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Educational Management
Author: Tony Bush, Les Bell, Ray Bolam, Ron Glatter, Peter M Ribbins
Publisher: SAGE
ISBN: 0857022210
Pages: 256
Year: 1999-09-08
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`Researchers interested in various aspects of college leadership and management will find this book a convenient and scholarly introduction to related research in the school sector' - Further Education Development Agency, College Research Journal `Educational management has become an important academic subject. The contributors to this volume have gauaranteed its survival as such by undertaking this review in order that they and others working in the field may take account of a range of agendas and initiatives. The outcome must be a fresh stance and a new sense of direction to enable a study of educational managment to meet the needs of teachers and their schools in the new millennium' - Educational Research Educational Management brings together important original contributions from leading thinkers in the field. Edited by some of the key figures in educational management today, chapters examine the following key areas: Has self-management achieved the success predicted for it?; What should be the nature of professional development for educational leaders?; to what extent can education benefit by drawing from practice in business and industry?; can theory inform management practice in education?; how can research contribute to educational improvement?; how can leaders help improve classroom practice? Educational Management is one of the major outcomes of the ESRC ( Economic and Social Research Council) seminar series which aimed to redefine educational management in the light of the many developments in policy, practice, theory and research since the subject became established in the 1970s.
Developing School Leaders
Author: Mark Brundrett, Megan Crawford
Publisher: Routledge
ISBN: 1134077386
Pages: 10
Year: 2012-08-06
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Many countries face a crisis in recruitment to the most senior positions in schools at a time when arguments rage about the best way to develop our school leaders. Focusing on leadership development in ten diverse cultural contexts, this book brings together some of the most senior commentators in the field of educational leadership development to provide a global perspective on leadership development programmes and practices. The rise of leadership development programmes has presented opportunities for some and challenges for others. These challenges are both practical and conceptual and relate to a series of questions that are unpacked in the book including: What is the appropriate balance between the academic and the practical in leadership programmes? Should provision be located in higher education institutions, in other government sponsored organizations or commissioned from the private sector? Are models of leadership studies derived from the business and industry relevant to schools? How can research into impact inform leadership development policy and strategy? Should programmes be integrated into higher degree provision or should new and innovative forms of accreditation be developed? This book should be fascinating reading for all those engaged in educational research and teaching, and working, in educational leadership.
How Very Effective Primary Schools Work
Author: Chris James, Michael Connolly, Gerald Dunning, Tony Elliott
Publisher: SAGE
ISBN: 1847878563
Pages: 208
Year: 2006-02-28
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'Chris James, Michael Connolly, Gerald Dunning and Tony Elliott have produced a comprehensive analysis of the very effective primary school. Although the research for the book draws on the authors' experiences in Welsh Primary Schools, the range of literature cited and the analytical frameworks employed ensure that their findings have a much broader relevance. They define 'a very effective' school as one that provides high levels of attainment and rich educational experiences despite being located in extremely challenging circumstances. A key insight of the book is that although these schools are consequently 'extraordinary' their practice was in many ways quite 'ordinary'. This is because these schools worked in much the same way as the very best of schools have always done. In many ways, this as the authors note, is an optimistic message – that all children deserve to be educated in such very effective schools. The virtue of How Very Effective Primary Schools Work is that it makes clear those characteristics and strategies that can help every school to become great' - David Hopkins, HSBC iNet Chair of International Leadership, and formerly Chief Adviser on School Standards to the Secretary of State 2002-2005 'All children, especially the poorest, deserve capable, mature and well adjusted teachers and leaders who work together to lay firm foundations of learning and behaviour, then enrich and elevate everyone's learning far beyond that in optimistic cultures of security, persistence and hope. Based on solid research from 18 outstanding schools in challenging circumstances, this is the vital message of this important and unique book. Chris James and his colleagues show that highly effective schools need high functioning adults and communities who expect and get the best from everyone, dedicate themselves to others without burning themselves out, are not frightened of challenges and contradictions, stay around to fulfil their obligations to others and see their efforts bear fruit, and are emotionally comfortable in their own skin. If you want to become more effective as a school you will need to become more effective and adjusted as a teacher, a leader and an all-round human being. This inspiring and indispensable book, will stir and steer all who read it in that educationally essential quest' - Andy Hargreaves, Thomas More Brennan Chair in Education, Boston College All good teachers and headteachers are concerned with improving pupil attainment. In high attainment schools, they must recognize how to sustain success. In schools with low attainment levels, they must come to understand the challenges they face and find ways of overcoming the difficulties. This practical, research-based book describes the key approaches used by very effective schools. The authors explain how success can be achieved and maintained and describe ways of working that bring about high levels of pupil attainment. They also explain why these ways of working are successful. This book is essential reading for headteachers, teachers, students of educational leadership and management, school governors, and those who work in local authorities.
Theories of Educational Leadership and Management
Author: Tony Bush
Publisher: SAGE
ISBN: 0761940529
Pages: 209
Year: 2003-10-08
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In this established text Tony Bush presents the major theories of educational management in relation to contemporary policy and practice, making clear the links between educational management theories and the main models of leadership. The author applies the models to a range of international contexts, including both developed and developing countries. New case study material has been added to this edition from the full range of education and non-school settings, from early years through to further and higher education.
How People Learn
Author: National Research Council, Division of Behavioral and Social Sciences and Education, Board on Behavioral, Cognitive, and Sensory Sciences, Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice
Publisher: National Academies Press
ISBN: 0309131979
Pages: 384
Year: 2000-08-11
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First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.
Rethinking College Student Retention
Author: John M. Braxton, William R. Doyle, Harold V. Hartley, III, Amy S. Hirschy, Willis A. Jones, Michael K. McLendon
Publisher: John Wiley & Sons
ISBN: 1118415663
Pages: 320
Year: 2013-10-21
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Drawing on studies funded by the Lumina Foundation, the nation's largest private foundation focused solely on increasing Americans' success in higher education, the authors revise current theories of college student departure, including Tinto's, making the important distinction between residential and commuter colleges and universities, and thereby taking into account the role of the external environment and the characteristics of social communities in student departure and retention. A unique feature of the authors' approach is that they also consider the role that the various characteristics of different states play in degree completion and first-year persistence. First-year college student retention and degree completion is a multi-layered, multi-dimensional problem, and the book's recommendations for state- and institutional-level policy and practice will help policy-makers and planners at all levels as well as anyone concerned with institutional retention rates—and helping students reach their maximum potential for success—understand the complexities of the issue and develop policies and initiatives to increase student persistence.
Rethinking Information Literacy
Author: Jane Secker, Emma Coonan
Publisher: Facet Publishing
ISBN: 1856048225
Pages: 224
Year: 2012-12-23
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A vision for the future of information literacy teaching. Based on groundbreaking research, undertaken by the authors as part of the prestigious Arcadia Programme at Cambridge University, this book presents a new and dynamic information literacy curriculum developed for the 21st century information professional. The authors adopt a broad definition of information literacy (IL) that encompasses social as well as academic environments and situates IL as a fundamental attribute of the discerning scholar and the informed citizen. It seeks to address in a modular, flexible and holistic way the developing information needs of students entering higher education over the next five years. The book is organized around the ten strands of the new curriculum, which cover the whole landscape of information literacy development required to succeed as an undergraduate in higher education. Interweaving the authors' research and the reflections of internationally recognized experts from the library, education and information literacy sectors, including Moira Bent, Andy Priestner, Sarah Pavey, Geoff Walton and Elizabeth Tilley, it illustrates how and why this new curriculum will work in practice. Detailed appendices present the curriculum, lesson plans and tools for institutional audit, giving readers all the tools they need to implement it successfully in their institutions.
Leading and Managing People in Education
Author: Tony Bush, David Middlewood
Publisher: SAGE
ISBN: 0761944087
Pages: 219
Year: 2005-03-23
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The authors cover the overall approach to leading and managing staff in educational organizations, including common topics which are essential to those who lead and manage, at all levels in the organization.
The Politics of Theory and the Practice of Critical Librarianship
Author: Karen P. Nicholson, Maura Seale
Publisher: Library Juice Press
ISBN: 1634000307
Pages: 276
Year: 2018
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This book features original research, reflective essays and conversations, and dialogues that consider the relationships between theory, practice, and critical librarianship through the lenses of the histories of librarianship, intellectual and activist communities, professional practices, and underexplored epistemologies and ways of knowing.
Nordic Childhoods and Early Education
Author: Johanna Einarsdottir, Judith T. Wagner
Publisher: IAP
ISBN: 1593113501
Pages: 310
Year: 2006
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In this book, noted Nordic researchers and teacher educators provide insights into early childhood discourses and practices in Denmark, Finland, Iceland, Norway and Sweden. In addition to these insiders' perspectives, an American scholars explore Nordic themes, trends, and practices as they emerge in the book's chapters on such varied topics as Nordic childhoods, children's perspectives, preschool teacher education reforms and developments, transition from preschool to primary school, learning through play, caregiving and instruction.
Online Intercultural Exchange
Author: Robert O'Dowd, Tim Lewis
Publisher: Routledge
ISBN: 1317392663
Pages: 322
Year: 2016-03-31
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This volume provides a state of the art overview of Online Intercultural Exchange (OIE) in university education and demonstrates how educators can use OIE to address current challenges in university contexts such as internationalisation, virtual mobility and intercultural foreign language education. Since the 1990s, educators have been using virtual interaction to bring their classes into contact with geographically distant partner classes to create opportunities for authentic communication, meaningful collaboration and first-hand experience of working and learning with partners from other cultural backgrounds. Online exchange projects of this nature can contribute to the development of learner autonomy, linguistic accuracy, intercultural awareness, intercultural skills and electronic literacies. Online Intercultural Exchange has now reached a stage where it is moving beyond individual classroom initiatives and is assuming a role as a major tool for internationalization, intercultural development and virtual mobility in universities around the globe. This volume reports qualitative and quantitative findings on the impact of OIE on universities in Europe and elsewhere and offers comprehensive guidance on using OIE at both pedagogical and technological levels. It provides theoretically-informed accounts of Online Intercultural Exchanges which will relevant to researchers in Computer Assisted Language Learning, Computer-Mediated Communication, or Virtual Education. Finally, contributors offer a collection of practitioner-authored and practically-oriented case studies for the benefit of teachers of foreign languages or in other subject areas who wish to engage in developing the digital literacy and intercultural competences of their learners.
Foundations for Teaching English Language Learners
Author: Wayne E. Wright
Publisher: Caslon Publishing
ISBN: 1934000159
Pages: 384
Year: 2015-05-01
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Provides information on demographic changes in U. S. schools; language and literacy education; program models; instruction and assessment approaches, methods, and strategies; Common Core and English language proficiency standards and accountability requirements. Includes a companion website.
From Neurons to Neighborhoods:
Author: Committee on Integrating the Science of Early Childhood Development, Division of Behavioral and Social Sciences and Education, Institute of Medicine, Board on Children, Youth, and Families
Publisher: National Academies Press
ISBN: 0309069882
Pages: 612
Year: 2000-11-13
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How we raise young children is one of today's most highly personalized and sharply politicized issues, in part because each of us can claim some level of "expertise." The debate has intensified as discoveries about our development-in the womb and in the first months and years-have reached the popular media. How can we use our burgeoning knowledge to assure the well-being of all young children, for their own sake as well as for the sake of our nation? Drawing from new findings, this book presents important conclusions about nature-versus-nurture, the impact of being born into a working family, the effect of politics on programs for children, the costs and benefits of intervention, and other issues. The committee issues a series of challenges to decision makers regarding the quality of child care, issues of racial and ethnic diversity, the integration of children's cognitive and emotional development, and more. Authoritative yet accessible, From Neurons to Neighborhoods presents the evidence about "brain wiring" and how kids learn to speak, think, and regulate their behavior. It examines the effect of the climate-family, child care, community-within which the child grows.
The New Public Governance
Author: Stephen P. Osborne
Publisher: Routledge
ISBN: 1135173273
Pages: 448
Year: 2010-01-21
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The New Public Governance? represents a comprehensive analysis of the state of the art of public management and examines, opens up and frames the debate in this important area.
Lines Drawn Upon the Water
Author: Karl S. Hele
Publisher: Wilfrid Laurier Univ. Press
ISBN: 1554580048
Pages: 351
Year: 2008-09-30
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Proceedings of a conference held at University of Western Ontario, London, Ont., Feb. 11-12, 2005.