Educational administration and organization Books
PIE - Peter Lang L'Enfance En Conception(s): Comment Les
Book SynopsisCet ouvrage explore les conditions dans lesquelles s'élabore l'adressage aux enfants dans différentes industries culturelles. Il questionne en particulier la façon dont les professionnels impliqués dans la fabrique des produits pour enfants (auteurs, dessinateurs, éditeurs, scénaristes, game designers, etc.) abordent le travail de conception avec un certain nombre de connaissances, d'expériences ou même d'intuitions au sujet des enfants, qui interviennent pour guider ou justifier leurs décisions. De quelle façon tous ces savoirs ou représentations sur l'enfance qui demeurent hétérogènes, plus ou bien informés, tout en se révélant parfois en contradiction au sein d'une même entreprise se construisent-ils et affectent-ils la conception des produits pour enfants ? Quelles logiques (ludiques, éducatives, scolaires, etc.) et quelles images de l'enfant (joueur, membre de famille, élève, etc.) sont ainsi activées par les industries culturelles ? Et qu'en est-il lorsque des enfants, bien réels, sont sollicités et impliqués dans le développement des produits ?À partir d'enquêtes menées sur des terrains variés (littérature, bande dessinée, presse, applications mobiles, dessin animé) et suivant une démarche qui confronte le produit fini à ses différentes étapes de développement, aux chaînes de coopération qui permettent d'y aboutir et aux marchés dans lesquels il s'insère, ce livre offre un regard inédit et documenté sur la fabrication contemporaine des cultures matérielles et médiatiques des enfants et alimente les réflexions sur la figure de l'enfant-consommateur.
£30.97
Presses Polytechniques et Universitaires Romandes Building Cultures Valparaiso: Pedagogy, practice
Book SynopsisBuilding Cultures Valparaiso takes a critical look at how pedagogy, practice and poetry are brought together at one of the most influential schools of architecture of the past 50 years: the School of Architecture and Design of the Pontifical Catholic University of Valparaiso in Chile. The editors have brought together research on the origins of the school, on the role that poetry plays in teaching and practice, and on the school’s larger historical place in the context of a global out-break of radical architectural teaching in the late 1960’s. Contributors come from both within and outside of the school and include Beatriz Colomina, David Jolly Monge and Gerald Wildgruber. In addition to original research, Building Cultures Valparaiso includes a collection of student drawings from the early years of the Valparaiso School’s Open City, a 270 hectare stretch of land along the Pacific Ocean that serves as a laboratory for living and working together. These drawings provide an insight into how the philosophy of the school translates into the making of architecture. Through its exploration of the Valparaiso School’s radical approach to teaching and making, Building Cultures Valparaiso serves as a guide for all those interested in an experimental vision of architecture. Table of ContentsIntroduction Sony Devabhaktuni 1. El camino no es el camino: Some Reflections on the Valparaíso School and its Architectural Teaching Patricia Guaita and Cornelia Tapparelli 2. Precarious Middle Ground: Some Remarks on the Presence of Hölderlin in Writings Associated with the Open City Gerald Wildgruber 3. A Pursuit for a `Change of Life:’ Pedagogical Experiences, Poetic Occupations and Historical Frictions Ignacio González Galán 4. Radical Pedagogies: Notes Towards a Taxonomy of Global Experiments Beatriz Colomina, Ignacio González Galán, Evangelos Kotsioris and Anna-Maria Meister 5. Open City Notebook Sony Devabhaktuni 6. 8 Projects in the Open City, 1973 David Jolly Monge
£60.80
Springer Nature Switzerland AG Being an Interdisciplinary Academic: How Institutions Shape University Careers
Book SynopsisThis book highlights the importance of interdisciplinarity in the academic landscape, and examines how it is understood in the context of the modern university. While interdisciplinarity is encouraged by research funders, academics themselves receive mixed messages about how, when and whether to follow this route. Building upon a series of career history interviews with established interdisciplinary researchers, the author reveals fundamental misunderstandings about the nature of interdisciplinary knowledge, how this is shared, and the skills these researchers bring. The book addresses these issues on both a personal and systemic level, identifying how a resilient researcher can craft their own research trajectory to view interdisciplinarity as a truly embedded approach. Trade Review“Her book is both more reflective and more heavily researched and documented than the short memoranda prepared with colleagues, and is rewarding just for the citations alone.” (Scott McLemee, Inside Higher Ed, insidehighered.com, August 2, 2019)Table of ContentsChapter 1. Introduction: Mixed messages for the interdisciplinary research community.- Chapter 2. "What am I?": The path to becoming an interdisciplinary academic.- Chapter 3. "Are you one of us?" How institutions impact interdisciplinary careers.- Chapter 4. The nets we weave: Consequences for interdisciplinary capacity building.- Chapter 5. Facilitating serendipity?.- Chapter 6. Towards new logics of interdisciplinarity.- Chapter 7. Conclusion: "The funding can only do so much".
£52.24
Springer Nature Switzerland AG The Viability of Organizations Vol. 3: Designing
Book SynopsisThe design process for organizational structures sometimes resembles a random walk, especially when it is embedded in an arena of competing personal interests and power games. Many organizations still lack clear guidance and are therefore seeking a rigorous, nuanced, and impartial methodology for the design and development of their organizational structures, processes and behavioral repertoire. The Viable System Model (VSM) can help: by identifying the essential design principles and parameters that need to be considered, and which can be used to enhance an organization’s effectiveness, adaptability, cohesion and overall viability.This book, the third volume in a set of three, connects the VSM to the world of the standard organizational chart. It offers readers a new perspective on corporate functions and their contributions to the organization as a whole. Further, it shows them how the VSM can be used to develop viable organizational structures, following a detailed step-by-step approach. Lastly, it explains the vital processes, behaviors, and attitudes that need to be developed in order to make organizations truly viable.Readers will find solutions to, and guidelines on, many critical organizational design issues, e.g. designing job profiles; correctly mapping synergistically (“centrally”) operating units in the organizational chart; outsourcing processes; and handling matrix situations; as well as designing and implementing organizational change processes."This compendium is a most welcome contribution to Organizational Cybernetics. Lassl provides a detailed analytical and insightful perspective on the currently most powerful organization theory, which is a key to mastering complexity: the Viable System Model. The author also finds new, creative ways of showing the practitioner how to make the model work. If you apply it properly, you can reap huge benefits: the viability of your organization and a prosperous future."Prof. em. Dr. Markus Schwaninger, University of St. Gallen"There is nothing more practical than a good theory" (K. Lewin). This is exactly what Lassl’s books exemplify and prove. By advancing the VSM-based organizational theory and providing ample application-related examples, these books allow the readers to look at their organizations and management from a new perspective, and provides them with the knowledge to trigger and implement practical organizational changes.I have been able to draw upon many cutting-edge examples from Lassl’s books for my lectures on the VSM, which have repeatedly convinced students of its value and enabled them to gain an in-depth understanding of the VSM. Particularly Lassl’s elaborations on variety management and on the axiom of requisite vertical eigen-variety are cornerstones for every organizational design project, for value-oriented management, and for the overall viability of the organization. I highly recommend the book to all managers looking for ideas for future-oriented design of organizations and of value creation."Prof. Dr. Matthias Müller-Wiegand, Vice President Department Business and Law, Rheinische Fachhochschule Köln/University of Applied Sciences Table of ContentsPart I: Building the Bridge.- Part II: Designing Organizational (Chart) Structures.- Part III: Implementation.
£61.74
Springer Nature Switzerland AG Sustaining the Comprehensive Ideal: The Robert
Book SynopsisThis book explores the development of educational leadership within difficult contexts via the lens of a previously failing English secondary school in an area of urban poverty. Based on extensive interview data from 2012-2016, the authors demonstrate that the fundamental ethos underpinning the school’s improvement is a desire to meet the needs of young people in disadvantaged communities in order to equip them with the skills to allow them to transcend their situation. The authors posit that this school embodies the ‘comprehensive ideal’ of secondary education in England: that education should not be disadvantaged by background, and that the state should provide free and high quality education for all. This book will appeal to students and scholars of comprehensive education and schools in difficult contexts. Table of ContentsChapter 1. Introduction.- Chapter 2. The improvement process.- Chapter 3. Being part of the school community.- Chapter 4. Leadership - theory and practice.- Chapter 5. A shock to the system.- Chapter 6. The end of an era.
£40.49
Springer Nature Switzerland AG Guardians of Public Value: How Public
Book SynopsisThis open access book presents case studies of twelve organisations which the public have come to view as institutions. From the BBC to Doctors Without Borders, from the Amsterdam Concertgebouw Orchestra to CERN, this volume examines how some organisations rise to prominence and remain in high public esteem through changing and challenging times. It builds upon the scholarly tradition of institutional scholarship pioneered by Philip Selznick, and highlights common themes in the stories of these highly diverse organizations; demonstrating how leadership, learning, and luck all play a role in becoming and remaining an institution. This case study format makes this volume ideal for classroom use and practitioners alike. In an era where public institutions are increasingly under threat, this volume offers concrete lessons for contemporary organisation leaders.Table of Contents1. Guardians of Public Value: How public organizations become and remain institutions (Arjen Boin, Lauren Fahy and Paul 't Hart)2. The Election Commission of India: Guardian of democracy (Amit Ahuja and Susan L. Ostermann)3. Singapore's Corrupt Practices Investigations Bureau: Guardian of public integrity (Zeger van der Wal)4. The BBC: Guardian of public understanding (Jean Seaton)5. Sweden's Riksbank: Guardian of monetary integrity (Johannes Lindvall)6. The European Court of Justice: Guardian of European integration (Arjen Boin and Susanne K. Schmidt)7. The Amsterdam Concertgebouw Orchestra: Guardian of symphonic music (Bert Koopman)8. The World Anti-Doping Agency: Guardian of elite sport's credibility (Maarten van Bottenburg, Arnout Geeraert, and Olivier de Hon)9. CERN: Guardian of the human aspiration to understand the universe (Jos Engelen and Paul 't Hart)10. Rijkswaterstaat: Guardian of the Dutch delta (Margo van den Brink)11. Médecins Sans Frontières: Guardian of humanitarian values (Liesbet Heyse and Valeska Korff)12. The Intergovernmental Panel on Climate Change: Guardian of climate science (Eric Paglia and Charles F. Parker)13. The ACCC: Guardian of viable markets and consumer rights (Amanda Smullen and Catherine Clutton)
£104.49
Springer Nature Switzerland AG Re-centering the Critical Potential of Nordic School Leadership Research: Fundamental, but often forgotten perspectives
Book SynopsisThis volume contributes significantly to the ongoing international and Nordic paradigm shift in educational leadership research. It advocates for going from a contemporary, mainstream functionalist paradigm to a reflexive paradigm, based on educational values and knowledge. The volume is built on the shared basis, that the purpose of education is, and must be, fundamental for school leadership practice. However, that is often forgotten in educational governance and policy. The basis of the argument is, that educational leadership needs to change from focusing on effectiveness and narrowly defined accountability towards focusing on leadership that is contributing to the general education of students. That entails that leadership research need to focus on complex perspectives like context, relations, trust, sense making and social and human values, and less on control, outcomes, accountability and testing. The volume reminds readers about the need to raise awareness of the contexts of education and research, be they political, cultural, economic or ideological. Chapters analyze, discuss and compare research from Nordic educational leadership research systems: Denmark, Finland, Iceland, Norway and Sweden. The cross-system insights clarify the fundamental relations between policy/governance and research/practice are and discuss forgotten dependencies and opportunities.Table of ContentsPart I: Introduction.- 1. Critical potential of Nordic school leadership research; Lejf Moos, Elisabet Nihlfors, Jan Merok Paulsen.- Part II: Challenges in policy context and reality: Perspectives on research.- 2. Forgetting our intellectual histories and the implications for educational professionals ; Helen M. Gunter.- 3. Local and global? Challenging the social epistemologies of the educational leadership field; Merete Storgaard.- Part III: Dilemmas in school leadership.- 4. The Press for Technical Rationality & Dilemmas of Professional Practice: Managing Education in a Pluralistic Institutional Environment; James Spillane & Jonathan Sun.- 5. Study environments - a neglected leadership concern; Eric Larsson & Pia Skott.- 6. Horizontal structures – A fundamental but forgotten perspective for superintendents in school governance?; Cecilia Bjursell & Annika Engström.- Part IV: Data-informed decision making in school leadership.- 7. The struggle for data – A ghost goes through the world – a data ghost; Finn Wiedemann.- 8. Principals decision-making for organizing the educational organization; Tina Bröms.- 9. Local evaluation practice as a mediating tool; Renata Svedlin.- Part V: Impact on school leadership.- 10. Leadership in upper secondary schools: Exploring new leadership roles and practices; Kristin Helstad & Hedvig Abrahamsen.- 11. The Impact of the University on Upper Secondary Education through academic subjects according to School leaders’ perceptions; Guðrún Ragnarsdóttir & Jón Torfi Jónasson.- 12. Well-being, based on collective trust and accountability, as a fundamental and often forgotten perspective in school leadership; Ulf Leo, Roger Persson, Inger Arvidsson, Carita Håkansson.- Part VI: Discussion.- 13. Re-centering critical potentials of fundamental but often forgotten perspectives; Lejf Moos, Elisabet Nihlfors, Jan Merok Paulsen.
£98.99
Springer Nature Switzerland AG Fundraising Principles for Faculty and Academic
Book Synopsis**Winner of the 2023 Skystone Partners Research Prize from the Association of Fundraising Professionals (AFP). This book includes evidence-based insights and recommendations to help academicians excel in raising philanthropic support for their institutions and units. The book provides historical and contemporary perspectives on core concepts and data, research revealing donors’ giving motivations, engagement strategies and tactics for academic units, and guidance on management challenges including strategic plans, campaigns, and measuring performance. The authors include case studies in each section as examples of successful fundraising and volunteer-driven initiatives. The final section, contributed by Dean David D. Perlmutter, reinforces the book’s many practical and theoretical approaches to the fundamental responsibilities academic leaders face in raising philanthropic support. This book is grounded in the growing academic literature on philanthropy and written by scholars who were successful higher education fundraisers.Table of Contents1. Fundraising for Academicians2. Historical Perspectives on Academic Fundraising3. Language Matters4. Tenets of Operational Effectiveness5. Understanding Donor Motivation6. Applying the Identification Model7. Engaging Potential Donors8. Narrow Your Universe9. The Annual Development Plan10. Engaging Partners11. Align Your Strategic Plan12. Campaigns13. Measuring Impact14. Losing Oneself in a Great Cause15. Don't Fear Fundraising
£53.99
Springer Nature Switzerland AG Fundraising Principles for Faculty and Academic
Book Synopsis**Winner of the 2023 Skystone Partners Research Prize from the Association of Fundraising Professionals (AFP). This book includes evidence-based insights and recommendations to help academicians excel in raising philanthropic support for their institutions and units. The book provides historical and contemporary perspectives on core concepts and data, research revealing donors’ giving motivations, engagement strategies and tactics for academic units, and guidance on management challenges including strategic plans, campaigns, and measuring performance. The authors include case studies in each section as examples of successful fundraising and volunteer-driven initiatives. The final section, contributed by Dean David D. Perlmutter, reinforces the book’s many practical and theoretical approaches to the fundamental responsibilities academic leaders face in raising philanthropic support. This book is grounded in the growing academic literature on philanthropy and written by scholars who were successful higher education fundraisers.Table of Contents1. Fundraising for Academicians2. Historical Perspectives on Academic Fundraising3. Language Matters4. Tenets of Operational Effectiveness5. Understanding Donor Motivation6. Applying the Identification Model7. Engaging Potential Donors8. Narrow Your Universe9. The Annual Development Plan10. Engaging Partners11. Align Your Strategic Plan12. Campaigns13. Measuring Impact14. Losing Oneself in a Great Cause15. Don't Fear Fundraising
£42.74
Springer Nature Switzerland AG Innovative Leadership in Times of Compelling
Book SynopsisThis book focuses on the need of leaders in professional and personal realms to understand the importance of innovative thinking to safeguard sustainability and enhance satisfaction and motivation among stakeholders in organizations. It provides professionals with a set of reflective stances, cautionary points, and roadmaps that enable them to do the right thing. From crisis management to spiritual practices, and from pro-social concepts to social responsibility and sustainability: the common denominator is a collective and concerted effort to develop leadership behaviors and strategies to safeguard generations to come.Table of ContentsChapter 1. Awakened Leadership: Leading With Light.- Chapter 2. Mindfulness as a Strategy to Weather Challenges.- Chapter 3. Inclusive Leadership in a Creatively Compelling World.- Chapter 4. Leading Reflectively: Treading the Noble Eightfold Path.- Chapter 5. Innovative Leadership: Tools and Techniques to Acquire Innovative and Inspiring Ideas.- Chapter 6. Transcending Emerging Barriers Through Patience.- Chapter 7. ‘the Soft Overcomes the Hard’ – Inspirations for Leadership in the 21st Century From Daoism.- Chapter 8. Nurturing Empathy.- Chapter 9. Inclusive Leadership in a Creatively Compelling World.- Chapter 10. Understanding and Reformulating Mental Models.- Chapter 11. Nurturing Sustainability as a Future-Oriented Strategy.- Chapter 12. Letting Go as a Liberation.- Chapter 13. Leading With a Moral Compass.- Chapter 14. Leadership as Merit Making: the Case of Myanmar and Applications for Western Organizations.- Chapter 15. Living the Power Shift in Business and Beyond: The World Needs a New Understanding of Power.- Chapter 16. Crisis Preparedness as a Sustainability Strategy.- Chapter 17. Imagination and Communication Toward Future Realization.- Chapter 18. Heading for the Future With the Proper Mindset.- Chapter 19. Nurturing Creativity in a Culture of Care.- Chapter 20. Community-Based Responsible Leadership and Social Value Creation in Social Enterprise Context.- Chapter 21. Design Thinking in Contemporary Political Leadership: Lessons Learned From Angela Merkel.- Chapter 22. The Futureperfect Organization—Driven by Quantum-Thinking.
£134.99
Springer Nature Switzerland AG Concept and Design Developments in School
Book SynopsisThis open access book discusses challenges in school improvement research and different methodological approaches that have the potential to foster school improvement research. Research on school improvement and accountability analysis places high demands on a study’s design and method. The potential of combining the depth of case studies with the breath of quantitative measures and analyses in a mixed-methods design seems very promising. Consequently, the focus of the book lies on innovative methodological approaches.The book chapters address design, measurement, and analysis developments as well as theoretical and conceptual developments. The relevance of the research presented in the chapters for educational accountability is discussed in the book’s discussion chapter.More specifically, authors present one specific innovative methodological approach and clarify that approach with a concrete example in the context of school improvement, based on empirical data when possible. In this way, this book helps researchers designing complex useful studies.Table of Contents1. Editorial, Introduction; A. Oude Groote Beverborg, K. Maag Merki, T. Feldhoff, & F. Radisch. 2. School Improvement Capacity – A Review and a Reconceptualisation from the Perspectives of Educational Effectiveness and Educational Policy; D. Reynolds & A. Neeleman. 3. Why must everything be so complicated? Demands and challenges on methods for analysing school improvement processes; T. Feldhoff & F. Radisch. 4. School improvement Capacity – theory and methodological challenges; K. Maag Merki. 5. Can lacking measurement invariance in school improvement research be interpreted?; M. Sauerwein & D. Theis. 6. The relationship between professional community practices and other school organizational and educational practices in 23 European countries; C. Lomos. 7. Reframing the nature of inquiry in educational leadership research; D. Ng F. S.. 8. Recurrence Quantification Analysis (RQA) as a methodological approach to assess school improvement processes; A. Oude Groote Beverborg, M. Wijnants, P.J.C. Sleegers, & T. Feldhoff. 9. Learning in collaboration: Exploring processes and outcomes through a mixed methods design; G. Devos & B. Vanblaere. 10. Group-actor-partnership-interdependence-model; K. Schudel. 11. The structure of leadership language: Rhetorical methods for studying instructional improvement; R. Lowenhaupt. 12. Designing and piloting a leadership daily practice log: Using logs to study the practice of leadership; J.P. Spillane & A. Zuberi. 13. Editorial, Discussion; A. Oude Groote Beverborg, K. Maag Merki, T. Feldhoff, & F. Radisch.
£34.99
Springer Nature Switzerland AG Evidence-Based School Development in Changing
Book SynopsisThis Open Access book features a school development model (Arizona Initiative for Leadership Development and Research – AZiLDR) that offers a roadmap for schools to navigate the complexities of continuous school development. Filled with processes that balance evidence-based values with democratic, culturally responsive values, this book offers strategies to mediate the tensions and to address school culture, context and values, leadership capacity, using data as a source of reflection, curricular and pedagogical activity, and strengths-based approaches to meeting the needs of culturally diverse students. You will find: · - Active, reflective activities · - Case studies illustrating each concept · - The research base supporting each concept · - Descriptions of processes from other contexts (South Carolina, Germany, Australia, Sweden) · - Thoughts about next steps for contextually sensitive and multi-level school development · - Suggestions for cross-national dialogue and research within the Zone of Uncertainty Use this ideal source to guide school leadership teams in creating productive schools that continually grow! Table of ContentsTable of Contents Forward: Ken Leithwood………………………………………………………………………….3 Acknowledgements…………………………………………………………………………….….8 Part I: Changing Context for School Development and Description of the Model……………...10 Chapter 1: School Development Approaches Over Time: Strengths, Limitations, and the Need for a New Approach……………………………………………………………………11 Chapter 2: A New Approach to School Development……………………………………..…41 Part II: Lessons from the Arizona School Development Model…………………………………68 Chapter 3: Values, Culture and Context…………………..………………………………....69 Chapter 4: Building and Sustaining School Leadership Capacity…………………………...84 Chapter 5: Using Data as a Source of Reflection in a Feedback Loop……………………...94 Chapter 6: Going Deeper into Curriculum and Pedagogical Activity……………………...105 Chapter 7: Strength-based Approaches to Meeting Culturally Diverse Student Needs…….115 Part III: Extending the Process to Other Contexts…………………………………………...…131 Chapter 8: School Development in South Carolina - Building Leadership Capacity for Evidence-Based School Development in South Carolina Schools by Peter Moyi, Suzy Hardie & Kathleen M.W. Cunningham, University of South Carolina…………………….134 Chapter 9: The Swedish Context - Bringing Support Structures To Scale: The Role of the State and School Districts by Olof Johansson & Helene Ärlestig, Centre for Principal Development, Umeå University…………………………………………………………….170 Chapter 10: The Australian Context - National, State and School-level Efforts to Improve Schools in Australia by David Gurr, Daniela Acquaro & Lawrie Drysdale, The University of Melbourne………………………………………………………………………………..193 Chapter 11: The German Context - School Turnaround in Ten Schools in Difficult Circumstances in Germany: The Need for Adaptive and Contextualized Approaches to Development and Change by Guri Skedsmo, Schwyz University of Teacher Education/University of Oslo and Stephan Huber, University of Teacher Education Zug...233 Part IV: Conclusions and Looking Ahead…………………………………………………...…259 Chapter 12: Concluding Comments and Looking Ahead…………………………………..260
£31.49
Springer Nature Switzerland AG Primary and Secondary Education During Covid-19:
Book SynopsisThis open access edited volume is a comparative effort to discern the short-term educational impact of the covid-19 pandemic on students, teachers and systems in Brazil, Chile, Finland, Japan, Mexico, Norway, Portugal, Russia, Singapore, Spain, South Africa, the United Kingdom and the United States. One of the first academic comparative studies of the educational impact of the pandemic, the book explains how the interruption of in person instruction and the variable efficacy of alternative forms of education caused learning loss and disengagement with learning, especially for disadvantaged students. Other direct and indirect impacts of the pandemic diminished the ability of families to support children and youth in their education. For students, as well as for teachers and school staff, these included the economic shocks experienced by families, in some cases leading to food insecurity and in many more causing stress and anxiety and impacting mental health. Opportunity to learn was also diminished by the shocks and trauma experienced by those with a close relative infected by the virus, and by the constrains on learning resulting from students having to learn at home, where the demands of schoolwork had to be negotiated with other family necessities, often sharing limited space. Furthermore, the prolonged stress caused by the uncertainty over the resolution of the pandemic and resulting from the knowledge that anyone could be infected and potentially lose their lives, created a traumatic context for many that undermined the necessary focus and dedication to schoolwork. These individual effects were reinforced by community effects, particularly for students and teachers living in communities where the multifaceted negative impacts resulting from the pandemic were pervasive. This is an open access book.Table of ContentsLearning from a pandemic.The impact of COVID-19 on education around the world.- Experiences with risk-management and remote learning during the COVID-19 pandemic in Brazil: crises, destitutions, and (possible) resolutions.- The fragility of the school-in-pandemic in Chile.- Experiences of moving quickly to distance teaching and learning at all levels of education in Finland.- Covid-19 and Education on the Front Lines in Japan: What Caused Learning Disparities and How did the Government and Schools Take Initiative?.- COVID-19 and post-pandemic educational policies in Mexico. What is at stake?.- Homeschooling in Norway during the Pandemic - Digital learning with unequal access to qualified help at home and unequal learning opportunities provided by the school.- The Portuguese educational policy to ensure equity in learning in times of crises.- General Education in Russia During COVID-19: Readiness, Policy Response, and Lessons Learned.- Science, Social Responsibility, and Education: The Experience of Singapore During the COVID-19 Pandemic.- The Spanish Response to The Covid-19 Pandemic: From joint governance to Lack of governance.- The Impact of COVID-19 on a Fragile Education System: The Case of South Africa.- COVID-19 and U.S. Schools: Using Data to Understand and Mitigate Inequities in Instruction and Learning.- Ambitious and sustainable post-pandemic workplace design for teachers: A portrait of the Arizona teacher workforce.- Education In the Time Of COVID-19 In France, Ireland, The United Kingdom and The United States: Nature and Impact of Remote Learning.- The Unequal Impacts of COVID-19 on Student Learning.- Conclusions and Implications.
£31.49
Springer Nature Switzerland AG University and School Collaborations during a Pandemic: Sustaining Educational Opportunity and Reinventing Education
Book SynopsisBased on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as “ivory towers” being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach. Trade Review“The book’s main strength lies in the expertise of diverse contributors from various universities and private institutions. … The book will be of value to students, teachers, educational institutions, and policymakers who want to understand developments in education during and after the pandemic, and how universities were involved in it. This book reminds us that overcoming educational problems during the pandemic could not be achieved alone but required collaboration between all parties concerned in maintaining education in a crisis.” (Tanzilal Wanda Rizki, Educational Review, Vol. 74 (3), 2022) Table of ContentsChapter 1. Leading learning during a time of crisis. Higher education responses to the global pandemic of 2020.Chapter 2: Fundação Getulio Vargas’ Efforts to Improve Basic Education before, during and after the Pandemic.Chapter 3. Pontificia Universidad Católica support for the school system during the Covid-19 pandemic in Chile.Chapter 4. Desafío TEP - Positive Educational Trajectories. A public-private alliance to strengthen public education during the Pandemic.Chapter 5. Reimagine Elementary and Secondary Learning during the Pandemic: A Case Study from Tsinghua University.Chapter 6. A Covid-19 response with years in the making: the contribution of EAFIT University to basic and secondary education in Colombia during the pandemic.Chapter 7. Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic.Chapter 8. Case Study on Distance Learning for K-12 Education in Japan: The Nagasaki-Takaoka Model.Chapter 9. Benemérita Universidad Autónoma de Puebla BUAP. A transversal model to support educational continuity fostering resilience, innovation, and entrepreneurship.Chapter 10. Academic Continuity during the Covid-19 Global Health Emergency: Education 4.0 and the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico Supporting Secondary Education. Chapter 11. University of Guadalajara: Transforming and innovating through stronger collaboration between higher and upper-secondary education during the pandemic.Chapter 12. University as State Agent or Social Actor: Al Akhawayn University and Social Responsibility. Chapter 13. Taking a strength-based approach: Bringing student homes into schools during a pandemic. Chapter 14. Supporting schools in times of crisis: a case of partnerships and networking with schools by the Institute of Education at the University of Lisbon.Chapter 15. Educational Continuity During the Covid-19 Pandemic at Qatar Foundation’s MultiverCity.Chapter 16. Supporting elementary and secondary education during the pandemic: a case study from the National Research University Higher School of Economics.Chapter 17. Community building in times of pandemic. University Camilo José Cela. Spain.Chapter 18. University-K12 collaboration during the pandemic: The case of Turkey.Chapter 19. Arizona State University: A Learning Enterprise Supporting P–12 Education in the Covid-19 Pandemic.Chapter 20. MIT Full STEAM Ahead. Bringing project-based, collaborative learning to remote learning environments.Chapter 21. Initiatives to promote school-based mental health support by Department of Educational Sciences, University of Education under Vietnam National University.Chapter 22. Conclusions: what innovations resulted from university-school collaborations during the Covid-19 pandemic?.
£31.49
Springer Nature Switzerland AG Academic Integrity in Canada: An Enduring and
Book SynopsisThis open access book presents original contributions and thought leadership on academic integrity from a variety of Canadian scholars. It showcases how our understanding and support for academic integrity have progressed, while pointing out areas urgently requiring more attention.Firmly grounded in the scholarly literature globally, it engages with the experience of local practicioners. It presents aspects of academic integrity that is specific to Canada, such as the existence of an "honour culture", rather than relying on an "honour code". It also includes Indigenous voices and perspectives that challenge traditional understandings of intellectual property, as well as new understandings that have arisen as a consequence of Covid-19 and the significant shift to online and remote learning.This book will be of interest to senior university and college administrators who are interested in ensuring the integrity of their institutions. It will also be of interest to those implementing university and college policy, as well as those who support students in their scholarly work.Table of ContentsSection I: Understanding the big picture of academic integrity in Canada: An Enduring Challenge.- Section introduction: Understanding the big picture of academic integrity in Canada.- Academic integrity in Canada: A historical perspective and current trends.- Integrity violations in the academy: A decade of growing complexity and concern (2010-2020).- Confronting COVID-19: What the pandemic taught us about academic integrity.- Academic integrity through a SoTL Lens and 4M Framework: An institutional self-study.- An administrator’s perspectives of the academic misconduct ecosystem: recommendations for resolving multi-stakeholder differences.- Re-defining academic Integrity with Indigenous truths.- Accountability, relationality and Indigenous epistemology: Advancing an Indigenous perspective on academic integrity.- Understanding provincial and territorial academic integrity policies for elementary and secondary education in Canada.- Section II: Understanding academic integrity in specific contexts.- Section introduction: Understanding academic integrity in specific contexts.- Academic integrity in Canadian engineering schools.- Teaching the teachers: Do preservice teachers plagiarise?.- Visual plagiarism: Seeing the forest and the trees.- The distinctive nature of academic integrity in graduate legal education.- Perceptions and experiences in understanding academic integrity: Reflections within a doctoral program.- The barriers to reporting incidences of academic dishonesty: The unique perspective of faculty from Canadian community colleges.- Promotion of academic integrity through a marketing lens for Canadian post-secondary institutions.- Academic integrity in the practice / service learning setting.- Promoting academic integrity and preventing misconduct in a Canadian open digital distance education university.- Section III: An urgent and growing problem: Contract cheating in Canada.- Section introduction: Contract cheating in Canada.- Ethics, ed tech, and the rise of contract cheating.- Pay-to-pass: Knowledge as a commodity in the digital age.- Education as a financial transaction: Contract employment and contract cheating.- Committing and facilitating academic misconduct as white-collar and corporate crime.- Section IV: Essential strategies and levers to advance academic integrity.- Section introduction: Essential strategies and levers to advance academic integrity.- Using quality assurance frameworks to support an institutional culture of academic integrity at Canadian universities.- Beyond the traditional: Academic integrity advocacy in Canadian librarianship.- Using computer-facilitated focus groups to gather student insight on academic integrity.- Fostering academic integrity through curriculum design.- Threading the needle: Student advocacy offices and their role within academic integrity.- Helping students resolve the ambiguous expectations of academic integrity.- How to talk about academic integrity, so students will listen: The inherent challenge in “mandated” training.- Revisioning instructor-writing specialist collaboration for paraphrasing instruction.- Supporting academic integrity in the writing centre: Student consultant perspectives.- Cultural aspects of academic integrity.- A new framework for enhancing (academic) integrity.- Building a culture of restorative practice and restorative responses to academic misconduct.
£40.49
Springer Nature Switzerland AG Principles of Leadership in School Psychology
Book SynopsisThis book provides a long overdue conceptual framework for integrating evidence-based principles of school psychology leadership across NASP (National Association of School Psychologists) domains of practice. It explicates the myriad ways in which school psychologists can and should serve as leaders across the NASP domains, examines the leadership role of school psychologists within each NASP domain, and presents both historical and contemporary contexts of the domains of practice. Key areas of coverage include: Concrete examples of school psychologists as leaders in the field. Spearheading initiatives and service delivery models involving consultation and collaboration. Academic intervention planning. Behavioral and mental health services. Crisis intervention and prevention. Consultation, program evaluation, and ethics of professional practice. The book offers a cogent framework for practitioners and trainers of school psychologists to further integrate principles of leadership into their work in the field. The volume culminates with a discussion of the role of school psychologists as advocates for the practice through legislative and social justice policy.Principles of Leadership in School Psychology is an essential resource for researchers, professors, and graduate students as well as professionals in school and clinical child psychology, educational policy and practice, and social work as well as all interrelated disciplines.Table of ContentsChapter1. Theoretical Models of Leadership.- Chapter2. School Psychology Leadership in Academic Intervention.- Chapter3. School Psychology Leadership in Multitiered Systems of Support.- Chapter4. School Psychology Leadership in Behavioral and Mental Health Intervention and Consultation.- Chapter5. School Psychology Leadership in Crisis Intervention and Prevention.- Chapter6. School Psychology Leadership in Ethics and Professional Practice.- Chapter7. School Psychology Leadership for Marginalized Clients.- Chapter8. School Psychology Leadership in Advocacy for the Profession.- Chapter9. School Psychologists as Leaders for Social Justice.- Chapter10. Implications for Training.
£107.99
Springer Nature Switzerland AG Educational Leadership and the Global Majority:
Book SynopsisThis book introduces a term for our times, ‘Global Majority,’ as conceptualised within the context of school leadership. It examines the processes and impact over time of racially-minoritising up to eighty-five percent of the world’s population. The chapters illustrate how a decolonised cognitive reset from a minority to majority orientation moves practice from a place of subordination to one of agency and efficacy. By reconnecting the people of the Global Majority with their narratives and the social and historical linkages that they have always had, the book potentially contributes to a different globality; where interdependence is not driven by the economic greed of the minority, but the social and very human needs of the majority.Table of ContentsChapter 1. Introduction: The Process of RacialisationChapter 2. Language and PowerChapter 3. Global Majority: Conceptualising Chapter 4. From Minority to MajorityChapter 5. A Global Majority Model for Leadership in Urban ContextsChapter 6. Conclusion: Global Majority a Possibility to Live Into
£52.24
Springer Nature Switzerland AG Youth Participation and Learning: Critical
Book SynopsisThis book contributes to the studies on learning processes occurring outside “traditional” socialization settings such as family and school, by analysing civic and political participation and learning experiences. In this perspective, the book delves into the connections between the concepts of learning and participation and, in various ways and from different perspectives, critically interrogates learning and participation as interrelated phenomena, with the aim of revealing complexities implicated in pathways to adulthood. Being interdisciplinary in its nature (contributors come from disciplinary backgrounds such as educational sciences, child and youth studies, social work, sociology and political science), the volume provides an up-to date analysis of contemporary issues connected to youth participation and learning. The work taps into central areas of everyday life of young people and youth meaning-making and generates and presents qualitative knowledge about what it means to be young in Europe today.Table of ContentsChapter 1. Introduction: Youth participation and learning.- Chapter 2. Three major challenges in young people´s political participation and a pragmatic way forward.- Chapter 3. Learning to participate in and through conflict.- Chapter 4. Professionalization of Youth Volunteering in Turkey: A case study.- Chapter 5. Youth Participation and Mediation Practices: Issues of Social Learning.- Chapter 6. Participation through Learning: Supporting Young People in Exile.- Chapter 7. The theatre as a laboratory of creativity and chaos: youth participation and informal processes of multidimensional learning.- Chapter 8. Mimesis and sharing: learning political imagination in everyday interactions.- Chapter 9. What do young people learn in formal settings of youth participation?.- Chapter 10. Politics of re-framing: Youth and the struggle for equal participation in the urban peripheries of Sweden.- Chapter 11. Young People’s Spatial Practices as a Key to a different Perspective on Participatory Educational Landscapes - Reflections on Graffiti and Parkour.
£104.49
Springer Nature Switzerland AG School Leadership between Community and the
Book SynopsisThis book presents changes in UK and global educational governance in the context of a radical shift in the operating logics of politics and its interaction with education. Beginning from the colonial origins of political interest in education, the author traces a fundamental shift in the patterns of governance of schools in England in the opening decades of the 21st century. Operating through the logics of public choice economics involving both real markets and quasi-markets, policy reforms have increasingly framed school values, and the value of schooling, in line with a politically determined and nostalgic discourse of ‘British values’. This stands in contrast to a previous focus on ‘community cohesion’ which foregrounded school partnership with the parent community and wider society. Tracing the processes and mid-level actors mediating between government and school leaders, the author identifies processes of recontextualisation through which policy can be reinscribed and resisted.Table of ContentsChapter 1. Individual Liberty, Mutual Respect and Tolerance.- Chapter 2. Post-Historical Institutionalism.- Chapter 3. Leadership and Community.- Chapter 4. Schools, Leadership and the Law.- Chapter 5. School Leadership and the Market.- Chapter 6. Leadership and the Political State.- Chapter 7. Conclusions.- Chapter 8. Epilogue—From the Political to the Undifferentiated./
£85.49
Springer International Publishing AG Resetting Human Resource Management: Seven
Book SynopsisIn times of globalization, digitalization and demographic change, the COVID-19 pandemic has shown us the fragility and complexity of the world of work. It represents the peak of a process of change in the world of work in economic, social, socio-political and individual psychological terms. This book outlines how effective and future-oriented human resource management can look like in times of demographic and technological change on the one hand and the immediate and lasting effects of the coronavirus pandemic on the other hand. It provides the tools for effective human resource management, summarized in the following seven success factors: demographic-oriented recruitment, strength-oriented workforce deployment, age-appropriate HR development, new generation contract, family and gender, the vital employee, management of interests and expectations. The aim of the book is not only to provide solutions to problems caused by the changing world of work and the pandemic, but also to show how success factors can emerge from these inevitable phenomena. It will be of interest to professionals in the field of human resource management.Table of Contents Part I. The Baseline.- Chapter 1. Demographic Developments and Other Social Phenomena.- Chapter 2. Impact on the Labor Market.- Part II. Routes to Effective Human Resource Management.- Chapter 3. Demography-oriented Recruitment.- Chapter 4. Strength-based Deployment.- Chapter 5. Age and a Ging Appropriate Development.- Chapter 6. A New Generational Contract.- Chapter 7. Gender Equality and Family.- Chapter 8. Employee Vitality.- Chapter 9. Managing Interests and Expectations.- Part III. Summary and Outlook.- Chapter 10. Summary and Outlook.
£44.99
Springer International Publishing AG Integrating a Social Determinants of Health
Book SynopsisThe purpose of this ground-breaking Textbook is to describe and illustrate, with pedagogical features, the process by which social determinants of health (SDOH) has been integrated throughout all courses in the Nell Hodgson Woodruff School of Nursing. Specifically, the authors describe initial steps to develop a comprehensive SDOH model for nursing education, followed by rigorously designed faculty educational materials, exemplars of SDOH instructional materials, and evaluation of this process from faculty and students. It describes a comprehensive framework that guides the development, implementation, and evaluation of SDOH across the pre-licensure and post-licensure curriculum and illustrate the process integrating SDOH throughout all aspects of didactic, simulation, and clinical education. Among the subjects addressed, the history of nursing and SDOH and the value of SDOH content in nursing courses to alleviate health disparities are described and mandates to integrate SDOH content into nursing curriculum by the leading nursing organizations are summarized. The authors also include a review of existing SDOH frameworks used in public health and medicine and present a comprehensive SDOH model for nursing education. A SDOH educational course content for faculty is detailed (Social Determinants of Health 101) and exemplars from faculty and students are provided along with an evaluation after the first year. The authors conclude with a discussion from faculty leadership; what they learned and their suggestions to other nursing programs. Although there are books published, no books exist on this topic for nursing education and practicing nurses, yet SDOH is foundational to nursing curriculum and practice. The leading nursing organizations are all mandating that SDOH be integrated into nursing courses. Hence this textbook will be a key resource for Schools of Nursing in the US and globally. The intended audience of this book are leaders and faculty of nursing education programs, national professional nursing organizations, practicing nurses at hospitals and health systems, community and public health agencies, and ambulatory care.Table of ContentsChapter 1 Social Determinants of HealthChapter 2 Integrating a Social Determinants of Health Framework into Nursing EducationChapter 3 Canvas Faculty Development SiteChapter 4 Curriculum Mapping: Integrating Social Determinants of Health within Nursing EducationChapter 5 SDOH in action: Exemplars of incorporating SDOH content in entry-level and advanced-level nursing educationChapter 6 Evaluating Social Determinants of Health Integration in Nursing CurriculaChapter 7 Aligning SDOH Pillars to Learning Outcomes and AssessmentsChapter 8 Lessons Learned
£49.49
Springer International Publishing AG Integrating a Social Determinants of Health
Book SynopsisThe purpose of this ground-breaking Textbook is to describe and illustrate, with pedagogical features, the process by which social determinants of health (SDOH) has been integrated throughout all courses in the Nell Hodgson Woodruff School of Nursing. Specifically, the authors describe initial steps to develop a comprehensive SDOH model for nursing education, followed by rigorously designed faculty educational materials, exemplars of SDOH instructional materials, and evaluation of this process from faculty and students. It describes a comprehensive framework that guides the development, implementation, and evaluation of SDOH across the pre-licensure and post-licensure curriculum and illustrate the process integrating SDOH throughout all aspects of didactic, simulation, and clinical education. Among the subjects addressed, the history of nursing and SDOH and the value of SDOH content in nursing courses to alleviate health disparities are described and mandates to integrate SDOH content into nursing curriculum by the leading nursing organizations are summarized. The authors also include a review of existing SDOH frameworks used in public health and medicine and present a comprehensive SDOH model for nursing education. A SDOH educational course content for faculty is detailed (Social Determinants of Health 101) and exemplars from faculty and students are provided along with an evaluation after the first year. The authors conclude with a discussion from faculty leadership; what they learned and their suggestions to other nursing programs. Although there are books published, no books exist on this topic for nursing education and practicing nurses, yet SDOH is foundational to nursing curriculum and practice. The leading nursing organizations are all mandating that SDOH be integrated into nursing courses. Hence this textbook will be a key resource for Schools of Nursing in the US and globally. The intended audience of this book are leaders and faculty of nursing education programs, national professional nursing organizations, practicing nurses at hospitals and health systems, community and public health agencies, and ambulatory care.Table of ContentsChapter 1 Social Determinants of HealthChapter 2 Integrating a Social Determinants of Health Framework into Nursing EducationChapter 3 Canvas Faculty Development SiteChapter 4 Curriculum Mapping: Integrating Social Determinants of Health within Nursing EducationChapter 5 SDOH in action: Exemplars of incorporating SDOH content in entry-level and advanced-level nursing educationChapter 6 Evaluating Social Determinants of Health Integration in Nursing CurriculaChapter 7 Aligning SDOH Pillars to Learning Outcomes and AssessmentsChapter 8 Lessons Learned
£49.49
Springer International Publishing AG Pathways to Community Engagement in Education:
Book SynopsisThis book takes a comprehensive look at community engagement strategies in education to demonstrate the diverse nature of school-community relations and their value to promote their effective development. The author brings twenty years of experience in various educational settings in Ontario and California to examining community involvement policies and their interpretation, as well as school-community collaboration in practice. Chapters include recent research on school-community collaboration from the perspective of teachers, school district leaders, administrators, and support staff within two school districts in a low-income and culturally diverse urban community. The book also includes perspectives from community members involved in organizations across the city with a mandate to work with youth. In a time where students’ academic, social, and emotional support needs are on the rise, this book offers a valuable resource for strengthening school-community relations and demonstrating the power of collaboration. Table of ContentsCONTENTS 1. Chapter 1 Introduction to Pathways to Community Engagement in Education: School-Community Collaboration in Diverse, Urban Neighbourhoods …………………………….…… A History of Community Involvement in Schooling …………………………………………….. The Roles of Those Not “Profiting From Instruction”: Community Members’ Historical Involvement in Schooling ………………………………………………………………… Citizens Cast As “School Disturbers” ……………………………………………………. Contemporary Relations between Schools and Communities ……………………………………. A Snapshot of Collaboration: What, Who, and How …………………………………….. Methods ………………………………………………………………………………………….. Data Sources …………………………………………………………………………….. The City of Stirling …………………………………………………………………….. A Sketch of the Schools in the Study ……………………………………………………. Concluding Thoughts and an Overview of the Book ……………………………………………… 2. Chapter 2 Interpreting the Map and Navigating to Destinations: Using School-Community Policy to Influence Practice …………………………………………………………… Map Makers and Map Readers ……………………………………………………….. The Policy Mediator ………………………………………………………….. The Policy Critic ……………………………………………………………… The Policy Constructor ………………………………………………………. Mediators, Critics, and Constructors in the Stirling School Districts …………………. Policy Mediators ………………………………………………………………. Policy Critics and Constructors ………………………………………………………… Responding to Policy Flexibility: Shaping Practices with More Policy at the District Level ……………………………………………………………………………… Principals as Critics and Constructors: Circumventing Existing Policy and Creating New Policy at the School Level …………………………………………………….. Principals as Critics: Ignoring Policy ………………………………………………. Policy Interpretation: Summary and Recommendations …………………………………….. Considerations for Collaboration ……………………………………………………. Concluding Thoughts ………………………………………………………………………… 3. Chapter 3 Sustainable Partnerships: The Ecology of Community Engagement Initiatives … The Ecology of Collaboration …………………………………………………………………….. The Lifecycle of the School-Community Collaborative Process ………………………… Collaboration: Meeting Needs Together Stage 1: Identifying Student, School, and Community Partner Needs and Goals ……… Stages 2 and 3: Identifying and Contacting Potential Collaborators ……………………. Stage 4: Negotiating Partnership Terms …………………………………………………. Stage 5: Creating a Win-Win Situation …………………………………………………… Stages 6 and 7: Engaging in Collaborative Activities and Assessing Collaborative Practices …………………………………………………………………………………… A Collaborative Process: Summary and Recommendations ………………………………………. Considerations for Collaboration ………………………………………………………….. Concluding Thoughts ………………………………………………………………………………. 4. Chapter 4 The Social Contexts and Permeable Borders That Influence Partnerships ……… Intertwined Open Systems: A Depiction of School-Community Interaction ………….. School and Community on the Path to Collaboration ……………………………………. Stirling: A Community in Transition ……………………………………………… Community Context Determines Schools’ Visions and Priorities for Community Partnerships ……………………………………………………………………….. School Personnel’s Inclination Toward Partnering Impacted Permeability ………. Exchanges of Human and Material Resources Across Permeable Borders ………… Social Context and Permeable Borders: Summary and Recommendations ………………… Considerations for Collaboration …………………………………………………… Concluding Thoughts ………………………………………………………………………… 5. Chapter 5 Networks: The Importance of Who and What You Know ………………….. Networks and Social Capital: Linking Schools and Communities ………………………….. Building Social Capital by Cultivating Interpersonal Relationships ……………….. Building and Maintaining a Network ………………………………………………………… The Importance of a Social Network ………………………………………………… Different Types of Networks and Their Impact ……………………………………… Challenges to Networks and the Consequences of Not Having One ………………….. How to Build a Network ……………………………………………………………… Networks: Summary and Recommendations ………………………………………………….. Personal Connections Are the Glue Holding the Network Together ………………….. Considerations for Collaboration ……………………………………………………… Concluding Thoughts …………………………………………………………………………… 6. Chapter 6 Building Bridges and Crossing Boundaries …………………………………… Social Networks and Boundary Spanners ………………………………………………………. Boundary-Spanners Create Bridges to Resources ………………………………………………. School-Level Bridges ………………………………………………………………… Board-Level Liaisons for School Personnel and Community Members ………………. Community Members with Mandates to Liaise ……………………………………….. The Importance of a School-Community Liaison ……………………………………… Boundary-Spanning Capacity ………………………………………………………….. Bridges and Boundary-Spanners: Summary and Recommendations …………………………… Considerations for Collaboration ………………………………………………………. Concluding Thoughts ……………………………………………………………………………. 7. Chapter 7 Facilitating or Frustrating Efforts to Collaborate Social Contexts that Facilitate or Frustrate Collaborative Efforts Structure Culture Behaviour Social Contexts’ Characteristics Facilitated or Impeded Collaboration Structural Features Impact Relationship Development and Maintenance Organizational Cultures Shape Collaborative Opportunities Individuals’ Mindsets and Behaviours Affect Collaboration Collaboration Enablers and Challenges: Summary and Recommendations Considerations for Collaboration Concluding Thoughts 8. Chapter 8 Collaboration to Support Vulnerable Populations ………………………………. Collaboration as a Gateway to Social Capital ……………………………………………………. An Overview of Diverse Students’ Needs in Stirling …………………………………………….. Students Living in Poverty ……………………………………………………………….. Newcomers to the Country ………………………………………………………………. Indigenous Children and Youth ………………………………………………………….. 2SLGBTQIA+ Students ………………………………………………………………….. Students with Developmental Delays, Mental Health Challenges, and Behavioural Issues. Accessing Social Capital for Vulnerable Groups through School-Community Partnerships …….. Schools As Intermediaries ………………………………………………………………… District-Level Support for Community Engagement ……………………………………… Community Organizations Provide Care, Opportunities, and Insight …………………….. Preparing to Transition into the Community: The Roles of School- and Community-based Programs Supporting Vulnerable Populations ……………………………………………. Vulnerable Populations: Summary and Recommendations ……………………………………….. Instrumental and Expressive Resources Available Through Community Engagement ….. Considerations for Collaboration ………………………………………………………… Concluding Thoughts …………………………………………………………………………….. 9. Chapter 9 Thriving and Not Just Surviving: Support for Mental Health in a Networked Community ……………………………………………………………………………………….. Social Networks Promote Wellbeing …………………………………………………………….. Mental Health Issues and Their Prevalence in Schools ………………………………………….. The Expanding Role of Schools and the Growing Need to Collaborate ………………… A Solution: Grass-roots Network Creation ………………………………………………. Challenges to Networks: More Work to Be Done ……………………………………….. A Networked Approach to Child and Youth Mental Health: Summary and Recommendations …. Considerations for Collaboration …………………………………………………………. Concluding Thoughts ……………………………………………………………………………… 10. Chapter 10 Creating Schools as Community Hubs Through Collaboration ………………… A School-Community Relations Continuum …………………………………………………….. Type A: Family and Interagency Collaboration ………………………………………… Type B: Full-Service Schools …………………………………………………………… Type C: Full-Service Community Schools ……………………………………………… Type D: Community Development ……………………………………………………… Readiness for Greater Integration of School and Community Services ………………………….. A “One-Stop- Shop” Encouraged Service Uptake ………………………………………. Planning a Path Toward Wrap-Around and Full-Service Community Schools …………. Recommendations to Support Schools as Community Hubs ……………………………. Future Research …………………………………………………………………………………… Concluding Thoughts ………………………………………………………………………………
£113.99
Springer International Publishing AG Critical Education Policy and Leadership Studies:
Book SynopsisThis edited collection is a Festschrift to Helen M. Gunter, a leading scholar in the field of education policy and leadership. We draw on the concept of the Festschrift as a collection of papers, or chapters, that recognise, honour, and celebrate the work and contributions of an esteemed academic. Gunter’s work has opened up the field of critical education policy and leadership studies and provoked, if not revitalised, scholarly thinking about the origins, structures, patterns and impact of the field. Gunter’s personal commitment to intellectual leadership of the field and public education resonates across all her scholarly works. The core intention of this unique collection is to recognise Gunter’s scholarly contributions as an academic, practitioner and public intellectual. Invited authors have been asked to reflect critically on ways in which Gunter’s work and intellectual support have influenced their own research, teaching and academic engagement. In their reflections, contributors not only speak to the intellectual work of Gunter but suggest how they have taken this work forward and how this has advanced the field of education as well as the production of knowledge. Table of ContentsIntroduction.- Section 1: Honour though collegiality.- Supervision as truth procedure.- Honour through collegiality: the intellectual legacy of Helen’s collaborations with students.- Wishful science and problems of perception: genetics in the service of entrenched privilege.- Section 2: Honour through continuation of tradition.- Continuing a troubling tradition: On Gunter and critical educational leadership.- Developing critical approaches to educational leadership.- Critical engagement and commitment to the field of educational leadership.- Helen Gunter and public education: Leading, teaching, and learning in and for an ethos of public service.- Intellectual histories, power and activism. Understanding and modeling plurality within educational life in the works of Helen M. Gunter.- Section 3: Honour through intellectual legacy.- From ‘Jurassic Management’ to a flourishing revival of critical studies of educational leadership: some reflections on the contribution of Helen Gunter and some encounters with her along the way.- Reimagining publics: Perspectives on the relational constitution of publics and the politics of reform.- Applying the framework of intellectual histories to explore leadership and leadership preparation in the Norwegian education context.- Atlantic Crossing: an intellectual biography of Caroline Benn.- Getting a word in edge-wise: Adventures in ELMA publishing.
£98.99
Springer International Publishing AG The Rise of Chinese American Leaders in U.S. Higher Education: Stories and Roadmaps
Book SynopsisThis book is a collection of stories and reflections that represent Chinese American leaders and depict their tortuous journeys in U.S. higher education that comes at a critical point in time. Many books have been devoted to academic leadership, but this volume uniquely focuses on subjects most relevant to Chinese Americans. We live at a time that not only witnesses an increase in Chinese American leaders on U.S. campuses but also mounting incidents of discriminatory treatment of this group. This book showcases 36 stories and reflections from past, present, and future leaders, including the five previously published stories. They represent leaders holding different ideological values in various academic fields, positions, stages of careers, professional trajectories, generations, Chinese ethnic groups, and geographical locations. The Rise of Chinese American Leaders in U.S. Higher Education makes a valuable contribution to the body of literature that has assisted countless academic leaders in navigating their careers, bringing to the forefront a distinct group of academic leaders who have been underrepresented.Table of ContentsChapter 1. Building Community Partnerships and Strengthening Business Education.- Chapter 2. Leading Universities from a Social Justice Perspective.- Chapter 3. Diversity and Chinese American Leadership: A Contextual and Experiential Approach to Theories with Reality Checks.- Chapter 4. Ancient Wisdom for Modern Leadership.- Chapter 5. Building Leadership Capacity and Organizational Efficiency.- Chapter 6. Navigating Tradition and Transformation: Lessons Learned in Higher Education.- Chapter 7. Leading and Managing: My Experience Serving in Academic Leadership.- Chapter 8. The Presidential Quest from a First Generation Chinese American Academic.- Chapter 9. The Man Who Races Against Time.- Chapter 10. From Leading Others to Leading Yourself.- Chapter 11. Shared Governance in American Higher Education and Water-Like Servant Leadership in Daoist Psychology.- Chapter 12. A Humble Beginning to Higher Ed Leadership.- Chapter 13. Courage at the Intersection of Preparation and Opportunity.- Chapter 14. Data-Informed Decision-Making in Higher Education.- Chapter 15. Leading Research and Enhancing Scholarship: Fostering Interdisciplinary Collaborations and Faculty Diversity.- Chapter 16. To Lead, to Serve, and to Transform: From Law School Dean to University President.- Chapter 17. When You Were a Student at Harvard, Did You Dream of Becoming a Dean?.- Chapter 18. The Asian Way: Chia-Wei Woo and the Education of a University President.- Chapter 19. From Community Colleges to Four-Year Universities: My Experience Creating a Community Impact.- Chapter 20. Leading with Courage, Vision, Perseverance, Execution, and Impact.- Chapter 21. An Introvert Leading Higher Education in Academic Nursing and Healthcare.- Chapter 22. Starting from “Two Suitcases” — My Journey Leading Academic and Research Libraries in America.- Chapter 23. My Accidental Path to Leadership and What I Have Learned along the Way.- Chapter 24. High Expectations, Short Fuse: The “Intangibles” Facing an Asian American President.- Chapter 25. Everything My Asian Immigrant Parents Taught Me Turns Out to Be Wrong.- Chapter 26. Leading Climate Change Actions in Higher Education.- Chapter 27. Innovation and Community Dialogues.- Chapter 28. Leading with Passion, Purpose, and Perseverance.- Chapter 29. Internationalization Innovation: One SIO’s Journey as an Academic Entrepreneur.- Chapter 30. Advocating Users’ Needs through a Leadership Role in Research Libraries.- Chapter 31. Promotion of Bilateral Collaboration in Health Sciences between the US and China Against Various Global Health Challenges.- Chapter 32. Leadership – A Pathway from Surviving to Thriving.- Chapter 33. Journey to the “Dark Side”.- Chapter 34. Bobby Fong Remembered for His Many Contributions to Butler.- Chapter 35. C. L. Liu – A Leading Authority and Role Model in Sino-American Academia.- Chapter 36. Memories of Chang-Lin Tien.
£135.99
Springer International Publishing AG Public Education in Turbulent Times: Innovative
Book SynopsisPublic Education in Turbulent Times communicates a bold vision for the future of education, addressing the evolving purpose of American public education and the structural innovations schools are using to meet the needs of a rapidly transforming world. Highlighting key challenges that emerged during the immense economic and social disruptions of recent years, the book leverages case studies of four unique school districts where school communities overcame concerns high in the public consciousness – trauma, danger, economic inequality, and racial injustice. These obstacles have hampered efforts to reclaim lost learning opportunities that could define the educational experiences of a generation of students. If educators revert to business as usual, they risk dismissing essential lessons from resilient schools that thrived in the chaos of a global pandemic and its fallout. This book provides rich insights to refocus readers’ attention on achieving a more equitable and safe education system for the future.Table of ContentsPart I Looking Back to Look Ahead1. Introduction2. Giving Voice to the ChallengesPart II Stories of Education in Trying Times3. Education in a Time of Trauma: A Story of Resilience4. Education in a Time of Danger: A Story of Choice5. Education in a Time of Need: A Story of Community6. Education in a Time of Change: A Story of JusticePart III On Reimagining Education7. The Circle Model8. Reimagine Where Schools Fit: Purpose and Context9. Reimagine How Schools Work: Structures and Personnel10. Conclusion: Innovation and Inclusion
£23.74
Springer Nature Switzerland Designing Democratic Schools and Learning
Book Synopsis
£33.24
Springer International Publishing AG Leadership in New Working Environments
Book SynopsisThis book discusses the challenges that modern and flexible workplace concepts pose for managers. Drawing on a hybrid methodological approach that combines a literature review with practical lessons learned as a workplace change consultant, it offers managers concrete advice on how to lead in multi-space environments.
£26.99
Peter Lang AG, Internationaler Verlag der Wissenschaften Quality Assurance and Teacher Education:
Book SynopsisEnsuring quality in and through teaching and learning has become a fundamental global concern. Emanating from a colloquium on Quality Assurance and Teacher Education hosted by University College Dublin in 2010 and funded by the European Educational Research Association, this book interrogates how quality cultures can be fostered in the field of education. The volume brings together a series of background and case study chapters from leading scholars in the field of teacher education internationally.Trade ReviewThis is an outstanding collection of contemporary scholarship on one of the most challenging issues in school improvement today. The contributions are based on a comprehensive command of the available empirical literature and reflect a tenaciously honest and analytically nuanced interpretation of its implications for teachers and schools. It is must-reading for all educators and policy makers who want real and sustainable improvement of our schools for many years to come. (Dennis Shirley, Boston College, USA) This unique book offers a deep international look at the ideas and models of improving and maintaining the quality of teacher education. An invaluable book written by leading international teacher education scholars, it is compulsory reading for teacher educators and policymakers. (Pasi Sahlberg, Director General, Centre for International Mobility, Finland) This book helps to establish a shared understanding of what quality culture might actually mean. It does this through considering conceptual issues as well as a range of particular approaches from around the globe. It is to be hoped that policymakers, as well as researchers and teacher educators, will read the book carefully for the insights it provides about processes of reform. (Ian Menter, University of Oxford, UK)Table of ContentsContents: Hannele Niemi/Judith Harford/Brian Hudson: Introduction: From Quality Assurance to Quality Culture – Sheelagh Drudy: Professionalism, Performativity and Care: Whither Teacher Education for a Gendered Profession in Europe? – Kay Livingston: Quality in Teachers’ Professional Career-Long Development – Hannele Niemi/Stephen Kemmis: Communicative Evaluation for Improvement in Education – Bjorn Åstrand: Contemporary Challenges for Quality Assurance in Teacher Education: The Swedish Example - Do Central Inspections Impede Local Quality Cultures? – Sylvia Chong/Pauline Ho: A Systems Approach to Teacher Quality in Singapore – Linda Darling-Hammond: Quality Assurance in Teacher Education: An American Perspective – Hannele Niemi/Jari Lavonen: Evaluation for Improvements in Finnish Teacher Education – Janja Komljenovič/Pavel Zgaga: Quality Assurance in Slovenian Teacher Education: Between National Regulation and Internationalization – John Coolahan: Quality Assurance in Teacher Education in Ireland within an International Context – Judith Harford/Gerry MacRuairc: Shifting Models of School Evaluation in the Republic of Ireland – Brian Hudson/Teresa Moran: Quality Assurance Systems and Teacher Education Reform for the Twenty-First Century in Scotland.
£43.78
Peter Lang AG, Internationaler Verlag der Wissenschaften Diversification to a degree: An exploratory study
Book SynopsisThe higher education system in China has experienced a dramatic expansion in student numbers and has seen the mushrooming of several new types of degree-granting institutions. In a very short period of time, these new institutions have developed into a primary provider of higher education in China. Drawing on both quantitative and qualitative data, this book examines the diversity of the institutions and students’ experience at different higher education institutions (HEIs) in China. This work offers a complete review of the policy context and is unique in examining the relationship between institutional diversification and students’ experiences.Table of ContentsContents: Higher Education in China – Diversity in Higher Education – Student Experience in Higher Education.
£67.95
Peter Lang AG, Internationaler Verlag der Wissenschaften Teaching and Learning in the Arab World
Book SynopsisIn the Arab States, globalization and economic development have had a significant effect on education. Serious concerns have been expressed over the state of education in the Arab world. Even in the oil-rich Gulf States, with over 200 higher education institutions, education is problematic with a notable lack of emphasis on specialized science and innovative learning. The Gulf States are in a race to become ‘knowledge economies’ and, as a result, they are promoting educational reforms such as the application of bilingual education models and curricula adopted from the West. This book provides a collection of studies on the state of education in Arab countries with a special focus on the Arabian Gulf, where currently there is increased activity and investment in education. The book is composed of three major sections. The first section is a collection of nine papers on current practices and challenges in education in the Arab world. The second major section is devoted to the educational reforms that are being implemented in the Arabian Gulf. The third and final section is a collection of papers describing new approaches to teaching and learning in the Arab world.Table of ContentsContents: Abbad Alabbad/Christina Gitsaki: Attitudes toward Learning English: A Case Study of University Students in Saudi Arabia – Michael Fields: Learner Motivation and Strategy Use among University Students in the United Arab Emirates – Georgia Daleure: Factors Affecting Persistence in Post-Secondary Education: A Case Study of Emirati Males – Rana Raddawi: Teaching Critical Thinking Skills to Arab University Students – Lauren Stephenson/Barbara Harold: Emergent Leadership Development through Undergraduate Research in UAE Classrooms – Khawlah Ahmed: Casting Arabic Culture as the ‘Other’: Cultural Issues in the English Curriculum – Keith Kennetz/Melanie Van Den Hoven/Scott Parkman: Arab Student Attitudes towards Varieties of English – Ahmad Al-Issa/Aida Abou Eissa: Teachers’ Attitudes and Practices toward Providing Feedback on Arab EFL Students’ Writing – Jonathan Aubrey/Christine Coombe: An Investigation of Occupational Stressors and Coping Strategies Among EFL Teachers in the United Arab Emirates – Robin Dada: Teacher Leadership in the Arab Gulf: Expatriates and Arab Educators Mentor Each Other – Nettie Boivin: The Rush to Educate: A Discussion of the Elephant in the Room – Stephanie L. Knight/Atmane Ikhlef/Dawn Parker/Malatesha Joshi/Zohreh R. Eslami/Hissa M. Sadiq/Mubarka Al-Ahraf/Ahmad Al Saai: An Investigation of Math and Science Teaching and Learning in Qatari Independent Elementary Schools – Iqtidar Ali Shah/Neeta Baporikar: The Suitability of Imported Curricula for Learning in the Gulf States: An Oman Perspective – Mary Ellis/Anitha Devi Pillai/Ali Al Raba’i: Bilingual Academic Discourse Skills: A Pre-Service Teacher Training Program in Bahrain – Hala Al-Yamani: Drama as a Pedagogy in Arab Teacher Education Programs: Developing Constructivist Approaches to Teaching – Rida Blaik Hourani/Ibrahima Diallo/Aleya Said: Teaching in the Arabian Gulf: Arguments for the Deconstruction of the Current Educational Model – Mick King: Implementing Problem-Based Learning in the Gulf: A Case Study of Arab Students – Sabina Ostrowska: The Effect of Course Content on Student Motivation: A UAE Study – Melanie Gobert: Cultivating Phonological and Orthographic Awareness in Arab Learners of English – Katherine L. Hall: Teaching Composition and Rhetoric to Arab EFL Learners – Josephine O’Brien: Teaching English to Arab Learners: A Case for a Pedagogical Grammar.
£80.51
Peter Lang AG, Internationaler Verlag der Wissenschaften Primary Education in Ireland, 1897-1990:
Book SynopsisThis book critically examines the context, origins, development and implementation of successive primary school curricula in Ireland between 1897 and 1990. It focuses on three particular policy changes during the period: the Revised Programme of Instruction introduced in 1900, the curricular provisions implemented following the achievement of independence in the 1920s and the Primary School Curriculum of 1971. These three eras are distinctive by virtue of their philosophy of education, the content of the curriculum, the methodologies employed and the concept of the child inherent in the curriculum. The author analyses curricular changes within the complex web of wider educational and societal factors that influenced their devising and implementation. In this way, he locates curricular developments within the climate of thought from which these policies emerged. The philosophy and ideology underpinning successive curricula are examined, along with the successes and shortcomings of curriculum implementation in each period. This historical analysis of the evolution of the primary curriculum in Ireland has much to offer researchers and policymakers in the contemporary context, amid ongoing curriculum development.Trade Review«I strongly recommend this book to student teachers, serving teachers and senior citizen former teachers who, in the past, shed satchels of blood, sweat and tears implementing various curricula whilst secretly pondering if the more things change – the more they remain the same!» (Austin Corcoran, InTouch 132/2012)Table of ContentsContents: Societal and Educational Context for Curriculum Provision (1897-1921) – Planning and Content of the Revised Programme of Instruction (1900) – Development of the Revised Programme of Instruction (1900-21) – Societal and Educational Context for Curriculum Provision (1922-71) – Planning and Content of the Primary School Curriculum (1922-71) – Implementation of the Primary School Curriculum (1922-71) – Societal and Educational Context for Curriculum Provision (1971-90) – Planning and Content of the Primary School Curriculum (1971) – Implementation of the Primary School Curriculum (1971-90).
£41.49
Peter Lang AG, Internationaler Verlag der Wissenschaften Rethinking Learning Networks: Collaborative
Book SynopsisIn the face of today’s complex policy challenges, various forms of ‘joining-up’ – networking, collaborating, partnering – have become key responses. However, institutions often fail to take advantage of the full benefits that joining-up offers. In this book, the author draws on ethnographic research into learning networks in post compulsory education and training in the state of Victoria, Australia, to explore why this might be the case and presents an argument for rethinking how joining-up works in practice. Throughout the book, Deleuzian concepts are engaged to forge a ‘little complicating machine’, one that involves the reader in rethinking the limits and possibilities of collaborative agendas. The chapters draw on diverse disciplinary discourses to construct a conceptual journey that includes the rationale for collaborative agendas, the means by which we seek to understand and govern them, the possibilities of knowing them as ‘small worlds’, the role played in them by social capital, and the nature of network sociability they demand. Overall, the book aims to provoke new connections for the reader, and new ways of thinking about networks, collaboration and partnerships – ways of thinking that are in tune with the agenda itself.Table of ContentsContents: Prelude. The line of flight – Joining-up and the monstrous cosmos – A travel book for a network explorer – Policy, paradigms, puzzle-solving and potential – Lessons from the small world – Rethinking networks – Linking in the space of flows – Being monstrous: pragmatic guidelines to release potential – Coda. Touching the plane of consistency.
£44.96
Peter Lang AG, Internationaler Verlag der Wissenschaften Quality Assurance in Higher Education in Southern
Book SynopsisThis book attempts to explore the nature of quality assurance policies and practices in three universities in the Southern African region. It looks at how they were developed, the parties that were involved in the policy process, the implications of such processes for policy implementation, and institutional and contextual factors mediating quality assurance practices on the ground. The major aim of the book is to explore both enabling and constraining factors affecting quality enhancement in higher education in this region. The book is based on a set of case studies undertaken at the three universities. Although they share a relatively common geographical location, the universities have different contextual environments and are at different stages of quality assurance development.Table of ContentsContents: Quality assurance: policy or practice? – The interplay of globalisation, internationalisation and the state in quality assurance in higher education – The impact of economic stability on the performance of higher education – Societal expectations of the African University – Institutional legacies and the evolution of quality assurance – The changing nature of state-institution relationships within the African context.
£52.07
Peter Lang AG, Internationaler Verlag der Wissenschaften Developing Emotionally Intelligent Leadership in
Book SynopsisIt is widely accepted that the success of higher education institutions is dependent on effective competent leaders and leadership. There is also growing evidence to support the proposition that emotional intelligence is strongly linked to effective leadership in the higher education setting. Additionally, the premise that emotional intelligence can influence an individual’s job satisfaction is well supported. This book details the findings from an explicit examination of the relevance and interrelationships between emotional intelligence, leadership practice and job satisfaction in a higher education context. A mixed mode case study approach comprising eleven cases was used to investigate four research questions. Qualitative and quantitative data was collected through interviews, surveys and a parametric test designed to assess individuals’ emotional intelligence. Twelve emotional intelligence capabilities articulating the relevance of emotional intelligence for effective leadership in higher education is presented as is a model illustrating the specific elements and interelationships between job satisfaction, emotional intelligence and effective leadership. Finally, a framework for developing emotionally intelligent leadership capacity in higher education is outlined.Table of ContentsContents: Review of emotional intelligence, job satisfaction and leadership in higher education literature – Research design and methodological approach adopted in this leadership investigation – Findings from the eleven case studies in this research investigation – Analysis of the research findings – Discussion of the results and issues eventuating from this research investigation – List of emotional intelligence capabilities for effective leadership in higher education – A framework for developing emotionally intelligent leadership – A model illustrating the interrelationships between job satisfaction, emotional intelligence and effective leadership in higher education.
£54.45
Peter Lang AG, Internationaler Verlag der Wissenschaften The Challenges of Policy Transfer in Vocational
Book SynopsisIn the context of renewed global interest in the development of vocational skills, policy makers in many countries as well as representatives of technical organisations often hope to reform existing training systems by borrowing models and policies that seem to work elsewhere. One of these prominent models is that of ‘National Qualifications Framework’, the use of which now spans the entire globe. On a much smaller scale, the ‘Dual Model’ of vocational training – a systematic combination of school and workplace-based learning that is common in a number of countries in Western Europe – has also gained attention in international cooperation. Bringing together contributions from authors involved in both the theory and practice of vocational skills training development, this volume analyses the challenges that are tied to the transfer of these two dominant models in the context of international cooperation, sheds light on how they are being implemented, and discusses alternatives to the standard approaches to policy transfer.Table of ContentsContents: Markus Maurer/Philipp Gonon: The challenges of policy transfer in vocational skills development: An introduction – Kenneth King: Skills, competencies, and knowledge in international translation and cooperation – Michel Carton: What do we need for vocational skills development: Data, consultancy or research? All of them! – Stephanie Allais: National qualifications frameworks and apprenticeships: Promises, premises, pitfalls – Madhu Singh: The work of UNESCO Institute for Lifelong Learning (UIL) in strengthening lifelong learning through. National Qualifications Frameworks (NQFs) – Poorna Kanta Adhikary: Youth skill development in Nepal: An approach to human security and sustainable peace – Markus Maurer: The revolutionary scope of qualifications frameworks and their limitations on the ground: Reflections on the model used in development cooperation and its implementation in Sri Lanka – Salim Akoojee: Promises unfulfilled and (still) counting casualties: Embedded interests and the NQF in South Africa – Rashmi Agrawal: The Indian approach to skill certification – Matthias Jäger: Meandering through policy development: Observations on vocational education and training in Albania – Philipp Gonon: Development cooperation in the field of vocational education and training - The dual system as a global role model? – Reinhard Stockmann: The transfer of dual vocational training: Experiences from German development cooperation – Rudolf Batliner: Adapting the dual system of vocational education and training – Stefan Wolf: The ‘need’ approach for curriculum development in the TVET cooperation with developing countries - CBET meets work-process oriented curriculum design – Siroco Messerli: Result-based payment systems in vocational skills development – Christopher Winch: Are the dual system and qualifications frameworks compatible with each other?
£79.06
Peter Lang AG, Internationaler Verlag der Wissenschaften Resilient Universities: Confronting Changes in a
Book SynopsisResilience is ostensibly acknowledged as a cross-disciplinary issue, yet resilience analysis has seldom been applied to the understanding of universities and the academic world. The contributions to this volume aim to fill this gap through the presentation of both theoretical and empirical studies. The book’s title reflects the desire to extend the debate in new directions and to assemble a fresh set of models and tools for thinking about resilient universities. Bringing together a range of experts in the field, this collection marks a novel departure within the social sciences and is intended to act as a first step towards establishing a holistic approach to future university governance and adaptation. Today’s European universities are confronted by profound changes. This book constitutes an accessibly written, polemical and bold exploration of how current crises facing higher education institutions could be more effectively addressed by institutional resilience and new forms of adaptive, future oriented governance.Table of ContentsContents: Jan Erik Karlsen/Rosalind M. O. Pritchard: Resilience - The Ability to Adapt – Jan Erik Karlsen: Reframing University Adaptation – Ellen Hazelkorn: Higher Education’s Future: A New Global Order? – Jouni Kekäle: Megatrends Affecting Resilient Universities in Europe – Rosalind M. O. Pritchard: Higher Education in a Competitive World: The New British Regime – Stig A. Selmer-Anderssen – Robustness in Organized Anarchies: Efficient Composting in the Organizational Garbage Cans? – Lise Degn: Making Sense of Management: A Study of Department Heads’ Sensemaking Processes in a Changing Environment – Celia Whitchurch/George Gordon: Universities Responding to Change: Implications for Roles and Staffing Practices – Maria Hinfelaar/Michael O’Connell: Shall We Dance? Dynamic Collaborations, Alliances and Mergers in the Shifting Irish Higher Education Landscape – Pål Bakken/Ingrid Storm: Academic Drift and Diversity: Institutional Dynamics in Norwegian Higher Education – Matthias Klumpp: Higher Education Efficiency: Questions, Methods, Results and Implications – Carmen Pérez-Esparrells/Eva M. Torre: Fundraising in European Higher Education Institutions: A Strategy for University Enhancement – Jan Erik Karlsen: Backcasting European University Governance 2042+ – Gudmund Hernes: Super-Resilient Organizations.
£61.56
Peter Lang AG, Internationaler Verlag der Wissenschaften Gender and Leadership in Education: Women
Book SynopsisThe under-representation of women in leadership positions in educational settings is a widely acknowledged, complex phenomenon that seems to persist, despite the fact that teaching as a profession is dominated by women. Over recent decades, scholars have investigated the factors contributing towards this under-representation, with a particular focus on the personal, organisational and social/cultural levels. This volume has been compiled in honour of Marianne Coleman, Emeritus Reader in Educational Leadership and Management at the Institute of Education, University College London. She is widely regarded as one of the most significant scholars globally in the field of gender and educational leadership, forging the research agenda and mentoring some of the scholars who contribute essays here. Amongst the key questions the book asks are: Why does society continue to accept male leaders as the norm? What barriers do women who seek leadership positions face? What supports do women require in order to encourage them to pursue leadership positions? How do women working in leadership positions conceive of their role as leaders? How might women’s educational leadership be best supported at an institutional level?Table of ContentsContents: Kay Fuller/Judith Harford: A Festschrift for Marianne Coleman – Izhar Oplatka: The Research on Gender in the Field of Educational Management: A Journals-Based Historical Overview of an Area of Study – Jacky Lumby: Culture and Otherness in Gender Studies: Building on Marianne Coleman’s Work – Victoria Showunmi: Diversity and Education in England – Joan Smith: Motherhood and Women Teachers’ Career Decisions: A Constant Battle – Kay Fuller: Headteacher Preparation: An Account of One Woman Headteacher’s Supportive Practices – Mary Cunneen/Judith Harford: Gender Matters: Women’s Experience of the Route to Principalship in Ireland – Jill Sperandio/Jennifer Polinchock: Roads Less Travelled: Female Elementary School Principals Aspiring to the School District Superintendency – Tanya Fitzgerald: Venturing into the Habitat of the Powerful: Women Leaders in Higher Education – Margaret Grogan/Klara Wahlster: In Books, on the Screen, and in Games: Leadership and Gender Stereotypes Shape Images of Young Women Leaders – Pontso Moorosi: Patriarchal Bargain for African Women in Leadership: Deal or No Deal? – Helen Sobehart: Weaving the Fabric of Legacy: An Epilogue.
£72.09
Peter Lang AG, Internationaler Verlag der Wissenschaften Schulentwicklung: Bildungspolitische
Book SynopsisDie hier durchgeführte Querschnittsstudie evaluiert erstmalig, ob Schulen sich erfolgreich eigenständig wie bildungspolitisch gefordert , in sogenannte problemlösende Organisationseinheiten transformieren können, um ihren Unterricht im Rahmen der Schulentwicklung kontinuierlich weiterzuentwickeln. Die Ergebnisse dieser Studie stellen hierbei vor allem die Nachhaltigkeit von Schulentwicklung in Frage, da weder die Lehrpersonen noch Schulleitungsmitglieder an den evaluierten Berufsfachschulen der Meinung waren, dass Schulentwicklung den Unterricht und die beruflichen Fähigkeiten der Einzellehrperson überhaupt beeinflusst. Begründet liegt dieses Ergebnis u.a. in der von den Schulen vorgenommenen Implementierungsstrategie. So wird das Lehrerkollegium allgemein zu wenig in Entscheidungsprozesse involviert und beispielsweise nur unzureichend über den Zielerreichungsgrad und Maßnahmen abgeschlossener Schulentwicklungsprojekte informiert.
£58.10
Peter Lang AG, Internationaler Verlag der Wissenschaften The End of a University
Book SynopsisThis book explores the evolution of the university, moving from its classical focus on Bildung and its symbolic association with ruins, to the contemporary struggle to define the role of values in shaping society through education and research. Education and research are presented as crucial phenomena for societal development, while individualism is highlighted as a key factor in understanding the interaction between society and the surrounding world. We briefly examine the international and multidisciplinary nature of modern education and research, emphasizing the influence of technological progress on their aims and practices. By linking educational philosophies from various cultural epistemes, this book reviews contributions from Johann Heinrich Pestalozzi (Swiss educational reformer), Friedrich Froebel (German educational reformer), John Dewey (American pragmatist), Miguel de Unamuno and Ortega y Gasset (Spanish intellectuals), Paul Natorp (neo-Kantian pedagogue), Maria Montessori (creator of the Montessori method), Jean Piaget (who connected epistemology with psychology), and Bertrand Russell (British philosopher and educator). The book contextualizes the role of social factors in shaping education>al practices across cultural contexts. Foundational ideas from Rousseau, Kant, and Hegel are discussed, along with contributions by Natorp and Herbart to social pedagogy and individual ethics. Subsequent sections delve into three core areas: ethical issues in education, the conceptualization of education as a value, and the influence of modern technologies on educational practices. The chapter on research pro>vides a historical overview of how science has been integrated into universities in the West and developed externally in the East. It examines ethical issues in research, positions research as a value, and evaluates the transformative role of modern technologies in scientific inquiry. The discussion transitions to the modern university, tracing its historical mission and organizational models through the perspectives of Vernadsky, Ortega y Gasset, and Russell. Topics such as academic citizenship and the significance of public health research are explored as integral to contemporary university functions. The book also investigates the impact of technological progress on education and research, emphasizing the pivotal role of university-driven public health research. The following chapter, Case Study: Teaching and Research in Georgia, examines authors' experience with the organization and management of teaching and research in Georgian universities. This case study highlights the challenges faced by universities in a rapidly changing world and reflects on how classical approaches to education and research can be transformed when these institutions become both products of mass consumption and centers of excellence. Georgian universities offer a lens to understand current dynamics and envision the near future of academic life. The final chapter, Human Happiness, explores the concept of happiness through an educational lens. It investigates how education can cultivate a unique sense of fulfillmenta form of pleasure that, while akin to others, is distinct in its reliance on intellectual and personal growth facilitated by learning.
£26.60
Springer Basel Vom Lösen Mathematischer Aufgaben: Einsicht und
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£36.79
De Gruyter The Challenge to Academic Freedom in Hungary: A
Book SynopsisThe Challenge to Academic Freedom in Hungary: A Case Study in Culture War, Authoritarianism and Resistance presents a case study as to how an authoritarian regime like the one in Hungary seeks to tame academic freedom. Andrew Ryder probes the reasons for ideological conflict within the academy through concepts like ‘culture war’ and authoritarian populism. He explores how the Orbán administration has introduced a series of reforms leading to limitations being placed on the Hungarian Academy of Sciences, Gender Studies no longer being recognized by the State, the relocation of the Central European University because of government pressure and new reforms that ostensibly appear to give universities autonomy but critics assert are in fact changes that will lead to cronyism and pro-government interference in academic freedom.
£81.00
De Gruyter Die Schulräume – die Nebenanlagen
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£80.00
de Gruyter Lernwelt Schule
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£84.96
Kohlhammer Notfall Schulersuizid: Risikofaktoren -
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£31.19
Kohlhammer Adhs Und Schule: Grundlagen,
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£35.40
Kohlhammer Schulentwicklung Gestalten: Theorie Und Praxis
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£29.75
Kohlhammer Organisationspadagogik: Eine Einfuhrung
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£30.60
