical and health impairments, school leadership for all students in rural schools, the use of technology by leaders to improve special education services, an international example model of leadership in general and special education, and future perspectives of leadership in special education. Leadership Matters in the Education of Students with Special Needs in the 21st Century is a critically needed addition to the successful education of students with exceptionalities as it provides much needed and innovative leadership perspectives for effective instructional practices for today's students with special needs. The book can be a model for best practices for school district leadership teams challenged by the multifaceted needs of students with exceptionalities.
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90.290000 USD

Leadership Matters in the Education of Students with Special Needs in the 21st Century

Hardback
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The focus of this book is to explore teachers' evolving personal epistemologies, or the beliefs we hold about the origin and development of knowledge in the context of teaching. The chapters focus on a range of conceptual frameworks about how university and field?based experiences influence the connections between teachers' personal ...
Teachers' Personal Epistemologies: Evolving Models for Informing Practice
The focus of this book is to explore teachers' evolving personal epistemologies, or the beliefs we hold about the origin and development of knowledge in the context of teaching. The chapters focus on a range of conceptual frameworks about how university and field?based experiences influence the connections between teachers' personal epistemologies and teaching practice. In an earlier volume we investigated preservice and inservice teachers' beliefs and teaching practices (Brownlee, Schraw and Berthelsen, 2011). While we addressed the nature of teachers' personal epistemologies, learning and teaching practices, and approaches for changing beliefs throughout teacher education programs, the volume did not address conceptual frameworks for the development of teacher's personal epistemologies. To address this gap, the book is focused on teacher educators, teachers and teacher education programmers in universities with an overall aim of highlighting how we might support preservice teachers' involvement in learning that is challenging and inservice teachers' engagement in professional experiences that promote changes in teaching practice. We argue that teachers need to be encouraged to question their beliefs and develop increasingly sophisticated beliefs about their knowledge and their students' knowledge that facilitate learning and intellectual growth.
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90.290000 USD

Teachers' Personal Epistemologies: Evolving Models for Informing Practice

Hardback
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Issues related to gender and sexual diversity in schools can generate a lot of controversy, with many educators and youth advocates under-prepared to address these topics in their school communities. This text offers an easy-to-read introduction to the subject, providing readers with definitions and research evidence, as well as the ...
Gender and Sexual Diversity in Schools
Issues related to gender and sexual diversity in schools can generate a lot of controversy, with many educators and youth advocates under-prepared to address these topics in their school communities. This text offers an easy-to-read introduction to the subject, providing readers with definitions and research evidence, as well as the historical context for understanding the roots of bias in schools related to sex, gender, and sexuality. Additionally, the book offers tangible resources and advice on how to create more equitable learning environments. Topics such as working with same-sex parented families in elementary schools; integrating gender and sexual diversity topics into the curriculum; addressing homophobic bullying and sexual harassment; advising gay-straight alliances; and supporting a transgender or gender non-conforming student are addressed. The suggestions offered by this book are based on recent research evidence and legal decisions to help educators handle the various situations professionally and from an ethical and legally defensible perspective.
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167.990000 USD

Gender and Sexual Diversity in Schools

by Elizabeth J. Meyer
Hardback
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The International Handbook on Educational Leadership and Social (In)Justice creates a first-of-its-kind international forum on conceptualizing the meanings of social justice and leadership, research approaches in studying social justice and combating social injustices, school, university and teacher leadership for social justice, advocacy and advocates for social justice, socio-cultural representations of ...
International Handbook of Educational Leadership and Social (In)Justice
The International Handbook on Educational Leadership and Social (In)Justice creates a first-of-its-kind international forum on conceptualizing the meanings of social justice and leadership, research approaches in studying social justice and combating social injustices, school, university and teacher leadership for social justice, advocacy and advocates for social justice, socio-cultural representations of social injustices, glocal policies, and leadership development as interventions. The Handbook is as much forward-looking as it is a retrospective review of educational research literatures on social justice from a variety of educational subfields including educational leadership, higher education academic networks, special education, health education, teacher education, professional development, policy analyses, and multicultural education. The Handbook celebrates the promises of social justice while providing the educational leadership research community with concrete, contextualized illustrations on how to address inequities and combat social, political and economic injustices through the processes of education in societies and educational institutions around the world.
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835.93 USD

International Handbook of Educational Leadership and Social (In)Justice

Hardback
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External drivers are pressing for a more privatized approach to higher education and research, a greater reliance on technology and the more efficient use of resources. This book analyzes recent changes in institutional governance and management in higher education and their impact on the academy and academic work. It draws ...
Changing Governance and Management in Higher Education: The Perspectives of the Academy
External drivers are pressing for a more privatized approach to higher education and research, a greater reliance on technology and the more efficient use of resources. This book analyzes recent changes in institutional governance and management in higher education and their impact on the academy and academic work. It draws on findings from an international study based on a survey of academics in eighteen countries. It opens with a chapter outlining the key issues, drivers and challenges that inform contemporary discourse around academic work and the profession in general. It then focuses on national case studies, comparing changes in the top tier with the lower tiers of national systems, public and private institutions, and other differentiating factors appropriate in each country, which include mature and emerging higher education systems. It concludes by proposing a series of generalizations about the contemporary status of governance and management of institutions of higher education.
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209.990000 USD

Changing Governance and Management in Higher Education: The Perspectives of the Academy

Hardback
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2007b: 115 ff.; Jansen 2007c: 236 ff.). Governance patterns here means a chain of interconnected mechanisms which can be observed empirically. Governance p- terns can be roughly de?ned as complex regulatory structures coordinating the actions of interdependent actors . Governance patterns can relate to hierarchical as well as to lateral ...
Governance and Performance in the German Public Research Sector: Disciplinary Differences
2007b: 115 ff.; Jansen 2007c: 236 ff.). Governance patterns here means a chain of interconnected mechanisms which can be observed empirically. Governance p- terns can be roughly de?ned as complex regulatory structures coordinating the actions of interdependent actors . Governance patterns can relate to hierarchical as well as to lateral coordination mechanisms. Enforcement can be based on law, p- fessional norms or informal and implicit norms or customs. Moreover, the regulatory structures or individual mechanisms inside them can be established and sanctioned by public as well as by private actors. There is in fact not necessarily an actor in charge of controlling outcomes as for instance in market competition. In the next section, I will introduce the reader to the changing role of the state in science policy. The third section presents the governance model for the p- lic research sector which was developed by the research group and underlies the 1 contributions in this anthology. The ?nal section gives an overview of the papers.
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188.990000 USD

Governance and Performance in the German Public Research Sector: Disciplinary Differences

Hardback
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Known as either 'soft' or 'hard' 'managerialism', 'new managerialism' or 'new public management', this new narrative has, irrespective of moniker, permeated the institutions of higher education almost everywhere. Taking this as its context, this volume is founded on a comprehensive international comparative analysis of the evolving role of middle-level academic ...
The Changing Dynamics of Higher Education Middle Management
Known as either 'soft' or 'hard' 'managerialism', 'new managerialism' or 'new public management', this new narrative has, irrespective of moniker, permeated the institutions of higher education almost everywhere. Taking this as its context, this volume is founded on a comprehensive international comparative analysis of the evolving role of middle-level academic managers-deans, heads of department and their equivalents. The chapters address key questions that will determine the future of academe: have the imperatives of management theory caused a realignment of the values and expectations of middle-level academic managers? In what way do the new expectations placed on this group shape the academic profession as a whole? And, whose interests do middle-level academic managers represent? Based on material presented at one of the high-level Douro Seminars on research into tertiary education, this volume systematically combines theoretical views with empirical analysis. It argues that 'managerialist' pressure has resulted in changes in the way academic performance is measured. There has been a shift in criteria away from research reputation, teaching and scholarship to the measurement of performance based upon management capacities. This has given middle-level academic managers a pivotal role halfway between the predilections of high-level decision makers and the maintenance of academic values and control. The enhanced expectations and more defined functions of middle-level academic managers are in clear contrast to earlier times, when the position was considered a public-spirited rite of passage for career-minded academics. Despite this, the contributors to this book believe that the middle-level managers in the ten countries examined are neither corporate lackeys nor champions of academe. It is becoming increasingly clear that the ability of organisations to achieve their aims is largely dependent on the skill and dedication of middle managers. Past studies of organisational dynamics have been preoccupied with the executive level of management. This text, which will be of great interest to researchers and policy makers alike, attempts to redress the balance.
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167.990000 USD

The Changing Dynamics of Higher Education Middle Management

Hardback
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This book is a poignant celebration of grassroots empowerment as our contributors, people who just a short time ago thought of themselves as ordinary citizens, document their call to action when their children and their profession are on the line. Practicing teachers and parents who see the direct impact of ...
Resisting Reform: Reclaiming Public Education through Grassroots Activism
This book is a poignant celebration of grassroots empowerment as our contributors, people who just a short time ago thought of themselves as ordinary citizens, document their call to action when their children and their profession are on the line. Practicing teachers and parents who see the direct impact of education reform on young people and are looking for straightforward and accessible information to help them understand what is happening and acquire the tools for resistance will find direction in this text. Providing inspiration, as well as practical guidance on how to become active in reclaiming education this book covers topics including the corporate takeover of education, high stakes testing, Common Core Standards, teacher preparation, grassroots activist responses, and much more.
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52.490000 USD

Resisting Reform: Reclaiming Public Education through Grassroots Activism

Hardback
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This new book recognizes the reality that all principals are responsible for supervision, evaluation, and professional development of their teachers-tasks that are neither simple nor without conflict. The primary audience of this text is aspiring and practicing principals. We hope to help them understand both the theory and practice of ...
Improving Instruction through Supervision, Evaluation, and Professional Development
This new book recognizes the reality that all principals are responsible for supervision, evaluation, and professional development of their teachers-tasks that are neither simple nor without conflict. The primary audience of this text is aspiring and practicing principals. We hope to help them understand both the theory and practice of supervision, evaluation, and professional development. Observing instruction, collection data for reflection, and having conversations about teaching however, are not sole provinces of principals. Master teachers, teacher leaders, and teacher colleagues can also benefit from the Supervisory sections of the book, especially the chapters on high-quality instruction, improving instruction, and the classroom data collecting tools.
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90.290000 USD

Improving Instruction through Supervision, Evaluation, and Professional Development

by Wayne K. Hoy, Michael F. DiPaola
Hardback
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Analyzing educational landscapes - the fundamental values, principles and institutions of the sector - is a highly complex and demanding task for any researcher. Like shifting desert sands, these aspects of education are in a constant state of flux, changing according to the unpredictable economic, social, cultural and geo-political circumstances ...
Changing Educational Landscapes: Educational Policies, Schooling Systems and Higher Education - a comparative perspective
Analyzing educational landscapes - the fundamental values, principles and institutions of the sector - is a highly complex and demanding task for any researcher. Like shifting desert sands, these aspects of education are in a constant state of flux, changing according to the unpredictable economic, social, cultural and geo-political circumstances of late modernity. Key aspects of the intricate, fluid and multifarious contemporary setting can always escape the researcher's necessarily selective observation. The contributors to this book share the view that it is wise, therefore, to take note of other people's ideas, perceptions and perspectives, to compare notes and reflect critically on them. Thus the papers presented here are a critical and comparative analysis of today's changing educational landscapes. They are an exploration of some of the forces and factors that induce these changes, and also examine some of their most significant implications. The work takes a fresh look at received ideology and institutional practices and delineates the increasingly internationalized educational discourses and policies. Among other things, the book discusses the obsession with quality in education and the alternative perceptions of educational equality; the rising concern at the obstacles to truly multicultural education, and the debate about the epistemological foundations both of knowledge and knowledge production. Underlying all of the papers in the book is the authors' intention to enhance our understanding of educational change in this era of transition and to further our appreciation of its multifaceted expressions across the world.
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178.490000 USD

Changing Educational Landscapes: Educational Policies, Schooling Systems and Higher Education - a comparative perspective

Hardback
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Strong system-wide support is increasingly being identified as playing an important role in policy efforts aimed at increasing student achievement (Hightower, Knapp, March, and McLaughlin: 2002). Yet current research often views district and other system-wide support as largely governance changes without substantive linkage to school improvement outcomes (Cuban and Usdan: ...
System-Wide Efforts to Improve Student Achievement
Strong system-wide support is increasingly being identified as playing an important role in policy efforts aimed at increasing student achievement (Hightower, Knapp, March, and McLaughlin: 2002). Yet current research often views district and other system-wide support as largely governance changes without substantive linkage to school improvement outcomes (Cuban and Usdan: 2003). In this volume we seek to deepen our understanding of the role of school districts and system-wide initiatives through a series of case studies that focus on how school districts and system-wide actors facilitate policy innovation and reform initiatives that are designed to improve student achievement. Through both quantitative and qualitative studies from diverse settings across the country, chapters in this volume examine the role of instructional technology, alternative accountability practices, management and partnership reforms, and school improvement efforts through new incentive and support practices. While challenges remain, these case studies demonstrate how districts support and facilitate school change aimed at improving student achievement.
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90.290000 USD

System-Wide Efforts to Improve Student Achievement

Hardback
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This book analyzes education reform through the eyes of those entrenched in the process - policy makers, administrators, middle managers, principals, and teachers - in the context of care. A senior administrator, who participated in the implementation of an unprecedented series of reforms that flattened the education system in a ...
Caring Leadership in Turbulent Times: Tackling Neoliberal Education Reform
This book analyzes education reform through the eyes of those entrenched in the process - policy makers, administrators, middle managers, principals, and teachers - in the context of care. A senior administrator, who participated in the implementation of an unprecedented series of reforms that flattened the education system in a Canadian province and rebuilt it with a new mandate, examines learning from the shortcomings of the past and provides a critical enquiry that can help determine the success or failure of future reform efforts by shedding light on the obstacles to avoid, problems to correct, and methods to embrace in order to overcome hurt and disappointment in a turbulent environment and foster more caring and effective educational organizations. Few attempts have been made to write a book about women's work from the perspective of those in senior leadership roles in education; others have written about it but not experienced it firsthand. This book illuminates the controversial debate between women and gender in education and challenges assumptions about equity and the caring and democratic nature of education. It contributes to a broader understanding and knowledge of the complexities of leadership work within education, which in turn can lead to improvement in professional relationships as well as organizational effectiveness. The book contains enlightening and compelling stories about the unique and shared experiences of people navigating turbulence within an organization. Author Mary Green draws on her career spent teaching and learning to provide a unique Canadian perspective and context. She offers a rigorous self, social, historical, and political reflection of educators, who despite experiencing particular challenges, draw purpose from faith in the possibilities and potential of more caring practice in education. The content will prove useful to those committed to infusing more humanity into work in education with reference to individuals, institutions, and the social and political challenges in the field. Specifically, this book is relevant to graduate students in faculties of education, policy makers, principals, other administrators, and organizational leaders. Universal issues of power and politics reveal interconnections between the personal and the global workplace, underscoring the importance of care in the workplace. Series Editors: Jeffrey S. Brooks, University of Idaho, USA; Denise E. Armstrong, Brock University, USA; Ira Bogotch, Florida Atlantic University, USA; Sandra Harris, Lamar University, USA;Whitney H. Sherman, Virginia Commonwealth University, USA; George Theoharis, Syracuse University, USA.
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90.290000 USD

Caring Leadership in Turbulent Times: Tackling Neoliberal Education Reform

by Mary G Green
Hardback
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This book is the fifth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Scholars, both young and established, are invited to publish original analyses, but we especially encourage young scholars to contribute to this series. The current volume ...
Contemporary Issues in Educational Policy and School Outcomes
This book is the fifth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Scholars, both young and established, are invited to publish original analyses, but we especially encourage young scholars to contribute to this series. The current volume is similar to its predecessors in that it provides a mix of beginning and established scholars and a broad range of theoretical perspectives; in all 14 authors contributed to 9 separate but related analyses, which were selected for publication this year. These chapters underscore the significance of educational policy in contemporary public education and in particular the impact of accountability policy on school outcomes. Public schools are increasingly being held accountable for students achieving at higher levels in both basic skills and higher-level learning outcomes. Of course, all policy is enacted by teachers in classroom and sometimes changed or distorted in the process. The challenge is to improve student outcomes without permitting accountability testing to extinguish innovation and creativity in schools.This book series on Theory and Research in Educational Administration is about understanding schools. We welcome articles and analyses that explain school organizations and administration. We are interested in the why questions about schools. To that end, case analyses, surveys, large data base analyses, experimental studies, and theoretical analyses are all welcome. We provide the space for authors to do comprehensive analyses where that is appropriate and useful. We believe that the Theory and Research in Educational Administration Series has the potential to make an important contribution to our field, but we will be successful only if our colleagues continue to join us in this mission.
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90.290000 USD

Contemporary Issues in Educational Policy and School Outcomes

Hardback
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This text covers such topics as: organizational learning in high-stakes accountability environments; bridging and buffering parent involvement in schools; alternative views of the task of teaching; and collective efficacy and school organization.
Theory and Research in Educational Administration
This text covers such topics as: organizational learning in high-stakes accountability environments; bridging and buffering parent involvement in schools; alternative views of the task of teaching; and collective efficacy and school organization.
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90.290000 USD

Theory and Research in Educational Administration

Hardback
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This book examines whether or not and how personal religion associates with school cultural capital. Specifically, on one level, the book offers insights and empirical data on who is choosing, teaching, and working in parochial schools and what motivates them to do so in the schools, issues that still remain ...
Religiosity, Cultural Capital and Parochial Schooling: Psychological Empirical Research
This book examines whether or not and how personal religion associates with school cultural capital. Specifically, on one level, the book offers insights and empirical data on who is choosing, teaching, and working in parochial schools and what motivates them to do so in the schools, issues that still remain largely unexplored in the educational research literature. In particular, it centers on the significance of personal religion and commitment as a reason for choosing and serving in parochial schools. On another level, the book is an attempt to enhance our understanding of the leadership orientation, school satisfaction, teacher assertiveness and empowerment, educational aspiration, and parental involvement in parochial schools, attributes reportedly essential for successful schools. Most importantly, at the heart of the book is an endeavor to estimate the influence of personal religion on the development of these cultural capital attributes and to address its implications for parochial schools as well as the current discussion on public schooling versus parochial schooling in the United States. To achieve these goals, the author will rely on first-hand empirical data collected for this book or other related research projects and adopt various scientific methods for data analysis and interpretation. The book shows that personal religion matters, but its impact is weaker than thought and is largely restricted to the students and parents in parochial schools, rather than their educators. To the extent that parochial schools excel more than public schools, personal religion seems to be responsible for the development of student and parent-level cultural capital such as parenting style and student desire for academic success and favorable attitude toward school, yet it does not necessarily engender the growth of teacher and administrator cultural capital. This result, to some extent, comes as a surprise but corrects and enhances our understanding about whether or not and how religion affects academic achievement. This book is an inquiry into the issue of school success and cultural capital, representing a scholarly contribution to the fields of education, religion, psychology, and sociology. Both scholars and lay people of education and religion will find this book a useful, informative, and insightful reference and classroom textbook.
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90.290000 USD

Religiosity, Cultural Capital and Parochial Schooling: Psychological Empirical Research

Hardback
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The School Leadership Program (SLP) is a federal grant sponsored by the United States Department of Education. A hallmark of the grant is the connectivity between various agencies to provide quality leadership preparation and development programs for aspiring and current school leaders. These collaborative efforts involve community and educational stakeholders ...
From Policy to Practice: Sustainable Innovations in School Leadership Preparation and Development
The School Leadership Program (SLP) is a federal grant sponsored by the United States Department of Education. A hallmark of the grant is the connectivity between various agencies to provide quality leadership preparation and development programs for aspiring and current school leaders. These collaborative efforts involve community and educational stakeholders including districts, universities, city agencies, not-for-profit entities, foundations, private academic organizations, and others involved in the development of school leaders. Since its inception in 2002, over one hundred grants have been funded. This edited book's purpose is to share innovative, research-based practices from the federally funded grants that are sustainable after the life of the grant and are able to be used throughout the field for preparing and developing aspiring and current school leaders. This book features the work of current and past grantees around their innovative practices and lessons learned about school leadership preparation and development, especially around the issue of sustainability of these practices upon completion of the grant. SLP Grantees share practical, usable lessons learned from their experiences with the grants, based on their research, project data, and practical experience.
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90.290000 USD

From Policy to Practice: Sustainable Innovations in School Leadership Preparation and Development

Hardback
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This collection of award-winning research in Learning and Teaching in Educational Leadership is sponsored by the Learning and Teaching in Educational Leadership Special Interest Group of the American Educational Research Association (LTEL SIG of AERA). The research includes superintendent preparation, a grow-your-own principal program, and an investigation into the instructional ...
Research in Learning and Teaching in Educational Leadership
This collection of award-winning research in Learning and Teaching in Educational Leadership is sponsored by the Learning and Teaching in Educational Leadership Special Interest Group of the American Educational Research Association (LTEL SIG of AERA). The research includes superintendent preparation, a grow-your-own principal program, and an investigation into the instructional leadership practices of principals with respect to special education. The LTEL SIG brings together professors and graduate students of educational leadership and administration, discipline specialists, educational theorists, curriculum developers, instructional technology specialists, learning specialists, educational researchers, classroom experts, practitioners, policy makers, and others concerned with Learning and Teaching in Educational Leadership.
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90.290000 USD

Research in Learning and Teaching in Educational Leadership

Hardback
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