Educational strategies and policy Books
Emerald Publishing Limited Management and Administration of Higher Education
Book SynopsisAs a new model of growth and development comes into force, higher education institutions (HEI) worldwide have to adapt and respond to a constantly changing environment. Politics, economics, advances in technology and the resultant societal change create a number of opportunities and challenges that HEI’ administrators have to address on a daily basis. This volume offers practice-driven accounts of how HEI successfully embrace these challenges and opportunities. The experts and practitioners contributing to this volume reveal a complex reality of HEI today. The book links the debate on education to topical issues in politics, society and economy, including questions of technological progress, social responsibility, sustainability, well-being and, broadly understood, resilience. The authors emphasise the importance of the role of the university in supporting new models of growth by ensuring that the institutions strive towards inclusive education for all. Topics examined in this timely book include university social responsibility, emerging technologies in Higher Education and digital games-based learning and organizational innovation, in a range of international contexts. Given its practice-drive approach, this book will be invaluable for researchers, administrators and leaders in higher education management.Table of Contents1. Introduction: Emerging Technologies and Higher Education: Management and Administration in Focus; Anna Visvizi, Miltiadis D. Lytras and Akila Saritete 2. How Can Higher Education Institutions (HEI’s) Engender Enterprising Behaviour from within Under-represented Communities? Emma O’Brien and Thomas Cooney 3. From Content- to Competence-oriented Design of HE Curricula: Leadership in Times of Transition; Àngels Fitó-Bertran and Mª Jesús Martínez-Argüelles 4. University Social Responsibility from the Industrial Value Creation Program Perspective; Ying-Jiun Hsieh, Yenchun Jim Wu, Lan-Ying Huan and Chia-Fen Chang 5. Four Obstacles to Improving the Quality of University Education: The Case of Hungary; Peter Mihályi 6. A Happy Dean's Office: But Is There One? The Case of Polish HEIs; Katarzyna Górak-Sosnowska and Ewa Wiśniewska 7. Thriving in Higher Education: Creating the New Normal Through Resilience; Jennifer Moss Breen 8. Innovation in the Quality Life Cycle of Higher Education Institutions: The Case of Effat University; Haifa R. Jamal Al-lail and Eman A. A. Mohamed 9. Entrepreneurial University and Organizational Innovation: The Case of Arabian Gulf University, Bahrain Odeh Al-Jayyousi, Adel Al-Alawi, Soud Al-Mahamid and Afaf Bugawa 10. Challenges and Opportunities in the Digital Transformation of the Higher Education Institutions: The Case of Mexico; Miguel Torres-Ruiz and Marco Moreno-Ibarra 11. Transitioning to Digital Games-based Learning: The Case of Scottish Universities; Aishah Abdul Razak, Mohamad Izani Zainal Abidin and Thomas M. Connolly 12. Managing Student Engagement at HEI: The Case of CURPA; Marco Spruit and Patrick Joosten 13. By Means of Conclusion: ICT at the Service of Higher Education in a Transforming World; Anna Visvizi, Miltiadis D. Lytras and Akila Saritete
£62.04
IGI Global Examining an Operational Approach to Teaching
Book SynopsisSeveral years ago, there began a consideration of the inadequacy of a traditional approach to teaching mathematics. Many teachers and perhaps a majority of the students often realize something is wrong with these methods and report a lack of enthusiasm in dealing with the discipline. Many teachers think that certain established habits have a serious pedagogical basis, and therefore, it is difficult to question them. In addition, perhaps, there is also a certain fear in imagining and experimenting with new ways. Unfortunately, the excessive use of examples and abstract formulations with exclusive reference to algebraic language distances the student from the pleasure of the discipline. Mathematics, on the other hand, requires attention and concentration, but the understanding of its meaning gives rise to interest, pleasure to discover, and promotes deep learning. This is where studying probability from an operational approach has gained much traction. The most interesting aspect is the use of a very artisanal approach, starting with objects that students can, in part, find in their daily lives. Trying to identify objects and situations that speak of ""different mathematics,"" embodied in everyday life, may offer more possibilities to deal with the mathematical illiteracy that seems to afflict a large part of our society. Examining an Operational Approach to Teaching Probability focuses on probability examined from an educational point of view and the implementation of a very concrete operational approach in the classroom. Two main pillars are examined within this book: concrete objects and IT tools used to perform simulations for probability teaching. Each chapter is devoted to an essential concept related to probability and covers the operational approach all the way from its historical development to types of probability studies, different teaching methods within the approach, and the theories surrounding it. This book is ideal for pre-service and in-service teachers looking for nontraditional approaches in teaching along with instructional designers, curricula developers, practitioners, researchers, academicians, and students interested in learning more about operational research and the use of objects to introduce probabilistic concepts in a new method of teaching.
£155.80
UCL Press Delhi's Education Revolution: Teachers, Agency
Book Synopsis
£18.00
Emerald Publishing Limited Researching Practices Across and Within Diverse
Book SynopsisResearching Practices Across and Within Diverse Educational Sites explores the role of educational research in uncertain, risky times. Researching practices and their consequences transpire unpredictably, depending on how we set about to understand these practices. The authors consider the unknowns in research action, and what promises researchers can keep to their communities as they embark on research action together. The authors examine how researching practices come to be constituted within and across cultural sites through consideration of the onto-epistemological bases of research action, broadly understood as “doing, through knowing and being”. Theoretical arguments and empirical examples of the in-situ development of research practices in Australia, Canada, Finland and Norway are provided, arising from reflection upon and dialogue about researching practices with particular groups. Within each chapter, the authors reflect on how knowledge production is influenced by how they go about their researching practices and who or what they regard as knowledge holders. These examples enable readers to reflect on their researching practices in different educational settings.Table of ContentsForeword; Stephen Kemmis Chapter 1. Onto-Epistemological and Axiological Considerations for Researching Practices; Susan Whatman, Jane Wilkinson, Mervi Kaukko, Gørill Warvik Vedeler, Levon Ellen Blue, and Kristin Elaine Reimer Chapter 2. Challenging Ontological and Epistemological Assumptions of Researching: A Practice Architectures Approach; Mervi Kaukko and Jane Wilkinson Chapter 3. A Site Ontological Approach to Researching with Children and Youth of Refugee Background; Mervi Kaukko and Jane Wilkinson Chapter 4. Facilitating Dialogues of Discovery; Gørill Warvik Vedeler and Kristin Elaine Reimer Chapter 5. Indigenist Research Practices to Support Indigenous Pre-Service Teaching Praxis; Susan Whatman and Juliana McLaughlin Chapter 6. Trust Settlement Agreement Practices in First Nation Communities; Levon Ellen Blue Chapter 7. Indigenous Small Business Owners: Exploring the Practice of Support; Levon Ellen Blue, Doug Hunt, Kerry Bodle, Lorelle Frazer, Mark Brimble, and Scott Weaven Chapter 8. Concluding Thoughts on Methodological Resources and Research Challenges in Diverse Educational Sites; Susan Whatman, Jane Wilkinson, Mervi Kaukko, Gørill Warvik Vedeler, Levon Ellen Blue, and Kristin Elaine Reimer
£56.25
Emerald Publishing Limited Higher Education in Southeast Asia
Book SynopsisThere is rising interest paid to how higher education is developing across Asia. This timely volume provides readers with a comprehensive account of the higher education systems in one of the most compact regions in the world.The chapters examine ten country case studies grouped in diverse socioeconomic, cultural, and political ecologies. From the and wealthy state of Singapore to mid-economies and multi-ethnic Malaysia, Philippines, and Vietnam, to the most populous Muslim country in the world, Indonesia. Post-conflict states include Cambodia and Timor- Leste; the non-colonial Thailand and recently government-reformed Myanmar; to the socialist state and sole landlocked country in the region, Lao PDR. The authors delve into the role of higher education for broader development and discuss issues relating to the higher education in each country, such as: quality, access, and equity; the roles of globalisation and internationalisation in higher education; governance; sustainable
£76.00
Emerald Publishing Limited From Access to Engagement and Beyond
Book SynopsisThis collection reveals a recurring theme in the author’s work over almost three decades: that the preoccupation in policy, commentary, research and practice with who gets into higher education has led to a corresponding failure to cast a critical eye over what, where and when they get the higher education offer. It seems that potential students are expected to fit-in with HE culture, rather than think about how HE might change to fit-in with them. On offer is a collection of the author’s works, spanning much of his professional working life, covering issues relevant to widening access to success in higher education and for a wide-ranging audience. Some chapters offer conference speeches and keynotes; others are blogs or chapters in books. One is even a speech to an audience from the UK House of Lords delivered originally within the Parliament precincts. Together they paint a picture of the prevailing issues and concerns of the widening access agenda over twenty-five years. A recurring call throughout is the need for greater international collaboration, a need that has indeed grown in importance as the conversation on widening access and success has progressed. Some would say that this is due, in no small measure, to the work of this critical thinker and practitioner.Table of ContentsForeword; Liz Thomas Chapter 1. Ethnicity and Equal Opportunity in Higher Education in the 1990’s: From Access to Pedagogy Chapter 2. Learning Communities and Tertiary Education Chapter 3. Diversity, Inclusion, and the Transforming Student Experience Chapter 4. From Access to Engagement Chapter 5. “Too Busy to Come”: What Future for Widening Participation?’ Chapter 6. UK Launch of the European Access Network EAN World Congress on Access to Post-Secondary Education (2013) Chapter 7. Supporting Student Success: Making Excellence Inclusive Chapter 8. Same but Different Chapter 9. Reflections on the Future of Social Mobility Chapter 10. Access and Disability Chapter 11. Change is Gonna Come Chapter 12. Where have we been? Where are we going?
£999.99
Emerald Publishing Limited Drawn to the Flame: Teachers’ Stories of Burnout
Book SynopsisTeacher attrition and burnout have been researched in school districts all over the country for several decades. Characterised by physical and psychological exhaustion, cynicism (as an interpersonal and emotional indication of built-up aggression), and a sense of helplessness and low self-efficacy, burnout can lead to anxiety, depression, diminished job performance, absenteeism, and attrition. Drawn to the Flame investigates incidences of burnout and burnout avoidance among educators in both K-12 and higher education spheres during the COVID-19 pandemic – a period that saw an intensification and increased frequency of polarizing sociocultural and socio-political conditions, resulting in psychosocial and emotional strain among those invested in education. Through narrative inquiry, the chapters present the stories of teachers in a variety of settings (e.g. urban, suburban, rural) and sociological conditions (economic, racial, sex/gender), who experienced first-hand the impact of the pandemic and the chaotic transition to remote learning, the impact of the U.S. Immigration and Customs Enforcement (ICE) and racial strife, on students and curricular planning processes.Table of ContentsForeword; Cheryl J. Craig Introduction: The Burning Out of Teachers and Administrators in Public Education; Erin A. Singer, Matthew J. Etchells, and Cheryl J. Craig Chapter 1. Radically Healing or Burned Out: Experiences among Black Teachers; John A. Williams III, Maiya Turner, Alexes Terry, DaJuana C. Fontenot, and Sonyia C. Richardson Chapter 2. A Narrative Inquiry Investigating Teacher Burnout at a Bronx New York Middle School in 2020; Peter Scaramuzzo, Julia E. Calabrese, and Cheryl. J. Craig Chapter 3. Leaving So Soon? Reality Shock Among Novice Teachers; Karen McIntush and Karla Garza Chapter 4. Not Picture Perfect: The Storied Lives of Art Teachers in Urban America; Lobat Asadi Chapter 5. Resilience and Persistence in the Face of Burnout; Erin A. Singer, Natasha Epps, and Margaret DeJesus Chapter 6. Who Wants to be a Teacher in the Face of These Anti-queer Laws?" Burnout Perspective from a Gay Educator; Michael Bartone Chapter 7. Parallel Stories of Publicly Imagined and Personally Lived PE Teacher Identity Reconstruction in the Time of COVID-19; HyeSeung Lee Chapter 8. Multilevel Approaches to Mitigate Burnout in Education; Eleanor Su-Keene Chapter 9. Analyzing Teacher Burnout Through Principal Leadership Behaviors; Elsa Villarreal Chapter 10. Chocolates or Tissues: Mitigating Momentary Burnout; Christopher Benedetti Chapter 11. Identity Flux: Educator Narratives in the Face of Burnout; Jordan Donop, Tamra Walderon, and Matthew J. Etchells Chapter 12. When Passion Isn’t Enough; Deja Bailey and Matthew J. Etchells Final Thoughts; Erin A. Singer, Matthew J. Etchells, and Cheryl J. Craig Afterword; Cheryl J. Craig
£63.75
Emerald Publishing Limited Higher Education for the Sustainable Development
Book SynopsisThe Global North and Global South are in different stages of the journeys towards a sustainable future. The Global North is focusing on cutting carbon emissions and discussing “de-growth”, whilst large parts of the Global South are still struggling to move out of poverty, increasing their carbon emissions in many places. This division must be addressed through education, understanding the division and providing possible solutions. Higher Education Institutions (HEI) should take on a leadership role in shaping young minds through education and research to foster an enhanced perception of the variances in sustainability approaches of the Global North and Global South. Presenting chapters from an international set of contributors, this collection provides practical insights that inform practice, focusing on two themes: the design of HEI curricula; and a specific focus on Global North and Global South divide in addressing social and political differences, and the role that HEIs can play in addressing the divide. Higher Education for the Sustainable Development Goals is a must read for policymakers and researchers, learners, and management teams at HEIs.Trade ReviewHEIs are in a position to address Sustainable Development Goals and contribute to bridging the Global North and South. Access to quality education means empowering individuals with the knowledge, skills, and critical thinking abilities required to contribute both towards socio-economic development and to solving the significant global challenges we all currently face. Kudos to the editors of this book for seizing the opportunity to address key topics in this area. -- Prof David Lefevre, Professor of Practice in Management and Entrepreneurship, Imperial College, London, UKThis book's unique focus on Global North and Global South perspectives on the role that HEIs can play in addressing the Sustainable Development Goals makes it a must read for both policymakers and researchers. -- Prof Melissa S. Fisher, Cultural Anthropologist Visiting Scholar, NYU Institute for Public KnowledgeHuman activity has placed significant pressure on our planet’s resources, yet HEIs have failed to successfully harness our intellectual capacity to ensure a habitable future. HEI’s should play a pivotal role in helping create a future in which socioeconomic prosperity is shared across the globe on a healthy and sustainable planet. This can be achieved through innovation and the exploration of more just and sustainable futures. In this context, an evolution of HEI’s must occur bridging existing gaps between the Global North and South. A new formulation of HEI's must be designed to substantially contribute to this global mission and by accelerating innovation and producing much larger research, teaching, and real-world impact in critical areas that meet the urgent human and planetary crises now and into the future. This book enables a solid foundation for starting to address these critical issues. -- Prof Eusebio Scornavacca, Director & Professor of Innovation Policy - School for the Future of Innovation in Society, College of Global Futures; and Professor of Global Digital Innovation - Thunderbird School of Global Management, Arizona State University, USATable of ContentsForeword; Mariam Kakkar Chapter 1. Research from the Global North and South on HEIs as a driver for SDGs; Payal Kumar, Leonardo Caporarello, and Anirudh Agrawal Theme one: GLOBAL HIGHER EDUCATION LANDSCAPE Chapter 2. How do higher education institutions manage biodiversity? Exploring the current state from universities in Global North and South; Remmer Sassen, Leyla Azizi, Ting-Yu Lin, Yu-Shan Lin, and Stella-Maria Yerokhin Chapter 3. Higher education and sustainable development: A literature analysis and conceptual overview; Elia Pizzolitto, Stefano Za, and Gianluca Antonucci Chapter 4. Higher education for sustainable development goals: Bridging the Global North and South; Rajeshwari Krishnamurthy and Garima Sahay Chapter 5. Higher education institutions as partners in multi-sector collaborative initiatives for integration of SDGs in tourism; Bengi Ertuna, Maria Dolores Alvarez, and Burcin Kalabay Hatipoglu Chapter 6. The role of shared leadership in realizing SDGs: An exploration of intra-country collaborative work between HEIs and public policy groups in Zambia; Chitalu Kabwe, Christine Phiri-Mushibwe, and Smita Tripathi Theme two: RETHINKING CURRICULUM AND LEARNING Chapter 7. Building sustainability leadership: Rethinking curriculum design and the role of the faculty; James Hunt, Lucy Turner, Scott N.Taylor and Danna Greenberg Chapter 8. Skill Integration in Higher Education: Curriculum for Sustainability; Supriya Pattanayak and Chhayabrita Maji Chapter 9. Experiential learning about sustainable development and the SDGs: Features, challenges, and experiences of a modular course in business education; André Martinuzzi, Angelo Spörk and Susanne Martinuzzi Chapter 10. Understanding the mediating role of peer feedback on team-based learning and career planning skills; Asad Abbas, Hossein Haruna, Anil Yasin Ar, and Danica Radovanović
£999.99
Emerald Publishing Limited Teacher Professionalism from the Margins
£67.50
Emerald Publishing Limited Approaches to Teaching and Teacher Education:
Book SynopsisThis volume contains an Open Access Chapter Research on teacher education and classroom teaching has evolved significantly in recent decades, with more research taking an international or intersectional lens. The International Study Association on Teachers and Teaching (ISATT) has moved with the field, beginning as a predominantly white European and North American organization in 1983, it now has active membership from more than 60 countries across the globe. The ISATT 40th Anniversary Yearbook, presented over three volumes, reflects this growth through celebrating the contributions of ISATT members over time and offering current scholarly research to inform current and future teacher education and teaching. Bringing together top research from the Finnish Educational Research Association (FERA) and Taylor & Francis published over the past 10 years, plus cutting-edge new chapters, Approaches to Teaching and Teacher Education explores established and innovative approaches to teaching and teacher support. The chapters explore teacher development, identity, morals, ethics and politics and teaching and teacher education with vulnerable and marginalized populations. All three volumes that make up the ISATT 40th Anniversary Yearbook offer invaluable insights for teacher educators and educational researchers the world over, offering international perspectives from North America, Europe, South America, Asia, Africa, and Australasia.Table of ContentsSection 1. Tributes Chapter 1. Tribute to Joost Lowyck; Jan Broeckmans Chapter 2. Tribute to Tom Russell; Andrea K. Martin Chapter 3. Tribute to Freema Elbaz-Luwisch; Cheryl J. Craig Chapter 4. Tribute to Stefinee Pinnegar; Melissa Newberry, Mary Rice, and Ramona Cutri Chapter 5. Tribute to Cosimo Laneve; Loredana Perla Section 2. Teaching Section Chapter 6. Introduction; Laura Sara Agrati Chapter 7. Teacher Identity: Strong and Soft Conceptions; Khalil Gholami and Sonia Faraji Chapter 8. Ethics, Moral, and Politics in Teachers’ Virtuous Pedagogical Practice; Jukka Husu and Auli Toom Chapter 9. Teacher Professional Development: Re-visiting Critical Issues; Beatrice Ávalos Chapter 10. The Role of Teacher Professional Standards for Initial Teacher Education and Continuous Professional Development: The Case of Estonia; Äli Leijen, Margus Pedaste, and Natalia Edisherashvili Chapter 11. Should I Stay or Should I Go?’: Unpacking Teacher Attrition/Retention as an Educational Issue; Geert Kelchtermans Chapter 12. Curriculum Design and Teaching; Loredana Perla, Laura Sara Agrati, and Viviana Vinci Chapter 13. Emotion and School Update: Tensions and Provocations; Melissa Newberry and Phil Riley Chapter 14. The Classroom in Turmoil: Teachers’ Perspective on Unplanned Controversial Issues in the Classroom; Charlot Cassar, Ida Oosterheert, and Paulien C. Meijer OPEN ACCESS Section 3. Education and Teacher Education with Marginalized Populations Chapter 15. Introduction; Ruth G. Kane Chapter 16. Preparing Teachers to Teach Students from Marginalized Communities; Manpreet Kaur and Balwant Singh Chapter 17. Stirring the Embers of Inuit Teacher Education: Learning from the Past to Build a Better Future; Kathy Snow Chapter 18. The Art and Design of Belonging: Lessons in Bicultural Teacher Education in Aotearoa, New Zealand; Tracy Dayman Chapter 19. Ethical Relationality as Resistance: Experiences of an Iskwew; Keri Cheechoo Chapter 20. The Disclosure of Roma Pupils’ Learning Experiences Via Future Literacy Approaches. The Case of a Supportive Education Program in the Region of Thessaly in Greece; Alexandra Stavrianoudaki, Christos Govaris, Kostas Magos, Eleni Gana, Stavroula Kaldi, and Charoula Stahopoulou
£72.20
Emerald Publishing Limited Teaching and Teacher Education in International
Book SynopsisResearch on teacher education and classroom teaching has evolved significantly in recent decades, with more research taking an international or intersectional lens. The International Study Association on Teachers and Teaching (ISATT) has moved with the field, beginning as a predominantly white European and North American organization in 1983, it now has active membership from more than 60 countries across the globe. The ISATT 40th Anniversary Yearbook, presented over three volumes, reflects this growth through celebrating the contributions of ISATT members over time and offering current scholarly research to inform current and future teacher education and teaching. Bringing together top research from Emerald, Elsevier and Taylor & Francis published over the past 10 years, plus cutting-edge new chapters, Teaching and Teacher Education in International Contexts explores the growing global scope of research on teaching. The sections investigate the history of ISATT; teacher education reform; school reform and support structures; partnerships; and preparing teacher educators. All three volumes that make up the ISATT 40th Anniversary Yearbook offer invaluable insights for teacher educators and educational researchers the world over, offering international perspectives from North America, Europe, South America, Asia, Africa, and Australasia.Table of ContentsSection 1. Tributes Chapter 1. Tribute to John Loughran; Amanda Berry Chapter 2. Tribute to Jean Clandinin; Eliza Pinnegar and Cheryl J. Craig Chapter 3. Tribute to Geert Kelchtermans; Maria Assunção Flores and Lily Orland-Barak Chapter 4. Tribute to Theo Wubbels; Luce Claessens and Tim Mainhard Chapter 5. Tribute to Christopher Day; Maria Assunção Flores Chapter 6. Tribute to Judith Warren Little; Rebecca Cheung Section 2. Teacher Education Reform Chapter 7. Introduction; Diane Yendol-Hoppey Chapter 8. Tensions and Paradoxes in Teaching: Implications for Teacher Education; Miriam Ben-Peretz and Maria Assunção Flores Chapter 9. Teacher Education Reforms in Kenya: The Past, the Present, and Mapping the Future; Samuel Ouma Oyoo Chapter 10. Teacher Education Reform in Scotland; Margery McMahon Chapter 11. Teacher Education Reform in the United States: Colliding Forces?; Diane Yendol-Hoppey, Madalina Tanase, and Jennifer Jacobs Chapter 12. Innovative Research Training in Higher Education for LSP Teachers: From Institutional Policy to the Development of Custom-Made Projects; M.A. Châteaureynaud and M.C. Deyrich Section 3. School Reform Section Chapter 13. Introduction; Maria Assunção Flores Chapter 14. Listening as a Basis of Reforming Schools in Asia: From Hostility to Trust; Eisuke Saito Chapter 15. School Reform in South Africa: A Struggle for Mobility; Maropeng Modiba and Sandra Stewart Chapter 16. “Data is [G]od”: The Influence of Cumulative Policy Reforms on Teachers’ Knowledge in an Urban Middle School in the United States; Cheryl J. Craig Chapter 17. Principals’ Views in a Context of Reform: The Case of School Curriculum Policy in Portugal; Maria Assunção Flores Section 4. Preparing Teacher Educators (InFO-TED) Section Chapter 18. Introduction; Amanda Berry Chapter 19. Looking Back and Looking Forward at Info-TED - Reflecting on Purpose, Progress and Challenges; Kari Smith and Ruben Vanderlinde Chapter 20. InFo-TED, North America: Addressing a Problem of Practice; Frances Rust and Diane Yendol-Hoppey Chapter 21. InFo-TED: Bringing Policy, Research, and Practice Together Around Teacher Educator Development; Eline Vanassche, Frances Rust, Paul F. Conway, Kari Smith, Hanne Tack, and Ruben Vanderlinde Section 5. Partnerships Chapter 22. Introduction; Özge Hacıfazlıoğlu Chapter 23. Communities of Practice with Visiting Scholars; Paul J. Magnuson, Özge Hacıfazlıoğlu, Steven Carber, and Rae Newman Chapter 24. Collaborative Reflection, Knowledge, and Growth: Exploring Ongoing Teacher Learning within Knowledge Communities; Michaelann Kelley and Gayle A. Curtis Chapter 25. Multinational Policy Analyses: Third Time Around; Maria Assunção Flores, Darlene Ciuffetelli Parker, Maria Inês Marcondes, and Cheryl J. Craig Chapter 26. International Forum on Teacher Education as an Educational Research Partnership; Roza Valeeva, Aydar Kalimullin, and Tatiana Baklashova Chapter 27. Cultivating Teacher Resilience Through Intercultural Interaction and Collaboration; Özge Hacıfazlıoğlu, Bilge Kalkavan, Chenyan Yang, Gokoe Unlu, and Serra Gurun
£90.25
Emerald Publishing Limited The Emerald Handbook on International Higher Education
£121.50
Emerald Publishing Limited The Invisible Influences on DecisionMaking
£67.50
Emerald Publishing Limited The Teacher and The State
a huge range and FREE tracked UK delivery on ALL orders.
£80.75
Channel View Publications Navigating English Policy and Practice in Japans Primary Schools
£98.96
Emerald Publishing Limited Leadership in Turbulent Times: Cultivating
Book SynopsisSocial movements and events such as the Black Lives Matter and Stop Asian Hate, the Supreme Court’s ruling against the legality of employment discrimination against the LGBT population, and the growing diversity of the workforce serve as impetus for more diverse and engaging work contexts. Racial diversity issues such as the paucity of educators of color in the field, workload disparity workload across teacher demographics, the handling of student discipline and employment discrimination need confronting to create more diverse and inclusive workspaces. The second of two volumes, Leadership in Turbulent Times draws upon cutting edge theories and evidence-based strategies by integrating conceptual and empirical work addressing educational leadership in these unprecedented and turbulent times, with a particular focus on cultivating diversity and inclusion in the higher education workplace. Moving theory and practice towards real change, Leadership in Turbulent Times is a timely contribution towards the goal of providing resources for promoting diversity and inclusion to leaders, educators, researchers and policymakers within the field of Education.Trade ReviewThis book updates critical perspectives on leadership, including the roles of evolving technology and of the pandemic in shaping new demands for postsecondary education. In challenging the entrenched view that access and excellence are incompatible, it offers essential guidance on how leaders can address current and future challenges in the field. -- Anne-Marie Núñez, Ph.D. Executive Director, Diana Natalicio Institute for Hispanic Student Success, Distinguished Centennial Professor, Educational Leadership and Foundations, The University of Texas at EL PasoLeadership in turbulent times uses empirical research, conceptual scholarship, and personal narratives to tell the complex stories of the ways individuals and institutions are cultivating diversity and inclusion in the higher education workplace. The authors examine the individual strategies and institutional actions that address the systemic challenges to integrating diversity and inclusion in higher education. The volume is a must-read for students, faculty, institutional leaders, and higher education policymakers to understand how we can intentionally transform higher education. -- Tamara Bertrand Jones, Ph.D. Associate Professor of Higher Education, Associate Director, Center for Postsecondary Success, Department of Educational Leadership and Policy Studies. Florida State UniversityTable of ContentsChapter 1. The Algorithm Arm Race: How Justice became a Business in Post-Covid Higher Education; Jessica Jennrich Chapter 2. Leading Transformational Change in Diversity, Equity, and Inclusion in Higher Education; Sequetta F. Sweet Chapter 3. Work Life Balance for Women in Higher Education; Kymia Jackson Chapter 4. Women of Color as Outsiders Within the Borders of Academic Leadership; Simone A. F. Gause Chapter 5. Education Workplace Inclusion Initiatives and Strategies to Cultivate Human Capacity Today; Wendy Maragh Taylor Chapter 6. The Table at Berkeley: An Ethnodrama Recounting the Experiences of Bisexual faculty and Staff Navigating the Workplace; Martha Kakooza and Sean Robinson Chapter 7. #BlackWomenAtWork: Lessons learned from Black women educators at Historically White Institutions; Christina Wright Fields and Gloria L. Howell Chapter 8. “What do I do now?” Transitions of a Foster Kid: A Personal Narrative; Chamika L. Ellis Chapter 9. Black Hair and Hair Texture: Cultivating Diversity and Inclusion for Black Women in Higher Education; Kernysha L. Rowe Chapter 10. Strange Fruit: The Collective Crushing of Black Women in Academe; Valerie J. Thompson and Crystal Coles Chapter 11. Equity vs. Excellence? How Institutional Definitions of "Talent” Can be Antithetical to Workplace Inclusion in Academia and What Can Be Done; Henry Tran and Spencer Platt
£67.50
Emerald Publishing Limited Active and Transformative Learning in STEAM
Book SynopsisActive and Transformative Learning in STEAM Disciplines is a unique reference volume for the new student-centric and objectives-oriented learning environment where individual and team learning paths enhance problem solving capabilities. These practices may range from simple teaching methods such as class discussion and role playing, to peer teaching and flipped learning. Focusing on STEAM education (science, technology, engineering, arts and mathematics), scholars from the three disciplines of education, business, and Information Technology highlight the importance of the class as a place for collaborative knowledge sharing, involving active engagement of both students and instructors, and explore the connection between innovation and sustainability at the curriculum and research levels. Chapter authors discuss the timely issues of digital transformation in higher education, the required active learning strategies, the novel methodological approaches to instructional design and the new student-centric paradigm for active and collaborative exploration of learning content. Filling a significant gap in the body of knowledge related to the emerging agenda of active and transformative learning strategies for STEAM disciplines, this volume is a helpful tool to faculty, higher education administrators, policymakers, curriculum designers and school leaders aiming to develop value-based strategies for promoting quality education with an emphasis on active and transformative learning.Table of ContentsIntroduction: Active and Transormative Learning (Atl) as A New Higher Educational Paradigm; Miltiadis D. Lytras Chapter 1. Active and Transormative Learning (Atl) In Higher Education in Times of Artificial Intelligence and Chat Gpt: Investigating A New Value-Based Framework; Miltiadis D. Lytras Chapter 2. Educational Sustainability for Transforming Education: A New Approach of Active Learning in an Interdisciplinary Program in Higher Education; Areej Elsayary and Sandra Baroudi Chapter 3. Transformative Active Learning in The Saudi National Institute of Health: Promoting Education and Research Skills Capability; Basim S. Alsaywid, Sarah Abdulrahman Alajlan, Talah O. Almaddah, Eman Al Mutairi, and Miltiadis D. Lytras Chapter 4. Practical Applicability of Active Learning Strategies for Stimulating Engagement Among Economics Students: The Post-Pandemic Outlook; Nadia Yusuf Chapter 5. Historic Learning Analytics Transforming Learning in Saudi Arabian Higher Education; Halah Nasseif Chapter 6. From Passive to Active Learning: The Transformative Power of Writing in Higher Education; Malakeh Itani Chapter 7. Transformative Learning Strategies for Successful Teaching and Learning in The Transforming Higher Education; Fareeha Javed Chapter 8. Innovative hybrid learning: a new paradigm in teacher education for transformative learning; Ana Luísa Rodrigues Chapter 9. How A Hybrid Education Model Can Support The Covid-19 Sanitary Emergency Based On Information And Communication Technologies; Felix Mata, Miguel Torres-Ruiz, Roberto Zagal, Jacobo G. González León, and Rolando Quintero Chapter 10. Adopting Hyflex Course Design: Actions for Policymakers, Researchers, And Practitioners; Tahani I. Aldosemani Chapter 11. Blended Learning as The Baseline for Post-Covid-19 Higher Education; Lamia Saud Shesha Chapter 12. Seeking Motivation for the Success of Active Learning; Bader Alfelaij and Abdulwahab Alfeleej Chapter 13. Implementation of A High School Equivalency Policy in an Active Learning Environment: A Case Study of Us-Curriculum School in The United Arab Emirates; Lames Abdulhadi, and Areej Elsayary Chapter 14. An Integrated Transformative Learning Strategy at National Level: Bold Initiatives Towards Vision 2030 In Saudi Arabia; Miltiadis D. Lytras
£63.75
Emerald Publishing Limited Studying Teaching and Teacher Education: ISATT
Book SynopsisResearch on teacher education and classroom teaching has evolved significantly in recent decades, with more research taking an international or intersectional lens. The International Study Association on Teachers and Teaching (ISATT) has moved with the field, beginning as a predominantly white European and North American organization in 1983, it now has active membership from more than 60 countries across the globe. The ISATT 40th Anniversary Yearbook, presented over three volumes, reflects this growth through celebrating the contributions of ISATT members over time and offering current scholarly research to inform current and future teacher education and teaching. Bringing together top research from Taylor & Francis published over the past 10 years, plus cutting-edge new chapters, Studying Teaching and Teacher Education explores self-study; mentoring; the growing importance and opportunities for partnerships; the use of narratives; excessive entitlement; and accountability. All three volumes that make up the ISATT 40th Anniversary Yearbook offer invaluable insights for teacher educators and educational researchers the world over, offering international perspectives from North America, Europe, South America, Asia, Africa, and Australasia.Table of ContentsSection 1. Tributes Chapter 1. Tribute to John Olson; Eleftherios Soleas Chapter 2. Tribute to Andrea Gallant; Melissa Newberry, Philip Riley, and Jill Blackmore Chapter 3. Tribute to Antonia Aelterman; Elke Struyf Chapter 4. Tribute to Maureen Pope; Britt-Marie Apelgren and Marie-Louise Österlind Chapter 5. Tribute to Daniela Hotolean; Pam Denicolo Section 2. Self-Study Chapter 6. Introduction; Dawn Garbett and Alan Ovens Chapter 7. The Essence of Being a Teacher Educator and Why it Matters; John Loughran and Ian Menter Chapter 8. Contextualizing the Curriculum: A Teacher Educator’s Response to Calls for Decolonizing the Higher Education Curriculum at a South African University; Eunice Nyamupangedengu and Cuthbert Nyamupangedengu Chapter 9. Sharing Collaborative Processes and Artefacts to Transform Our Teaching Practice: Perspectives of Social Justice in Physical Education Teacher Education (PETE); Luiz Sanches Neto and Luciana Venâncio, Willian Lazaretti da Conceição, Luciano Nascimento Corsino, Elisabete dos Santos Freire and Isabel Porto Filgueiras, Samara Moura Barreto, and Ewerton Leonardo da Silva Vieira Chapter 10. Transforming Self and Practice: Collecting Evidence in a Hall of Concave Mirrors; Shawn Michael Bullock and Tom Russell Section 3. Narrative Inquiry Chapter 11. Introduction; Stefinee Pinnegar Chapter 12. Experience Leads the Way: What Makes Narrative Inquiry Critical; Darlene Ciuffetelli Parker, and Cheryl J. Craig Chapter 13. Attending to Spiritual Dimensions in Stories: The Imperative of Thinking Wholistically; Patsy Steinhauer, Trudy Cardinal, Muna Saleh, Stavros Stavrou, Lynne Driedger-Enns, Shaun Murphy, and Janice Huber Chapter 14. Digital and Musical Faces of a Generative Narrative Inquiry: Restorying the Wounded Healer Story; HyeSeung Lee, Eunhee Park, Ambyr Rios, Jing Li, and Cheryl J. Craig Section 4. Mentoring Chapter 15. Introduction; Juanjo Mena Chapter 16. A History of Paradigm Shifts in Education: Their Impact on Practicum Mentoring; Anthony Clarke and Juanjo Mena Chapter 17. Mentoring in Contexts of Cultural and Political Friction:Moral Dilemmas of Mentors and Their Management in Practice; Lily Orland-Barak, Roseanne Kheir-Farraj, and Ayelet Becher Chapter 18. The Induction of Newly Qualified Teachers: Mentoring as Part of a Coherent Approach Towards Quality Teacher Education; Michelle Attard Tonna Chapter 19. Co-mentoring Amongst Teachers and Leaders in Transnational Schooling Contexts; Andrew J. Hobson and Carol A. Mullen Section 5. Excessive Entitlement Chapter 20. Introduction; Tara Ratnam Chapter 21. Excessive Teacher Entitlement? Going Inward and Backward to Go Forward; Tara Ratnam Chapter 22. The Intersection Where Excessive Entitlement and the Best-Loved Self Meet: Stories of Experience; Cheryl J. Craig Chapter 23. Addressing Power Asymmetries in Doctoral Supervision; Marie-Christine Deyrich Chapter 24. Self-Study of Experience to Understand Excessive Entitlement in Teachers and Educators; Hafdís Guðjónsdóttir Chapter 25. Why is the Excessive Entitlement Unfavorable to Inclusive Transformation of Professional Educational Practices?; Magdalena Kohout-Diaz Section 6. Accountability Chapter 26. Introduction; Maria Teresa Tatto Chapter 27. The Importance of Comparative Framing in The Study of Teaching and Teacher Education; Maria Teresa Tatto and Ian Menter Chapter 28. When Research Doesn’t Travel: Borrowing from The US to Influence English Policy on Teacher Education; Clare Brooks Chapter 29. School Exclusion, Inclusion and Diversity: Implications for Initial Teacher Education; Ian Thompson
£90.25
Emerald Publishing Limited Annual Review of Comparative and International
Book SynopsisSince 2013, the Annual Review of Comparative and International Education has covered significant developments in the intersecting fields of comparative education, international education, and comparative and international education. Reflecting on ten prolific years of publication, both volumes of the 2022 Annual Review together present discussions on education trends and directions, conceptual and methodological developments, research-to-practice, area studies and regional developments, and diversification of the field of education. Featuring authors from around the world, they tell the story of comparative and international education as an academic and professional field and address both the functions and ethics of education across vastly different cultures, communities, organizations, and outcomes. Part A explores comparative education trends and directions, and conceptual and methodological developments. The Annual Review of Comparative and International Education serves as an important reference, a source of knowledge, a record of the skills and how they are implemented, and a figurative mirror helping scholars and professionals alike reflect on their own practice and what it means both to the field and to each other.Table of Contents10 Years of Reflection on the Field of Comparative and International Education: What’s Difference Does it Make?; Alexander W. Wiseman Part 1. Comparative Education Trends and Directions Chapter 1. Introduction to Part 1: Comparative Education Trends and Directions; Alexander W. Wiseman Chapter 2. Trends and Directions in the 2020 Annual Review of Comparative and International Education (ARCIE): A Meta-Analysis; Felipe F. Guimarães and Kyria Rebeca Finardi Chapter 3. International Mobility of Academics: Science Mapping the Existing Knowledge Base; Mustafa Polat and Kürşat Arslan Chapter 4. Dilemma between Internationalization of Higher Education and Japanese Language Education: Outcomes and Issues of the Plan to Accept 300,000 International Students; Yuriko Sato Chapter 5. The Impact of University Education on Regional Development: A Comparative Study of Kenya, Uganda, and Tanzania; Laban P. Ayiro, Samuel Muriithi, and Josephine Munyao Chapter 6. What’s in a Wave? The Content of Neoliberal Education Reforms, 1970-2018; Lisa Overbey Chapter 7. Language and Employability in Higher Education Research: A Scoping Review; Addisalem Tebikew Yallew and Paul Othusitse Dipitso Chapter 8. International Education from Theory to Practice: A Literature Review; Hayley H. Brooks Chapter 9. Adaptation, Decolonisation and Integration: Oceania and Global Trends; Alexandra McCormick and Seuula Johannsonfu Chapter 10. Underwhelmed by Research in Comparative and International Education; David A. Turner Part 2. Conceptual and Methodological Developments Chapter 11. Introduction to Part 2: Conceptual and Methodological Developments; Alexander W. Wiseman Chapter 12. Fieldwork with Depth: Its Implication and Future Directions of Comparative Education Research in Japan; Miki Sugimura Chapter 13. An Inevitable Phenomenon: A Bibliometric Analysis of Shadow Education Research, 1982-2022; Anas Hajar and Mehmet Karakus Chapter 14. Neo-Statism and Comparative Research in Higher Education: Experiences from Hong Kong; Suyan Pan and Joe Tin-yau Lo
£85.50
Emerald Publishing Limited How Universities Transform Occupations and Work
Book SynopsisAdvanced education is often thought to respond to the demands of the economy. Market forces create new occupations, and then universities respond with degrees and curricula tailored to produce graduates with the required skills. Presented here is ground-breaking comparative research on an underappreciated, yet growing, concurrent alternative process: universities and their expanding research capacity create knowledge and skills, legitimated in new degrees that then become monetized and even required in private and public sectors of economies. With far reaching implications for understanding the educational transformation of capitalism and social inequality, the future of professionalization in occupations, persistent expansion of advanced education, and profound change in the culture of work in the 21st Century, the chapters explore sociological implications, possible global impacts, and critiques of the process. Detailed German and U.S. case studies of the university’s origins and influence on workplace consequences of six selected occupations and degrees investigate the dimensions of the academization process. Demonstrating universal application, the cases contrast the more open and less-restrictive education and occupational credentialling system in the U.S. with the centralized and government-controlled system in Germany. This is a much-needed new perspective on the worn-out notions of overeducation, credentialism, professionalism, and supposed unresponsiveness of systems of higher education.Table of ContentsChapter 1. Academization: A New Perspective on Occupations; Manfred Stock, Alexander Mitterle, and David P. Baker Chapter 2. The Academic Roots of Digitalization: How the university shaped work processes in companies; Annemarie Matthies Chapter 3. Educating Entrepreneurs: long path to bloom in German universities; Alexander Mitterle Chapter 4. All Roads Lead to the University: The Academization of Early Childhood Education; Maryellen Schaub, Yuen-Hsien Tseng, and Yuan Chih Fu Chapter 5. Educating from a distance: Early Childhood Pedagogy in Germany – institutional pathways, cognitive values, and current effects in child day care practice; Annett Maiwald Chapter 6. Creating Educational Therapists in Germany: Achieving recognition of the profession through academization; Christoph Schubert Chapter 7. The Academic Origins of the Architectural Engineer: Design and Building as Practice of Theory; David P. Baker Chapter 8. The Expansion of Mathematics as a Discipline and an Occupational Field: Progress in Quantitative Modeling in Different Sectors of Society; Monique Lathan and Manfred Stock
£85.00
Emerald Publishing Limited Annual Review of Comparative and International
Book SynopsisSince 2013, the Annual Review of Comparative and International Education has covered significant developments in the intersecting fields of comparative education, international education, and comparative and international education. Reflecting on ten prolific years of publication, both volumes of the 2022 Annual Review together present discussions on education trends and directions, conceptual and methodological developments, research-to-practice, area studies and regional developments, and diversification of the field of education. Featuring authors from around the world, they tell the story of comparative and international education as an academic and professional field and address both the functions and ethics of education across vastly different cultures, communities, organizations, and outcomes. Part B explores research-to-practice, area studies and regional development, and diversification of the field. The Annual Review of Comparative and International Education serves as an important reference, a source of knowledge, a record of the skills and how they are implemented, and a figurative mirror helping scholars and professionals alike reflect on their own practice and what it means both to the field and to each other.Table of Contents10 Years of Reflection on the Field of Comparative and International Education: What’s Difference Does it Make?; Alexander W. Wiseman Part 1. Research-to-Practice Chapter 1. Introduction to Part 1: Research-to-Practice; Alexander W. Wiseman Chapter 2. Stakeholder Perspectives on Barriers for Equitable Higher Education Admissions: Cases of Turkey and China; Burcu Erdemir and Qiuxiang Wu Chapter 3. Learning for Sustainability Action Model: Lessons Learnt from Community Living Labs; Chanita Rukspollmuang, Jaratdao Reynolds, and Praphan Chansema Chapter 4. A Comparative Inquiry of Teaching Strategies in New Zealand and Canadian High Schools: A Global Quest for Improved Educational Outcomes for Indigenous Students; Theresa A. Papp Part 2. Area Studies and Regional Developments Chapter 5. Introduction to Part 2: Area Studies and Regional Developments; Alexander W. Wiseman Chapter 6. The Conflict between Centralization and Decentralization of Higher Education: The Case of Educational Development in Japan; Keiichiro Yoshinaga Chapter 7. Inclusive Education as a Challenge for German School Systems. An Analysis on the Example of the Federal State of Schleswig-Holstein; Robert Kruschel Chapter 8. Tracking the Research on the Internationalization of Higher Education in Turkey: A Bibliometric Analysis; Cahit Erdem and Mustafa Polat Chapter 9. Emerging Geopolitical Barriers to the Realization of International Policies for Collaboration in Higher Education and Research: The (Critical) Case of Scandinavia; Agnete Vabø and Evanthia Kalpazidou Schmidt Chapter 10. Education for Securitization and Neoliberalization: A Cultural Political Economy Analysis of Pakistan’s Single National Curriculum; Syed Amir Shah and Tavis D. Jules Part 3. Diversification of the Field Chapter 11. What Happened to Diversification of the Field in Comparative and International Education?; Alexander W. Wiseman
£80.75
Emerald Publishing Limited Exited
£80.75
Emerald Publishing Limited Developing Knowledge Communities through
Book SynopsisDeveloping Knowledge Communities through Partnerships for Literacy explores the development of knowledge communities - safe spaces on the educational landscape - where research and professional development with literacy teachers and writers can unfurl. This volume, inspired by an evaluation research partnership involving professional development for writing instructors, coheres around Dewey's three-dimensional threads of experience. Contributing authors give attention to the temporal, situational, and social implications of teachers' organically formed knowledge communities. This book is essential reading for researchers of education, knowledge communities and cross-institutional research partnerships as it: inquires into the historical roots of research partnerships offers unique perspectives on literacy coaching and professional development in public education, and includes uniquely divergent threads from researchers in the field. Each chapter calls readers to reflect on the influence of community, identity and change on reform efforts in education.Table of ContentsChapter 1. Community, Identity, and Change: An Inquiry into Professional Development Partnerships for Literacy Education in Urban Context; Cheryl j. Craig and Chestin Auzenne-Curl Part I. Seeing Big: Tensions and Triumphs in Partnerships for Professional Development; Cheryl J. Craig and Chestin Auzenne-Curl Chapter 2. Innovation and Integrity: Working Through Disruption to Support Teachers in Their Roles as Literacy Educators; Tina Angelo and Maryann Gremillion Chapter 3. Reflections on Research and Professional Development Partnerships in Post-Harvey Houston: Writing the Rip Tide; Chestin Auzenne-Curl, Cheryl J. Craig, and Gayle Curtis Chapter 4. Reflections on Principal Leadership and Writers in the Schools; Michael Curl and Cheryl J. Craig Chapter 5. Navigating the Role of Teacher Educators in the Field: The Case for Increased Community Support; Daphne Carr and Chestin Auzenne-Curl Part II. Seeing Small: The Call for a Closer Look at the Writers in the Schools Collaborative; Chestin Auzenne-Curl and Cheryl J. Craig Chapter 6. Reflections on Wits History and Challenges of Change; Robin Reagler Chapter 7. In Search of a Trellis: A Principal's Perspective on the Need for Cross-Institutional Literacy Partnerships; Terri Osborne Chapter 8. Tough Turf: Restoried Moments in the Dissipation of an Urban Knowledge Community; Abdulkader Mokhtari, Chestin Auzenne-Curl, and Kaleah Hicks Chapter 9. The Beauty of Petals and Thorns: Negotiating Identity as Writer-Teacher; Sarah Jerasa Chapter 10. Reflective Conversation on the Value of Longevity as Collaborators in Education; Tim Martindell, Cheryl J. Craig, and Chestin Auzenne-Curl Part III. Seeing More: Something to Pursue; Chestin Auzenne-Curl and Cheryl J. Craig Chapter 11. Gentrimigration: Two Tales, One City’s Story of a Changed Community; Tenesha Gale Chapter 12. Poetry is Not a Luxury: Engaging Learners in Multiple Literacies through Creative Poetics; Lobat Asadi Chapter 13. “After a Trip, The Suitcase Stays Full Till I Need Something”: Unpacking Narrative Truths from the Field; Chestin Auzenne-Curl Chapter 14. The Implications of Social Media Scholarship on Forming a Knowledge Community in Black Cyberculture: A Co-Constructed Narrative; Chestin Auzenne-Curl and Daphne Carr Chapter 15. Research Across Four Pandemics: The End is a Beginning; Chestin Auzenne-Curl and Cheryl J. Craig
£62.99
Emerald Publishing Limited Global Perspectives on Recruiting International
Book SynopsisAlthough many countries have created effective strategies to recruit more international students due to proven economic and social benefits, recruiting international students as a field of research lacks coherence. Filling this gap, this book provides a holistic and comprehensive overview of this emerging research area. Exploring the theoretical and practical aspects of recruiting international students, this edited collection considers the financial, administrative, legislative, socio-cultural and market related barriers to international recruitment. The chapters cover a broad range of topics such as the role of social media in recruiting international students, the impact of internal environment on the recruitment of international students and the internationalization of universities as a strategy for recruiting international students. Offering a wide-ranging snapshot of global policies on international student recruitment across Asia, Europe and North America, as well as a consideration of related issues such as student integration and cultural adjustments, the authors and editors equip readers interested in the theory and practice with a more sophisticated view of the field, empowering them to engage in further research and practical strategies.Table of ContentsChapter 1. Key Factors in the selection of an educational Tourism Destination; Melissa Rikiatou Kana Kenfack and Prof. Dr. Ali Öztüren Chapter 2. Study Hard but Do Tour to See the World: Tourism of Chinese studied in the US; Carol Huang and Connie Chuyun Hu Chapter 3. The role of social media marketing activities on international students' brand preference: A study on English speaking universities of Germany; Hasan Evrim Arici and Nagihan Cakmakoglu Arici Chapter 4. Use of Web Analytics and Social Listening to Attract International Students; Dr. Rakhi Tripathi Chapter 5. Promoting the Internationalization of Students in University Strategic Goals: A Case Study; Carla Del Gesso Chapter 6. Exploring institutional culture and its impact on international student recruitment capabilities; Dr. Melissa James Chapter 7. Recruiting Educational Tourists from Countries under International Sanctions: The Case of Iranian Education Market; Cahit Ezel Chapter 8. Geopolitics and Global Events: International Student Recruitment in a time of Disruption; Dr. Joseph M. Stokes Chapter 9. Challenges to admission for Indonesian sponsored applicants to a US graduate program in education; Adrian Rodgers Chapter 10. The Qualitative Study of Factors Influencing to International Students’ Satisfaction: The Case of a Private University in Turkey; Ayşe Collins, Zeynep Goknil Sanal and Aygil Takır Chapter 11. Are Chinese Students Satisfied at European Universities: Performance and Challenges?; Marta Melguizo-Garde and Ana Yetano Chapter 12. How to integrate international students into the local society and how that will affect their satisfaction level; Janet M. Howes Chapter 13. Living closely together but in parallel – how stay-home culture, segregated housing, culturally immature businesses, and mobile lifestyle multi-dimensionally challenge the integration of international students in a Danish ‘muscle’ town; Annette Aagaard Thuesen and Eva Mærsk Chapter 14. The Impact of Cultural Adjustment on International Student Recruitment and First-year Success; Clayton Smith Chapter 15. International Chinese students’ cultural experience and cultural support in the UK; Yimeng Zhan Chapter 16. The Future of International Student Recruitment; Belal Shneikat
£70.29
GLMP Ltd Skills for Lit 1
Book Synopsisisbn 9781842854556 Dr Susan Young Price £ 24.99 €29.99 A4 40pgs includes interactive board activities and sheets for printing This is the part of a new series from Lawler Education to support teachers of literacy. This important area of teaching and learning is one that often causes teachers, particularly less experienced teachers stress in organising positive learning experiences for students. That is why this set of books are an important contribution to supporting teachers. Made up of a set of lesson plans and worksheets that can be used with students, this book will develop understanding through word level and sentence level work. This book covers: regular plural noun suffixes, -s, or -es. suffixes that can be added to verbs where no change is required to spell the root word eg helping, helper, helped. How the prefix un- changes the meaning of verbs and adjectives eg unkind. Sentence construction as a combination of words. Joining words and joining clauses like and will be explored. Sequencing sentences to form short narratives. Separation of words with spaces. The role of capital letters, full stops/periods, question marks and exclamation marks to demarcate sentences. Capital letters for names and personal pronouns. It will obviously be of interest to colleagues in primary schools but it will also be of interest to colleagues of adults with basic skills needs working at entry level and level 1. The material is presented in a mature manner that will not threaten their self esteem. Dr Young is a recognised expert in education and is a major author in the Lawler Education list.Table of ContentsThis book covers: regular plural noun suffixes, -s, or -es. suffixes that can be added to verbs where no change is required to spell the root word eg helping, helper, helped. How the prefix un- changes the meaning of verbs and adjectives eg unkind. Sentence construction as a combination of words. Joining words and joining clauses like and will be explored. Sequencing sentences to form short narratives. Separation of words with spaces. The role of capital letters, full stops/periods, question marks and exclamation marks to demarcate sentences. Capital letters for names and personal pronouns.
£999.99
GLMP Ltd Skills for Lit 4
Book SynopsisThis book: • comes with lesson plans for teachers and powerpoint slide shows. • contains worksheets for students. • comes with interactive board software. This is the part of a new series of from Lawler Education to support teachers of literacy. This important area of teaching and learning is one that often causes teachers, particularly less experienced teachers stress in organising positive learning experiences for students. That is why this set of books are an important contribution to supporting teachers. Made up of a set of lesson plans and worksheets that can be used with students, this book will develop understanding through word level and sentence level work. This book covers: • using the correct tense (present/past) consistently throughout writing. • use the progressive form of verbs in the present and past tense to mark actions in progress eg she was shouting. • use of capital letters, full stops, question marks and exclamation marks in punctuation. • the use of commas to separate items in a list. • the correct use of apostrophes. It will obviously be of interest to colleagues in primary schools but it will also be of interest to colleagues of adults with basic skills needs working at entry level and level 1. The material is presented in a mature manner that will not threaten their self esteem. Dr Young is a recognised expert in education and is a major author in the Lawler Education list. sbn 9781842854587 Dr Susan Young Price £ 24.99 €29.99Table of ContentsThis book covers: using the correct tense (present/past) consistently throughout writing. use the progressive form of verbs in the present and past tense to mark actions in progress eg she was shouting. use of capital letters, full stops, question marks and exclamation marks in punctuation. the use of commas to separate items in a list. the correct use of apostrophes.
£999.99
Jessica Kingsley Publishers Asperger Syndrome - What Teachers Need to Know
Book SynopsisAs awareness and diagnosis of Asperger Syndrome (AS) increases across the globe, it is essential that every teacher in every classroom has a familiarity with the condition and understands how best to support AS students at their school. This fully revised and expanded second edition is the ideal resource to point teachers in the right direction.Concise and instantly accessible, this book gives a clear summary of up-to-date information on Asperger Syndrome, describing the common characteristics to look out for, and offering simple strategies for adapting to the educational needs of students with AS. Packed with useful tips and practical advice, this guide answers key questions such as 'Am I qualified to teach this child?' and 'How can I help the pupil with AS to learn?' New material includes information for teaching older children and adolescents with AS, tips on what to do when problems arise, as well as suggestions for a whole-school approach to helping students with AS.This book is the perfect go-to guide for teachers, teaching assistants and those in school management who want to know more about Asperger Syndrome in the mainstream inclusive classroom.Trade ReviewPraise for the second edition'The book is immensely practical and there are sections on how to deploy the teaching assistant, what to do about homework, and how to defuse a difficult situation when, despite your best efforts, meltdown occurs. Equally important, the authors manage to give an insight into the mind of the child with Asperger Syndrome which helps teachers to understand how the child is likely to view the world and how they can make their classroom a non-threatening, secure place in which the child can relax and flourish... This book really does provide "all teachers need to know" about teaching a child with Asperger Syndrome' -- NAPLIC MattersThe book provides a quick overview of AS and outlines a child's areas of difficulty, while also stressing some positive characteristics... This book is an easy-to-read quick guide for teachers on AS. It is a great place to start and can certainly help teachers to get moving in the right direction. This book can also help parents learn what a teacher can do to work effectively with their child. If a teacher is struggling with understanding your child, perhaps this book would be a nice gift! -- S-O-S ResearchThe authors' experience has been distilled into an extremely useful book that would fit readily into a bag and one would expect it to become a well-used resource for any staffroom. -- Mary Mountstephen, SEN Magazine.Praise for the first edition'This book is very practical in nature. It would be relevant to all teachers and is an essential tool for those in training. Parents would be advised to obtain a copy to help them support their child through the procedures associated with the Special Educational Needs Code of Practice. They might even like to buy a copy for the staffroom! This is a very valuable and easily accessible addition to your 'survival in the classroom' toolkit.' -- British Journal of Special EducationWonderful! This book is clear, well-written and has some good suggestions. I found all of this book useful in various ways. Matt Winter seems to have an excellent understanding of children with AS and the challenges life can throw at them; he also presents sensible solutions to some of those challenges. If any child with AS goes into the school system I'd recommend this book for the teacher! -- Education OtherwiseThe book is very readable and manages to fit a lot of information into a small space. The author's experience as a primary school teacher means that the suggestions made are ones that can be easily and practically applied in a classroom, with or without additional support. -- Jennie Webster Peach Case ManagerThe book presents a balanced look at the positive and negative traits of the syndrome and thoroughly describes the four distinct components of AS: social interaction, communication, imagination, and sensory sensitivity. Concrete strategies are presented to assist students with AS to participate fully in school without being remanded to classes for learning disabled students. -- Fore Word ReviewsTable of ContentsIntroduction. 1. What is Asperger Syndrome? 2. What signs might a child display? 3. What are some general strategies for the classroom? 4. What are some individual strategies for the pupil? 5. How can I help the pupil with AS to learn? 6. What about homework? 7. How do I help the child's stress? 8. What should the Teacher Aide be focusing on? 9. Who else in the school needs to know? 10. What should happen before the child changes class or school? 11. How can the wider school help? 12. Am I qualified to teach this child? I want to know more - where should I start? Further Reading. References. Websites. Resources. Some common conditions associated with Asperger Syndrome. Index.
£16.16
Jessica Kingsley Publishers Autism and Flexischooling: A Shared Classroom and
Book SynopsisA growing number of parents are considering part time or 'flexischooling' as an option that might benefit their child with an autism spectrum disorder (ASD) but face concerns such as: Is it possible? Has anyone tried it? How can it be set up? Above all, does it work? This book answers all these questions, and many more. Covering both the home and school angle, it explores ways to evaluate whether the option is right for your child, organising the arrangement effectively with the school and ensuring that curriculum and examination goals are met, and also includes case examples of successful part time schooling at both primary and secondary level. This is the first resource of its kind to bring together all of the information needed for both parents and schools to consider the merits and disadvantages of this approach, and to evaluate it as an option for individual children.Trade ReviewThis is a wonderfully useful book that concisely outlines the flexischooling option. It answers many of the questions that you may have if you're considering flexischooling your child... This book is reassuring and realistic in describing the challenges faced by parents who choose flexischooling. -- CommunicationClare's book on flexischooling is an excellent introduction to how it can be of benefit to the child with autism; any parent of an autistic child, plus anyone with an interest in the education of children with autism should read this book. -- From the foreword by Dr Luke Beardon, Senior Lecturer in Autism at The Autism Centre, Sheffield Hallam University, co-editor of several books in the Adults Speak Out about Asperger Syndrome seriesTable of ContentsIntroduction: Why would we want to do that? Part I. A Consideration of Flexischooling. 1. Why does Flexischooling Work so well for the Pupil with ASD? 2. Setting it up. 3. Making it Work. 4. Facing the Critics. Part II. Flexischooling in Action. Some Final Questions. Into the Future. Further Reading and Contact Information.
£19.61
University of KwaZulu-Natal Press Being at home: Race, institutional culture and
Book SynopsisBeing at `Home’ stimulates careful conversation about some of the most pressing issues facing higher education institutions in South Africa today – race, transformation and institutional culture.While there are many reasons to be despondent about the current state of affairs in the South African tertiary sector, this collection is intended as an invitation for the reader to see these problems as opportunities for rethinking the very idea of what it is to be a university in contemporary South Africa. It is also, more generally, an invitation for us to think about what it is that the intellectual project should ultimately be about, and to question certain prevalent trends that affect – or, perhaps, infect – the current global academic system. This book will be of interest to all those who are concerned about the state of the contemporary university, both in South Africa and beyond.
£22.36
Critical Publishing Ltd Inclusion in Further Education
Book SynopsisFor all those teaching or training to teach within the Further Education (FE) sector, this book provides a critical understanding of the complex concept of inclusion and its implementation in a range of different contextual settings. It encourages the reader to revisit their own beliefs and assumptions concerning inclusion in relation to their own practice, and a range of learning features including clear objectives, case studies, critical thinking tasks and chapter reflections ensures deep understanding. The increasing importance of inclusion, and the growing provision of Higher Education courses in FE, means that an accessible book which facilitates a critical understanding of inclusion policy and develops relevant academic competence is both timely and essential. Table of ContentsForeword by series editor Chapter 1: Introduction Chapter 2: The Shape(shifter) of Inclusion Chapter 3: Politics and Policy Chapter 4: New Teachers – Old Ideas? Chapter 5: Mainstream Mayhem Chapter 6: Label Literacy Chapter 7: NEETS and Knots Chapter 8: ‘Special’ Students Chapter 9: Myths and Realities Chapter 10: Conclusions References
£21.99
Critical Publishing Ltd Learning Teaching: Becoming an inspirational
Book SynopsisThis essential and aspirational text is aimed at all beginning teachers whatever your training route, age phase and setting. It explicitly adopts and builds on a new metaphor for teachers' professional learning as interplay between the body of public knowledge and the practical wisdom of teachers within a particular school setting. It also accepts that 'telling' you how to teach is ineffective; you need to 'become a teacher' because it involves identity and practice. Inquiry-based critically reflective learning with a clear focus on the learning of pupils is proposed as the core strategy by which you can build your knowledge and skills to become an outstanding teacher. Core topics, including planning, inclusion, teaching, assessment and professional development, are tackled in an accessible and refreshing way, using key research informed evidence. The focus is relentlessly on 'learning' rather than performance, in order to support you becoming an excellent professional teacher, rather than a competent technician, who makes a difference to learners, colleagues, schools and policy. Think of this book as a temporary or additional mentor, challenging you with different ways of thinking about learning and providing strategies to guide your professional learning. “It takes 10 years or more to begin to be a brain surgeon, but sometimes we get 1-3 years at most before we are allowed to work with children’s brains as teachers. So we need inspirational teachers and this is the focus of this compact, powerful and insightful book. It is wonderfully designed around five of the most critical dilemmas in our classrooms: belief vs. ability; autonomy vs. compliance; abstract vs. concrete; feedback vs. praise; and collaboration vs. competition. The power of the book is that it illustrates the new move to focus on learning power – and such a focus permits every student to become smarter through effort and deep practice as they struggle with the high-challenge learning activities – in the presence of inspirational, impactful and passionate teachers. The perfect book for those who want to make most of their opportunity to enhance students’ brain power.” John Hattie, Director, Melbourne Education Research InstituteTrade Review"It takes 10 years or more to begin to be a brain surgeon, but sometimes we get 1-3 years at most before we are allowed to work with children's brains as teachers. So we need inspirational teachers and this is the focus of this compact, powerful and insightful book. It is wonderfully designed around five of the most critical dilemmas in our classrooms: belief vs. ability; autonomy vs. compliance; abstract vs. concrete; feedback vs. praise; and collaboration vs. competition. The power of the book is that it illustrates the new move to focus on learning power - and such a focus permits every student to become smarter through effort and deep practice as they struggle with the high-challenge learning activities - in the presence of inspirational, impactful and passionate teachers. The perfect book for those who want to make most of their opportunity to enhance students' brain power." -- John Hattie, Director, Melbourne Education Research InstituteTable of ContentsChapter 1: Introduction Chapter 2: Conceptual challenge Chapter 3: Metacognition and self regulated learning Chapter 4: Deep and surface learning Chapter 5: Feedback Chapter 6: Quality relationships Chapter 7: Professional development planning
£21.99
Critical Publishing Ltd Global Childhoods
Book SynopsisThis up to date text is suitable for students on all early years courses that include a module on global childhoods. Taking an ecological approach, it examines how culture and society shape childhoods through considering the lived experiences of children internationally. It begins by questioning the meaning of childhood and explores the historical, cultural and social views of childhood and children, including the roles of race, class and gender. It considers families and parenting from a global perspective and progresses to examine the relationship between the state and children by evaluating international approaches to education, health and welfare and the ways inequalities between the minority and majority world impact on children. The role of research on and with children in informing these debates is fully explored. Most importantly the reader is challenged to reflect on how global perspectives can be used to support an understanding of inclusion and diversity in their practice.Table of ContentsChapter One – Introduction Chapter Two – What is Childhood? Chapter Three – Families and Parenting Chapter Four – International Views on Education Chapter Five – Children’s Rights and Children’s Needs Chapter Six – Children’s Health and Welfare a Global View Chapter Seven – Global Inequalities and Children Chapter Eight - Global Research and Children
£19.99
Critical Publishing Ltd Beyond Early Writing: Teaching Writing in Primary
Book SynopsisThis essential text for primary trainees and teachers examines the key skill of writing beyond the earliest school years. Teaching writing involves much more than simply teaching the mechanics of spelling, grammar and punctuation, important though these are. There are particular issues around writing in school, including the fact that children’s writing consistently lags behind their reading in external tests such as SATs, boys’ relative lack of success and teachers’ lack of confidence in modelling writing. This book addresses these topics as well as focusing on other pertinent practice issues such as working with proficient writers, engaging disengaged writers and working with children who have EAL and SEN. Table of ContentsIntroduction What can we learn from research? Boys’ writing Grammar and punctuation through writing Non-fiction writing Finding a Written Voice Writing for children with EAL Writing for children with SEN. Writing for children who are dyslexic Shedding light on writing Beyond books - new ways of writing A Murder Mystery Writing and drama Writing poetry Conclusion
£22.49
Critical Publishing Ltd Teaching Systematic Synthetic Phonics and Early
Book SynopsisThis is an essential guide to teaching primary English, with a focus on systematic synthetic phonics. The new edition has been fully revised and updated to reflect the structure, content and requirements of the national curriculum, and to include the latest policy context. Throughout, the range of underpinning literature has been expanded and there are completely new chapters on evidence based teaching in relation to phonics, reading for pleasure, and teaching English through texts. All the existing features have been retained, and each chapter now also includes: a section on integrating ICT extension questions to challenge M level readers sections on evidence-based practice to encourage critical reflection and debate Table of ContentsIntroduction 1. Spoken language 2. Auditory, visual discrimination and vocabulary development 3. Early Reading Development (to include models/ theories) 4. Evidence-based teaching: the debate about phonics 5. Creative approaches to teaching phonics 6. Reading for Pleasure 7. Early Writing Development 8. Spelling and Handwriting 9. Grammar and punctuation 10. Supporting children with literacy difficulties 11. Assessing English in the early years 12. Teaching English through texts
£23.99
John Catt Educational Ltd The Best For My Child: Did the market really
Book SynopsisParent choice, diversity of school provision and the idea of a quasi-market in schools have dominated education policy for the last thirty years since the passage of the 1988 Great Education Reform Act. But has the market worked in the way that was intended? Are schools better? Do we have a fairer school system? Do parents really have choice? Author and journalist Fiona Millar looks at why these policies have proved so seductive to a generation of politicians and seeks to uncover whether we really are doing "the best for all our children". If we are not, what future reform could and should look like." This is an area that has preoccupied me since the early 1990s when my own children's school was one of the first to be named and shamed by Ofsted," explains Millar. "We had first hand experience of how the market worked in practice so this is an area I have followed with close interest every since. Thirty years on from the 1988 Act I feel we are ready for a new approach but that is important to understand what worked and what could be better. I hope my book will help to answer those questions."
£14.50
Critical Publishing Ltd Social Media and Mental Health in Schools
Book SynopsisSocial media is at the heart of children’s and young people’s lives. It is intimately entwined with mental health issues and can be both a blessing and a curse. Do you fully understand the links between social media and mental health? What problems does social media present for your learners? What benefits could it bring them? What can you do to educate children and young people about the use of social media while also developing their digital resilience? Whether you are a primary or secondary teacher, this book helps you tackle these questions, with a range of practical strategies and solutions that are workable in school and classroom settings.Table of ContentsIntroduction Young people and technology The benefits of social media The impact of technolog, and social media on well-being. Cyberbullying The role of schools The role of parents Building digital resilience Conclusions References Index
£21.68
Critical Publishing Ltd Meeting the Mental Health Needs of Young Children
Book SynopsisThe mental health of children is a current concern, and this applies even to the earliest years of a child’s life. This book supports trainees and practitioners working in early years contexts to understand the risk factors which can result in the development of mental health needs in children from birth to 5. It argues that high quality early years provision can mitigate against some of these risk factors and provides clear, evidence-informed guidance around government policy, transitions, attachment and working with parents or carers.Table of ContentsIntroduction Factors that put young children at risk The significance of attachment in the early years Developing resilience in the early years Working in partnership to address needs The importance of self-regulation in the early years Identifying and supporting mental health needs in the early years High quality provision in the early years for mitigating risk Mental health in the Early Years Foundation Stage framework
£21.68
Critical Publishing Ltd Essential Guides for Early Career Teachers:
Book SynopsisThe Essential Guides for Early Career Teachers provide accessible, carefully researched, quick-reads for early career teachers, covering the key topics they will encounter during their training year and first two years of teaching. This title on Assessment provides a range of practical but critically engaged strategies and approaches to assessment. It offers a brief history of the core ideas and educational philosophy underpinning these, looks at links to planning and reflection, examines the concept of progress over time as a mirror for quality teaching and learning, and explores the idea of pupil self-assessment. Most importantly it recognises that assessment can and should be at the heart of enabling and accelerating the progress of all learners. Clear, accessible and practical. An unmissable guide to classroom assessment. Professor Dame Alison Peacock Trade ReviewClear, accessible and practical. An unmissable guide to classroom assessment. -- Professor Dame Alison PeacockTable of ContentsIntroduction The story so far Where are they going to? ‘What, how, why and effects?’ – assessing pupils’ learning Progress over time Capturing progress – what lies behind the spreadsheet? Pupils as a mirror Pupils are doing it for themselves Index Acronym buster
£21.68
Critical Publishing Ltd Essential Guides for Early Career Teachers:
Book SynopsisProvides you with the required knowledge and skills development around special educational needs and disability (SEND) as you progress through your early teaching career. Using an audit tool, the text builds on any previous training enabling you to ground and embed your practice for children and young people presenting with SEND. It recognises the increasing challenges you may face and distils the theoretical into usable techniques in the classroom. Critical but also practical, the text guides you through research-based concepts and reflective tasks central to understanding and supporting issues around SEND. Trade Review"This book is written for a practitioner by a practitioner so it is very useful as an immediate reference book and to get quick answers that can be explored in school thus ensuring high quality support for students. I now have a battered much thumbed copy in paperback….Once you are familiar with the layout of the book, this comes with use, it’s a quick easy and accessible book to navigate – 105 pages. The fonts used and diagrams are easy on the eye…In the appendices there are useful analytical tools, these can be adapted and or developed to suit your own schools and pupils needs. This I found useful as primer for whole departmental CPD...Should it be on your shelf or in the briefcase – yes." -- Dr Morris Charlton * Ex Special School Head, HMI, Educational Consultant, lecturer and Union Officer. *Table of ContentsIntroduction Section 1: The basics Audit tool Chapter 1: Fundamentals Section 2: The four areas of need Chapter 2: Communication and interaction Chapter 3: Cognition and learning Chapter 4: Social, emotional, and mental health Chapter 5: Physical and sensory Appendices including Acronym buster Index
£999.99
Critical Publishing Ltd An Ambitious Primary School Curriculum
Book SynopsisThis book offers comprehensive guidance to support those involved in primary education in developing the curriculum to meet the requirements of the new Ofsted (2019) framework. It addresses key issues such as the purposes of the curriculum, how to organise the curriculum, and the balance between knowledge and skills. It also goes beyond basic requirements, emphasizing the importance of a creative, child-centred and enquiry-based curriculum which is suited to the context of school communities. Responding to the increased emphasis on the quality of pupils’ education, the book supports trainees, teachers and school leaders in developing and implementing an ambitious and diverse curriculum, including working with all stakeholders and offering practical strategies and solutions. It empowers practitioners to reclaim the curriculum by designing one which reflects the values and context of the school.Table of Contents An ambitious curriculum for the 21st Century Curriculum design Building cultural capital in the curriculum An enquiry-based curriculum The importance of context The creative and child-centred curriculum Developing a curriculum for personal development Character education A language and oracy rich curriculum Re-designing a whole school curriculum
£22.99
John Catt Educational Ltd Curriculum to Classroom: A Handbook to Prompt
Book SynopsisCurriculum to Classroom is the ideal book for senior leaders and curriculum leads who are in the process of establishing, refining and reviewing their school curriculum. It provides an overview of the curriculum design and delivery process in the Primary phase in its entirety. It also provides research-based evidence, practical examples and short/medium and long term solutions for your school in light of the 2014 National Curriculum as well as expert opinions from a number of renowned educators on different elements of the curriculum including: creating a powerful and ambitious vision for your school's curriculum intent; how to promote character development; how best to support and empower subject leads; and the fundamental building blocks in terms of implementation of the curriculum. This book will enable you to consider the many facets of curriculum design and support strategic decision making so your curriculum is meeting and exceeding the expectations of the National Curriculum as well as being unique and bespoke to your school community. An easy-to-read handbook to prompt thinking and reflections on your school's curriculum and provide practical tools and strategies to take it forward.Trade ReviewCurriculum to Classroom will be an absolute boon to colleagues developing their curriculum in primary schools. It is full of really helpful suggestions for embedding this work; it makes the case, correctly, that curriculum development is an ongoing process, not a quick fix. Lekha has an engaging style, and she speaks from the experience of implementing and refining this work in her own school. As a result, it is packed with practical suggestions for making this work manageable in every primary school. -- Mary Myatt * Education adviser and author *
£14.50
Critical Publishing Ltd Critical Approaches to Online Learning
Book SynopsisOnline learning has become an increasing presence in higher education course design, with most courses combining physical real time engagement with asynchronous learning activity. Now, however, there is a greater need for this one-stop guide to critical practice in this area, as we rethink the role of digital in the social practices of university learning and teaching. This book provides a critical and contemporary ‘deep dive’ into the socio-material, technological and pedagogical practices at work in virtual and digital higher education. Examples are drawn from across and between disciplinary pedagogies with a focus on blended and hybrid approaches and the pivot to fully online made urgent by Covid-19 but drawing on existing best practice. The Critical Practice in Higher Education series provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement and leadership – while developing confidence and authority.Trade Review"This timely and accessible contribution from Julian McDougall takes a critical perspective on digital learning practices for the post-pandemic university. Particularly praiseworthy is the treatment of innovative assessment and feedback designs within blended and hybrid approaches. The analysis interweaves theories and critical practices, anchored by relational and social justice perspectives." -- Professor David Carless * Faculty of Education, University of Hong Kong *"Julian McDougall succinctly presents a nuanced argument for the potentials of digital pedagogies. He avoids both the oft-heard, simplistic ‘deficit model’ of online as never as good as on-campus teaching and the notion of online provision as ‘complementary’ to the physical classroom – both irritating propositions for anyone with even a basic understanding of digital pedagogies. Instead, McDougall calls for us to acknowledge a productive ‘third space’ where learning can happen, is creative, and personal yet co-produced. Whilst resisting any utopian or techno-determinist reading of ‘the digital as the answer’ to all our problems, McDougall sees a radical potential in this ‘third space’. This book should be essential reading for anyone responsible for teaching in HE." -- Dr Victoria Grace Walden, * Director of Learning Enhancement, University of Sussex *"Julian McDougall’s book ‘Critical Approaches to Online Learning’ offers a timely exploration of theory and practice for the post-pandemic university. In a succinct 92 pages, McDougall grounds many rich insights about teaching, learning, and assessment, in key theoretical perspectives, and derives important questions for critical practice in an era where academic work is increasingly mediated through digital technologies. This book would be an excellent addition to the bookshelves of educators new to online pedagogy, as well as more experienced practitioners looking to develop theory-driven and critical approaches to teaching with technology in higher education." -- Dr Jeremy Knox * Co-director, Centre for Research in Digital Education Edinburgh Futures Institute (EFI) Affiliate *Table of ContentsIntroduction Virtual learning, time and space Relational co-creation in virtual spaces Inclusion, social justice and the digital Assessment: Vygotsky in the Third Space? Rethinking the idea of the university Conclusions
£25.20
Critical Publishing Ltd Transition into Higher Education
Book SynopsisThis book will help all academic staff in higher education (HE) develop more informed teaching and better support students as they transition to university. It explores the organisations who advise students pre-university and uncovers the myths and misconceptions held by HE stakeholders. Induction and welcome activities are examined in order to identify best practice, transition problems such as study skills, employment, mental health and identity are covered, and a final chapter focuses on the effects of Covid-19 on transition issues. The Critical Practice in Higher Education series provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement and leadership – while developing confidence and authority.Trade Review"This new text aimed both at higher education staff and the colleagues in schools and colleges who support students prior to university entry is wide-ranging in its scope and practical in its orientation. Clearly transition into and through university is crucial to student participation, retention and success. Building on a strong sound foundation of prior academic work in the area, this volume aims to guide individuals teams and institutions to make the most of opportunities to guide students through critical transitions. A key feature of the text is the examples which illustrate the core issues that are identified by the authors, together with the questions educators should ask ourselves about why sometimes things go amiss, and thoughts on how we can best prepare students for effective independent study and well-being. It brings a useful new perspective to the myriad issues involved and should help both those new to the area as well as extant practitioners." -- Sally Brown * Independent consultant and Emerita professor at Leeds Beckett University *Table of ContentsIntroduction Chapter 1: Perceptions of transition Chapter 2: The pre-degree environment Chapter 3: Stakeholders in the transition to university Chapter 4: Supporting students in transition Chapter 5: The first year at university Chapter 6. Remote learning within the HE sector
£25.20
Critical Publishing Ltd Essential Guides for Early Career Teachers:
Book SynopsisAimed at all beginning teachers involved in early years teaching. This text looks at the unique role of the early years teacher and outlines how you can support the development of children as unique individuals through an enabling environment, building success through effective relationships, outstanding provision and purposeful assessment. It encourages you to think about your own development in a holistic sense in order to promote outstanding professional practice. The Essential Guides for Early Career Teachers provide accessible, carefully researched, quick reads for early career teachers, covering the key topics you will encounter during your training year and first two years of teaching. They complement and are fully in line with the new Early Career Framework and are intended to assist ongoing professional development by bringing together current information and thinking on each area in one convenient place.Trade Review"...offers a comprehensive, insightful, and engaging exploration of what it means to be an Early Years teacher. The passion for Early Years learning and teaching, including the unique elements of working with young child, are captured well through each chapter. There is a helpful balance of exploration of EYFS documentation and expectation, alongside developing practitioner skills, knowledge and disposition such as building relationships, creating an effective learning environment and nurturing each individual." "A strength of the book is the range of reflective activities, which have been creatively constructed to enable the reader’s engagement in thinking carefully about the topics explored. The top tips are an excellent way to help get any ECT started in their Early Years career!" -- Dr Rachael Paige * Deputy Head of School, School of Education, University of Worcester *"This is an accessible, informative and highly practical book that will help early career teachers pause and reflect on their practice, and how they would like to develop this further. The book is packed full of valuable ideas to support thoughtful reflection in areas relevant to early years practitioners, such as building relationships, planning and playing. I would highly recommend it to those teaching in the early years." -- Dr Helen Lewis * Programme Director PGCE Primary, Swansea University *"This is a very welcome text to support the development of excellent professional practice amongst early career teachers (ECTs) in early year’s settings. It is structured in a clear way, providing strong stimuli to support effective practice. It is rooted in the experience of being an ECT, ensuring the chapters are highly relevant and have clear application. Throughout, there is a strong focus on children and their learning and development, which helps ECTs keep their focus on the most important part of entering the profession, whatever other pressures make demands on their time. Throughout, there is a very welcome focus on a values-based approach to the professional role and the importance of developing effective and high quality relationships with a broad range of stakeholders." -- Professor Richard Woolley * Head of the School of Education, University of Hull *Table of ContentsIntroduction What is it like to be an early years teacher? How to promote outstanding provision and purposeful assessment The who, why and how of fostering effective relationships How to create a successful enabling learning environment Where will the journey lead? Supporting children as unique individuals What next? Ongoing development as an early years professional Acronym buster Index
£999.99
John Catt Educational Ltd Follow the Science to School: Evidence-based
Book Synopsis“Follow the science.”How often have you picked up an education book to read how, according to the authors, the system is broken, failing, and flailing—but their ideas for fixing it will bring about a miraculous transformation?That’s not the approach of this volume.Sure, the editors believe that our system of education could achieve significantly better results. But they also recognize that schools have gotten better over time. One explanation is the progress schools have made in “following the science”. Especially in early reading and math instruction, scholars know more now about what works than we did in the past, and more schools are putting that knowledge into practice.Now, in the wake of a horrific pandemic, even the best elementary schools are struggling to help their students get their momentum back again.In this book, the editors share high-quality syntheses of evidence and insights from leading educators, academics, and other experts. And they communicate those findings in user-friendly language, with an understanding of the real-world complexities of schools and classrooms.
£15.20
Legend Press Ltd In Defence of Liberal Education: Philosophy and
Book Synopsis
£999.99
Critical Publishing Ltd Developing as a Reflective Early Years
Book SynopsisA critical and thematic approach to key issues for early years students and practitioners, with a focus throughout on reflective practice
£27.99
Critical Publishing Ltd New School Leader: What Now?: Simple lessons to
Book SynopsisWritten for all school leaders and headteachers who are feeling daunted by their new role or need a little inspiration and encouragement in an existing role. Neil Renton answers that simple question - what now? - with guidance to help navigate feelings of self-doubt and overcome leadership challenges. It is based on the author's own experience as he tells the uplifting and incredibly honest story of his leadership journey as the new headteacher of one of the largest comprehensive schools in the North of England. Neil Renton captivates you with his story, from being appointed in late 2018, leading through a pandemic, and coping with an Ofsted inspection. It examines the kinds of challenges that new leaders face and how they can be overcome, dealing with both one-off events and the every day of school leadership. The book provides a clear focus on those first moments, months and years of being a new school leader. Its four part structure covers navigating doubt, conquering challenges, the basics of leading every day, and creating the right mindset and culture. It encourages critical reflection based on both serious and humorous stories while offering practical advice and strategies for effective educational leadership.Trade ReviewSomething happens when you step from being a senior leader to being appointed as headteacher. Everyone tells you it will feel different, but no one can quite explain how. Neil Renton’s book does just that. From its first sentence, it presents the most authentic and powerfully articulated account of the shift that happens inside us as we take on the mantle of head or principal. I like the book’s mixture of candour, values and practical insights. I like its lack of misty-eyed sentimentalism. I like the way it focuses on the details of headship — the interactions with staff, the decision-making process, the skills involved in communicating with clarity and openness. This is no checklist of tricks and gimmicks. It’s a reassuringly honest yet optimistic reminder of the day-to-day reality of one of society’s most important roles: being a headteacher. I thoroughly recommend it. -- Geoff Barton, General Secretary, Association of School and College Leaders (ASCL)Leading a school for the first time is a little bit like setting off to sea on an inaugural voyage as the captain of a ship. Few leadership roles give you the privilege to set the course and take daily responsibility for the lives, welfare, and success of so many souls. Neil Renton has just been on that journey and has used his sharp and curious mind to continually reflect on the experience and the lessons learned along the way. For anyone aspiring to lead, or who has recently started out on their own leadership voyage, this is an invaluable read that will help counter some of the negative stereotypes that exist about those who lead our schools. You won’t find action plans, spreadsheets or checklists of how to make a school ‘outstanding’ in New School Leader, what now? What you will find are insights into establishing the right culture and key lessons about what really matters when you come to leading a school. I hope this book will encourage many more principled, generous, and passionate leaders to set out to sea. -- Richard Sheriff OBE CEO of the Red Kite Learning Trust, ASCL past presidentLeadership is in my opinion a much-overused term in our education system and more often than not conflated with management. But the role of headteacher is not the one portrayed by the fictional figures found in James Hilton’s Goodbye Mr Chips, Whack-O’s Professor James Edwards or Roald Dahl’s monstrous Miss Trunchbull but one of a highly visible and accountable position in our society. In modern times it is a position holding expectations of a complex array of knowledge and skills ranging from social worker, site manager to educational visionary. Yet at its heart is the day-to-day need to work for and with pupils, teaching and support staff and the wider community. And despite the centrality of the role, the way we prepare our teachers to take on the role is open to question. Overnight, a teacher becomes a headteacher. Neil Renton’s humble and honest insight into the transition is not one that relies on an academic or philosophical take on leadership, but one that speaks from the heart about the challenges and privileges of starting out in headship. This highly accessible and compelling book walks the reader through the mind of a reflective, pragmatic professional stated in refreshingly plain English. This is not only something for aspiring headteachers to read, but for every person engaged in our schools and colleges to help us all to see inside the soul of a dedicated professional starting out in the role of the head of an educational institution. -- Dr Mick Walker Former Exec Director of QCDA; President CIEA; Chair EBEIn New School Leader: What Now? Neil Renton offers a refreshingly honest and open account of his initial steps as a new headteacher in one of the United Kingdom’s largest comprehensive schools. In doing so he goes a long way to demystify the role of the headteacher. This is not to play down or make this hugely significant position seem somehow easier than it might appear but rather to offer invaluable insight and advice about how to navigate the complex terrain of school leadership. That the book is underpinned by such first-hand professional knowledge and experience make it all the more powerful and purposeful. For anyone with an interest in education and, in particular, those embarking on their first leadership position within a modern day educational organisation, this is essential reading. -- Dr Paul Wilfred Armstrong Senior Lecturer in Education, University of ManchesterTable of ContentsForeword Part 1 Navigating doubt Learning to carry the weight The importance of allies Working without praise Plain speaking Speaking from the heart Decisions U-turns Kopfkino Forgetting and remembering Visibility Part 1 summary Part 2 Navigating challenge Facing significant underperformance head-on Covering off in a crisis Assertion Keeping perspective Echo Breathing through my feet Real courage Inspection Work and rest Part 2 summary Part 3 Leading every day: the basics Curiosity Process, not place Smiling Saying thank you Questions Visits Feedback Next steps The gift of helping to cross steppingstones The importance of preparation Meetings Reading Carrying on Restart Moments that give perspective Part 3 summary Part 4 Leading every day: mindset and culture The importance of goals Little things that mean a lot Slowly building trust Positive narratives Quiet ambition The misconception of strong leadership Benches The self-employed mindset The pitfall of the self-employed mindset Threads Tuning forks Pipelines Working sideways across schools Part 4 summary
£19.99
