Educational administration and organization Books

Book SynopsisIn Research Concepts for the Practitioner of Educational Leadership, the author acquaints the reader with principles of educational research that are most applicable to today’s educational leaders. Educational leaders are facing increasing demands to analyze data and use research to make instructional decisions. School-based educational leaders are facing these demands as well as those in educational leadership at other levels such as school districts and foundations. Instructional leaders are finding it increasingly difficult to lead without having a firm grasp of using data to make informed instructional decisions. This book helps to bridge the gap between the complex world of data analysis with the ever-changing dynamics of education leadership.Table of Contents1 Introduction 2 Overview of Research  1 How Do We Know What We Know?  2 What Are the Categories of Research?  3 Overview of the Research Process 3 Beginning the Research Project Topic, Problem Statement, Purpose Statement, and Research Questions  1 Developing the Topic  2 The Problem Statement  3 The Purpose Statement  4 Research Questions  5 Def?inition of Terms 4 Finding and Reviewing Literature for Credible Research 5 Populations and Samples  1 Identifying the Population  2 Obtaining the Population  3 Types of Random Samples  4 Non-Random Sampling  5 Sample Size 6 Measurement of Variables 7 Internal and External Validity and Threats to Validity  1 Threats to Internal Validity 8 Research Designs and Their Limitations  1 Experimental Research Designs  2 Correlational Research  3 Causal-Comparative Research  4 Survey Research  5 Action Research  6 Single Subject Designs 9 Qualitative Research  1 Types of Purposive Sampling  2 Validity in Analyzing Data  3 Combining Methods and Mixed-Methods Research Designs 10 Analysis of Data  1 Categories of Data  2 Types of Data Analysis 11 Research Results Conclusions, Decisions, and Actions  1 Sections of a Research Report  2 Writing the Research Report  3 Presenting Results of a Research Study  4 Key Factors in Presenting Research References Index

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Book SynopsisOver the last decade, Finland’s educational system has become internationally recognised. Different countries have shown an interest in learning about the Finnish education system to gain a better understanding of how education is developed, planned and executed in that country. The Introduction to the Finnish Educational System aims to describe how the education system in Finland was built and what kind of aspects influence learning and teaching today. The authors of the chapters are academics and experts in the fields of teacher education or vocational education. The book presents a review of the historical and current aspects of the educational system of Finland. As such, it describes the learning path from compulsory education to vocational education and primary school teacher education, which is one of the main focuses of the Faculty of Education at the University of Lapland. Each chapter is based on its authors’ research results, which are adapted for inclusion in this book. It answers an international call to provide an in-depth description of the National Finnish Education System from its beginning to today and to discuss the practical implications of these measures. Contributors are: Heikki Ervast, Marjaana Kangas, Pigga Keskitalo, Otso Kortekangas, Minna Körkkö, Outi Kyrö-Ämmälä, Pertti Lakkala, Suvi Lakkala, Merja Paksuniemi, Rauna Rahko-Ravantti, Päivi Rasi, and Heli Ruokamo.Table of ContentsList of Figures and Tables Introduction  Merja Paksuniemi and Pigga Keskitalo 1. Milestones of Basic Education in Finland: Pedagogy, Structure and Language  Otso Kortekangas, Merja Paksuniemi and Heikki Ervast 2. Tracing Inclusive Education and its Prerequisites in the Finnish Education System  Suvi Lakkala 3. Finnish Vocational Education and Training in Transition  Pertti Lakkala and Suvi Lakkala 4. Initial Teacher Education at the University of Lapland  Outi Kyrö-Ämmälä 5. Introduction to Sámi Education  Rauna Rahko-Ravantti and Pigga Keskitalo 6. Immigrant Students in the Finnish Educational System  Minna Körkkö 7. Promoting Multiliteracy in the Finnish Educational System  Päivi Rasi, Marjaana Kangas and Heli Ruokamo

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Book SynopsisOver the last decade, Finland’s educational system has become internationally recognised. Different countries have shown an interest in learning about the Finnish education system to gain a better understanding of how education is developed, planned and executed in that country. The Introduction to the Finnish Educational System aims to describe how the education system in Finland was built and what kind of aspects influence learning and teaching today. The authors of the chapters are academics and experts in the fields of teacher education or vocational education. The book presents a review of the historical and current aspects of the educational system of Finland. As such, it describes the learning path from compulsory education to vocational education and primary school teacher education, which is one of the main focuses of the Faculty of Education at the University of Lapland. Each chapter is based on its authors’ research results, which are adapted for inclusion in this book. It answers an international call to provide an in-depth description of the National Finnish Education System from its beginning to today and to discuss the practical implications of these measures. Contributors are: Heikki Ervast, Marjaana Kangas, Pigga Keskitalo, Otso Kortekangas, Minna Körkkö, Outi Kyrö-Ämmälä, Pertti Lakkala, Suvi Lakkala, Merja Paksuniemi, Rauna Rahko-Ravantti, Päivi Rasi, and Heli Ruokamo.Table of ContentsList of Figures and Tables Introduction  Merja Paksuniemi and Pigga Keskitalo 1. Milestones of Basic Education in Finland: Pedagogy, Structure and Language  Otso Kortekangas, Merja Paksuniemi and Heikki Ervast 2. Tracing Inclusive Education and its Prerequisites in the Finnish Education System  Suvi Lakkala 3. Finnish Vocational Education and Training in Transition  Pertti Lakkala and Suvi Lakkala 4. Initial Teacher Education at the University of Lapland  Outi Kyrö-Ämmälä 5. Introduction to Sámi Education  Rauna Rahko-Ravantti and Pigga Keskitalo 6. Immigrant Students in the Finnish Educational System  Minna Körkkö 7. Promoting Multiliteracy in the Finnish Educational System  Päivi Rasi, Marjaana Kangas and Heli Ruokamo

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Book SynopsisOrganization and Newness: Discourses and Ecologies of Innovation in the Creative University offers a view from a perspective of organizational education on the ‘new’, which analyzes the production of the ‘new’ within organizations, in relation to the inherent learning processes. Fundamental for this perspective is the question about the changeability of organizations, especially when these are not viewed only as instrumentally established regulatory structures but rather as social constructs. The contributions of this volume contour the complexity of newness in organization and form a bridge from critical analysis of imperative discourse of newness, to programmatic pleas of an organizational pedagogy, which is normative in nature, for a reconfiguration of organizational and societal relationships. The issue at hand shows how tightly the question about newness is constitutively woven into the self-conception of organizational education and pedagogy.Table of ContentsPreface: Competing Conceptions of the Creative University  Michael A. Peters Introduction: Organisation and Newness  Susanne Maria Weber, Michael A. Peters and Richard Heraud Notes on Contributors Section One 1. Intentional Organizational Change and the “New”: An Organizational Ethics Perspective of Change Management  Thomas Krobath 2. Between Organization and the New: How Lists Are Used to Create (or Reduce) Innovation  Fabian Brückner 3. How Do the New Outcome-Oriented Instruments Arise in the Faculty? A Theoretical and Empirical Analysis  Karl-Heinz Gerholz 4. Innovation and Political Subjectivity: A Problem for the Actor in Education  Richard Heraud 5. Organizational Dynamics within the Knowledge Economy  George Lăzăroiu 6. Researching Organizational Entry from a Perspective of Newcomer Innovation  Line Revsbæk 7. PISA as a Generator of Innovation  Miriam Sitter 8. Searching for the Change Agent: Steps towards an Ecology of Innovation  Soren Willert 9. Futuring Higher Education? The Innovativeness of Reforms: Turkey – A Critical Case Study  Mete Kurtoğlu 10. Money Rules Knowledge: The Emergence of Creative and Social Imperatives in the Epistemic Field  Agnieszka Czejkowska Section Two 11. Managerialism and the Neoliberal University: Prospects for New Forms of ‘Open Management’ in Higher Education  Michael A. Peters 12. Artistic Interventions in Organizations as Intercultural Relational Spaces for Identity Development  Ariane Berthoin Antal and Gervaise Debucquet 13. Working at the Edge of Innovation: Artists in Labs  Angela Krewani 14. Social Innovation and Social Intrapreneurship in German Welfare Organisations  Andreas Schröer 15. “Organizing a New Political Culture”: Women Writers and Shifts in Meanings, Power Relations and Social Web of Society  Ramona Mihăilă 16. In the Wake of the Quake: Teaching the Emergency  Sean Sturm and Stephen Turner 17. The Assertion and Development of ‘The New’ in the Context of Emancipatory New Social Movements  Meike Sophia Baader and Susanne Maurer 18. Change by Design!? Knowledge Cultures of Design and Organizational Strategies of Creation  Susanne Maria Weber 19. Newness Against the Grain: Democratic Emergence in Organizational and Professional Practice  Philip A. Woods, Amanda Roberts and Glenys Woods 20. Pedagogy and Organizational Learning: Theoretical Reflections on Synergetic as a Meta-Model for Designing Learning-Processes in Organizations  Peter C. Weber 21. Epilogue: Organizational Change, Newness and the Discourse of Innovation  Susanne Maria Weber, Michael A. Peters, Richard Heraud and Annett Adler

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Book SynopsisOrganization and Newness: Discourses and Ecologies of Innovation in the Creative University offers a view from a perspective of organizational education on the ‘new’, which analyzes the production of the ‘new’ within organizations, in relation to the inherent learning processes. Fundamental for this perspective is the question about the changeability of organizations, especially when these are not viewed only as instrumentally established regulatory structures but rather as social constructs. The contributions of this volume contour the complexity of newness in organization and form a bridge from critical analysis of imperative discourse of newness, to programmatic pleas of an organizational pedagogy, which is normative in nature, for a reconfiguration of organizational and societal relationships. The issue at hand shows how tightly the question about newness is constitutively woven into the self-conception of organizational education and pedagogy.Table of ContentsPreface: Competing Conceptions of the Creative University  Michael A. Peters Introduction: Organisation and Newness  Susanne Maria Weber, Michael A. Peters and Richard Heraud Notes on Contributors Section One 1. Intentional Organizational Change and the “New”: An Organizational Ethics Perspective of Change Management  Thomas Krobath 2. Between Organization and the New: How Lists Are Used to Create (or Reduce) Innovation  Fabian Brückner 3. How Do the New Outcome-Oriented Instruments Arise in the Faculty? A Theoretical and Empirical Analysis  Karl-Heinz Gerholz 4. Innovation and Political Subjectivity: A Problem for the Actor in Education  Richard Heraud 5. Organizational Dynamics within the Knowledge Economy  George Lăzăroiu 6. Researching Organizational Entry from a Perspective of Newcomer Innovation  Line Revsbæk 7. PISA as a Generator of Innovation  Miriam Sitter 8. Searching for the Change Agent: Steps towards an Ecology of Innovation  Soren Willert 9. Futuring Higher Education? The Innovativeness of Reforms: Turkey – A Critical Case Study  Mete Kurtoğlu 10. Money Rules Knowledge: The Emergence of Creative and Social Imperatives in the Epistemic Field  Agnieszka Czejkowska Section Two 11. Managerialism and the Neoliberal University: Prospects for New Forms of ‘Open Management’ in Higher Education  Michael A. Peters 12. Artistic Interventions in Organizations as Intercultural Relational Spaces for Identity Development  Ariane Berthoin Antal and Gervaise Debucquet 13. Working at the Edge of Innovation: Artists in Labs  Angela Krewani 14. Social Innovation and Social Intrapreneurship in German Welfare Organisations  Andreas Schröer 15. “Organizing a New Political Culture”: Women Writers and Shifts in Meanings, Power Relations and Social Web of Society  Ramona Mihăilă 16. In the Wake of the Quake: Teaching the Emergency  Sean Sturm and Stephen Turner 17. The Assertion and Development of ‘The New’ in the Context of Emancipatory New Social Movements  Meike Sophia Baader and Susanne Maurer 18. Change by Design!? Knowledge Cultures of Design and Organizational Strategies of Creation  Susanne Maria Weber 19. Newness Against the Grain: Democratic Emergence in Organizational and Professional Practice  Philip A. Woods, Amanda Roberts and Glenys Woods 20. Pedagogy and Organizational Learning: Theoretical Reflections on Synergetic as a Meta-Model for Designing Learning-Processes in Organizations  Peter C. Weber 21. Epilogue: Organizational Change, Newness and the Discourse of Innovation  Susanne Maria Weber, Michael A. Peters, Richard Heraud and Annett Adler

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Book SynopsisTeachers’ Professional Development in Global Contexts: Insights from Teacher Education compile international research that explore the various educational perspectives on Teacher Education, analyze teaching and learning contexts, and delve into teachers’ knowledge and beliefs to better understand school practices. This volume intends to promote scholarly discussions and contribute to find commonplaces in the teaching profession.Table of ContentsList of Figures and Tables Introduction Notes on Contributors PART 1: Teacher Professional Learning and Knowledge 1 Opening Possibilities for Research in Teacher Educators’ Learning  Jukka Husu and D. Jean Clandinin 2 Investigating EFL Elementary Student Teachers’ Development in a Professional Learning Practicum  Chiou-hui Chou 3 Becoming and Being a Teacher in Adverse Times: Iberian Perspectives  Maria Assunção Flores 4 The Mediate(zati)on of Philosophy Subject Matter: A Comparative Case Study  Laura Sara Agrati 5 Preservice Teachers’ Reflection for the Acquisition of Practical Knowledge during the Practicum  Raquel Gómez, Juanjo Mena, María-Luisa García-Rodríguez and Franciso García-Peñalvo Part 2: Teacher Beliefs and Reflective Thinking 6 The Struggle Is Real: Metacognitive Conceptualizations, Actions, and Beliefs of Pre-Service and In-Service Teachers  Heather Braund and Eleftherios Soleas 7 Uncovering Preservice Teachers' Positioning of Themselves and English Learners (ELs) during Field Experiences  Stefinee Pinnegar, Celina Lay, Linda Turner, Jenna Granado and Sarah Witt 8 Influence of Learning Attitudes and Task-Based Interactive Approach on Student Satisfaction and Perceived Learning Outcomes in a Content and Language Integrated Learning (CLIL) University Course in China  Leah Li Echiverri and Keith Lane 9 Helping the Learning of Science in Whichever Language: The Attention to Proficiency in the LOLT, Polysemy and Context That Counts Best during Science Teaching  Samuel Ouma Oyoo and Nkopodi Nkopodi 10 Emancipatory Teaching Practices in the Understandings of Social Sciences Teachers on a Diploma of Education Programme  Stephen Geofroy, Benignus Bitu, Dyann Barras, Samuel Lochan, Lennox McLeod, Lystra Stephens-James and Antoinette Valentine-Lewis 11 Pedagogical Confrontations as a Lens for Reflective Practice in Teacher Education  Wendy Moran, Robyn Brandenburg and Sharon M. McDonough 12 Beyond the Observed in Cross-Cultural Mentoring Conversations  Lily Orland-Barak and Ella Mazor Part 3: Innovative Teaching Procedures 13 Responsive Teachers in Inclusive Practices  Hafdís Guðjónsdóttir, Edda Óskarsdóttir and Jóhanna Karlsdóttir 14 The Use of Video during Professional Experience for Initial Teacher Education  Michael Cavanagh 15 Storytelling and Living Praxis in the Pre-Service Teacher Classroom  Brian Mundy 16 Pedagogy Students’ Attitudes towards Collaborative Learning with Video Games: Considering Demographic Information and the Variety Of Digital Resources  Marta Martín del Pozo, Verónica Basilotta Gómez-Pablos and Ana García-Valcárcel

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Book SynopsisTeachers’ Professional Development in Global Contexts: Insights from Teacher Education compile international research that explore the various educational perspectives on Teacher Education, analyze teaching and learning contexts, and delve into teachers’ knowledge and beliefs to better understand school practices. This volume intends to promote scholarly discussions and contribute to find commonplaces in the teaching profession.Table of ContentsList of Figures and Tables Introduction Notes on Contributors PART 1: Teacher Professional Learning and Knowledge 1 Opening Possibilities for Research in Teacher Educators’ Learning  Jukka Husu and D. Jean Clandinin 2 Investigating EFL Elementary Student Teachers’ Development in a Professional Learning Practicum  Chiou-hui Chou 3 Becoming and Being a Teacher in Adverse Times: Iberian Perspectives  Maria Assunção Flores 4 The Mediate(zati)on of Philosophy Subject Matter: A Comparative Case Study  Laura Sara Agrati 5 Preservice Teachers’ Reflection for the Acquisition of Practical Knowledge during the Practicum  Raquel Gómez, Juanjo Mena, María-Luisa García-Rodríguez and Franciso García-Peñalvo Part 2: Teacher Beliefs and Reflective Thinking 6 The Struggle Is Real: Metacognitive Conceptualizations, Actions, and Beliefs of Pre-Service and In-Service Teachers  Heather Braund and Eleftherios Soleas 7 Uncovering Preservice Teachers' Positioning of Themselves and English Learners (ELs) during Field Experiences  Stefinee Pinnegar, Celina Lay, Linda Turner, Jenna Granado and Sarah Witt 8 Influence of Learning Attitudes and Task-Based Interactive Approach on Student Satisfaction and Perceived Learning Outcomes in a Content and Language Integrated Learning (CLIL) University Course in China  Leah Li Echiverri and Keith Lane 9 Helping the Learning of Science in Whichever Language: The Attention to Proficiency in the LOLT, Polysemy and Context That Counts Best during Science Teaching  Samuel Ouma Oyoo and Nkopodi Nkopodi 10 Emancipatory Teaching Practices in the Understandings of Social Sciences Teachers on a Diploma of Education Programme  Stephen Geofroy, Benignus Bitu, Dyann Barras, Samuel Lochan, Lennox McLeod, Lystra Stephens-James and Antoinette Valentine-Lewis 11 Pedagogical Confrontations as a Lens for Reflective Practice in Teacher Education  Wendy Moran, Robyn Brandenburg and Sharon M. McDonough 12 Beyond the Observed in Cross-Cultural Mentoring Conversations  Lily Orland-Barak and Ella Mazor Part 3: Innovative Teaching Procedures 13 Responsive Teachers in Inclusive Practices  Hafdís Guðjónsdóttir, Edda Óskarsdóttir and Jóhanna Karlsdóttir 14 The Use of Video during Professional Experience for Initial Teacher Education  Michael Cavanagh 15 Storytelling and Living Praxis in the Pre-Service Teacher Classroom  Brian Mundy 16 Pedagogy Students’ Attitudes towards Collaborative Learning with Video Games: Considering Demographic Information and the Variety Of Digital Resources  Marta Martín del Pozo, Verónica Basilotta Gómez-Pablos and Ana García-Valcárcel

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Book SynopsisThis volume of the World of Science Education gathers contributions from Latin American science education researchers covering a variety of topics that will be of interest to educators and researchers all around the world. The volume provides an overview of research in Latin America, and most of the chapters report findings from studies seldom available for Anglophone readers. They bring new perspectives, thus, to topics such as science teaching and learning; discourse analysis and argumentation in science education; history, philosophy and sociology of science in science teaching; and science education in non-formal settings. As the Latin American academic communities devoted to science education have been thriving for the last four decades, the volume brings an opportunity for researchers from other regions to get acquainted with the developments of their educational research. This will bring contributions to scholarly production in science education as well as to teacher education and teaching proposals to be implemented in the classroom.Table of ContentsPreface Notes on Contributors Part 1: An Introduction to Science Education Research in South and Latin America 1 Science Education Research in Brazil: Historical Aspects, Researchers’ Representations, and the State of the Art  Maria José P. M. de Almeid and Roberto Nardi 2 Science Education Research Methods in Latin America over the Last Decade  Ileana María Greca and Flávia Maria Teixeira dos Santos 3 Science and Technology in Contemporary Science Education in Brazil  José André Peres Angotti, José de Pinho Alves Filho and Walter Antonio Bazzo 4 Science Education Research in South America: Social Cohesion and Cultural Diversity  Adela Molina Andrade Part 2: Teaching and Learning Science 5 Emotions, Feelings, and Conceptualizations in the Didactics of Physics  Maria Rita Otero and Maria de los Angeles Fanaro 6 Teaching the Foundations of Quantum Mechanics in High School: A Didactic and Cognitive Analysis of a Sequence of Situations  Maria de los Angeles Fanaro and María Rita Otero Part 3: Teaching Science and Teacher Education 7 Studies of the Production of Innovative Educational Materials through Teacher Education in Brazil  Anna Maria Pessoa de Carvalho, Deise Miranda Vianna and Lúcia Helena Sasseron 8 Labwork and Science Teacher Education: An Experience in a Latin American Country  María Maite Andrés 9 Research on Colombian Science Teachers’ Education: A Review  Rómulo Gallego Badillo, Royman Pérez Miranda, Adriana Patricia Gallego Torres and Deisy Baracaldo Guzmán Part 4: Discourse Analysis and Argumentation in Science Education 10 Student Participation in Science Classroom Discourse: Research in Latin America  Antonia Candela 11 Turning Points in Communicative Approaches to Science Classroom Discourse  Eduardo Fleury Mortimer and Phil Scott 12 Analyzing Discursive Interactions in the Context of Evolution Teaching with a Conceptual Profile of Adaptation  Claudia Sepulveda, Eduardo Fleury Mortimer and Charbel N. El-Hani 13 Argumentation from Toulmin’s Perspective in Teaching Science  Marta A. Pesa, Stella M. Islas, Silvia del Valle Bravo and Celia Medina 14 Science Textbooks: A Discursive Perspective  Isabel Martins Part 5: The History, Philosophy, and Sociology of Science in Science Teaching 15 The History, Philosophy, and Sociology of Science in Science Teaching  André Ferrer P. Martins 16 History, Didactics, and the Transformation of Scientific Content: Epistemological Surveillance and Science Education Commitments  Maurício Pietrocola, Elio Ricardo and Thaís Forato 17 Contributions to the Nature of Science: Scientific Investigation as Inquiry, Modeling, and Argumentation  Agustín Adúriz-Bravo 18 The History of Science and Science Education: Tools for Practice and Research in Schools  Nelio Bizzo 19 The History and Philosophy of Chemistry (HPC) in Teaching and in the Professional Development of Teachers: Contributions to the Debate from Science Education Research  Mario Quintanilla Gatica 20 Contributions to Physics Education from the History and Philosophy of Science  Irene Arriassecq and Verónica Guridi Part 6: Science Education in Non-Formal Settings 21 Non-Formal Education in South America: A Preliminary View  Julian Betancourt Mellizo 22 Science Education Research in Science and Technology Museums in Brazil  Martha Marandino and Guaracira Gouvêa 23 Reconstructing Our Images of the World: The Fundamental Task of Non-Formal Science Education  César Carrillo Trueba Index

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Book SynopsisThis volume of the World of Science Education gathers contributions from Latin American science education researchers covering a variety of topics that will be of interest to educators and researchers all around the world. The volume provides an overview of research in Latin America, and most of the chapters report findings from studies seldom available for Anglophone readers. They bring new perspectives, thus, to topics such as science teaching and learning; discourse analysis and argumentation in science education; history, philosophy and sociology of science in science teaching; and science education in non-formal settings. As the Latin American academic communities devoted to science education have been thriving for the last four decades, the volume brings an opportunity for researchers from other regions to get acquainted with the developments of their educational research. This will bring contributions to scholarly production in science education as well as to teacher education and teaching proposals to be implemented in the classroom.Table of ContentsPreface Notes on Contributors Part 1: An Introduction to Science Education Research in South and Latin America 1 Science Education Research in Brazil: Historical Aspects, Researchers’ Representations, and the State of the Art  Maria José P. M. de Almeid and Roberto Nardi 2 Science Education Research Methods in Latin America over the Last Decade  Ileana María Greca and Flávia Maria Teixeira dos Santos 3 Science and Technology in Contemporary Science Education in Brazil  José André Peres Angotti, José de Pinho Alves Filho and Walter Antonio Bazzo 4 Science Education Research in South America: Social Cohesion and Cultural Diversity  Adela Molina Andrade Part 2: Teaching and Learning Science 5 Emotions, Feelings, and Conceptualizations in the Didactics of Physics  Maria Rita Otero and Maria de los Angeles Fanaro 6 Teaching the Foundations of Quantum Mechanics in High School: A Didactic and Cognitive Analysis of a Sequence of Situations  Maria de los Angeles Fanaro and María Rita Otero Part 3: Teaching Science and Teacher Education 7 Studies of the Production of Innovative Educational Materials through Teacher Education in Brazil  Anna Maria Pessoa de Carvalho, Deise Miranda Vianna and Lúcia Helena Sasseron 8 Labwork and Science Teacher Education: An Experience in a Latin American Country  María Maite Andrés 9 Research on Colombian Science Teachers’ Education: A Review  Rómulo Gallego Badillo, Royman Pérez Miranda, Adriana Patricia Gallego Torres and Deisy Baracaldo Guzmán Part 4: Discourse Analysis and Argumentation in Science Education 10 Student Participation in Science Classroom Discourse: Research in Latin America  Antonia Candela 11 Turning Points in Communicative Approaches to Science Classroom Discourse  Eduardo Fleury Mortimer and Phil Scott 12 Analyzing Discursive Interactions in the Context of Evolution Teaching with a Conceptual Profile of Adaptation  Claudia Sepulveda, Eduardo Fleury Mortimer and Charbel N. El-Hani 13 Argumentation from Toulmin’s Perspective in Teaching Science  Marta A. Pesa, Stella M. Islas, Silvia del Valle Bravo and Celia Medina 14 Science Textbooks: A Discursive Perspective  Isabel Martins Part 5: The History, Philosophy, and Sociology of Science in Science Teaching 15 The History, Philosophy, and Sociology of Science in Science Teaching  André Ferrer P. Martins 16 History, Didactics, and the Transformation of Scientific Content: Epistemological Surveillance and Science Education Commitments  Maurício Pietrocola, Elio Ricardo and Thaís Forato 17 Contributions to the Nature of Science: Scientific Investigation as Inquiry, Modeling, and Argumentation  Agustín Adúriz-Bravo 18 The History of Science and Science Education: Tools for Practice and Research in Schools  Nelio Bizzo 19 The History and Philosophy of Chemistry (HPC) in Teaching and in the Professional Development of Teachers: Contributions to the Debate from Science Education Research  Mario Quintanilla Gatica 20 Contributions to Physics Education from the History and Philosophy of Science  Irene Arriassecq and Verónica Guridi Part 6: Science Education in Non-Formal Settings 21 Non-Formal Education in South America: A Preliminary View  Julian Betancourt Mellizo 22 Science Education Research in Science and Technology Museums in Brazil  Martha Marandino and Guaracira Gouvêa 23 Reconstructing Our Images of the World: The Fundamental Task of Non-Formal Science Education  César Carrillo Trueba Index

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Book SynopsisThis first issue of the Brill Research Perspectives in Religion and Education makes the case for ‘religion and education’ as a distinct but cross-disciplinary field of inquiry. Authors argue for and outline the particular insights to be gleaned about ‘religion and education’ on the basis of their commitment to particular methodologies involved in its study, namely the historical, philosophical, sociological and psychological.Table of ContentsReligion and Education: Framing and Mapping a Field  Stephen G. Parker, Jenny Berglund, David Lewin and Deirdre Raftery Abstract Keywords Introduction: Religion and Education: an Overview  Stephen G. Parker  1 Religion and Education: Beyond Curricula and Schooling, Multi-contextual, International and Interdisciplinary Perspectives Religion and Education: Framing and Mapping the Field  Stephen G. Parker  1 Religion and Education in the Public Sphere  2 The History of Religion and Education as a Field of Inquiry  3 Types of Religious Education  4 Religious Education as Nurture into the Religious Way of Life  5 Religious Education as Practical Theology  6 Religious Education as Nation Building  7 Religious Education as Religious Literacy  8 Religious Education as Intercultural/Interreligious Education  9 Religious Education as Preparation for the Academic Study of Religion  10 Religious Education as an Idea Themes and Approaches in Research on Religion in the History of Education: Missionaries, Monasteries, Methodologies  Deirdre Raftery  1 Introduction  2 God’s Empire: the Mission Imperative in the History of Education  3 Monastic and Conventual Education: New Approaches in Historical Scholarship  4 Conclusion Religion and Education: Mapping the Field (a Philosophical Approach)  David Lewin  1 Introduction  2 What Does It Mean to Ask about the Relations of Religion and Education in a Philosophical Way?  3 General Conceptual Issues  4 What Is Religion?  5 What Is Education?  6 Religion and Education: the Question of Autonomy  7 Conclusion Sociological Perspectives on Religion and Education  Jenny Berglund  1 Historical and Definitional Overview: Sociology Defined  2 What Does It Mean to Adopt a Sociological Perspective?  3 Sociology of Religion  4 Sociology of Education  5 The Study of Religious Education, Religious Diversity, and Teacher Education  6 Quantitative vs Qualitative Research Methods  7 The Quantitative Approach  8 The Qualitative Approach  9 Quantitative Studies  10 Qualitative Studies  11 National Comparisons and International Knowledge Transmission  12 Conclusion Conclusion: the Potential of Further Research in Religion and Education  Stephen G. Parker  1 Historicizing, Contextualising and Conceptualising Religion and Education and Religious Education  2 The Sensory, Spatial and Material Aspects of Religion and Education  3 Mission and Empire  4 Children’s Rights and Agency in Religion and Education  5 Religious Education and Developments in Theology and Religious Studies  6 Conclusion: Achieving Cross/Inter-disciplinary Perspectives  Bibliography  List of English Language Journals in R & E and Their Websites

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Book SynopsisIn 2015, Laura Rumbley put forward the notion that higher education—in a highly complex, globally interdependent world—would be wise to commit to an agenda of "intelligent internationalization" (I2). I2 turns on the notion that "the development of a thoughtful alliance between the research, practitioner, and policy communities," in tandem with key decision makers in leadership roles, is essential for institutions and systems of higher education seeking sustained relevance and vitality through their internationalization efforts. Does "intelligent internationalization" make sense? What is faulty, misguided, or missing from this analysis that could be strengthened through further consideration? On the other hand, what speaks to its value as an idea or agenda to advance the way that internationalization is understood and enacted in the world? These issues will be addressed in this book which builds on a 2018 Symposium on Intelligent Internationalization.Table of ContentsForeword: Beethoven Comes to Boston  Urbain (Ben) DeWinter Preface List of Figures and Tables Notes on Contributors Setting the Scene 1 Intelligent Internationalization: The Shape of Things to Come  Laura E. Rumbley PART 1: Global Trends & Broad Perspectives 2 Clear Trends and Murky Future: Prospects for Internationalization  Philip G. Altbach 3 Evolving Architecture of/for International Education and Global Science  Ellen Hazelkorn 4 Not Your Parents’ Internationalization: Next Generation Perspectives  Laura E. Rumbley and Douglas Proctor 5 Citius, Altius, Fortius: Global University Rankings as the “Olympic Games” of Higher Education?  Maria Yudkevich, Philip G. Altbach and Laura E. Rumbley PART 2: Students & Faculty 6 International Faculty Mobility: Crucial and Understudied  Laura E. Rumbley and Hans de Wit 7 Internationalization 2.0: Not without the Faculty  Liz Reisberg 8 Centering Internationalization Outcomes: Four Reasons to Focus on Faculty  Kara A. Godwin 9 Internationalization and Faculty: How to Have an Intelligent Conversation  Douglas Proctor 10 The Intelligently Internationalized Researcher  Ariane de Gayardon 11 Cross-Cultural Differences among Students: Challenges and Opportunities for Intelligent Internationalization  Elena Denisova-Schmidt 12 Intelligent Internationalization at Work in the Hague, the City of Peace and Justice  Jos Beelen 13 US International Alumni Affairs: Pressing Questions for an Emerging Field  Lisa Unangst and Laura E. Rumbley PART 3: Regional & National Policy, Challenges & Opportunities 14 From “Dumb” Decolonization to “Smart” Internationalization: A Requisite Transition  Damtew Teferra 15 Intelligent Internationalization: Is It Feasible in the Latin American and Caribbean Higher Education Context?  Jocelyne Gacel-Ávila 16 Forced Migrants in Higher Education: Syrian Students at Turkish Universities  Hakan Ergin 17 Policy, Strategy, and Practice: Toward I2 in the US  Robin Matross Helms 18 Intelligent Internationalization in the Spanish Context  Laura Howard 19 Policy Development, Research and Data Collection to Enhance International Program and Provider Mobility in Africa  Jane Knight 20 On Intelligent Internationalization  Markus Laitinen 21 Intelligent Internationalization: (Re)connections and Reconciliations  Irina Ferencz 22 Intelligent Internationalization in the Context of the U.S.: Realities, Challenges and Opportunities  Rajika Bhandari 23 Intelligent Internationalization: Using Research Results to Improve Credit Mobility at Mexican Higher Education Institutions  Magdalena L. Bustos-Aguirre 24 The Policy Conundrum  Patti McGill Peterson 25 World Class 2.0 and Internationalization in Chinese Higher Education  Qi Wang 26 The New Routes for Internationalization of Higher Education in Brazil  Fernanda Leal 27 National Policies for Internationalization: Do They Work?  Robin Matross Helms and Laura E. Rumbley PART 4: Institutional Strategies, Curriculum & Practice 28 Moving away from What We Know: Informing Education Abroad Practices through Scholarship  Nick J. Gozik 29 Learning for All  Fiona Hunter 30 Intelligent Internationalization, Online Learning, and Interculturality  Edward Choi, Araz Khajarian, Lisa Unangst and Ayenachew Woldegiyorgis 31 Strategic Planning, Identity, and Internationalization: An Introduction  Alberto Godenzi 32 Internationalization with Adjectives  Daniela Crãciun 33 Outside the Comfort Zone: How Internationalization Can Be Used to Support First Generation Students  Georgiana Mihut 34 Higher Education Leadership and Management Training: Global Maps and Gaps  Laura E. Rumbley, Hilligje van’t Land and Juliette Becker 35 Internationalizing the Third Mission of Universities  Agustian Sutrisno 36 What an International Branch Campus Is, and Is Not: A Revised Definition  Stephen Wilkins and Laura E. Rumbley PART 5: Conclusion 37 From Mobility to Internationalization of the Curriculum at Home: Where Are the Students in the Intelligent Internationalization Conversation?  Elspeth Jones 38 Global Learning for All: What Does It Take to Shift a Paradigm?  Betty Leask 39 Intelligent Internationalization in Higher Education: Evolving Concepts and Trends  Hans de Wit

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Book SynopsisIn 2015, Laura Rumbley put forward the notion that higher education—in a highly complex, globally interdependent world—would be wise to commit to an agenda of "intelligent internationalization" (I2). I2 turns on the notion that "the development of a thoughtful alliance between the research, practitioner, and policy communities," in tandem with key decision makers in leadership roles, is essential for institutions and systems of higher education seeking sustained relevance and vitality through their internationalization efforts. Does "intelligent internationalization" make sense? What is faulty, misguided, or missing from this analysis that could be strengthened through further consideration? On the other hand, what speaks to its value as an idea or agenda to advance the way that internationalization is understood and enacted in the world? These issues will be addressed in this book which builds on a 2018 Symposium on Intelligent Internationalization.Table of ContentsForeword: Beethoven Comes to Boston  Urbain (Ben) DeWinter Preface List of Figures and Tables Notes on Contributors Setting the Scene 1 Intelligent Internationalization: The Shape of Things to Come  Laura E. Rumbley PART 1: Global Trends & Broad Perspectives 2 Clear Trends and Murky Future: Prospects for Internationalization  Philip G. Altbach 3 Evolving Architecture of/for International Education and Global Science  Ellen Hazelkorn 4 Not Your Parents’ Internationalization: Next Generation Perspectives  Laura E. Rumbley and Douglas Proctor 5 Citius, Altius, Fortius: Global University Rankings as the “Olympic Games” of Higher Education?  Maria Yudkevich, Philip G. Altbach and Laura E. Rumbley PART 2: Students & Faculty 6 International Faculty Mobility: Crucial and Understudied  Laura E. Rumbley and Hans de Wit 7 Internationalization 2.0: Not without the Faculty  Liz Reisberg 8 Centering Internationalization Outcomes: Four Reasons to Focus on Faculty  Kara A. Godwin 9 Internationalization and Faculty: How to Have an Intelligent Conversation  Douglas Proctor 10 The Intelligently Internationalized Researcher  Ariane de Gayardon 11 Cross-Cultural Differences among Students: Challenges and Opportunities for Intelligent Internationalization  Elena Denisova-Schmidt 12 Intelligent Internationalization at Work in the Hague, the City of Peace and Justice  Jos Beelen 13 US International Alumni Affairs: Pressing Questions for an Emerging Field  Lisa Unangst and Laura E. Rumbley PART 3: Regional & National Policy, Challenges & Opportunities 14 From “Dumb” Decolonization to “Smart” Internationalization: A Requisite Transition  Damtew Teferra 15 Intelligent Internationalization: Is It Feasible in the Latin American and Caribbean Higher Education Context?  Jocelyne Gacel-Ávila 16 Forced Migrants in Higher Education: Syrian Students at Turkish Universities  Hakan Ergin 17 Policy, Strategy, and Practice: Toward I2 in the US  Robin Matross Helms 18 Intelligent Internationalization in the Spanish Context  Laura Howard 19 Policy Development, Research and Data Collection to Enhance International Program and Provider Mobility in Africa  Jane Knight 20 On Intelligent Internationalization  Markus Laitinen 21 Intelligent Internationalization: (Re)connections and Reconciliations  Irina Ferencz 22 Intelligent Internationalization in the Context of the U.S.: Realities, Challenges and Opportunities  Rajika Bhandari 23 Intelligent Internationalization: Using Research Results to Improve Credit Mobility at Mexican Higher Education Institutions  Magdalena L. Bustos-Aguirre 24 The Policy Conundrum  Patti McGill Peterson 25 World Class 2.0 and Internationalization in Chinese Higher Education  Qi Wang 26 The New Routes for Internationalization of Higher Education in Brazil  Fernanda Leal 27 National Policies for Internationalization: Do They Work?  Robin Matross Helms and Laura E. Rumbley PART 4: Institutional Strategies, Curriculum & Practice 28 Moving away from What We Know: Informing Education Abroad Practices through Scholarship  Nick J. Gozik 29 Learning for All  Fiona Hunter 30 Intelligent Internationalization, Online Learning, and Interculturality  Edward Choi, Araz Khajarian, Lisa Unangst and Ayenachew Woldegiyorgis 31 Strategic Planning, Identity, and Internationalization: An Introduction  Alberto Godenzi 32 Internationalization with Adjectives  Daniela Crãciun 33 Outside the Comfort Zone: How Internationalization Can Be Used to Support First Generation Students  Georgiana Mihut 34 Higher Education Leadership and Management Training: Global Maps and Gaps  Laura E. Rumbley, Hilligje van’t Land and Juliette Becker 35 Internationalizing the Third Mission of Universities  Agustian Sutrisno 36 What an International Branch Campus Is, and Is Not: A Revised Definition  Stephen Wilkins and Laura E. Rumbley PART 5: Conclusion 37 From Mobility to Internationalization of the Curriculum at Home: Where Are the Students in the Intelligent Internationalization Conversation?  Elspeth Jones 38 Global Learning for All: What Does It Take to Shift a Paradigm?  Betty Leask 39 Intelligent Internationalization in Higher Education: Evolving Concepts and Trends  Hans de Wit

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Book SynopsisIn Contextual Intelligence in School Leadership the author presents a new leadership construct suitable for the 21st century context of school improvement. He presents school leadership from contextual intelligence perspective as a function of various elements, which interact within the leadership they shape and the context in which such leadership is exercised to exert influence on the core areas of practice, including student learning, teacher development and school-community engagement. The construct represents a departure from the contemporary leadership theories, which place emphasis on separate elements of leadership and inadvertently create a problem of disintegration that does not bode well for sustainable school improvement.Table of ContentsForeword  Matthew Kutz Preface 1 Theoretical Grounding for Contextual Intelligence in School Leadership  1 Introduction  2 Context and Contextual Inteligence  3 Contemporary School Leadership Theories and Context  4 Conclusion 2 Contextual Intelligence for Redesigning School Organisational Environment  1 Introduction  2 Redesigning the School Organisational Environment  3 Why Contextual Intelligence Matters for a School Leader  4 The Complexity of School Organisational Context  5 Contextual Intelligence for Integrated School Organisational Construct  6 Conclusion 3 Navigating the Dynamic School Organisational Landscape  1 Introduction  2 Interplay of Contextual Factors Influencing the School’s Organisational Landscape  3 Paradigmatic Shiftsin the School Organisational Landscape  4 Responding to the Dynamics and Paradigmatic Shifts in the School Organisational Context  5 Conclusion 4 School-Home-Community Engagement as an Essential Component of Contextual Intelligence  1 Introduction  2 Conclusion 5 Context-Responsive Teacher Development  1 Introduction  2 Teacher Development in Context: What Is It?  3 The Context in Which Contemporary Teachers Work  4 Leading Teacher Development Intelligently  5 Conclusion 6 Contextual Intelligence for Student Learning  1 Introduction  2 Theoretical Perspectives on Knowledge and Student Learning Process  3 Insight into Contemporary Context of Student Learning  4 Orientation towards Students’ Learning Outcomes  5 Conclusion 7 Connecting the Disconnected through Contextextual Intelligence  1 Introduction  2 Fragmented Construct of School Leadership  3 Leading the School in the Context of Change and Uncertainty  4 Transcending the Past and the Present through Thought and Action  5 Conclusion References Index

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Book SynopsisIn Contextual Intelligence in School Leadership the author presents a new leadership construct suitable for the 21st century context of school improvement. He presents school leadership from contextual intelligence perspective as a function of various elements, which interact within the leadership they shape and the context in which such leadership is exercised to exert influence on the core areas of practice, including student learning, teacher development and school-community engagement. The construct represents a departure from the contemporary leadership theories, which place emphasis on separate elements of leadership and inadvertently create a problem of disintegration that does not bode well for sustainable school improvement.Table of ContentsForeword  Matthew Kutz Preface 1 Theoretical Grounding for Contextual Intelligence in School Leadership  1 Introduction  2 Context and Contextual Inteligence  3 Contemporary School Leadership Theories and Context  4 Conclusion 2 Contextual Intelligence for Redesigning School Organisational Environment  1 Introduction  2 Redesigning the School Organisational Environment  3 Why Contextual Intelligence Matters for a School Leader  4 The Complexity of School Organisational Context  5 Contextual Intelligence for Integrated School Organisational Construct  6 Conclusion 3 Navigating the Dynamic School Organisational Landscape  1 Introduction  2 Interplay of Contextual Factors Influencing the School’s Organisational Landscape  3 Paradigmatic Shiftsin the School Organisational Landscape  4 Responding to the Dynamics and Paradigmatic Shifts in the School Organisational Context  5 Conclusion 4 School-Home-Community Engagement as an Essential Component of Contextual Intelligence  1 Introduction  2 Conclusion 5 Context-Responsive Teacher Development  1 Introduction  2 Teacher Development in Context: What Is It?  3 The Context in Which Contemporary Teachers Work  4 Leading Teacher Development Intelligently  5 Conclusion 6 Contextual Intelligence for Student Learning  1 Introduction  2 Theoretical Perspectives on Knowledge and Student Learning Process  3 Insight into Contemporary Context of Student Learning  4 Orientation towards Students’ Learning Outcomes  5 Conclusion 7 Connecting the Disconnected through Contextextual Intelligence  1 Introduction  2 Fragmented Construct of School Leadership  3 Leading the School in the Context of Change and Uncertainty  4 Transcending the Past and the Present through Thought and Action  5 Conclusion References Index

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Book SynopsisInYou Can’t Make This Up! the author invites both emerging educational leaders and practicing school administrators to read a series of short stories recounted by principals and vice principals employed in schools across the United States, in Germany and Cyprus. This collection of present-day stories highlights the types of challenges school leaders encounter on a daily basis, all of which demand informed decisions, but none of which are easily resolved. Each story is presented in a case study format, and aligned with selected elements within one of the ten Professional Standards for Educational Leadership (PSEL). At a critical juncture in each case, a series of “questions to ponder” is presented, followed by a segment describing “what actually occurred?”Trade ReviewAdvance Praise "Professor Markert has created an outstanding collection of real-life professional experiences that can serve as actual simulations for both prospective and current school administrators. Such diversified, descriptive testimonials shared by school leaders gives resonance to the challenges and variety of leadership skills needed in today's educational environments. Just to have the chance to view a multitude of dilemmas touching so many different competencies is an excellent leadership training tool that truly encompasses reflective practice." Cheryl A. McElhany, President Extended Day Child Care Center, Dublin, CA "The case studies in this well-written book provide the perfect foundation for fruitful consideration of complex situations that face building leaders every day. It is one thing to be able to name the standards of professional leadership but quite another to be able to apply them from day to day. These case studies will inspire deep and authentic discussions about what did and what could have happened in each case presented. Emerging leaders will find this book a valuable resource for preparing themselves to respond to challenging situations. Current leaders will want to use the case studies as a way to explore with colleagues situations similar to those they have faced, thinking about what they did right and what they might want to change in their future responses." Susan Coultrap-McQuin, Ph.D. Professor Emeritus & Former Provost State University of New York at Oswego "In my years as an education attorney, many school leaders have stated they eventually wanted to write a book about their many you can't make this up experiences, and now Linda Rae Markert has done it! These multinational tales from the field provoke informed inquiry, critical analysis, and self-assessment, all in the format of a really good read." Donald E. Budmen, ESQ. Education Law Attorney Ferrara Fiorenza PC, East Syracuse, NY "Gather a group of school principals together and you will hear a common refrain; you can't make this up! Ethical decision making, crucial conversations, and dealing with challenging situations are simply part of the job. Where this book really shines is in Markert's deft storytelling and thought-provoking questions to ponder. Veteran and novice school leaders alike will see their own experiences come alive in the cases making self-reflection possible. Readers will gain new perspectives as they lead in these unique times." Beth Anne Lozier, Principal Camillus Middle School, West Genesee Central School DistrictTable of ContentsAbout the Author 1 Overview of This Conversation  1 Beginning an International Conversation among School Leaders  2 A Context for Using Case Studies  3 Ethical Decision-Making & Interview Template  4 Alignment of Case Studies with Professional Standards for Educational Leaders 2 Mission, Vision and Core Values  1 Are We Doing Enough?  2 I Am Your Child’s Advocate  3 #Enough 3 Ethics and Professional Norms  1 Do I Blow the Whistle?  2 He Just Showed up Unexpectedly  3 Where Have You Been?  4 We Can’t Find the Error 4 Equity and Cultural Responsiveness  1 Your Son Has Great Potential  2 I Never Said Any of Those Things  3 I Don’t Want To – You Can’t Make Me  4 My Wedding Plans 5 Curriculum, Instruction and Assessment  1 I Never Thought I Was Cheating  2 Silent Night  3 How Did They Override the System? 6 Community of Care and Support for Students  1 Not Mine, Smoking Stinks!  2 This Girl Hit My Daughter  3 Please Don’t Kick Him out of School  4 You Must Show Me That Tape 7 Professional Capacity of School Personnel  1 But I’m a Good Teacher  2 Measure Twice, Cut Once  3 She’s So Disorganized  4 Do Summative Reviews Ever Make a Diffference? 8 Professional Community for Teachers and Staff  1 Just Joking Around  2 My Course Requirements Apply to Everyone  3 I Can Show You My Uber Receipts  4 All Boys Talk That Way 9 Meaningful Engagement of Families and Community  1 I Love My Kids  2 Don’t Make Me Get on the Bus  3 Our Son Must Have Mr. Thorwall  4 Mom Wants the Checkbook 10 Operations and Management  1 We Are Not Welcome  2 Standards Uphold the Status Quo  3 Mathematically Speaking, It Was Beautiful 11 School Improvement  1 Is This a Credible Threat?  2 It’s Always about the Money 12 Final Reflections  1 Ethical School Leadership Index

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Book SynopsisInYou Can’t Make This Up! the author invites both emerging educational leaders and practicing school administrators to read a series of short stories recounted by principals and vice principals employed in schools across the United States, in Germany and Cyprus. This collection of present-day stories highlights the types of challenges school leaders encounter on a daily basis, all of which demand informed decisions, but none of which are easily resolved. Each story is presented in a case study format, and aligned with selected elements within one of the ten Professional Standards for Educational Leadership (PSEL). At a critical juncture in each case, a series of “questions to ponder” is presented, followed by a segment describing “what actually occurred?”Trade ReviewAdvance Praise "Professor Markert has created an outstanding collection of real-life professional experiences that can serve as actual simulations for both prospective and current school administrators. Such diversified, descriptive testimonials shared by school leaders gives resonance to the challenges and variety of leadership skills needed in today's educational environments. Just to have the chance to view a multitude of dilemmas touching so many different competencies is an excellent leadership training tool that truly encompasses reflective practice." Cheryl A. McElhany, President Extended Day Child Care Center, Dublin, CA "The case studies in this well-written book provide the perfect foundation for fruitful consideration of complex situations that face building leaders every day. It is one thing to be able to name the standards of professional leadership but quite another to be able to apply them from day to day. These case studies will inspire deep and authentic discussions about what did and what could have happened in each case presented. Emerging leaders will find this book a valuable resource for preparing themselves to respond to challenging situations. Current leaders will want to use the case studies as a way to explore with colleagues situations similar to those they have faced, thinking about what they did right and what they might want to change in their future responses." Susan Coultrap-McQuin, Ph.D. Professor Emeritus & Former Provost State University of New York at Oswego "In my years as an education attorney, many school leaders have stated they eventually wanted to write a book about their many you can't make this up experiences, and now Linda Rae Markert has done it! These multinational tales from the field provoke informed inquiry, critical analysis, and self-assessment, all in the format of a really good read." Donald E. Budmen, ESQ. Education Law Attorney Ferrara Fiorenza PC, East Syracuse, NY "Gather a group of school principals together and you will hear a common refrain; you can't make this up! Ethical decision making, crucial conversations, and dealing with challenging situations are simply part of the job. Where this book really shines is in Markert's deft storytelling and thought-provoking questions to ponder. Veteran and novice school leaders alike will see their own experiences come alive in the cases making self-reflection possible. Readers will gain new perspectives as they lead in these unique times." Beth Anne Lozier, Principal Camillus Middle School, West Genesee Central School DistrictTable of ContentsAbout the Author 1 Overview of This Conversation  1 Beginning an International Conversation among School Leaders  2 A Context for Using Case Studies  3 Ethical Decision-Making & Interview Template  4 Alignment of Case Studies with Professional Standards for Educational Leaders 2 Mission, Vision and Core Values  1 Are We Doing Enough?  2 I Am Your Child’s Advocate  3 #Enough 3 Ethics and Professional Norms  1 Do I Blow the Whistle?  2 He Just Showed up Unexpectedly  3 Where Have You Been?  4 We Can’t Find the Error 4 Equity and Cultural Responsiveness  1 Your Son Has Great Potential  2 I Never Said Any of Those Things  3 I Don’t Want To – You Can’t Make Me  4 My Wedding Plans 5 Curriculum, Instruction and Assessment  1 I Never Thought I Was Cheating  2 Silent Night  3 How Did They Override the System? 6 Community of Care and Support for Students  1 Not Mine, Smoking Stinks!  2 This Girl Hit My Daughter  3 Please Don’t Kick Him out of School  4 You Must Show Me That Tape 7 Professional Capacity of School Personnel  1 But I’m a Good Teacher  2 Measure Twice, Cut Once  3 She’s So Disorganized  4 Do Summative Reviews Ever Make a Diffference? 8 Professional Community for Teachers and Staff  1 Just Joking Around  2 My Course Requirements Apply to Everyone  3 I Can Show You My Uber Receipts  4 All Boys Talk That Way 9 Meaningful Engagement of Families and Community  1 I Love My Kids  2 Don’t Make Me Get on the Bus  3 Our Son Must Have Mr. Thorwall  4 Mom Wants the Checkbook 10 Operations and Management  1 We Are Not Welcome  2 Standards Uphold the Status Quo  3 Mathematically Speaking, It Was Beautiful 11 School Improvement  1 Is This a Credible Threat?  2 It’s Always about the Money 12 Final Reflections  1 Ethical School Leadership Index

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Book SynopsisEarly Modern Universities: Networks of Higher Education publishes twenty essays on early modern institutional academic networks and the history of the book. The case studies examine universities, schools, and academies across a wide geographical range throughout Europe, and in Central America. The volume suggests pathways for future research into institutional hierarchies, cultural ties, and how networks of policy makers were embedded in complex scholarly and scientific developments. Topics include institutions and political entanglements; locality and mobility, especially the movement of scholars and scholarship between institutions; communication, collaboration, and the circulation of academic knowledge. The essays use studies of print and book cultures to provide insights into cooperative interregional markets, travel and trade. Contributors: Laurence Brockliss, Liam Chambers, Liam Chambers, Peter Davidson, Mordechai Feingold, Alette Fleischer, Willem Frijhoff, Anja- Silvia Goeing, Martina Hacke, Michael Hunter, Urs B. Leu, David A. Lines, Ian Maclean, Thomas O’Connor, Glyn Parry, Yarí Pérez Marín, Elizabeth Sandis, Andreas Sohn, Jane Stevenson, Iolanda Ventura, and Benjamin Wardhaugh.Table of ContentsEditors’ Preface List of Figures and Tables Notes on Contributors Introduction  Anja-Silvia Goeing, Glyn Parry, and Mordechai Feingold PART 1 The Political Entanglement of Institutions 1 Colleges and the University of Paris, Professors and Students, Religion and Politics: Some Remarks on the History of Europe in the Late Middle Ages (Thirteenth to Fifteenth Centuries)   Andreas Sohn 2 Structures and Networks of Learning in Early Modern Bologna   David A. Lines 3 Church and State: Sixteenth Century Higher Education in Zurich and Its Ties to the City-State Government   Anja-Silvia Goeing 4 The Beginnings of the German Academia Naturae Curiosorum (1652–1687) and the Character of German Intellectual Life   Ian Maclean 5 The Academy, the University and Cultural Warfare: The Case of Thomas Digges (1546–1595)   Glyn Parry PART 2 Locality and Mobility: Institutions, the Migration of Scholars, and Scholarships 6 Domestic Academies   Jane Stevenson 7 The Circulation of Knowledge in Early Colonial New Spain: A Plural Landscape   Yarí Pérez Marín 8 A Multifaceted Educational Landscape: The Dutch and Their Schools in and outside the Dutch Republic   Willem Frijhoff 9 Schemes for Students’ Mobility in Protestant Switzerland during the Sixteenth Century   Karine Crousaz 10 Domestic Grammar Schools and Overseas Colleges in the Formation of Irish Catholic Clergy (1560–1620)   Thomas O’Connor 11 The Importance of Location: The Eighteenth-Century University and the Intellectual Rendez-Vous   Laurence Brockliss PART 3 Communication, Collaboration, and the Circulation of Academic Knowledge 12 Performing Networks and Relationships on Stage at the Early Modern Universities: Theater and Ritual at Oxford, Cambridge, and the Inns of Court   Elizabeth Sandis 13 Defacing Euclid: Reading and Annotating the Elements of Geometry in Early Modern Britain   Benjamin Wardhaugh 14 Archibald Pitcairne  Heterodoxy and Its Milieu in Late Seventeenth- and Early Eighteenth-Century Edinburgh   Michael Hunter 15 The Collections of the University of Aberdeen, 1495–1807: Centers and Peripheries, Networks and Culture   Peter Davidson and Jane Stevenson PART 4 Cooperative Interregional Worlds: Production, Markets, Travel and Trade 16 The Messengers of the Nations of the University of Paris and the Book Trade (Late Fifteenth and Sixteenth Centuries)   Martina Hacke 17 The Cooperation between Professors and Printers in Basel and Zurich during the Early Modern Period   Urs B. Leu 18 Typologies and Pharmaceutical Markets: The Reception of Pseudo-Mesue’s Schriftencorpus in Print   Iolanda Ventura 19 Traveling Salesmen or Scholarly Travelers?: Early Modern Botanists on the Move Marketing Their Knowledge of Nature   Alette Fleischer 20 “Abroad Colleges,” Print Culture, and Book Collections: The Irish Colleges, Paris, 1676–1794   Liam Chambers Bibliography of Secondary Literature Index

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Book SynopsisThe social dimension of higher education emphasises the need to create more flexible learning and participation pathways within higher education for all students. In recent years, several projects have been developed and research groups created that have allowed considerable progress in the promotion and monitoring of more inclusive policies in this field. However, designing and implementing programmes providing attention to vulnerable groups remains a challenge for universities. Including the most significant contributions of the European project ACCESS4ALL, the book presents conceptual aspects related to the inclusive university, such as the quality and transitions linked to the treatment of diversity, good inclusion practices in six European countries, and a set of tools to identify dysfunctions and promote inclusion in higher education. Contributors are: Kati Clements, Fabio Dovigo, Joaquín Gairín, Romiță Iucu, Miguel Jerónimo, Lisa Lucas, Tiina Mäkelä, Elena Marin, Saana Mehtälä, Fernanda Paula Pinheiro, David Rodríguez-Gómez, Cecilia Inés Suárez, Mihaela Stîngu and Sue Timmis.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Joaquín Gairín, David Rodríguez-Gómez and Fabio Dovigo PART 1: Conceptual Framework 1 Quality and Equity in Higher Education  Joaquín Gairín 2 Diversity, Access, and Success in Higher Education: A Transnational Overview  Fabio Dovigo PART 2: Fostering Good Practices for Inclusion 3 Good Practices and Experiences for Inclusion in Finland  Saana Mehtälä, Kati Clements and Tiina Mäkelä 4 Fostering Good Practices for Vulnerable Students in Higher Education: Suggestions from Italy  Fabio Dovigo 5 Good Practices and Experiences for Inclusion in Portugal  Miguel Jerónimo and Fernanda Paula Pinheiro 6 Good Practices and Experiences for Inclusion in Higher Education in Romania  Elena Marin, Miaela Stîngu and Romiță Iucu 7 Good Practices and Experiences for Inclusion in Spain  Cecilia Inés Suárez 8 Policies and Strategies on Widening Access and Experiences of Inclusive Practices in Higher Education in England  Lisa Lucas and Sue Timmis PART 3: Promoting Strategic Change for Inclusion in Higher Education 9 Developing Strategic Change Moving towards Inclusion of Underrepresented Students in Higher Education  Fabio Dovigo 10 The ACCESS4ALL Toolkit for Promoting Inclusion in Higher Education  David Rodríguez-Gómez Index

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Book SynopsisThe social dimension of higher education emphasises the need to create more flexible learning and participation pathways within higher education for all students. In recent years, several projects have been developed and research groups created that have allowed considerable progress in the promotion and monitoring of more inclusive policies in this field. However, designing and implementing programmes providing attention to vulnerable groups remains a challenge for universities. Including the most significant contributions of the European project ACCESS4ALL, the book presents conceptual aspects related to the inclusive university, such as the quality and transitions linked to the treatment of diversity, good inclusion practices in six European countries, and a set of tools to identify dysfunctions and promote inclusion in higher education. Contributors are: Kati Clements, Fabio Dovigo, Joaquín Gairín, Romiță Iucu, Miguel Jerónimo, Lisa Lucas, Tiina Mäkelä, Elena Marin, Saana Mehtälä, Fernanda Paula Pinheiro, David Rodríguez-Gómez, Cecilia Inés Suárez, Mihaela Stîngu and Sue Timmis.Table of ContentsList of Figures and Tables Notes on Contributors Introduction  Joaquín Gairín, David Rodríguez-Gómez and Fabio Dovigo PART 1: Conceptual Framework 1 Quality and Equity in Higher Education  Joaquín Gairín 2 Diversity, Access, and Success in Higher Education: A Transnational Overview  Fabio Dovigo PART 2: Fostering Good Practices for Inclusion 3 Good Practices and Experiences for Inclusion in Finland  Saana Mehtälä, Kati Clements and Tiina Mäkelä 4 Fostering Good Practices for Vulnerable Students in Higher Education: Suggestions from Italy  Fabio Dovigo 5 Good Practices and Experiences for Inclusion in Portugal  Miguel Jerónimo and Fernanda Paula Pinheiro 6 Good Practices and Experiences for Inclusion in Higher Education in Romania  Elena Marin, Miaela Stîngu and Romiță Iucu 7 Good Practices and Experiences for Inclusion in Spain  Cecilia Inés Suárez 8 Policies and Strategies on Widening Access and Experiences of Inclusive Practices in Higher Education in England  Lisa Lucas and Sue Timmis PART 3: Promoting Strategic Change for Inclusion in Higher Education 9 Developing Strategic Change Moving towards Inclusion of Underrepresented Students in Higher Education  Fabio Dovigo 10 The ACCESS4ALL Toolkit for Promoting Inclusion in Higher Education  David Rodríguez-Gómez Index

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Book SynopsisThe Theory of Objectification: A Vygotskian Perspective on Knowing and Becoming in Mathematics Teaching and Learning presents a new educational theory in which learning is considered a cultural-historical collective process. The theory moves away from current conceptions of learning that focus on the construction or acquisition of conceptual contents. Its starting point is that schools do not produce only knowledge; they produce subjectivities too. As a result, learning is conceptualised as a process that is about knowing and becoming. Drawing on the work of Vygotsky and Freire, the theory of objectification offers a perspective to transform classrooms into sites of communal life where students make the experience of an ethics of solidarity, responsibility, plurality, and inclusivity. It posits the goal of education in general, and mathematics education in particular, as a political, societal, historical, and cultural endeavour aimed at the dialectical creation of reflexive and ethical subjects who critically position themselves in historically and culturally constituted mathematical discourses and practices, and who ponder new possibilities of action and thinking. The book is of special interest to educators in general and mathematics educators in particular, as well as to graduate and undergraduate students.Table of ContentsPreface Figures and Tables Introduction: The Ascent from the Abstract to the Concrete 1 Theories in Mathematics Education  1 Outline  2 A Classroom Episode  3 Research Questions  4 Method  5 Theoretical Principles  6 Piaget’s Genetic Epistemology  7 From Method to Methodology  8 Mathematics Education Theories: Two Short Examples  9 The Theory of Objectification 2 An Overview of the Theory of Objectification  1 Outline  2 Introduction  3 Theoretical Underpinnings of the Theory of Objectification  4 Summing up and Looking Ahead 3 Knowledge and Knowing  1 Outline  2 Knowledge  3 Knowing  4 The Piggy Bank Example  5 The Dialectic between Knowledge and Knowing  6 Mathematics as an Entity at the Same Time Ideal, Sensible, and Material  7 Synthesis 4 Learning  1 Outline  2 Learning as Participation in Social Practice  3 Internalisation  4 Processes of Objectification  5 Some Meanings of Objectification  6 Processes of Objectification  7 Learning as Objectification  8 Consciousness  9 Teaching-Learning Activity  10 Processes of Subjectification  11 Synthesis 5 Processes of Objectification  1 Outline  2 The Investigation of Processes of Objectification  3 Teaching-Learning Activity  4 An Example of Investigation of Processes of Objectification  5 Semiotic Means of Objectification  6 Semiotic Nodes  7 Semiotic Contraction  8 Concept  9 Synthesis 6 Embodiment  1 Outline  2 Introduction  3 The Intertwining of the Senses and Culture  4 Perception  5 A Classroom Example  6 The Poetry of Objectification  7 Counting the Unseen  8 Synthesis 7 Task Design: Or Configuring Teaching-Learning Activities  1 Outline  2 General Considerations  3 The Motion of Tina, John, and the Dog  4 Synthesis 8 The Cultural Nature of Mathematical Thinking  1 Outline  2 Introduction  3 Boas’s Relativist Conception of Culture  4 The Anthropological Venerable Conflict  5 A Dialectical Materialist View of Culture  6 Greek Mathematical Thinking Revisited  7 Synthesis 9 Processes of Subjectification  1 Outline  2 The Question of the Subject  3 Semiotic Systems of Cultural Signification  4 Being, Becoming, and Subjectivity  5 Solving Equations in a Grade 3 Classroom  6 Synthesis 10 Ethics  1 Outline  2 The Ineludible Presence of Ethics in the Mathematics Classroom  3 Kant  4 Hobbes  5 Lévinas’s Ethics  6 The Indispensable Task of (Mathematics) Education  7 Towards a Communitarian Ethics  8 Synthesis References Index

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Book SynopsisThe Theory of Objectification: A Vygotskian Perspective on Knowing and Becoming in Mathematics Teaching and Learning presents a new educational theory in which learning is considered a cultural-historical collective process. The theory moves away from current conceptions of learning that focus on the construction or acquisition of conceptual contents. Its starting point is that schools do not produce only knowledge; they produce subjectivities too. As a result, learning is conceptualised as a process that is about knowing and becoming. Drawing on the work of Vygotsky and Freire, the theory of objectification offers a perspective to transform classrooms into sites of communal life where students make the experience of an ethics of solidarity, responsibility, plurality, and inclusivity. It posits the goal of education in general, and mathematics education in particular, as a political, societal, historical, and cultural endeavour aimed at the dialectical creation of reflexive and ethical subjects who critically position themselves in historically and culturally constituted mathematical discourses and practices, and who ponder new possibilities of action and thinking. The book is of special interest to educators in general and mathematics educators in particular, as well as to graduate and undergraduate students.Table of ContentsPreface Figures and Tables Introduction: The Ascent from the Abstract to the Concrete 1 Theories in Mathematics Education  1 Outline  2 A Classroom Episode  3 Research Questions  4 Method  5 Theoretical Principles  6 Piaget’s Genetic Epistemology  7 From Method to Methodology  8 Mathematics Education Theories: Two Short Examples  9 The Theory of Objectification 2 An Overview of the Theory of Objectification  1 Outline  2 Introduction  3 Theoretical Underpinnings of the Theory of Objectification  4 Summing up and Looking Ahead 3 Knowledge and Knowing  1 Outline  2 Knowledge  3 Knowing  4 The Piggy Bank Example  5 The Dialectic between Knowledge and Knowing  6 Mathematics as an Entity at the Same Time Ideal, Sensible, and Material  7 Synthesis 4 Learning  1 Outline  2 Learning as Participation in Social Practice  3 Internalisation  4 Processes of Objectification  5 Some Meanings of Objectification  6 Processes of Objectification  7 Learning as Objectification  8 Consciousness  9 Teaching-Learning Activity  10 Processes of Subjectification  11 Synthesis 5 Processes of Objectification  1 Outline  2 The Investigation of Processes of Objectification  3 Teaching-Learning Activity  4 An Example of Investigation of Processes of Objectification  5 Semiotic Means of Objectification  6 Semiotic Nodes  7 Semiotic Contraction  8 Concept  9 Synthesis 6 Embodiment  1 Outline  2 Introduction  3 The Intertwining of the Senses and Culture  4 Perception  5 A Classroom Example  6 The Poetry of Objectification  7 Counting the Unseen  8 Synthesis 7 Task Design: Or Configuring Teaching-Learning Activities  1 Outline  2 General Considerations  3 The Motion of Tina, John, and the Dog  4 Synthesis 8 The Cultural Nature of Mathematical Thinking  1 Outline  2 Introduction  3 Boas’s Relativist Conception of Culture  4 The Anthropological Venerable Conflict  5 A Dialectical Materialist View of Culture  6 Greek Mathematical Thinking Revisited  7 Synthesis 9 Processes of Subjectification  1 Outline  2 The Question of the Subject  3 Semiotic Systems of Cultural Signification  4 Being, Becoming, and Subjectivity  5 Solving Equations in a Grade 3 Classroom  6 Synthesis 10 Ethics  1 Outline  2 The Ineludible Presence of Ethics in the Mathematics Classroom  3 Kant  4 Hobbes  5 Lévinas’s Ethics  6 The Indispensable Task of (Mathematics) Education  7 Towards a Communitarian Ethics  8 Synthesis References Index

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Book SynopsisThis edited volume focuses on the cultural situatedness of educational leadership in countries in the Mediterranean basin (Malta, Israel, Spain, Algeria, Portugal, Italy, Cyprus) featuring chapters that explore the reception of the leadership concept and its enactment in education settings within one or more countries of the Mediterranean; consider how both local and global policy discourses work on education leaders who translate this in a distinct school context; focus on the interplay of leaders, followers and context as a complex and ambiguous social construction within the Mediterranean context; study leadership via a combination of a theoretical definition and a consideration of what a particular group means by ‘leadership’, with a specific openness to local meanings; explore the unfolding of education reform as either a top-down or bottom-up process; consider the various cultural, religious, social and local factors that ‘dictate’ both leadership enactment, in addition to the power flow among leaders and followers; argue how the territorial, political and religious conflicts affect educational leadership, and thus the implementation of education reform to either conform to or converge from globalized discourses. This book is targeted for post-graduate and doctoral students, as well as scholars, interested in the study of educational leadership, policy and politics of education, Mediterranean studies, and sociology of education. It is also of interest to those who feel the need to address the ‘missing-what’ of educational leadership in the Mediterranean region, an area of study that is largely dominated by Western models.Table of ContentsNotes on Contributors 1 Problematizing the Dominant Discourses and Policies of Educational Leadership within the Mediterranean Basin  Denise Mifsud and Paolo Landri 2 Social Justice and Education in the Maltese State School System: Some Political and Practical Issues  Denise Mifsud 3 Challenges to Educational Leadership in Israel  Devorah Kalekin-Fishman 4 The New Public Governance: Corporate Leadership in Spain’s Public Education System  Enrique-Javier Díez-Gutiérrez 5 School Leadership within a Centralized Education System: A Success Story from Cyprus through a Decade of Research  Petros Pashiardis and Antonios Kafa 6 Educational Leadership in Algeria: A Decisive Factor in the 2004 Higher Education Reform  Mohamed Miliani 7 Digitally Equipped: Reshaping Educational Leadership and Management in Italy  Paolo Landri and Danilo Taglietti 8 How Do Portuguese Principals Deal with Competing Demands? Issues of Bureaucracy, Performativity and Democracy  Maria Assunção Flores and Fernando Ilídio Ferreira Index

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Book SynopsisThis edited volume focuses on the cultural situatedness of educational leadership in countries in the Mediterranean basin (Malta, Israel, Spain, Algeria, Portugal, Italy, Cyprus) featuring chapters that explore the reception of the leadership concept and its enactment in education settings within one or more countries of the Mediterranean; consider how both local and global policy discourses work on education leaders who translate this in a distinct school context; focus on the interplay of leaders, followers and context as a complex and ambiguous social construction within the Mediterranean context; study leadership via a combination of a theoretical definition and a consideration of what a particular group means by ‘leadership’, with a specific openness to local meanings; explore the unfolding of education reform as either a top-down or bottom-up process; consider the various cultural, religious, social and local factors that ‘dictate’ both leadership enactment, in addition to the power flow among leaders and followers; argue how the territorial, political and religious conflicts affect educational leadership, and thus the implementation of education reform to either conform to or converge from globalized discourses. This book is targeted for post-graduate and doctoral students, as well as scholars, interested in the study of educational leadership, policy and politics of education, Mediterranean studies, and sociology of education. It is also of interest to those who feel the need to address the ‘missing-what’ of educational leadership in the Mediterranean region, an area of study that is largely dominated by Western models.Table of ContentsNotes on Contributors 1 Problematizing the Dominant Discourses and Policies of Educational Leadership within the Mediterranean Basin  Denise Mifsud and Paolo Landri 2 Social Justice and Education in the Maltese State School System: Some Political and Practical Issues  Denise Mifsud 3 Challenges to Educational Leadership in Israel  Devorah Kalekin-Fishman 4 The New Public Governance: Corporate Leadership in Spain’s Public Education System  Enrique-Javier Díez-Gutiérrez 5 School Leadership within a Centralized Education System: A Success Story from Cyprus through a Decade of Research  Petros Pashiardis and Antonios Kafa 6 Educational Leadership in Algeria: A Decisive Factor in the 2004 Higher Education Reform  Mohamed Miliani 7 Digitally Equipped: Reshaping Educational Leadership and Management in Italy  Paolo Landri and Danilo Taglietti 8 How Do Portuguese Principals Deal with Competing Demands? Issues of Bureaucracy, Performativity and Democracy  Maria Assunção Flores and Fernando Ilídio Ferreira Index

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Book SynopsisInformal learning experiences drive many into the education realm. For some, the opportunity to coach young people in sports or other extra-curricular programs is what motivates them to get out of bed in the morning. It is in these contexts that young people acquire some of the lessons that have stood the tests of time in their memory, and formulated their being. It is these moments that we hope to capture and pass on through this collective work. The Greatest Lecture I Was Never Taught: Leadership Lessons and Mentoring Moments from the Lives of Everyday Educators asks educators from all sectors (K12, Higher Education, Educational Administrators, Medical, Military, Coaching, etc.) to reflect on these moments and help us pass them on. Some took this as an opportunity to finally thank a mentor. Others presented information on what shaped their priorities; and still others just wanted to tell a story. Whatever their motivation, this collection should serve as an investigation on how the informal teaching moments are a leader’s and mentor’s greatest tool.Table of ContentsForeword  Charles B. Hodges A Note from the Series Editors  Christopher T. Miller and Anthony A. Piña Acknowledgments Notes on Contributors 1 Introduction  John H. Curry 2 The Art of the Deal  Donna Brown 3 Always Be Present  Jill Stefaniak 4 Lectern Smashing Lectures  Joan Giblin 5 First Sergeant’s Family  Jeffrey Morning 6 Creating a Caring Culture through Personal Development  Martin Nelson 7 Daily Conversations: A Visible Leader  Ronda Reece 8 Stop Thinking of Yourself Like a Student!  Christopher T. Miller 9 Love Changes People  Alissa Sasser 10 … And Only a Second to Destroy It  Ryan Winders 11 Clean Baseboards  Debra Huber 12 When the Tutee Schools the Tutor  Rebecca Clark-Stallkamp 13 “When I Need a Class Clown, I’ll Let You Know”  John H. Curry 14 What Do You Want to Do?  Danielle Barrett 15 Leaders Listen, Share, and Support Others  Megan Conners Murtaugh 16 Demonstrating an Ethic of Care: The Valuable Resource of Time  Alan Rucker 17 You Don’t Have to Earn the Highest Grade  Thayer Meng 18 You Can’t Serve Your People If You Don’t Know Your People  Heather Morin 19 We Are All Human!  Jennifer Combs 20 Right Place, Right Time  Tonia Dousay 21 Grow Your Circle  Jessica Edenfield 22 My Identity as an Asian/Asian-American Immigrant in the USA  Jian Liu 23 Even If You Go into Administration, Be Sure to Keep up with Your Scholarship  Anthony A. Piña 24 Don’t Let Anything Hold You Back  Jami Hornbuckle 25 The Value of Unsaid Words  Camille Dixon-Deane 26 It Can Wait  Craig Pearcy 27 Leading by Walking Next to Me  Heather Leary 28 What Can You Do with a Dollar?  Jenifer Reader 29 My Greatest Teacher  Sarah Kiefer 30 The Bunter  Wendy Ann Gentry 31 A Teachable Moment I Remember Still Years Later  Robert Sparks 32 Move On  Brad Hokanson 33 Quiet Greatness  Richard Cleveland 34 Listening Is Active  Laura Raganas 35 Turn Your Critics into Your Coaches  Joel Pace 36 ‘Take the Time to Talk It Out’: A Lesson in Leadership and Decision Making  Keith Heggart 37 These Ties Aren’t for Me  Sean Jackson 38 I’m Sorry, Who Are You?  Haoyue Zhang 39 Kids Don’t Care What Shoes You Wear  Danielle Curry 40 Shut Up  Thomas Cordingly 41 The Heart and Trust of a Mentor  Holley Handley 42 Why Whisper?  Margaret Iyengar 43 The Work Must Be Completed!  Jeremy Dempsey 44 Never Judge Batman by His Mask  Amy Eno 45 The Power of Belief  Amy Spiker 46 Building Confidence Instead of Tearing It Down  Cori Frede 47 Chipping Away at Naiveté  Barbara M. Hall 48 I Believe You Can  Connie Chuyun Hu 49 A Long Overdue ‘Thank You’ to a Great Teacher  Keith Kappes 50 People Are More Important Than Programs  Holly Harrison 51 What Will Make Your Job Easier?  Bethany Blankenship 52 Human First, Student Later: The Fine Art of Academic Advising  Sonia Tiwari 53 A Game with a Purpose  Burley R. Johnson 54 Something New  Stacy Brickell Themes per Chapter

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Book SynopsisInformal learning experiences drive many into the education realm. For some, the opportunity to coach young people in sports or other extra-curricular programs is what motivates them to get out of bed in the morning. It is in these contexts that young people acquire some of the lessons that have stood the tests of time in their memory, and formulated their being. It is these moments that we hope to capture and pass on through this collective work. The Greatest Lecture I Was Never Taught: Leadership Lessons and Mentoring Moments from the Lives of Everyday Educators asks educators from all sectors (K12, Higher Education, Educational Administrators, Medical, Military, Coaching, etc.) to reflect on these moments and help us pass them on. Some took this as an opportunity to finally thank a mentor. Others presented information on what shaped their priorities; and still others just wanted to tell a story. Whatever their motivation, this collection should serve as an investigation on how the informal teaching moments are a leader’s and mentor’s greatest tool.Table of ContentsForeword  Charles B. Hodges A Note from the Series Editors  Christopher T. Miller and Anthony A. Piña Acknowledgments Notes on Contributors 1 Introduction  John H. Curry 2 The Art of the Deal  Donna Brown 3 Always Be Present  Jill Stefaniak 4 Lectern Smashing Lectures  Joan Giblin 5 First Sergeant’s Family  Jeffrey Morning 6 Creating a Caring Culture through Personal Development  Martin Nelson 7 Daily Conversations: A Visible Leader  Ronda Reece 8 Stop Thinking of Yourself Like a Student!  Christopher T. Miller 9 Love Changes People  Alissa Sasser 10 … And Only a Second to Destroy It  Ryan Winders 11 Clean Baseboards  Debra Huber 12 When the Tutee Schools the Tutor  Rebecca Clark-Stallkamp 13 “When I Need a Class Clown, I’ll Let You Know”  John H. Curry 14 What Do You Want to Do?  Danielle Barrett 15 Leaders Listen, Share, and Support Others  Megan Conners Murtaugh 16 Demonstrating an Ethic of Care: The Valuable Resource of Time  Alan Rucker 17 You Don’t Have to Earn the Highest Grade  Thayer Meng 18 You Can’t Serve Your People If You Don’t Know Your People  Heather Morin 19 We Are All Human!  Jennifer Combs 20 Right Place, Right Time  Tonia Dousay 21 Grow Your Circle  Jessica Edenfield 22 My Identity as an Asian/Asian-American Immigrant in the USA  Jian Liu 23 Even If You Go into Administration, Be Sure to Keep up with Your Scholarship  Anthony A. Piña 24 Don’t Let Anything Hold You Back  Jami Hornbuckle 25 The Value of Unsaid Words  Camille Dixon-Deane 26 It Can Wait  Craig Pearcy 27 Leading by Walking Next to Me  Heather Leary 28 What Can You Do with a Dollar?  Jenifer Reader 29 My Greatest Teacher  Sarah Kiefer 30 The Bunter  Wendy Ann Gentry 31 A Teachable Moment I Remember Still Years Later  Robert Sparks 32 Move On  Brad Hokanson 33 Quiet Greatness  Richard Cleveland 34 Listening Is Active  Laura Raganas 35 Turn Your Critics into Your Coaches  Joel Pace 36 ‘Take the Time to Talk It Out’: A Lesson in Leadership and Decision Making  Keith Heggart 37 These Ties Aren’t for Me  Sean Jackson 38 I’m Sorry, Who Are You?  Haoyue Zhang 39 Kids Don’t Care What Shoes You Wear  Danielle Curry 40 Shut Up  Thomas Cordingly 41 The Heart and Trust of a Mentor  Holley Handley 42 Why Whisper?  Margaret Iyengar 43 The Work Must Be Completed!  Jeremy Dempsey 44 Never Judge Batman by His Mask  Amy Eno 45 The Power of Belief  Amy Spiker 46 Building Confidence Instead of Tearing It Down  Cori Frede 47 Chipping Away at Naiveté  Barbara M. Hall 48 I Believe You Can  Connie Chuyun Hu 49 A Long Overdue ‘Thank You’ to a Great Teacher  Keith Kappes 50 People Are More Important Than Programs  Holly Harrison 51 What Will Make Your Job Easier?  Bethany Blankenship 52 Human First, Student Later: The Fine Art of Academic Advising  Sonia Tiwari 53 A Game with a Purpose  Burley R. Johnson 54 Something New  Stacy Brickell Themes per Chapter

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Book SynopsisWinner of the Distance Education Book Award! Listen to the podcast! The rapid rise of e-learning worldwide means that campuses are creating new positions in distance learning leadership, often at the vice-president or vice-provost level. Frequently, those applying for such positions are recently graduated doctoral students or faculty members who have never served in administration. Unlike any other book to date, this Guide to Administering Online Learning provides easy access to an overview of tasks to be accomplished or maintained and perspectives to consider in order to direct dynamic online initiatives. In it, experienced distance learning teachers and administrators share their insights regarding what must be done to administer effective online learning, including theoretical insights as well as practical principles. They provide comprehensive guidelines for addressing issues and needs that distance learning administrators currently face: barriers to adoption, policies, legalities, ethics, strategic planning, emerging technologies, design of professional development, management of the course development process, quality assurance, student support, and recruitment and marketing. This book is a timely offering from those who have effectively led distance learning initiatives for those who are interested in leading distance learning for the next generation of learners. Each chapter includes questions, prompts, or activities to help readers relate the concept to their own experiences.Table of ContentsForeword  Kaye Shelton Series Editors’ Foreword  Anthony A. Piña and Christopher T. Miller Preface Figures and Tables Notes on Contributors 1 Status of Online Learning  Christopher T. Miller and Hannah Digges-Elliott 2 Leadership for Online Learning  Ray Schroeder 3 Barriers in Online Education and Strategies for Overcoming Them  Florence Martin and Swapna Kumar 4 Legalities, Policies, Ethics, Accreditation, and Institutional Support  Duane M. Dunn 5 Theories and Frameworks for Online Education: Seeking an Integrated Model  Anthony G. Picciano 6 Analyzing Your Context to Administer and Improve Distance Learning  Atsusi “2c” Hirumi, Meredith Ratliff and Efrén de la Mora Velasco 7 Managing the Course Development Process  Anthony A. Piña 8 Course Designs for Distance Teaching and Learning  Lauren Cifuentes 9 Engaging Faculty through Professional Development and the Course Development Process  Josh Stringle and Jennifer Veloff 10 Quality Assurance in Online Education  Karen Swan 11 Marketing and Recruitment  Adam Schultz and Rachel Mork 12 Student Affairs and Support in Distance Learning Environments  Renay M. Scott 13 Student Success: Administering Distance Education for Student Success  Ormond Simpson 14 Support Technologies  Tonia A. Dousay and Cassidy S. Hall 15 Your Distance Learning Community  Anthony A. Piña and Lauren Cifuentes 16 Ramping up Distance Learning in a Crisis: Lessons Learned from Covid-19  Robbie Grant, Michelle Lebsock, Daniel Olssen and Timothy Strasser 17 Conclusions  Lauren Cifuentes Index

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Book SynopsisWinner of the Distance Education Book Award! Listen to the podcast! The rapid rise of e-learning worldwide means that campuses are creating new positions in distance learning leadership, often at the vice-president or vice-provost level. Frequently, those applying for such positions are recently graduated doctoral students or faculty members who have never served in administration. Unlike any other book to date, this Guide to Administering Online Learning provides easy access to an overview of tasks to be accomplished or maintained and perspectives to consider in order to direct dynamic online initiatives. In it, experienced distance learning teachers and administrators share their insights regarding what must be done to administer effective online learning, including theoretical insights as well as practical principles. They provide comprehensive guidelines for addressing issues and needs that distance learning administrators currently face: barriers to adoption, policies, legalities, ethics, strategic planning, emerging technologies, design of professional development, management of the course development process, quality assurance, student support, and recruitment and marketing. This book is a timely offering from those who have effectively led distance learning initiatives for those who are interested in leading distance learning for the next generation of learners. Each chapter includes questions, prompts, or activities to help readers relate the concept to their own experiences.Table of ContentsForeword  Kaye Shelton Series Editors’ Foreword  Anthony A. Piña and Christopher T. Miller Preface Figures and Tables Notes on Contributors 1 Status of Online Learning  Christopher T. Miller and Hannah Digges-Elliott 2 Leadership for Online Learning  Ray Schroeder 3 Barriers in Online Education and Strategies for Overcoming Them  Florence Martin and Swapna Kumar 4 Legalities, Policies, Ethics, Accreditation, and Institutional Support  Duane M. Dunn 5 Theories and Frameworks for Online Education: Seeking an Integrated Model  Anthony G. Picciano 6 Analyzing Your Context to Administer and Improve Distance Learning  Atsusi “2c” Hirumi, Meredith Ratliff and Efrén de la Mora Velasco 7 Managing the Course Development Process  Anthony A. Piña 8 Course Designs for Distance Teaching and Learning  Lauren Cifuentes 9 Engaging Faculty through Professional Development and the Course Development Process  Josh Stringle and Jennifer Veloff 10 Quality Assurance in Online Education  Karen Swan 11 Marketing and Recruitment  Adam Schultz and Rachel Mork 12 Student Affairs and Support in Distance Learning Environments  Renay M. Scott 13 Student Success: Administering Distance Education for Student Success  Ormond Simpson 14 Support Technologies  Tonia A. Dousay and Cassidy S. Hall 15 Your Distance Learning Community  Anthony A. Piña and Lauren Cifuentes 16 Ramping up Distance Learning in a Crisis: Lessons Learned from Covid-19  Robbie Grant, Michelle Lebsock, Daniel Olssen and Timothy Strasser 17 Conclusions  Lauren Cifuentes Index

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Book SynopsisThrough this book, the author shares the nomadology of Alys-we searching for the Ideal School. Fed up with the System, traditional mainstream education directed by neoliberalism and high-stakes testing, Alys travelled to over 180 places of learning/schools in 23 countries that were educating differently. Through performative autoethnographic-we the author shares these embodied experiences in poems, vignettes, journaling and ethnodrama. Alys realised that the Ideal School is an oxymoron and she argues that schools and schooling, even within innovative education, are not the future for learning. By developing the edge-ucation and sharing stories from the ‘gems’ that currently exist in places of learning/schools, there is the potentiality and hope for a paradigm shift. The book encourages everyone to become School Tourists themselves. Performing School Tourism is a mediation between creativity, arts, learning and teaching, leading to change as it helps shape the identity of those performing School Tourism and allows them to add these new experiences and understandings of the possibilities for education to the Earth-we, the collective consciousness of the world. Read this book to follow Alys’ journey as they share stories and trouble different innovative pedagogies (including Steiner Waldorf, Progressive, Democratic, and Montessori). The reader can choose their own adventure, following the rhizomatic multiple voices of Alys-we.Trade Review"This is the finest critique of ‘schooling’ that I have come across since Illich’s ‘deschooling society’ blew us all away in the 1970s. The book is written as a buoyant post-colonial, feminist romp through our various education systems in the west, interwoven with autoethnographic passages of fluid writing that touches the souls of readers. This is going to become a ‘classic’ text!" – Jane Speedy, Professor Emeritus of Education, University of Bristol "Searching for the Ideal School around the World is a must-read and must-use pedagogy for our time. The arts-based performative approach embodies a reflexive and collaborative autoethnographic ‘we’ encouraging the reader to use the book as a transformative and practical guide to efficacious educational adventure. Mendus invites us to ‘educate differently’ through entanglements of COVID, human exceptionalism, and isolationism. Personally and politically compelling, Mendus’ work offers a life affirming pedagogy in these times of great possibility." – Tami Spry, author of Body, Paper, Stage: Writing and Performing AutoethnographyTable of ContentsForeword  Michael Kamen Preface Acknowledgements List of Figures About the Author Introduction  1 Alys the Guide  2 Part 1 Covers…  3 Part 2 Covers…  4 Part 3 Covers…  5 Alys the Guide PART 1: Fed up with the System 1 ‘Fed up with the System’  1 Alys the Guide: Introduction  2 Fed up with the English Education System  3 Fed up with Neoliberalism in Education  4 Alys the Guide  5 Performative Autoethnography  6 The Multiplicities of Alys-We  7 Summary 2 My Nomadology  1 Alys the Guide  2 Alys the School Tourist: Where Did I Travel?  3 Fed up with Fixed Home Dwelling: Introducing My Embodied Nomadology  4 Alys the Van-Dweller Describes Their Life in 2017  5 An Ode to the Car Park – 13th September 2016  6 Alys the Nomad  7 Vignette 1  8 Summary 3 School Is Not the Answer  1 Alys the Guide  2 The Queering of ‘Bad-Alys’: The Green School Epiphany Poem  3 Edge-ucation, Potentiality and the Utopian Performative of Hope  4 Potentiality and Hope  5 Alys the Guide: Utopian Performative of Hope for Education  6 Summary PART 2: Educating Differently 4 Steiner Waldorf Education  1 Alys the Guide  2 Alys-We: Why Not Waldorf? A Play-Script from SE Asia  3 Alys the Educator: What Is Steiner Waldorf Education?  4 Kindergarten (3–6 years)  5 Vignette 2: Alys the Performer  6 Lower School (7–14 years)  7 Vignette 3: Alys the School Tourist  8 Upper School (14+)  9 Vignette 4: Alys Educating Diffferently  10 Vignette 5: Alys the School Tourist  11 Alys the Guide  12 Alys and Steiner: The Role of the Steiner Waldorf Class Teacher  13 Alys the Theorist: What Are the Main Critiques of Steiner Waldorf Pedagogy?  14 Alys the Guide: Why I Have Included Two Chapters on Steiner Waldorf  15 Summary 5 Alys Troubling Steiner Waldorf  1 Introduction: Alys the Guide  2 Alys the Theorist: What Is Anthroposophy?  3 Alys and Steiner: Anthroposophy and Racism  4 Alys the Theorist: Anthroposophy; the Elementals and Inner Work  5 A Dialogue about Inner Work  6 Alys the Theorist: Steiner Waldorf Education around the World – The Challenge with Eurocentricism  7 Vignette 6: Alys the Performer  8 Vignette 7: Alys the School Tourist (Kathmandu, Nepal, March 2008)  9 Alys the Theorist: Steiner Waldorf Education and the Edge-ucation  10 Alys Educating Diffferently: Moving from Blended – Pedagogy into Edge-ucation  11 State-funded Steiner Waldorf Edge-ucation  12 Vignette 8: Alys the School Tourist – State-funded Steiner Primary Stream, Australia  13 Alys Educating Diffferently: Fed up with Behaviourism in the Classroom  14 Vignette 9: ‘Acorn 1, 2, 3’  15 Vignette 10: “You Can’t Sit There!”  16 Vignette 11: Red on the Trafffijic Light Means No Playtime  17 Alys the Theorist: A Response to Vignette 9, 10 & 11 in 2016  18 Alys the Guide: Why Steiner Waldorf Education Is Not My ‘Ideal’  19 Summary 6 Alys and Progressive Education  1 Alys the Guide  2 Alys the Theorist: Progressive Education  3 Alys the School Tourist: Stories from Progressive Schools  4 Alys the Educator: What Makes a 21st Century Progressive School Progressive?  5 Alys the Educator: Project Based Learning  6 Alys the Educator: Ron Berger and Expeditionary Learning  7 The Queering of ‘Bad-Alys’: The Dangers of Putting Places on a Pedestal – The Green School, Bali  8 The Queering of Bad-Alys… Feeling Uncomfortable Realising I Am Too Radical for What I Have Seen  9 Alys the Guide  10 Summary 7 Alys and Democratic Education  1 Alys the Guide  2 Alys the Theorist: Progressive Education and Democracy  3 Alys the School Tourist: My First Democratic School Visit  4 Alys the Educator: What Is Democratic Education?  5 Alys the School Tourist: Diffferent Places That Call Themselves Democratic…  6 Alys the Educator: What Makes These Democratic Schools Diffferent from Other Schools ‘Educating Diffferently’?  7 Alys the Educator: What Is the Role of the Teacher in Democratic Education?  8 Alys the Theorist: Democracy-in-Action?  9 Alys the School Tourist: Observation of Democratic School Meetings  10 Alys the School Tourist: A Discussion with an Experienced Democratic Educator  11 Alys the Guide: Reflections  12 Alys the School Tourist: Gems from Democratic Schools  13 Alys the Edge-dweller: Democratic Education and the ‘Ideal School’  14 Alys the Educator: Unschooling  15 Alys the Guide  16 Summary 8 Alys and Montessori Education  1 Alys the Guide  2 Alys and Steiner: The View of Montessori  3 Alys the School Tourist – What Is Montessori Education?  4 Alys the School Tourist: Combined Pedagogical Approaches  5 The Queering of ‘Bad-Alys’: Seeing Montessori with New Eyes  6 Alys the Guide  7 An Interview with Emma Hughes, Primary Montessori Teacher, July 2021  8 Alys the Educator: Gems within Montessori Education – Exploring Montessori Maths Resources  9 Emma Explains…  10 Emma Gives Another Example from Her Teaching…  11 Summary 9 Alys and Edge-ucational Gems within the System  1 Alys the Guide  2 Alys the School Tourist: Using Autonomous Approaches with a Set Curriculum  3 Alys the Guide  4 Summary PART 3: Towards a Paradigm Shift 10 Performing School Tourism  1 Alys the Guide  2 Alys the Theorist: A Theoretical Discussion of Performing School Tourism  3 A Troubling of Performing School Tourism  4 The Ethics of Performing School Tourism  5 Alys the Guide  6 Summary 11 Becoming a School Tourist  1 Alys the Guide  2 Alys the School Tourist: Other School Tourists…  3 Alys the Theorist: What Counts as a School Visit?  4 What Do I Do as a School Tourist?  5 Alys the School Tourist: Group and Solo School Tourism  6 Alys Educating-Diffferently: Working with School Students to Find the Ideal School  7 Alys the School Tourist: Visiting Innovative Schools with Preservice Teachers  8 Alys the Theorist: Becoming-Identity  9 Alys the Guide  10 Summary 12 Composting the Rhizome: The Earth-We  1 Alys the Guide  2 Alys the Theorist: Discussing the Big-Picture  3 Vignette 29: Alys the Edge-Dweller – Learning from the Dark Mountain Weekend  4 Alys the Guide  5 Alys-We Performing School-Tourism for the ‘New Story’  6 The Queering of Bad-Alys: Moving beyond the ‘New Story’  7 Vignette 30: Come Dance My PhD  8 The Multiplicities of the Alys-We and the Earth-We  9 Alys the Guide  10 Summary Concluding Thoughts  1 Alys the Nomad: New Van, New Possibilities, New Hope References Index

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Book SynopsisThrough this book, the author shares the nomadology of Alys-we searching for the Ideal School. Fed up with the System, traditional mainstream education directed by neoliberalism and high-stakes testing, Alys travelled to over 180 places of learning/schools in 23 countries that were educating differently. Through performative autoethnographic-we the author shares these embodied experiences in poems, vignettes, journaling and ethnodrama. Alys realised that the Ideal School is an oxymoron and she argues that schools and schooling, even within innovative education, are not the future for learning. By developing the edge-ucation and sharing stories from the ‘gems’ that currently exist in places of learning/schools, there is the potentiality and hope for a paradigm shift. The book encourages everyone to become School Tourists themselves. Performing School Tourism is a mediation between creativity, arts, learning and teaching, leading to change as it helps shape the identity of those performing School Tourism and allows them to add these new experiences and understandings of the possibilities for education to the Earth-we, the collective consciousness of the world. Read this book to follow Alys’ journey as they share stories and trouble different innovative pedagogies (including Steiner Waldorf, Progressive, Democratic, and Montessori). The reader can choose their own adventure, following the rhizomatic multiple voices of Alys-we.Trade Review"This is the finest critique of ‘schooling’ that I have come across since Illich’s ‘deschooling society’ blew us all away in the 1970s. The book is written as a buoyant post-colonial, feminist romp through our various education systems in the west, interwoven with autoethnographic passages of fluid writing that touches the souls of readers. This is going to become a ‘classic’ text!" – Jane Speedy, Professor Emeritus of Education, University of Bristol "Searching for the Ideal School around the World is a must-read and must-use pedagogy for our time. The arts-based performative approach embodies a reflexive and collaborative autoethnographic ‘we’ encouraging the reader to use the book as a transformative and practical guide to efficacious educational adventure. Mendus invites us to ‘educate differently’ through entanglements of COVID, human exceptionalism, and isolationism. Personally and politically compelling, Mendus’ work offers a life affirming pedagogy in these times of great possibility." – Tami Spry, author of Body, Paper, Stage: Writing and Performing AutoethnographyTable of ContentsForeword  Michael Kamen Preface Acknowledgements List of Figures About the Author Introduction  1 Alys the Guide  2 Part 1 Covers…  3 Part 2 Covers…  4 Part 3 Covers…  5 Alys the Guide PART 1: Fed up with the System 1 ‘Fed up with the System’  1 Alys the Guide: Introduction  2 Fed up with the English Education System  3 Fed up with Neoliberalism in Education  4 Alys the Guide  5 Performative Autoethnography  6 The Multiplicities of Alys-We  7 Summary 2 My Nomadology  1 Alys the Guide  2 Alys the School Tourist: Where Did I Travel?  3 Fed up with Fixed Home Dwelling: Introducing My Embodied Nomadology  4 Alys the Van-Dweller Describes Their Life in 2017  5 An Ode to the Car Park – 13th September 2016  6 Alys the Nomad  7 Vignette 1  8 Summary 3 School Is Not the Answer  1 Alys the Guide  2 The Queering of ‘Bad-Alys’: The Green School Epiphany Poem  3 Edge-ucation, Potentiality and the Utopian Performative of Hope  4 Potentiality and Hope  5 Alys the Guide: Utopian Performative of Hope for Education  6 Summary PART 2: Educating Differently 4 Steiner Waldorf Education  1 Alys the Guide  2 Alys-We: Why Not Waldorf? A Play-Script from SE Asia  3 Alys the Educator: What Is Steiner Waldorf Education?  4 Kindergarten (3–6 years)  5 Vignette 2: Alys the Performer  6 Lower School (7–14 years)  7 Vignette 3: Alys the School Tourist  8 Upper School (14+)  9 Vignette 4: Alys Educating Diffferently  10 Vignette 5: Alys the School Tourist  11 Alys the Guide  12 Alys and Steiner: The Role of the Steiner Waldorf Class Teacher  13 Alys the Theorist: What Are the Main Critiques of Steiner Waldorf Pedagogy?  14 Alys the Guide: Why I Have Included Two Chapters on Steiner Waldorf  15 Summary 5 Alys Troubling Steiner Waldorf  1 Introduction: Alys the Guide  2 Alys the Theorist: What Is Anthroposophy?  3 Alys and Steiner: Anthroposophy and Racism  4 Alys the Theorist: Anthroposophy; the Elementals and Inner Work  5 A Dialogue about Inner Work  6 Alys the Theorist: Steiner Waldorf Education around the World – The Challenge with Eurocentricism  7 Vignette 6: Alys the Performer  8 Vignette 7: Alys the School Tourist (Kathmandu, Nepal, March 2008)  9 Alys the Theorist: Steiner Waldorf Education and the Edge-ucation  10 Alys Educating Diffferently: Moving from Blended – Pedagogy into Edge-ucation  11 State-funded Steiner Waldorf Edge-ucation  12 Vignette 8: Alys the School Tourist – State-funded Steiner Primary Stream, Australia  13 Alys Educating Diffferently: Fed up with Behaviourism in the Classroom  14 Vignette 9: ‘Acorn 1, 2, 3’  15 Vignette 10: “You Can’t Sit There!”  16 Vignette 11: Red on the Trafffijic Light Means No Playtime  17 Alys the Theorist: A Response to Vignette 9, 10 & 11 in 2016  18 Alys the Guide: Why Steiner Waldorf Education Is Not My ‘Ideal’  19 Summary 6 Alys and Progressive Education  1 Alys the Guide  2 Alys the Theorist: Progressive Education  3 Alys the School Tourist: Stories from Progressive Schools  4 Alys the Educator: What Makes a 21st Century Progressive School Progressive?  5 Alys the Educator: Project Based Learning  6 Alys the Educator: Ron Berger and Expeditionary Learning  7 The Queering of ‘Bad-Alys’: The Dangers of Putting Places on a Pedestal – The Green School, Bali  8 The Queering of Bad-Alys… Feeling Uncomfortable Realising I Am Too Radical for What I Have Seen  9 Alys the Guide  10 Summary 7 Alys and Democratic Education  1 Alys the Guide  2 Alys the Theorist: Progressive Education and Democracy  3 Alys the School Tourist: My First Democratic School Visit  4 Alys the Educator: What Is Democratic Education?  5 Alys the School Tourist: Diffferent Places That Call Themselves Democratic…  6 Alys the Educator: What Makes These Democratic Schools Diffferent from Other Schools ‘Educating Diffferently’?  7 Alys the Educator: What Is the Role of the Teacher in Democratic Education?  8 Alys the Theorist: Democracy-in-Action?  9 Alys the School Tourist: Observation of Democratic School Meetings  10 Alys the School Tourist: A Discussion with an Experienced Democratic Educator  11 Alys the Guide: Reflections  12 Alys the School Tourist: Gems from Democratic Schools  13 Alys the Edge-dweller: Democratic Education and the ‘Ideal School’  14 Alys the Educator: Unschooling  15 Alys the Guide  16 Summary 8 Alys and Montessori Education  1 Alys the Guide  2 Alys and Steiner: The View of Montessori  3 Alys the School Tourist – What Is Montessori Education?  4 Alys the School Tourist: Combined Pedagogical Approaches  5 The Queering of ‘Bad-Alys’: Seeing Montessori with New Eyes  6 Alys the Guide  7 An Interview with Emma Hughes, Primary Montessori Teacher, July 2021  8 Alys the Educator: Gems within Montessori Education – Exploring Montessori Maths Resources  9 Emma Explains…  10 Emma Gives Another Example from Her Teaching…  11 Summary 9 Alys and Edge-ucational Gems within the System  1 Alys the Guide  2 Alys the School Tourist: Using Autonomous Approaches with a Set Curriculum  3 Alys the Guide  4 Summary PART 3: Towards a Paradigm Shift 10 Performing School Tourism  1 Alys the Guide  2 Alys the Theorist: A Theoretical Discussion of Performing School Tourism  3 A Troubling of Performing School Tourism  4 The Ethics of Performing School Tourism  5 Alys the Guide  6 Summary 11 Becoming a School Tourist  1 Alys the Guide  2 Alys the School Tourist: Other School Tourists…  3 Alys the Theorist: What Counts as a School Visit?  4 What Do I Do as a School Tourist?  5 Alys the School Tourist: Group and Solo School Tourism  6 Alys Educating-Diffferently: Working with School Students to Find the Ideal School  7 Alys the School Tourist: Visiting Innovative Schools with Preservice Teachers  8 Alys the Theorist: Becoming-Identity  9 Alys the Guide  10 Summary 12 Composting the Rhizome: The Earth-We  1 Alys the Guide  2 Alys the Theorist: Discussing the Big-Picture  3 Vignette 29: Alys the Edge-Dweller – Learning from the Dark Mountain Weekend  4 Alys the Guide  5 Alys-We Performing School-Tourism for the ‘New Story’  6 The Queering of Bad-Alys: Moving beyond the ‘New Story’  7 Vignette 30: Come Dance My PhD  8 The Multiplicities of the Alys-We and the Earth-We  9 Alys the Guide  10 Summary Concluding Thoughts  1 Alys the Nomad: New Van, New Possibilities, New Hope References Index

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Book SynopsisThe events of the last years have shaken the world of higher education. The post-COVID-19 period has raised multiple questions in key areas, from digitalisation over quality assurance to internationalisation. This book brings together scholars, practitioners and policymakers in higher education, and discusses in a variety of topics the future of the higher education sector in a rapidly changing context: the complexities of digital education, the need or necessity for innovation or the impact of globalisation are some of the topics addressed in this book. Those topics are brought together around one central theme: how can the future of higher education be accelerated to address in a sustainable way the needs of a changing global context?Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Accelerating the Future of Higher Education  Bruno Broucker, Clare Milsom, James Calleja and Mark O’Hara 1 The Influence of Cognitive Abilities When Evaluating Information within an Information Problem Online  Alice Laufer and Christian Schemer 2 Higher Education Governance in Austria: A Comparative Analysis on Academics’ Perception of Institutional Governance and Management Practices at Public Universities and University Colleges of Teacher Education  Florian Reisky, Corinna Geppert and Attila Pausits 3 Engaging Students in Their Learning Journey: The Role of Social Integration in Higher Education  Pascale Stephanie Petri 4 A Mapping of Key Activity Areas for Development of Higher Education: Examples from Norwegian Centres for Excellence in Education  Torstein Nielsen Hole, Marit Ubbe and Ida Iselin Eriksson 5 To Innovate or Not to Innovate? Professors’ Motives and Withholding Reasons for Cooperative Innovations  Cindy Konen 6 Collaborative Policymaking: Bringing Together Evidence and Expertise in Policymaking towards Recommendations  Carmen Heidenwolf, Katharina Riesinger, Magdalena Fellner and Attila Pausits 7 Managerial Adjustments to Improve Strategic Alignment: The Case of a Chilean University  Mario Alarcón and Pablo Hormazábal Saavedra 8 What Competences We Need for HE Managers: Results from the German Mixed Methods Project KaWuM  Julia Rathke, René Krempkow and Kerstin Janson 9 Globalization of Higher Education: Short-Term Study Abroad Programs  Andrew S. Herridge, Lisa J. James and Hugo A. García 10 Lessons from the Student Learning Experience in the Pandemic Era: A South African University Perspective  Darlington Mutakwa and Denyse Webbstock 11 University Governance Reform in an Illiberal Democracy: Public Interest Trusts in Hungary  Gergely Kováts

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Book SynopsisThe events of the last years have shaken the world of higher education. The post-COVID-19 period has raised multiple questions in key areas, from digitalisation over quality assurance to internationalisation. This book brings together scholars, practitioners and policymakers in higher education, and discusses in a variety of topics the future of the higher education sector in a rapidly changing context: the complexities of digital education, the need or necessity for innovation or the impact of globalisation are some of the topics addressed in this book. Those topics are brought together around one central theme: how can the future of higher education be accelerated to address in a sustainable way the needs of a changing global context?Table of ContentsList of Figures and Tables Notes on Contributors Introduction: Accelerating the Future of Higher Education  Bruno Broucker, Clare Milsom, James Calleja and Mark O’Hara 1 The Influence of Cognitive Abilities When Evaluating Information within an Information Problem Online  Alice Laufer and Christian Schemer 2 Higher Education Governance in Austria: A Comparative Analysis on Academics’ Perception of Institutional Governance and Management Practices at Public Universities and University Colleges of Teacher Education  Florian Reisky, Corinna Geppert and Attila Pausits 3 Engaging Students in Their Learning Journey: The Role of Social Integration in Higher Education  Pascale Stephanie Petri 4 A Mapping of Key Activity Areas for Development of Higher Education: Examples from Norwegian Centres for Excellence in Education  Torstein Nielsen Hole, Marit Ubbe and Ida Iselin Eriksson 5 To Innovate or Not to Innovate? Professors’ Motives and Withholding Reasons for Cooperative Innovations  Cindy Konen 6 Collaborative Policymaking: Bringing Together Evidence and Expertise in Policymaking towards Recommendations  Carmen Heidenwolf, Katharina Riesinger, Magdalena Fellner and Attila Pausits 7 Managerial Adjustments to Improve Strategic Alignment: The Case of a Chilean University  Mario Alarcón and Pablo Hormazábal Saavedra 8 What Competences We Need for HE Managers: Results from the German Mixed Methods Project KaWuM  Julia Rathke, René Krempkow and Kerstin Janson 9 Globalization of Higher Education: Short-Term Study Abroad Programs  Andrew S. Herridge, Lisa J. James and Hugo A. García 10 Lessons from the Student Learning Experience in the Pandemic Era: A South African University Perspective  Darlington Mutakwa and Denyse Webbstock 11 University Governance Reform in an Illiberal Democracy: Public Interest Trusts in Hungary  Gergely Kováts

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Book SynopsisThis collection is an inspiring compilation of personal narratives that delve into the remarkable journeys of first-generation doctoral graduates in education. It unveils their struggles, triumphs, and transformations as they navigate academia, driven by passion and a commitment to breaking barriers. Their stories depict resilience, resistance, and the pursuit of excellence as they confront the challenges of being the first in their families to embark on the rigorous, intellectually demanding path of obtaining a doctoral degree. From diverse backgrounds, cultures, and disciplines, some of these first-gen docs now serve as advisers to the next generation of doctoral students. Readers will be captivated by narratives of sacrifice, courage, and academic identity formation, shedding light on the transformative impact on families and communities. First-Gen Docs: Personal, Political, and Intellectual Perspectives from the First-Generation Doctoral Experience underscores the role of mentors, allies, and inclusivity, inspiring future generations in academia and beyond. Contributors are: Nur Diyanah Anwar, Miguel Baique, Nina Bascia, Kathy Bickmore, Jinny Menon, Elizabeth Montaño, Newton Asakhulu Mukolwe, R. Nanre Nafziger, Yecid Ortega, Crystena A. H. Parker-Shandal, Rosaisela Rodriguez, Janel Janiczek Smith and Zora Wolfe.Table of ContentsSeries Editor’s Foreword: The Doctoral Journey in Education  Brent Bradford Acknowledgments About the Cover  Lorrie Gallant List of Figures Contributors’ Quotes Notes on Contributors 1 Navigating the Scholarly Path as a First-Generation Doctoral Student: Personal, Political, and Intellectual Perspectives  Crystena A. H. Parker-Shandal PART 1: Building Resilience and Grit for Academic Growth: Voices of First-Generation Doctoral Graduates 2 The Crooked Path: Storied Moments in My Doctoral Journey  Jinny Menon 3 The End of the Climbing Lane: Completing a PhD in Education in Kenya  Newton Asakhulu Mukolwe 4 Identities, Experiences, and the Looking-Glass: Reflections on Navigating the Doctoral Journey  Nur Diyanah Anwar 5 Sparking the Flame Within: From the Slums to the Academic World  Yecid Ortega 6 “Coming Home”: A Juxtaposition of Returning “Home” as a First- Generation Doctoral Student &esmp;Miguel Baique 7 Looking Backward to Move Forward: One First-Generation Doctoral Student’s Journey &esmp;Janel Janiczek Smith 8 The Journey Within: Inner Resonances of Doctoral Soundings &esmp;R. Nanre Nafziger PART 2: Culminating Success and Beyond: Adviser Perspectives 9 (Almost) Every Doctoral Student Is a First-Generation Doctoral Student &esmp;Nina Bascia 10 First-Generation Chicanas with Doctorates Advocating for the Next Generation of Educational Leaders &esmp;Elizabeth Montaño and Rosaisela Rodriguez 11 Program Supports for First-Generation Education Doctoral Students: A Faculty Perspective &esmp;Zora Wolfe Final Thoughts Afterword &esmp;Kathy Bickmore

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Book SynopsisThis collection is an inspiring compilation of personal narratives that delve into the remarkable journeys of first-generation doctoral graduates in education. It unveils their struggles, triumphs, and transformations as they navigate academia, driven by passion and a commitment to breaking barriers. Their stories depict resilience, resistance, and the pursuit of excellence as they confront the challenges of being the first in their families to embark on the rigorous, intellectually demanding path of obtaining a doctoral degree. From diverse backgrounds, cultures, and disciplines, some of these first-gen docs now serve as advisers to the next generation of doctoral students. Readers will be captivated by narratives of sacrifice, courage, and academic identity formation, shedding light on the transformative impact on families and communities. First-Gen Docs: Personal, Political, and Intellectual Perspectives from the First-Generation Doctoral Experience underscores the role of mentors, allies, and inclusivity, inspiring future generations in academia and beyond. Contributors are: Nur Diyanah Anwar, Miguel Baique, Nina Bascia, Kathy Bickmore, Jinny Menon, Elizabeth Montaño, Newton Asakhulu Mukolwe, R. Nanre Nafziger, Yecid Ortega, Crystena A. H. Parker-Shandal, Rosaisela Rodriguez, Janel Janiczek Smith and Zora Wolfe.Table of ContentsSeries Editor’s Foreword: The Doctoral Journey in Education  Brent Bradford Acknowledgments About the Cover  Lorrie Gallant List of Figures Contributors’ Quotes Notes on Contributors 1 Navigating the Scholarly Path as a First-Generation Doctoral Student: Personal, Political, and Intellectual Perspectives  Crystena A. H. Parker-Shandal PART 1: Building Resilience and Grit for Academic Growth: Voices of First-Generation Doctoral Graduates 2 The Crooked Path: Storied Moments in My Doctoral Journey  Jinny Menon 3 The End of the Climbing Lane: Completing a PhD in Education in Kenya  Newton Asakhulu Mukolwe 4 Identities, Experiences, and the Looking-Glass: Reflections on Navigating the Doctoral Journey  Nur Diyanah Anwar 5 Sparking the Flame Within: From the Slums to the Academic World  Yecid Ortega 6 “Coming Home”: A Juxtaposition of Returning “Home” as a First- Generation Doctoral Student &esmp;Miguel Baique 7 Looking Backward to Move Forward: One First-Generation Doctoral Student’s Journey &esmp;Janel Janiczek Smith 8 The Journey Within: Inner Resonances of Doctoral Soundings &esmp;R. Nanre Nafziger PART 2: Culminating Success and Beyond: Adviser Perspectives 9 (Almost) Every Doctoral Student Is a First-Generation Doctoral Student &esmp;Nina Bascia 10 First-Generation Chicanas with Doctorates Advocating for the Next Generation of Educational Leaders &esmp;Elizabeth Montaño and Rosaisela Rodriguez 11 Program Supports for First-Generation Education Doctoral Students: A Faculty Perspective &esmp;Zora Wolfe Final Thoughts Afterword &esmp;Kathy Bickmore

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Book SynopsisThis truly international book brings together authors from different regions of the world including North America, South Africa, Europe, Iran and Russia all of whom are concerned with aspects of the challenges involved in the expansion of higher education, both in student numbers and areas of study. Some are concerned about the loss of guiding principles which steered university education for centuries. The traditional purposes of higher education have come under such pressure that we have achieved “conflicting models of the university” (Claes) and “ambiguity” in regard to teaching and research (Simons et al). For others, the problems are at a different stage. Contributions from South Africa look at three challenges: Can we provide enough places in higher education? How do we deal with institutional mergers? How do we make staff development effective in a situation in which English is the first language of less than five percent of the staff? Young scholars in Russian regions face formidable hurdles in achieving academic careers while the best law graduates in Canada are faced with the ethical dilemma of personal career advancement or social justice (Topsakal). The problem of integrating nursing into a traditional Irish university is reviewed by Grant while the role of a university in regional development is addressed from a Greek perspective by Papaelias et al. The comparative international approach features in research into teacher job satisfaction in India and Iran while McMahon reviews the impact of the Bologna Process.Table of ContentsIntroduction Educational Issues Tom CLAES: Conflicting Models of the University: Traditionalist And Innovative Views and the Semantic Horizon of ‘The University’ Jayne R. BEILKE and Laurie MULLEN: Problematizing Pedagogy in the New Scene of Teaching Linda A. DU PLESSIS: Can Staff Development Efforts Sustain the Changing Landscape of Higher Education? Anne GRANT: The Changing Landscapes of Education: The Integration of Pre-Registration Nursing Education within Higher Education Kirti MENON: Knowledge, Perceptions and Attitudes to Mergers at the University of the North Maarten SIMONS, Toon BRAECKMAN, Jan ELEN and Mariette HELLEMANS: The Relation Between Research and Education in the Self-Understanding of Universities: an Exploration of Ambiguity in the Case of ‘Guided Independent Learning’ Leadership and Governance Zühal OKAN: Working with the Teachers to Promote an Effective Learning/Teaching Environment Abbas MADANDAR ARANI & Parvin ABBASI: A Comparative Study of Secondary School Teachers’ Job Satisfaction in Relation to School Organizational Climate in Iran and India Jülide İNÖZÜ, Seden TUYAN and Emine ÇAKIR SÜRMELI: Foreign Language Student Empowerment Through Affective Coaching Thomas HERDIN: The Cultural Dimension of Leadership Further Educational Issues Frank MCMAHON: The Impact of the Bologna Process on the Design of Higher Education Programmes in Europe Theodoros PAPAELIAS, Gregory GIKAS and Pericles TANGAS: Regional Development Through Tertiary Education Amy SWIFFEN: Authority, Recognition, and Dialogue Kirti MENON and Nhlanhla CELE: Reviewing Access to Higher Education in South Africa Aisha TOPSAKAL: Doorkeepers-in-Training? Kafka, The Law Faculty and Access to Justice Theodoros PAPAELIAS and Eleftheria DOGORITI: An Inquiry into the Nature of Higher Education in a Developing Country: the Case of Greece Natalia FORRAT and Artyom KOSMARSKI: Professional Careers of Young Scholars in Russian Regions: Institutional Conditions and Personal Strategies Biographical Notes

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