Teaching staff / Educators Books

Book SynopsisRecently, U.S. Secretary of Education Arne Duncan suggested that placing Black men in the classroom as teachers is a critical need in the American educational system. Many education policymakers and researchers falsely believe that Black male teachers have a primary responsibility to foster the social development of Black male students. However, increasing the presence of Black male teachers improves the diversity of the profession and should be viewed as a benefit to the system, as they provide quality services to all students regardless of race and/or gender. This edited volume offers sound suggestions for advancing diversity in the teaching profession. It provides teacher education programs with needed training materials to accommodate Black male students, and school district administrators and leaders with information to help recruit and retain Black male teachers. Each chapter will feature policy and practice recommendations and a case example to spur action and increase opportunities for discussion.Table of ContentsList of Contributors. Dedication. Black Male Teachers: Diversifying the United States’ Teacher Workforce. Black Male Teachers’ Path to U.S. K-12 Classrooms: Framing the National Discussion. Race Matters in the Classroom. Educating the Race in Postmodern Times: The Intraracial Border Crossings of Black Male Teachers. Recruiting Teachers from Within: Career Ladders for Paraprofessional Educators. Teaching Across Gender: The Dynamics of Black Male Teachers and Female Students. The Case of a Black Male Mathematics Teacher Teaching in a Unique Urban Context: Implications for Recruiting Black Male Mathematics Teachers. “I Can Get at These Kids”: A Narrative Study Exploring the Reasons Black Men Teach. No One Told Us: Recruiting and Retaining African American Males in the College of Education Program from the Urban and Rural Areas. Double-Talking: The Complexities Surrounding Black Male Teachers as Both Problems and Solutions. Pathways to Teaching: The Perspectives and Experiences of Two Black Male Teens Considering Teaching as a Career. A Call for African American Male Teachers: The Supermen Expected to Solve the Problems of Low-Performing Schools. Being Black, Being Male, and Choosing to Teach in the 21st Century: Understanding My Role, Embracing My Call. They Deserve It. Opportunities to Die For. Beyond Paying Lip Service to Diversity: Strategies for Recruiting, Training, and Retaining Black Male Teachers. Choosing Discipleship Over the Veil. African American Male Teachers and the School Leadership Pipeline: Why More of These Best and Brightest are not Principals and Superintendents. Exploring the Relationship Between Academic Self-Regulation and Educational Outcomes among African American Male Education Majors. Afterword: About the Book Series. About the Authors. About the Series Editors. About the Book Editors. Black Male Teachers. Advances in Race and Ethnicity in Education. Advances in Race and Ethnicity in Education. Copyright page.

Read more less

Book SynopsisEmotion and School: Understanding How the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning reports the history, developments, applications and possible future directions of relational and emotion-focused school research from North America, Asia-Pacific and Europe. It begins by scoping the field from both a psychological and sociological perspective. The chapters frame the key debates in the research literature while adding the unique perspective of experts from the field, before honing in on the school: the administration context, teacher context and student context. The book explores the contests within the field, including psychological and socio-cultural knowledges, individual and collectives, emotions as inputs/outcomes, and the false binary of emotions and rational thought. The middle sections of the book take these perspectives into the field to see how they operate in schools. First, methods for identifying and responding to emotion and relationships in schools are presented. Second, the positive and negative products of emotions and emotion work are outlined and their effects on relationships and school functioning are discussed. The book provides readers with new insights into the hidden curriculum. It offers new ways of working with emotion in a variety of relationships for positive outcomes: the selection and induction of teachers; the role of emotions in leading; emotional and emotion learning; and, the inter-relationship between emotions, school culture, classroom and staffroom dynamics.Table of ContentsList of Contributors. Testimonials. Preface: The Day of Judgment. The Enchanted Loom. The Demand of Multiplicity in the Classroom: Emotion Regulation and Cognitive Load. Emotions in Education Policy: A Social Contract Analysis of Asymmetrical Dyads and Emotion. Organisational Position and Social–Professional Relationships in Schools: An Exploratory Study of Teacher Leaders’ Work Life in Flanders. The Emotional Labour of the Aspirant Leader: Traversing School Politics. Life on School Landscapes: Teachers’ Experiences, Relationships and Emotions. Learning to Teach and the False Apprenticeship: Emotion and Identity Development During the Field Experience Placement. The Interpersonal Dimension in the Classroom: A Model of Teachers’ Interpersonal Role Identity, Appraisal and Teacher–Student Relationships. Self-Conscious Emotion: How two Teachers Explore the Emotional Work of Teaching. Technology-Mediated Caring: Building Relationships Between Students and Instructors in Online k-12 Learning Environments. Classroom Management: A Pathway to Improving School Climate in two British Secondary Schools. Types of Professional and Emotional Coping Among Beginning Teachers. A Reflection on the Place of Emotion in Teaching and Teacher Education. Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning. Advances in Research on Teaching. Afterword: The Teaching Fantasia. About the contributors. Advances in Research on Teaching. Copyright page.

Read more less

Book SynopsisDuring the past decade, many countries have implemented a large-scale reform to improve teacher quality. These reforms have targeted a range of teacher policies including those on recruitment into teaching, pre-service teacher education, certification, hiring and placement, induction and professional development, teacher evaluation, career structure, and compensation. The current global focus on improving teacher quality provides a unique opportunity to learn from the successes and failures of teacher reforms around the world. Previous books on teacher reforms and policies tended to focus on descriptions of teacher policies and their backgrounds, and we have limited knowledge about how these policies were implemented and how they impacted teachers. This edited book fills this knowledge gap by focusing on implementations and outcomes of teacher reforms. The chapters are based on empirical studies that evaluated the implementations and outcomes of major teacher reforms in the countries from various parts of the world: North and South America, Asia and Oceania, Europe, Middle East and Africa. The concluding chapter discusses the lessons learned from these empirical studies and provides recommendations for policymakers around the world who are attempting to improve teacher quality and student learning through teacher reforms.Table of ContentsAcknowledgments. Foreword. Conclusion: Learning from Teacher Reforms in Global Context. About the Authors. Bologna Process and Initial Teacher Education Reform in France. Teacher Certification Examinations in Georgia: Outcomes and Policy Implications. Teacher Labor Force and Teacher Education in India: An Analysis of a Recent Policy Change and its Potential Implications. Teacher Training and Deployment in Malawi. Achieving EFA by 2015: Lessons from BRAC's Para-Professional Teacher Model in Afghanistan. Teacher License Renewal Policy in Japan. Teacher Evaluation Policy Development in South Korea. Teacher Evaluation Policies in the United States: Implementation and Impact on Constructivist Instruction. The Impact of Mexico’s Carrera Magisterial. Reforming Career Paths for Australian Teachers. Teacher Reforms Around the World: Implementations and Outcomes. International Perspectives on Education and Society. International Perspectives on Education and Society. Copyright page. List of Contributors. Dedication. Introduction: Teacher Reforms from Comparative Policy Perspective.

Read more less

Book SynopsisThis volume originates from the International Study of Principal Preparation (ISPP), a collaborative project representing nearly a decade of research on principal preparation in countries throughout the world. Through focused stages of research, the ISPP systematically examined the kinds of preparation available to principals and how this preparation serves principals in their first years in the post. The authors attend to dynamic changes that are affecting the way principals work. Demographic shifts, globalization, and emerging technologies are transforming the world and the role of educational leaders. Economic and political forces are causing waves of migration from one country to another. Even within the same country, changes in labour markets and political turmoil are pushing people into new communities. The authors provide extensive reviews of literature on educational administrator preparation and also offer a perspective on local history and culture. They develop an intercultural approach to understanding the principalship and to highlight marginalized and underrepresented groups.Table of ContentsCopyright page. Foreword. List of Contributors. Chapter 1 Lessons in Leadership from the Vineyard. Chapter 2 Investigating Preparation for the Principalship: Deliberating on Possibilities. Chapter 3 Principal Preparation Experiences. Chapter 4 Template Versus Awareness. Chapter 5 Principles for Principal Preparation. Chapter 6 Moral Conflicts of Mexican Public School Principals in Political Context: Loyalties and Consequences. Chapter 7 Public Employee or Private Agent: A Delicate Balance in Principal Preparation. Chapter 8 Relational Acumen. Chapter 9 Leadership Responsibilities and Dispositions of Principals in Successful Schools in Mexico. Chapter 10 Sense of Purpose: Reconfiguring Entrepreneurialism in Public Education. Chapter 11 Narratives of New Principals in Urban Schools: Facing Challenges and Finding Support. Chapter 12 Leading Environmental Education in Elementary Schools: The Case of “La Esperanza” School. Chapter 13 Awareness of Self and Others in Principal Preparation: An International Perspective. Chapter 14 Indigenous Principals’ Perspectives on Leadership Development. Chapter 15 State, Civil Society, and Market in the Configuration of School Systems in the South Cone of Latin America: The Argentine, Chilean, and Brazilian cases. About the Authors. Understanding the Principalship: An International Guide to Principal Preparation. Advances in Educational Administration. Advances in Educational Administration. Book Endorsement.

Read more less

Book SynopsisThe chapters in this book will focus on pre-service and in-service science teacher education, because both are equally important. With case studies for China, Japan, Korea and Taiwan topics include: Professional Development of Chemistry Teachers in the New Curriculum, Using Classroom Observation to Assist Teacher Professional Development and Science Teacher Education and Science as Inquiry: Promises and Dilemmas.Table of ContentsIntroduction. Professional development of chemistry teachers in the new curriculum. School-based research and learning activities: An innovative model for promoting teacher professional development. Professional development of chemistry teachers in China. Occupational culture as a means of professional development for preservice science teachers in Japan. Innovation in science teacher education in South Korea. In-service education of primary and secondary science teachers in Japan: A case study of Tokyo Gakugei University. Status quo and opportunities in primary school science: Implications for teacher education. Science teacher education and science as inquiry: promises and dilemmas. Innovative proposals for science teacher education in Taiwan. Preface. About the Editors. List of Contributors. Innovations in Science Teacher Education in the Asia Pacific. Advances in Research on Teaching. Innovations in Science Teacher Education in the Asia Pacific. Copyright page.

Read more less

Book SynopsisA practical guide to mindfulness that will empower teachers and school staff to take better care of their well-being and find calm in the day-to-day hustle and bustle of the school setting.Trade ReviewDyma gyfle i addysgwyr ddysgu mwy am feddylgarwch boed yn ymarferwyr eisoes neu'n newydd i'r maes. Mae naws groesawgar y llyfr yma yn cynnig cyfoeth o wybodaeth, ac yn esbonio meddylgarwch mewn ffordd glir, syml a ffeithiol. Mae cefndir addysg yr awdures yn sicrhau bod yr adnodd yma nid yn unig yn berthnasol ond yn ddefnyddiol gydag enghreifftiau penodol ar gyfer adegau prysur y flwyddyn academaidd. Ceir sawl astudiaeth achos o bob cwr o fyd addysg sy'n sicrhau bod y darllenwyr yn cael y gorau o'r weithgaredd neu'r syniad o'r cychwyn cyntaf. Adnodd defnyddiol i'w ddefnyddio ym myd addysg am flynyddoedd - diolch Kamalagita. This is an opportunity for educators to learn more about mindfulness, whether they practise regularly or are new to the field. This book's welcoming atmosphere offers a wealth of information and explains mindfulness in a clear, simple and factual way. The author's education background ensures that this resource is not only relevant but useful, with specific examples for the busy periods of the academic year. Many case studies are included from all areas of education which ensures that users are able to make the most of an activity or idea from the outset. A useful resource to use in the world of education for years to come - thank you, Kamalagita.Nia BrodrickA marvellous handbook to support teachers with mindfulness. Kamalagita has created a wealth of knowledge and research-based activities that are also aided by some great resources to track progress. As an educationalist, if you were in two minds about whether mindfulness is for you, fear not. This book is crammed with some fabulous exercises that will help you find peace, balance and a new sense of energy and focus. It's an easy-to-read, well-planned book which guides you effortlessly through the why, what and how of mindfulness implementation. I thoroughly enjoyed reading and practising many of the techniques. Thank you, Kamalagita, for a lovely magical mindfulness handbook for teachers.Nina JacksonThis is a superb toolkit for all staff whether you are new to the profession, an experienced teacher or member of the school leadership team. What I love about the book is that regardless of your perceptions or thoughts about mindfulness, there is such a strong focus on well-being and responding (not reacting!) to the busy school lives that we all lead. The layout is very easy to navigate, and each chapter has excellent activities that are so simple to implement without a huge amount of preparation. Highly recommend this as a book of choice for anyone working in a school environment. I will definitely be dipping in and sharing with colleagues - wonderful to have all this rich material at our fingertips!Shirley DrummondThe work of teaching our young people is one of the most important and impactful jobs to engage in. It is also challenging, stressful and time squeezed. How can teachers look after themselves, remain creative and keep in touch with their love for their vocation in the midst of these pressures? Get this book and allow it to be an ongoing companion to your journey. Keep revisiting the pages. It offers rich resources supporting you to keep your mindfulness practice going and creatively adapt it to you and your life. It also gives you very practical ideas, tailored to the school teaching context, on how to realise the fruits of your mindfulness practice in everyday life - both during routine and high-stress times. If you are a schoolteacher, this book has your back.Rebecca CraneWhat an uplifting read. The Mindful Teacher's Handbook is exactly what every teacher needs to have within arm's reach at all times. It's easily accessible, taking you through a series of mindfulness exercises which gradually become habit-forming. Since reading the book, I've found myself constantly (sometimes unconsciously) going through some of the exercises and enjoying the positive impact mindfulness can have. For teachers, it is invaluable. There are exercises to suit every scenario, whether it's handling a challenging class, preparing for an inspection or a lesson observation. It also provides the reader with practical exercises to do at home and on the way to and from work. All the exercises are easy to follow and are practical for the situation they refer to. Having read through the book once (which I'd recommend doing initially), it is an ideal book to dip into whenever you need to take that step back, explore how you are feeling and take ownership of the way you handle negative emotions and energy, or make the most of the positive energy within you. If you are a school or department leader, this book can transform your team. It will ensure 'workplace enjoyment', 'clarity of mind' and 'positive relationships' become three terms people will use to describe those you work with.Armando Di-FinizioAs the well-being imperative in schools and colleges grows ever more urgent, The Mindful Teacher's Handbook has to be a go-to resource for anyone in education who wants to thrive in their role and take meaningful well-being practice in schools to a new and necessary level. Kamalagita acts as our guide as she thoughtfully explores and connects the science, practice and benefits of mindfulness, sharing clear strategies and exercises that are both teacher-friendly and supported by engaging discussions. Kamalagita knows first-hand the influence those in education can have on young minds and argues that if we want to equip our children so that they develop essential life skills for mental health, they need to be in learning environments with adults who prioritise their own well-being. From checking in on your 'internal weather' to managing the stress of inspections, Kamalagita tackles the challenges faced by teachers in a clear and practical way so that anyone, whether they are new to mindfulness or experienced, will find something to nurture and boost their personal and professional life.If you are a teacher and you're wading through a long list of must-read educational books, documents and initiatives to be the best teacher you can for yourself and your students, put this book on the top of your pile and start here.Natalie ChybaThe Mindful Teacher's Handbook is a book for every teacher and leader in an ever-changing world. The book is well timed, as we begin our new curriculum journey in Wales, with a real focus on how we all need to focus on our own health and well-being: we can only care for our students with empathy and love if we 'mind our own minds'. There is nothing 'woolly' about this book; it is written with authenticity and is rooted in classroom experience. The section on using mindfulness as a tool for responding to some of the behaviours we are all seeing in the post-COVID-19 classroom is both refreshing and useful. Overall, there is a toughness about this writing: an insistence on the absolute need to build in mindfulness that I found compelling and very real. I see a need for this handbook in my school and in every school.Jennifer FordI really like this book. What I like about it is that it's realistic and useful. Kamalagita has written accessibly for the busy teacher-reader and it is full of exercises and systems that support a more mindful approach to the day-to-day stresses of school life. It'll help teachers rediscover the joy in what they do.Hywel Roberts, teacher, writer, humourist, author of Botheredness: Stories, Stance and PedagogyHywel RobertsThis is an easy-to-follow, practical and useful handbook for busy teachers, written by someone who clearly understands both mindfulness and the pressures of the classroom and staffroom. It provides a clear and approachable introduction to mindfulness theory and practice which is enough to help a 'beginner' get going and enticing enough to lead on those who take to it (and not all teachers will, of course) into further practice and study. What is particularly novel and helpful is the application of mindfulness practice to the everyday and potentially difficult experiences all teachers will know well, such as transitions, the dreaded inspections and meeting with challenging parents and colleagues.Katherine WeareThe Mindful Teacher's Handbook removes the mystery from mindfulness but leaves the impact on your well-being and the enjoyment to be had from trying this out. This book takes mindfulness directly into your classroom - ideal for busy teachers personally and professionally. Filled with practical examples and clear explanations, you'll find useful information and ideas whether you're new to mindfulness or already have some experience.If you've ever wondered if mindfulness might have something to offer your own well-being or that of your pupils, this comprehensive but accessible book will guide you to a decision. As a busy teacher you'll appreciate the clear and succinct descriptions of mindfulness, how it can help and why it works, set directly in the context of school/college settings and relevant situations. It's written for teachers by a teacher whose classroom experience shows through on every page.There are lots of accessible mindful activities for you to try yourself - the book emphasises the primacy of being mindful yourself and paying attention to your own well-being - but there are examples of mindfulness activities to try with learners of all ages too. And if you want to take it further, there is a comprehensive list of resources and relevant training.Elizabeth WilliamsThank you for such a great book for educational professionals. It is certainly a must-read.The book provides a clear insight into mindfulness, starting with its background and how mindfulness can be applied within the educational setting. The practical tips are easily applied to activities within the classroom, especially to self-regulate - for both staff and students! With health and well-being becoming a focus within the new curriculum, this book is a must for all teachers.Luisa Martin ThomasKamalagita's vast experience as a mindfulness trainer, teacher of young people and collaborator with schools on their mindfulness journey means that she is in a unique position to write this accessible guide to a more spacious life. The combination of research-based evidence and personal testimonies from teachers and school leaders, along with the raft of practical exercises that can be implemented immediately, make this a powerful educator's handbook for our troubled times. If you allow Kamalagita's empathetic voice to speak to you as you enter classrooms and walk along corridors, as I have done, I am confident that you will quickly feel that working life and home life are both more manageable and enjoyable. Over-committing, being overwhelmed and negative self-talk are familiar patterns in our high-pressure environment. Kamalagita's easily learnt techniques are a lifeline that remind us we are not alone in experiencing or dealing with stress. They provide quick fixes, as well as the opportunity for more sustained change to work-life balance. Whether you are new to teaching, a hardened professional with many years of experience, a classroom assistant or a senior leader, this book has something for you. Kamalagita gives us permission to recognise that we are all human and that we share many more of our common day-to-day experiences than we might like to think. I hope that Kamalgita's case studies and work with strategic leads inspire teachers and leaders to take up the challenge of making their schools more mindful for students and staff. The evidence presented is clear - there will be a positive impact for individuals, institutions, families and society.Jane BarnesThere is widespread concern about the mental well-being of children and young people. Teachers are such an important influence on their lives. With so many teachers experiencing stress themselves, it is all the more important to have practical ideas to help. This is an excellent introduction to mindfulness, offering many practical exercises to help teachers manage the 'internal weather' that daily events frequently stir up. When people feel less stressed, less at risk of burnout and more focused on the purpose that brought them into teaching in the first place, it is also a valuable help for all the children they teach and influence. The testimonies of the people who have benefitted are woven through this straightforward and practical guide.Jenny EdwardsAbsolutely delighted to review this informative, evidence-based and helpful handbook from Kalamagita Hughes. Harnessing the principles of a whole school approach to emotional well-being using person-centred approaches , this book is much needed at a time when COVID-19 has exacerbated concerns about children and young people's mental health and the role of community action. The strategies to promote well-being in our communities will be fundamental to tackling this issue and Kalamagita portrays this beautifully in structured and easy-to-read instructions. The reader will be able to understand the biological reasons, practise and evaluate the outcomes of their interventions and ensure the whole schoolcommunity benefits from emotional regulation in the promotion of relationships and well-being. A much-needed resource!Ceri ReedWe all know how stressful it can be working in the education sector. This is a practical book full of great ideas and written by an author who understands the pressures faced by educationalists. Thoroughly recommend.Simon Pirotte

Read more less

Book SynopsisIn this accessible and informative step-by-step guide, early years consultant Debbie Garvey provides leaders and managers with best practice tips and advice for developing their performance management skills in early years settings.Drawing on current research and the author's wealth of experience in the field, each chapter sets out effective performance management techniques that leaders can apply to their workplaces, on topics such as staff development, recruitment, appraisals, conflict management, feedback and evaluation, mentoring and coaching and health and wellbeing. Grounded in an understanding of neuroscience and brain development, this practical book provides advice on how to ensure a safe and motivational environment for both children and staff to develop, whatever their needs.Designed to support new and existing managers, the book includes reflective exercises, key theories and case studies to enable leaders to develop a style suited to their team and setting, ensuring children are given the best possible support during their first and most crucial development stage.Trade ReviewIn this highly reflective, practical and personal guide, Debbie reminds us of what it means to be human - physiologically and emotionally - and makes a compelling case for early years management focused on empathy, support, dialogue and encouragement. An essential read for those seeking the best performance from their team. -- David Wright, Early Years Director, Paint Pots Nurseries, SouthamptonWith this book, Debbie proves once again that she is the authority on how to lead a team to outstanding performance in all areas of the demanding and professional work of early childhood care and education. In an era where professional advice and training has reduced from the traditional sources, managers and leaders will find this guide particularly useful. As a 'go to' specialist, Debbie supports the leader through the challenging matters of performance management and how this one area can benefit the employee, employer and child. The reader will learn how the holistic approach to supporting each team member will provide a respectful, positive environment where anything less is intolerable. As an owner of children's nurseries, I particularly appreciate how Debbie Garvey makes her advice relevant as well as practical to the demands of this field of work in the now. -- Helen Gration, Founder, Yorkshire Montessori NurseryWhat an excellent and informative book Debbie Garvey has produced. It will be a constant source of reference and inspiration for both those new to management and those with a little more experience in the role. This book provides wonderful CPD for the reader and offers them a thorough approach to supporting staff in the continuing development of their skill base whilst strengthening their own abilities. I totally agree with her reasoning that whilst we respect, support and celebrate the individualism of our children our staff are sometimes sadly overlooked. Debbie's inclusion of the Reflective Practice pieces and scenarios really do help the reader to formulate appropriate plans for best practice with which to support our much valued workforce, central to any good nursery. All chapters are set out in a logical and easy to read format and through its application I believe management will have the skills to support staff so they can become the highly skilled and passionate carers they really want to be. There are many excellent topics raised in the book but I was pleased to note the reference to staff stress within the workplace and the inclusion of well-being and mindfulness as a means of easing their load and promoting the importance of the caring employer. -- Helen Connelly, Area Manager & Montessori Teacher, Yorkshire Montessori NurseryI was delighted when asked to review Debbie Garvey's book, particularly since I had been invited to write the introduction to her first book - Leadership for Quality in Early Years and Playwork. This latest book is a fascinating guide for setting leaders and challenges them to reflect, sometimes deeply, on their approach to performance management. It takes readers on a journey of discovery, exploring the 'hows' and 'whys' of performance management. It starts with an account of the neuroscience of behaviour and leads to a very useful selection of tools and techniques for leaders to use. Debbie's style is fascinating. Despite her claims not to be an academic, the work is well supported by research. What makes it so readable, however, are the very personal anecdotes which give us, as readers, the chance to engage in her world - a world which is well informed, insightful and illustrates her own dilemmas and how they are being resolved. I heartily recommend this book to all setting leaders, as well as others who are interested in leadership in the early years sector, or indeed in a fascinating narrative. -- Jonathan Wainwright, Principal Lecturer, Department of Education Childhood and Inclusion, Sheffield Hallam UniversityTable of ContentsList of Tables and Figures. About the Author. Preface. Acknowledgements. Introduction. 1. Brain Development Neuroscience & Staff Development. 2. The Role of Adult Learning in Performance Management. 3. Using Performance Management Techniques. 4. Supporting Staff Development. 5. Using Feedback and Evaluation. 6. Conflict Management. 7. Continuing Personal Development and Lifelong Learning. Endnote: Reflecting on Performance Management. Bibliography. Index.

Read more less

Book SynopsisThough children's wellbeing is high on the agenda for policy makers, the welfare of the professionals looking after them is often taken for granted. Sonia Mainstone-Cotton recognises that in order to enhance children's emotional wellbeing, it's vital that early years professionals are stress-free and emotionally well themselves. This is the first guide of its kind, offering succinct and practical guidance, tips and ideas for those working with young children on how to comfortably manage the pressures of their job, improve their work/life balance, and support the wellbeing of their colleagues. Easy to dip in and out of, this guide is an essential item for any early years staff room.Trade ReviewAmongst the many merits of this hugely relevant text, the advice and suggestions are supremely practical and achievable ... to ensure that you remain at your very best, healthy and well prepared to work with children in the early years. -- Fred Lacey, Clinical psychotherapist and supervisor, Education and nurture consultantEssential reading for anyone working with children, from the baby room to secondary school, from new starter to experienced manager or head teacher. -- Kathy Brodie, Author, consultant and host of the Early Years SummitThis is an excellent companion to Sonia's previous book Promoting Young Children's Emotional Health and Wellbeing ... an honest, compassionate book with clear, helpful ideas. -- Ruth Ferguson, Specialist Senior Educational Psychologist, Brighter Futures CICTable of ContentsIntroduction. 1. Physical Wellbeing. 2. Emotional Wellbeing. 3. Mental wellbeing. 4. Spiritual wellbeing. 5. How we support colleagues. 6. Managers. Conclusion

Read more less

Book SynopsisThis edited collection occupies a unique position as the first book to explore teacher leadership within the context of professional development schools (PDSs) and other school-university partnerships in the United States. In today's educational climate of data, differentiation, and accountability, teacher leadership is essential. Professional development schools and other school-university partnerships support teacher leader development by prioritizing teacher learning, modeling best practices, encouraging instructional innovations, and pursuing educational research and other scholarly work. Because PDSs and other school-university partnerships offer distinctive occasions for teachers to engage in leadership roles and responsibilities, a closer look at teacher leadership within these contexts provides a valuable opportunity for the instruction and inspiration of all educators. Written for aspiring teacher leaders as well as for those who teach, research, serve, supervise, and lead in PDSs and other school-university partnerships, Teacher Leadership in Professional Development Schools will immerse readers in deep exploration of teacher leadership across three broad areas: Teacher Leadership and Student Learning; Definitions, Structures, and Cultures that Promote Teacher Leadership; and Teacher Leader Preparation and Development. Following a thought-provoking foreword and two introductory chapters, each of the book's three sections features three to four research-based chapters, written by higher education faculty and practicing P-12 teachers and administrators; a scholarly synthesis chapter, written by a known expert in the field; and three to four teacher leader reflections, written by aspiring, developing, and veteran teacher leaders from across the United States.Trade ReviewTeachers and education scholars examine teacher leader practice and development that has serendipitously emerged from professional development schools—a specific type of school-university partnership designed to support teacher preparation, professional development, inquiry and research, and student learning. They look at teacher leadership and student learning; definitions, structures, and cultures that promote teaching leadership; and teaching leader preparation and development. The topics include de-tracking ninth grade algebra: a teacher leadership success story, teacher leader identities and influences as defined by liaisons-in-residence, lab school teacher leaders as learners and change agents, and developing leadership capacity in professional development schools. -- Annotation ©2018 * (protoview.com) *Table of ContentsIntroduction 1. Professional Development Schools: An Overview and Brief History; Jana Hunzicker 2. Teacher Leadership in Professional Development Schools: A Definition, Brief History, and Call for Further Study; Jana Hunzicker Section I: Teacher Leadership and Student Learning 3. Collaborative Leadership in Meeting the Needs of English Learners in an Urban Elementary PDS; Nancy Dubetz, Maria Fella, Yokaira LaChapell and Jennifer Rivera 4. De-tracking Ninth Grade Algebra: A Teacher Leader Success Story; Rhonda Baynes Jeffries 5. Moving from Collaborative Teacher Inquiry to Leadership: Four Stories from Project Teacher Leadership; Clare Kruft, and Diane Wood 6. Teacher Leader Reflections: Teacher Leadership and Student Learning: A Courageous, Collegial Partnership; Keri Haley and Christopher Urquhart From One to Many; Nancy Cryder Jones Learning and Leading through Collaboration; Jamie Silverman Questions for Further Reflection; Jana Hunzicker 7. Teacher Leadership and Student Learning; Bernard J. Badiali Section II: Definitions, Structures, and Cultures that Promote Teacher Leadership 8. Teacher Leader Identities and Influences as Defined by Liaisons-in-Residence; Jennifer L. Snow, Sarah Anderson, Carolyn Cort, Sherry Dismuke and A.J. Zenkert 9. Lab School Teacher Leaders as Learners and Change Agents; Margaret Hudson and Jayne Hellenberg 10. National Board Certified Teachers as Bridges for Teacher Candidates Entering the Profession; Anna M. Quinzio-Zafran and Elizabeth A. Wilkins 11. Teacher Leader Reflections: Definitions, Structures, and Cultures that Promote Teacher Leadership: TOTAL Teacher Leaders; Ashley Bennett Quiet Opportunity; P. Erin Lichtenstein Bridges; Suzanna Nelson The Best PDS Perk; Azaria Cunningham Questions for Further Reflection; Jana Hunzicker 12. Definitions, Structures, and Cultures that Promote Teacher Leadership: Making Sense of Section Two; Michael N. Cosenza Section III: Teacher Leader Preparation and Development 13. Cultivating Teacher Candidates’ Passions into Leadership for Tomorrow: The Gift that Keeps on Giving; Vail Matsumoto, Jon Yoshioka and Lori Fulton 14. Developing Teacher Leaders using a Distributed Leadership Model: Five Signature Features of a School-University Partnership; Brianne W. Morettini, Kathryn McGinn Luet, Lisa J. Vernon-Dotson, Nina Nagib and Sharada Krishnamurthy 15. Growing our Own: Fostering Teacher Leadership in K-12 Science Teachers through School-University Partnerships; Zareen G. Rahman, Mika Munakata, Emily Klein, Monica Taylor and Kristen Trabona 16. Developing Leadership Capacity in PDS Master Teachers; Somer Lewis, Amy Garrett Dikkers, Lynn Sikma and Katie Fink 17. Teacher Leader Reflections: Teacher Leader Preparation and Development: Knowing and Being Known; Mark Meacham Tools for Successful Leadership; Stefanie D. Livers Lost Voices; Francisco J. Ocasio Questions for Further Reflection; Jana Hunzicker 18. Teacher Leader Preparation and Development in PDS: Themes and Recommendations; Rebecca West Burns

Read more less

Book SynopsisThis edited collection occupies a unique position as the first book to explore teacher leadership within the context of professional development schools (PDSs) and other school-university partnerships in the United States. In today's educational climate of data, differentiation, and accountability, teacher leadership is essential. Professional development schools and other school-university partnerships support teacher leader development by prioritizing teacher learning, modeling best practices, encouraging instructional innovations, and pursuing educational research and other scholarly work. Because PDSs and other school-university partnerships offer distinctive occasions for teachers to engage in leadership roles and responsibilities, a closer look at teacher leadership within these contexts provides a valuable opportunity for the instruction and inspiration of all educators. Written for aspiring teacher leaders as well as for those who teach, research, serve, supervise, and lead in PDSs and other school-university partnerships, Teacher Leadership in Professional Development Schools will immerse readers in deep exploration of teacher leadership across three broad areas: Teacher Leadership and Student Learning; Definitions, Structures, and Cultures that Promote Teacher Leadership; and Teacher Leader Preparation and Development. Following a thought-provoking foreword and two introductory chapters, each of the book's three sections features three to four research-based chapters, written by higher education faculty and practicing P-12 teachers and administrators; a scholarly synthesis chapter, written by a known expert in the field; and three to four teacher leader reflections, written by aspiring, developing, and veteran teacher leaders from across the United States.Trade ReviewTeachers and education scholars examine teacher leader practice and development that has serendipitously emerged from professional development schools—a specific type of school-university partnership designed to support teacher preparation, professional development, inquiry and research, and student learning. They look at teacher leadership and student learning; definitions, structures, and cultures that promote teaching leadership; and teaching leader preparation and development. The topics include de-tracking ninth grade algebra: a teacher leadership success story, teacher leader identities and influences as defined by liaisons-in-residence, lab school teacher leaders as learners and change agents, and developing leadership capacity in professional development schools. -- Annotation ©2018 * (protoview.com) *Table of ContentsIntroduction 1. Professional Development Schools: An Overview and Brief History; Jana Hunzicker 2. Teacher Leadership in Professional Development Schools: A Definition, Brief History, and Call for Further Study; Jana Hunzicker Section I: Teacher Leadership and Student Learning 3. Collaborative Leadership in Meeting the Needs of English Learners in an Urban Elementary PDS; Nancy Dubetz, Maria Fella, Yokaira LaChapell and Jennifer Rivera 4. De-tracking Ninth Grade Algebra: A Teacher Leader Success Story; Rhonda Baynes Jeffries 5. Moving from Collaborative Teacher Inquiry to Leadership: Four Stories from Project Teacher Leadership; Clare Kruft, and Diane Wood 6. Teacher Leader Reflections: Teacher Leadership and Student Learning: A Courageous, Collegial Partnership; Keri Haley and Christopher Urquhart From One to Many; Nancy Cryder Jones Learning and Leading through Collaboration; Jamie Silverman Questions for Further Reflection; Jana Hunzicker 7. Teacher Leadership and Student Learning; Bernard J. Badiali Section II: Definitions, Structures, and Cultures that Promote Teacher Leadership 8. Teacher Leader Identities and Influences as Defined by Liaisons-in-Residence; Jennifer L. Snow, Sarah Anderson, Carolyn Cort, Sherry Dismuke and A.J. Zenkert 9. Lab School Teacher Leaders as Learners and Change Agents; Margaret Hudson and Jayne Hellenberg 10. National Board Certified Teachers as Bridges for Teacher Candidates Entering the Profession; Anna M. Quinzio-Zafran and Elizabeth A. Wilkins 11. Teacher Leader Reflections: Definitions, Structures, and Cultures that Promote Teacher Leadership: TOTAL Teacher Leaders; Ashley Bennett Quiet Opportunity; P. Erin Lichtenstein Bridges; Suzanna Nelson The Best PDS Perk; Azaria Cunningham Questions for Further Reflection; Jana Hunzicker 12. Definitions, Structures, and Cultures that Promote Teacher Leadership: Making Sense of Section Two; Michael N. Cosenza Section III: Teacher Leader Preparation and Development 13. Cultivating Teacher Candidates’ Passions into Leadership for Tomorrow: The Gift that Keeps on Giving; Vail Matsumoto, Jon Yoshioka and Lori Fulton 14. Developing Teacher Leaders using a Distributed Leadership Model: Five Signature Features of a School-University Partnership; Brianne W. Morettini, Kathryn McGinn Luet, Lisa J. Vernon-Dotson, Nina Nagib and Sharada Krishnamurthy 15. Growing our Own: Fostering Teacher Leadership in K-12 Science Teachers through School-University Partnerships; Zareen G. Rahman, Mika Munakata, Emily Klein, Monica Taylor and Kristen Trabona 16. Developing Leadership Capacity in PDS Master Teachers; Somer Lewis, Amy Garrett Dikkers, Lynn Sikma and Katie Fink 17. Teacher Leader Reflections: Teacher Leader Preparation and Development: Knowing and Being Known; Mark Meacham Tools for Successful Leadership; Stefanie D. Livers Lost Voices; Francisco J. Ocasio Questions for Further Reflection; Jana Hunzicker 18. Teacher Leader Preparation and Development in PDS: Themes and Recommendations; Rebecca West Burns

Read more less

Book SynopsisThe cultural identities of teachers inevitably influence the interactions they have with their students. These relationships, in turn, impact teaching and learning processes. Many low-income, racial, ethnic, and linguistic minority students are failing to receive the same quality of education as their more privileged counterparts.Supported by over 20 years of research, this book offers guidance for enhancing teachers' inclusive instructional practices by using the Dispositions for Culturally Responsive Pedagogy Scale (DCRPS). Developed by the authors, this is the only validated scale that measures the diversity-related beliefs, values, and attitudes that underpin multicultural teaching practices. The DCRPS measures three domains: Dispositions for Community, Dispositions for Social Justice, and Dispositions for Praxis. Schooling Multicultural Teachers offers a historical overview of the multicultural education context, followed by practical examples of how the DCRPS can support program evaluation, as well as guide pre-service and in-service teacher development across diverse programs and demographic contexts. Educators are provided with examples of how to interpret DCRPS responses, how to combine the DCRPS with other resources, and how to customize professional development that builds on teachers' dispositional strengths while also addressing community-specific needs. By offering a resource for program assessment and teacher development, this book is an invaluable text for education administrators, professional development coordinators, and teacher educators.Trade ReviewThe authors detail a scale to assess educators' dispositions for multicultural teaching, the Dispositions for Culturally Responsive Pedagogy Scale, to measure the diversity-related beliefs, values, and attitudes underpinning multicultural teaching practices, and provide practical examples of how the scale can support program evaluation and guide preservice and in-service teaching development in different programs and demographic contexts. They describe the scale within historical and contemporary multicultural education contexts, the six-step development and validation process they used to create it, and the dispositions for community, social justice, and praxis that guide it; comparison to other multicultural teaching scales; how the scale can inform education program evaluation, with examples; examples of using the scale as a tool to promote multicultural self-reflection, dispositional growth, and professional goal setting in teacher preparation coursework; and how district and school leaders can use it to develop professional development around issues of multiculturalism. -- Copyright 2019 * Portland, OR *Table of ContentsIntroductionPart 1: Unpacking Multicultural Education Chapter 1. Diversity in U.S. Public Schools Across Time Chapter 2. Multicultural Education and Teaching Dispositions Chapter 3. The Development of the Dispositions for Culturally Responsive Pedagogy Scale (DCRPS) Chapter 4. Distinctiveness of the DCRPS Part 2: Teacher Preparation Program Evaluation Chapter 5. The DCRPS in an urban GYO with Acelynn Perkins Chapter 6. The DCRPS in an Urban Teacher Preparation Program Part 3: Preservice Teacher Training Chapter 7. The DCRPS as a Reflective Exercise Chapter 8. The DCRPS as a Reflective Course Design Tool Part 4: Professional Development Chapter 9. Using the DCRPS for professional development an urban school district Chapter 10. Using the DCRPS for professional development in a Rural Multi-district cooperative Conclusion

Read more less

Book SynopsisManaging problems has always been a major responsibility of headship, but a substantial number of primary heads now regard their role as especially problematic. With a steadily expanding set of responsibilities and an increasingly demanding set of constituencies to satisfy, the problems which impinge upon primary headship seem set to become ever more challenging. While media sources regularly report increasingly onerous headteacher workloads, ever more rigorous accountability and responsibility demands and over-stretched school budgets, there has been very little empirical research into the problematic nature of modern primary headship. By using evidence from interviews with seventy primary headteachers, this book highlights the most serious problems experienced by primary heads. In particular, the management of school finance and premises and relationships with a range of other people involved in the life and work of the school are shown to be recurring historical issues in primary headship. This book is a response to these problems and draws upon research on organizational value theory, micropolitics and symbolism as well as school leader succession and socialisation studies. By offering a set of conceptual tools to enhance analysis of problem causes and identification of relevant management strategies this text will prove a valuable resource for researchers and leaders in education.Trade ReviewDrawing on interviews with 70 primary headteachers in the UK, as well as personal experiences, the authors consider problematic aspects of primary headship and how they affect the daily work of primary headteachers, as well as how to deal with them or reduce their impact. They discuss generic problem issues faced by headteachers, then issues in the areas of the assumption of the headship; workloads; relationships with parents, colleagues, and students; and the impact of problems on professional and personal lives. The second section addresses theories that aid in the understanding of the causes and ramifications of problems, including the types of knowledge headteachers need to be able to process; how that knowledge is formed and applied to problem management; organizational micropolitics, symbolism, and value theory; the processes and implications of headteacher succession and socialization; and strategic problem management and the role of reflection. -- Copyright 2019 * Portland, OR *Table of ContentsIntroduction Part I What’s the Problem? Chapter 1. Mapping the Minefield: explaining the research studies Chapter 2. Landmarks in the Minefield: generic problem issues Chapter 3. New Heads on Their Blocks: the problems of assuming headship Chapter 4. Hard Labour: managing a problematic workload Chapter 5. Close Encounters: problematic colleagues Chapter 6. Clients and Consumers: problematic parents and pupils Chapter 7. More Checks Than Balances: problematic partners in school governance Chapter 8. Counting the Cost: the personal impact of headship Part II What Every Head Should Know Chapter 9. Making Sense of Headship: knowing what Chapter 10. Making Sense of Headship: knowing how Chapter 11. Back to the Future: revisiting classic knowledge bases for problem analysis and framing Chapter 12. Learning the Ropes? On the Ropes?: making sense of headteacher succession and socialisation Chapter 13. Hands on Hearts and Fingers on Pulses Chapter 14. Putting Problems in Perspective: Strategy and Reflection in Problem Management

Read more less

Book SynopsisBringing together emerging and world-leading scholars from across the globe, this prescient Research Handbook presents cutting-edge research methodologies within the field of higher education assessment and feedback. It explores how students should be supported in a rapidly changing, and increasingly technological, academic world.

Read more less

Book SynopsisTimes of crises, such as pandemics, teach us the importance of mid-level leaders who promote effectiveness in teaching and learning in school and act as mediators for their students, teachers and school principals. The Power of Team-based Simulations in Educational Systems focuses on mid-level educational leaders who are not only teachers, but also have a significant role of leadership in their schools. Shapira-Lishchinsky suggests a new educational policy to reduce educational gaps eliciting from the COVID-19 pandemic and other crises toward routine, enhancing the capacity of mid-level leaders to deal with equality gaps through mentoring by team-based simulation. The Power of Team-based Simulations in Educational Systems proposes strategies to train mid-level leaders toward advancing learning and providing emotional support to their teachers and students during crises and routine. Exploring the interpersonal, organizational, community, and public policy dimensions of mid-level leadership and teaching, interrogating the relationships between teachers, students, and the school leadership using a socio-ecological model, The Power of Team-based Simulations in Educational Systems is essential reading for teacher trainers, teachers, educational leaders, parents, and education researchers.Table of ContentsChapter 1. Introduction Chapter 2. Mentoring Mid-level Educational Leaders during the Pandemic and Post-pandemic Eras Chapter 3. Simulations in the Context of Mid-level Educational Leadership Chapter 4. Mid-level Leaders as Authentic Leaders in the Context of the Socio-ecological Model Chapter 5. Aspects of Equality, Equity and Justice in Education Systems during the Pandemic and in the Post-pandemic Era Chapter 6. Promoting Entrepreneurship Education and Climate Justice through Team-based Simulations Chapter 7. Summary and Conclusions

Read more less

Book SynopsisThere is insufficient research focusing on the perspective of teachers nearing the end of their working lives, and even less offering career length studies on the changes in England over the past few decades. 1988 saw the start of substantive policy shift with the Education Reform Act, and the following years have seen an unprecedented pace and rate of policy shifts. Joan Woodhouse explores the career-histories and reflections of teachers, and how their teaching practices and approach to their work were impacted by the ever-evolving landscape. The insights are critical to understanding this era of reform directly from those who have experienced and implemented the changes. Drawing on in-depth interviews with teachers, Teaching in England Post-1988 affords new understandings of an under-researched group, bringing to light experiences of implementing reform in schools. It raises questions about why, given the pressure they faced, teachers remained in the profession when so many of their peers had quit ahead of retirement age. Presenting a conceptual model explaining career-long teachers’ longevity, Teaching in England Post-1988 provides context to help current and future governments develop policy and strategies to reverse the trend of attrition, addressing the much-discussed teacher and headteacher shortage. This is also essential reading for educational researchers and teacher educators.Trade ReviewAccounts of change in education tend to focus on capturing how policy is developed at a system level. Teaching in England Post-1988 is important because it examines a 30-year period of unprecedented change in English schools through in-depth interviews which capture the lived experiences of some of the teachers who survived it. This enables it to offer a detailed, longitudinal perspective that remains all too rare, and new insights into how and why teachers maintain their commitment to teaching and schools in the face of increasing pressures and demands. As a result, it should be read carefully by everyone interested in the future of schools and of education more widely. -- Michael Jopling, Professor of Education, University of BrightonJoan Woodhouse has applied her considerable experience as both a teacher and a teacher educator to bring to our attention the previously under-researched phenomenon of teacher retention. While other researchers and the mass media have focussed on the issue of early leavers, Woodhouse details the creativity and tenacity of those who have responded to ever shifting policies which have increased prescription and proscription, heralded the erosion of teachers’ autonomy and creativity, imposed longer working hours and increased workload, and facilitated changes in the culture of schooling and the nature of teaching. The essential question - why have these career-long teachers remained in the profession, when so many of their peers quit? - is addressed through enlightening and original accounts which offer deeper understanding of how this generation of teachers navigated the changes and sustained their commitment to teaching. ‘Vocation’, ‘wisdom’ and ‘agency’ are shown to be their essential characteristics, which provides a much-needed antidote to the doom and gloom image of teachers as burnt-out automatons often promulgated in public discourse. Career teachers should enjoy read this well-researched and well-written text in the knowledge that they are not alone in their dedication. Anyone considering teaching as a profession will find much to comfort them, and to arm them for the challenges they will face. Policy makers, who rarely seem informed by research which doesn’t fit their preconceptions, would particularly benefit from understanding the damage they have wrought and identifying potential remedial strategies by reading about the real experiences of dedicated professionals. -- Ralph Leighton, Former Principal Lecturer and Secondary PGCE Programme Director, Canterbury Christ Church UniversityThis book could not be more timely: with teachers leaving the profession in droves, and teacher recruitment at an all time low, it is vital that we learn more about the experiences of those who have remained in the profession for some time. Dr Woodhouse is ideally placed to give this account, based on her long experience working with teachers, and as a former teacher herself. It will be useful to post grad and PGCE students and, from both theoretical and practical perspectives, represents a valuable contribution to the literature. -- Professor Jacqueline Baxter, Professor of Public Leadership and Management, The Open UniversityJoan Woodhouse has created a fascinating and innovative history of education from 1988 through the eyes of long serving teachers whose vision and wisdom has enabled them to have marathon careers in times when many teachers have left the profession. Her own wisdom and vision – which I’ve known for years since we taught together in the 1980s – make this a provocative and vital read for all who care about teaching and teacher supply. -- Lat Blaylock, Editor, RE Today magazine, National RE adviser, NATREThis book is exactly what is needed currently. The teacher recruitment and retention crisis, the meltdown in the initial teacher education ’space’ wrought by the ideologically motivated ‘market review’, and the well-documented impact of the pandemic on teachers’ well-being, welfare and willingness to remain in the profession, all contribute to its necessity. Insufficient qualitative research has been undertaken on why teachers leave. What exists are statistics and trends which show the outcomes, not the reasons. Even less qualitative research has been undertaken on why teachers stay, up to this point. Politicians tend not to ask; system leaders are more concerned about performance and outcomes, and armchair analysts assume they have an authentic answer to everything. Joan’s approach here builds on her years as a successful classroom teacher, teacher trainer and educational researcher. She builds positive and mutually respectful relationships with peers and those she’s teaching. Few others could successfully administer a research tool such as this because of its dependence on professional, collaborative relationships. Consequently, the findings are genuinely authentic, giving this book a degree of validity and reliability, in a sector dominated by external perceptions of truth. -- Dr Simon Hughes FRSA, Freelance Educational Adviser, former Her Majesty’s Inspector and former diocesan Director of EducationTable of ContentsChapter 1. Teaching in an era of reform: policy shift since 1988 in English state education Chapter 2. Impact of policy shift on teachers’ work Chapter 3. Teacher retention: understanding why they stay Chapter 4. Methodology: gathering career history narratives Chapter 5. Career histories Chapter 6. Findings and discussion (i): Perceptions of the impact of policy shift since 1988 on teachers’ work Chapter 7. Findings and discussion (ii) Factors helping to sustain teachers career-long in the teaching profession Chapter 8. Understanding the lived experience and longevity of the career-long teacher

Read more less

Book SynopsisThis pioneering guide offers crucial support for autistic girls navigating secondary school, written by an author with first-hand experience. Gracie Barlow offers invaluable advice around friendships, personal safety, learning and communication, and emphasises what schools, families and students can do to create an inclusive learning environment.

Read more less

Book Synopsis

Read more less

Book SynopsisFramed in the context of a world in which academic freedom is often jeopardized, or criticized by outside social forces, Academic Freedom: Autonomy, Challenges and Conformation sets out to echo the voices of faculty who have encountered challenges to academic freedom within their personal and professional careers. Including chapters which range from showcasing specific experiences within particular disciplines, to providing broad historical or philosophical perspectives, this edited collection provides an authentic account of how academic freedom has helped and hindered the academic profession, scholarship, and teaching. Revealing one-on-one interactions which shed light on the views of individual educators, this book shifts focus onto the day-to-day ramifications of limited academic freedom. Faculty members recollect occasions where they have experienced a challenge to their ability to exchange ideas and concepts freely in the classroom, to explore and disseminate new knowledge, and to speak professionally and privately on topics in their field of expertise without being under duress. Offering up a finely curated collection of chapters, editors Ceglie and Thompson allow readers to understand the dynamic between academic freedom and professional responsibilities, and also open up an opportunity to discuss challenges to academic freedom and the potential loss of autonomy in higher education in the United States and beyond.Table of ContentsPart 1. Faculty and Students Striving and Surviving the Academic Freedom Challenge Chapter 1. The Unique Intersect between Classroom Academic Freedom, Political Advocacy, and First Amendment Rights: A Legal and Case Study Analysis; Dixie Abernathy Chapter 2. Academic Freedom in Classroom Discussions; Antija Allen, Jason L. James, Jr. and Anthony G. James Chapter 3. Using Academic Freedom to Push Boundaries in Teacher Preparation; Amy W. Thornburg, Jennifer Collins Chapter 4. Foreignness as a Legitimate Dimension of Difference; Eleni Oikonomidoy Chapter 5. Academic Freedom in the Online K-12 Classroom: Blurry Boundaries; Ginger C. Black , Patrice Petroff Chapter 6. Academic Freedom and Open Educational Resources: A Case for Textbook Affordability; Dwight C. Watson and Kate Borowske Chapter 7. Academic Freedom in Science Disciplines; Robert Ceglie Part 2. Impact Institutions and Governance Bodies Have on Academic Freedom Chapter 8. The Status of Academic Freedom in Cameroon; Nelson N. Ngoh Chapter 9. Academic Freedom and Diversity, Equity, and Inclusion Without Speech Codes: A Deweyan Perspective; Zachary Hopper and Suzanne Rice Chapter 10. Repressive Tolerance Revamped? The Illiberal Embrace of Academic Freedom; Andrew Ross Chapter 11. Whatever Happened to Professorial Prestige in the Academy? Where is the Academic Freedom and the Shared Governance? A Series of Solutions to Begin to Reclaim Academic Professorial Prestige; Philliph Masila Mutisya, James E. Osler II and Larry D. Williams Chapter 12. Radical Leadership and Creativity: Race, Gender and Academic Freedom; Janaka B. Lewis Chapter 13. Intellectual Freedom, Academic Freedom, and Social Justice; Bev-Freda L. Jackson

Read more less

Book SynopsisProviding an insightful and comprehensive introduction to the world of journal publishing within the fields of political science and international relations, this book offers in-depth guidance to maximize the likelihood of publishing success. Using their extensive experience as journal editors, Marijke Breuning and John Ishiyama also include crucial advice on how to select an appropriate journal, revise manuscripts, and how to increase the impact of published work. Common questions are answered, such as: when is the right time to submit your manuscript; how to select a co-author; and when to contact an editor, as well as the challenging aspect of how to deal with rejections. Other key topics are thoroughly reviewed and explored, including guidance on ethics and integrity in publishing journal articles, emerging practices regarding research transparency, and new frontiers in academic journal publishing such as Open Access. This engaging book will be an invaluable resource for graduate students and scholars looking to improve their understanding of the journal publishing process, as well as providing an essential guide for those undertaking this journey for the first time.Trade Review‘A must read for all graduate students, and yet everyone will learn something. It democratizes the publication process by making critical information available to everyone. Importantly, the authors include reflective commentary on current issues as well: replication, open access, and promoting your own published work. Breuning and Ishiyama are ideal authors on the topic of “how to publish” as they are outstanding scholars with sustained publication records, have top-level editing experience, and reputations as strong mentors to many throughout the discipline.’ -- Janet Box-Steffensmeier, Ohio State University, US‘Breuning and Ishiyama bring a wealth of experience to bear in this excellent “how-to” book. How to Get Published in the Best Political Science and International Relations Journals is a welcome resource for graduate students and early career scholars as they learn about, and navigate, the journal publishing process. In addition to opening the black box of the publishing process itself, the book also provides informative advice on several important issues in publishing, including ethics, data transparency and citations, as well as newer developments, such as open access publishing. It is a resource that I will enthusiastically recommend to colleagues.’ -- Jae-Jae Spoon, University of Pittsburgh, US‘This comprehensive and highly readable volume contains a host of insights about how to publish in Political Science and International Relations. Subject matter includes how to select a journal based on a balance of prestige versus fit, when to send a manuscript out for review, tactics for revising in response to instructions from editors, and ways in which to maximize the impact of one’s publications. The book is essential reading for both those new to the profession and their mentors.’ -- Patrick James, Dornsife Dean’s Professor of International Relations, University of Southern California, Los Angeles, US‘Breuning and Ishiyama distill a vast amount of experience as authors and editors into this engaging book. Their advice is practical and methodical as they walk a new scholar through the steps of publishing in academic journals. Even established scholars will appreciate the discussions of newer trends, such as research transparency, open access, and strategies to maximizing the impact of published work. This is a must read for anyone looking for advice on journal publishing!’ -- Cameron G. Thies, Arizona State University, USTable of ContentsContents: Introduction: how to use this book 1. The publishing process 2. The review process 3. Ethics and integrity in publishing 4. Research transparency across different types of scholarship 5. New frontiers in publishing: understanding open access journals 6. Maximizing the impact of your scholarship References Index

Read more less

Book SynopsisMuch has been written about ‘performativity’ and the ‘audit culture’ in relation to the teaching profession, but this literature has been neglectful of how these might impact educational paraprofessionals. Informed by Institutional Ethnography, this book provides a critical examination of the role, practices and everyday work experiences of educational paraprofessionals. Taking the learning mentor in English state secondary education as its starting point, the study then draws on international, historical literature to trace the genealogy of this role and examines the legacy of the paraprofessional movement in 1960s USA. Ultimately, the question of the adequacy of short-term policy initiatives in the face of intractable social inequalities is explored.Trade ReviewThis book shines a much-needed light on the often overseen and undervalued, yet ever present 'educational paraprofessional'. Using a policy focus and rich ethnographic data the author brings new theoretical and empirical insights into the analysis of the 'educational paraprofessional', while intricately highlighting the neglected but valid role that they occupy within the diversified and performance-driven English state school system. -- Dr Lisa Russell, The University of HuddersfieldThis book provides a unique insight into the significant contribution that ‘paraprofessionals’ play in our children’s education. The research demonstrates how these often ‘hidden’ school staff support young people holistically in the important transition to adulthood by working inside and outside of their school setting. As such to fundamentally question our conceptualisation of learning and the present English schooling system. -- Dr Doug Martin, Leeds Beckett UniversityTable of ContentsChapter 1. Introduction Chapter 2. The Wider Policy Context Giving Rise to Learning Mentors Chapter 3. Historical and Comparative Accounts of Paraprofessional Experiences Chapter 4. Introducing Institutional Ethnography as a means to Research Marginalised Work Chapter 5. Introducing Priory Park High School Chapter 6. The Official and ‘Seen’ Work of the Learning Mentors Chapter 7. The Unofficial and ‘Unseen’ Work of the Learning Mentors Chapter 8. View from the Top – A Coherent and Consistent Senior Leadership view of the Learning Mentor Role? Chapter 9. View from Middle Management: The Multi-faceted Learning Mentor Chapter 10. Mentors Talking Back Chapter 11. View from an ‘Older’ Paraprofessional Group Chapter 12. Discussion and Conclusion

Read more less

Book SynopsisResponding to a gap in the literature, this is the first book to bridge the divide between completing a professional course in education and entering into a practical career in education provision. Drawing on a variety of contributors including academics and Newly Qualified Teachers, this edited collection draws attention to new initiatives in particular areas of education, and provides reflection points for those entering in to a variety of careers in education. Consisting of short and concise chapters, the book encourages readers to examine their own perspectives on the content, consider the relevance of the issues presented, and even respond to these questions drawing on their own emerging expertise. Creating a space for readers to contextualise the issues raised in the dynamic contexts in which individual early career educators practice in, the authors equip readers to apply the contents to their own professional pathway. Presented thematically, and allowing for analysis of specific issues as well as overarching themes, this book is must-have reading for those who have just commenced a career in education or are just about to. Due to its boundary bridging focus, the book is of specific interest to final year students on education courses as well as those who have embarked on a career in teaching, or related fields.Table of ContentsChapter 1. Alias the Jester - What can clowns tell us about teaching? Sean McCusker Chapter 2. Getting creativity back into schools: How teachers can adopt a creative pedagogy; Sophie Cole Chapter 3. Visible and invisible cultures: What teachers can learn about schools when applying for posts; Helen Woodley Chapter 4. Praxis: Underpinning practice with theory in professional learning; Lucy Currie Chapter 5. Tuning into the beach boys. Outcomes for boys in the Early Years; Karen Hudson Chapter 6. Let's go on an adventure: Embracing and implementing intergenerational learning; Kay Heslop Chapter 7. Playful science in the EYFS. Using continuous provision to support scientific learning in young children; Deborah Herridge Chapter 8. Improving the quality of children's discussions about learning; Kirstin Mulholland Chapter 9. On your marks, get set... TEACH! Joanne Clifford-Swann Chapter 10. Behaviour for learning or behaviour management? Debbie Myers Chapter 11. How can self-regulated learning support you at university and enhance your practice as a newly qualified teacher? Sue Oates Chapter 12. Working with your Teaching Assistant; Lucy Barker Chapter 13. Why teach outdoor learning in primary education? Lorain Miller Chapter 14. Promoting dialogue in Technology Enhanced Learning; David Nichol Chapter 15. Religious Education is broken so let's fix it; Aidan Gillespie Chapter 16. Promoting cultural diversity: The importance of addressing misconceptions; Lisa Fox Chapter 17. Making the switch: Career converting from industry to teaching; Michael Yarde Chapter 18. The importance of identity and what I wish I knew before my PGCE; Mina Bell Chapter 19. Understanding and responding to basic safeguarding concerns and processes in schools; William McGovern and Ruth McGovern Chapter 20. Understanding responses in the classroom of children experiencing domestic abuse; Lucinda Gillespie

Read more less

Book SynopsisWhat does supervision mean in a school setting?How can supervision benefit staff and student wellbeing?How can I best run supervision sessions?Supervision is an effective way to support staff in navigating the complex experiences of simultaneously teaching and safeguarding children, but much of the existing literature on supervision can't easily be applied to school settings.Bringing together theory and practice, this practical how-to guide includes chapters on why supervision is so important for staff and student wellbeing, what qualities make for an ideal supervisor, how to adapt supervision for in-person and online settings, as well as criteria for an optimum supervision environment and suggested material to include in supervision sessions.Trade ReviewBreaks down the myths and barriers of utilising supervision practice in schools - essential reading for anyone looking to embed whole school approaches to mental health in their setting. -- Ian MacDonald, Trainer at the Charlie Waller Trust and Associate Lecturer at The Open University

Read more less

Book SynopsisThe Sixth Commonwealth Teachers’ Research Symposium brought together education researchers, practitioners and policy-makers to share experiences from developed and developing countries both within and outside the Commonwealth. This collection of papers from the event examines current trends in teacher migration, including education in emergencies, forced migration and pan-African migration, in line with the current global focus on education in conflict affected countries. Co-published with UNESCO.Table of ContentsDedication Foreword Acknowledgements Abbreviations and acronyms 1. Introduction, Jonathan Penson and Akemi Yonemura PART I. MANAGING TEACHER RECRUITMENT AND MIGRATION 2. Migration and development: Key issues for consideration for the Commonwealth, Constance Vigilance 2.1 Introduction 2.2 Recent trends 2.3 Key topics and concepts 2.4 Engagement of international institutions on migration and development 2.5 The way forward 3. Towards a global response to teacher preparation, recruitment and migration, Michael Omolewa 3.1 Introduction 3.2 Topical questions 3.3 The UNESCO initiative 3.4 The Commonwealth initiative 3.5 Negotiated consensus 3.6 Conclusion 4. Revisiting the implementation of the Commonwealth Teacher Recruitment Protocol: Furthering implementation and addressing critical steps in the recruitment process, Kimberly Ochs 4.1 Introduction 4.2 Revisiting the issue of teacher migration 4.3 The system of teacher mobility 4.4 Protocol dissemination 4.5 Revisiting protocol dissemination and implementation 4.6 The central importance of context 4.7 Discussion and conclusions 4.8 Recommendations 5. A continental teacher recruitment protocol in Africa: Key considerations from the Commonwealth Teacher Recruitment Protocol, James Keevy 5.1 Introduction 5.2 Learning from the experiences of the Commonwealth Teacher Recruitment Protocol 5.3 The meaning of an African approach: policy learning and an African philosophy 5.4 Thoughts on the proposed African Continental Teacher Recruitment Protocol 5.5 Concluding comments PART II. APPLICATION OF CTRP PRINCIPLES: EXPERIENCES FROM THE FIELD AND GOOD PRACTICES 6. Managing teacher recruitment and migration: A case study of the Barbados experience, Roderick Ricardo Rudder 6.1 Introduction and background 6.2 Methodology 6.3 Discussion of findings 6.4 Conclusions 7. Teacher migration and the role of historically black colleges and universities and Hispanic serving institutions in the United States, Helen Bond 7.1 Commonwealth Teacher Recruitment Protocol 7.2 Root causes of teacher shortages 7.3 Prince George’s County public schools 7.4 Minority teacher investment 7.5 HBCUs and HSIs and teacher migration 7.6 Ready to Teach programme 7.7 Conclusion and recommendations 8. The need for teachers: An Ethiopian case study, Theodros Shewarget, Theresa Wolde-Yohannes and Akemi Yonemura 8.1 Introduction 8.2 The purpose of this paper 8.3 Background and educational context 8.4 Research questions 8.5 Methodology 8.6 Findings 8.7 Analysis 8.8 Conclusion 9. Zimbabwean education professionals in South Africa: Motives for migration, Sadhana Manik 9.1 Introduction 9.2 Literature review 9.3 Methodology of study 9.4 Findings of study 9.5 Discussion and conclusion PART III. TEACHER MIGRATION: REMAINING ISSUES TO CONSIDER 10. Where have all the teachers gone? Why there are never any teachers in Africa’s refugee camps and what we can do about it, Barry Sesnan 10.1 Introduction 10.2 Creation of a teaching force in an emergency or the short term 11. Teacher migration and education in conflict and post-conflict countries: Experience from Somalia, Christophe Mononye 11.1 Introduction 11.2 Teacher migration (context-specific) and its implications 11.3 Challenges 11.4 Summing and conclusion 12. Teacher attrition in Wolaita: The cases of domestic migration of Bolosso Sore and Damot Gale woredas, Michael Daniel Ambatchew 12.1 General background 12.2 Statement of the problem 12.3 Literature review and theoretical framework 12.4 Aims 12.5 Methodology 12.6 Findings and discussion 12.7 Limitations 12.8 Conclusion and recommendations 13. Challenges facing higher education in the Southern African Development Community, Louis J van der Westhuizen 13.1 Introduction 13.2 SADC contents 13.3 Levels of higher education quality assurance development in SADC 13.4 Quality assurance initiatives 13.5 Staff capacity as a factor influencing the potential of higher education 13.6 Challenges facing the SADC higher education institutions 13.7 The way forward PART IV. NEXT STEPS IN MANAGING TEACHER MIGRATION 14. Beyond the Commonwealth Teacher Recruitment Protocol: Next steps in managing teacher migration in education in emergencies, Jonathan Penson, Akemi Yonemura, Barry Sesnan, Kimberly Ochs and Casmir Chanda 14.1 Introduction 14.2 Background 14.3 Definition of terms 14.4 Situational analysis 14.5 Literature review and analysis 14.6 Case study: refugees from South Sudan 14.7 The principles of the Commonwealth Teacher Recruitment Protocol and emergencies 14.8 Recommendations 14.9 Conclusion Monitoring form

Read more less

Book SynopsisThis practical guide demystifies health and safety in early years settings with a step-by-step guide to the law, compliance and practical application. Bringing together health and safety legislation and the welfare requirements within the revised Early Years Foundation Stage 2012, it successfully integrates health and safety within the EYFS. Including information taught on a variety of courses accredited by CACHE and BTEC, references to EYFS and Health and Safety legislation, specific guidance for childminders and audit tools for evaluation, it can be referred to as needs arise or used as an aid to inspection. This book is for all staff working within the Early Years Foundation Stage (EYFS) or environmental health. It will be useful for auditing, improving standards and preparing for inspection and it offers a clear outline of responsibilities within the legislative framework. It could also be used for in-house training or workshops.

Read more less

Book SynopsisA hilarious assortment of the weirdest and wackiest tales ever to come out of the classroom – and they’re all true. Featuring the flamboyant swimming teacher who spent his spare time fighting bears, the story of how a fight with his teacher paved the way for Al Capone’s infamous crime empire, and the bizarre tale of the American teacher who sued her own pupils for not paying attention in her lesson, this book is a real education. An ideal end-of-year teacher gift, this fascinating book is also a must-read for anyone who’s ever been to school. So stop talking at the back, pay attention and start reading! Word count: 45,000

Read more less

Book SynopsisA modern-day reflective guide to detail how school leaders can develop a unique and expansive learning environment for teachers. The book is a practical manual that includes examples of activities that can be promoted to develop informal and formal teacher learning activities.Atwal argues that in the very workplaces where the core business is `learning’, the quality of staff learning in schools is poor and underdeveloped - there is significant room for improvement. This book is essential reading for all those interested in driving improvement in education in schools and anyone who has cared about children’s learning or teacher learning.Trade ReviewThis is a must-read for all teachers, leaders and educators. Schools that think are schools that learn. -- Prof. Sonia Blandford

Read more less

Book SynopsisIf we do not ensure, first and foremost, that our teachers are feeling physically and mentally well, they cannot be their best for their students. Consequently, a school which does not prioritise staff wellbeing is disadvantaging its own students. 'Students first' is a misplaced sentiment: the best thing for students is a happy, healthy, motivated, well-trained, expert staff. By putting staff first you are providing for students the one thing which will help them make good progress in their learning: truly great teaching. Whilst it is easy to say that schools would not exist if it were not for the students, the glib converse is that without truly great school staff, the students would not be taught. What we need – as recruiting subject specialist teachers, school leaders and specialist support staff becomes increasingly difficult – is a revolution in how we treat our school staff. We have to put our staff before our students because it is the only hope we have of securing what our students need most: a world class education. The longer our schools are populated with hypoxic adults, we imperial all our futures. What follows is a blueprint for the school system which puts our school staff before students.

Read more less

Book SynopsisWe are all at our most effective when we can be ourselves at work, but more than half of LGBT teachers hide their sexual identity within their school workplace. For LGBT teachers, vigilance, concealment and assimilation, take a great deal of energy, on top of what is already a very demanding job. This book is essential reading for any LGBT teacher aspiring to succeed as their authentic self. It will also be of interest to Headteachers and other education leaders seeking to make their schools safe and inclusive workplaces for their LGBT staff and LGBT families. Based around the inspirational work of the Courageous Leaders programme, this book turns on its head the notion that it can be difficult to be a leader in school and be LGBT. Through personal testimonies, advice and a rousing call to arms, this book shows how LGBT School Leaders are often amongst the most inclusive, creative, adaptable and intuitive colleagues, when they are able to flourish and be their authentic selves.

Read more less

Book SynopsisSchool libraries stand at the forefront of innovation in education. Yet many teachers and administrators do not know what to make of them, much less how to best utilize their varied and valuable resources. What if school librarians, whose field of practice has transformed in the past few decades, could show us excellent models for innovative teaching? What if the vital adaptations that school librarians have made could help other educators evolve? What if the lessons learned in the library could be scaled up to benefit all fields of practice and all students?The 21st Century School Library takes an in-depth look at the paradigm-shifting work that school libraries are doing to advance student learning, professional development, and school-wide engagement. It explains how library-led, forward-thinking initiatives can guide all educators – teachers and administrators alike – toward transformative educational practices. It is an inspiring survey of 21st century school libraries whose guiding principles also serve as a blueprint for innovation in K-12 education. School libraries – and all the educators associated with them – offer a compelling vision for the future of K-12 education. This book is a roadmap for how to make this vision a reality.

Read more less

Book SynopsisTeacher quality is widely reputed to be the key determinant of educational success for students. Teachers at the beginning of their career need support and guidance in providing a sustained, high quality experience for their learners. The role of continuing professional development (CPD) is crucial in honing and refining the knowledge, understanding and skills of teachers. Effective CPD can also provide teachers with the self-efficacy needed, particularly when they start teaching, to stay in the profession. With teacher shortages reported across the globe, and up to one third of teachers in England leaving the profession by their fifth year in teaching, CPD is an attractive solution to retain teachers.The Department for Education have established a mandatory CPD framework for all early career teachers (ECTs) teaching in schools in England – The Early Career Framework (ECF). Tanya Ovenden-Hope (Editor) brings together insights from those most closely connected to the ECF; the training providers, school leaders and academics involved in understanding the efficacy of professional development and learning in schools. Ovenden-Hope offers an historical record of the ECF, showing where it came from, what it offers now for schools and early career teachers (ECTs) and the challenges and opportunities for development in the future.

Read more less

Book SynopsisWe have a serious problem with the image of teaching in this country. In the eyes of many, teaching is not truly a profession akin to other professions. In the popular imagination, it is not on a par with medicine, law or accountancy, engineering, architecture or business. It is not held in the same esteem as careers which are of equivalent importance to society. Must do better challenges this damaging and pernicious status quo. It examines the origins of our problem with teaching, it shines a light on the exciting reality of teaching in the 21st century, and it charts a new course for the image of the modern teaching profession. The book is written to be easily read by the general reader, because ultimately it is with the general reader – the parent, the employer, the politician – that lies the power to effect the change that society needs. We can and we must change the image of teaching for the better.Trade ReviewAs the authors of this uplifting book say: “Let the fightback begin”. For too many years, it’s been a tiresome cliché to say that the teaching profession needs higher status. Now here’s a call-to-arms explaining why it matters so much – and, most importantly, how to achieve it. Stand by for practical, achievable inspiration. -- Geoff Barton * General Secretary, Association of School & College Leaders *

Read more less

Book SynopsisWhy are so many teachers leaving the profession increasingly early in their careers? What harm is being done to pupils' educational prospects by persistent teacher shortages? Why are teachers held uniquely responsible for the effects of poverty on children’s progress and attainment? What are the unintended consequences of rushed government education policy-making? And what can be done about all of the above?Supported by the latest international and national evidence, Support Not Surveillance seeks to address these important questions. Laying bare how the inadequacy of Westminster policies is compounded by an unfair Ofsted inspection regime, Dr Mary Bousted draws on her years of expertise and access to decision-makers to expose the gap between ministerial rhetoric and the daily reality encountered by teachers in their classrooms across England.Ending on a set of proposals to move beyond the seemingly perennial crisis in teacher recruitment and retention, Support Not Surveillance is an unflinching call to end the failed experiment of government interventionism in classrooms.

Read more less

Book SynopsisThe Definitive Guide to Instructional Coaching offers a clear philosophy, framework, and method for coaches to establish and deliver programs that make a powerfully positive impact on student learning and well-being. Drawing on more than 20 years at the forefront of Instructional Coaching, Jim Knight guides us through the current state of the field, giving us a detailed but accessible summary and synthesis brought to life with real-world anecdotes and examples. Building on this foundation - and the work of his team at the Instructional Coaching Group (ICG) - his research-based and field-tested approach identifies seven success factors: Partnership, Communication, Leadership, The Impact Cycle (structuring coaching conversations), Data (setting realistic goals), The Instructional Playbook (choosing strategies), and System Support. Taken together these are nothing less than a comprehensive framework for Instructional Coaching. Whether you are at the beginning of your coaching journey or an experienced coach yourself this is an essential guide to a rich and rewarding field.'Jim truly has delivered a definitive guide'. Tom Sherrington, Teaching WalkThrus

Read more less