In response to changes in the workforce, scholars are calling for mentoring that is more fluid, flexible, and responsive to the needs of diverse groups of individuals, whether culturally (Kochan & Pascarelli, 2012; Kochan, Searby, George, & Mitchell Edge, 2015) or intergenerationally (Thorpe, 2012) diverse.
Peer Coaching is a collaborative, reciprocal practice where faculty members observe, reflect, and improve their instructional practices with the goal of improved learning for all students.
This book offers ideas that secondary teachers, university content faculty, and teacher educators can use to challenge traditional literacy practices and demonstrate creative, innovative ways of incorporating new literacies into the classroom, all within a strong theoretical framework.
This book provides readers with a comprehensive description of procedures and practices that can enhance special education collaboration, consultation and cooperation in classroom learning environments and ancillary educational services.
Over the past decade, No Child Left Behind, Common Core, Race to the Top, data mining initiatives, Title IX gender equity, Individuals with Disabilities Education Act, Americans with Disabilities Act, and executive actions on immigration illustrate key federal initiatives that have redefined standards, priorities, and practices within educational institutions.
This volume, offering a critical perspective on studies on education and society is a valuable resource to instructors who teach in the fields of teacher education, social studies, educational leadership, social work, social, cultural and philosophical foundations of education, sociology, political science, and global studies as well as their students.
The focus of this book extends the discourse on student engagement beyond prescriptive definitions and includes substantive ethical and political issues relating to this concept.
The School Leadership Survival Guide: What to Do When Things Go Wrong, How to Learn from Mistakes, and Why You Should Prepare for the Worst is intended as an uncommon guide for school leaders and a resource they can turn to when confronted with issues they might not normally face in typical practice.
The idea for this book was born from discussions at several recent academic events including the Women Leading Education (WLE) International Conference in Volos, Greece (2012) and the University Council for Educational Administration (UCEA) Conference in Pittsburgh, Pennsylvania (2011) as well as from informal dialogue amongst ourselves and various colleagues, both new and veteran to the field of educational leadership and, in particular, dedicated to the study of women in leadership.
This book is significant in that it offers an in-depth historical analysis of educational leadership and educational policy in the United States and around the globe.
Black Experiences in Higher Education: Faculty, Staff, and Students illuminates the narratives of Black faculty, staff, and students and how they navigate their professional experiences, confront the hidden curriculum and work to transform academia.
With new student assessments and teacher evaluation schemes in the planning or early implementation phases, this book takes a step back to examine the ideological and historical grounding, potential benefits, scholarly evidence, and ethical basis for the new generation of test based accountability measures.
This edited book on Faculty Learning Communities (FLCs) provides and explores powerful examples of FLCs as a impactful form of professional learning for faculty in higher education.
Analyzing School Contexts is the ninth volume in a series of research and theory in school administration dedicated to advancing our understanding of schools through empirical study and theoretical analysis.
Navigating Complexities in Leadership: Moving Towards Critical Hope emerged in response to the confluence of complexities experienced by leadership educators and practitioners amidst global pandemics.
This book examines American societal structures and institutions, beginning and ending with public education, and exposes how dysfunction and the investment in this dysfunction is an actual political agenda.
As a consequence of the federal 'No Child Left Behind' (NCLB) law, there is tremendous pressure on school principals, teachers, school superintendents, district staff, state departments of education and governors to maximize the increase in student achievement that is obtained with every dollar of expenditure.
The focus of this book is on different aspects of leadership and governess for learning in the early childhood education and care (ECEC) sector, which serves children aged 1-5 years.
Life Stories: Exploring Issues in Educational History Through Biography consists of 13 essays, each of which offers perspective on one of four key questions that have long drawn scholarly attention: What should schools teach?
The National Education Finance Academy (NEFA) has completed a project providing a one- of-a-kind practical book on funding P-12 education in the United States.
Current research around the middle grades has brought a heightened attention by teachers, policymakers, and researchers recognizing that this stage is a time when a students' health and social and emotional well-being directly impacts their academic progress.
The Power of We: The Ohio Study Group Experience traces the work of a network of early childhood educators who are inspired by and engaged in the study the early childhood programs and practices of Reggio Emilia, Italy.
Clinical Teacher Education focuses on how to build a school-university partnership network for clinical teacher education in urban school systems serving culturally and linguistically diverse populations.
Curriculum Windows Redux: What Curriculum Theorists Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists in contemporary terms.
Yes We Can: Improving Urban Schools through Innovative Educational Reform is a empirically-based book on urban education reform to not only proclaim that hope is alive for urban schools, but to also produce a body of literature that examines current practices and then offer practical implications for all involved in this arduous task.
Across the United States and globally, school districts are regularly facing a shortage of both willing and highly qualified candidates to assume positions as school leaders.
The chapters in this book should stimulate the reader not only to think about the kind of leadership that is needed to improve schools in the Caribbean (using'schools' in the widest sense to range from early childhood to higher education institutions) but also other forms of support.
Educational Leadership: Building Bridges Among Ideas, Schools, and Nations breaks new ground by connecting many ideas to educational leadership that have traditionally been discussed as part of leaders' contexts by connecting them and showing how international issues can unite scholars and educators in action.
Training School Principals as Talent Developers: An International Perspective focuses on how to prepare school principals to lead their schools by training and supporting teachers in their craft.
Our fifth book in the International Research on School Leadership series focuses on the use of data in schools and districts as useful information for leadership and decision making.
With chapters written by leading researchers and practitioners actively engaged in the work, this Edited Volume examines the role of the state education agency in school turnaround efforts.
