Educational administration and organization Books

Book Synopsis"There is no truer text to the topic than Managing Successful Universities ... The second edition is a full revision in which globalisation, managing financial disjuncture and the enhancement of research performance all loom larger than before. Like its predecessor this book will be used throughout the English speaking world and beyond."Professor Simon Marginson, Centre for the Study of Higher Education, University of Melbourne "[This] is the manual par excellence for modern university leadership and management. In my role as a business school dean, it is by far the most useful single book I have ever read - and continue to read."Professor Mark Taylor, Dean, Warwick Business School, University of Warwick"When I began my career in university management, there was just one book on managing UK universities. Now there must be twenty or thirty but none is as comprehensive, authoritative, readable, and important as Shattock's Managing Successful UTable of ContentsPrefaceIntroductionWhat are the characteristics of a successful university? Strategic management in universitiesManaging university financeThe academic context: Organization, collegiality and leadershipManaging the core businessGood governanceExtending the boundariesBuilding an image, establishing a reputationAmbitionInhibitions to becoming entrepreneurialTurning round failure, arresting decline, managing retrenchmentManaging universities for successAppendixReferencesIndexThe Society for Research into Higher Education

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Book Synopsis"This book has the potential to do for nurseries what Michael Fullan's work did for schools, to re-affirm the moral heart of leadership. Often omitted from accounts of early years professionalism, an attitude of care is advocated as the central characteristic of leaders. At the same time, Clark and Murray challenge the traditional explanation for this attitude amongst practitioners in terms of female nurture, presenting it instead in non-gendered terms as a function of ethical character and commitment. With their concepts of catalytic agency, reflective integrity and relational interdependence, the authors provide an intellectual justification for something that many practitioners have long known intuitively, that early years leadership calls for a marriage of both mind and heart." Dr Geoff Taggart, Lecturer in Early Years, University of Reading, UKâœThis book makes an innovative contribution to the discussion and debate about leadership in early years. The new concTable of ContentsPart One: Reframing LeadershipA paradigm for leadershipThe context for leadership in the early years A new paradigm for early years leadershipPart Two: Leadership ProfilesBelieving you can make a difference: inner catalytic agency‘Finding it on your way’: inner reflective integrityEnthused and empowered: inner relational interdependenceLetting go of ownership: the diffusion of catalytic agencyReflective Integrity: a diffused social competenceRelational interdependence: diffusing leadership in communityPart Three: Developing leadership Leadership within: a framework for development GlossaryReferencesIndex

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Book SynopsisThis book focuses on the leadership of practice and, in particular, how to bring about changes which improve practice. It draws on research into a group of early years leaders which followed them for almost three years as they attempted to improve provision in their settings as 'change agents' and 'leaders of practice'. Through exploring their successes and failures, the book builds a picture of what it takes to lead improvements in practice. This book develops four principles of practice that many leaders adopt as they innovate. These principles provide basic guidance about how to bring about improvements in practice and are derived from the real-life attempts of both inexperienced and established leaders to improve the quality of provision.With its strong research methodology and skilled analysis, this book provides an excellent insight into the challenges of leadership for quality provision in early years settings. If you are working as a leader in the early years sector, or aTable of ContentsList of FiguresList of TablesForewordAcknowledgementsSECTION ONEChapter 1 The nature of leadership in the Early YearsChapter 2 Practice leadershipChapter 3 Developing practice leaders and leadership capacitySECTION TWOChapter 4 Practice leadership in actionChapter 5 Four practice leadership case studiesSECTION THREEChapter 6 Getting beneath the surface of improving quality Chapter 7 Where to start in your settingPostscript The future of practice leadership Appendices 1. Case study settings 2. Sustained shared thinking interactionsReferences

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Book SynopsisWinner of the 2020 Society of Professors of Education Outstanding Book AwardDrawing on personal stories, research, and historical events, an esteemed educator offers a vision of educational justice inspired by the rebellious spirit and methods of abolitionists.Drawing on her life’s work of teaching and researching in urban schools, Bettina Love persuasively argues that educators must teach students about racial violence, oppression, and how to make sustainable change in their communities through radical civic initiatives and movements. She argues that the US educational system is maintained by and profits from the suffering of children of color. Instead of trying to repair a flawed system, educational reformers offer survival tactics in the forms of test-taking skills, acronyms, grit labs, and character education, which Love calls the educational survival complex.To dismantle the educational survival complex and to achieve educational freedom

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Book SynopsisThis critical institutional history marks the University of Albertaâs centennial.Trade Review"This book is a critical history of the university. In it my concern has been to understand how it differed from other universities and why it evolved the way it did. In doing the research and writing it became apparent that the history of the university was entwined with the political history of the province. For the first half century it completely dominated the intellectual and cultural history of Alberta. From its inception the university has had a powerful sense of mission, summed best in founding president Henry Marshall Tory's dictum 'the uplifting of the whole people shall be its final goal.' The university's remarkable extension activities led to the founding of CKUA radio and the Banff Centre." Rod Macleod, April 2008"Loyal alumni can choose from a handful of tomes honouring the University of Alberta on this, its 100th anniversary year. All True Things places the U of A in the larger context of our province's history, revealing a dynamic learning centre influenced by a diverse and fast-growing population." Edmonton Journal, Christmas Gift Guide, November 19, 2008"In the early years of the province's history, the location of the yet-to-be-built University of Alberta was one of the most hotly contested issues of the day. ... The controversy surrounding the U of A's location is one of the pivotal moments discussed in Macleod's new book All True Things, which traces the evolution of the university from a fledgling Prairie school to one of Canada's most powerful academic institutions. ... "I wanted this (book) to be a real history, not a public relations exercise ... I wanted to look in a serious way at how the institution developed, how was it different from other Canadian universities and what were the down parts of the experience as well as the ups." Macleod thinks much of the U of A's success can be traced back to the first president, Henry Marshall Tory, who laid out an ambitious vision that essentially remains intact today. ... For example, female students were admitted from Day 1, and Tory insisted the first faculty be arts and science rather than an agricultural school many in the province wanted. In hiring the first group of professors, he demanded they all have PhDs and went as far as Harvard and McGill to recruit them." Keith Gerein, Edmonton Journal, Sept. 17, 2008"... a terrific little institutional history..." -- Alex Usher

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Book SynopsisThis book is premised on a very powerful social/educational concern about college retention rates: one-third of first-year students seriously consider leaving college during their first term, and only half of all students who start college ultimately graduate. This book examines the first year of college from a variety of perspectives to paint a comprehensive picture of the intersecting challenges facing today''s students and higher education institutions. Technological advances, increases in college attendance costs, and increasing political pressure on colleges to prove their value have changed the landscape of the first year of college, but researchers have identified new approaches to improve student and institutional success that have shown considerable success and promise. In this comprehensive volume, top educational researchers explore topics of student success, persistence, and retention in the first year of college.Trade Review'The First Year of College informatively examines the first year of college from a variety of perspectives to paint a comprehensive picture of the intersecting challenges facing today's students and higher education institutions.' James A. Cox, Midwest Book ReviewTable of ContentsPreface; Part I. Societal and Demographic Factors Underlying First-Year Student Success: 1. Exploring the role of affordability on first-year student access and persistence Jamey Rorison, Mamie Voight and Alain Poutré; 2. Realizing the educational benefits of diversity: a state of perpetual institutional self-correction Michell J. Chang; 3. First-generation college student success Evan Mulfinger, Chen Zuo, Frederick L. Oswald and Alex Casillas; Part II. Practices that Foster Student Success: 4. Investigating first-year seminars as a high-impact practice Jennifer R. Keup and Dallin George Young; 5. Transforming the 'real first-year experience': the case for and approaches to improving gateway courses Andrew K. Koch and John N. Gardner; 6. Strengthening success for students with multiple risk factors David A. Laude, Lindsey A. Kaschner, Cassandre Giguere Alvarado and Carolyn K. Connerat; 7. Student engagement and retention James Cole, Robert Gonyea and Louis Rocconi; 8. Bloom's 2 sigma problem and data-driven approaches for improving student success Alfred Essa and Stephen Laster; Part III. Attitude and Behavior Change Promoting Student Success: 9. Nudges, norms, and navigation: behavioral insights to improve student success Benjamin Castleman and Katharine Meyer; 10. Promoting mindset change and student success Robert S. Feldman, Karan Goel, Arthur Blakemore and Mattityahu Zimbler; 11. Stereotype threat and stereotype inoculation: barriers that prevent and interventions that promote the success of underrepresented students in the first year of college Tara C. Dennehy, Jacqueline S. Smith, Chelsea Moore and Nilanjana Dasgupta; Index.

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Book SynopsisTakes a long historical perspective on the evolution of education in our culture to analyze the state of higher ed in America. Will interest university administrators, faculties in the arts and sciences, policy-makers in academia, government, foundations, and the general public seeking a handle on American politics and education.Table of ContentsPart I. Historical Background: 1. Medieval monasteries; 2. The university in Europe; 3. The American University to 1968; 4. The retreat from 1968; Part II. Dissolution? Introduction: 5. Governance and boards; 6. Budget wars; 7. The scandal of academe; 8. Exchanging beliefs: the anti-enlightenment, from humanities to technologies; 9. Transformations, takeovers, closings; 10. Conclusions: new directions?

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Book SynopsisThis book provides a path for resolving challenges related to access, diversity, equity, and other issues facing higher education admissions. It illuminates current higher education admissions practices in a global context, highlighting common obstacles. The chapters outline decision-making models used in college admissions, details those assessments commonly employed in admissions, and provides innovative perspectives on the future of admissions. The book''s multidisciplinary approach defines much-needed changes in admissions brought about by shifts in the makeup of student populations and in higher education itself. Rationales for moving away from traditional assessments used in admissions and expanding the criteria used to ensure a student''s academic success are discussed. Readers will come away with an understanding of the current issues, philosophies, and historical circumstances facing higher education admissions across the globe and will be equipped to contemplate and react to Table of ContentsPart I. Global Challenges and Common Admissions Models María Elena Oliveri: 1. An overview of higher education admissions processes Rochelle Michel and Simone Pollard; 2. Comparing college aspirations across PISA countries: are 17 percent oranges less than 75 percent apples? Matthias von Davier and Hak Ping Tam; 3. Merit-based admissions in higher education Christina Wikström and Magnus Wikström; 4. The open admissions model: an example from the United States Kevin M. Williams and Cathy Wendler; 5. Character-based admissions criteria in the United States and in Europe: rationale, evidence, and some critical remarks A. Susan M. Niessen and Rob R. Meijer; 6. Cross-cultural and global competencies and their role in admissions policies and practices Stephanie McKeown, Adrienne Vedan, Jackson Traplin, Leah Sanford and Cynthia Bourne; Part II. Country-Specific Admissions Practices Cathy Wendler: 7. Admission policies and practices and the reshaping of access patterns to higher education in Africa Ibrahim Oanda; 8. Chile's admissions tests: pending changes and revisions Mladen Koljatic and Mónica Silva; 9. Issues of perceived fairness in admissions assessments in small countries: the case of the Republic of Cyprus Elena C. Papanastasiou and Michalis P. Michaelides; 10. Higher education admissions practices in Israel Avi Allalouf, Yoav Cohen and Naomi Gafni; 11. Access, equity, and admissions in South African higher education Naziema Jappie; 12. Admissions practices in Sweden Per-Erik Lyrén and Christina Wikström; 13. Revisions of admissions testing in Vietnam: from elite to mass higher education Duy Ngoc Pham and Hong Cong Sai; Part III. Assessments Used in Higher Education Admissions María Elena Oliveri: 14. General academic and subject-based examinations used in undergraduate higher education admissions Rosemary Reshetar and Martha Pitts; 15. Language proficiency assessments in higher education admissions Thomas Eckes and Hans-Joachim Althaus; 16. Measuring student character: modernizing predictors of academic success Nathan Kuncel, Khue Tran and Shu Han Zhang; Part IV. Rethinking Higher Education Admissions Cathy Wendler: 17. The ACT holistic framework® of education and workplace success Jeremy Burrus, Jason Way, Becky Bobek, Kristin Stoeffler and Ryan O'Connor; 18. Using mathematical models to improve access to postsecondary education Rebecca Zwick; 19. After admissions: what comes next in higher education? María Elena Oliveri, Robert J. Mislevy and Norbert Elliot.

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Book SynopsisSchool Leadership and Administration: Important Concepts, Cases Studies, and Simulations, helps principals, administrators, and supervisors develop and improve their leadership skills with case studies and simulations. Part I presents concepts and research findings. Part II includes over 60 case studies, simulations, and suggested learning activities to put learning into action and prompt discussion. Since the text focuses on leadership, its principles may be applied in areas such as higher education administration, military educational training programs, agency management, and government services administration. There are Boxed features (Window on Diversity, Research Spotlight) and activities throughout the text that complement the content of each chapter.Table of ContentsPART I MAJOR CONCEPTS IN ADMINISTRATION AND THE SOCIAL SCIENCESINTRODUCTIONPROFESSIONAL STANDARDS FOR EDUCATIONAL LEADERS (2015)LEADERSHIP COMPETENCIES FOR LEARNER-CENTERED, PERSONALIZED EDUCATIONCHAPTER 1 LEADERSHIPCHAPTER 2 DECISION MAKINGCHAPTER 3 AUTHORITY, POWER, AND INFLUENCE CHAPTER 4 COMMUNICATION CHAPTER 5 CONFLICT MANAGEMENT CHAPTER 6 ORGANIZATIONAL CULTURE CHAPTER 7 CHANGE PART II CASE STUDIES AND SIMULATIONS CHAPTER 8 INTRODUCTION TO CLINICAL MATERIALS AND LEARNING EXPERIENCES CHAPTER 9 BEGINNING CHALLENGES CHAPTER 10 STUDENT PROBLEMS CHAPTER 11 ADMINISTRATOR–STAFF RELATIONSHIPS CHAPTER 12 SCHOOL–COMMUNITY RELATIONS CHAPTER 13 ROLE AND ORGANIZATIONAL PROBLEMS CHAPTER 14 PROBLEMS OF CHANGE INDEX

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Book SynopsisThis educational project management book aims at providing project management knowledge and skills for the purpose of education. Project management requires science and art to coexist; science refers to the systematic and precise project management process. Science is combined with the artistic skill to deal with unpredictability and human behaviour. An educational project manager creates the plan, as no battle is ever won without one. However, in the current era of global crisis, shared visions and countries policies relate to educating future citizens in managing confusion and complexity, even sudden change, in everyday life. Unpredictability is dealt with through creativity and flexibility. At the moment, a major gap in educational authorship exists in regard to educational project management; there is no book on the subject. In addition, many educational approaches become more and more obsolete; they are replaced by new ones due to rapid world changes and ubiquitous technology. Thus, new modes of thinking and learning are prerequisites to encompass such global perspectives and technological advances. This book discusses innovative ideas and solutions for designing, developing, evaluating and sustaining educational projects. It is within humanitys natural competence to learn, adapt and evolve when reaching the abilities barriers and entering a new developmental spiral on a lifelong learning journey. Technology provides the medium to think, create and act in a more mindful and effective way for sustaining future life and wellbeing. Hence, this book offers an additional perspective and focus on existing knowledge for the next generations learning spaces design and development, so that the learners can initially reach their levels of abilities, and furthermore, unlock their hidden potential. Such implication requires an interdisciplinary background to create the underpinned matrix for the next generation educational project management (EPM). EPM is anchored in solid theoretical pillars combined with the best practices, including the human immersive experience when using new technologies. This book is an everyday tool for educational practitioners towards excellence in teaching and learning without interfering with natural learning, removing barriers and creating unlimited possibilities for the evolution of the individual, group and community. As the tools aid in the externalisation of our abilities, learning to adapt and be free to express is now considered situational and theme-based learning, utilising all shades from the real to the virtual matrix. EPM provides additional educational solutions to trigger new and undiscovered human abilities to visualise, harness, realise and advance educational communities common purposes. This book is part of the global solution in an era experiencing a world crisis, moving beyond known states and barriers by designing and developing progressive and cutting edge immersive educational experiences and projects for an inclusive world for all.

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Book SynopsisThis handbook was conceived upon a realisation that while education systems in African countries share many commonalities because of a common history, there was paucity of shared literature regarding school leadership in those systems. Scholars and students of Educational Leadership and Management have for many decades relied, in fact over-relied on literature from Europe, North America and Australia. The dilemma is that literature from the latter regions of the world cannot and will not tell Africa's story to the full. In many an education system, sound leadership is the missing link not only in the running of the education systems but the entire states. In seeking to deeply understand and address this leadership conundrum, it is imperative that African scholars tell their own African 'stories' by way of generating cutting-edge literature in that regard, particularly empirical evidence. This handbook is a one-stop platform on which readers including under- and postgraduate students of education, novice and seasoned researchers in the field of educational leadership and management, education policy makers and non-governmental organisations have an opportunity to consume empirical evidence by African scholars on aspects of school leadership in Africa. Students of comparative education will also find this collection very useful. Non-governmental organisations may find this handbook quite revealing in terms of some of the common issues emerging that may be worth investing funds into. A typical example of such themes is the development of school leaders. Authors were invited to write on a school leadership matter they considered topical in their country. Each author did not have any knowledge about what others were writing about their own countries. Therefore the handbook is a collection of topics unique to a country according to the author in question. Therefore even where the chapter titles may sound similar, the content in each case is contextually different. Context is very important all cases when we seek to understand and write about any subject. This collection is rich in contexts from East, Central, North, West and Southern Africa. Thus, this handbook is ideal in every University Faculty of Education library, in the shelves of education policy makers and in the hands of all those who are passionate about advancing educational leadership on the African continent and the scholarship of this field worldwide.Table of ContentsFor more information, please visit our website at:https://novapublishers.com/shop/africa-handbook-for-school-leadership/

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Book SynopsisThrough the research examined in the opening chapter the authors determine that it is necessary for elementary teacher candidates to be strengthened in the pedagogical level related to culturally responsive teaching during the undergraduate education process, and graduate as culturally responsive elementary teachers. Next, a study is presented which investigates the effects of multiple intelligence practices on secondary school students' environmental literacy levels. The results reveal that a learning environment enriched by multiple intelligence activities significantly improved the participants' environmental literacy levels. The final study explores three Andalusia universities (that are part of the 17 autonomous regions making up Spain) and how they regard the knowledge of prospective primary teachers in the area of metric geometry.

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Book SynopsisChapter 1 examines Education''s role in: (1) recognizing accrediting agencies, (2) overseeing the financial condition of schools, and (3) overseeing schools'' student loan default rates. Chapter 2 discusses (1) how Education oversees the financial condition of schools; (2) the extent to which Education''s oversight has been effective at identifying schools at risk of closure; and (3) the extent to which Education informs schools and the public about its financial oversight. For many service members, getting an education is a critical component of transition to civilian life. Chapter 3 determines ways that the Higher Education Act is helping achieve those goals, and find areas where there are problems, and where we can make improvements. To help students and their families pay for higher education, the Department of Education provides billions of dollars in federal student loans each year through programs authorized under Title IV of the Higher Education Act as discussed in chapter 4. Chapter 5 discusses the unique challenges facing minority serving institutions and to learn about programs and support to help facilitate student success. Chapter 6 describes the several programs devoted to financially assisting minority-serving institutions (MSIs) under the Higher Education Act. Historically Black Colleges and Universities play an important and unique role in the higher education system and in their local and regional economies. As reported in chapter 7, SBA works with many colleges and universities to provide entrepreneurial training and counseling on campuses.

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Book SynopsisMany people in this country grow up dreaming about the college experience, leaving home and starting off in their own world, hoping to obtain the education and skills they need to be successful in life. With over 7,000 post-secondary institutions in the U.S. to choose from, selecting the best schools and finding the best way to pay for it can be a daunting task. The Higher Education Act of 1965 authorises numerous federal aid programs that provide support to both individuals pursuing a postsecondary education and institutions of higher education (IHEs). Chapter 1 provides a brief overview of the major provisions of the HEA. The federal government provides financial assistance to individuals for higher education expenses in two major ways: tax benefits and traditional student aid. Chapter 2 contains a brief overview of the higher education tax benefits that are currently available to students and their families. Chapter 3 provides insights into how prospective students make important decisions that affect their long-term academic and professional futures. An estimated 35 percent of college students transferred to a new school at least once from 2004 to 2009. Chapter 4 examines transfer rates and challenges students face in transferring credits, the possible financial implications of transfer, and the extent to which students are provided with transfer information to help them plan their college path.

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Book SynopsisThis special edition presents a snapshot from around the world of the current state of the research devoted to the issues of professional development of teachers. Teachers'' professional and pedagogical activity is significantly changing today. In many respects, these changes are explained by a new understanding of the purpose and result of education, which is formulated in the documents of educational reform in Russia and in the world, in the context of achieving a new quality of mass education. The question that becomes extremely important is: "How exactly should the teacher''s professional and pedagogical activity change in order to provide a new quality of education meeting the "challenges of the time?". These issues are described in the works of the leading Russian and foreign researchers in the field of teacher education who participated in the Fifth International Forum on Teacher Education held on 29-31 May, 2019 in Kazan Federal University (IFTE-2019) (http://ifte.kpfu.ru/en/home-page/). Researchers share their views and research results on the issues of modernization and development of the content of teacher education. They discuss questions related to values and priorities within the field of modern teacher education, to modernization processes and contents of teacher education including the requirements of a competency-based approach. Key issues of teachers'' professional development within this and other essential topics related to teacher education are also touched upon in 16 papers included into this book. The authors of the papers issue represent a variety of positions and address a number of the questions raised in the high quality debate. The evidence they present emanates from different nations and different universities.

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Book SynopsisIn the second edition of Education Law for Teachers and School Administrators, Jerome G. Delaney provides educators with a comprehensive overview of their legal rights and of the legal issues they may face in their day-to-day jobs. Delaney tackles thorny questions and offers practical answers that help practicing teachers identify classroom situations with potential legal ramifications and proactively manage them, protecting both themselves and their students. The second edition is updated with chapters on copyright, teacher misconduct, and general education law concerns in Canada, and includes new discussion questions throughout the book.

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Book SynopsisAlthough its mission and centrality to teaching and research remain fundamentally unchanged, the University of Alberta Library of today bears scant resemblance to its earliest incarnations. During its first century, it weathered frequent moves and much adversity, and witnessed many changes within the University and the world at large, as it gradually evolved into one of North America's largest academic research libraries. But throughout those 100 years, the commitment and dedication of its staff to service, innovation, and occasionally improvisation, have remained constant. This Centenary publication from The University of Alberta Library will enlighten fellow librarians, institutional historians, and friends of The University of Alberta.Trade Review"With the leadership of such people as Bruce Peel and Marjorie Sherlock, the University Library has triumphed over financial crises, interdepartmental meddling, and a fight for recognition, to develop one of the finest university libraries in Canada. Complete with all the trials and tribulations of its harassed librarians, the book is a good read." Alberta History, Autumn 2009""The University of Alberta Library is now the second largest in Canada and one of the top twenty academic research libraries in North America. Over the past one hundred years it has gone through reconstruction and moves, additions of new wings and branch libraries, regularly expanding collections, and at times, tight budgetary considerations. The author, Merrill Distad (research & special collections services, University of Alberta Library) comprehensively covers the changes." Book News Inc. May 2010

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Book SynopsisThis book, written by a former school principal now at the university level, tackles school reform from the perspective of the 21st century. The premise is to understand the current paradigm and discuss what is necessary to rebuild it. The recommendations are for a revolution in the system.

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Book SynopsisThe seemingly endless battle to reform American schools rages onward as we approach the 21st century. Taxpayers seem confused and are not supporting the public schools as they have in the past. Parents are up in arms about perceived lack of student safety and discipline. Everyone bemoans what appears to be a failure of students to grasp even basic academic subjects. In short, the schools are receiving the brunt of the blame for the dumbing down of America. This book launches a frontal attack on the nature of the educational process and lays out clear guidelines for the future.

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Book SynopsisEducation is a perennially vexing issue in American life. What, exactly, is the best system for teaching? Proponents of charter schools believe that competition is the key; public schools will improve if they have to compete for students. Charters themselves are public schools, but ones run by any group accepting the challenge of improving student performance in return for fewer regulations and tight budget restrictions. In short, charter schools have defined focus and clear accountability. Those opposing the charter movement though, claim that charter schools are divisive and distract attention from public school needs. Some politicians have shown approval of charter schools, as evidenced by President George W Bush''s bill for funding charter programs. This book aims to clear up some of the questions around charter schools and can help answer the questions surrounding the future of the American education system.

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Book SynopsisChinese Women and the Teaching Profession is written by Chinese academics on Chinese women in education. From their vantaged locations not available to academics outside the country, these authors examined the experience of women teachers and students in China''s educational institutions. The articles are not written for an outside audience, they are articles published in Chinese journals and magazines between 1993 and 2002, their analyses and suggestions give a rare and authentic glimpse of women in education and the positions taken by Chinese academics on gender issues. Since the educational system is an integral part of society, the experience of these women in education is reflective of the experience of Chinese women in other social sectors. These authors found that while women have made headway into China''s institutes of higher learning, they are generally under-represented among the teaching faculty and in administration. Moreover, alarms have been raised whenever women have attained a majority in a certain discipline or a level of education. In general, women''s professional accomplishments are not comparable to men''s, and the authors offered macro and micro level explanations ranging from individual to societal factors, from structural to psychological variables, and from blaming the victim to blaming the system. Stemming from their different perspectives, these authors have offered equally varied suggestions on the issue of gender equity or inequity in China.

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Book SynopsisThe current volume, Advances in Latent Variable Mixture Models, contains chapters by all of the speakers who participated in the 2006 CILVR conference, providing not just a snapshot of the event, but more importantly chronicling the state of the art in latent variable mixture model research. The volume starts with an overview chapter by the CILVR conference keynote speaker, Bengt Muthen, offering a ""lay of the land"" for latent variable mixture models before the volume moves to more specific constellations of topics. Part I, Multilevel and Longitudinal Systems, deals with mixtures for data that are hierarchical in nature either due to the data's sampling structure or to the repetition of measures (of varied types) over time. Part II, Models for Assessment and Diagnosis, addresses scenarios for making judgments about individuals' state of knowledge or development, and about the instruments used for making such judgments. Finally, Part III, Challenges in Model Evaluation, focuses on some of the methodological issues associated with the selection of models most accurately representing the processes and populations under investigation. It should be stated that this volume is not intended to be a first exposure to latent variable methods. Readers lacking such foundational knowledge are encouraged to consult primary and/or secondary didactic resources in order to get the most from the chapters in this volume. Once armed with that basic understanding of latent variable methods, we believe readers will find this volume incredibly exciting.Table of ContentsEditors' Introduction, Gregory R. Hancock and Karen M. Samuelsen.; Acknowledgments.; Latent Variable Hybrids: Overview of Old and New Models, Bengt Muthen.; PART I: Multilevel and Longitudinal Systems. Multilevel Mixture Models, Tihomir Asparouhov and Bengt Muthen. Longitudinal Modeling of Population Heterogeneity: Methodological Challenges to the Analysis of Empirically Derived Criminal Trajectory Profiles, Frauke Kreuter and Bengt Muthen. Examining Contingent Discrete Change Over Time with Associative Latent Transition Analysis, Brian P. Flaherty. Modeling Measurement Error in Event Occurrence for Single, Non-Recurring Events in Discrete-Time Survival Analysis, Katherine E. Masyn.; PART II: Models for Assessment and Diagnosis. Evidentiary Foundations of Mixture Item Response Theory Models, Robert J. Mislevy, Roy Levy, Marc Kroopnick, and Daisy Rutstein. Examining Differential Item Functioning from a Latent Mixture Perspective, Karen M. Samuelsen. Mixture Models in a Developmental Context, Karen Draney, Mark Wilson, Judith Gluck, and Christiane Spiel. Applications of Stochastic Analyses for Collaborative Learning and Cognitive Assessment, Amy Soller and Ron Stevens. The Mixture General Diagnostic Model, Matthias von Davier.; PART III: Challenges in Model Evaluation. Categories or Continua? The Correspondence Between Mixture Models and Factor Models, Eric Loken and Peter Molenaar. Applications and Extensions of the Two-Point Mixture Index of Model Fit, C. Mitchell Dayton. Identifying the Correct Number of Classes in Growth Mixture Models, Davood Tofighi and Craig K. Enders. Choosing a ""Correct"" Factor Mixture Model: Power, Limitations, and Graphical Data Exploration, Gitta H. Lubke and Jeffrey R. Spies.; About the Contributors.

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Book SynopsisBrings together recent reseach findings from around the world on key issues in school improvement, including discussion of the role of management, teachers, students, and the curriculum.

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Book SynopsisThis series presents substantial results from around the globe in selected areas of educational research. The field of education is consistently on the top of priority lists of every country in the world, yet few educators are aware of the progress elsewhere. Topics discussed include the extent to which family social and economic background interact with other factors such as gender, ethnicity and attitudes toward schooling in influencing student educational outcomes in two lower secondary schools in rural Vietnam; the introduction of formal mentoring programs in an Irish school setting; the effects of teaching strategies on cognition and performance; outcomes-focused teaching strategies; learning in a city versus learning on a campus and the spatial criteria for university progress; eating patterns of American mainstream children and Asian immigrant children in an American elementary school; and looking at educational technologies through constructivist school laboratories.

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Book SynopsisThe publication arises out of a research project of school education within South Africa and takes a school leadership perspective for imaginative possibilities resulting in school change. It illuminates the complexities associated with leading schools as they assume particular identities owing to specific categorizations. Its specific focus is on school leaders' lived experiences of addressing school challenges that brought about substantive change to school life. The book chapters collectively build on personally, professionally, and socially useful understandings of teaching, learning, governance, school finance and school-community partnerships in relation to wider social, political and cultural concerns, and across diverse contexts. Drawing on everyday real-life experiences, generated mainly through a range of narrative and arts-based practices and sources, the book communicates new voices, new insights, and imaginative possibilities for working with school challenges in contextually relevant and responsive attitudes to bring quality education to the doors of schools. The book, therefore, foregrounds school leaders from school principals through to teacher leaders' imaginative solutions to reimagining school life in each of their respective schools. Using a multi-perspectival theoretical lens, we offer portrayals of different dimensions of lived experiences of school life. The authors of the chapters (comprising both experienced and novice researchers) present critical descriptive accounts of different contextual realities of schooling juxtaposed against how they are categorized, for example: infrastructure (quintile rankings); financial (fee paying); geography (rural, urban, townships); poverty (feeding scheme) and performance.Table of ContentsPreface; Quality Education and School Experience in South Africa: How Far Have We Come?; Successful Rural Schools: Learning from School Principals Leadership Practices; Changing School Images: How Quintile One School Principals Turn Around Learner Performance in Their Schools within a Rural Context; Reimaging Schools for Improved Learner Performance; Responding to School Violence: Accounts of Heads of Departments towards Safe Schools; Making Visible Teacher Leadership Practices in Private and Public Schools; Its Just Not about the Funding : Artful Research Learning for Cultivating Creative, Reflexive, Ethical Ways of Thinking about Schooling, Quintile[ing] and Teachers Lives; The Entrepreneurial Leadership Role of Principals: Doing More with Less Financial Resources; The Conundrum of School Governance: Alternate Ways through the Maze; Crush the Chalk: School Leaders Co-Creative Networking for Enhancing Schooling, Relations and Life; About the Authors; Index.

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Book SynopsisFor many years, public schools served as prominent examples of organisations operating in a stable organisational environment. In the 21st century, however, this notion is gradually changing. Public schools face a dynamic organisational environment characterised by technological innovations, increased social heterogeneity, competition, and contradictory expectations presented by various stakeholders. In addition, the outbreak of the Covid-19 pandemic undermined schools'' basic routines, introducing uncertainty and instability to an extent that school leaders had never experienced before. These changing circumstances have increased the complexity school leaders experience on the job, creating new professional challenges, which are growing in number and sophistication. This book intends to promote awareness of the complex and unique challenges educational leaders are facing and, in doing so, to introduce a rational and a more balanced voice to the discourse on school leadership.

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Book SynopsisThis book examines and expands understanding and career development competencies for diverse purposes and audiences as well as highlights key areas to consider to enhance job satisfaction within organisations. This book is suitable for academics, researchers, faculty, doctoral and graduate students, policy makers, business managers, and practitioners from organizations and agencies. The foundational knowledge of this book will serve as a reference point for organizational leaders, business managers, and practitioners, and will also prompt future academic research. Career development and job satisfaction are important issues for organizations. It is the evolutional process an individual experiences to advance their occupational status, deciding to align personal needs and wants to that of their career advancement opportunities. Career development revolves around work-related experiences and -- in some cases -- the rise above ranks into the occupational roles occupied by individuals in their workplace. As such, career development also requires planning. An individual''s career planning and the organisation''s planning should have an integration point to develop appropriate career paths and developmental strategies. Job satisfaction is the inward fulfilment that comes from work experience and acts as motivation for work. The fulfilment here comes with the attainment of specific goals and objectives that are personal to an employee. Fundamentally, job satisfaction is the combination of psychological, physiological, and environmental factors that can cause an employee to experience the effects of fulfilment, joy, and value in an organisation. The end result of successful career development and job satisfaction practices will result in both individuals and organisations to better adapt and successfully navigate a competitive business and organisational climate while equipping them to face a promising future.

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Book SynopsisFriendly, cool and easy to use, How to be a Student and Not Destroy Planet Earth! gives students living away from home all the information they need to cut their carbon emissions - both their own and their university's.

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Book SynopsisAnita M Hughes has been running the Friendly Group with her colleagues for 18 years, supporting more than 200 children and young people in that time. The Friendly Group is a social and therapeutic group for children and young people on the Autism Spectrum who struggle to make relationships and share feelings with others. The author describes the core principles of this extremely successful group and the structure and framework offered. These children appear to cope without real friendships, but often from an increasingly isolated position. Their behaviour is often driven by anxiety, made worse by feeling different. Families experience frustration and uncertainty about how they can help. Through vivid accounts Hughes describes how the group leaders can facilitate children and young people to support each other, and to think and talk about what happens inside and between them in the 'here- and- now'. Professionals working with children and young people and their families in and outside school will find a fantastic range of ideas here on how to work in similar groups, with a sound sense of how to 'contain' children's and young people's anxiety. Parents too, will find inspiration.As Hughes states "when we have faith in the children we live or work with, they will blossom".

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Book SynopsisOne mom determined to get the best education for her dyslexic son, offers practical tips and advice for other parents navigating the public-school system.When Micky Boas’s son Matias was struggling in school, she tried everything to get a straight answer from school officials as to why. Even after changing schools, no one would confirm that Matias was dyslexic—a treatable and often inheritable condition that also affected Matias’s father. As a result, Micki fought the school and the education system for years to get the support that her son needed, before transferring him to a wonderful—but expensive—school specializing in the education of children with similar learning styles. In One in Five, Micki shares the stories of over a dozen children failed by their local governments and school systems—who were told it was all in their heads; told that they just couldn’t comprehend the material; told that their behavior wa

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Book Synopsis11,000 Days at School: From Class Clown to High School Vice-Principal is an illuminating and humour journey through the evolution of education in British Columbia.

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Book SynopsisThe time to come - as well as the exploration thereof - remains elusive for social actors and social scientists alike. The contributors accept the challenge to depict young men and women's future-creating activities in urban contexts of sub-Saharan Africa. Very consciously, they study young graduates having obtained a university degree and provide a vivid picture of their strategies to socially grow older by doing adulthood in contexts of great uncertainty. The examples include Burkina Faso, Guinea, Ethiopia, Mali and Tanzania, visually enriched through pictures taken by young Malian photographers.

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Book SynopsisThis first comprehensive study of Norwegian humanities education employs systems theory to analyze its transformation from a form of teacher training to its modern status as research-oriented generalist education.Using historical documents and statistical analyses, Vidar Grøtta shows that the expansion of the post-war research system in Norway led to an increase in admissions to humanities education in the 1960s and an ensuing research drift in humanities curricula. Interacting with certain political dynamics and the knowledge economy that has emerged since the 1970s, this research drift resulted in a shift in humanists' career patterns and a transformation of the societal functions of the humanities.The most recent developments in Norwegian humanities education, from 2000 to 2018, are outlined and discussed in the afterword to this volume.

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