Educational strategies and policy Books
Critical Publishing Ltd Creative Pedagogy: A Handbook for HE
Book SynopsisThe ultimate toolkit for lecturers and practitioners in higher education aimed at developing creative pedagogy that will inspire and empower students. It demonstrates how creative teaching and learning methods can engage students and encourage them to be reflective and mindful, as well as enhancing their potential to build social and cultural capital, increase their employability prospects, social mobility and civic participation. It recognises that traditional teaching methods do not work for all learners and embraces contemporary ideas, innovative strategies and new technologies that can provide appropriate and accessible learning for students, enabling HE lecturers to challenge the status quo and expand their creative teaching skillset. Learning can become a co-construction between the lecturer and students with outcomes of increased retention in the classroom, more engagement in the learning, and more fun. This could be the start of doing things not only differently but more effectively.Trade ReviewThis book brings wisdom from historical voices, familiar fables and bricolage to construct fresh insights to challenge educators in creating imaginative and engaging learning practice with their students. Dr Glynn’s passion for encouraging agency within his audiences through authenticity, compassion and the stirring of souls will be his enduring legacy. This book builds on his previous work and offers practical and inspiring ways to make that happen. -- Vanessa Clarke, Teaching Fellow, Aston Business SchoolIf you are an academic in higher education and have a real passion for creative and exciting ways to enhance the learning experience of a diverse range of students, who come from different cultures and backgrounds, and who can sometimes feel excluded and marginalised, then this practical teaching guide is for you. In this handbook, Dr Martin Glynn offers tools for successful teaching, and identifies ten key guiding principles which form the foundation for the ‘creative educator’ to consider when seeking new and innovative ways to approach teaching and learning. Not only did I find it informative, but also easy to navigate with excellent thought-provoking case studies and exercises on how to reflect on my own teaching practice. -- Cleveland Thompson, Senior Lecturer and Programme Lead in Social and Community Studies, University of DerbyMartin Glynn's 'Creative Pedagogy: A Handbook for HE Professionals' is a transformative read that challenges us to rethink the pedagogical space. Drawing on powerful analogies from literature and mythology, Glynn turns the classroom into a 'space full of wonder and excitement.' In a world often plagued by the 'evils' of traditional, uninspired teaching methods, this book serves as our Pandora's box of educational delights. It's not just a handbook; it's a call to unleash the creative educator within us all. A must-read for anyone in higher education looking to turn the tide. -- Craig Pinkney, Chief Executive Officer SOLVEMartin Glynn has over 40 years' experience of teaching in Higher Education and working across the arts and criminology. This dynamic book condenses many of his insights into a punchy and concise account of creative pedagogy. A great book for teachers and practitioners seeking to enhance the quality and impact of their work with students today. -- Professor James Thompson, Manchester UniversityThis is an inspiring and passionate rally cry for creative and empowering pedagogy within higher education. Martin’s accessible writing style makes this book feel like a supportive friend who urges us to take risks and break out of the constraints of traditional approaches. The book retains an intersectional focus throughout and has important suggestions to create culturally responsive learning communities that respects student’s rich lived experiences. It takes a pragmatic approach and is packed with tips, icebreakers, and exercises to support teaching. I am sure I will return to this book again and again -- Dr Jade Levell, Senior Lecturer in Social and Public Policy, University of BristolTable of ContentsIntroduction: Setting the context Forming groups Culturally responsive practice Bricolage and creative teaching Presentation literacy Exercises Self concept building Storytelling Theatrics So, you want to perform data? Using comedy Digital Storytelling and photo essays Generating Creative Ideas
£19.99
Critical Publishing Ltd Advising on School Improvement
Book SynopsisTheoretical and practical exemplification of the education adviser'sskills, knowledge and understanding in relation to school improvement.
£24.32
Learning Sciences International Organizing for Learning: Classroom Techniques to
Book SynopsisBased on the earlier work of Dr. Robert J. Marzano, this instructional guide provides explicit steps, examples, and adaptations to help educators effectively teach students how to actively process content in groups.
£18.95
Waldorf Publications Spelling by Hand: Teaching Spelling in a Waldorf
Book SynopsisMany children struggle with spelling, especially in English. This brilliant little booklet offers a great plan for helping children overcome spelling challenges in the classroom.Its hands-on techniques, exercises and ideas are simple but effective. As well as helping children to spell right through to Class 8, it also helps them to read as they better understand the sounds being spelled.
£7.99
Learning Sciences International Student Teaming: You Got This!: A Teacher's
Book SynopsisStudent Teaming: You Got This! is a survival guide for teachers ready to take on the challenge of implementing student teams in their classroom.The most important gift teachers and school administrators can give students is to prepare them to be autonomous, fully accountable problem solvers – people who are adept at collaborating with others, who can think critically and creatively, and who are able to manage their projects efficiently with minimal oversight from supervisors. Implementing student teams in the classroom is the single most effective method of developing these skills – but it can also be one of the most challenging.Student Teaming: You Got This! is a survival guide for teachers ready to take on that challenge. It is meant to be used as you need it – for quick-and-dirty on-the-spot help with student teaming. Mark it up, fill it with sticky notes, and flip through to the sections relevant to your lesson, your day, or your hour.Teachers sometimes struggle with releasing ownership of learning to students because often ownership was never released to them. Through self-reflection questions, specific advice, and practical instruction, this guide gives every educator – those new to teaming, the familiar practitioners, and everyone in-between – the confidence to say I’ve got it
£13.46
Dave Burgess Consulting, Inc. Make Learning Magical: Transform Your Teaching
Book Synopsis
£17.95
University of Nevada Press Access for All: Expanding Opportunity and
Book SynopsisLow income and first-generation students comprise a significant portion of today’s college student population. The articles in this publication examine the various programs and strategies that are designed to support student success for these populations.
£16.46
National Association for the Education of Young Children Hear Our Voices!: Engaging in Partnerships that
Book SynopsisListening to All Families Matters Families are their children’s first teachers. Early childhood educators know this, but what does it mean in practice? Participation, involvement, and engagement are only the first steps toward the true goal: reciprocal family partnerships. Discover how to move beyond inviting families to program events or connecting them to resources and instead recognize them as experts who meaningfully contribute to children’s learning and development. Based on over two decades of research by the author, this resource Establishes why reciprocal family partnerships are essential within the contexts of child development theories, developmentally appropriate practice, and anti-bias education Analyzes the important role that using a strengths-based approach plays in successfully building long-lasting relationships and partnerships Provides practical strategies and activities to help teachers and administrators examine and improve their practices for partnering with families Uplifts the authentic feelings and words of a diverse breadth of families Families have voices that are waiting to be heard—it’s time to listen. Trade ReviewThis book connects the important work of partnering with parents from all types of families to the NAEYC standards that make our field high quality. The author provides reflection questions, family voices, and strategies that authentically relate to early childhood education work. I recommend this book to both new and veteran educators to deepen their partnerships with families in their programs. —Sherrie Rose Mayle, In-Home Child Care Provider and Former Preschool Program Director and Teacher Families’ voices are centered with gratitude and appreciation when we capture their stories and lived experiences. Hear Our Voices! creates this authentic space by starting with the family story and providing concrete strategies to honor and partner with families. A must-read for all educators and system-change leaders serving families. —Kelly Ramsey, CEO, Developing People, Inc., and Coauthor, Families and Educators Together Bweikia Steen has done the critical work of highlighting the importance of engaging families in their children’s education. As her research indicates, children will feel safe and included when families are respected and invited into partnership with their children’s school and teachers. —Damaris Rosado-James, Professional Development Trainer, Early Learning Coalition of Pinellas County In this thought-provoking book, Dr. Steen draws upon family voices, her experiences as a parent and educator, and current research to offer realistic, useful strategies for engaging in reciprocal partnerships with families. It is an essential read for educators committed to equity and inclusion. —Julie K. Kidd, Professor Emerita, George Mason University Table of ContentsAbout the Author Acknowledgments Introduction Chapter 1: Why Family Voices and Their Stories Matter Chapter 2: Building Reciprocal Family Partnerships Chapter 3: Creating a Caring Community and Welcoming Environment Chapter 4: Meeting the Needs of Families Through Assessment Chapter 5: Strategies and Activities for Honoring and Partnering with Families Appendix: Family Partnership Organizations for Educators and Families References Index
£999.99
National Association for the Education of Young Children Spotlight on Young Children Observation and
Book SynopsisMeaningful, developmentally appropriate observation and assessment are core components of every early learning setting. In today’s world of data collection, high-stakes testing, and accountability, it is vitally important to understand how to effectively assess young children in familiar settings; use this data to inform the curriculum; and communicate this information with staff, families, and communities. Carrying on the work of the first volume of Spotlight on Young Children: Observation and Assessment,
£17.99
![Things I Wish [...] Knew](//bookcurl.com/cdn/shop/files/9781953852625.jpg?v=1750784952&width=645)
Edumatch Things I Wish [...] Knew
Book Synopsis
£15.19
Myers Education Press Philanthropy, Hidden Strategy, and Collective
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£44.60
Rob Miles Public Speaking: Learn How to Negotiate and
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£17.06
Us Ghost Writing Leadership
Book Synopsis
£10.28
Springer Nature Switzerland AG Primary School Leadership in Cambodia: Context-Bound Teaching and Leading
a huge range and FREE tracked UK delivery on ALL orders.
£71.99
Springer Nature Switzerland AG John Holt: The Philosophy of Unschooling
Book SynopsisThis is the first-ever book to offer an analytical study of John Holt’s philosophy of education. It provides a clear analysis and critical evaluation of the key themes in his work, considers the main objections to his views, and discusses their relation to the contemporary homeschooling movement. The book examines Holt’s critique of compulsory education and his account of the relationships between learning, freedom, intelligence and character. It argues that Holt’s works contain a philosophically rich critique of instrumentalism in education, and thus continue to represent a significant challenge to many mainstream views on education today. Given its scope, the book will be of interest to anyone who wants to understand Holt’s work and influence as a critic of compulsory schooling; educators and education students; philosophers of education; and those seeking a better grasp of the ideas behind unschooling and homeschooling.Table of Contents1. Introduction.- 2. Theorist or Anti-theorist?.- 3. Intelligence and Knowledge.- 4. Freedom and autonomy.- 5. Meaningful activity and authenticity.- 6. The ethics of education.
£49.49
Springer Nature Switzerland AG Evidence-Based School Development in Changing
Book SynopsisThis Open Access book features a school development model (Arizona Initiative for Leadership Development and Research – AZiLDR) that offers a roadmap for schools to navigate the complexities of continuous school development. Filled with processes that balance evidence-based values with democratic, culturally responsive values, this book offers strategies to mediate the tensions and to address school culture, context and values, leadership capacity, using data as a source of reflection, curricular and pedagogical activity, and strengths-based approaches to meeting the needs of culturally diverse students. You will find: · - Active, reflective activities · - Case studies illustrating each concept · - The research base supporting each concept · - Descriptions of processes from other contexts (South Carolina, Germany, Australia, Sweden) · - Thoughts about next steps for contextually sensitive and multi-level school development · - Suggestions for cross-national dialogue and research within the Zone of Uncertainty Use this ideal source to guide school leadership teams in creating productive schools that continually grow! Table of ContentsTable of Contents Forward: Ken Leithwood………………………………………………………………………….3 Acknowledgements…………………………………………………………………………….….8 Part I: Changing Context for School Development and Description of the Model……………...10 Chapter 1: School Development Approaches Over Time: Strengths, Limitations, and the Need for a New Approach……………………………………………………………………11 Chapter 2: A New Approach to School Development……………………………………..…41 Part II: Lessons from the Arizona School Development Model…………………………………68 Chapter 3: Values, Culture and Context…………………..………………………………....69 Chapter 4: Building and Sustaining School Leadership Capacity…………………………...84 Chapter 5: Using Data as a Source of Reflection in a Feedback Loop……………………...94 Chapter 6: Going Deeper into Curriculum and Pedagogical Activity……………………...105 Chapter 7: Strength-based Approaches to Meeting Culturally Diverse Student Needs…….115 Part III: Extending the Process to Other Contexts…………………………………………...…131 Chapter 8: School Development in South Carolina - Building Leadership Capacity for Evidence-Based School Development in South Carolina Schools by Peter Moyi, Suzy Hardie & Kathleen M.W. Cunningham, University of South Carolina…………………….134 Chapter 9: The Swedish Context - Bringing Support Structures To Scale: The Role of the State and School Districts by Olof Johansson & Helene Ärlestig, Centre for Principal Development, Umeå University…………………………………………………………….170 Chapter 10: The Australian Context - National, State and School-level Efforts to Improve Schools in Australia by David Gurr, Daniela Acquaro & Lawrie Drysdale, The University of Melbourne………………………………………………………………………………..193 Chapter 11: The German Context - School Turnaround in Ten Schools in Difficult Circumstances in Germany: The Need for Adaptive and Contextualized Approaches to Development and Change by Guri Skedsmo, Schwyz University of Teacher Education/University of Oslo and Stephan Huber, University of Teacher Education Zug...233 Part IV: Conclusions and Looking Ahead…………………………………………………...…259 Chapter 12: Concluding Comments and Looking Ahead…………………………………..260
£26.24
Springer Nature Switzerland AG Assessing and Enhancing Student Experience in
Book SynopsisThe book makes an important contribution to the discourse on student experience in higher education. The book includes chapters that cover important aspects of the 21st century student experience. Chapters cover issues such as: new trends and insights on the student experience; the changing profile of students in higher education and performance measures used to assess the quality of student experience, institutional approaches in engaging students, using student voice to improve the quality of teaching, COVID-19 and its impact on international students, innovative partnerships between students and academic staff, student feedback and raising academic standards, the increased use of qualitative data in gaining insights into student experience, the use of innovative learning spaces and technology to enhance the learning experience, and the potentially disrupting nature of student feedback and its impact on the health and wellbeing of academic staff, and the increased use of social media reviews by students.Table of ContentsChapter 1: The 21st Century Student Experience – Issues, Trends, Disruptions, and Expectations; Mahsood Shah, Anja Pabel and John T. E. RichardsonChapter 2: Emerging trends and insights on student experience; David Kane and James WilliamsChapter 3: People, promise and performance: triangulating student demographics, standards and indicators in a national higher education system; Beverley Oliver.Chapter 4: Institutional approaches to engaging students in enhancing their experience; Liz Mossop and Joanne LymnChapter 5: Engaging students as partners in assessment and enhancement processes; Kelly E Matthews and Alison Cook-SatherChapter 6: Transforming spaces and innovative uses of technology to enhance the student learning experience; Paul M Holland and Melanie-Jayne HainkeChapter 7: Improving the quality of teaching; Pieter SpoorenChapter 8: How can student experience be used to raise the academic standards of teaching?; Anna Parpala and Telle HailikariChapter 9: Using text analytics to understand open-ended student comments at scale: Insights from four case studies.- Thomas Ullmann and Bart RientiesChapter 10: Social media and student experience: What do Google reviews say?; Mahsood Shah, Anja Pabel and Ishmael AdamsChapter 11: Disruptive trends in student experience evaluations and implications for academic staff wellbeing; Beatrice Tucker.Chapter 12: Assessing and Enhancing International Student Experience in Australian Higher Education: COVID-19 and A Better Future?; Belle W.X. Lim and Kevin Marco TanayaChapter 13: Student Experience: Past conclusions and future directions; Mahsood Shah, Anja Pabel and John T. E. Richardson
£89.99
Springer Nature Switzerland AG University and School Collaborations during a Pandemic: Sustaining Educational Opportunity and Reinventing Education
Book SynopsisBased on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as “ivory towers” being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach. Trade Review“The book’s main strength lies in the expertise of diverse contributors from various universities and private institutions. … The book will be of value to students, teachers, educational institutions, and policymakers who want to understand developments in education during and after the pandemic, and how universities were involved in it. This book reminds us that overcoming educational problems during the pandemic could not be achieved alone but required collaboration between all parties concerned in maintaining education in a crisis.” (Tanzilal Wanda Rizki, Educational Review, Vol. 74 (3), 2022) Table of ContentsChapter 1. Leading learning during a time of crisis. Higher education responses to the global pandemic of 2020.Chapter 2: Fundação Getulio Vargas’ Efforts to Improve Basic Education before, during and after the Pandemic.Chapter 3. Pontificia Universidad Católica support for the school system during the Covid-19 pandemic in Chile.Chapter 4. Desafío TEP - Positive Educational Trajectories. A public-private alliance to strengthen public education during the Pandemic.Chapter 5. Reimagine Elementary and Secondary Learning during the Pandemic: A Case Study from Tsinghua University.Chapter 6. A Covid-19 response with years in the making: the contribution of EAFIT University to basic and secondary education in Colombia during the pandemic.Chapter 7. Coping with Covid-19: Forging Creative Pathways to Support Educational Continuity Amidst the Pandemic.Chapter 8. Case Study on Distance Learning for K-12 Education in Japan: The Nagasaki-Takaoka Model.Chapter 9. Benemérita Universidad Autónoma de Puebla BUAP. A transversal model to support educational continuity fostering resilience, innovation, and entrepreneurship.Chapter 10. Academic Continuity during the Covid-19 Global Health Emergency: Education 4.0 and the Flexible-Digital Model of Tecnologico de Monterrey University in Mexico Supporting Secondary Education. Chapter 11. University of Guadalajara: Transforming and innovating through stronger collaboration between higher and upper-secondary education during the pandemic.Chapter 12. University as State Agent or Social Actor: Al Akhawayn University and Social Responsibility. Chapter 13. Taking a strength-based approach: Bringing student homes into schools during a pandemic. Chapter 14. Supporting schools in times of crisis: a case of partnerships and networking with schools by the Institute of Education at the University of Lisbon.Chapter 15. Educational Continuity During the Covid-19 Pandemic at Qatar Foundation’s MultiverCity.Chapter 16. Supporting elementary and secondary education during the pandemic: a case study from the National Research University Higher School of Economics.Chapter 17. Community building in times of pandemic. University Camilo José Cela. Spain.Chapter 18. University-K12 collaboration during the pandemic: The case of Turkey.Chapter 19. Arizona State University: A Learning Enterprise Supporting P–12 Education in the Covid-19 Pandemic.Chapter 20. MIT Full STEAM Ahead. Bringing project-based, collaborative learning to remote learning environments.Chapter 21. Initiatives to promote school-based mental health support by Department of Educational Sciences, University of Education under Vietnam National University.Chapter 22. Conclusions: what innovations resulted from university-school collaborations during the Covid-19 pandemic?.
£31.49
Springer Nature Switzerland AG Academic Integrity in Canada: An Enduring and
Book SynopsisThis open access book presents original contributions and thought leadership on academic integrity from a variety of Canadian scholars. It showcases how our understanding and support for academic integrity have progressed, while pointing out areas urgently requiring more attention.Firmly grounded in the scholarly literature globally, it engages with the experience of local practicioners. It presents aspects of academic integrity that is specific to Canada, such as the existence of an "honour culture", rather than relying on an "honour code". It also includes Indigenous voices and perspectives that challenge traditional understandings of intellectual property, as well as new understandings that have arisen as a consequence of Covid-19 and the significant shift to online and remote learning.This book will be of interest to senior university and college administrators who are interested in ensuring the integrity of their institutions. It will also be of interest to those implementing university and college policy, as well as those who support students in their scholarly work.Table of ContentsSection I: Understanding the big picture of academic integrity in Canada: An Enduring Challenge.- Section introduction: Understanding the big picture of academic integrity in Canada.- Academic integrity in Canada: A historical perspective and current trends.- Integrity violations in the academy: A decade of growing complexity and concern (2010-2020).- Confronting COVID-19: What the pandemic taught us about academic integrity.- Academic integrity through a SoTL Lens and 4M Framework: An institutional self-study.- An administrator’s perspectives of the academic misconduct ecosystem: recommendations for resolving multi-stakeholder differences.- Re-defining academic Integrity with Indigenous truths.- Accountability, relationality and Indigenous epistemology: Advancing an Indigenous perspective on academic integrity.- Understanding provincial and territorial academic integrity policies for elementary and secondary education in Canada.- Section II: Understanding academic integrity in specific contexts.- Section introduction: Understanding academic integrity in specific contexts.- Academic integrity in Canadian engineering schools.- Teaching the teachers: Do preservice teachers plagiarise?.- Visual plagiarism: Seeing the forest and the trees.- The distinctive nature of academic integrity in graduate legal education.- Perceptions and experiences in understanding academic integrity: Reflections within a doctoral program.- The barriers to reporting incidences of academic dishonesty: The unique perspective of faculty from Canadian community colleges.- Promotion of academic integrity through a marketing lens for Canadian post-secondary institutions.- Academic integrity in the practice / service learning setting.- Promoting academic integrity and preventing misconduct in a Canadian open digital distance education university.- Section III: An urgent and growing problem: Contract cheating in Canada.- Section introduction: Contract cheating in Canada.- Ethics, ed tech, and the rise of contract cheating.- Pay-to-pass: Knowledge as a commodity in the digital age.- Education as a financial transaction: Contract employment and contract cheating.- Committing and facilitating academic misconduct as white-collar and corporate crime.- Section IV: Essential strategies and levers to advance academic integrity.- Section introduction: Essential strategies and levers to advance academic integrity.- Using quality assurance frameworks to support an institutional culture of academic integrity at Canadian universities.- Beyond the traditional: Academic integrity advocacy in Canadian librarianship.- Using computer-facilitated focus groups to gather student insight on academic integrity.- Fostering academic integrity through curriculum design.- Threading the needle: Student advocacy offices and their role within academic integrity.- Helping students resolve the ambiguous expectations of academic integrity.- How to talk about academic integrity, so students will listen: The inherent challenge in “mandated” training.- Revisioning instructor-writing specialist collaboration for paraphrasing instruction.- Supporting academic integrity in the writing centre: Student consultant perspectives.- Cultural aspects of academic integrity.- A new framework for enhancing (academic) integrity.- Building a culture of restorative practice and restorative responses to academic misconduct.
£40.49
Springer Nature Switzerland AG Teacher Educators in Vocational and Further
Book SynopsisThis book includes a range of empirical-based international contributions by the global community of teacher educators and related researchers on the Further Education/post-compulsory, vocational/occupational and lifelong learning sector.It offers theoretical frameworks and empirical data to delineate issues relating to teacher educators and training in areas regarding policy, programmes, and pedagogic activities. Some of these areas include the education of teachers in vocational education, the professionalization of teacher educators in a neoliberal education system, and teacher educators' perspectives of a training programme for vocational education and training. Additionally, the areas cover the relevance of coherence in vocational teacher education for teacher educators, the use of questioning strategies for teacher educators, teacher educators and their initial disciplines, journeys and job titles, the relevance of craft and reflectivity of teacher educators, and the importance of teacher education and mentoring scheme. The rationale for this book is that there is a comparative lack of research and related publications on teacher educators and the delivery and design of teacher education facilitation in the sector internationally. Also, the FE sector is viewed as a backwater of educational research compared to the other sectors.Trade Review“This collection of eight contributions … on challenges facing teacher educators is unquestionably well timed, reflecting struggles over the future of VET. … Loo’s own contribution to the eight core chapters revisits an earlier UK-based study to explore the relationship between its participants’ initial disciplines, pathways to becoming teachers and current roles. Such a study has interest in a landscape that many educators enter by accident and travel in unexpected directions … .” (Bill Esmond, Journal of Vocational Education & Training, June 13, 2022)Table of ContentsSweetest taboo? Further Education and research.- VET teachers and teacher trainers in India.- Is it us or them? Teacher education as act of resistance to a neo-liberal age.- A foundation for practitioner based research in TVET: the new Postgraduate Diploma: TVET.- Stakeholder perspectives on vocational teacher education and teacher educators role in supporting coherence.- A teacher education framework for fostering Further Education teachers’ culturally responsive questioning strategies.- Further Education teacher educators’ initial disciplines, journeys and titles: From their perspectives in higher education institutions, further education colleges and private providers.- Reflexivity for whom? The ethics of a craft identity and the know-how of supporting reflexivity on teacher education programmes.- Towards a more radical, meaningful and dynamic teacher training and mentoring scheme for teachers and learners of the future: a personalised approach to pedagogy and curriculum design.- Future development of teacher educators in the FE sector: Challenges and opportunities.
£52.24
Springer Nature Switzerland AG Education to Build Back Better: What Can We Learn
Book SynopsisThis open access book examines the implications of the COVID-19 Pandemic for education systems and argues that major education reforms will be necessary, particularly in the Global South, to address the learning loss caused by the pandemic. To inform those reforms, knowledge about the implementation reforms in the Global South is necessary, and such knowledge is seriously lacking as the existing literature on the implementation of educational change focused principally in reforms in countries in the Global North. This book contributes to address this gap by examining five major education reforms in India, Egypt, Taiwan, Vietnam, and Senegal, and by presenting two novel approaches to climate change education using a bottoms up strategy of reform. The chapters examine the implementation process drawing on a theoretical model of educational change by Reimers (published in Educating Students to Improve the World by Springer in 2020). The book concludes discussing the implementation of such reforms as an evolutionary and learning process, characterized by four dimensions: the goals of the reform, the drivers of the reform, the reform strategy, and the mindsets about educational change which undergird the implementation strategy. Table of ContentsEducation in Crisis. Transforming schools for a post-Covid-19 Renaissance.- Multi-Skill Foundation Course in India: The Head, Heart, and Hands of 21st Century Learning.- Education 2.0: A Vision for Educational Transformation in Egypt.- On the Path Toward Lifelong Learning: An Early Analysis of Taiwan’s 12-Year Basic Education Reform.- An Emerging Dragon: Vietnamese Education after Resolution 29.- Case des Tout-Petits: Reforming Early Childhood Education in Senegal.- Middle School Climate Change Mitigation and Adaptation Curriculum Peers Lead Peers through Change and Action.- Creating Brighter Futures: Building Climate Leaders through a Community-Focused Curriculum.- Conclusions.
£31.49
Springer International Publishing AG Neoliberalism and Islamophobia: Schooling and
Book SynopsisThis book explores the ways in which dynamics of Islamophobia and neoliberalism shape the schooling experiences of minority Muslim students in Sydney primary, public and independent schools. The author examines the issues at macro, meso and micro level. At the global systemic level, the book discusses the politics of naming Muslims and racialised governmentality within a capitalist neoliberal context. At the institutional level, it provides an insight into the Living Safe Together policy and explains how it can potentially provide space for teachers to abuse their authority or power in schools over minority Muslim students, within a wider discursive context shrouded by national security discourses, ‘homegrown’ terrorism and deradicalisation. Finally, at the individual level, drawing on the voices of teachers and Muslim students, the book highlights how Islamophobic discourse was reinforced through pedagogical practices, and how Muslim students resisted these discourses by speaking back to power. Table of ContentsChapter 1 Introduction.- Chapter 2 Neoliberalism and Islamophobia: The politics of Naming Muslims.- Chapter 3 Australian Multiculturalism and Muslims.- Chapter 4 Power & Pedagogy: Reproducing and resisting the dominant discourse in schools.- Chapter 5 Speaking back to power: Minority Muslim youth challenging Islamophobia in schools.- Chapter 6 Conclusion.
£33.24
Springer International Publishing AG From Education Policy to Education Practice:
Book SynopsisThis open access book addresses the complex interrelations between education policy and education practice developed under new ways of governance. It illuminates the nexuses of the interrelated fields of education policy and education practice including the characteristics of these relationships. The book offers a selection of cases with varied approaches to the question of how different actors and stakeholders are situated in contemporary policy and practice nexuses. The cases presented includes theoretical and conceptual studies; historical studies; ethnographic studies; and studies combining empirical interview data and quantitative data. The book shows what constitutes the contemporary nexuses in education and discusses the need to re-consider how we in education research approach policy and practice in the interface between structure and agency for the future developments in the education policy-practice nexus.Table of Contents
£33.24
De Gruyter The Challenge to Academic Freedom in Hungary: A
Book SynopsisThe Challenge to Academic Freedom in Hungary: A Case Study in Culture War, Authoritarianism and Resistance presents a case study as to how an authoritarian regime like the one in Hungary seeks to tame academic freedom. Andrew Ryder probes the reasons for ideological conflict within the academy through concepts like ‘culture war’ and authoritarian populism. He explores how the Orbán administration has introduced a series of reforms leading to limitations being placed on the Hungarian Academy of Sciences, Gender Studies no longer being recognized by the State, the relocation of the Central European University because of government pressure and new reforms that ostensibly appear to give universities autonomy but critics assert are in fact changes that will lead to cronyism and pro-government interference in academic freedom.
£85.50
Springer International Publishing AG You Must Be Very Intelligent: The PhD Delusion
Book SynopsisYou Must be Very Intelligent is the author’s account of studying for a PhD in a modern, successful university. Part-memoir and part-exposé, this book is highly entertaining and unusually revealing about the dubious morality and desperate behaviour which underpins competition in twenty-first century academia. This witty, warts-and-all account of Bodewits´ years as a PhD student in the august University of Edinburgh is full of success and failure, passion and pathos, insight, farce and warm-hearted disillusionment. She describes a world of collaboration and backstabbing; nefarious financing and wasted genius; cosmopolitan dreamers and discoveries that might just change the world… Is this a smart people’s world or a drip can of weird species? Modern academia is certainly darker and stranger than one might suspect… This book will put a wry, knowing smile on the faces of former researchers. And it is a cautionary parable for innocents who still believe that lofty academia is erected upon moral high ground…Trade Review“A new novel about academic life is not a ringing endorsement, to say the least. But it will make you laugh. And that’s the point.” (Colleen Flaherty, Inside Higher Ed, February, 2018)“The story is immersive, and I felt like I was there with our hero every step of the way.” (Chemistry World, chemistryworld.com, January 2018)“Karin Bodewits’ partly autobiographic book ‘You must be very intelligent – The PhD Delusion’ is a revealing, tongue in cheek tale about PhD life.” (Ulrike Träger, Metior Magazine, November, 2017)“PhD novel is ‘wake-up call’ on supervisor-student ‘power plays’” (Times Higher Education, November, 2017)Table of ContentsDedication.- Foreword.- Prologue.- Part I: Before.- Part II: Year 1.- Part III: Year 2.- Epilogue.
£31.34
Springer International Publishing AG Youth 2.0: Social Media and Adolescence:
Book SynopsisThis book grasps the duality between opportunities and risks which arise from children’s and adolescents’ social media use. It investigates the following main themes, from a multidisciplinary perspective: identity, privacy, risks and empowerment. Social media have become an integral part of young people’s lives. While social media offer adolescents opportunities for identity and relational development, adolescents might also be confronted with some threats. The first part of this book deals with how young people use social media to express their developing identity. The second part revolves around the disclosure of personal information on social network sites, and concentrates on the tension between online self-disclosure and privacy. The final part deepens specific online risks young people are confronted with and suggests solutions by describing how children and adolescents can be empowered to cope with online risks. By emphasizing these different, but intertwined topics, this book provides a unique overview of research resulting from different academic disciplines such as Communication Studies, Education, Psychology and Law. The outstanding researchers that contribute to the different chapters apply relevant theories, report on topical research, discuss practical solutions and reveal important emerging issues that could lead future research agendas.Table of ContentsPart I. Identity: Online Identity Construction and Expression.- Who Do You Think You Are? Examining the Off/Online Identities of Adolescents Using a Social Networking Site; Janette Hughes, Laura Morrison and Stephanie Thompson.- An ‘Open Source’ Networked Identity. On Young People’s Construction and Co-construction of Identity on Social Network Sites; Malene Charlotte Larsen.- Profile Image: Ways of Self-(re)presentation on the Facebook Social Network; Rocío Rueda O and Diana Giraldo.- Digital Divides in the Era of Widespread Internet Access: Migrant Youth Negotiating Hierarchies in Digital Culture ; Koen Leurs.- Agentive Students Using Social Media - Spatial Positionings and Engagement in ‘Space2cre8’; Ola Erstad.- Part II. Privacy: Balancing Self-disclosure & Privacy Concerns.- The Paradoxes of Online Privacy; Sabine Trepte.- The Role of Informational Norms on Social Network Sites; Wouter Martinus Petrus Steijn.- iDisclose: Applications of Privacy Management Theory to Children, Adolescents and Emerging Adults ; Stephen Cory Robinson.- Part III. Risks & Empowerment; Supporting & Empowering Youth.- Social Relations: Risks and Harm.- Exploring How Youth Use Social Media to Communicate Signs and Symptoms of Depression and Suicidal Ideation; Jennifer L. Laffier.- Compulsive Use of Social Networking Sites Among Secondary School Adolescents in Belgium; Jolien Vangeel, Rozane De Cock, Annabelle Klein, Pascal Minotte, Omar Rosas and Gert-Jan Meerkerk.- (Cyber)bullying Perpetration as an Impulsive, Angry Reaction Following (Cyber)bullying Victimisation?; Sara Pabian and Heidi Vandebosch.- Changing Unsafe Behaviour on Social Network Sites. Collaborative Learning vs. Individual Reflection; Ellen Vanderhoven, Tammy Schellens and Martin Valcke.- Empowering Children Through Labelling in Social Networks: Illusion or Solution?; Ellen Wauters, Eva Lievens and Peggy Valcke.
£67.49
Springer International Publishing AG Pedagogies of Educational Transitions: European
Book SynopsisThis book presents the latest research on educational transitions from a variety of research traditions and practical contexts set in Australia, New Zealand, and several European countries. It examines, critically questions, and reshapes ideas and notions about children’s transitions to school. The book is divided into five parts, the first two of which emphasise diversity and inclusion, with Part II focusing solely on the transition to school for children from Indigenous cultures. Part III explores the notion of continuity, which has been widely debated in terms of its role in the transition to school. Part IV explores the transition to school through the notion of ‘crossing borders’. The final section of this book, Part V, includes ideas about future directions for work in the area of educational transitions, and presents the notion of transitions as a tool for change to policy, research and practice. The book concludes with a critical synthesis of the research outlined throughout, including recommendations regarding future research related to educational transitions.Table of Contents1. International Perspectives on the Pedagogies of Educational Transitions; Nadine Ballam, Bob Perry and Anders Garpelin.- Part I: Diversity and Inclusion in Transition to School.- 2. Diversity and Pedagogies in Educational Transitions; Tina Hellblom-Thibblin and Helen Marwick.- 3. Bridging Transitions Through Cultural Understanding and Identity; Linda Mitchell, Amanda Bateman, Robyn Gerrity and Htwe Htwe Myint.- 4. Obstacles and Challenges in Gaining Knowledge for Constructing Inclusive Educational Practice: Teachers’ Perspectives; Tina Hellblom-Thibblin, Gunilla Sandberg and Anders Garpelin.- 5. Collaboration in Transitions from Preschool: Young Children with Intellectual Disabilities; Jenny Wilder and Anne Lillvist.- Part II: Transition to School for Indigenous Children.- 6. Transition to School for Indigenous Children; Margie Hohepa and Leonie McIntosh.- 7. Māori Medium Education and Transition to School; Margie Hohepa and Vanessa Paki.- 8. A Social Justice View of Educators’ Conceptions of Aboriginal Children Starting School; Lysa Dealtry, Bob Perry and Sue Dockett.- Part III: Continuity and Change as Children Start School.- 9. Continuity and Change as Children Start School; Sue Dockett and Jóhanna Einarsdóttir.- 10. Educators’ Views on Transition: Influence on Daily Practice and Children’s Well-being in Preschool; Bryndís Garðarsdóttir and Sara Margrét Ólafsdóttir.- 11. Creating Continuity Through Children’s Participation: Evidence From Two Preschool Contexts; Kristin Karlsdóttir and Bob Perry.- 12. Contexts of Influence: Australian Approaches to Early Years Curriculum; Sue Dockett, Bob Perry and Jessamy Davies.- 13. Mathematics Learning Through Play: Educators’ Journeys; Bryndís Garðarsdóttir, Guðbjörg Pálsdóttir and Jóhanna Einarsdóttir.- Part IV: Borderlands, Bridges and Rites of Passage.- 14. Borderlands, Bridges and Rites of Passage; Sally Peters and Gunilla Sandberg.- 15. Educational Practices and Children’s Learning Journeys From Preschool to Primary School; Gunilla Sandberg, Kenneth Ekström, Tina Hellblom-Thibblin, Pernilla Kallberg and Anders Garpelin.- Part V: Into the Future.- 16. Transitions as a Tool for Change; Aline-Wendy Dunlop.- 17. Pedagogies of Educational Transitions: Current Emphases and Future Directions; Sue Dockett, Bob Perry, Anders Garpelin, Johanna Einarsdóttir, Sally Peters and Aline-Wendy Dunlop.
£80.99
Springer International Publishing AG Equity and Quality Dimensions in Educational
Book SynopsisThis book aims to make a contribution to the theory, research and practice on quality and equity in education by providing a comprehensive overview of these two dimensions of educational effectiveness and proposing a methodological instrument that may be used to measure the contribution that each school can make to promoting equity. The importance of using this instrument is demonstrated by analysing results of various effectiveness studies conducted over the last decade. The book draws upon research across the world, especially research conducted in the Europe, the United States, and Australasia. It is shown that promoting equity has no negative effect on the promotion of quality. The importance of using this methodological instrument to identify factors that promote both quality and equity at different educational levels (i.e. teacher, school and educational system) is stressed. The book also demonstrates how we can measure stability and changes in the effectiveness status of schools over time in terms of fostering quality and equity. In addition it underlines the importance of identifying factors measuring changes in the effectiveness status of schools in terms of equity and points to the alternative strategies that can be used at school and system level. In our attempt to encourage the further development and use of this methodology for school improvement purposes, we demonstrate how experimental studies can be conducted to discover whether and under which conditions the proposed methodology can help schools promote both quality and equity. Finally, implications for school evaluation, research, educational policy and practice are drawn. In this way, the book contributes significantly to the debate on how quality and equity can be achieved and encourages policy-makers and practitioners not to view these two dimensions of effectiveness as being in competition with each other but as constituting the major objectives of any reform policy and/or improvement effort at school and/or national levels.Table of Contents1. Quality and Equity Dimensions of Educational Effectiveness: An Introduction.- 2. Different Theoretical Viewpoints on how to Promote Quality and Equity in Education.- 3. Investigating Relations between the Quality and Equity Dimensions: A Critical Review of Literature on Educational Effectiveness.- 4. Methodological Developments in Measuring Quality and Equity in Education.- 5. Measuring the Effectiveness Status of Schools in terms of Promoting Equity: Secondary Analyses of Effectiveness Studies and National Longitudinal Studies.- 6. Investigating Stability and Changes in Promoting Equity at School Level.- 7. An Experimental Study on Promoting Quality and Equity at School Level.- 8. Implications for Research, Policy and Practice: A Way Forward.
£71.99
Springer Fachmedien Wiesbaden Games and Ethics: Theoretical and Empirical Approaches to Ethical Questions in Digital Game Cultures
Book SynopsisThe number of digital gamers is increasing worldwide, but public debates about digital games commonly focus on questionable game content or problematic gaming behavior. This book offers a broader ethical perspective on digital game cultures, presenting theoretical and empirical work on the ethical dimensions of the development, production and distribution of digital games, as well as issues relating to responsible gaming and the pedagogical use of digital games. Questions of the communicative-cultural change in game cultures are linked with questions of media education and media ethics. With such a comprehensive approach, the volume promotes ethical discourse on digital game cultures. Table of ContentsEthics and Digital Gaming Cultures.- Diversity in Digital Gaming Cultures.- Social Aspects in Digital Gaming Cultures.- Educational Approaches towards Digital Gaming Cultures.- Design in Digital Gaming Cultures.
£999.99
V&R Unipress Transitional Justice and Education: Engaging
Book SynopsisYoung people in processes of justice, reconciliation and peacebuilding
£32.29
Verlag Barbara Budrich Workforce Profiles in Early Childhood Education
Book SynopsisDieses Buch bietet ein detailliertes Bild des frühpädagogischen Personals in Europa. Welche Anforderungen werden im Hinblick auf die Qualifikation gestellt? Wie sehen Wege in den Beruf aus? Wodurch sind die jeweiligen Arbeitskontexte geprägt? Welche politischen Initiativen werden ergriffen? Welche Herausforderungen gibt es? Diese Fragen wurden im Rahmen eines dreijährigen Forschungsprojekts in 33 Ländern untersucht. Das Buch fasst zentrale Ergebnisse zusammen und präsentiert länderübergreifende Vergleiche ausgewählter Aspekte im Kontext der unterschiedlich strukturierten Systeme der frühkindlichen Bildung und Kindertagesbetreuung.
£22.49
Springer Higher Education in Portugal 1974-2009: A Nation, a Generation
Book SynopsisA comprehensive, wide ranging and detailed account of the unfolding of higher education and higher education policy in Portugal from 1974 to 2009 by leading policy-makers and scholars, with the explicit purpose of showing how different disciplinary canons and perspectives contribute to the study of higher education and higher education policy including Law and Science Policy perspectives. Whilst focusing on one referential system, this book deals with current policy issues emerging in the wake of the post Bologna period. It also examines their long term historical origins in addition to the measures taken to address them. The substantive chapters are preceded by a detailed Introductory overview that places the issues treated in this volume in a solidly European perspective and sets out explicitly the differences in the dominant political, cultural and social values that set Portuguese as other Continental European systems of higher education apart from their Anglo Saxon counterparts.Table of ContentsPreface.- List of Contributors.- About the Editors.- About the Authors.- 1. Introduction: On Exceptionalism: the Nation, a Generation and Higher Education. Portugal 1974–2009; Guy Neave and Alberto Amaral.- Part I. Shaping the Nation.- 2. National Identity and Higher Education: From the Origins till 1974; José Manuel Sobral.- 3. University, Society and Politics; Luis Reis Torgal.- 4. Cultural and Educational Heritage, Social Structure and Quality of Life; José Madureira Pinto.- 5. From an Agrarian Society to a Knowledge Economy? The Rising Importance of Education to the Portuguese Economy, 1950–2009; Álvaro Santos Pereira and Pedro Lains.- Part II. Shaping Higher Learning.- 6. From University to Diversity: The Making of Portuguese Higher Education; Ana Nuñes de Almeida and Maria Manuel Vieira.- 7. Changing Legal Regimes and the Fate of Autonomy in Portuguese Universities; Maria Eduarda Gonçalvez.- 8. Science and Technology in Portugal: From Late Awakening to the Challenge of Knowledge Integrated Communities; Manuel Heitor and Hugo Horta.- 9. Governance, Public Management and Administration of Higher Education in Portugal; António M. Magalhães and Rui Santiago.- 10. Quality, Evaluation and Accreditation: from Steering, through Compliance, on to Enhancement and Innovation?; Maria J. Rosa and Cláudia S. Sarrico.- 11. The Impacts of Bologna and of the Lisbon Agenda; Amélia Veiga and Alberto Amaral.- Part III. Shaping the Institutional Fabric.- 12. Patterns of Institutional Management: Democratisation, Autonomy and the Managerialist Canon; Licíno C. Lima.- 13. The Changing Public-Private Mix in Higher Education: Analysing Portugal’s apparent Exceptionalism; Pedro N. Teixeira.- 14. Shaping the ‘new’ Academic Profession: Tensions and Contradictions in the Professionalisation of Academics; Teresa Carvalho.- 15. The Rise of the Administrative Estate in Portuguese Higher Education; Maria de Lourdes Machado and Maria Luisa Cerdeira.- 16. The Student Estate; Madalena Fonseca.- Index.
£123.49
Springer Globalisation, Ideology and Neo-Liberal Higher Education Reforms
Book SynopsisThis book sets out to examine the neo-liberal dimensions of globalisation and market-driven economic imperatives that have impacted higher education reforms. It critiques the notions of accountability, efficiency, academic capitalism, quality of education, and the market-oriented and entrepreneurial university model, based on a neo-liberal ideology. The expansion of economic rationality into the educational sector is one the most ubiquitous dimensions of neo-liberalism and one of its most powerful ideological tools, resulting in the commodification, commercialization, and marketization of education and knowledge. The book critiques structural changes in education and the impact of neo-liberalism and globalisation on educational systems around the world. With this as its overall focus, the respective chapters present hand-picked scholarly research on major discourses in the field of global neo-liberal education reforms. The book draws upon recent studies in the areas of globalisation, neo-liberal education reforms, and the role of the state. It critically assesses the neo-liberal ideological imperatives of current education and policy reforms and illustrates how these shifts in the relationship between the state and education policy are shaping current trends in education policy reform outcomes. Taken together, the chapters offer a timely analysis of current issues affecting neo-liberal education policy research, and outline future directions that education and policy reforms could take.Table of Contents1 Current Research Trends in Globalisation and Neo-Liberalism in Higher Education.- 2 Neo-liberalism in a globalized world: The case of Canada.- 3 Globalization, Nationalism, and Inclusive Education for All: A Reflection on the Ideological Shifts in Education Reform.- 4 Globalisation and Neo-liberalism in Higher Education.- 5 Neoliberal Education: A new citizenship education in a globalised world? Comparing citizenship education in Singapore and Australia.- 6 Neo-liberalism and configuring global citizenship in higher education: Outbound Mobility Programs.- 7 Violence and the Crisis of Meaning in a Neo-Liberal World.- 8 Globalisation, Neoliberalism and Laissez-Faire: The Retreat from Naturalism.- 9 Globalisation and Neo-Liberal Higher Education Reforms.- 10 Research on globalisation and neo-liberalism in higher education.
£80.99
Springer Verlag, Singapore Handbook of Giftedness and Talent Development in
Book SynopsisThis is the first ever handbook on giftedness and talent development for the Asia-Pacific region. It discusses important issues for an important group of students, addresses a gap in the current understanding of gifted students in the region, traverses substantial intellectual terrain, and draws on past and present research literature.The handbook brings together contributions from 18 countries, providing a diverse, unique and comprehensive contemporary research and practice on giftedness and talent development in the Asia-Pacific region. It highlights contemporary issues and incorporates important topics such as conceptions, identification, curriculum, and programs. Chapters in the book will include a stronger focus on pedagogy that could assist researchers, academics and educators, post-graduate students, families, advocates, teachers and practitioners, and other stakeholders to support gifted students. It also informs pre-service education programs in gifted education, in-service professional learning programs, and future research and practice in this region of the world. Table of ContentsSection I Socio-cultural conceptions.- 1 Theoretical and practical advantages of using differentiated labels representing potentialities and achievements: The DMGT and IMTD.- 2 Being of like-mind: Giftedness in the New Zealand context.- 3 Understanding the views of the gifted and talented education of Columbian schools: A secondary data analysis.- 4 Gifted children at the south of the world: Chilean students' experiences within regular classroom.- 5 Gifted education, talent development and high ability in Mexico.- 6 Innovative practices to support high achieving deprived young scholars in an ethnic-linguistic diverse Latin-American country.- 7 Creativity development: Trends and challenges among selected Asian countries.- 8 Spirituality and giftedness: Independent or interdependent?.- Section II Social and emotional learning and needs.- 9 Dabrowski's theory of positive disintegration: More than overexcitability.- 10 Put them together and see how they learn! Ability grouping and/or Acceleration effects on the self-esteem of academically gifted high school students.- 11 Supporting the social emotional learning of gifted Australian children.- 12 Fostering resilience in 'At-risk' gifted and talented young people.- 13 Of grit and gumption, Sass and verve: What gifted students can learn from multicultural picture book biographies.- Section III Diversity in giftedness and talent.- 14 Identification of gifted students: A developmental process for underrepresented students.- 15 Perceptions of academically gifted English langauge learners.- 16 Multi-processes in identification for the gifted and talented.- 17 Identification and curricular place-based adaptations for gifted students in rural communities.- 18 Understandings of twice exceptionality across Australia.- 19 Creativity talent development: Learning from the experiences of creatively gifted students.- 20 Underachiever or selective consumer? A new look at an old topic.- 21 No... Maybe... Yes, but just for myself: Building identity in highly-able/gifted women.- 22 Exploring diverse conceptions of wisdom: Focusing on gender differences in Korea.- 23 The achievements and lives of extraordinary Australians: A master, a maker, an introspector and an influencer.- 24 Identifying gifted learning in the regular classroom: Seeking intuitive theories.- Section IV Interdisciplinary assessment, pedagogic, and curriculum innovations.- 25 Listening to students with gifts and talents: What makes for an effective teacher of the gifted and talented learner?.- 26 Inquiry learning: Challenging the gifted to be knowledge producers.- 27 Cultivation of giftedness: The art of dynamic differentiation in expert teachers' praxis.- 28 Super high schools in Japan: Hybrid-style gifted education designed both to raise overall standards and to respect the individual.- 29 Differentiation: 'How' versus 'What'.- 30 Developing a differentiated model for the teaching of narrative composition to high performing and high potential students.- 31 Nurturing Mathematical talents and English proficiency of Mathematically promising English language learners using M3 program.- 32 Online learning for mathematically talented students: The importance of self-regulation, self-efficacy, social support, and course design.- 33 How do teachers meet the academic needs of high-ability students' in Science.- 34 Creativity and talent development: A four-day camp for utilizing social games, mindfulness meditation, and STEM for primary school students.- 35 Differentiated instruction strategies in English language teaching for gifted students.- 36 Using the model of dynamic differentiation to guide scaffolding intellectually gifted students' learning.- 37 Research on teacher use of differentiation: What conditions support success.- Section V Talent development, creativity, and other dimensions of gifted education.- 38 An ecological approach to understanding highly able students' experiences of their academic talent development in a Singapore school.- 39 How does gifted education foster students' creativity in Korea?.- 40 Giftedness: The fourth dimension - The ethical nature of the gifted individual.- 41 Rural gifted adolescent girls and popular culture: Supporting talent development in a world of image and media.- 41 Growing teacher talent scouts: A model for teacher growth based on talent development.- Section VI Educational contexts and developmental transitions.- 42 Research on and education of migrant supernormal children in Mainland China.- 43 Potential challenges and barriers to talent development for high-ability Australasian-Pacific adolescents in the 21st century.- 44 Superkids 2: Contemproary reflections on gifted education.- 45 Gifted and talented education in an inclusive environment.- 46 Lifting leadership minds for gifted adolescents.- 47 Rural voices: Challenges for teachers in remote locations in meeting the needs of their high performing and high potential students.- 48 Highly able students in international schools.- 49 The gifted student in the higher educational context.- 50 The choice of career: Gifted students.- 51 Transitioning to career: Talented musician's identity development.- Section VII Community-engagement and partnerships.- 51 Counseling provision to support talent development among Malaysian gifted learners.- 52 Becoming gifted and talented in Taiwan: Contests and competitions as Bricolage.- 53 Children's development of literary talent: A multiple-case analysis of winners of the Columbian national contest of tales writings.- 54 Science learning styles for the gifted in the 21st century: Analysis of trends of Nobel Laureates in Science from 1901 to 2015.- 55 Addressing giftedness at the pre-service teacher level: Rewards and challenges.- 56 Mentor's perspectives on fostering the development of scientific talent.-
£427.49
Springer Verlag, Singapore Radical Collegiality through Student Voice: Educational Experience, Policy and Practice
Book SynopsisThis book celebrates the rights of the child, through including student voice in educational matters that affect them directly. It focuses on the experiences of children and young people and explores how our educational policies, practices and research endeavours enable educators to help young people tell their own stories. The respective chapters illustrate how listening to young people can help them attain new positions of power, even though doing so often creates discomfort and requires a radical change on the part of the adult establishment. Further, the book challenges researchers, teachers and practitioners to reconsider how students are involved in research and policy agendas, and to what extent radical collegiality can create fundamental and positive changes in the lives of these learners. In recent decades, greater attention has been paid across policy, practice and research discourses to involving children more meaningfully and actively in decisions about their participation in both formal and informal educational settings. The book’s goal is to illustrate how researchers have systematically involved students in the pursuit of a richer understanding of educational experiences, policy and practice through the eyes and ears of young people, and through their own cultural lens.Table of ContentsChapter 1. Using student voice to challenge understandings of educational research, policy and practice.- Chapter 2. Tracing the evolution of student voice in Educational Research.- Chapter 3. Voice and the ethics of children's agency in educational research.- Chapter 4. Representing youth voices in indigenous community research.- Chapter 5. Marginalised youth speak back through research: Empowerment and transformation of educational experience.- Chapter 6. Challenges of student voice within a context of threatened identities.- Chapter 7. Gathering and listening to the voices of Māori students: What are the system responses?.- Chapter 8. Foregrounding the stories of secondary school students with disabilities.- Chapter 9. Students' voice shifting the gaze from measured learning to the point of learning.- Chapter 10. Beyond the official language of learning: Teachers engaging with student voice research.- Chapter 11. Student voice, citizenship and regulated spaces.- Chapter 12. Teachers and Power in Student Voice: 'Finger on the Pulse, Not Children Under the Thumb'.
£999.99
Springer Verlag, Singapore Chinese Elementary Education System Reform in Rural, Pastoral, Ethnic, and Private Schools: Six Case Studies
Book SynopsisThis book introduces Chinese educational reforms and developments rolled out in the year 2014, examining them from both macro and micro perspectives and pursuing a mixed-methods approach.This book depicts the current landscape of the Chinese education system and institutions on different educational levels and in a variety of educational types, covering the development and reform status, issues, causes and effects, strategy plans and trends in the specific areas of schooling, financing, educator development and student development. Based on policy analysis, case studies, surveys and big data analysis, it combines the perspectives of both officials and grass-root stakeholders. Presenting contributions by scholars from over 10 Chinese and international higher education institutions and research institutes, as well as administrators and educators from over 20 provinces and regions throughout the nation, the book offers the most comprehensive, up-to-date and solidly fact-based scholarly representation of Chinese education reform and development on the market.Table of ContentsPart One History of Educational System Reforms and Educational Development.- Chapter one History of Higher Education System Reforms and Development.- Chapter two History of Vocational Education System Reforms and Development.- Chapter Three History of Obligatory Education System Reforms and Development.- Chapter Four History of Preschool Education System Reforms and Development.- Chapter Five History of Private Education System Reforms and Development.- Part Two Reforms of Inner and Outer Educational Systems and Educational Development.- Chapter one Reforms of Inner and Outer Educational Systems and Higher Education Development.- Chapter two Reforms of Inner and Outer Educational Systems and Vocational Education Development.- Chapter Three Reforms of Inner and Outer Educational Systems and Obligatory Education Development.- Chapter Four Reforms of Inner and Outer Educational Systems and Preschool Education Development.- Chapter Five Reforms of Inner and Outer Educational Systems and Private Education Development.- Part Three Case Studies on Experimental Sites of Educational System Reform.- Chapter One Adaptability of Majors of Higher Institution to Industrial Structure in CM.- Chapter Two Secondary Vocational Education Reform in GY.- Chapter Three Compulsory Education Reform in Different Functional Areas in CX.- Chapter Four Early Childhood Education Reform in XM.- Chapter Five Private Education Reform in WH.- Part Four Milestones in Education Reform in China in 2013.- Chapter 1 Accomplishments, Features and Issues of Education Reform in 2013.- Chapter 2 Milestones in Education Reform in 2013.
£62.99
Springer Verlag, Singapore Ethnography and Education Policy: A Critical Analysis of Normalcy and Difference in Schools
Book SynopsisThis book addresses the relationship between the production of social problems in educational policy, the research practices required to inform policy, and the daily production of normalcies and differences in school contexts. It reports on the opportunities and consequences for policy, research, and practice when normalcy is stigmatized at the same level as difference. The book employs a critical analysis combining queer, feminist, and post-representational theories to understand the implications of dominant ways of understanding the division between normal and different subjectivities and how they reiterate structures of inequality in schools.Table of Contents1 Introduction: Schools are being produced right now.- 2 Shot and Fragment: The place of researchers in Ethnography.- 3 Queering habits and entanglements of the Normal and Deviant subjectivities in Ethnographies.- 4 Discomfort: Affects, actors, and objects in Ethnographic intervention.- 5 The production of the problem of difference in neoliberal educational policies.- 6 Normalcy and Deviance: The production of schools and their subjects.- 7 Diversity and the failure of the civilizing project.- 8 Unpredictable meanings.- 9 Disentanglements.- 10 Future thoughts.
£107.99
Springer Verlag, Singapore Cultural Competence and the Higher Education Sector: Australian Perspectives, Policies and Practice
Book SynopsisThis open access book explores cultural competence in the higher education sector from multi-disciplinary and inter-disciplinary perspectives. It addresses cultural competence in terms of leadership and the role of the higher education sector in cultural competence policy and practice. Drawing on lessons learned, current research and emerging evidence, the book examines various innovative approaches and strategies that incorporate Indigenous knowledge and practices into the development and implementation of cultural competence, and considers the most effective approaches for supporting cultural competence in the higher education sector. This book will appeal to researchers, scholars, policy-makers, practitioners and general readers interested in cultural competence policy and practice.Table of ContentsPart I Introduction.- 1 Cultural Competence and the Higher Education Sector: A journey in the academy.- Part II Perspectives.- 2 The "Culture" in Cultural Competence.- 3 Reflecting on a Way of Being: Anchor principles of cultural competence.- 4 Locating Human Rights in the Cultural Competence Context.- 5 On the Critical, Morally Driven, Self-Reflective Agents of Change and Transformation: A literature review on culturally competent leadership in higher education.- 6 Beliefs, Events and Values Inventory Assessment of Global Identity: Implications and applications for international, cross-cultural and transformative learning.- Part III Policy and Policy Issues.- 7 Evaluating Cultural Competence in Indigenous Higher Education Contexts in Australia: A challenge for change.- 8 Indigenist Leadership in Academia: Towards an aspirational model of mindful servant leadership.- 9 Racism a Social Determinant of Indigenous Health: Yarning about cultural safety and cultural competence strategies to improve indigenous health.- 10 Healing Mainstream Health: Building understanding and respect for indigenous knowledges.- 11 History in the Now: Asserting indigenous difference in "Top End" higher education using culturally responsive pedagogy.- Part IV Practice and Programs.- 12 The Sydney Language on our Campuses and in our Curriculum.- 13 Students and Academics Working in Partnership to Embed Cultural Competence as a Graduate Quality.- 14 Embedding Cultural Competence in Science Curricula.- 15 Embedding Cultural Competence in Faculty: A mixed-methods evaluation of an applied indigenous proficiency workshop.- 16 An Indigenous Australian Cultural Competence Course: Talking culture, race and power.- 17 "Learning Through Reflection" - Enhancing culturally proficient learning communities in midwifery practice and education: An experience-based learning journey in London, United Kingdom.- Part V Conclusion.- 19 Future Directions: Cultural competence and the higher education sector.
£31.49
Springer Verlag, Singapore Leadership, Community Partnerships and Schools in the Pacific Islands: Implications for Quality Education
Book SynopsisThis book explores a range of educational issues in the Pacific Islands, from school leadership in various contexts to the importance of forging cordial school and community partnerships. By presenting perspectives from a wide range of stakeholders, including community leaders, teachers, parents and students, it adds to the ongoing dialogue on educational issues in the Pacific Islands. Moreover, it promotes the forging of healthy school ecosystems that value equality, diversity, community engagement, fruitful citizenship, proactive school leadership, and valuable student learning, to drive an educated Pacific Islands population into the future.Table of Contents1 Introduction: Contributing to Dialogue about Pacific Islands Educational Issues.- 2 Teachers' Perspectives on Leadership Model in Practice: The Case of Niuean School Leaders.- 3 School Leadership Development for Managing Educational Change: The Case of School Improvement Planning.- 4 The Partnership between School Leaders and Parents: Views of Solomon Islands Parents.- 5 Re-visiting the Social Studies Curriculum of Solomon Islands.- 6 Student Teachers' Perception of Citizenship Education at a Fiji Teachers' College.- 7 Fijian Secondary Mathematics Teachers' Beliefs about the Nature of Mathematics and their Self-Reported Teaching Practices.- 8 Gender Differences in Recess Play in Five Fiji Primary Schools.- 9 Critical Reflection and the Question of Epistemology: Is Fiji 'on the ball'?.- 10 The Importance of Co-authorship and Disciplined Research.- 11 Developing Numeracy Skills using Technology-enhanced Learning Activities in Fiji.- 12 Leading in Early Childhood Education Centres in the Solomon Islands: Issues and Challenges.- 13 School-generated Innovative and Creative Ideas in two Choiseul Schools, Solomon Islands.- 14 Strengthening Collaboration with the Community of Sustainable Development: Implications for School Leadership.- 15 Conclusion: A Collection and Collective Effort.
£80.99
Springer Verlag, Singapore Educational Theory in the 21st Century: Science,
Book SynopsisThis open access book reviews the effects of the twenty-first century scientific-technological and social developments on the educational theory. The first part handles the subject, focusing on technology and educational philosophy. In the second part, the implications of new human and social conceptions towards the education paradigms are examined. In the chapters of the last part of the book, more practical dimensions of education are discussed. Transforming school designs, school management, learning-teaching approaches and teacher competencies are discussed in the context of broader social, cultural and technological changes. Table of ContentsPart 1. Scientific-Technological Developments and Educational Paradigms.- Chapter 1. Challenges Facing the Philosophy of Education in the 21st Century (Khosrow Bagheri Noaparast).- Chapter 2. Scientific Paradigm Shifts and Curriculum: Experiences in the Transition to Social Constructivist Education in Turkey and Singapore (Mehmet Ulukütük).- Chapter 3. The Impacts of Online Education on Ecology of Learning and Social Learning Processes (Cahit Bağcı).- Chapter 4. The Concept of Change and the Teachers’ Role on the Implementing Technological Transformation at School (María-Elena Gómez-Parra & Bashar Daiss).- Part 2. Education in The Context of New Culture and Society ConceptionsChapter 5. Shifting Cultural Paradigms in Global Education: Toward Decolonizing Knowledge (Aorun Rasiah).- Chapter 6. Does Religious Education Have a Future in 21st Century? Anthropological Analysis of The Tradition of Islamic Education in Contemporary Times (Mohammad Talib).- Chapter 7. Conceptions of Society and Education Paradigm in the 21st Century (Aynur Erdoğan Coşkun)Part 3. New Learning, School and Teacher Considerations.- Revisiting Effective Instructional Strategies for 21st Century Learners (Asil Özüdoğru).- Chapter 9. Current Trends in School Management: School Leadership in Education 4.0 (Münevver Çetin & İsmail Karsantık).- Chapter 10. New School Designs and Sustainable Development (Beatriz Amann).- Chapter 11. 21st Century Teacher Competencies and Trends in Teacher Training Arife Gümüş
£40.49
Springer Verlag, Singapore Career Development Learning and Sustainability Goals: Considerations for Research and Practice
Book SynopsisThis volume provokes conversations and reflections on the most appropriate methodologies to pursue Career Development Learning (CDL) research within the framework of the Sustainable Development Goals (SDG)s. Drawing on studies with Australian students from diverse backgrounds, including low socioeconomic status, regional, rural and remote, with disability, etc., this volume uniquely highlights considerations for contextual and inclusive CDL research which advances multiple SDGs and quality futures across the globe. Although situated in Australian contexts, the case studies have international applicability. This volume provides support to researchers who intend to investigate the effectiveness of career development strategies which further sustainable development objectives. Specifically, the book highlights the importance of partnership and innovative methods in socially-just research methodologies as well as practical ways that these can be undertaken. It encourages readers to consider how they might frame their work in relation to the SDGs and create impactful research which furthers the agenda for sustainable development in localised ways.Table of ContentsIntroduction.- Partnerships and collaborations in career research.- Partners in Career Education: Exploring collaboration between universities, schools, industry, communities and vocational education providers in developing best practice career approaches.- Co-creating and co-evaluating end-to-end student experiences in careers education.- Career development in a rural setting.- Rural industries, school subjects and community knowledges – Towards a common language for rural careers.- Community based participatory research approach in career education research: A case study report from the key influencers project.
£104.49
Springer Verlag, Singapore Living Well in a World Worth Living in for All:
Book SynopsisThis open access book is the first of a two-volume series focusing on how people are being enabled or constrained to live well in today’s world, and how to bring into reality a world worth living in for all. The chapters offer unique narratives drawing on the perspectives of diverse groups such as: asylum-seeking and refugee youth in Australia, Finland, Norway and Scotland; young climate activists in Finland; Australian Aboriginal students, parents and community members; families of children who tube feed in Australia; and international research students in Sweden. The chapters reveal not just that different groups have different ideas about a world worth living in, but also show that, through their collaborative research initiative, the authors and their research participants were bringing worlds like these into being. The volume extends an invitation to readers and researchers in education and the social sciences to consider ways to foster education that realises transformed selves and transformed worlds: the good for each person, the good for humankind, and the good for the community of life on the planet. The book also includes theoretical chapters providing the background and rationale behind the notion of education as initiating people into ‘living well in a world worth living in'. An introductory chapter discusses the origins of the concept and the phrase.Table of ContentsSearching for worlds worth living in.- Education for living well in a world worth living in.- Why listen? Student voice work defended: Students as ‘expert witnesses’ to their experiences in schools and other sites of learning.- The heart of the small rural village school: Roots and wings, solidarity and autonomy.- Leading for love, life, wisdom, and voice in Steiner schools: Constraints and conditions of possibility.- The sand through my fingers: Finding Aboriginal cultural voice, identity and agency on country.- Leading by listening: Why Aboriginal voices matter in creating a world worth living in.- Practices and experiences in educational researcher training: Reflections from research students exploring the theme, living well in a world worth living in, during the COVID-19 pandemic.- Partnering for Hope: Agentic narrative practices shaping a world worth living in.- Keeping each other safe: Young refugees’ navigation towards a good life in Finland, Norway, and Scotland.- The kitchen is my favrote place in the house”: A world worth living in for children with feeding difficulties and their families.- Facing the climate crisis, acting together: Young climate activists on building sustainable future.- Finding worlds worth living in.
£33.74
ISEAS Quality, Equity, Autonomy: Malaysia’s Education
Book Synopsis
£6.26
Independently Published Auto Coaching em 10 sessões: A Jornada da
Book Synopsis
£6.25
Information Age Publishing Compassionate Leadership for School Improvement
Book SynopsisCompassionate Leadership for School Improvement and Renewal aims to equip educational leaders with the knowledge, skills, and learning experiences necessary to approach their work from an intentional stance of compassion. Schools serve as both sites and sources of suffering; yet compassionate leadership can facilitate healing for students, educators, and community members. The moment is right to move the field toward a compassion-centered approach to leadership. In recent years, people around the world have experienced unfathomable loss and suffering due to the COVID-19 pandemic, persistent inequities and subsequent social justice protests, war and violence, and catastrophic natural disasters. These events created perpetual anxiety, stress, fear, uncertainty, loss, and grief for millions of people--including educators. Now perhaps more than ever, people need to give and receive compassion. The purpose of the volume is to build educational leaders' capacity to demonstrate compassion, foster collective compassion within their schools and districts, establish organizational environments in which compassion is routinely given and received, and, subsequently, transform schools into sites of healing. Ultimately, through the unique contributions of each chapter, this volume offers a path toward school improvement that is both renewing and sustaining.Trade Review“As a former school counselor and school administrator, my view about compassionate leadership is one grounded in relational practice. This may be obvious to some, but unfortunately lost on many. This thoughtful volume edited by Kara Lasater and Kristina LaVenia explores a desperately needed reformulation of school leadership for our times. Compassionate leadership takes enormous courage because it works against much of the institutional ethos that forms and frames the role, thinking, and behaviors of those ostensibly charged to both manage and lead schools.” - William C. Frick, University of Oklahoma“The education system is in its most challenging period in decades, perhaps in the past century. The need now is to address student, staff and organizational suffering. Lasater and LaVenia et. al., offer antidotes in this volume by providing up to date research, theory and insight to cultivate, conceptualize and practice compassionate educational leadership. For those who teach and lead with their heart, this book is essential reading.” - Joseph A. Polizzi, Sacred Heart University“In an increasingly challenging educational landscape, leaders find themselves facing teacher shortages, student trauma, and learning loss. Schools could easily become institutions rife with secondary trauma and burned out professionals operating in stark contrast to the unifying motivations that drew each of us into this profession. This volume reminds us that among the many skill sets leaders must employ, organizational and leader compassion fulfills a fundamental human need and unlocks a means by which schools can transform from professional survival to the joyful work of changing lives for the better.” - Joshua Ray, Greenwood Public Schools
£86.70
Canbury Press Missing the Mark: Why So Many School Exam Grades
Book SynopsisUNCOVERED: 1 in 4 EXAM GRADES IS WRONG 'An important contribution to our thinking.’ – Sixth Form Colleges Association 'An uncomfortable but important read.’ – Headmasters’ and Headmistresses’ Conference 'Everyone in UK education should reflect upon the problems identified in this powerful book' – Higher Education Policy Institute Every summer one million GCSE and A-Level candidates receive results that define their school years and set them up for their life. But those results are gravely unreliable. In fact, about one grade in four in England is WRONG. That is 1.5 million grades every year. An A-Level grade B might have been an A, or even a C, had a different examiner marked the script. Similarly, a GCSE grade 7 might have received a grade 8 or a 6. For a decade, young people and their friends and families have been unable to grasp the full extent of this randomness. Now, in this definitive and easy to follow book, Dennis Sherwood explains why so many pupils receive final grades that don’t do them justice. And he suggests ways to regain trust, which apply to essay-based exams throughout the world. Reviews ‘Know an A Level student who you were absolutely sure should nail an A* but ended up with a B? Well, they probably should have got that A* but were a victim of this scandal. Sherwood’s work changed my outlook. Let him change yours too.’ – Robert Campbell, former Chief Executive, Morris Education Trust ‘Dennis has been challenging our thinking about assessment and the awarding of grades for many years, combining detailed research with an engaging manner and clear explanations... this is an important contribution to our thinking.’ – Bill Watkin, Chief Executive, Sixth Form Colleges Association ‘Dennis Sherwood asks the questions about exam grades that no one really wants to answer. His analysis suggests that much of what we think we know about school exams is based at best on wishful thinking and at worst on wilful misrepresentation of statistics. But he also has some positive suggestions for improvement. Missing the Mark is an uncomfortable but important read.’ – Melvyn Roffe, Chair, Headmasters’ and Headmistresses’ Conference ‘Missing a grade can result in university or college applications being rejected. Dennis Sherwood asks the $64,000 question: ‘Are grades reliable enough for the purposes they are supposed to serve?’ This book presents an insightful analysis of this important matter, including the rules introduced in 2016 to reduce the number of appeals, the controversial grading processes in 2020 and 2021 when exams were cancelled, why ‘real’ grades are so unreliable, and some solutions too.’ – Huy Duong, parent ‘Everyone in UK education should reflect upon the problems identified in this powerful book – and then decide what to do about them.’ – Nick Hillman, Director, Higher Education Policy Institute Anyone with an interest in how examinations are assessed, from those in government, regulators, schools, colleges, universities to employers, teachers, parents and students, should read Dennis Sherwood's incisive analysis. His conclusions will have a profound impact on our idea of the accuracy, reliability and fairness of examinations. – Mike Larkin, Emeritus Professor Queen's University of Belfast and Total Equality For Students ‘Dennis provides a clear, step-by-step outline of what is going so terribly wrong and the easy ways to remedy this.’ – Ollie Green, A-level student About the author Dennis Sherwood is a management consultant with experience of solving complex problems. He has a Physics Masters from the University of Cambridge, an MPhil in Molecular Biophysics and Biochemistry from Yale University and a PhD in biology from the University of California in San Diego. After being a consulting partner at Deloitte Haskins + Sells, and Coopers & Lybrand, he became an executive director at Goldman Sachs. He now runs his own business, The Silver Bullet Machine Manufacturing Company Limited, specialising in organisational creativity and innovation. He is author of 14 books. Extract - Foreword Gold standard! Well, maybe not! For many years England’s GCSE and A-level qualifications have enjoyed an international reputation as world-leading. They have frequently been cited as ‘gold standard’ examinations. In this book Dennis Sherwood applies forensic analysis, in an accessible format, to one aspect of those qualifications – the grades awarded to each student on results day. His expert commentary leaves us in no doubt that the architecture of reliability is nothing more than a fancy façade on a house that’s built on sand. This is not a book about whether examinations are the best way to assess authentic learning. That’s a different debate, although there’s evidence here that excessive reliance on end-of-course examinations exacerbates the great grading scandal. This is also not a book about whether the content of our examination-driven school and college curriculum is well-designed, fit for purpose or sufficiently visionary for the future needs of students. That too is a long overdue discussion which should inform public policy, but Dennis retains his focus on one pressing issue. Are the grades awarded to students at the end of the examination process a reliable indicator of their performance and ability? Can those grades be trusted to determine suitability for advanced academic study or access to employment? Do they serve to differentiate authentically between one student and the next? We are all familiar with the results day photographs that accompany the headlines in August. Enthusiastic celebrations with beaming smiles. Images that are carefully contrived to align with the supporting text as ‘Camelia’ (or whoever) progresses to a top university with her four A* grades or ‘Daniel’ revealed to be a prodigy as he attains twelve grade 9’s in his GCSEs. Their results may well be impressive and will certainly open doors towards privileged academic opportunities. But what if the student with AAB is actually no better, in any meaningful sense, than the student with BAC? What if these grades lack the precision that they appear to convey? Is there an element of unreliability in how they are awarded – such that two otherwise identical candidates may as well roll a dice alongside completing their examination paper to determine which, say, of two adjacent grades they may ultimately be awarded? If Dennis is right – and I think he is – then a great grading scandal unfolds before our eyes every summer... [Buy the book to continue reading the foreword] Dr Robin Bevan, Headteacher, Southend High School for Boys and NEU Past National President, 2020-21Trade Review‘Know an A Level student who you were absolutely sure should nail an A* but ended up with a B? Well, they probably should have got that A* but were a victim of this scandal. Sherwood’s work changed my outlook. Let him change yours too.’ – Robert Campbell, former Chief Executive, Morris Education Trust ‘Dennis has been challenging our thinking about assessment and the awarding of grades for many years, combining detailed research with an engaging manner and clear explanations... this is an important contribution to our thinking.’ – Bill Watkin, Chief Executive, Sixth Form Colleges Association ‘Dennis Sherwood asks the questions about exam grades that no one really wants to answer. His analysis suggests that much of what we think we know about school exams is based at best on wishful thinking and at worst on wilful misrepresentation of statistics. But he also has some positive suggestions for improvement. Missing the Mark is an uncomfortable but important read.’ – Melvyn Roffe, Chair, Headmasters’ and Headmistresses’ Conference ‘Missing a grade can result in university or college applications being rejected. Dennis Sherwood asks the $64,000 question: ‘Are grades reliable enough for the purposes they are supposed to serve?’ This book presents an insightful analysis of this important matter, including the rules introduced in 2016 to reduce the number of appeals, the controversial grading processes in 2020 and 2021 when exams were cancelled, why ‘real’ grades are so unreliable, and some solutions too.’ – Huy Duong, parent ‘Everyone in UK education should reflect upon the problems identified in this powerful book – and then decide what to do about them.’ – Nick Hillman, Director, Higher Education Policy Institute Anyone with an interest in how examinations are assessed, from those in government, regulators, schools, colleges, universities to employers, teachers, parents and students, should read Dennis Sherwood's incisive analysis. His conclusions will have a profound impact on our idea of the accuracy, reliability and fairness of examinations. – Mike Larkin, Emeritus Professor Queen's University of Belfast and Total Equality For Students ‘Dennis provides a clear, step-by-step outline of what is going so terribly wrong and the easy ways to remedy this.’ – Ollie Green, A-level studentTable of ContentsDEDICATION. To the unknown, but very large, number of young people who have been damaged by the award of wrong exam grades, in the hope that this will not happen in the future STATISTICS. Over the decade from 2010 to 2019, a total of about 70 million GCSE, AS and A-level grades were awarded following each year’s summer exams in England. • Of which around 17.5 million were wrong. • Yes,17.5 million. • That’s about 1 wrong grade in every 4. FOREWORD. Foreword by Dr Robin Bevan Headteacher, Southend High School for Boys NEU Past National President, 2020-21. old standard! Well, maybe not! For many years England’s GCSE and A-level qualifications enjoy an international reputation as world-leading. This book forensically analyses grades 1. EXAM GRADES ARE IMPORTANT. A'Level and GCSE grades can affect life chances, yet the regulator Ofqual's own statistics show that 1 in 4 grades can be wrong. This book gives all the evidence, discusses the implications, and – most importantly – offers some solutions 2. EXAMS IN ENGLAND. Deals with GCSE, AS-Level and A-level exams, exam centres and schools, awarding bodies, the regulators Ofsted, DfE, and Ofqual, the House of Commons Education Committee, marking, grade structures, grade boundaries, criterion referencing, cohort referencing, norm referencing 3. ARE EXAM GRADES 99.2% ACCURATE? Edexcel’s claim that grades are 99.2% accurate on results day (taken from Pearson-Edexcel’s website), assesses comments made about grade reliability by School Standards Minister Nick Gibb, Ofqual's Chief Regulator Glenys Stacey and Ofqual's Marking Consistency Metrics 4. TWO IMPORTANT WORDS: ‘ACCURATE’ AND ‘RELIABLE’. What does ‘accurate’ mean in the context of exams? Can exam marks ever be accurate? Looking at how marking by different examiners can alter the grade. The reliability of a grade is the probability that an originally-awarded grade is confirmed 5. SUMMER 2016: OFQUAL MAKE IT HARDER TO APPEAL. Until 2015, candidates unhappy with their grades could – for a fee – request a re-mark. But in May 2016, Ofqual changed the rules for challenges and appeals, intentionally denying access to an expert second opinion. Why did the regulator do that? 6. OFQUAL’S FIRST MEASURES OF GRADE RELIABILITY. In 2015, Ofqual carried out an extensive study in which the entire cohorts of GCSE, AS and A-level scripts, in 12 subjects, were marked twice: firstly, as normal, by an ordinary examiner; secondly, by a senior examiner, whose mark was designated 'true' 7. OFQUAL’S REAL MEASURES OF GRADE RELIABILITY. Using Ofqual data, the author calculates the reliability of mathematics grades is 96%, chemistry 92%, physics 88% etc right down to the lower arts subjects such as English literature (58%), history (56%) and combined English language and literature (52%) 8. WHY GRADES ARE UNRELIABLE. Three reasons why marking (marketing error) is not the problem. Instead, there is a more powerful explanation – fuzziness. Ofqual admit: 'There is often no single, correct mark for a question'. So marks may legitimately vary, causing valid but 'fuzzy' results 9. NOVEMBER 2018 TO SUMMER 2019. Newspaper sized on Ofqual's admission about grade unreliability, with reports in the Daily Telegraph and Sunday Times. Ofqual insists that marking error is to blame for any problems but stresses that results and grades are overwhelmingly accurate 10. 2020: CAGS AND RANK ORDERS. Due to the Covid epidemic, the UK government cancels all physical GCSE, AS-Level and A-Level exams and replaces them with an Ofqual algorithm, which is crude. 'The details of the algorithm were both important and missing from Ofqual’s Guidance documents.' 11. THE GREAT CAG CAR CRASH. On results day, Thursday 13th August, and over the next few days, progressively more stories surfaced on some ‘peculiarities’ in the algorithm’s results. Yes, overall, nearly 40% of CAGs were down-graded, but some were up-graded, sometimes very strangely 12. THE AFTERMATH. Were the CAGs right? Or fair? In a word, no. Or rather, some were, and some weren’t. I hope that most – if not the vast majority – were; but some definitely weren’t, and no one knows how many. Furthermore, Ofqual proved to be hugely obstructive in letting anyone find out 13. SUMMER 2021: THE TAGS. With Covid-19 once again obstructing physical exams, Ofqual oversaw Teachers Assessed Grades. 'The process was a mess in principle, and made even worse by the problems of rounding and statistics. But overall, Ofqual designed and implemented a totally flawed process...' 14. NINE WAYS TO DELIVER RELIABLE AND TRUSTWORTHY GRADES. Presents 14 solutions in order to offer a comprehensive ‘menu’ of possibilities, so as to stimulate the debate about which is indeed the best and most effective: the best and most effective among 15 possibilities 15. FIVE FUNDAMENTALLY DIFFERENT WAYS TO DELIVER RELIABLE AND TRUSTWORTHY ASSESSMENTS. Five more solutions to the problem of delivering reliable grades – or rather ‘assessments,’ for as will be seen, the last solution suggests a different way of representing students’ achievements on their certificates 16. OVER TO YOU… Reliable, trustworthy, grades are not just a public ‘good.’ Our young people deserve them. After 11, 12 and 13 years of school, the end-game, the key prizes, are those certificates with those grades. What a kick in the teeth it is for so many grades to be wrong APPENDIX - FUZZINESS, A DEEPER DIVE. The central concept in this book is fuzziness – my word for the fact that different, equally qualified examiners can legitimately give the same script different marks. Here I define and describe fuzzy exam grades ACKNOWLEDGEMENTS. Among others: Adi Bloom, Bernard Minsky, Bernard Trafford, Bill Watkin, Camilla Turner, Catherine Brioche, Carly Minsky, Elaine Hughes, Professor George Constantinides, Helen Pike, Dr Huy Duong, JL Dutaut, John Dickens, Liz Charin, Liz Lightfoot, Mark Corver, Mark Fretten REFERENCES. A full list of statistical sources, newspaper articles, think tank reports, and regulatory information for this book on English school exam grades INDEX. A full index. Such as the As: A-level 24 grade inflation Fig 5 (p 47) grade reliability, approximate measure for qualifications as awarded Fig 15, Table 3 (p 119) grade reliability, approximate measure for subject units or components Fig 13 (p 100), 104 results from ‘mutant algorithm’ 2020
£21.25
Bloomsbury Publishing PLC Ten Traits of Resilience
Book SynopsisIn an increasingly complex and ever-changing education landscape, school leadership is a rewarding but multifaceted profession. In order to survive in the job long term, school leaders need to understand how they can lead with positivity and purpose, all the while avoiding stress, coping with adversity, and taking better care of themselves physically and mentally. With teacher wellbeing and retention a growing concern, it is essential school leaders pass on this confidence and optimism to their staff members too. In this thought-provoking book, James Hilton explores ten traits of resilience and demonstrates to school leaders how they can embed these traits into their own practice and into their school to create a climate of resilience in every classroom. Ten Traits of Resilience is packed with practical advice, tips and reflective questions to help school leaders evaluate and improve their current practice, and threaded throughout are also perspectives from a number of educationTrade ReviewJames Hilton's new book builds on the success of his first, Leading from the Edge. It is personal, personable, conversational, practical and easy to read. With lots of good advice and some great questions, it is well worth a read. -- David Cameron, Education Consultant, Presenter and Trainer, @realdcameronIncreasingly, schools are incorporating wellbeing into their values and if you are a leader at a school on that journey (as I know many are), this book is the perfect read for you. -- SchoolwellThis book is a remarkable gem. The ideas are simple but not easy. It deserves to be read widely and often. -- UKEdChatThe huge power in this book comes from the fact that it does not just offer advice but it also makes you work and think around the ideas offered through practical activities and tasks. If you want to stay in leadership and get the most from the best job in the world, read this book. -- Lena BellinaDip in when a particular problem arises, or read the book cover to cover to build up a background of useful knowledge. The friendly and supportive approach makes this an excellent resource for the staffroom library and for training sessions. -- Parents in TouchWhere does the book fit within the canon of educational advice and positioning? Unusually, I found Hilton has not done anything particularly original, but that's the brilliance of this book. It is familiar and reassuring yet challenging at the same moment... It doesn't tell us that there are dragons, but lets us know that dragons can be defeated. Or, to use Hilton's metaphor, if your resilience balloons feel deflated, read this book to reinflate them and find a way forward this term. -- Sam Draper, TESOne of the strengths of the book is its wide-ranging nature. While it is ostensibly about resilience, it also covers the range of tasks and challenges a school leader faces: there's practical advice on preparing for Ofsted, thoughts on managing the wellbeing of staff and a discussion of school mission statements. -- Schools Week
£17.99
Taylor & Francis Inc Which One Doesnt Belong
Book SynopsisThe Teacher''s Bundle includes the 84-page Teacher''s Guide, 36-page hardcover student book, and access to digital formats. In the valuable Teacher''s Guide, Christopher Danielson gives you everything you need to start your students questioning, arguing and wondering about the shapes in the accompanying Mathical-award-winning children''s picture book, Which One Doesn''t Belong? Christopher draws from both research and classroom experience to teach you how students'' geometric thinking develops. In clear, approachable language, Christopher discusses the mathematical ideas likely to emerge on each page and helps you anticipate and understand students'' likely answers. Through classroom stories from different grade levels, he models listening to, talking about, and delighting in students'' ideas about shapes. Finally, Christopher gives you all the practical information you''ll need to implement Which One Doesn''t Belong?
£26.09
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