Search results for ""author chris brown""

The potential for research evidence to improve educational policy and practice is immense. Yet internationally, research used by teachers and governments is currently sporadic rather than systematic. In response, this book brings together seven chapters that encompass a range of research projects and ideas in relation to evidence-informed policy and practice (EIPP) in education. These projects and ideas all share a single overarching purpose: providing insight into how EIPP in education can be achieved. Underpinning each chapter is the notion that the world is complex. If we are to introduce change in any meaningful way into it, we therefore have to understand and respond to this complexity. This means then that we cannot simply assume that, because it seems rational or common sense for teachers and policy-makers to use research to help improve their decision making or acts of praxis, that they will do so. Correspondingly, the book represents a holistic journey of discovery and experimentation: of an engagement with the work of thinkers and authors from Eco to Flyvbjerg, via Habermas, Foucault and Aristotle; of ideas ranging from phronesis to trust and social relations; and with diverse research methodologies, including social network analysis and decision tree predictive modelling. The result is both descriptive and prescriptive: as well as outlining the research and its findings, practical suggestions and strategies for achieving evidence use both in educational policy and practice are provided throughout.

Read more less

The fifth edition of this bestselling textbook offers a comprehensive and engaging introduction to International relations and has been fully updated to cover the dramatic changes in recent world politics. Written in the author’s unique and engaging style, the text explores everything from foreign policy and security to global governance and the global economy, to show how the theories and concepts Brown outlines are the only way to make sense of contemporary issues and events. With reference to such diverse events as Brexit, the Russian armed conflict in Ukraine, the financial crisis, the rise of China, and the challenges of identity politics, the author expertly shows how the range of theories presented in the book allow for an understanding of the destabilising events and developments that characterise global politics today, and will continue to do so in the future. This text remains the definitive guide to understanding international relations, and is suitable for undergraduate and postgraduate students of international relations at any stage of their studies. New to this Edition: - Thoroughly updated to showcase the breadth of the latest research and key thinkers in international relations theory. - Entirely rewritten chapter on the development of human rights and international criminal law. - Brand new chapter that offers a sophisticated and up-to-date analysis of the current state of world politics.

Read more less

This book is about our connections to other people and the influence these networks exert over our lives. On the plus side, networks provide us with access to a multitude of resources: from aid and assistance to knowledge and norms. But at the same time, the relationships that link people (or not) are also responsible for a range of social ills. For example, who you are connected to will determine your likely success at school, whether you will go to university, your future career, the neighbourhood in which you will live, who you will marry and whether or not you will die young.Given their influence, the aim of the book is to show how we can take charge of our networks, in order to improve our chances of doing well in life, whatever our background. In particular, the book provides cutting-edge insights that readers can deploy to help make things better for themselves, their families and their wider communities. But this book also comes with a twist… better than just reading about networks is giving readers the opportunity to see for themselves how networks operate. The best way to do this is through active exploration. Interleaved throughout this book, therefore, is the option for readers to embark on a research-informed journey, where readers get to decide which paths to take, which decisions to make and how best to tackle the obstacles that lay in their path. All good preparation for how to think about networks back in the real world…

Read more less

This book provides an overview of the current state of the art in International Political Theory (IPT). It offers a coherent account of the field of IPT, placing both traditional and modern work in a clear and logical framework. The text moves from conventional accounts of the society of states to non-state-centric understandings of global politics. The first part covers international law, war, human rights and humanitarianism. The second part looks at the new human rights regime, the responsibility to protect, the ethics of war and global justice. Each chapter includes annotated reading lists, highlighting directions you can take to further your reading. International Society, Global Polity is perfect for students taking courses on International Political Theory, International Theory, Global Ethics and Global Justice.

Read more less

"SUSE Linux: A Complete Guide to Novell's Community Distribution" will get you up to speed quickly and easily on SUSE, one of the most friendly and usable Linux distributions around. From quick and easy installation to excellent hardware detection and support, it's no wonder SUSE is one of the most highly rated distributions on the planet. According to Novell, SUSE is installed more than 7,000 times every day, an average of one installation every 12 seconds. This book will take you deep into the essential operating system components by presenting them in easy-to-learn modules. From basic installation and configuration through advanced topics such as administration, security, and virtualization, this book captures the important details of how SUSE works - without the fluff that bogs down other books and web sites. Instead, readers get a concise task-based approach to using SUSE as both a desktop and server operating system. In this book, you'll learn how to: install SUSE and perform basic administrative tasks; share files with other computers; connect to your desktop remotely; set up a web server; set up networking, including Wi-Fi and Bluetooth; tighten security on your SUSE system; monitor for intrusions; manage software and upgrades smoothly; and run multiple instances of SUSE on a single machine with Xen. Whether you use SUSE Linux from Novell, or the free open SUSE distribution, this book has something for every level of user. The modular, lab-based approach not only shows you how-but also explains why-and gives you the answers you need to get up and running with SUSE Linux.

Read more less

As accountability increases while budgets decrease, a growing number of school leaders and policy-makers are turning their attention to Professional Learning Networks (PLNs) as a way of improving education and student outcomes in schools and across school systems. Although PLNs can have real benefits for teachers and students, a number of underpinning conditions need to be in place to ensure these networks have real impact. Key amongst these conditions is effective leadership. The role of school leaders is crucial to ensure that there is meaningful participation by their teachers in network activity and that this participation makes a difference within teachers' 'home' schools. In this timely book Chris Brown addresses the knowledge gap about how school leaders can effectively develop, support, and sustain PLNs within and across schools, drawing on two key case studies from England and Germany. Evidence-based, accessible, and engaging, with key takeaways for practitioners in every chapter, The Networked School Leader is crucial reading for school leaders, system leaders and education researchers working close-to-practice.

Read more less

In a world beset with problems, how can we encourage people to act differently? It seems almost daily that new studies emerge telling us how human action is causing planetary degradation, how changes to our diets could lead to us living longer healthier lives, or that financially we are in danger of returning to the debt related crises of the previous decade. At the same time how many of us adjust our behaviour in response to such information?; In this new book Professor Chris Brown explores people’s reactions to Optimal Rational Positions: propositions that set out requirements for change. For example the need to reduce carbon emissions to minimize the impacts of climate change is an Optimal Rational Position; as is the need to engage in 30 minutes of exercise a day, to eat more healthily or to drink less alcohol. It seems obvious that we should want to pursue Optimal Rational Positions because they espouse the types of behaviours that will enable us to live healthier, happier or more productive lives; that can improve the lives and outcomes of others; or that can help us ensure social and environmental sustainability. Yet at the same time we often fail to change our behaviours to those which might be most optimal. Outlining an exciting and innovative route forward, and with real-life case studies from education,;How Social Science Can Help Us Make Better Choices provides a new way to think about why people make the choices they make and, vitally, the role social science can play in response.

Read more less

Sovereignty, Rights and Justice surveys the relationship between international relations theory and political theory, showing the way in which these two discourses, once considered separate, are now intertwined. In the first part of the book an historical overview of the international political theory on the ‘Westphalia System' is presented, with brief accounts of the law of nations, and the notion of an ‘international society' as well as an examination of the international thought of the Enlightenment and of nineteenth- century industrial society. International theory in the twentieth century is then examined, leading into a consideration of some of the key issues of late-twentieth-century international relations, including the rights of political communities; the ethics of force in international relations; human rights; humanitarian intervention; global social justice and the moral relevance of borders; cultural diversity and the ‘Asian values' debate. In the final chapters, the impact of globalization on all these issues is examined. This is an accessible introduction to one of the most important areas of contemporary political theory, and one based firmly on the analysis of real-world problems.

Read more less

The post-pandemic world provides all of us with the opportunity to think differently about what we want for society. In Educating Tomorrow, Chris Brown and Ruth Luzmore explore what a post-Covid ‘blank slate’ education system could look like. Taking you on a journey which considers the past and present to inform their prediction of the obstacles and opportunities posed by a post-pandemic future, the authors present a new vision for the future of education which might not have been possible without the eruption of Covid-19. Offering up a range of proposals for how education can begin to emerge anew, and ultimately reach an improved destination, Brown and Luzmore showcase how even in the midst of unprecedented global challenges, it might be possible for us to revolutionise education systems for the better.

Read more less

Now, more than ever, it seems that the age of professional learning networks has well and truly arrived. The rise and proliferation of digital communication, coupled with the circumstances enforced during the pandemic experience, have led to a dynamic re-imagining of Professional Learning Networks (PLNs) – both in terms of what they are for and what they can achieve. Set against this context this book provides a stimulating insight into the current state of the art of professional learning networks and the transformative difference they are poised to make to our educational future. Drawing on a wealth of expertise, each chapter is written by leading thinkers and doers in the field, and covers a range of topics and emerging areas. These include: the professional learning vistas opened up through digital opportunities; how these networks have helped to enhance teachers’ identity and sense of well-being: the new sense of practitioner ownership and partnership now at the heart of PLNs; new openings for professionalization; how PLNs have become vehicles for radically different forms of professional development and learning; and what this all means for school leadership.

Read more less

Democratic societies thrive when citizens actively and critically engage with new ideas, developments and claims to truth. Not only can such practices result in more effective choice-making, but they can also lead to widespread support for progressive beliefs, such as social justice. With Western societies in the midst of environmental, social and political crises, it seems more pertinent than ever that citizens become ‘ideas-informed’. Presenting concepts from academia, industry, and practice, The Ideas-Informed Society closes the gap between the ideal of the ideas-informed society and the current reality. By exploring what it means to be ideas-informed and the benefits for both individuals and society, the chapters conceive what an ideal ideas-informed society would look like, what are the key ingredients of an ideas-informed society, and how to make it happen.

Read more less

Research Informed teaching is big news! Indeed one might argue that there has been a bottom up revolution encouraging teachers’ use of research (e.g. ResearchED). But at the same time there is a gap between what teachers do and what research suggests might provide effective ways to support young children’s learning. It’s not that a wealth of educational research doesn’t exist (just look at the What Works Clearinghouse, the Best Evidence Encyclopaedia or Hattie’s Visible Learning), but the Early Years sector is often under-represented. This book is an attempt to address this disparity and provide Early Years leaders and practitioners with an understanding of how to embed this research within their everyday practice offering top tips of how others in the field have done this and considering topics such as outdoor learning, early writing skills and parental engagement. Drawing on the wisdom of those at the top of their game, this book intends to provide just that: a practical handbook for EYs practitioner and leaders that can help make the research use revolution a reality.

Read more less

Professional learning networks (PLN) of teachers and others (such as university researchers) collaborating outside of their everyday community of practice are considered to be an effective way to foster school improvement. At the same time, to generate change, PLNs require effective support from school leaders. Such support should be directed at ensuring those participating in PLNs can engage in network learning activities; also that this activity can be meaningfully mobilised within participant's schools. What is less well understood however are the actions school leaders might engage in to provide this support. To address this knowledge gap, this book presents a case study of how senior leaders attempted to maximise the effectiveness of participating in PLNs for one learning network: the New Forest Research Learning Network (RLN) - a specific type of PLN designed to facilitate research-informed change at scale. In-depth semi-structured interviews with RLN participants, as well as impact data and policy documents, have been used to ascertain the types of leadership practices employed and their nature (i.e. whether geared towards prioritising, formalising or mobilising the work of the PLN). Also presented is an assessment of the perceived effectiveness of these practices and suggestions for the type of leadership activity that appear to maximise the effectiveness of schools engaging in professional learning networks more generally.

Read more less

Across many countries, national, federal and district level governments are increasingly pursuing approaches to school improvement that seek to achieve so-called ‘bottom-up’ change. That is, improvements to teaching and learning that are generated by teachers, and subsequently shared horizontally and vertically within educational systems. Often such change relies on educators engaging in ‘evidence-informed practice’: improvements to teaching in learning that are grounded in data and research. Within this context, this handbook examines how to bring about more consistent, evidence-informed practice in education globally. To do so, chapter authors have employed Hood’s (1998) social regulation/cohesion matrix, combined with an institutional theory analytic lens, to provide detail on their specific contexts, including perspectives from every continent. Insights are subsequently analysed comparatively to provide generalisable insights that can be applied to any country, across the globe. Generating understanding into how to more routinely foster evidence-informed teaching practice globally, this ground-breaking handbook is vital reading for educational researchers, and especially those working close to practice, in all settings. It is hoped that there are also lessons from education that can be applied to other areas such as social care, justice or health.

Read more less

Evaluations of school-based interventions are and should be conducted in order to examine the programme effectiveness and whether and how these programmes should be implemented in schools. Over the last century Randomised Controlled Trials (RCTs) have been seen as the 'gold standard' for evaluation, however How to Evaluate the Effectiveness of a School-Based Intervention presents a multi-dimensional evaluation framework, which is not only based on measurable outcomes. According to this framework, the evaluation of a programme should combine different methods and perspectives, and should examine the impact of the programme on many student's skills prior to reaching a conclusion of whether and how a programme should be implemented. Suggesting a cost-effective method of conducting a multi-dimensional evaluation research study, in order to include the examination of the impact of the programme on students' thinking skills, this book investigates how these skills can be defined and assessed effectively and presents a step-by-step guide by demonstrating how the multi-dimensional evaluation of the Philosophy for Children programme was conducted. Evaluating the programme from an independent standpoint, this book is essential reading for researchers conducting evaluations in education; researchers who are interested in Philosophy for Children research; and teachers and trainers who internationally implement P4C in their classrooms.

Read more less

This collection of chapters from established thinkers and emerging scholars provides a series of unique insights into collaboration between schools and the means by which the policy context influences such activity. Taking a global perspective, the chapters within this book follow a common framework to explore how macro-level factors help to create the conditions in which school-to-school collaboration is likely to succeed or fail ‘on the ground’. The result is a nuanced and original analysis that explores why and how collaborative activity between schools is intrinsically linked to broader policy contexts. School collaboration and networking is a rapidly growing area of interest. This book will appeal to the increasing number of emerging scholars and established experts with an interest in this area and other related sub-fields including school effectiveness and improvement, critical policy studies and educational leadership and management. It will also be of interest to policymakers seeking to capitalise on the potential of collaboration between schools and to educational professionals seeking improvement through partnership and dialogue.

Read more less

“The establishment of professional learning networks can be transformational for you personally and professionally. This book takes you step by step through the process of developing an effective Professional Learning Network (PLN) to create and realise a new status quo!”Catherine Carden, Canterbury Christ Church University, UK“The book impressively underscores the relevance and opportunities of Professional Learning Networks for innovation in school, while also addressing the challenges and pitfalls of successfully establishing, running and sustaining PLNs from the perspective of teachers.”Colin Cramer, University of Tuebingen, Germany“This book is a must read for practitioners, policy makers and researchers interested in Professional Learning Networks! [It] provides readers with concrete recipes with all the necessary ingredients, including leadership, trust and collaboration, to ensure PLN success.”Prof. Dr. Kim Schildkamp, University of Twente, the NetherlandsThe Teacher’s Guide to Successful Professional Learning Networks supports educators with practical guidelines developed from the authors’ practical and research-based experience in this area. Taking a step-by-step approach, the book guides readers through the different stages of inquiry and influencing factors involved with successfully running a PLN. The authors explore how teachers can participate in networks to achieve deep reflective inquiry and make positive changes in teaching and learning.The book:-Builds on international research into professional learning networks (PLNs)-Uses illustrative case studies from a range of contexts across the world-Provides step-by-step guidance to help readers establish sustainable PLNs Drawing from a diverse range of international contexts and with content stretching from early years to secondary, this book is essential reading for any educator looking to create, expand or enhance their Professional Learning Network.Cindy Poortman is Associate Professor at the University of Twente in the Netherlands. Her research and teaching focus is teacher and school leader professional development in PLNs. She has co-founded and is coordinating the PLN network within the International Congress for School Effectiveness and Improvement (ICSEI).Chris Brown is Professor and Director of Research at the Department of Education Studies at the University of Warwick, UK. He has co-edited two books on Professional Learning Networks, is co-editor of the Professional Learning Networks Book Series, and is co-founder and co-convener of the ICSEI Professional Learning Networks research network.

Read more less

We know that educators and education systems at large face countless decisions every day. We also know that grounding educational decisions in research can improve the likelihood of desirable teaching and learning outcomes, as well as reduce the likelihood of unintended consequences. Research is just one among many types of evidence used in educational decision-making, however. So being “evidence informed” is as much about engaging with research evidence as it is engaging with practice-based evidence (e.g., professional judgment) and data-based evidence (e.g., school performance data). How can educators become evidence-informed? In our view, the best approach is to learn from examples from experts of how research can be integrated with these other types of evidence, and so regularly inform our own everyday practice. With that in mind, this practical handbook offers 16 illuminating chapters that provide a wealth of advice and perspectives on the subject written by North American educators who are striving to realize the idea of research-informed practice. Key themes – reflective practitioners, networks and collaboration, trust -emerge to help teachers formalize, prioritize and mobilize the use of research-evidence in schools.

Read more less

In late 2017 and early 2018, South Africa and Zimbabwe both experienced rapid and unexpected political transitions. In Zimbabwe, Robert Mugabe, the only leader the country had ever known, was replaced in a “soft coup” by his erstwhile vice-president, Emmerson Mnangagwa. Over a twelve-day period in February 2018, South African president Jacob Zuma was prematurely forced from office by his former deputy president, Cyril Ramaphosa. The widespread popular rejoicing that accompanied their arrival compounded the shock of these sudden transitions.New Leaders, New Dawns? explores these political transitions and the way they were received. Contributors consider how the former liberation heroes Mugabe and Zuma could have fallen so low; the underlying reasons for their ouster; what happened to their liberation movements turned ruling parties; and, perhaps most importantly, what the rise to power of Ramaphosa and Mnangagwa foreshadowed. Bringing together fourteen leading international scholars of southern Africa, and adopting a political economy framework, this volume argues that the changes in leadership are welcome, but insufficient. While the time had come for Zuma and Mugabe to go, there is little in the personal histories or early policy actions of Ramaphosa and Mnangagwa that suggests they will be capable of addressing the profound social, economic, and political problems both countries face.New Leaders, New Dawns? reveals that despite what these new leaders may have promised, a “new dawn” has not yet arrived in southern Africa.

Read more less

“This book highlights the essential relationship between lesson planning and key mathematical elements such as mastery and reasoning. The exemplification of ideas through useful classroom strategies gives the book a practical basis, as well as theoretical. I have no doubt that even experienced teachers will find this book enlightening and encourage them to re-evaluate elements of their practice.”Hayley Hands, Secondary PGCE Mathematics Lead, Newcastle University, UK“Developing Maths Lesson Planning and Frameworks provides much food for thought and includes many immediate ‘take aways’ to reflect on or try out. This book will help enhance any maths teacher's lesson planning, from the trainee teacher to the experienced practitioner.”Rose-Marie Rochester, Archimedes NE Maths Hub Lead/BHCET Director of Maths, UKAddressing the maths skills gap, Wang et al. propose a new method for maths lesson planning that harnesses the power of reasoning in mathematics teaching. Using a pedagogical approach called the Causal Connectivity Framework (CCF), this book helps teachers to support students in actively discovering the logical foundations upon which classroom activities are linked together. The authors have diverse expertise and experiences as maths teachers, teacher educators and researchers, and this alternative approach is the result of long-term collaboration aimed at building up successful maths lessons from the very first steps – lesson planning.Developing Maths Lesson Planning and Frameworks:•Offers practical advice within a theoretical framework•Ties in with UK National Curriculum requirements•Contains detailed practical examples and visual aids throughoutReasoning is a critical component of maths learning, making this essential reading for maths teachers and teacher trainees as they help students to achieve maths mastery. Linda Wang is Assistant Professor and PGCE secondary maths Lead at Durham University, UK. She is particularly interested in curriculum design at both secondary and lower primary level mathematics, and developing the educational impact partnership model to deliver Continuing Professional Development (CPD) to future-orientate Mathematics education.Chris Brown is Professor of Education at the University of Southampton, UK. His research interests include using Professional Learning Networks (PLNs) to promote the collaborative learning of teachers, as well as how research evidence can and should, but often doesn’t, aid the development of education policy and practice.Jeremy Dawson is Area Co-ordinator for the Advanced Maths Support Programme at Durham University, UK. He has worked in a variety of diverse school settings around North East England and has extensive experience of teaching mathematics from KS2-KS5, as well as contributing and assisting on gifted and talented programs for prospective university entrants.

Read more less