Schools and pre-schools Books

Book SynopsisThe Jesuit educational tradition has existed for more than 450 years, and today, there are more than 150 Jesuit primary and secondary schools in North and Latin America. Jesuit Education at the Crossroads tackles the lack of research on these schools by bringing together scattered studies and asking experts on the issues about the current challenges for Jesuit education. The landscape pictured by this collection of essays suggests that Jesuit primary and secondary education is at a historical moment, analogous to a crossroads. After a crisis between the 1960s and ‘80s, these schools were consolidated, establishing themselves in national and international networks. But the twenty-first century has brought new challenges. For instance, the secularization of culture is demanding an update of the Jesuit educational project; leadership is rapidly shifting from Jesuits to lay men and women, with multiple issues at stake; and researchers and policymakers are asking new questions about the role of these schools and school networks for equity and inclusion in each region. The book touches on these and other points that will be very relevant for all who are interested in the Jesuit educational tradition.Trade ReviewOne could argue the Jesuit Education has always been at the crossroads, but the only possibility to choose the right road is to understand how it got there and where it wants to go… This book provides inspiring (and some highly controversial) analysis and research that will certainly boost discussion, research and better educational practices. -- José A. Mesa, Secretary for Education, Society of JesusJesuit education is interesting in and of itself, and Jesuit Education at the Crossroads provides a fascinating set of windows into its contemporary practice. But the volume will also be of interest to a broad audience because the contributors show how Jesuit education has conceptual insights and innovative practices to offer both secular and religious schools. Educators across many countries increasingly focus on social, ethical, and spiritual aspects of young people’s development, and the Jesuit schools described in this collection embody insights into a whole person development that are widely applicable. The editors argue convincingly that Jesuit education confronts distinctive challenges and opportunities at this historical moment. I would encourage educators and policymakers to learn more about both current and emerging practices in Jesuit education, because this rich tradition has much to offer. -- Stanton Wortham, Dean of the Lynch School of Education at Boston CollegeJesuit Education at the Crossroads: Discussions on Contemporary Jesuit Primary and Secondary Schools in North and Latin America is packed with data, research, and interpretations about Jesuit education’s way of proceeding at this historical moment and the differences between and among cultures and countries in what the Jesuit world would like to see as One America. The editor, Juan Cristobal Garcia-Huidobro, has gathered a wide, but representative scholarship placing the reader “at the crossroads.” This work signifies a major contribution to updated scholarship on Jesuit primary and secondary education. Well done. -- Robert Reiser, Executive Director of the Jesuit Schools Network of Canada and the United StatesTable of ContentsJesuit Education at the Crossroads: An Introduction to the 23 Texts, Juan Cristóbal García-HuidobroChapter 1: The Oaxtepec DocumentChapter 2: The Christian Formation of Jesuit High School Students, Joseph FichterCommentary: Religious and Social Formation in the Mid-20th Century: Insufficiencies and Overcoming, Luiz Fernando KleinChapter 3: Jesuit Education for Justice: The Colegio in El Salvador, 1968-1984, Charles BeirneChapter 4: Closure of the Instituto Patria in Mexico: An Emblematic Case of the Change in the Jesuit Educational Apostolate, María del Socorro GutiérrezCommentary: Two Ways of Tackling a School’s Complicity with Structural Injustices, John SwopeCommentary: Lack of Dialogue and Overvaluation of the Jesuit Influence in the Mexican Case of the Closure of the Instituto Patria, Juan Luis OrozcoChapter 5: A New Ratio for a New Millennium?, Vincent DuminucoChapter 6: The Ratio Studiorum Today in Latin America: Its Update and Its Challenges, Pablo SadaCommentary: Forget the Ratio Studiorum or Recover Its Genius?, Claude PavurCommentary: A Renewal of Jesuit Education Based on Ignatian Spirituality, John O’MalleyChapter 7: Teaching in Jesuit Schools from 1950 to 2017: Changes in Composition and Meaning, Cristóbal MaderoChapter 8: Education of the Whole Person in an Increasingly Competitive and Secular Context: Two Decades of Professionalization and Searching at Colegio San Ignacio El Bosque, Juan Cristóbal García-Huidobro and Daniel AranedaCommentary: Challenges of the Jesuit Abandonment of Classrooms and the Curriculum, Cristián CoxCommentary: Curricular Tensions and Possibilities in Times of Neoliberalism, Encarna RodríguezChapter 9: Exploring Mission, Inclusion, and Formation of Lay Educators: Recent Research on Traditional Jesuit Secondary Schools in North America, Kristin Ross CullyChapter 10: Networked School Improvement: The Latin American Jesuit Schools’ System for Quality Management, Jorge RadicCommentary: If It Rains in the North, the South Does Not Escape It: Research on Jesuit Education in Latin America, Esteban OcampoCommentary: Prospects for Jesuit Education in a Secular Age, Dennis ShirleyChapter 11: The Cristo Rey Jesuit Model and Social Justice: Dialectic Tensions of Mission and Brand in U.S. Jesuit Education, Sajit KabadiChapter 12: Educating for Poverty Relief: The Case of Fe y Alegria, Camilo Arciniegas Pradilla and Jose Bento da Silva Commentary: Reflections on Cristo Rey and Fe y Alegría: Two educational models conceived to alleviate poverty and bring about social justice, Jorge Enrique VargasCommentary: Jesuit Education in the Americas up for Reinvention: Internal Dilemmas and Broader Lessons for the Future of Learning, Santiago Rincón-Gallardo

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Book SynopsisWithin educational organizations, administration is relied upon for the allocation of resources as well as the optimization of processes that can include data storage, knowledge management, and decision making. To support these expectations, technologies and systems must be put into place that allow administrators to accomplish these tasks as efficiently as possible.Utilizing Technology, Knowledge, and Smart Systems in Educational Administration is an academic research book that examines knowledge regarding scholarly exploration of the technologies, information/knowledge, and smart systems in educational administration and provides a holistic, systematic, and comprehensive paradigm. Featuring a wide range of topics such as e-Curriculum, language learning, and professional development, this book is ideal for school administrators, principals, IT consultants, educational software developers, academicians, researchers, professionals, educational policymakers, educators, and students.

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Book SynopsisThe post-pandemic world provides all of us with the opportunity to think differently about what we want for society. In Educating Tomorrow, Chris Brown and Ruth Luzmore explore what a post-Covid ‘blank slate’ education system could look like. Taking you on a journey which considers the past and present to inform their prediction of the obstacles and opportunities posed by a post-pandemic future, the authors present a new vision for the future of education which might not have been possible without the eruption of Covid-19. Offering up a range of proposals for how education can begin to emerge anew, and ultimately reach an improved destination, Brown and Luzmore showcase how even in the midst of unprecedented global challenges, it might be possible for us to revolutionise education systems for the better.Trade Review'This engaging book cleverly uses the past and the present to point the way to an education fit for the future. Change is forever with us, but, today, it is writ large and the needs of tomorrow will be unlike those of today. Thought about what should happen in schools has a tendency to focus on the minutiae of today’s practices in order to make them better for tomorrow. Refreshingly, this book looks at the bigger picture and provides a basis for more relevant practice. I will be recommending it to my students and colleagues.' -- Professor Douglas P. Newton, Durham University, UK'This engaging book cleverly uses the past and the present to point the way to an education fit for the future. Change is forever with us, but, today, it is writ large and the needs of tomorrow will be unlike those of today. Thought about what should happen in schools has a tendency to focus on the minutiae of today’s practices in order to make them better for tomorrow. Refreshingly, this book looks at the bigger picture and provides a basis for more relevant practice. I will be recommending it to my students and colleagues.' -- Professor Douglas P. Newton, Durham University, UK'What can we learn from the past that can help us create a more promising future? A hugely enjoyable consideration of the many and variable influences on education combined with suggestions of where we might focus our energies next. An important debate for us all.' -- Dame Alison Peacock, Chief Executive of Chartered College of Teaching, UK.'The coronavirus has ripped off the veneer of equity and the pretense of solidarity that existed in many societies previously and exposed the fundamental unfairness and unsustainability of our modern world order. Whatever the future holds after COVID-19, we should try at all costs not just to go back to the way things were as our default option. With Educating Tomorrow, Chris Brown and Ruth Luzmore draw upon the broad sweep of educational philosophy and current developments such as artificial intelligence and transhumanism to chart a better way forward. Written with verve and panache, this will be a welcome addition to every thinking person's library.' -- Dennis Shirley, Duganne Faculty Fellow and Professor, Boston College, USATable of ContentsChapter 1. Introduction - what would you do with a blank slate? Chapter 2. What will the future hold?Chapter 3. A Brief History of Education – from ancient Greece to the EnlightenmentChapter 4. Education in Britain Chapter 5. Rethinking the goals of education Chapter 6. From Universal Basic Income to Aristotle and back Chapter 7. Emotions, collaboration and creativityChapter 8. But what would all of this look like?

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Book SynopsisThis collection of chapters from established thinkers and emerging scholars provides a series of unique insights into collaboration between schools and the means by which the policy context influences such activity. Taking a global perspective, the chapters within this book follow a common framework to explore how macro-level factors help to create the conditions in which school-to-school collaboration is likely to succeed or fail ‘on the ground’. The result is a nuanced and original analysis that explores why and how collaborative activity between schools is intrinsically linked to broader policy contexts. School collaboration and networking is a rapidly growing area of interest. This book will appeal to the increasing number of emerging scholars and established experts with an interest in this area and other related sub-fields including school effectiveness and improvement, critical policy studies and educational leadership and management. It will also be of interest to policymakers seeking to capitalise on the potential of collaboration between schools and to educational professionals seeking improvement through partnership and dialogue.Trade ReviewSchool-To-School Collaboration. Learning Across International Contexts edited by Armstrong and Brown is a brilliant resource for anyone in education - network novice, experienced school leader or policymaker. Personally, I enjoyed reading the unique experiences of the thirteen case studies, and what they shared in common. The case studies are a rich resource for anyone interested in drawing on the power of networks and school-to-school collaboration for system-wide improvement of outcomes, equity, teacher relationships and engagement. The book also contains a well-balanced, nuanced and insightful discussion of theory and practice complemented by practical recommendations. The sharing of a diverse range of systems, experiences and countries (twelve school systems across five continents) yields a rich tapestry of school-to-school collaboration and partnership examples that are woven together through Hood’s cohesion/regulation matrix. In short, the book is a treasure trove of theoretical and practical information. This is timely and important given the rise in the use of networks in educational systems across the world. Armstrong and Brown, in pulling these impressive case studies together into one book advance the field. No matter what country you live in, role you hold in education (classroom teacher, school leader or policymaker), experience you have with school-to-school collaborations or networks this book is a must read. -- Alexandra Harper, PhD Candidate Western Sydney UniversityFostering stronger collaboration within and between schools is a well-established aspiration for education systems internationally. But what does it look like in different kinds of national contexts? What can be learned from their similarities and differences? And how can effective school-to-school collaborations be enabled and supported within different kinds of systems? This edited collection from Paul Wilfred Armstrong and Chris Brown examines these questions in rich detail by bringing together examples from 12 different school systems and one international school network. It sheds light on the nuanced dynamics and subtle complexities of educational collaboration within specific cases from countries in Africa, Asia, Europe, North America, South America and Oceania. As well as illuminating the richness of these various examples, this book also allows the reader to make sense of them in relation to the characteristics of the systems within which they are situated. The book uses a common framework (The Social Cohesion Regulation Matrix) to categorise the case-study examples into four different types of systems according to their level of social cohesion and social regulation. In this way, it is possible to draw out insights about enabling effective school-to-school collaboration from within and across the four different types of systems. For readers who are also familiar with a previous volume with a similar organising structure that was focused on evidence-informed practice, the potential for connected insights into the relationship between collaboration and evidence use in different system context is an important additional benefit. -- Associate Professor Mark Rickinson, Monash University, Melbourne, AustraliaThis 13-chapter edited volume is a well-organized, conceptually coherent, comparative international look at school-to-school collaboration. In their introduction, editors Armstrong and Brown provide a very helpful overview of what can be learned from their diverse cases; in particular they emphasize that one key goal of the book is to illustrate that collaborations take certain forms (and not others) thanks to particular policy pre-conditions. The emphasis on policy and context means that the book resists giving one-size-fits-all recommendations and gives a complex view of networked collaboration. The chapters discuss both enablers and barriers to collaboration in their particular case studies and each chapter concludes with recommendations for policy and practice. The parallel organization for each chapter is a strength and means that both readers who examine the whole manuscript and readers who select specific chapters will take similar benefit from the book: concrete, empirical examination of collaboration and the policies that support or constrain it. This is a scholarly book, and each chapter ends with its own list of references to previous research; it is also a book that appeals to a wide audience, including policymakers and third-sector NGO actors looking to apply lessons from these contexts to their own. The book as a whole concludes with a 7-page index, which will aid readers looking for particular cross-case themes. Readers interested in the potential of networks should read this book; the cases are diverse and describe a range of relationships within, between, and among schools. Many chapters discuss the potential of collaboration to foster school improvement but others argue that collaboration holds a wide range of potential benefits. The editors’ and authors’ application of the cohesion/regulation matrix, and its typology of hierarchist, fatalist, egalitarian, and individualist systems, provides a transparent (and debatable) entry point to understanding that not all collaborations begin from the same starting point or pursue the same ends. This diversification of the research and policy conversation about school to school collaborations is welcome. -- Joseph Flessa, Interim Associate Dean, Programs, University of TorontoTable of ContentsSection 1: Hierarchist Systems Chapter 1. New Zealand Cases of Collaboration Within and Between Schools: The Coexistence of Cohesion and Regulation; Michelle Dibben and Howard Youngs Chapter 2. Local Authorities and School-to-School Collaboration in Scotland; Joanne Neary, Christopher Chapman, Stuart Hall, and Kevin Lowden Chapter 3. School Participation in Local and International Collaboration: The Norway-Canada (NORCAN) Programme; Carol Campbell Chapter 4. Education Groups as a Chinese Way of School Collaboration for Education Improvement; Jing Liu Section 2: Fatalist Systems Chapter 5. Barriers for Effective Networking in Competitive Environments: Addressing Distrust and Isolation to Promote Collaboration in the Chilean School System; Mauricio Pino-Yancovic, Álvaro González, and Romina Madrid Chapter 6. Interprofessional Collaboration Between Childcare Services and Primary Schools in the Netherlands; Trynke Keuning, Rachel Verheijen-Tiemstra, Wenckje Jongstra, and René Peeters Chapter 7. School-to-School Collaboration in Poland: Mapping (Untapped) Potential; Marta Kowalczuk-Walędziak, Hanna Kędzierska, and Alicja Korzeniecka-Bondar Chapter 8. School-to-School Collaboration – Kenyan Context; Andrew Kitavi Wambua Section 3: Egalitarian Systems Chapter 9. School Collaboration in a Divided Society: Shared Education in Northern Ireland; Tony Gallagher, Gavin Duffy, and Gareth Robinson Chapter 10. Moving Beyond a Narrative of School Improvement: How and Why Should we Create Purpose-Driven and Impactful Collaboration for Educators?; Sian May and Kevin House Chapter 11. From Professional School Networks to Learning Ecosystems: The Case of Networks for Change in Barcelona; Jordi Díaz-Gibson, Mireia Civís Zaragoza, and Marta Comas Sabat Chapter 12. Germany: School-to-School Collaboration at the Interface of Bureaucracy and Autonomy; Anke B. Liegmann, Isabell Van Ackeren, René Breiwe, Nina Bremm, Manuela Endberg, Marco Hasselkuß, and Sabrina Rutter Section 4: Fatalist Systems Chapter 13. School-to-School Collaboration Through Teaching School Alliances in England: ‘System Leadership’ in a Messy and Hybrid Governance Context; Toby Greany and Paul Wilfred Armstrong

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Book Synopsis«Tony Lyons’s study restores Thomas Wyse to the prominent place where he belongs – as one of the most consequential and far-seeing educational thinkers in nineteenth century Ireland. Long a neglected figure, everybody interested in the history of Irish education will profit from this work.»(Professor James Kelly, St. Patrick’s College, Dublin City University) This is the first major work on Thomas Wyse, and his plans for education reform. It places him, first and foremost, as an educationist, particularly between the years 1830 to 1845. The book draws upon his firm conviction that a national system of education should have a legislative foundation; a solid legal bedrock creates permanency, and, this coupled with universality, was a true national system. Not for him, narrow nationalism: his understanding had greater scope, including all social classes and all ages from primary education, to intermediate, to university and supplementary education. The book bears testimony to and conveys explicitly the core of these ideas. The book is an academic biography of a man who used his good office to explore the prevailing political atmosphere at the time and to produce a programme which would augment and reform education provision in Ireland and the wider United Kingdom. The book amplifies the key elements of Wyse’s educational thinking, and the reader should find the analyses throughout the book both beneficial and enlightening.Trade ReviewTony Lyons’s study restores Thomas Wyse to the prominent place where he belongs – as one of the most consequential and far-seeing educational thinkers in nineteenth century Ireland. Long a neglected figure, everybody interested in the history of Irish education will profit from this work. From Professor James Kelly, St. Patrick’s College, Dublin City University.Table of ContentsContents: Thomas Wyse: The Member for Education or a Mere ‘Gadfly’ – ‘Architect’ of the National System of Education – Education Reform – Morality, ‘Good’ Education, Scientific Methods and Teachers – Wyse and Post-Primary, Female, Technical, Agricultural and Adult Education – A Second University for Ireland.

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Book SynopsisDespite being tasked with supporting the wellbeing and emotional health of staff, students, and other members of the school community, little attention has been paid to developing the same qualities in school-level leaders. The majority of the existing academic research surrounding school-level leadership focuses on what practices and strategies leaders can engage in to supporting student outcomes. Bridging the nexus between research and practice, The Emotional Life of School-Level Leaders uses insights and interpretations derived from the disciplines of psychology and educational leadership to illustrate the rich and complex emotions inherent in school-level leaders’ work. This unique resource critically investigates approaches for promoting wellbeing and effective emotional regulation strategies among both individual school-level leaders and throughout K-12 education systems. In an era characterized by high levels of attrition, burnout and stress, Hauseman proposes communal strategies and policy levels to support school-level leaders’ emotional regulation and wellbeing, countering individualistic approaches to self-care that absolve Ministries/Departments of Education and school districts from their responsibilities to support school-level leaders. The Emotional Life of School-Level Leaders provides a unique perspective by offering insight into who school-level leaders are, and what they need to thrive both personally and professionally.Table of ContentsChapter 1. Introduction: The Emotional Aspects of School-Level Leadership Chapter 2. Theoretical Foundations: Affect and Emotions in Educational Administration Chapter 3. Stress, Burnout and Isolation: The Lonely State of the Field Chapter 4. Work Intensification and Other Factors and Forces that Heighten Emotions in School-Level Leaders’ Work Chapter 5. How Principals and Other School-Level Leaders Manage Their Emotions Chapter 6. Beyond Mindfulness: Principal Preparation Programs, Professional Learning and Innovative Supports to Promote Effective Emotional Regulation Chapter 7. Characteristics and Context: A New Model for School-Level Leaders’ Emotional Regulation Chapter 8. Concluding Thoughts: Future Directions for Research and Practice

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Book SynopsisWhere spirituality in the UK once existed as a shared experience of mutual religious and cultural norms, it has evolved to one where religion, faith and individualism challenges a ‘one-size fits all’ experience. Considering the dramatic implications this means for British education, Aidan Gillespie puts forward a new definition of spirituality which is unique to educationalists across all settings. With reference to how teachers themselves define and understand the expression of spirituality through their teaching practice, this book draws on narrative accounts from professionals, of faith and none, to illustrate the contested understanding of spirituality and its interaction with professional values and choices. As the author develops the concept of spirituality from a wholly religious tradition and towards one of a shared spiritual component present in each individual, regardless of faith or belief, he also showcases how this might challenge learning spaces with a distinctive religious character. By investigating where the personal conceptualization of spirituality might directly contest the assumed character of faith education, and place tensions on individual teachers with regards to their professional practice, Gillespie demonstrates the importance of this new understanding of spirituality in a culture which pays homage to a largely secular contemporary Britain. Providing enlightening accounts from professionals with wide-ranging experience, this book is appealing reading for teachers, researchers and students of education in the UK as well as internationally.Table of ContentsChapter 1. Education's spiritual inheritance. The development of education and the role of faith, religion and spirituality Chapter 2. Teachers' spirituality or spiritualities? Chapter 3. Expressions of spirituality: a call to social action and challenge. Chapter 4. Spirituality beyond the classroom. Relationships and the development of the individual. Chapter 5. The future of spirituality in education.

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Book SynopsisThe Peripatetic Journey of Teacher Preparation in Canada situates teacher training, preparation and education in Canada within national and global histories. The authors lead the reader through an exploration of the objectives of schooling, the contextual role of teachers, and the political undercurrents sustaining various educational conceptions and policies. Taking a ‘longue durée’ approach, the authors begin by considering traditional practices in Indigenous nations encountered by the colonizers of Canada, including the role of the community as an educator. Tracing teacher preparation through colonization, the authors then move on to the formation of the educational state, the development of educational sciences and educational debate, the professionalization of teaching, its feminization at the elementary level, and its integration into the university, along with changes that emerged out of the ‘long 1960s.’ The book closes with a discussion of the process by which Indigenous people are reclaiming control over their education, and with it their spirituality, as well as gaining control over the formation of their own teachers. Placing the historical analysis of teacher preparation within prevailing political and socio-economic processes, the authors showcase a series of overlapping discourses and internationally relevant educational trends.Table of ContentsIntroduction. Rosa Bruno-Jofre and Joseph Stafford Chapter 1. From a Social and Emotional Educational Process to Missionary Conversion and Schooling: The 1600s to the Fall of New France in 1763; Joseph Stafford Chapter 2. Teacher Preparation in British North America Before the Establishment of Normal Schools, 1763-1840; Joseph Stafford Chapter 3. Teacher Preparation in Canada East-Quebec, 1841-1975; Joseph Stafford Chapter 4. The Creation of the Educational State, the Normal School, and the Formation of a Polity in the Emerging 'Age of Empire'; Rosa Bruno-Jofre Chapter 5. Teacher Preparation in English Canada in the Interwar Period: 1918-1945; Rosa Bruno-Jofre Chapter 6. Shaking Teacher Preparation/ Education: The Post-war and the 'Long 1960s'; Rosa Bruno-Jofre

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Book SynopsisTo what extent should religion be taught in classrooms? Should lessons also cover non-religious beliefs? Should the teaching of religion be compulsory or should it be a matter of choice by the parents or the child? Should faith schools be allowed to teach their religious beliefs? Should religious worship be compulsory for all pupils? Questions of how religion operates within schools prove controversial and divisive. This book explores radical changes that are being made in Wales and the lessons that can be learnt. It examines the historical development of the law in this area, the new Welsh law, its potential shortcomings and areas that the new law leaves untouched, namely the rules on religious worship. The book is written by a leading authority on the interaction of law and religion whose work fed into Welsh parliament debates on the Curriculum and Assessment (Wales) Act 2021.Trade Review‘Russell Sandberg has provided a crisp, clean, concise, and cogent expert’s guide to the impressive new experiment in religion and education afoot in Wales. Not only Welsh and UK readers, but anyone interested in the vexed questions of the roles and rights of religion in the classroom and curriculum need to read this learned text.’ – John Witte, Jr., Director, Center for the Study of Law and Religion, Emory University, USA.‘This short and very well-written book probes big issues: among them the implications of devolution for educational reform and - in more detail - the recent changes in the teaching of religion in the Welsh school system. I recommend it warmly.’ – Grace Davie, Emeritus Professor of Sociology, University of Exeter, UK.‘In the aftermath of 9/11, the need for appropriate religious education has become a priority around the world. By analyzing the new Welsh system, this book addresses issues that are debated in many countries and outlines a model that can be replicated throughout Europe.’ – Silvio Ferrari, Emeritus Professor of Canon Law, University of Milan, Italy.‘This book aims to illuminate an area where there has often been more heat than light, and examines the new law with insight and nuance. It is a valuable contribution to current scholarship.’ – Helen Hall, Senior Lecturer and Associate Director of the Centre for Rights and Justice, Nottingham Trent University, UK.‘This engaging book charts how the teaching of religion is being transformed in Welsh schools and explores how other nations might learn from these changes. Essential reading for anyone interested in religion, law, and education.’ – Anna Strhan, Senior Lecturer in Sociology at the University of York, UK.'Religion in Schools: Learning Lessons from Wales' is the leading text on the law of religion in Welsh Schools. Sandberg’s work is succinct and informative, giving the reader a clear understanding of both the current law in Wales and the historical development up until this point alongside the many challenges the new Welsh provisions pose. ... This text may be of interest to public lawyers more broadly.'Sandberg’s work is succinct and informative, giving the reader a clear understanding of both the current law in Wales and the historical development up until this point alongside the many challenges the new Welsh provisions pose. The book is divided into two sections: religious education and worship under English law; and the new Welsh law on Religion, Values, and Ethics. This book is an important read for anyone involved in the sociolegal issues of religion and education. The policy motivations and challenges which have occurred in Wales provide important lessons to other jurisdictions and may provide an indication of the direction of travel legislators wish to take — HOWARD DELLAR & REBECCA MARTIN; Ecclesiastical Law JournalSandberg has provided an excellent guide to the reform of religious education in Wales. His account is essential reading for those who want an accessible account of the discussions and debates that preceded the new legislation. Chapters are short, informative and well written—British Journal of Educational StudiesTable of ContentsAcknowledgments; 1. Introduction; Part One RELIGIOUS EDUCATION AND WORSHIP UNDER ENGLISH LAW; 2. The Position before the Butler Act; 3. The Butler Act; 4. The Position after the Butler Act; 5. The Current Law; 6. The Human Rights Context; Part Two THE NEW WELSH LAW ON RELIGION VALUES AND ETHICS; 7. The New Curriculum for Wales; 8. The Consultation Phase; 9. The Curriculum and Assessment (Wales) Bill; 10. The Passage of the Bill; 11. The New Law; 12. Conclusion; Bibliography; Index

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Book Synopsis"The International Handbook of Psychology in Education" provides researchers, practitioners and advisers working in the fields of psychology and education with an overview of cutting-edge research across a broad spectrum of work within the domain of psychology of education. The chapters in the handbook are authored by internationally recognised researchers, from across Europe, North America and the Pacific Rim. As well as covering the latest thinking within established areas of enquiry, the handbook includes chapters on recently emerging, yet important, topics within the field and explicitly considers the inter-relationship between theory and practice. A strong unifying theme is the volume's emphasis on processes of teaching and learning. The work discussed in the handbook focuses on typically developing school-age children, although issues relating to specific learning difficulties are also addressed.Trade ReviewThis fine collection of key contemporary work by renowned authors represents the state of the art in the psychology of education. The book is ground-breaking, timely and comprehensive, and indispensable reading for scholars and practitioners interested in understanding and promoting teaching and learning in diverse educational contexts.A" Professor Sylvia Rojas-Drummond, Faculty of Psychology, Universidad Nacional Autonoma de Mexico (UNAM) This book brings together an all-star cast of international experts, and should be required reading for the large community of education researchers who are studying how to improve classroom instruction by using psychological research.A" Professor Keith Sawyer, Washington University, St Louis, USA.

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Book SynopsisSixteen writers with a wealth of experience provide invaluable advice on working in the independent sector; first impressions; responsibilities and rewards: advice on starting out; child protection and your protection; good classroom practice; achievement and diversity; extra and co-curricular opportunities; the effective use of time; communication with parents; role of the induction tutor; those who work around you; input and out: admissions and public exams; balances and checks; professional development issues; looking ahead: next steps.

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Book SynopsisExpert writers share their thoughts and opinions on the future of the International Baccalaureate Diploma Programme. The editors and contributors, all experts in their field, identify issues arising from current practice and indicate how those issues need to be addressed as part of a policy for future growth.

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Book SynopsisThis fascinating book, written by two experts in school improvement, is for teachers and school leaders who are looking for ways to raise the organizational intelligence quotient (OIQ) of their classrooms and their schools. It is ideal for those who perceive themselves as the facilitators of learning - for students, for colleagues and for themselves. If schools are to be transformed and transformative, teacher-learners will lead the way. Simplistic and superficial approaches to improving student learning simply don't work. School improvement isn't a technical challenge; it is an adaptive one. It requires a change not just in behaviors and skills, but in values, beliefs and even identity.Table of ContentsAcknowledgements Preface: Who is this book for? Chapter 1: What is the OIQ factor? Chapter 2: Developing an OIQ focus: teacher leadership for learning Chapter 3: Emotional intelligence and the OIQ factor Chapter 4: Working smarter, not harder Chapter 5: The power of collaborative inquiry Chapter 6: Organizational intelligence and the inclusion of students with special needs Chapter 7: Leading adult learning Chapter 8: Schools have developmental stages, too Chapter 9: Measuring and growing our OIQ factor Chapter 10: Bringing it all together

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Book SynopsisHeadmaster Alex McGrath investigates the challenges facing independent schools and issues a 'call to arms' for school leaders to embrace changing times. He considers whether providing value for money is the most important issue affecting independent schools today and draws on interviews with more than 30 Heads to discover how they are meeting the challenge of providing the highest standards of education and pupil care while balancing the books.Trade ReviewThis book should be on the reading list of every Head, bursar and chairman of governors. --Gerry Holden, Headmaster of Dover College and Chairman of The Society of Heads' professional development committee

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Book SynopsisAll professional learning communities agree that there is added value in utilizing technologies to enhance and facilitate student success. This volume seeks from us a critical and informed answer to one of the most important educational questions of the day: how successful will learners be in the digital age? Here, writers with real hands-on experience in the field challenge many of the assumptions about teaching and learning in the digital age. It is relevant and important for all those interested and concerned about the kinds of debates, arguments and ideas which are influencing and changing the nature of teaching and learning in the early decades of the 21st century.Table of ContentsChapters: Foreword, Andrew Callaghan Introduction, Lawrence Burke A plugged in, turned on, totally engaged Model United Nations, Lisa Martin Considerations on a blended learning project, Patrick Dougherty, Josephine Butler & Greg Vrhovrnik Discussion boards as an extension of student learning, Serge Morissette Down the rabbit hole: the challenges of blended learning in an adult language program, Tanya Tercero Heretical views from a digitally centric universe, Lawrence Burke iPad therefore iLearn ? Part 1, Michelle Rogers-Estable & Roudaina Houjeir iPad therefore iLearn? Part 2, Dianne Evans Key challenges in BYOD teaching and learning, Ieda M Santos Musings on technological changes in a teaching and learning environment, Dawn Seddon 21st Century Learning from a 3rd Century BC Perspective,, Lawrence Burke Reflections around on-demand publishing, Clyde Coreil Social media as an instructional tool, Yasmine Salah El Din The educational time machine, Jon Orthmann, Reem Arafat & Nancy Fahnestock The future is now, the future is flat, Julie Lindsay The impact of technology overuse on child sensory development: the role of occupational therapy in promoting balanced technology management, Cris Rowan The need for inclusive accessible technologies for students with disabilities and learning difficulties, Simon Hayhoe Thoughts of a digital immigrant, Yara Azouqa Through the looking glass: the transformational nature of digital learning in an EFL context, Yahya Ezza El-Sadig & Khaled Almudibry What the brain says about digitally-driven education, Lawrence Burke Afterword, Kasim Kasuri

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Book SynopsisThe demands on school business managers, and those who manage the finances on behalf of the school, have increased immeasurably in recent years due to the demand for greater and more transparent accountability. Best practice now involves joined-up leadership, with Headteachers, business managers and governors aware of their responsibilities for financial probity and diligence in their management of public money. This well-grounded and practical guide provides the reader with a flavour of the outstanding work carried out by school business management professionals across the country. Case studies lead readers to understand how people at the frontline have responded to the demands made upon them by government, by Ofsted and by the Education Funding Agency.Trade Review"This publication is a must-read for aspiring and practising School Business Managers, Headteachers and governors!" -- Stephen Morales, Executive Director, NASBM "I welcome this new publication as a practitioners' guide with a wealth of up to date examples from successful schools around the country." -- Peter Lauener, Chief Executive, The Education Funding Agency

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Book SynopsisChanging Schools is a collection of essays by teachers, researchers and administrators who have been on the front line of the revolutionary changes taking place in state education over the last five years. Their chapters cover topics such as assessment, academy chains, use of educational research, free schools and social media, and will be required reading for anyone wanting to understand England's rapidly changing educational landscape.Contributors include: Andrew Old, prominent teacher blogger; Tom Bennett, founder of ResearchEd; Jonathan Simons, head of education at the think tank Policy Exchange; Katherine Birbalsingh, Head of Michaela Community School; James O'Shaughnessy, Managing Director of Floreat Education and former Policy Director for David Cameron; Daisy Cristodoulou, head of research at ARK Schools; Doug Lemov, Managing Director of Uncommon Schools and author of Teach Like a Champion.Trade Review"Insightful, intelligent and challenging, these lucid essays set out what is at stake in the debate about the future of our schools. Essential reading!" Chris McGovern, the Campaign for Real Education

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Book SynopsisMany, perhaps even most schools, are not reaching their potential to be places of collective learning. The authors believe that one of the greatest impediments to realizing this vision is the deleterious effect of traditional systems of teacher evaluation. Rather than infantilizing teachers, we need to empower them. Traditional forms of teacher evaluation have failed. They are riddled with negative expectations about teachers and what motivates them. Taken together, these underlying assumptions form a pernicious cloud of counterproductive expectations that many teachers will "live down to". Inadvertently, the traditional system of teacher evaluation has created a vicious cycle of "self-sealing logic." It is now time for teachers to reclaim their profession, the process of which involves a relentless focus on adult learning: professional learning that is self-directed. The more dynamic and stimulating the culture of adult learning, the more dynamic and stimulating student learning will be.

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Book Synopsis* Can a school-led system truly become self-improving? * What is the difference between good and great schools? * Who should inspect and regulate? * How should local authorities change? * Is the landscape ahead one of all schools in partnerships? The English schools' system is at a crossroads. This landmark collection of essays brings together some of the country's leading education thinkers and practitioners. Their polemic is intended to help teachers, school leaders, governors, researchers and policy makers think deeply about future directions. 'As a Minister, I would ask which organisation was responsible for resolving a particular problem in education, only to be told: 'Don't worry, Minister - it's no longer the DFE. That is now a responsibility of the School-Led System. They will be delivering it.' Often, when you probed a little deeper, you discovered that the school-led system was nowhere near as well formed and ever present as some Ministers and senior civil servants liked to think.' David Laws 'This is a time of great possibility. Teachers are attempting to do extraordinary things. If we had more courage to shape our schools around what we believe to be a good education, then we could make life so much better not just for teachers but for the students we serve.' Peter Hyman 'For a self-improving system to be truly successful and to have a significant impact, it requires the highest performing schools to be outward reaching and to establish deep partnerships.' Rachel Macfarlane 'A self-improving school system must not become a self-regarding or, worse, a self-protecting school system. The role of external challenge is key to this.' Russell Hobby

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Book SynopsisThe new IB Middle Years Programme (MYP) curriculum for 11 to 16 year olds came into effect in September 2014 and will strengthen the IB's continuum of learning. This edited collection will provide support for all those involved in the current period of preparation for implementation of the new programme. The chapters are written by experienced practitioners from a range of relevant standpoints about different aspects of the MYP. MYP - New Directions examines the changes to the programme that have been introduced as well as those that are currently in progress, and highlights challenges and opportunities for the future. Contributors: Judith Fabian, Conrad Hughes, Alexandra Holland, Lance King, Marjorie Lope, Patricia Villegas, Gareth Hegarty, Hege Myhre, Michael Huber, Oyndrilla Mukherjee, Anthony Hemmens, and Gillian Ashworth.

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Book SynopsisAssessment and evaluation are two concepts at the core of schooling which are also central to other forms of education worldwide. In an international context, assessment and evaluation data are increasingly widely used for accountability and quality assurance purposes at individual student, institutional, national and global levels. This book does not attempt to include consideration of all the issues that could possibly be covered in a title that addresses assessment and evaluation in education internationally. Nor has it set out to cover the myriad technical issues with which assessment and evaluation are inevitably concerned. Rather, a number of authors working within different contexts of international education (whether as teachers or leaders in international schools, administrators in international examination bodies, or researchers in international educational research organisations) have been invited to share ideas arising from their own experiences of what might be interpreted as assessment or evaluation, be that assessment of student achievement, evaluation of teacher effectiveness or evaluation of school quality. The international dimension presents a range of challenges to those with responsibility for implementing assessment and evaluation strategies in widely diverse linguistic, cultural, social and personal contexts, and in this book valuable contributions are shared by colleagues who are authorities in the field. It is their personal views on assessment and evaluation, derived from professional practice in the international sphere, that have been brought together here.

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Book SynopsisMost books on teaching ask teachers to be inspirational, to operate at 100 miles an hour with creativity oozing out of every pore. Dominic Salles says that's unsustainable. But you can get brilliant results using some simple practices taken from the myriad of educational research on classroom practices. It isn't a guide to all the extra stuff you should do to become cool and awesome. It is a book that will get you to forget about teaching and think about learning: another way of saying, it will help you to stop stressing about what you do, and get the students to work harder and smarter at what they do. Dominic Salles believes that every teacher can be slightly awesome. And here he shows you how.Trade Review"As cool as a Smeg fridge/freezer and as awesome as a Jimi Hendrix solo." Phil Beadle - Author of 'How to Teach'; "No gimmicks, no frills, just solid, sensible advice on actually teaching children to do better than they ever believed possible. Oh, and a smattering of wisdom from that well-known educational thinker Arnold Schwarzenegger." David Didau, @LearningSpy, author of What Every Teacher Needs to Know About Psychology

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Book SynopsisStephen Tierney has spent thirty years working in schools, twenty nine of those in different leadership positions. In Liminal Leadership, he suggests that the education system is currently at a threshold; and it may be one in which the teaching profession is diminished or augmented. Using an honest and personal account of Stephen's own journey as a framework, Liminal Leadership empowers current and prospective school leaders at all levels to scrutinise, polish and advance their skills to build enriching, aspirational and ultimately fulfilling cultures within which to work.

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