Educational administration and organization Books

Book SynopsisReflecting on almost three decades of postsocialist transformations, the second edition of Globalization on the Margins explores continuities and changes in Central Asian education development since the dissolution of the Soviet Union in 1991, with a particular focus on the developments that took place since the production of the first edition in 2011. Rather than viewing these transformations in isolation, the authors place their analyses within the global context by reflecting on the interaction between Soviet legacies and global education reform pressures in the Central Asian countries of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. This new edition, in addition to a revised introduction and a newly added conclusion, consists of four thematic sections, each reflecting a key theme in the educational life of the Central Asian states. These thematic sections, introduction and conclusion collectively update our understanding of the recent developments and challenges in education of the five Central Asian states. They, however, go beyond mere information update, so as to complicate, re-engage, re-form and re-define the margins, taking up ‘margins’ a conceptual, geographic, cultural, and geo-political construct. Notwithstanding the diversity of local and international authors, variety of theoretical perspectives, methodological approaches, and conceptual lenses, the essays reveal the complexity and uncertainty of the post-socialist education transformations. Instead of portraying the transition process as the influx of Western ideas into the region, Globalization on the Margins provides new lenses to critically example education as a contested field of diverse perspectives, competing forces, and multidirectional flow of ideas, concepts, and reforms in Central Asia.

Read more less

Book SynopsisThis volume demonstrates how principals influence success in 14 elementary schools across Mexico. The cases show the importance of learning in an international school leadership context to address cultural, social, and academic needs of students in their families. Characteristics of successful principals are included, in order to exemplify contemporary practices, generate positive school climate, and the best possible development of children in diverse contexts.The cases presented in this book relate to challenging and vulnerable contexts or high-needs schools. Knowledge about successful school leadership in vulnerable contexts has been highly pursued in the U.S. and abroad, especially in countries where educational disparities relate to equity and social justice. The value of school principals merit visibility with a focus on the Americas.Especially in challenging contexts, school leadership is considered a determining factor in promoting the development of children. Nonetheless, there is much to learn about contemporary school leaders, who succeed in improving schools despite societal challenges. Challenges may include increasing socioeconomic restraints, high accountability demands, and reduced resources for public education. Of note, is that a formal preparation and assignment of principals is not equitably established in Mexico, generating a high need for leaders to be prepared for this important role. By highlighting best leadership practices, practitioners and scholars can reflect about United States and Mexico educational comparisons, and observe school improvement geared towards benefitting Latinx communities in both countries.

Read more less

Book Synopsis

Read more less

Book SynopsisConflict management is an overlooked area in leadership development. Mediation as an intervention method to use in conflict management can be productive for building leadership capacity and organizational development in higher education. Adults average five conflicts per day and people in titled leadership spend over two-thirds of their time engaged in managing conflict. This book offers conflict management strategies, models, and processes to support college and university personnel in recognizing and managing conflicts and how to build skill sets that can enhance effective communication and address issues strategically.

Read more less

Book SynopsisIndigenizing Education: Transformative Research, Theories, and Praxis brings various scholars, educators, and community voices together in ways that reimagines and recenters learning processes that embody Indigenous education rooted in critical Indigenous theories and pedagogies. The contributing scholar-educators speak to the resilience and strength embedded in Indigenous knowledges and highlight the intersection between research, theories, and praxis in Indigenous education. Each of the contributors share ways they engaged in transformative praxis by activating a critical Indigenous consciousness with diverse Indigenous youth, educators, families, and community members. The authors provide pathways to reconceptualize and sustain goals to activate agency, social change, and advocacy with and for Indigenous peoples as they enact sovereignty, selfeducation, and Native nation-building.The chapters are organized across four sections, entitled Indigenizing Curriculum and Pedagogy, Revitalizing and Sustaining Indigenous Languages, Engaging Families and Communities in Indigenous Education, and Indigenizing Teaching and Teacher Education. Across the chapters, you will observe dialogues between the scholar-educators as they enacted various theories, shared stories, indigenized various curriculum and teaching practices, and reflected on the process of engaging in critical dialogues that generates a (re)new(ed) spirit of hope and commitment to intellectual and spiritual sovereignty. The book makes significant contributions to the fields of critical Indigenous studies, critical and culturally sustaining pedagogy, and decolonization.

Read more less

Book SynopsisIn the ever-evolving field of education, leaders face unprecedented challenges that require effective crisis management and creative problem-solving skills. The Covid-19 pandemic has further highlighted the critical need for innovative approaches to educational leadership to navigate through uncertainty, adapt to rapid changes, and ensure the sustainability of educational institutions. However, there is a significant research gap in this area, with limited resources available to guide leaders in the post-pandemic world. To address this pressing issue, Promoting Crisis Management and Creative Problem-Solving Skills in Educational Leadership offers a comprehensive solution. This book, authored by renowned scholars and practitioners, provides a roadmap for reimagining educational leadership and equipping leaders with the necessary skills to thrive in challenging times. By exploring various perspectives and drawing on real-world experiences, this book empowers educational leaders to effectively manage crises, inspire stakeholders, and guide their organizations toward success and sustainability. With its focus on crisis management, innovative problem-solving strategies, and the development of essential leadership competencies, this book fills the void in the existing literature. It not only offers insights into the unique challenges posed by the post-pandemic world but also provides practical guidance and actionable recommendations for leaders in educational settings. By reading this book, scholars, policymakers, researchers, and practitioners will gain valuable knowledge and tools to navigate the complexities of educational leadership, ensuring the continued growth and improvement of their institutions.

Read more less

Book SynopsisWriting is a critical skill for academic and professional success, yet it is often neglected in schools. This problem is compounded by the fact that access to opportunities is limited without the ability to write well. According to achievement data, only a quarter of students in the United States are proficient writers, indicating a significant need for improvement in writing instruction. One contributing factor to this problem is the lack of school and district leadership in writing instruction. School improvement efforts are often concentrated on reading and math, leaving writing instruction overlooked. Additionally, issues related to writer identities, self-efficacy in writing, and educator training can also impact the effectiveness of instructional leadership in this critical subject. Instructional Leadership Efforts and Evidence-Based Practices to Improve Writing Instruction, edited by Jennifer VanSlander of Columbus State University, provides within this peer-reviewed research book an exploration of evidence-based practices aimed at developing instructional leaders and enhancing student achievement in writing. It covers a broad range of topics related to writing instruction, including learning theories, conceptual models, and the latest empirical research associated with the supervision, organization, implementation, and monitoring of writing programs and instructional approaches. With its emphasis on writer identities, self-efficacy, equitable and inclusive practices, curriculum planning and implementation, assessment, instructional frameworks, and managing instructional change, this book provides educators with a comprehensive guide to improving writing instruction. It is an essential resource for educators who seek to increase the effectiveness of instructional leadership and writing instruction at the classroom, school, or district level.

Read more less

Book SynopsisWriting is a critical skill for academic and professional success, yet it is often neglected in schools. This problem is compounded by the fact that access to opportunities is limited without the ability to write well. According to achievement data, only a quarter of students in the United States are proficient writers, indicating a significant need for improvement in writing instruction. One contributing factor to this problem is the lack of school and district leadership in writing instruction. School improvement efforts are often concentrated on reading and math, leaving writing instruction overlooked. Additionally, issues related to writer identities, self-efficacy in writing, and educator training can also impact the effectiveness of instructional leadership in this critical subject. Instructional Leadership Efforts and Evidence-Based Practices to Improve Writing Instruction, edited by Jennifer VanSlander of Columbus State University, provides within this peer-reviewed research book an exploration of evidence-based practices aimed at developing instructional leaders and enhancing student achievement in writing. It covers a broad range of topics related to writing instruction, including learning theories, conceptual models, and the latest empirical research associated with the supervision, organization, implementation, and monitoring of writing programs and instructional approaches. With its emphasis on writer identities, self-efficacy, equitable and inclusive practices, curriculum planning and implementation, assessment, instructional frameworks, and managing instructional change, this book provides educators with a comprehensive guide to improving writing instruction. It is an essential resource for educators who seek to increase the effectiveness of instructional leadership and writing instruction at the classroom, school, or district level.

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

Book SynopsisMainstream educational leadership has lost much of its footing as a progressive practice. More managers than wisdom?keepers, educational leaders no longer have authority to critique the toxicities of the present and imagine alternative futures. In public schools and higher education, the neoliberal emphasis on measurable outcomes shrinks the radius of concern for what educational leaders are leading toward. There’s a planet missing in mainstream discourses of sustainability in educational leadership, and this book aims to resituate the work of teaching/leading in the place where we stand.In a period of overlapping social/environmental crises, this book takes inspiration from Robert Jensen’s call for teachers and intellectual leaders to “go apocalyptic”, i.e., to face head?on the calamities that threaten our shared future on Earth. When leadership is situated within an apocalyptic context, we are called to reflect on educational injustice and unsustainability, while envisioning more hopeful futures. The work of apocalyptic leadership, though, isn’t all about future vision; it’s also about attending to what hurts and what heals in the present moment. Intended for aspiring and practicing educational leaders in both K?12 and higher education settings, as well as scholars in the fields of social justice and sustainability, this book begins mapping and traversing the affective, spiritual, pragmatic, and organizational geography of apocalyptic leadership. Such leadership holds dear the radical belief in our shared capacity to work gracefully with the painful awareness that tremendous challenges are inevitable, and yet, we have every opportunity for inching toward a more habitable future.Table of Contents Introduction: How to Carry On? Enduring the Predicaments of Apocalyptic Leadership Gracefully. Part I: Teaching And Leading In An Apocalyptic Moment. Apocalyptic Teaching: Facing Our Fears and Teaching Through Tears, Robert Jensen. The Eco?Leadership Paradigm in the Classroom and Beyond, Benjamin Redekop and Isaac Schleifer. Cultivating Hope and Resolve in Perilous Times: Transforming Despair Into Adaptive Leadership, Marie Eaton. Something Else Is More Important Than Fear: Becoming?In/appropriate Educational Leaders on the Verge in a Time of Mass Extinction and Climate Catastrophe, Susan F. Reed. Part II: Leadership For Social Inclusion And Ecological Solutions. Solutionary Leadership: Creating a Culture in Which Ecologically Minded Teachers Thrive, Scott Morrison, Aaron Sebens, & John Heffernan. Small Changes With Deep Roots: Social Entrepreneurship and School Gardens, Courtney Baines. Transformative Spiritual School Leadership for Inclusive Education, Mousumi Mukherjee. Part III: Enduring Apocalyptic Work. Enduring Unsustainable Leadership: Enacting a Pedagogy of Hope Through Mindfulness, Artful Inspiration, and Compassionate Leadership, Jessica Gilway. Scheherazade and the Axe: Narrative Medicine, the Apocalypse, and the Way Through, Chris Osmond. Expanding the Radius of Concern and Cultivating Habits of Hope: A Meditation on Educational Leadership for Sustainable Ethics in the Anthropocene, Kelly Clark/Keefe and Vachel Miller. Conclusion: Apocalyptic Leadership in Formation, Vachel Miller. About the Contributors.

Read more less

Book SynopsisAn invigorating examination of the potential for meaningful change in education, from one of the nation's most astute observers of schooling and school improvement.In The Great School Rethink, education policy sentinel Frederick M. Hess offers a pithy and perceptive appraisal of American schooling and finds, in the uncertain period following pandemic disruption, an ideal moment to reimagine US education. Now is the time, he asserts, to ask hard questions about how schools use time and talent, how they work with parents, what they do with digital tools, and how they meet the needs of their communities.As Hess explains, to rethink is to acknowledge the realities of the education system while opening one’s mind to possibility. With characteristic verve and wit, Hess guides readers through his rethink process, a versatile and easily implemented approach to identifying issues and brainstorming possible responses. He encourages readers to explore what improvements might alleviate current pressures and frustrations, such as teacher shortages and burnout, declining student performance, and compromised learning time. Whether their goal is to achieve better student engagement, increase parent involvement, or implement personalized learning, readers will develop the mindset to ask the right questions, to fully understand the problem that’s being solved, and to evaluate the probable effectiveness of proposed solutions.Brimming with challenging questions, robust exercises, and eye-opening data, this book is a must-read for education professionals, parent advocates, and anyone passionate about the future of American education.Trade Review“Both practical and provocative, this is the essential book for every educational leader asking, 'What now?'"—Jillian Balow, Virginia superintendent of education“Rick Hess is at it again. Once again, he’s challenging his readers to question their assumptions about education and how schools work. In this new book, he calls for us to use the disruptions created by the pandemic as an opportunity to rethink what we are doing in our schools. His call for schools to be more humane, challenging, and exhilarating resonates with me, and I’m sure it will appeal to a wide variety of parents and educators who are tired of the status quo and are ready for something better. Rather than offering a set of recipes or prescriptions for change, he wisely poses questions to reinforce his call for rethinking what we’re doing in the name of education to the nation’s children. Timely, provocative, and without any of the jargon of typical books on school reform, Hess offers a lot for us to think about in this important new book.”—Pedro Noguera, Emery Stoops and Joyce King Stoops Dean, Rossier School of Education, University of Southern California “This is not a book filled with lists of things to do. Instead, it gives a thoughtful roadmap on where to focus and how to approach some of the biggest and most important challenges we face in public education. In typical Hess fashion, it’s provocative, disruptive, and will challenge the notion of what it means to actually rethink and act boldly for our kids.”—Penny Schwinn, Tennessee commissioner of education“With the pandemic receding, school leaders, teachers, policy makers and others have an opportunity to improve the American education landscape significantly for millions of students. In The Great School Rethink, Hess explores key issues of time, teacher talent, choice, and cultivating relationships with parents with an eye toward helping education leaders change for the future by getting focused on the present. For leaders looking for where to start, the answer is ‘right here.’”—Derrell Bradford, president, 50CAN

Read more less

Book Synopsis

Read more less

Book SynopsisThis volume of "Advances in Educational Administration" examines discretionary behavior/performance, an emerging yet critical phenomenon for educational organizations to be effective in responding to the complex expectations of the 21st century. Discretionary behavior refers to the employee behavior that is not directly or explicitly recognized by the formal reward system, and in the aggregate promotes the efficient and effective functioning of the organization. Discretionary behaviors of the educational workforce can contribute to maintenance and enhancement of the social and psychological organizational context which supports the task performance and organizational effectiveness.Table of ContentsDedication. List of Contributors. Foreword. Introduction. Chapter 1 The Relationship between the Four Branch Model of Emotional Intelligence and Discretionary Behavior of University Educators. Chapter 2 Teachers’ Organizational Citizenship Behavior: An Empirical Examination of the Subjective and Dynamic Nature of the Boundary between in-Role and Extra-Role Behavior. Chapter 3 Organizational Citizenship Behaviors of Teachers: Antecedents, Transformational Leadership, and Contradictions. Chapter 4 Performance Beyond Expectations. Chapter 5 Relationship between Demographic Variables and Organizational Citizenship Behavior Among Community College Lecturers. Chapter 6 Nature of Leadership Discretions and Sustainability of Educational Innovations: Critical Connections. Chapter 7 Coalface Academic Leadership in Australian Higher Education: Discretionary Behaviour Through Empowerment. Chapter 8 What we do here is who we are. Chapter 9 The Relationship between Organizational Justice, Organizational Trust and Organizational Citizenship Behaviors in Secondary Schools in Turkey. Chapter 10 Teachers Supervising Teaching Assistants: Assigned Role or Discretionary Behaviour? Reflections from the United Kingdom. Chapter 11 The Possible Consequences of Organizational Citizenship Behaviors in Drug and Alcohol Prevention Education: Some Insights from Israeli Teachers and Principals. Chapter 12 What do we know about Assistant Principals? A Cross-National Examination of the Factors Affecting Task Performance, Discretionary Performance, and the Future Career Aspirations of Assistant Principals. Author biographies. Index. Discretionary Behavior and Performance in Educational Organizations: The Missing Link in Educational Leadership and Management. Advances in Educational Administration. Advances in Educational Administration. Copyright page.

Read more less

Book SynopsisA critical challenge for urban charter/autonomous/independent schools is finding educational leaders with the courage to lead with authenticity; integrity and ingenuity using standards based practices to effect transformational change within schools. Two decades after the first charter school opened, leaders still continue to face a range of challenges that traditional public school leaders do not face. Without the type of district support that traditional public school leaders benefit from, charter/autonomous leaders must be able to prepare themselves by tapping into alternative resources quickly and efficiently. This book begins by cultivating the balance of self, both personal and professional, that will guide leaders to manage the operational and educational demands of leading a charter/autonomous school. With a didactic approach identifying skills and capacities needed above and beyond the Interstate School Leaders Licensure Consortium Standards (ISLLC), this book will give administrators the requisite skills and necessary tools to effectively manage the complexities of leadership in urban charter/autonomous schools.Table of ContentsList of Contributors. Preface: Our Rather Circuitous Journey. Introduction: YouthBuild Charter School of California (YCSC): Building an Innovative School Model from the Ground Up. The New Reality for Charter and Autonomous School Leaders. Dancing with Data: Purposeful Decision-Making for Charter Leaders. Charter Schools: Potential to Fulfill the Goals of Public Education in an Equitable Manner and Better Serve Purposes of Social Justice. Teacher Agency in Charter Settings. Curriculum and Instruction: A Recipe for Improved Student Outcomes. Operations and Finance: Keeping a Pulse on the Backbone of your Organization. Building a Culture of Collaboration in Charter and Autonomous School Settings: Alignment Between Purpose, Problems, People, and Potential. Educational Leaders and Ethical Decision Making in Urban Charter Schools. Instructional Leadership Regarding Law and Politics. Easing the Tension: Considerations for Aligning Charter Law with Federal Regulations for Students with Special Needs. Charter Schools Best Practices. Appendix: ISLLC Standards. Conclusion: So, what's Next?. Author Index. About the Authors. Identifying Leaders for Urban Charter, Autonomous and Independent Schools: Above and Beyond the Standards. Advances in Educational Administration. Advances in Educational Administration. Copyright page. Dedications. Acknowledgments. Subject Index. Foreword.

Read more less

Book SynopsisPathways to Excellence: Developing and Cultivating Leaders for the Classroom and Beyond examines how leadership and layers of leaders are developed and cultivated from the classroom to the boardroom. A wide body of research exists that focuses on specific educational leadership development and training programs. Evidence of being ready to lead upon program completion and performance post preparation is less available. Scant attention has been paid to programs that prepare leaders in different layers of an organization to not only become individually high performing but to also work collaboratively to create great schools. The book contends that the principal cannot effectively lead a school alone - other key players are critical. The editors have cast a wide net of respected contributors from various levels of organizational school leadership and specialties including traditional schools, charter schools, teacher education, district level leadership, special education, master teacher leadership, university and college level leadership. Implications for theory and practice will be discussed as it relates to leadership development and preparation of key players and constituents.Table of ContentsAbout the Authors. Copyright page. Pathways to Excellence: Developing and Cultivating Leaders for the Classroom and Beyond. List of Contributors. Advances in Educational Administration. Pathways to Excellence: Developing and Cultivating Leaders for the Classroom and Beyond. Introduction. How to Love Change and Lead It. The Department Chair: A Conundrum of Educational Leadership versus Educational Management. The Vice Principalship: The Forgotten Realm. Research-Based Instructional Strategies in the Classroom: The Missing Link in the School Improvement Process. Ready to Lead: Creating a Pathway that Ensures Readiness. The Unique Aspects of High Performing School Leaders. Grounded in Practice: Designing & Implementing Relevant and Student-Centered Curriculum. The CASLA Chorus: Leader’s Voices in the Field. Providing Effective Special Education Teachers in Low-Income Urban Settings: Implications for Educational Leadership. The Development of the Teacher-Leader through the TTT Lab School. Recruitment, Selection, Placement, and Support in the Preparation of Quality of Urban Secondary Teachers. A Collaborative Evaluation of Programs to Prepare Highly Qualified Teachers. Dispositions Matter! Now What? Exploring Leader Dispositions, Measurement, and Practical Applications for Helping School Leaders to Grow. Index.

Read more less

Book SynopsisThis planner provides detailed guidance on what a Designated Mental Health Lead needs to do, when they need to do it, and how they can achieve the best results. It gives a clear focus and checklist for each week, including spaces to add your own to-do list, and encourages reflection on the outcomes and impact of your actions on pupils' attainment and wellbeing. It also encourages a focus on your own development and self-care, with space to record what you are currently reading or listening to and one thing you are grateful for that week.In addition to the termly and weekly plans, the book provides short briefs on key aspects of the role, including how to work effectively with teachers, the HR team, the DSL, governors, the pastoral team, Mental Health Support Teams and parents. It is an invaluable resource for all DMHLs tackling the 39 academic weeks.Trade ReviewThrough a passion to provide the most effective model to support all schools' mental health provision and grow a deeper understanding of what is required of all staff, not only the DMHL, this book outlines every necessary area we as leaders need to focus on. The step by step, well written, and easy-to-read guide is supported at every stage with concrete evidence derived from research and great practice. -- Christalla Jamil, Executive Headteacher of two inner London schoolsClare has a wealth of experience and expertise in mental health that this book captures to provide the perfect balance between operational and strategic guidance not only for DMHLs, but also for other senior leaders, headteachers and governors who take seriously the challenge of creating a culture of care, mental health and wellbeing in their schools. -- Patrick Ottley-O’Connor, Executive HeadteacherA comprehensive and most importantly, highly practical guide for Mental Health Leads from one of the UK's leading experts. An invaluable resource that deserves to be read widely, and revisited often. -- James Hilton, Wellbeing speaker and author of Leading from the EdgeClare Erasmus is a trail blazer in supporting the mental health of both students and staff. This is a work book for the whole year as well as a much needed guide to the breadth of support available to schools. This is essential to aid recovery after Covid and this book is a much needed lifeline for both new and existing DMHLs. -- Vivienne Porritt, co-editor of 10% Braver: Inspiring Women to Lead Education and Being 10% Braver by Sage publishing.Table of ContentsContentsAcknowledgementsIntroductionSection 1: Briefs Working with HR and Teachers to support their own mental wellbeing Working with the Designated Safeguarding Lead (DSL) and Supervision Working with the Governors and looking at polices and governance Working with the Pastoral Team Working with parents Inputting data and tracking outcomes Working with the Mental Health support Teams and external agencies Suggested Training for the DMHL DMHL Self Care and WellbeingSection 2: Planner An Introduction to the Year Planner Year planner Term plans Weekly planner ? Term 1? Term 2? Term 3ConclusionNational awareness daysRecommended Reading list Appendices Appendix 1: suggested training/INSET suggestions for staff including interventions Appendix 2: A-Z of suggested wellbeing actions to ensure self-care and nurture Appendix 3: Suggested Outcomes for Interventions Appendix 4: Referral and Individual mental health care plan template Appendix 5: Engaging the family in #FamilyMH5aday (Family Mental Health 5 Day)

Read more less

Book SynopsisAs a new model of growth and development comes into force, higher education institutions (HEI) worldwide have to adapt and respond to a constantly changing environment. Politics, economics, advances in technology and the resultant societal change create a number of opportunities and challenges that HEI’ administrators have to address on a daily basis. This volume offers practice-driven accounts of how HEI successfully embrace these challenges and opportunities. The experts and practitioners contributing to this volume reveal a complex reality of HEI today. The book links the debate on education to topical issues in politics, society and economy, including questions of technological progress, social responsibility, sustainability, well-being and, broadly understood, resilience. The authors emphasise the importance of the role of the university in supporting new models of growth by ensuring that the institutions strive towards inclusive education for all. Topics examined in this timely book include university social responsibility, emerging technologies in Higher Education and digital games-based learning and organizational innovation, in a range of international contexts. Given its practice-drive approach, this book will be invaluable for researchers, administrators and leaders in higher education management.Table of Contents1. Introduction: Emerging Technologies and Higher Education: Management and Administration in Focus; Anna Visvizi, Miltiadis D. Lytras and Akila Saritete 2. How Can Higher Education Institutions (HEI’s) Engender Enterprising Behaviour from within Under-represented Communities? Emma O’Brien and Thomas Cooney 3. From Content- to Competence-oriented Design of HE Curricula: Leadership in Times of Transition; Àngels Fitó-Bertran and Mª Jesús Martínez-Argüelles 4. University Social Responsibility from the Industrial Value Creation Program Perspective; Ying-Jiun Hsieh, Yenchun Jim Wu, Lan-Ying Huan and Chia-Fen Chang 5. Four Obstacles to Improving the Quality of University Education: The Case of Hungary; Peter Mihályi 6. A Happy Dean's Office: But Is There One? The Case of Polish HEIs; Katarzyna Górak-Sosnowska and Ewa Wiśniewska 7. Thriving in Higher Education: Creating the New Normal Through Resilience; Jennifer Moss Breen 8. Innovation in the Quality Life Cycle of Higher Education Institutions: The Case of Effat University; Haifa R. Jamal Al-lail and Eman A. A. Mohamed 9. Entrepreneurial University and Organizational Innovation: The Case of Arabian Gulf University, Bahrain Odeh Al-Jayyousi, Adel Al-Alawi, Soud Al-Mahamid and Afaf Bugawa 10. Challenges and Opportunities in the Digital Transformation of the Higher Education Institutions: The Case of Mexico; Miguel Torres-Ruiz and Marco Moreno-Ibarra 11. Transitioning to Digital Games-based Learning: The Case of Scottish Universities; Aishah Abdul Razak, Mohamad Izani Zainal Abidin and Thomas M. Connolly 12. Managing Student Engagement at HEI: The Case of CURPA; Marco Spruit and Patrick Joosten 13. By Means of Conclusion: ICT at the Service of Higher Education in a Transforming World; Anna Visvizi, Miltiadis D. Lytras and Akila Saritete

Read more less

Book SynopsisUnequal distribution of wealth, poverty, pollution, and gender inequality are just a few of the problems we face and struggle to eliminate. Sustainable development offers a long-term holistic solution to these problems through meeting the needs of the current generation without endangering the capability of future generations in meeting their own needs. Sustainable education or education for sustainability is a transformative learning paradigm that prepares learners and provides them with knowledge, ethical awareness, skills, values, and attitudes to achieve sustainable goals.Global Approaches to Sustainability Through Learning and Education is a comprehensive academic publication that facilitates a greater understanding of sustainable development and fosters a culture of sustainability through learning and education. Highlighting a range of topics such as ethics, game-based learning, and knowledge management, this book is ideal for teachers, environmentalists, higher education faculty, activists, curriculum developers, academicians, researchers, professionals, administrators, and policymakers.

Read more less

Book SynopsisResearching Practices Across and Within Diverse Educational Sites explores the role of educational research in uncertain, risky times. Researching practices and their consequences transpire unpredictably, depending on how we set about to understand these practices. The authors consider the unknowns in research action, and what promises researchers can keep to their communities as they embark on research action together. The authors examine how researching practices come to be constituted within and across cultural sites through consideration of the onto-epistemological bases of research action, broadly understood as “doing, through knowing and being”. Theoretical arguments and empirical examples of the in-situ development of research practices in Australia, Canada, Finland and Norway are provided, arising from reflection upon and dialogue about researching practices with particular groups. Within each chapter, the authors reflect on how knowledge production is influenced by how they go about their researching practices and who or what they regard as knowledge holders. These examples enable readers to reflect on their researching practices in different educational settings.Table of ContentsForeword; Stephen Kemmis Chapter 1. Onto-Epistemological and Axiological Considerations for Researching Practices; Susan Whatman, Jane Wilkinson, Mervi Kaukko, Gørill Warvik Vedeler, Levon Ellen Blue, and Kristin Elaine Reimer Chapter 2. Challenging Ontological and Epistemological Assumptions of Researching: A Practice Architectures Approach; Mervi Kaukko and Jane Wilkinson Chapter 3. A Site Ontological Approach to Researching with Children and Youth of Refugee Background; Mervi Kaukko and Jane Wilkinson Chapter 4. Facilitating Dialogues of Discovery; Gørill Warvik Vedeler and Kristin Elaine Reimer Chapter 5. Indigenist Research Practices to Support Indigenous Pre-Service Teaching Praxis; Susan Whatman and Juliana McLaughlin Chapter 6. Trust Settlement Agreement Practices in First Nation Communities; Levon Ellen Blue Chapter 7. Indigenous Small Business Owners: Exploring the Practice of Support; Levon Ellen Blue, Doug Hunt, Kerry Bodle, Lorelle Frazer, Mark Brimble, and Scott Weaven Chapter 8. Concluding Thoughts on Methodological Resources and Research Challenges in Diverse Educational Sites; Susan Whatman, Jane Wilkinson, Mervi Kaukko, Gørill Warvik Vedeler, Levon Ellen Blue, and Kristin Elaine Reimer

Read more less

Book SynopsisWith the COVID-19 pandemic rapidly escalating higher education’s move online, this timely Handbook presents holistic conceptualisations of digital higher education which consider change at personal, pedagogic, and organisational levels. Key findings from digital education research and case studies of institutional practices consider the current and future roles of digital technologies in higher education.Examining the changing roles of learning and teaching in digital higher education, the Handbook critiques the current state of the field and considers the impact of digital technologies on the symbiotic relationship between research and practice, pointing to the importance of reflexive professional practice. Through conceptual frameworks and methodologies, chapters demonstrate that researching digital higher education needs to be pluralistic, longitudinal and developmental in order to be rigorous, credible and have impact. The Handbook concludes with a look to future directions of digital higher education, including the key principles of innovation, inclusivity, collaboration and engagement, and sustainability.This Handbook’s diverse critical approaches to digital change will be invaluable to researchers and students of education policy and organisational innovation. Dealing extensively with how strategic and policy decisions surrounding digital higher education are made, implemented and evaluated, it will also prove useful to institutional leaders and policy makers in higher education.Trade Review‘With contributions from current leaders in digital higher education, the Handbook combines a state-of-the-art review of the scholarly landscape with advice that can be adapted and applied by educators in different contexts. This is a timely and comprehensive addition to the literature and will support individuals and organisations in reviewing their post-pandemic practice.’ -- Helen O'Sullivan, University of Chester, UK‘This wide-ranging, critical and highly topical volume offers a rich set of international perspectives on cutting-edge research in digital higher education, challenging preconceived notions and conventional narratives about how these technologies act on and with individuals, academic institutions, and societies. It will be an important point of reference for the field as we gradually emerge from the pandemic and consider the complex role and potential of the digital in future society.’ -- Lesley Gourlay, University College London, UKTable of ContentsContents: Foreword: Why digital higher education matters xx Laura Czerniewicz List of abbreviations xxii 1 Introduction to the Handbook of Digital Higher Education 1 Rhona Sharpe, Sue Bennett and Tünde Varga-Atkins PART I LEARNING AND TEACHING IN DIGITAL HIGHER EDUCATION 2 Educational design and productive failure: the need for a culture of creative risk taking 14 Michael Henderson, Phillip Abramson, Matt Bangerter, Matt Chen, Ingrid D’Souza, Jamie Fulcher, Veronica Halupka, Josephine Hook, Craig Horton, Barbara Macfarlan, Rosie Mackay, Kristofer Nagy, Kirsten Schliephake, Jacqueline Trebilco and Thao Vu 3 A model for learning analytics to support personalization in higher education 26 Abelardo Pardo, Negin Mirriahi, Dragan Gašević and Shane Dawson 4 Learning design as an efficient educational development methodology: conceptualization, assessment, and practice 38 Mikkel Godsk 5 How digital is my curriculum? Embedding signature digital capabilities in engineering 51 Tünde Varga-Atkins 6 Computational thinking in higher education: a framework for mapping and developing learning activities 65 Nina Bonderup Dohn and Rikke Toft Nørgård 7 Future Skills as new currency for the world of tomorrow 84 Ulf-Daniel Ehlers 8 Enabling online learning: who are the educators? 99 Tina Papathoma, Allison Littlejohn and Rebecca Ferguson 9 Designing instructional support in online learning environments: insights from research on supporting self-regulated learning in MOOCs 111 Jacqueline Wong, Martine Baars, Björn B. de Koning and Fred Paas 10 International inclusive teaching and learning 123 Don Passey 11 Higher education instructors’ inclusive design practices during COVID-19: a Hong Kong perspective 135 Lucas Kohnke and Benjamin Luke Moorhouse PART II RESEARCHING DIGITAL HIGHER EDUCATION 12 From learning design to teacher design practice: researching how teachers design for technology integration 149 Sue Bennett, Shirley Agostinho, Lori Lockyer, Jennifer Jones, Amanda Gigliotti 13 Critical approaches in digital education research 161 Helen Beetham 14 Researching the impact of learning through COVID-19 and beyond: time for some critical and counterfactual thinking? 173 Stella Jones-Devitt and Liz Austen 15 Why don’t I feel empowered? Autoethnography and inclusive critical pedagogy in online doctoral education 187 Kyungmee Lee 16 Multimodal research for studying collaborative learning in higher education 199 Sanna Järvelä, Muhterem Dindar, Marta Sobocinski and Andy Nguyen 17 Spherical 360-degree video recording and viewing in educational research: a case-study from India 211 Simon Cross, Freda Wolfenden, and Lina Adinolfi 18 How knowledge claims relating to academics’ digital literacies can be developed 224 Liz Bennett PART III MANAGING DIGITAL HIGHER EDUCATION 19 An institutional approach to embedding digital and information literacy into taught programmes 236 Rhona Sharpe 20 Understanding the learner perspective to inform institutional learning analytics strategy and practice 248 Linda Corrin, Paula G. de Barba and Abi Brooker 21 Making sense of learning data at scale 260 Bart Rienties and Christothea Herodotou 22 Students’ academic digital competencies in higher education: development of a cross-institutional model 271 Rikke Toft Nørgård 23 Digital teaching competence development in higher education: key elements for an institutional strategic approach 286 Linda Castañeda, Francesc M. Esteve-Mon and Ana Yara Postigo-Fuentes 24 Technology-based assessment and academic integrity: building capacity in academic staff 299 Ann M. Rogerson 25 Emergency professional development in higher education: lessons from the COVID-19 pandemic 310 Alejandro Armellini and Brenda Cecilia Padilla Rodriguez 26 An institutional approach to developing and implementing a strategy for digital education 324 Shirley Alexander 27 Fostering a culture of radical technological innovation within the boundaries of the educational system in higher education 339 Farshida Zafar and Fred Paas 28 The importance of diversity and digital leadership in education: a feminist perspective from higher education 351 Melissa Highton 29 Digital education: less change and more change than predicted 363 Shân Wareing Index

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

Book SynopsisSocial movements and events such as the Black Lives Matter and Stop Asian Hate, the Supreme Court’s ruling against the legality of employment discrimination against the LGBT population, and the growing diversity of the workforce serve as impetus for more diverse and engaging work contexts. Racial diversity issues such as the paucity of educators of color in the field, workload disparity workload across teacher demographics, the handling of student discipline and employment discrimination need confronting to create more diverse and inclusive workspaces. The second of two volumes, Leadership in Turbulent Times draws upon cutting edge theories and evidence-based strategies by integrating conceptual and empirical work addressing educational leadership in these unprecedented and turbulent times, with a particular focus on cultivating diversity and inclusion in the higher education workplace. Moving theory and practice towards real change, Leadership in Turbulent Times is a timely contribution towards the goal of providing resources for promoting diversity and inclusion to leaders, educators, researchers and policymakers within the field of Education.Trade ReviewThis book updates critical perspectives on leadership, including the roles of evolving technology and of the pandemic in shaping new demands for postsecondary education. In challenging the entrenched view that access and excellence are incompatible, it offers essential guidance on how leaders can address current and future challenges in the field. -- Anne-Marie Núñez, Ph.D. Executive Director, Diana Natalicio Institute for Hispanic Student Success, Distinguished Centennial Professor, Educational Leadership and Foundations, The University of Texas at EL PasoLeadership in turbulent times uses empirical research, conceptual scholarship, and personal narratives to tell the complex stories of the ways individuals and institutions are cultivating diversity and inclusion in the higher education workplace. The authors examine the individual strategies and institutional actions that address the systemic challenges to integrating diversity and inclusion in higher education. The volume is a must-read for students, faculty, institutional leaders, and higher education policymakers to understand how we can intentionally transform higher education. -- Tamara Bertrand Jones, Ph.D. Associate Professor of Higher Education, Associate Director, Center for Postsecondary Success, Department of Educational Leadership and Policy Studies. Florida State UniversityTable of ContentsChapter 1. The Algorithm Arm Race: How Justice became a Business in Post-Covid Higher Education; Jessica Jennrich Chapter 2. Leading Transformational Change in Diversity, Equity, and Inclusion in Higher Education; Sequetta F. Sweet Chapter 3. Work Life Balance for Women in Higher Education; Kymia Jackson Chapter 4. Women of Color as Outsiders Within the Borders of Academic Leadership; Simone A. F. Gause Chapter 5. Education Workplace Inclusion Initiatives and Strategies to Cultivate Human Capacity Today; Wendy Maragh Taylor Chapter 6. The Table at Berkeley: An Ethnodrama Recounting the Experiences of Bisexual faculty and Staff Navigating the Workplace; Martha Kakooza and Sean Robinson Chapter 7. #BlackWomenAtWork: Lessons learned from Black women educators at Historically White Institutions; Christina Wright Fields and Gloria L. Howell Chapter 8. “What do I do now?” Transitions of a Foster Kid: A Personal Narrative; Chamika L. Ellis Chapter 9. Black Hair and Hair Texture: Cultivating Diversity and Inclusion for Black Women in Higher Education; Kernysha L. Rowe Chapter 10. Strange Fruit: The Collective Crushing of Black Women in Academe; Valerie J. Thompson and Crystal Coles Chapter 11. Equity vs. Excellence? How Institutional Definitions of "Talent” Can be Antithetical to Workplace Inclusion in Academia and What Can Be Done; Henry Tran and Spencer Platt

Read more less

Book SynopsisThe challenges posed by the behavior of some pupils can only be properly addressed if support is extended beyond the classroom. Linking theory and practice, this book outlines a range of assessment and intervention techniques at:* District and community level* School level* Classroom level* Individual levelTable of ContentsAcknowledgements, Preface, Multi-level responses to behavioural issues in schools, Part 1: District and community level, Restorative justice in schools, Culturally responsive school and community partnerships to avoid suspension, Behaviour support in secondary schools: what works for schools?, Part 2: School level, A whole-school approach to behaviour change at Tennyson High School 1998-2003, The education of black children: why do some schools do better than others?, The Hikairo Rationale teaching students with emotional and behavioural difficulties: a bicultural approach, 'One size fits few': a case study of a school that has defied the constraints of a European education system for Plynesian students, Evaluating Teacher Support Teams in secondary schools: supporting teachers for SEN and other needs, Circle time: a much -neglected resource in secondary schools?, Bullying at school: the no-blame approach, learning support units (LSUs): a modern miracle or an old wolf in older sheep's clothing?, Nurture Groups: the research evidence, Part 3: Classroom level, The language of behaviour management, Improving classroom behaviour, Confrontation in the classroom, Part 4: Individual student level, A three-level approach to intervention for individual behaviour, Behaviour in context: functional assessment of disruptive behaviour in classrooms, An introduction to multi-element planning for primary aged children, What is the reality of 'inclusion' for children with emotional and behavioural difficulties in the primary classroom?, what is to be done about bullying?, Might is right? A discussion of the ethics and practicalities of control and restraint in education,Index

Read more less

Book SynopsisA growing number of parents are considering part time or 'flexischooling' as an option that might benefit their child with an autism spectrum disorder (ASD) but face concerns such as: Is it possible? Has anyone tried it? How can it be set up? Above all, does it work? This book answers all these questions, and many more. Covering both the home and school angle, it explores ways to evaluate whether the option is right for your child, organising the arrangement effectively with the school and ensuring that curriculum and examination goals are met, and also includes case examples of successful part time schooling at both primary and secondary level. This is the first resource of its kind to bring together all of the information needed for both parents and schools to consider the merits and disadvantages of this approach, and to evaluate it as an option for individual children.Trade ReviewThis is a wonderfully useful book that concisely outlines the flexischooling option. It answers many of the questions that you may have if you're considering flexischooling your child... This book is reassuring and realistic in describing the challenges faced by parents who choose flexischooling. -- CommunicationClare's book on flexischooling is an excellent introduction to how it can be of benefit to the child with autism; any parent of an autistic child, plus anyone with an interest in the education of children with autism should read this book. -- From the foreword by Dr Luke Beardon, Senior Lecturer in Autism at The Autism Centre, Sheffield Hallam University, co-editor of several books in the Adults Speak Out about Asperger Syndrome seriesTable of ContentsIntroduction: Why would we want to do that? Part I. A Consideration of Flexischooling. 1. Why does Flexischooling Work so well for the Pupil with ASD? 2. Setting it up. 3. Making it Work. 4. Facing the Critics. Part II. Flexischooling in Action. Some Final Questions. Into the Future. Further Reading and Contact Information.

Read more less

Book SynopsisPrimary school children are becoming as tech savvy as their older siblings, so there is increasing need to tackle e-safety and cyberbullying at a young age. This practical teaching resource for primary school staff outlines effective policy and practice and provides ready-to-use activities to help schools meet Ofsted requirements for e-safety.

Read more less

Book SynopsisA go-to guide for early years professionals, this book will help you to enhance your leadership skills.How to Be a Great Leader in Early Years enables you to reflect on your approach to leadership. In doing so it allows you to identify the qualities that make you a good leader and to think about ways to improve. Drawing on insights gained from founding her own award-winning childcare service, Jennie Johnson offers a range of practical strategies to help you become a better leader, inspire others and maintain a first-rate service.This book is for anyone with an interest in how outstanding childcare settings are led, including nursery owners, nursery managers, unit/room leaders and early years practitioners.Trade ReviewThis is a fantastic little book packed with practical ideas that can be applied successfully to any team. Having had first-hand experience of working closely with Jennie and her team I can verify that these are not just ideals, but effective strategies that create great places to work and learn. -- Alistair Bryce-Clegg, Early Years Consultant and AuthorJennie has written this book for early years leaders in a reflective and easy-to-use style. It is free from jargon with top tips for inspiring new and existing leaders to use within their practice on the road to excellence. Every setting should have a copy of How to Be a Great Leader in Early Years. -- Laura Henry, International Early Years ExpertWhile pitched at those working with small children, the messages are core to a well-led business. Not least the advice that Jennie gives to "know your stuff", "be well read" and "be thirsty for knowledge". Jennie continually reminds the reader that the point of good leadership is to ensure that everything works together to ensure children have a happy fulfilled and fun experience learning. Her book is steeped in good examples which means it can be read in one sitting or dipped into as needed. It would be a very good tool to provoke debate and reflection at a staff meeting or training session. -- June O'Sullivan MBE, CEO of London Early Years FoundationJennie provides a handy, accessible guide to leadership in early years settings, drawing from her own experience of building up a nursery group. Nuggets of wise advice and common sense mantras are set out in bite-sized chapters great to dip into for inspiration and ideas. Topics range from culture to cleaning, praise to pay and recruitment to respect. -- Liz Roberts, Editor, Nursery WorldStrong leadership is pivotal to the long term success of any early years setting. This book clearly and effectively highlights the leadership skills that senior setting staff need, and is essential reading for anyone who manages people in the childcare sector. -- Neil Leitch, Chief Executive of The Pre-school Learning AllianceTable of ContentsIntroduction. Part 1. Your Way of Doing Things. Part 2. Your Leadership Style. Part 3. Your People. Part 4. Your Customer. About the Author.

Read more less

Book SynopsisTelling the remarkable story of Harrop Fold School in Salford, from their unprecedented GBP2.5m debt to being featured in the BAFTA-award nominated Educating Manchester TV series. Drew Povey was one of the youngest Heads in the country when he was appointed aged 32 in 2010. Through sheer determination and strong, visionary leadership, Drew and his management team (including his two brothers) have wiped out the GBP600k a year deficit and are reducing the huge debt - while continuing to get standout results from pupils. Their book reveals the untold story of their struggles, and the unique leadership style that has seen a quite stunning turnaround in a school once labelled one of the worst in the country.

Read more less

Book SynopsisThe ultimate guide to understanding how a school can be led, managed and run, written by an author with extensive experience, and drawing heavily on research around knowledge-based curricula.Cleary and honestly stating the challenges of leading a school, Samuel Strickland focuses on approaches to the curriculum, teaching and learning, teacher workload, behavior, staff morale, leadership and Ofsted.

Read more less

Book Synopsis

Read more less

Book SynopsisA complete guide to developing the skills, behaviours, and mindset necessary for success at university and beyond.

Read more less

Book Synopsis

Read more less

Book SynopsisLow income and first-generation students comprise a significant portion of today’s college student population. The articles in this publication examine the various programs and strategies that are designed to support student success for these populations.

Read more less

Book Synopsis

Read more less

a huge range and FREE tracked UK delivery on ALL orders.

Read more less

Book SynopsisThe design process for organizational structures sometimes resembles a random walk, especially when it is embedded in an arena of competing personal interests and power games. Many organizations still lack clear guidance and are therefore seeking a rigorous, nuanced, and impartial methodology for the design and development of their organizational structures, processes and behavioral repertoire. The Viable System Model (VSM) can help: by identifying the essential design principles and parameters that need to be considered, and which can be used to enhance an organization’s effectiveness, adaptability, cohesion and overall viability.This book, the third volume in a set of three, connects the VSM to the world of the standard organizational chart. It offers readers a new perspective on corporate functions and their contributions to the organization as a whole. Further, it shows them how the VSM can be used to develop viable organizational structures, following a detailed step-by-step approach. Lastly, it explains the vital processes, behaviors, and attitudes that need to be developed in order to make organizations truly viable.Readers will find solutions to, and guidelines on, many critical organizational design issues, e.g. designing job profiles; correctly mapping synergistically (“centrally”) operating units in the organizational chart; outsourcing processes; and handling matrix situations; as well as designing and implementing organizational change processes."This compendium is a most welcome contribution to Organizational Cybernetics. Lassl provides a detailed analytical and insightful perspective on the currently most powerful organization theory, which is a key to mastering complexity: the Viable System Model. The author also finds new, creative ways of showing the practitioner how to make the model work. If you apply it properly, you can reap huge benefits: the viability of your organization and a prosperous future."Prof. em. Dr. Markus Schwaninger, University of St. Gallen"There is nothing more practical than a good theory" (K. Lewin). This is exactly what Lassl’s books exemplify and prove. By advancing the VSM-based organizational theory and providing ample application-related examples, these books allow the readers to look at their organizations and management from a new perspective, and provides them with the knowledge to trigger and implement practical organizational changes.I have been able to draw upon many cutting-edge examples from Lassl’s books for my lectures on the VSM, which have repeatedly convinced students of its value and enabled them to gain an in-depth understanding of the VSM. Particularly Lassl’s elaborations on variety management and on the axiom of requisite vertical eigen-variety are cornerstones for every organizational design project, for value-oriented management, and for the overall viability of the organization. I highly recommend the book to all managers looking for ideas for future-oriented design of organizations and of value creation."Prof. Dr. Matthias Müller-Wiegand, Vice President Department Business and Law, Rheinische Fachhochschule Köln/University of Applied Sciences Table of ContentsPart I: Building the Bridge.- Part II: Designing Organizational (Chart) Structures.- Part III: Implementation.

Read more less

Book SynopsisThis book explores the development of educational leadership within difficult contexts via the lens of a previously failing English secondary school in an area of urban poverty. Based on extensive interview data from 2012-2016, the authors demonstrate that the fundamental ethos underpinning the school’s improvement is a desire to meet the needs of young people in disadvantaged communities in order to equip them with the skills to allow them to transcend their situation. The authors posit that this school embodies the ‘comprehensive ideal’ of secondary education in England: that education should not be disadvantaged by background, and that the state should provide free and high quality education for all. This book will appeal to students and scholars of comprehensive education and schools in difficult contexts. Table of ContentsChapter 1. Introduction.- Chapter 2. The improvement process.- Chapter 3. Being part of the school community.- Chapter 4. Leadership - theory and practice.- Chapter 5. A shock to the system.- Chapter 6. The end of an era.

Read more less

Book SynopsisThis open access book presents case studies of twelve organisations which the public have come to view as institutions. From the BBC to Doctors Without Borders, from the Amsterdam Concertgebouw Orchestra to CERN, this volume examines how some organisations rise to prominence and remain in high public esteem through changing and challenging times. It builds upon the scholarly tradition of institutional scholarship pioneered by Philip Selznick, and highlights common themes in the stories of these highly diverse organizations; demonstrating how leadership, learning, and luck all play a role in becoming and remaining an institution. This case study format makes this volume ideal for classroom use and practitioners alike. In an era where public institutions are increasingly under threat, this volume offers concrete lessons for contemporary organisation leaders.Table of Contents1. Guardians of Public Value: How public organizations become and remain institutions (Arjen Boin, Lauren Fahy and Paul 't Hart)2. The Election Commission of India: Guardian of democracy (Amit Ahuja and Susan L. Ostermann)3. Singapore's Corrupt Practices Investigations Bureau: Guardian of public integrity (Zeger van der Wal)4. The BBC: Guardian of public understanding (Jean Seaton)5. Sweden's Riksbank: Guardian of monetary integrity (Johannes Lindvall)6. The European Court of Justice: Guardian of European integration (Arjen Boin and Susanne K. Schmidt)7. The Amsterdam Concertgebouw Orchestra: Guardian of symphonic music (Bert Koopman)8. The World Anti-Doping Agency: Guardian of elite sport's credibility (Maarten van Bottenburg, Arnout Geeraert, and Olivier de Hon)9. CERN: Guardian of the human aspiration to understand the universe (Jos Engelen and Paul 't Hart)10. Rijkswaterstaat: Guardian of the Dutch delta (Margo van den Brink)11. Médecins Sans Frontières: Guardian of humanitarian values (Liesbet Heyse and Valeska Korff)12. The Intergovernmental Panel on Climate Change: Guardian of climate science (Eric Paglia and Charles F. Parker)13. The ACCC: Guardian of viable markets and consumer rights (Amanda Smullen and Catherine Clutton)

Read more less

Book Synopsis**Winner of the 2023 Skystone Partners Research Prize from the Association of Fundraising Professionals (AFP). This book includes evidence-based insights and recommendations to help academicians excel in raising philanthropic support for their institutions and units. The book provides historical and contemporary perspectives on core concepts and data, research revealing donors’ giving motivations, engagement strategies and tactics for academic units, and guidance on management challenges including strategic plans, campaigns, and measuring performance. The authors include case studies in each section as examples of successful fundraising and volunteer-driven initiatives. The final section, contributed by Dean David D. Perlmutter, reinforces the book’s many practical and theoretical approaches to the fundamental responsibilities academic leaders face in raising philanthropic support. This book is grounded in the growing academic literature on philanthropy and written by scholars who were successful higher education fundraisers.Table of Contents1. Fundraising for Academicians2. Historical Perspectives on Academic Fundraising3. Language Matters4. Tenets of Operational Effectiveness5. Understanding Donor Motivation6. Applying the Identification Model7. Engaging Potential Donors8. Narrow Your Universe9. The Annual Development Plan10. Engaging Partners11. Align Your Strategic Plan12. Campaigns13. Measuring Impact14. Losing Oneself in a Great Cause15. Don't Fear Fundraising

Read more less

Book SynopsisThis Open Access book features a school development model (Arizona Initiative for Leadership Development and Research – AZiLDR) that offers a roadmap for schools to navigate the complexities of continuous school development. Filled with processes that balance evidence-based values with democratic, culturally responsive values, this book offers strategies to mediate the tensions and to address school culture, context and values, leadership capacity, using data as a source of reflection, curricular and pedagogical activity, and strengths-based approaches to meeting the needs of culturally diverse students. You will find: · - Active, reflective activities · - Case studies illustrating each concept · - The research base supporting each concept · - Descriptions of processes from other contexts (South Carolina, Germany, Australia, Sweden) · - Thoughts about next steps for contextually sensitive and multi-level school development · - Suggestions for cross-national dialogue and research within the Zone of Uncertainty Use this ideal source to guide school leadership teams in creating productive schools that continually grow! Table of ContentsTable of Contents Forward: Ken Leithwood………………………………………………………………………….3 Acknowledgements…………………………………………………………………………….….8 Part I: Changing Context for School Development and Description of the Model……………...10 Chapter 1: School Development Approaches Over Time: Strengths, Limitations, and the Need for a New Approach……………………………………………………………………11 Chapter 2: A New Approach to School Development……………………………………..…41 Part II: Lessons from the Arizona School Development Model…………………………………68 Chapter 3: Values, Culture and Context…………………..………………………………....69 Chapter 4: Building and Sustaining School Leadership Capacity…………………………...84 Chapter 5: Using Data as a Source of Reflection in a Feedback Loop……………………...94 Chapter 6: Going Deeper into Curriculum and Pedagogical Activity……………………...105 Chapter 7: Strength-based Approaches to Meeting Culturally Diverse Student Needs…….115 Part III: Extending the Process to Other Contexts…………………………………………...…131 Chapter 8: School Development in South Carolina - Building Leadership Capacity for Evidence-Based School Development in South Carolina Schools by Peter Moyi, Suzy Hardie & Kathleen M.W. Cunningham, University of South Carolina…………………….134 Chapter 9: The Swedish Context - Bringing Support Structures To Scale: The Role of the State and School Districts by Olof Johansson & Helene Ärlestig, Centre for Principal Development, Umeå University…………………………………………………………….170 Chapter 10: The Australian Context - National, State and School-level Efforts to Improve Schools in Australia by David Gurr, Daniela Acquaro & Lawrie Drysdale, The University of Melbourne………………………………………………………………………………..193 Chapter 11: The German Context - School Turnaround in Ten Schools in Difficult Circumstances in Germany: The Need for Adaptive and Contextualized Approaches to Development and Change by Guri Skedsmo, Schwyz University of Teacher Education/University of Oslo and Stephan Huber, University of Teacher Education Zug...233 Part IV: Conclusions and Looking Ahead…………………………………………………...…259 Chapter 12: Concluding Comments and Looking Ahead…………………………………..260

Read more less

Book SynopsisBased on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as “ivory towers” being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach. Trade Review“The book’s main strength lies in the expertise of diverse contributors from various universities and private institutions. … The book will be of value to students, teachers, educational institutions, and policymakers who want to understand developments in education during and after the pandemic, and how universities were involved in it. This book reminds us that overcoming educational problems during the pandemic could not be achieved alone but required collaboration between all parties concerned in maintaining education in a crisis.” (Tanzilal Wanda Rizki, Educational Review, Vol. 74 (3), 2022) Table of ContentsChapter 1. Leading learning during a time of crisis. Higher education responses to the global pandemic of 2020.Chapter 2: Fundação Getulio Vargas’ Efforts to Improve Basic Education before, during and after the Pandemic.Chapter 3. Pontificia Universidad Católica support for the school system during the Covid-19 pandemic in Chile.Chapter 4. Desafío TEP - Positive Educational Trajectories. A public-private alliance to strengthen public education during the Pandemic.Chapter 5. Reimagine Elementary and Secondary Learning during the Pandemic: A Case Study from Tsinghua University.Chapter 6. A Covid-19 response with years in the making: the contribution of EAFIT University to basic and secondary education in Colombia during the pandemic.Chapter 7. Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic.Chapter 8. Case Study on Distance Learning for K-12 Education in Japan: The Nagasaki-Takaoka Model.Chapter 9. Benemérita Universidad Autónoma de Puebla BUAP. A transversal model to support educational continuity fostering resilience, innovation, and entrepreneurship.Chapter 10. Academic Continuity during the Covid-19 Global Health Emergency: Education 4.0 and the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico Supporting Secondary Education. Chapter 11. University of Guadalajara: Transforming and innovating through stronger collaboration between higher and upper-secondary education during the pandemic.Chapter 12. University as State Agent or Social Actor: Al Akhawayn University and Social Responsibility. Chapter 13. Taking a strength-based approach: Bringing student homes into schools during a pandemic. Chapter 14. Supporting schools in times of crisis: a case of partnerships and networking with schools by the Institute of Education at the University of Lisbon.Chapter 15. Educational Continuity During the Covid-19 Pandemic at Qatar Foundation’s MultiverCity.Chapter 16. Supporting elementary and secondary education during the pandemic: a case study from the National Research University Higher School of Economics.Chapter 17. Community building in times of pandemic. University Camilo José Cela. Spain.Chapter 18. University-K12 collaboration during the pandemic: The case of Turkey.Chapter 19. Arizona State University: A Learning Enterprise Supporting P–12 Education in the Covid-19 Pandemic.Chapter 20. MIT Full STEAM Ahead. Bringing project-based, collaborative learning to remote learning environments.Chapter 21. Initiatives to promote school-based mental health support by Department of Educational Sciences, University of Education under Vietnam National University.Chapter 22. Conclusions: what innovations resulted from university-school collaborations during the Covid-19 pandemic?.

Read more less

Book SynopsisThis open access book presents original contributions and thought leadership on academic integrity from a variety of Canadian scholars. It showcases how our understanding and support for academic integrity have progressed, while pointing out areas urgently requiring more attention.Firmly grounded in the scholarly literature globally, it engages with the experience of local practicioners. It presents aspects of academic integrity that is specific to Canada, such as the existence of an "honour culture", rather than relying on an "honour code". It also includes Indigenous voices and perspectives that challenge traditional understandings of intellectual property, as well as new understandings that have arisen as a consequence of Covid-19 and the significant shift to online and remote learning.This book will be of interest to senior university and college administrators who are interested in ensuring the integrity of their institutions. It will also be of interest to those implementing university and college policy, as well as those who support students in their scholarly work.Table of ContentsSection I: Understanding the big picture of academic integrity in Canada: An Enduring Challenge.- Section introduction: Understanding the big picture of academic integrity in Canada.- Academic integrity in Canada: A historical perspective and current trends.- Integrity violations in the academy: A decade of growing complexity and concern (2010-2020).- Confronting COVID-19: What the pandemic taught us about academic integrity.- Academic integrity through a SoTL Lens and 4M Framework: An institutional self-study.- An administrator’s perspectives of the academic misconduct ecosystem: recommendations for resolving multi-stakeholder differences.- Re-defining academic Integrity with Indigenous truths.- Accountability, relationality and Indigenous epistemology: Advancing an Indigenous perspective on academic integrity.- Understanding provincial and territorial academic integrity policies for elementary and secondary education in Canada.- Section II: Understanding academic integrity in specific contexts.- Section introduction: Understanding academic integrity in specific contexts.- Academic integrity in Canadian engineering schools.- Teaching the teachers: Do preservice teachers plagiarise?.- Visual plagiarism: Seeing the forest and the trees.- The distinctive nature of academic integrity in graduate legal education.- Perceptions and experiences in understanding academic integrity: Reflections within a doctoral program.- The barriers to reporting incidences of academic dishonesty: The unique perspective of faculty from Canadian community colleges.- Promotion of academic integrity through a marketing lens for Canadian post-secondary institutions.- Academic integrity in the practice / service learning setting.- Promoting academic integrity and preventing misconduct in a Canadian open digital distance education university.- Section III: An urgent and growing problem: Contract cheating in Canada.- Section introduction: Contract cheating in Canada.- Ethics, ed tech, and the rise of contract cheating.- Pay-to-pass: Knowledge as a commodity in the digital age.- Education as a financial transaction: Contract employment and contract cheating.- Committing and facilitating academic misconduct as white-collar and corporate crime.- Section IV: Essential strategies and levers to advance academic integrity.- Section introduction: Essential strategies and levers to advance academic integrity.- Using quality assurance frameworks to support an institutional culture of academic integrity at Canadian universities.- Beyond the traditional: Academic integrity advocacy in Canadian librarianship.- Using computer-facilitated focus groups to gather student insight on academic integrity.- Fostering academic integrity through curriculum design.- Threading the needle: Student advocacy offices and their role within academic integrity.- Helping students resolve the ambiguous expectations of academic integrity.- How to talk about academic integrity, so students will listen: The inherent challenge in “mandated” training.- Revisioning instructor-writing specialist collaboration for paraphrasing instruction.- Supporting academic integrity in the writing centre: Student consultant perspectives.- Cultural aspects of academic integrity.- A new framework for enhancing (academic) integrity.- Building a culture of restorative practice and restorative responses to academic misconduct.

Read more less

Book SynopsisThis book explores how academic leaders throughout higher education experience and practice care and the ethics of care. Drawing on a narrative inquiry study of experiences and practices of feminist care ethics in higher education leadership, Schultz counters academic norms, including expectations of competition and criticism across all activities, by uncovering the common experiences of academic leaders who intentionally adopt practices guided by an ethics of care and relationality. Within the context of institutions of higher education responding to present-day social movements, the book highlights how practices of care-centered leadership can enable change that begins on campus and reaches outwards to positively impact the community.Table of ContentsPart I Introduction. 1 Coming to Care Ethics in Higher Education. Theme and Scope. Coming to a Research Puzzle: A Narrative Beginning. Foregrounding Personal Justifications. Feminist Care Ethics as a Theoretical Framework. My Earliest Stories Linking Care and Higher Education. Noddings’s Language of Care. Using Narrative Inquiry to Understand Leadership Experiences and Practices. Narrative Inquiry’s Methodological Commitments. Research Design Summary. Methodological Characteristics and Considerations. Towards an Understanding of Experiences, Practices, and Possibilities. References. 2 Care Ethics that Matter. Practical Justifications. Contextualizing Change. Higher Education in Neoliberal Times. Higher Education Leadership. Social Justifications. Care in Education. Care in Higher Education. Tensions. (En)Countering the First Tension: Organizations as Obstacles to Care. (En)Countering the Second Tension: Leadership as a Barrier to Care. (En)Countering the Third Tension: Gendered Care and Caring. Beginning to Understand Care Ethics in Higher Education Leadership. References. Part II Stories of Experiences and Practices of Care-Centered Leadership. 3 Beth. Introducing Beth. Beginning in the Middle. Where Care Comes From. Beginning Again. Weaving Care and Self-Care. As Care Seeks and (Sometimes) Finds Visibility. Being Cared For: Friendship and Feeling Seen. Caring into the Future. References. 4 Lynn. Introducing Lynn. Connecting. Journeying Towards Leadership. Embracing Leadership. Care in Her Midst. The Relational Nature of Care. Caring for the Work, Too. Tending to Tensions, Too. The Whole Self-Caring. Self-Care and Rest. Leaning into the Future. Postscript. Reference. 5 Abby. Introducing Abby. Learning to Show Up, to Participate, and to Listen. Learning to “Think on My Feet”. “There Was No Care”. Enacting Feminist Care and Care Ethics. Deep Listening. Being Genuine. Caring and Chairing in Neoliberal Times. Enabling Care, Now and into the Future. Being Surrounded by Care. Lighting the Way. References. 6 Genevieve. Introducing Genevieve. Beginnings. The Work of Care. The Hard Work of the Work of Care. Receiving Care. An Arc of Care and Not Care. Creating Care. Research as Self-Care. Making Care Visible. Feeling Cared for as a Leader. Caring and Chairing. Seeing Care. Coda. Reference. Part III Towards Care-Centered Leadership in Higher Education. 7 Resonant Threads. Thinking with Resonant Threads. Situating the Writing of the Resonant Threads. Awakening to Three Resonant Threads. Learning to Care: Awakening to Where Care Comes From. Experiences of Care from Mentors. Familial Experiences of Care. With the Threads of This Resonance. The Challenge of Care: Caring in Challenging Moments and Times. The Limits of Care: Tensions in Challenging Moments. The Labor of Care: Risking the Work of Care in Challenging Times. With the Threads of This Resonance. Care for the Self: A Condition of Care. Care for the Self with Movement and Music. Care for the Self with Research and Writing. Care for the Self with Rest and Recalibration. With the Threads of This Resonance. References. 8 Conclusion: Care-Centered Leadership in Our Midst. Emerging Visibility of Care-Centered Leadership. Making Care in Leadership in Higher Education Visible. Revisiting Social, Practical, and Personal Justifications: Implications and Possibilities. Revisiting Social Justifications: Social and Theoretical Implications and Possibilities. Revisiting Practical Justifications: Practical Implications and Possibilities. Revisiting Personal Justifications: Implications and What I Will Remember. References. Epilogue: Leading with Feminist Care Ethics in Times of Change.

Read more less