Educational administration and organization Books

Book SynopsisThe Challenge to Academic Freedom in Hungary: A Case Study in Culture War, Authoritarianism and Resistance presents a case study as to how an authoritarian regime like the one in Hungary seeks to tame academic freedom. Andrew Ryder probes the reasons for ideological conflict within the academy through concepts like ‘culture war’ and authoritarian populism. He explores how the Orbán administration has introduced a series of reforms leading to limitations being placed on the Hungarian Academy of Sciences, Gender Studies no longer being recognized by the State, the relocation of the Central European University because of government pressure and new reforms that ostensibly appear to give universities autonomy but critics assert are in fact changes that will lead to cronyism and pro-government interference in academic freedom.

Read more less

Book SynopsisGoverning universities is a multi-level as well as a highly paradoxical endeavor. The featured studies in this book examine critically the multifaceted repercussions of changing governance logics and show how contradictory demands for scholarly peer control, market responsiveness, public policy control, and democratization create governance paradoxes. While a large body of academic literature has been focusing on the external governance of universities, this book shifts the focus on organizations’ internal characteristics, thus contributing to a deeper understanding of the changing governance in universities. The book follows exigent calls for getting back to the heart of organization theory when studying organizational change and turns attention to strategies, structures, and control mechanisms as distinctive but interrelated elements of organizational designs. We take a multi-level approach to explore how universities develop strategies in order to cope with changes in their institutional environment (macro level), how universities implement these strategies in their structures and processes (meso level), and how universities design mechanisms to control the behavior of their members (micro level). As universities are highly complex knowledge-based organizations, their modus operandi, i.e. governing strategies, structures, and controls, needs to be responsive to the multiplicity of demands coming from both inside and outside the organization.Table of ContentsIntroduction.- Multi-level Governance in Universities: Strategy, Structure, Control. Jetta Frost, Fabian Hattke, and Markus Reihlen.- Part I: Strategy.- 1 Institutional Change of European Higher Education: The Case of Post-war Germany. Markus Reihlen and Ferdinand Wenzlaff.- 2 Academic Entrepreneurialism and Changing Governance in Universities. Evidence from Empirical Studies. Marek Kwiek.- 3 Higher Education in the Knowledge Society: Miracle or Mirage? Mats Alvesson and Mats Benner.- Part II: Structure.- 1 Changing Professions? The Professionalization of Management in Universities. Marie Boitier and Anne Rivière.- 2 From Voluntary Collective Action to Organized Collaboration? The Provision of Public Goods in Pluralistic Organizations. Fabian Hattke, Steffen Blaschke, and Jetta Frost.- 3 Universities, Governance, and Business Schools. J.-C. Spender.- Part III: Control.- 1 Aligning Professional and Organizational Commitment in Universities: From Judgmental to Developmental Performance Management. Julia Weiherl and Jetta Frost.- 2 Current Developments at Higher Education Institutions and Interview-based. Recommendations to Foster Work Motivation and Work Performance. Stefanie Ringelhan, Jutta Stumpf-Wollersheim, and Isabell M. Welpe.- 3 Is it Possible to Assess Progress in Science? Isabel Bögner, Jessica Petersen, and Alfred Kieser.- Outlook.- When Professional and Organizational Logics Collide: Balancing Invisible and Visible Colleges in Institutional Complexity. Fabian Hattke, Rick Vogel, and Hendrik Woiwode.

Read more less

Book SynopsisThis book aims to make a contribution to the theory, research and practice on quality and equity in education by providing a comprehensive overview of these two dimensions of educational effectiveness and proposing a methodological instrument that may be used to measure the contribution that each school can make to promoting equity. The importance of using this instrument is demonstrated by analysing results of various effectiveness studies conducted over the last decade. The book draws upon research across the world, especially research conducted in the Europe, the United States, and Australasia. It is shown that promoting equity has no negative effect on the promotion of quality. The importance of using this methodological instrument to identify factors that promote both quality and equity at different educational levels (i.e. teacher, school and educational system) is stressed. The book also demonstrates how we can measure stability and changes in the effectiveness status of schools over time in terms of fostering quality and equity. In addition it underlines the importance of identifying factors measuring changes in the effectiveness status of schools in terms of equity and points to the alternative strategies that can be used at school and system level. In our attempt to encourage the further development and use of this methodology for school improvement purposes, we demonstrate how experimental studies can be conducted to discover whether and under which conditions the proposed methodology can help schools promote both quality and equity. Finally, implications for school evaluation, research, educational policy and practice are drawn. In this way, the book contributes significantly to the debate on how quality and equity can be achieved and encourages policy-makers and practitioners not to view these two dimensions of effectiveness as being in competition with each other but as constituting the major objectives of any reform policy and/or improvement effort at school and/or national levels.Table of Contents1. Quality and Equity Dimensions of Educational Effectiveness: An Introduction.- 2. Different Theoretical Viewpoints on how to Promote Quality and Equity in Education.- 3. Investigating Relations between the Quality and Equity Dimensions: A Critical Review of Literature on Educational Effectiveness.- 4. Methodological Developments in Measuring Quality and Equity in Education.- 5. Measuring the Effectiveness Status of Schools in terms of Promoting Equity: Secondary Analyses of Effectiveness Studies and National Longitudinal Studies.- 6. Investigating Stability and Changes in Promoting Equity at School Level.- 7. An Experimental Study on Promoting Quality and Equity at School Level.- 8. Implications for Research, Policy and Practice: A Way Forward.

Read more less

Book SynopsisThis book contributes five novel tenets for building a critical theory of leadership studies. Drawing from transdisciplinary insights, these tenets help shape the emerging field of inquiry. They also facilitate the examination of normative social processes that reinscribe hegemonic power relations — because much of what is accomplished in current leadership scholarship, teaching, and practice reinforces these power relations. The book begins by contrasting critical theory with positivist approaches to analyzing social phenomena, and what follows is an exploration of four broad disciplines using sub-components of leadership as an investigatory lens. The resulting five tenets are presented and discussed so that they may be picked up and used by scholars contributing to the developing field of critical leadership studies.Table of ContentsWhy is critical theory important?.- Interlude - Prepare for Exploring Movement and Direction through Transdisciplinary Vectors.- Exploring Movement and Direction in Aesthetics.- Exploring Movement and Direction in Social Sciences.- Exploring Movement and Direction in Animal Science.- Exploring Movement and Direction in Engineering.- Tenets of Critical Leadership Theory and their Implications.

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

Book SynopsisThis management book documents the remarkable transformation of DSM, first from a coal mining company to a commodity chemicals producer and then in the last two decades to the life sciences & materials sciences company it is today, with its strong focus on biotechnology. The book gives an inside view on the ‘strategic learning cycles’ that have driven this evolutionary transformation. It also discusses the company traits that have contributed to its ability to adapt, grow and prosper. Renowned business schools such as IMD and Babson have accompanied the second transformation of DSM through their executive education programs. The book documents this support and draws lessons for long-term collaboration between companies and the business school world.Table of ContentsPreface.- DSM - From Dutch State Mines to Chemicals Company.- Transforming a Business School.- Moving from Sales to Marketing.- Achieving Market Orientation.- Developing Business Strategy Dialogues at DSM.- Enhancing Business School Impact.- Embedding Business Strategy Dialogues as a Core Process.- Contributing to Business Strategy Dialogues.- Experimenting with Corporate Strategy Dialogues to Focus and Explore.- Branching out Beyond Strategy.- The Big Decision: Exit Petrochemicals?- Leveraging Faculty Learning Cycles.- Completing the Transformation of DSM.- Lessons for Academia and Business.- The Seven Traits of a Successful Company.

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

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

Read more less

Book SynopsisThis book explores a range of educational issues in the Pacific Islands, from school leadership in various contexts to the importance of forging cordial school and community partnerships. By presenting perspectives from a wide range of stakeholders, including community leaders, teachers, parents and students, it adds to the ongoing dialogue on educational issues in the Pacific Islands. Moreover, it promotes the forging of healthy school ecosystems that value equality, diversity, community engagement, fruitful citizenship, proactive school leadership, and valuable student learning, to drive an educated Pacific Islands population into the future.Table of Contents1 Introduction: Contributing to Dialogue about Pacific Islands Educational Issues.- 2 Teachers' Perspectives on Leadership Model in Practice: The Case of Niuean School Leaders.- 3 School Leadership Development for Managing Educational Change: The Case of School Improvement Planning.- 4 The Partnership between School Leaders and Parents: Views of Solomon Islands Parents.- 5 Re-visiting the Social Studies Curriculum of Solomon Islands.- 6 Student Teachers' Perception of Citizenship Education at a Fiji Teachers' College.- 7 Fijian Secondary Mathematics Teachers' Beliefs about the Nature of Mathematics and their Self-Reported Teaching Practices.- 8 Gender Differences in Recess Play in Five Fiji Primary Schools.- 9 Critical Reflection and the Question of Epistemology: Is Fiji 'on the ball'?.- 10 The Importance of Co-authorship and Disciplined Research.- 11 Developing Numeracy Skills using Technology-enhanced Learning Activities in Fiji.- 12 Leading in Early Childhood Education Centres in the Solomon Islands: Issues and Challenges.- 13 School-generated Innovative and Creative Ideas in two Choiseul Schools, Solomon Islands.- 14 Strengthening Collaboration with the Community of Sustainable Development: Implications for School Leadership.- 15 Conclusion: A Collection and Collective Effort.

Read more less

Book Synopsis

Read more less

Book Synopsis

Read more less

Book SynopsisIntroduction to Research in Leadership examines the process and skills required for effectively conducting research on the concept of leadership. Its authors employ a microscope for close analysis and build balconies to see trends and gain perspective. Designed to be imminently practical, it employs concrete examples of fictional graduate students, faculty, and professionals struggling with their own issues to help readers make sense of the world of research and all of its complexities. Filled with personal anecdotes, stories, and even a touch of humor and sarcasm, each chapter weaves in relevant concepts so that those beginning the process of producing scholarship can get started on a productive path and with a positive attitude.This introductory textbook reviews the core philosophies employed in creating new knowledge within a field of research. It describes quantitative, qualitative, and mixed methods, as well as several concepts that are common across these. The text concludes with chapters focused on critical scholarship in leadership and creating habits that lead to a lifetime of learning.

Read more less

Book SynopsisCompassionate Leadership for School Improvement and Renewal aims to equip educational leaders with the knowledge, skills, and learning experiences necessary to approach their work from an intentional stance of compassion. Schools serve as both sites and sources of suffering; yet compassionate leadership can facilitate healing for students, educators, and community members. The moment is right to move the field toward a compassion-centered approach to leadership. In recent years, people around the world have experienced unfathomable loss and suffering due to the COVID-19 pandemic, persistent inequities and subsequent social justice protests, war and violence, and catastrophic natural disasters. These events created perpetual anxiety, stress, fear, uncertainty, loss, and grief for millions of people--including educators. Now perhaps more than ever, people need to give and receive compassion. The purpose of the volume is to build educational leaders' capacity to demonstrate compassion, foster collective compassion within their schools and districts, establish organizational environments in which compassion is routinely given and received, and, subsequently, transform schools into sites of healing. Ultimately, through the unique contributions of each chapter, this volume offers a path toward school improvement that is both renewing and sustaining.Trade Review“As a former school counselor and school administrator, my view about compassionate leadership is one grounded in relational practice. This may be obvious to some, but unfortunately lost on many. This thoughtful volume edited by Kara Lasater and Kristina LaVenia explores a desperately needed reformulation of school leadership for our times. Compassionate leadership takes enormous courage because it works against much of the institutional ethos that forms and frames the role, thinking, and behaviors of those ostensibly charged to both manage and lead schools.” - William C. Frick, University of Oklahoma“The education system is in its most challenging period in decades, perhaps in the past century. The need now is to address student, staff and organizational suffering. Lasater and LaVenia et. al., offer antidotes in this volume by providing up to date research, theory and insight to cultivate, conceptualize and practice compassionate educational leadership. For those who teach and lead with their heart, this book is essential reading.” - Joseph A. Polizzi, Sacred Heart University“In an increasingly challenging educational landscape, leaders find themselves facing teacher shortages, student trauma, and learning loss. Schools could easily become institutions rife with secondary trauma and burned out professionals operating in stark contrast to the unifying motivations that drew each of us into this profession. This volume reminds us that among the many skill sets leaders must employ, organizational and leader compassion fulfills a fundamental human need and unlocks a means by which schools can transform from professional survival to the joyful work of changing lives for the better.” - Joshua Ray, Greenwood Public Schools

Read more less

Book SynopsisUNCOVERED: 1 in 4 EXAM GRADES IS WRONG 'An important contribution to our thinking.’ – Sixth Form Colleges Association 'An uncomfortable but important read.’ – Headmasters’ and Headmistresses’ Conference 'Everyone in UK education should reflect upon the problems identified in this powerful book' – Higher Education Policy Institute Every summer one million GCSE and A-Level candidates receive results that define their school years and set them up for their life. But those results are gravely unreliable. In fact, about one grade in four in England is WRONG. That is 1.5 million grades every year. An A-Level grade B might have been an A, or even a C, had a different examiner marked the script. Similarly, a GCSE grade 7 might have received a grade 8 or a 6. For a decade, young people and their friends and families have been unable to grasp the full extent of this randomness. Now, in this definitive and easy to follow book, Dennis Sherwood explains why so many pupils receive final grades that don’t do them justice. And he suggests ways to regain trust, which apply to essay-based exams throughout the world. Reviews ‘Know an A Level student who you were absolutely sure should nail an A* but ended up with a B? Well, they probably should have got that A* but were a victim of this scandal. Sherwood’s work changed my outlook. Let him change yours too.’ – Robert Campbell, former Chief Executive, Morris Education Trust ‘Dennis has been challenging our thinking about assessment and the awarding of grades for many years, combining detailed research with an engaging manner and clear explanations... this is an important contribution to our thinking.’ – Bill Watkin, Chief Executive, Sixth Form Colleges Association ‘Dennis Sherwood asks the questions about exam grades that no one really wants to answer. His analysis suggests that much of what we think we know about school exams is based at best on wishful thinking and at worst on wilful misrepresentation of statistics. But he also has some positive suggestions for improvement. Missing the Mark is an uncomfortable but important read.’ – Melvyn Roffe, Chair, Headmasters’ and Headmistresses’ Conference ‘Missing a grade can result in university or college applications being rejected. Dennis Sherwood asks the $64,000 question: ‘Are grades reliable enough for the purposes they are supposed to serve?’ This book presents an insightful analysis of this important matter, including the rules introduced in 2016 to reduce the number of appeals, the controversial grading processes in 2020 and 2021 when exams were cancelled, why ‘real’ grades are so unreliable, and some solutions too.’ – Huy Duong, parent ‘Everyone in UK education should reflect upon the problems identified in this powerful book – and then decide what to do about them.’ – Nick Hillman, Director, Higher Education Policy Institute Anyone with an interest in how examinations are assessed, from those in government, regulators, schools, colleges, universities to employers, teachers, parents and students, should read Dennis Sherwood's incisive analysis. His conclusions will have a profound impact on our idea of the accuracy, reliability and fairness of examinations. – Mike Larkin, Emeritus Professor Queen's University of Belfast and Total Equality For Students ‘Dennis provides a clear, step-by-step outline of what is going so terribly wrong and the easy ways to remedy this.’ – Ollie Green, A-level student About the author Dennis Sherwood is a management consultant with experience of solving complex problems. He has a Physics Masters from the University of Cambridge, an MPhil in Molecular Biophysics and Biochemistry from Yale University and a PhD in biology from the University of California in San Diego. After being a consulting partner at Deloitte Haskins + Sells, and Coopers & Lybrand, he became an executive director at Goldman Sachs. He now runs his own business, The Silver Bullet Machine Manufacturing Company Limited, specialising in organisational creativity and innovation. He is author of 14 books. Extract - Foreword Gold standard! Well, maybe not! For many years England’s GCSE and A-level qualifications have enjoyed an international reputation as world-leading. They have frequently been cited as ‘gold standard’ examinations. In this book Dennis Sherwood applies forensic analysis, in an accessible format, to one aspect of those qualifications – the grades awarded to each student on results day. His expert commentary leaves us in no doubt that the architecture of reliability is nothing more than a fancy façade on a house that’s built on sand. This is not a book about whether examinations are the best way to assess authentic learning. That’s a different debate, although there’s evidence here that excessive reliance on end-of-course examinations exacerbates the great grading scandal. This is also not a book about whether the content of our examination-driven school and college curriculum is well-designed, fit for purpose or sufficiently visionary for the future needs of students. That too is a long overdue discussion which should inform public policy, but Dennis retains his focus on one pressing issue. Are the grades awarded to students at the end of the examination process a reliable indicator of their performance and ability? Can those grades be trusted to determine suitability for advanced academic study or access to employment? Do they serve to differentiate authentically between one student and the next? We are all familiar with the results day photographs that accompany the headlines in August. Enthusiastic celebrations with beaming smiles. Images that are carefully contrived to align with the supporting text as ‘Camelia’ (or whoever) progresses to a top university with her four A* grades or ‘Daniel’ revealed to be a prodigy as he attains twelve grade 9’s in his GCSEs. Their results may well be impressive and will certainly open doors towards privileged academic opportunities. But what if the student with AAB is actually no better, in any meaningful sense, than the student with BAC? What if these grades lack the precision that they appear to convey? Is there an element of unreliability in how they are awarded – such that two otherwise identical candidates may as well roll a dice alongside completing their examination paper to determine which, say, of two adjacent grades they may ultimately be awarded? If Dennis is right – and I think he is – then a great grading scandal unfolds before our eyes every summer... [Buy the book to continue reading the foreword] Dr Robin Bevan, Headteacher, Southend High School for Boys and NEU Past National President, 2020-21Trade Review‘Know an A Level student who you were absolutely sure should nail an A* but ended up with a B? Well, they probably should have got that A* but were a victim of this scandal. Sherwood’s work changed my outlook. Let him change yours too.’ – Robert Campbell, former Chief Executive, Morris Education Trust ‘Dennis has been challenging our thinking about assessment and the awarding of grades for many years, combining detailed research with an engaging manner and clear explanations... this is an important contribution to our thinking.’ – Bill Watkin, Chief Executive, Sixth Form Colleges Association ‘Dennis Sherwood asks the questions about exam grades that no one really wants to answer. His analysis suggests that much of what we think we know about school exams is based at best on wishful thinking and at worst on wilful misrepresentation of statistics. But he also has some positive suggestions for improvement. Missing the Mark is an uncomfortable but important read.’ – Melvyn Roffe, Chair, Headmasters’ and Headmistresses’ Conference ‘Missing a grade can result in university or college applications being rejected. Dennis Sherwood asks the $64,000 question: ‘Are grades reliable enough for the purposes they are supposed to serve?’ This book presents an insightful analysis of this important matter, including the rules introduced in 2016 to reduce the number of appeals, the controversial grading processes in 2020 and 2021 when exams were cancelled, why ‘real’ grades are so unreliable, and some solutions too.’ – Huy Duong, parent ‘Everyone in UK education should reflect upon the problems identified in this powerful book – and then decide what to do about them.’ – Nick Hillman, Director, Higher Education Policy Institute Anyone with an interest in how examinations are assessed, from those in government, regulators, schools, colleges, universities to employers, teachers, parents and students, should read Dennis Sherwood's incisive analysis. His conclusions will have a profound impact on our idea of the accuracy, reliability and fairness of examinations. – Mike Larkin, Emeritus Professor Queen's University of Belfast and Total Equality For Students ‘Dennis provides a clear, step-by-step outline of what is going so terribly wrong and the easy ways to remedy this.’ – Ollie Green, A-level studentTable of ContentsDEDICATION. To the unknown, but very large, number of young people who have been damaged by the award of wrong exam grades, in the hope that this will not happen in the future STATISTICS. Over the decade from 2010 to 2019, a total of about 70 million GCSE, AS and A-level grades were awarded following each year’s summer exams in England. • Of which around 17.5 million were wrong. • Yes,17.5 million. • That’s about 1 wrong grade in every 4. FOREWORD. Foreword by Dr Robin Bevan Headteacher, Southend High School for Boys NEU Past National President, 2020-21. old standard! Well, maybe not! For many years England’s GCSE and A-level qualifications enjoy an international reputation as world-leading. This book forensically analyses grades 1. EXAM GRADES ARE IMPORTANT. A'Level and GCSE grades can affect life chances, yet the regulator Ofqual's own statistics show that 1 in 4 grades can be wrong. This book gives all the evidence, discusses the implications, and – most importantly – offers some solutions 2. EXAMS IN ENGLAND. Deals with GCSE, AS-Level and A-level exams, exam centres and schools, awarding bodies, the regulators Ofsted, DfE, and Ofqual, the House of Commons Education Committee, marking, grade structures, grade boundaries, criterion referencing, cohort referencing, norm referencing 3. ARE EXAM GRADES 99.2% ACCURATE? Edexcel’s claim that grades are 99.2% accurate on results day (taken from Pearson-Edexcel’s website), assesses comments made about grade reliability by School Standards Minister Nick Gibb, Ofqual's Chief Regulator Glenys Stacey and Ofqual's Marking Consistency Metrics 4. TWO IMPORTANT WORDS: ‘ACCURATE’ AND ‘RELIABLE’. What does ‘accurate’ mean in the context of exams? Can exam marks ever be accurate? Looking at how marking by different examiners can alter the grade. The reliability of a grade is the probability that an originally-awarded grade is confirmed 5. SUMMER 2016: OFQUAL MAKE IT HARDER TO APPEAL. Until 2015, candidates unhappy with their grades could – for a fee – request a re-mark. But in May 2016, Ofqual changed the rules for challenges and appeals, intentionally denying access to an expert second opinion. Why did the regulator do that? 6. OFQUAL’S FIRST MEASURES OF GRADE RELIABILITY. In 2015, Ofqual carried out an extensive study in which the entire cohorts of GCSE, AS and A-level scripts, in 12 subjects, were marked twice: firstly, as normal, by an ordinary examiner; secondly, by a senior examiner, whose mark was designated 'true' 7. OFQUAL’S REAL MEASURES OF GRADE RELIABILITY. Using Ofqual data, the author calculates the reliability of mathematics grades is 96%, chemistry 92%, physics 88% etc right down to the lower arts subjects such as English literature (58%), history (56%) and combined English language and literature (52%) 8. WHY GRADES ARE UNRELIABLE. Three reasons why marking (marketing error) is not the problem. Instead, there is a more powerful explanation – fuzziness. Ofqual admit: 'There is often no single, correct mark for a question'. So marks may legitimately vary, causing valid but 'fuzzy' results 9. NOVEMBER 2018 TO SUMMER 2019. Newspaper sized on Ofqual's admission about grade unreliability, with reports in the Daily Telegraph and Sunday Times. Ofqual insists that marking error is to blame for any problems but stresses that results and grades are overwhelmingly accurate 10. 2020: CAGS AND RANK ORDERS. Due to the Covid epidemic, the UK government cancels all physical GCSE, AS-Level and A-Level exams and replaces them with an Ofqual algorithm, which is crude. 'The details of the algorithm were both important and missing from Ofqual’s Guidance documents.' 11. THE GREAT CAG CAR CRASH. On results day, Thursday 13th August, and over the next few days, progressively more stories surfaced on some ‘peculiarities’ in the algorithm’s results. Yes, overall, nearly 40% of CAGs were down-graded, but some were up-graded, sometimes very strangely 12. THE AFTERMATH. Were the CAGs right? Or fair? In a word, no. Or rather, some were, and some weren’t. I hope that most – if not the vast majority – were; but some definitely weren’t, and no one knows how many. Furthermore, Ofqual proved to be hugely obstructive in letting anyone find out 13. SUMMER 2021: THE TAGS. With Covid-19 once again obstructing physical exams, Ofqual oversaw Teachers Assessed Grades. 'The process was a mess in principle, and made even worse by the problems of rounding and statistics. But overall, Ofqual designed and implemented a totally flawed process...' 14. NINE WAYS TO DELIVER RELIABLE AND TRUSTWORTHY GRADES. Presents 14 solutions in order to offer a comprehensive ‘menu’ of possibilities, so as to stimulate the debate about which is indeed the best and most effective: the best and most effective among 15 possibilities 15. FIVE FUNDAMENTALLY DIFFERENT WAYS TO DELIVER RELIABLE AND TRUSTWORTHY ASSESSMENTS. Five more solutions to the problem of delivering reliable grades – or rather ‘assessments,’ for as will be seen, the last solution suggests a different way of representing students’ achievements on their certificates 16. OVER TO YOU… Reliable, trustworthy, grades are not just a public ‘good.’ Our young people deserve them. After 11, 12 and 13 years of school, the end-game, the key prizes, are those certificates with those grades. What a kick in the teeth it is for so many grades to be wrong APPENDIX - FUZZINESS, A DEEPER DIVE. The central concept in this book is fuzziness – my word for the fact that different, equally qualified examiners can legitimately give the same script different marks. Here I define and describe fuzzy exam grades ACKNOWLEDGEMENTS. Among others: Adi Bloom, Bernard Minsky, Bernard Trafford, Bill Watkin, Camilla Turner, Catherine Brioche, Carly Minsky, Elaine Hughes, Professor George Constantinides, Helen Pike, Dr Huy Duong, JL Dutaut, John Dickens, Liz Charin, Liz Lightfoot, Mark Corver, Mark Fretten REFERENCES. A full list of statistical sources, newspaper articles, think tank reports, and regulatory information for this book on English school exam grades INDEX. A full index. Such as the As: A-level 24 grade inflation Fig 5 (p 47) grade reliability, approximate measure for qualifications as awarded Fig 15, Table 3 (p 119) grade reliability, approximate measure for subject units or components Fig 13 (p 100), 104 results from ‘mutant algorithm’ 2020

Read more less

Book SynopsisThe unwritten rules of success that every student must follow to thrive in collegeThe Secret Syllabus equips students with the tools they need to succeed, revealing the unwritten rules and cultural norms and expectations not included in the official curriculum. Left to figure out on their own how the academic world works, students frequently stumble, underperform, and miss opportunities. Without mastery of the secret syllabus, too many miss out on the full, rich experience available to them in college. Jay Phelan and Terry Burnham share the essential lessons they have learned from struggling, unfocused students as well as award-winning college instructors and researchers. The Secret Syllabus draws on Phelan and Burnham's experiences with thousands of undergraduate and graduate students. Weaving engaging storytelling with practical, actionable advice, they illustrate both productive and counterproductive approaches to achieving academic excellence, and highlight the importance of sett

Read more less

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

Read more less

Book SynopsisA clarion call to shut down the business school!Trade Review'This is a tour de force of contemporary critical management thinking. All too often, the textbooks and the MBAs get in the way of what should be the future for business - participative, value-creating and sustainable. Read, learn... and shut down the business school' -- Ed Mayo, Secretary General, Co-operatives UK'Business schools are at the centre of the malaise of financialized capitalism... Parker prescribes the nuclear option - termination. His replacement is a focus upon sustainable organising that champions alternatives to more-of-the-same hierarchical organisation, market-based forms of exchange and the necessity of management' -- Hugh Wilmott, Professor of Management, Cass Business School, City University LondonTable of ContentsAcknowledgements Preface 1. What Goes on in Business Schools? 2. Teaching Capitalism 3. What's Wrong with Management? 4. What's Wrong with the Business School? 5. The Business School and the University 6. What is 'Management' Anyway? 7. The School for Organizing 8. The Politics of Organizing 9. What do Students Want? 10. The Business School of Tomorrow Notes Index

Read more less

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

Read more less

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

Read more less

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

Read more less

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

Read more less

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

Read more less

Book SynopsisSamels, accomplished authors and scholars of leadership in higher education, The Provost's Handbook is destined to become the go-to resource for deans, presidents, trustees, and chief academic officers everywhere.Trade ReviewThe Provost's Handbook is essential reading for all aspiring and sitting Chief Academic Officers, and for their institutional peers. -- Margaret (peggy) Jablonski NASPA Leadership Exchange Magazine Offer[s] glimpses of the many roles a chief academic officer (CAO) plays in today's colleges and universities... The strength of this book is these individual insights and the opportunity they give for readers to assess, by comparison, their approaches to these roles. Choice This new handbook addresses changes in the role of the chief academic officer and today's best practices in faculty leadership, strategic planning, curriculum development, technology use in the classroom, and governance... A practice resource for deans, presidents, trustees, and chief academic officers. Council of Independent Colleges Newsletter Recommended. American Reference Books AnnualTable of ContentsPrefacePart I: The Academic AgendaChapter 1. New Skills, Old Skills, and Leading the Academic CommunityChapter 2. New Realities and Lingering Stereo types: Key Trends from the National CAO CensusChapter 3. Professional Development Programs for Chief Academic Officers: A Key to Effective LeadershipChapter 4. The Scope of Academic Leadership at the Top: CAOs, Presidents, and TrusteesChapter 5. Ground Level: How to Lead the Faculty as the First among EqualsChapter 6. The CAO as Planner: Strategic Planning and the Office of Institutional ResearchChapter 7. Difficult Change in the Provost's Domain in Curriculum, Faculty Appointments, and Teaching StrategiesChapter 8. The CAO and the Curriculum: Developing and Implementing Effective Programs for a Contemporary Student PopulationChapter 9. Technology and the Changing Classroom Experience: Best Practices for Curriculum, Resources, and PersonnelChapter 10. Academic Governance: The Art of Working with PeoplePart II: Essential Partners Chapter 11. The CAO and the Chief Financial Officer: Managing a Critical ConnectionChapter 12. The Academic Ask: Partnering Academic Affairs and Institutional AdvancementChapter 13. Working Effectively with the Senior Student Affairs OfficerChapter 14. What Provosts Need to Know About Enrollment ManagementChapter 15. Increasing Accountabilities: The Provost's Role in Intercollegiate AthleticsChapter 16. Keep Your Friends Close and College Counsel Closer: New Developments in Higher Education LawChapter 17. Building Bridges beyond the Quadrangle: The CAO and the External CommunityBibliographyList of ContributorsIndex

Read more less

Book SynopsisA critique of what lies behind the use of data in contemporary education policy While the science fiction tales of artificial intelligence eclipsing humanity are still very much fantasies, in Algorithms of Education the authors tell real stories of how algorithms and machines are transforming education governance, providing a fascinating discussion and critique of data and its role in education policy.Algorithms of Education explores how, for policy makers, today’s ever-growing amount of data creates the illusion of greater control over the educational futures of students and the work of school leaders and teachers. In fact, the increased datafication of education, the authors argue, offers less and less control, as algorithms and artificial intelligence further abstract the educational experience and distance policy makers from teaching and learning. Focusing on the changing conditions for education policy and governance, Algorithms of Education proposes that schools and governments are increasingly turning to “synthetic governance”—a governance where what is human and machine becomes less clear—as a strategy for optimizing education.Exploring case studies of data infrastructures, facial recognition, and the growing use of data science in education, Algorithms of Education draws on a wide variety of fields—from critical theory and media studies to science and technology studies and education policy studies—mapping the political and methodological directions for engaging with datafication and artificial intelligence in education governance. According to the authors, we must go beyond the debates that separate humans and machines in order to develop new strategies for, and a new politics of, education.Trade Review"Algorithms of Education is an essential guide to the possibilities and political implications of artificial intelligence in education policy and governance. Working with ambitious concepts and innovative methods, the authors provocatively ask how education can be governed when policies are implemented by humans and automated machines that think and make decisions together."—Ben Williamson, University of EdinburghTable of ContentsIntroduction. Synthetic Governance: Algorithms in Education1. Governing: Networks, Artificial Intelligence, and Anticipation2. Thought: Acceleration, Automated Thinking, and Uncertainty3. Problems: Concept Work, Ethnography, and Policy Mobility4. Infrastructure: Interoperability, Datafication, and Extrastatecraft5. Patterns: Facial Recognition and the Human in the Loop6. Automation: Data Science, Optimization, and New Values7. Synthetic Politics: Responding to Algorithms in EducationAcknowledgmentsNotesIndex

Read more less

Book SynopsisWhat’s the scarcest resource in schools? Almost any educator will answer, “Time.” The lack of time for colleagues to work together is one of the biggest barriers to improving teaching and learning. All too often, educators also say that the biggest waste of time ismeetings. People in schools attend dozens, if not hundreds, of meetings a year. How can that time be used wisely?This book, by two editors of Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning,attempts to bring about a fundamental shift in how educators think about the meetings they attend. The authors make the case that these gatherings are potentially the most important venue where adult and organizational learning can take place in schools, and that making more effective use of this time is an important key to increasing student achievement.In Meeting Wise, the authors show why planning meetings is a high-leverage strategy for changing how people work together in the service of school improvement. To this end, they have created a meeting-planning “checklist” to develop a common language for discussing and improving the quality of meetings. In addition, they provide guidelines for readers on “wise facilitating” and “wise participating,” and also include “top tips” and “common dilemmas.”Simple, succinct, and practical, Meeting Wise is designed to be read and applied at every level of the educational enterprise, from district leadership meetings and professional developmentsessions to teacher-team meetings and even teachers’ meetings with parents and students.Table of ContentsCONTENTS Acknowledgments ix Introduction 1 Overview of the Book 3 How to Use This Book 5SECTION I: THINKING DIFFERENTLY1 Why Focus on Meetings? 9 Time as a Resource 9 Meetings as Powerful Learning Spaces 122 The Meeting Wise Checklist 19 Purpose 21 Process 24 Preparation 32 Pacing 343 Using the Checklist 39 Complete Agenda OverhaulGreenville Fifth-Grade Team Meeting 40 Targeting Intentional CollaborationJackson County Central Office Leadership Team 48 Targeting Adult LearningSheldon Academy Faculty Retreat 54 Targeting OutcomesHigh School Parent/Teacher Conference 58 Targeting Problem Solving Over ComplianceStatewide Quarterly Superintendents’ Meeting 61 Targeting ConnectionsNational Anti-Bullying Network Virtual Meeting 64 The Meeting Wise Agenda Template 68SECTION II: WORKING DIFFERENTLY4 Setting Up for Success 73 Foudnational Setup Tasks 73 Recurring Setup Tasks 785 Wise Facilitation 85 Keeping to (and Deviating from) the Agenda 88 Supporting Full Engagement 99 Managing Conflict 108 Maintaining Awareness of the Role You Play 1166 Wise Participation 119 Keeping to (and Deviating from) the Agenda 121 Supporting Full Engagement 124 Managing Conflict 129 Maintaining Awareness of the Role You Play 1337 Becoming Meeting Wise 141 Finding an Entry Point 142 Words to the Wise 148SECTION III: RESOURCES Selected Readings 153 Selected Protocols 155 Protocols in Brief 161 Quick Reference Guide 165 Notes 173 About the Authors 175 Index 177

Read more less

Book SynopsisTransformative Teachers offers an insightful look at the growing movement of civic-minded educators who are using twenty-first-century participatory practices and connected technologies to organize change from the ground up. Kira J. Baker-Doyle highlights the collaborative, grassroots tactics that activist teachers are implementing to transform their profession and pursue greater social justice and equity in education.The author provides a framework and practical suggestions for charting the path to transformative teacher leadership as well as suggestions for how others, including administrators and outside organizations, can support them. In addition, the book profiles fifteen transformative teachers who are changing the face of education, features three case studies of organizational allies (Edcamps, the Philadelphia Education Fund, and the Connected Learning Alliance), and includes insights from a wide range of educational leaders.A guide to the norms and practices of innovative educators, Transformative Teachers offers a clear and compelling vision of the potential for grassroots change in education.

Read more less

Book SynopsisIn The Critical Advantage, noted scholar and early childhood expert William T. Gormley, Jr. takes a wide-ranging look at the important role of critical thinking in preparing students for college, careers, and civic life.Drawing on research from psychology, philosophy, business, political science, neuroscience, and other disciplines, he offers a contemporary definition of critical thinking and its relationship to other forms of thinking, including creative thinking and problem solving. When defined broadly and taught early, he argues, critical thinking is a “potential cure for some of the biggest problems we face as a nation,” including education deficits, employment deficits, and the recent surge of partisanship in democratic politics. While there are encouraging signs—the Common Core State Standards have drawn attention to the importance of critical thinking—recent efforts have been too narrowly focused on improving textual analysis in high school. Those who might benefit the most from curricula prioritizing critical thinking, including disadvantaged students, are less likely to be represented in courses and other activities that encourage this skill.Gormley argues for prioritizing critical thinking skills in PreK–12. He takes readers into innovative classrooms around the country, including schools in Pennsylvania, Oklahoma, and Virginia, and offers specific recommendations for promoting critical thinking and embedding it across the curriculum.The Critical Advantage is an insightful and fascinating account of an intellectual journey culminating in a fresh vision for the future of US schooling.

Read more less

Book SynopsisWritten by two leading experts in education research and policy, Common-Sense Evidence is a concise, accessible guide that helps education leaders find and interpret data and research, and then put that knowledge into action. In the book, Nora Gordon and Carrie Conaway empower educators to address the federal Every Student Succeeds Act mandate that schools use evidence-based improvement strategies. Recommendations include utilizing existing research; generating evidence on the success of their own improvement efforts; and building an organizational culture of evidence use. The authors walk readers through the processes for determining whether research is relevant and convincing; explain useful statistical concepts; and show how to quickly search for and scan research studies for the necessary information. The book directs readers through case studies of typical scenarios including a superintendent trying to reduce chronic absenteeism; a middle school math department chair trying to improve student performance on exams; and a chief state school officer attempting to recruit teachers for rural schools.Common-Sense Evidence helps education leaders build capacity for evidence-based practice in their schools and districts.Table of Contents Introduction 1 Turn Problems of Practice into Research Questions 2 Know Where to Find Useful Research Fast 3 Determine How Relevant and Convincing the Research Is 4 Understand What ESSA Says About Evidence (and What It Leaves Out) 5 Build Evidence by Learning from Your Own Data 6 Interpret and Share Your Evidence 7 Build and Sustain Evidence Use in Your Organization Conclusion Further Readings Notes Acknowledgments About the Authors Index

Read more less

Book SynopsisThis exciting new book provides school leaders with a highly effective framework for culturally responsive and equity-driven leadership. School culture is how you lead, how your core values are represented in the work you do daily, and how stakeholders are impacted by what you choose. Author and educator Shauna McGee helps you grapple with the technical and adaptive challenges of developing an effective culture, and youâll learn how to shape your school culture by applying a culturally responsive lens to your decision-making. Each chapter in this practical book explores a different area of decision-making â including vision, budgeting, instructional programming, capacity building, and use of data. Full of rich examples, takeaway rubrics, and questions for self-reflection, this book is designed for current and aspiring school leaders who want to develop an equitable and student-centered culture.

Read more less

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

Read more less

Book SynopsisOut of the crises of American higher education emerges a new class of large-scale public universities designed to accelerate social change through broad access to world-class knowledge production and cutting-edge technological innovation. America's research universities lead the world in discovery, creativity, and innovationbut are captive to a set of design constraints that no longer aligns with the changing needs of society. Their commitment to discovery and innovation, which is carried out largely in isolation from the socioeconomic challenges faced by most Americans, threatens to impede the capacity of these institutions to contribute decisively and consistently to the collective good. The global preeminence of our leading institutions, moreover, does not correlate with overall excellence in American higher education. Sadly, admissions practices that flatly exclude the majority of academically qualified applicants are now the norm in our leading universities, both public and privTrade ReviewMichael M. Crow is the mad scientist of magnifying college matriculation . . . as president of one of our largest and most innovative universities, Arizona State, Crow has had some remarkable results.—Washington PostTable of ContentsPrefaceAcknowledgmentsIntroduction: Toward New Models for American Colleges and Universities1 The Emergence of the Fifth Wave in American Higher Education2 A Prototype for a Fifth Wave University3 Boutique Production Strategies and Appropriate Scale4 Some Historical Perspective on the Fifth Wave5 Toward a Theoretical and Conceptual Framework for the Fifth Wave6 Designing Fifth Wave Knowledge Enterprises7 Some Comparative Perspective on Accessibility and ExcellenceConclusion: Toward Frameworks for Universal LearningSelected BibliographyIndex

Read more less

Book SynopsisHow can we help teachers use classroom assessments to gather appropriate evidence for all valued learning goals, and to use those assessments to measure and promote learning? This book provides an answer in a practical, proven, and principled Assessment Planning Framework that offer a wide range of approaches to classroom assessment activities.Table of Contents Contents (Tentative) Foreword  Introduction 1. Principles of Effective Classroom Assessment Principle #1—Assessment Should Serve Learning Principle #2—Multiple Measures Provide More Evidence Principle #3—Assessments Should Align with Goals Principle #4—Assessments Should Measure What Matters Principle #5—Assessments Should Be Fair Conclusion 2. An Assessment Planning Framework Begin with the End in Mind Classroom Assessment and National Content Standards Purpose and Audience Matter Classroom Assessment and Statewide Accountability Testing Conclusion 3. Assessment Methods Selected Response Brief Constructed Response Performance-Based Assessments Process-focused Assessments Conclusion 4. Evaluating Student Performance Criterion Lists Rubrics Evaluation Roles Conclusion 5. Communicating Assessment Results Communication Methods Grading Principles and Practices Formative Assessment and Feedback Conclusion 6. Classroom Assessment Strategies for Teachers Practice 1. Use assessments to frame learning goals Practice 2: Diagnose before you start teaching. Practice 3: Create an authentic context for performance-based assessments Practice 4: Show evaluative criteria in the beginning Practice 5: Provide illustrative models Practice 6: Offer appropriate choices Practice 7: Provide ongoing feedback Practice 8: Encourage self-assessment and goal setting Conclusion 7. Tips for School Leaders 1. Assess the Staff 2. Conduct a School Assessment Audit 3. Offer Targeted Professional Development 4. Share and Discuss Assessment-Related Articles 5. Develop or Adopt Principles of Assessment and Grading 6. Share Successful Practices 7. Schedule Peer Visitations 8. Design Assessments Collaboratively 9. Examine Assessment Results in Teams 10. Discourage Excessive Test Prep 11. Organize a Voluntary Book Study Conclusion Glossary of Assessment Terms References Index About the Authors

Read more less

Book SynopsisWalk into any school in America and you will see adults who care deeply about their students and are doing the best they can every day to help students learn. But you will also see a high degree of variability among classrooms—much higher than in most other industrialized countries. Today we are asking schools to do something they have never done before—educate all students to high levels—yet we don’t know how to do that in every classroom for every child. This book is intended to help education leaders and practitioners develop a shared understanding of what high-quality instruction looks like and what schools and districts need to do to support it. Inspired by the medical-rounds model used by physicians, the authors have pioneered a new form of professional learning known as instructional rounds networks. Through this process, educators develop a shared practice of observing, discussing, and analyzing learning and teaching.

Read more less

Book Synopsis

Read more less

Book SynopsisAt the heart of the effort to enact and scale up successful school reforms is the need for more robust links between research and practice. One promising approach is design development, a methodology widely used in other fields and only recently adapted to education, which offers a disciplined process for identifying practical problems, assessing evidence of outcomes, accounting for variability in implementation and results, and establishing a foundation for broader understanding of the problem and proposed solutions.This exciting new book provides a practical guide for education leaders who are seeking to address issues of equity in their schools and want to pursue this approach. The book provides a step-by-step description of the process, augmented by case studies of four education leaders: Christine, a middle school principal who is concerned with the volume of disciplinary referrals in her school Michelle, an elementary school principal who wants to address achievement gaps Eric, an assistant superintendent who wants to improve the quality of principals’ instructional feedback to teachers; and Nora, a high school principal who is concerned about the use of racial and homophobic slurs in the hallways. The book follows each of these leaders as they formulate and refine interventions to address these problems.Design-Based School Improvement also includes a series of “excursions into theory” that discuss the research basis for design-based improvement.The author—a leading thinker about policy implementation and school reform—shows a profound appreciation for the complexity of work in schools and the deep and sustained thinking entailed in undertaking productive change. By bringing theory to life and putting it in the hands of skilled practitioners, this book promises to become an invaluable resource for education leaders seeking to solve problems of equity and social justice in schools.

Read more less

In a context of increased politicization led by state and federal policymakers, corporate reformers, and for-profit educational organizations, The Politics of Education Policy in an Era of Inequality explores a new vision for leading schools grounded in culturally relevant advocacy and social justice theories.This timely volume tackles the origins and implications of growing accountability for educational leaders and reconsiders the role that educational leaders should and can play in education policy and political processes. This book provides a critical perspective and analysis of today's education policy landscape and leadership practice; explores the challenges and opportunities associated with teaching in and leading schools; and examines the structural, political, and cultural interactions among school principals, district leaders, and state and federal policy actors. This fully revised second edition includes questions for discussion at the end of each chapter,

Read more less

Book SynopsisIn Tell Me So I Can Hear You, Eleanor Drago-Severson and Jessica Blum-DeStefano show how education leaders can learn to deliver feedback in a way that strengthens relationships as well as performance and builds the capacity for growth. Drawing on constructive-developmental theory, the authors describe four stages of adult growth and development and explain how to differentiate feedback for colleagues with different “ways of knowing,” which include: Instrumental knowers, who tend to see things in black and white (“Did I do it right or wrong?”) and may need to develop the capacity for reflection. Socializing knowers, who are concerned with maintaining relationships (“What do you want me to do?”) and may need support developing their own ideas. Self-authoring knowers, who have strong ideologies and values (“How does this fit with my goals and vision?”) and may need help with perspective taking. Self-transformative knowers, who are able to examine issues from multiple points of view (“How can I understand this more deeply?”) and may need guidance in resolving tensions and contradictions. The authors show how leaders can provide feedback in ways that “meet people where they are” while expanding the developmental capacities educators bring to their work. Drago-Severson and Blum-DeStefano provide real-life examples with practical strategies for creating a safe space for feedback, finding the right words, and bridging feedback and action. Tell Me So I Can Hear You offers invaluable guidance to help educators support a culture of learning in classrooms, schools, and districts.

Read more less

Book Synopsis'This book provides a welcome and highly relevant analysis of civic universities-academic institutions with particularly strong ties to their cities and regions in terms of research, teaching and civic engagement. These universities are especially relevant in the 21st century, and often forgotten by analysts and policy makers alike who are too busy chasing rankings. The conceptual framework as well as the case studies included in this book are equally valuable.'- Philip Altbach, Boston CollegeBy exploring a normative model of universities as institutions with a responsibility to contribute to the public good, this book addresses the leadership, management and public policy challenges of maximizing higher education's contribution to civil society. It codifies the extensive academic literature in this field and reviews higher education and other public policies that both drive and inhibit civic engagement both globally and locally.Comparing experiences and reports of an institutional developmental process undertaken in eight distinctive universities in four European countries and guided by the editors the book explores key questions such as: what is the Civic University, and how can we use this concept to understand higher education's engagement with the outside world in varying institutional and geographical contexts? What are the appropriate internal structures and mechanisms required for a university to effectively encourage and support civic engagement activity for the greatest societal impact?How can embedding civic engagement in individual institutions and wider systems be facilitated by changes in higher education and related policies at the sub-national, national and European level? Succinct and discerning, The Civic University will be of great interest to academics working in the fields of higher education, science and innovation studies and community and city development. It will also appeal to university leaders and organisers of institutional leadership development programmes along with city leaders and policy makers at national and international levels.Trade Review'Universities need to rethink what it means to be a public university in the 21st century, in part because of the loss of public funding and function but also because they need to make themselves relevant to the global challenges that threaten the future of humankind. This reformulation of an old idea, the civic university, challenges us to ensure that through teaching, research and civic engagement, university managers, staff and students place universities at the centre of the local-regional-global nexus, working on all three levels in order to make a difference. The civic university is a value statement as much as a new way of organising higher education; it is about encouraging universities to have souls, to nurture a normative commitment to improve the lives of communities, regions and nations.' --John D Brewer, Queen's University, Belfast, Northern Ireland'The (re)discovery of the Civic University mission is a welcome admission that universities are once again engaging with the cities in which they are located and shedding the pretence that they are placeless institutions. Drawing on 8 institutions in 4 countries, this book offers a fresh and admirably succinct analysis of the tensions inherent in the academy as universities try to strike a judicious balance between their traditional research and teaching missions and the ethical imperatives of a civic mission that has been rekindled by today's societal challenges.' --Kevin Morgan, Cardiff University, UK'The ''civic university'' is due for a comeback - if it ever went away. Historically, of course, it formed the bedrock of higher education - the great Victorian foundations in the north and midlands of England, the land-grant universities in the United States. But more recently they (or, more accurately, their values) have been shouted down by the drumbeat discourse of ''world-class'' universities. This book offers an overdue correction, a celebration of civic and community engagement as a fundamental responsibility of the contemporary university.' --Sir Peter Scott, UCL Institute of Education, UKTable of ContentsContents: Part I: Why the Civic University? 1. Introduction: Why the Civic University? John Goddard, Ellen Hazelkorn, Louise Kempton and Paul Vallance 2. The Historical Roots and Development of the Civic University Paul Vallance 3. Contemporary Debates Part I: Theorising Civic Engagement Ellen Hazelkorn 4. Contemporary Debates Part II: Initiatives, and Governance and Organisational Structures Ellen Hazelkorn 5. National Higher Education Systems and Civic Universities John Goddard Part II: The Civic Universities 6. Leading a Fundamentally Detuned Choir: University of Tampere, Finland – A Civic University? Markku Sotarauta 7. Aalto University – Art and Science Meet Technology and Business Martti Raevaara, Seppo Laukkanen, Markku Markkula and Esa Ahonen 8. From Colonisation to Collaboration: Challenges of Repositioning Trinity College Dublin, the University of Dublin, Within its Community Simone Cameron-Coen and Shane Allwright 9. Dublin Institute of Technology – Moving, Merging, and Managing the Civic Engagement Mission Julie Bernard and Catherine Bates 10. The University of Groningen: An Engaging University Han Borg, Annemieke J.B.E. Galema, Henk A.J. Mulder and Simone Steenbeek 11. The Civic University in Amsterdam Arne Brentjes and Selma Hinderdael 12. Newcastle University and the Development of the Concept of a World-class Civic University Chris Brink and John Hogan 13. University College London: Leveraging the Civic Capacity of ‘London’s Global University’ Jean-Paul D. Addie and James Paskins Part III: The Leadership and Management Challenges 14. Institutional Challenges and Tensions Louise Kempton 15. Postscript: The Civic University as a Normative Model? John Goddard, Ellen Hazelkorn, Louise Kempton and Paul Vallance Appendix A: Key institutional data Appendix B: Tools for understanding the civic university Index

Read more less

Book SynopsisIn Unconscious Bias in Schools, two seasoned educators describe the phenomenon of unconscious racial bias and how it negatively affects the work of educators and students in schools. "Regardless of the amount of effort, time, and resources education leaders put into improving the academic achievement of students of color," the authors write, "if unconscious racial bias is overlooked, improvement efforts may never achieve their highest potential." In order to address this bias, the authors argue, educators must first be aware of the racialized context in which we live. Through personal anecdotes and real-life scenarios, Unconscious Bias in Schools provides education leaders with an essential roadmap for addressing these issues directly. The authors draw on the literature on change management, leadership, critical race theory, and racial identity development, as well as the growing research on unconscious bias in a variety of fields, to provide guidance for creating the conditions necessary to do this work-awareness, trust, and a "learner's stance." Benson and Fiarman also outline specific steps toward normalizing conversations about race; reducing the influence of bias on decision-making; building empathic relationships; and developing a system of accountability. All too often, conversations about race become mired in questions of attitude or intention. - "But I'm not a racist!" This book shows how information about unconscious bias can help shift conversations among educators to a more productive, collegial approach that has the potential to disrupt the patterns of perception that perpetuate racism and institutional injustice.Trade ReviewThis book is ideal for all educators who want to learn how to challenge the institutionalized racism that plagues schooling in America." - Devyn Spence Benson, Davidson College

Read more less

Book SynopsisThe teachers aren't the problemit's the system that needs fixing.The missing element in 70 years of school reform is a surround-sound focus on High-Expertise Teaching. We could have it in any district, regardless of zip code, if we reengineered the twelve processes that impact teachers' knowledge and skill. A handbook for action and a persuasive case for making every school a reliable engine of constant learning, this book outlines the actions necessary to ensure High-Expertise Teaching reaches more children, more of the time.Informed by a substantial research base and decades of implementation, scholar-practitioner Jon Saphier presents the foundational elements of High-Expertise Teaching in this capstone work, along with A comprehensive plan for effective implementation to scale An assets-based approach to high expectations, culturally responsive teaching, and rigor Templates for re-engineering school- aTrade ReviewStrange as it may seem we have forgotten teachers in the free-fall nature of what education and learning is for. Jon Saphier, in a marvelously comprehensive re-positioning of ‘high expertise teaching,′ has given the ′system’ and all of us as individuals a fundamental and stirring wake-up call for action. Read and consume this new ‘bible;’ it makes expert teaching come alive exactly at the time we need it most. -- Michael Fullan, Author and Professor EmeritusJon Saphier is a national treasure. At the time of our greatest teacher shortage in a century, Saphier provides a guide for developing and maintaining a commitment to a culture of excellence in every school. This book sums up not only the latest and best evidence, but also a lifetime dedicated to the teaching profession and the development of high-expertise teaching. He calls leaders, policymakers, and parents to account for the fact that we routinely tolerate mediocrity from the classroom to the board room. The good news is that it doesn’t have to be that way. This is a book to be read, studied, and re-read by people joining our profession and to experienced teachers who, like Saphier, are committed to making every day that they serve our children better than the previous year. -- Douglas Reeves, Author"Jon Saphier’s starting point is recognizing the complexity of teaching. Then he explains clearly and powerfully what and how we can put practices in place so teachers can develop the expertise they need to address that complexity. Coaches, leaders, and teachers who want to understand how to prepare teachers for the art and craft of teaching (and shouldn’t that be everyone) need to read this book and put its ideas into practice." -- Jim Knight, Senior Partner and Research Associate"The greatest crisis in education relates to courage—the courage to call the low and high levels of expertise among educators, the success or otherwise of central offices to support and scale up expertise, and the courage of the profession itself to scream from the rooftops that student success is fundamentally due to their expertise. We have so much expertise, but we lack the courage to call it when it is not present, blaming the structures of schools, the funding, that parents sent the wrong child to the class, the curriculum, the tests, and so on. This is a brave book, as Saphier screams for a focus on expertise. He knows success, sees expertise, and appreciates the strong evidence base. But he argues that the inattention to teacher capacity is titanic, the pathway to a collapsing profession, and cause of lower student success. Every educator needs Saphier sitting on their shoulder as they make decisions to improve the learning lives of every student." -- John Hattie, Melbourne Laureate Professor EmeritusIf you could choose one focus for school reform, what would it be? Jon Saphier, the renowned master of instructional practice, says there can only be one right answer: good teaching. He argues, citing research, experience, and common sense, that Highly Effective Teaching is not only the most vital element, but is also fully understood and achievable. In this important book he gives us a detailed blueprint for how to make it possible. Education would be better everywhere if we followed the advice in these pages. -- Ron Berger, Senior Advisor for Teaching and Learning"Veteran educator Jon Saphier offers a comprehensive, thoughtful, and timely contribution to the field. Combining the keen observations of a cultural anthropologist and skilled ethnographer with more than 60 years in the profession, Saphier makes the case that High Expertise Teaching (HET) is the primary route to improved student achievement. He shines the light on the ′teacher opportunity gap′ to learn HET and describes what educational leaders can do to fill that gap. If current and aspiring educational leaders could only read a single book this year, they should choose this one." -- Jay McTighe, Consultant and Co-Author"If you think we can’t give all kids the education they deserve, think again. In his compelling new book, Jon Saphier not only urges us to rely on the knowledge we have to create the schools we need, but he shows us how to do it. By developing reliable systems to support skillful teaching throughout their school, educators can proceed with confidence and certainty rather than chance or whim." -- Susan Moore Johnson, Jerome T. Murphy Research Professor"Drawing on a lifetime of scholar-activism in combating inequity in the nation’s schools, Jon Saphier’s new book focuses on something that school districts can actually control: the systematic supports for teacher learning that districts are in a position to provide—but in general do not. The book is a call to practical action that the leadership of any district or state agency can choose to hear or ignore—with the greatest of consequences for students in our schools." -- Steve Tozer, Founding Director"Jon Saphier is the country′s leading authority in explicating the skills and knowledge needed for skillful teaching. In this volume, he takes it up a level, offering a similarly comprehensive approach to building the systems and culture needed to support excellent teaching. Synthesizing more than five decades of research with his extensive practical experience, Saphier offers a one-stop-guide to everything a school or district leader needs to create wall-to-wall high expertise teaching." -- Jal Mehta, Professor of Education"One of Jon Saphier’s gifts to the field has been his highly-detailed guide to effective teaching. Now he’s taken the same practical and comprehensive approach to describing the conditions needed for that quality teaching to take root in schools and districts. It’s a daunting task, but Saphier provides readers with a detailed map, an abundance of tools, and frequent concrete examples to help us envision quality leadership practice. With this wise book as a guide, leaders will know the most important steps to take to ensure every child receives High-Expertise Teaching." -- Sarah Fiarman, Leadership ConsultantTable of ContentsDefining the Problem The Blind Spot in Policy, Reform, and Long-Term Planning The Solution -- Elevating High-Expertise Teaching: the Missing Element in School Reform School-based Processes for High Expertise Teaching The Skillful Culture Builder How to Make Decisions that Stay Made To See into the Soul of a School, Visit Common Planning Time Teams (CPTs) BILTs Building Instructional Leadership Teams – Charter and Operation Crafting the Role of the Coach District Based Processes for High Expertise Teaching Where to Show Up and What to Do Teacher Evaluation for Constant Learning Supervising and Developing Principals Leadership Skills for High Expertise Teaching The Nature of Professional Knowledge Leadership Preparation Programs The Courage to Lead Political Savvy and Mobilization System Issues High Expectations Teaching Rigor and Curriculum Coherence Ports of Call on a White Educator’s Journey to Culturally Proficient Instruction The Rest of the Story The Plan The Unwritten Chapters – Seven Potent Processes Hiring, Hiring, duction, Access and Academy, Pre-Service Education, Certification and Recertification

Read more less

Book SynopsisLeadership is a core skill required by all early childhood educators, whatever position they hold - whether leading their own ethical and professional practice or leading others. From understanding ethical frameworks to managing change, and from quality assurance to working with teams, families and the wider community, the most effective early childhood leaders act with confidence, flexibility and creativity.In this book early childhood researchers Elizabeth Stamopoulos and Lennie Barblett provide a new model for leadership. Recognising that leadership is both an individual and collective endeavour, multi-layered and multidimensional, the authors have distilled core tasks of leadership that are explored in detail in each chapter:*Understanding and conceptualising theories of leadership*Leading in times of change* Advocating for high quality pedagogy and practice*Developing strong communication skills* Leading through digital technology and media* Developing effective teams* Building positive relationships with families and the wider community* Embedding Indigenous perspectives* Embracing evidence-based researchAnd * Leading ethical practice.Featuring the perspectives of leaders from diverse settings, together with reflection exercises and discussion questions throughout, this is an essential book for both pre-service and in-service early childhood educators.''The authors...are commended for their commitment to shining a light on a wide range of research, theories and issues concerned with leadership and the early childhood profession. '' -- from the foreword by Catharine Hydon and Dr Anne Kennedy

Read more less