Books For Review

To request an book for review:

  • Register as an author with this journal.
  • Log in as an author.
  • Click on the request link that corresponds to the object of interest.


  • Filter by:
  • Sort by:
##plugins.generic.objectsForReview.public.coverPage.altText##

Education in Mexico, Central America and the Latin Caribbean

Editor: C. M. Posner
Editor: Christopher Martin
Editor: Ana Patricia Elvir
Abstract: Education in Mexico, Central America and the Latin Caribbean examines the development and practice of education in México, Costa Rica, Cuba, the Dominican Republic, El Salvador, Guatemala, Haiti, Honduras, Nicaragua and Panamá. The chapters, written by local experts, provide an overview of the structure, aims and purposes of education in each of these ten countries with very different socio-economic backgrounds. The authors present curriculum standards, pedagogy, evaluation, accountability and delivery, discussing both how the formal systems are structured and how they actually function. The volume explores the origins of proposed reforms and their implementation, emphasising the distinctiveness of each country and attempting to locate new practices that could lead to better education.
Publisher: Bloomsbury
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Education in South Asia and the Indian Ocean Islands

Editor: Hema Letchamanan
Editor: Debotri Dhar
Abstract: Education in South Asia and the Indian Ocean Islands is a critical reference guide to development of education in Bangladesh, Bhutan, India, Nepal, Sri Lanka, Comoros Islands, Maldives, Mauritius, Seychelles and Zanzibar. The chapters provide an overview of the education system in each country, focusing particularly on contemporary education policies and some of the problems countries in this region face during the processes of development. Key themes include the practice of implementation of educational policy and the impact of global and local educational decisions on societies. Due to the demographic scale and the cultural diversity of India, the volume contains a particularly extensive coverage of the distinctive educational issues in this country.
Publisher: Bloomsbury
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Education in the Arab World

Editor: Serra Kirdar
Abstract: Education in the Arab World is a critical reference guide to development of education in Algeria, Bahrain, Egypt, Iraq, Jordan, Kuwait, Lebanon, Libya, Morocco, Oman, Palestine, Qatar, Saudi Arabia, Sudan, Syria, Tunisia, the United Arab Emirates and Yemen. The chapters, written by local experts, provide an overview of the education system in each country, as well as discussion of educational reforms and socio-economic and political issues. Including a comparative introduction to the issues facing education in the region as a whole, this book is an essential reference for researchers, scholars, international agencies and policy-makers.
Publisher: Bloomsbury
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Education to Better Their World: Unleashing the Power of 21st-Century Kids

Author: Marc Prensky
Abstract: In his seventh and most visionary book, internationally renowned educator and futurist Marc Prensky presents a compelling alternative-based around Applied Passion and real, world-improving projects--to how and what we teach our children. What education should be about, says Prensky, is improving the world and having individuals improve in the process. He argues that a routinely taught combination of math, language arts, science, and social studies increasingly leaves the bulk of our students woefully unprepared for the future. Drawing on emerging world trends, Prensky elaborates a comprehensive vision for K-12 education that includes new goals, new means, a new curriculum, a new kind of teaching, and a new use of technology. This is a book, ultimately, about developing young people's capacity to accomplish things that will make the world a better place, using means never before available. It offers an innovative and achievable vision for a Global Future Education that will better prepare students from all backgrounds.
Publisher: Teachers College Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Educational Entrepreneurship Today

Editor: Frederick M. Hess
Editor: Michael Q. McShane
Abstract: In Educational Entrepreneurship Today, Frederick M. Hess and Michael Q. McShane assemble a diverse lineup of high-profile contributors to examine the contexts in which new initiatives in education are taking shape. They inquire into the impact of entrepreneurship on the larger field—including the development and deployment of new technologies—and analyze the incentives, barriers, opportunities, and tensions that support or constrain innovation.

In a time of increasing polarization around education policy, this timely, frank, and insightful volume shows how we can begin to create systems in which entrepreneurial ideas and fresh thinking are welcomed, constructively employed, and held accountable for the public good.
Publisher: Harvard Education Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Educational Leadership for a More Sustainable World

Author: Mike Bottery
Abstract:

Educational Leadership for a More Sustainable World argues that current crises in educational policies and practice, including the recruitment and retention of educational leaders, ultimately derive from the interactions between four key challenges which also underpin current global and societal issues of sustainability: A culture of consumption; Global energy demands; Climate change; and Emerging population patterns.

Mike Bottery argues that problems in dealing with these four global challenges, as well as many crises in education, are in large part due to a failure to appreciate their complex interactions and effects, and of the need for sufficiently complex responses. The result is that many policies in many areas hinder rather than facilitate appropriate solutions.

Publisher: Bloomsbury
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Educational Opportunity in Rural Contexts: The Politics of Place

Author: Sheneka M. Williams
Author: Ain A. Grooms
Abstract: The impetus behind this volume stems from reflections on commemorations of the historic Brown v. Board of Education decision. Brown turned 60 in May of 2014, and many special issues of peer-reviewed journals were dedicated to that anniversary. Unlike most special issues and volumes, we sought to highlight a smaller part of Brown, though no less significant. More specifically, we thought to develop a volume that focused on rural education in the aftermath of the decision. Most of the education policy and education reform literature caters to urban and suburban contexts, and very few academic books and journal articles-with the exception of research conducted by Craig, Amy, and Caitlin Howley and the Journal for Research on Rural Education-focus on rural education in the US. Thus, we wanted this volume to focus on the politics of educational opportunity in rural contexts. There is a paucity of rigorous research that examines how education policy affects the conditions of rural education. More specifically, research is scarce in examining the ways in which students in rural schools and districts have access to educational opportunities, although approximately one-third of all public schools are located in rural areas (Ayers, 2011). Educational opportunity in rural districts has been plagued by geographic isolation, loss of economic bases, and lack of capital (both financial and political) to voice the need for resources. To be clear, this volume does not present chapters that detail educational opportunity in rural districts and schools from a deficit perspective. Instead, chapters in this volume offer insight into both micro- and macro-level policies and practices that shape educational opportunities for students in rural schools and districts. As such, chapters in this volume investigate the "now" of educa-tional opportunity for rural students and makes recommendations and suggestions for "later". Given that, we are reminded of James Coleman's (1975) thesis, "Education is a means to an end, and equal opportunity refers to later in life rather than the educational process itself" (p.28).
Publisher: Information Age
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Educational Transitions in Post-Revolutionary Spaces: Islam, Security, and Social Movements in Tunisia

Author: Tavis D. Jules
Author: Teresa Barton
Abstract:

Educational Transitions in Post-Revolutionary Spaces explores the transformation of the education system in Tunisia following the Jasmine Revolution, the first of a wave of revolutions known as the Arab Spring.

The authors provide a detailed account of how Tunisia's robust education system shaped and sparked the conflict as educated youth became disgruntled with their economic conditions. Exploring themes such as radicalization, gender, activism and social media, the chapters map out the steps occurring during transitions from authoritarian rule to democracy.

Educational Transitions in Post-Revolutionary Spaces traces the origins of the conflict and revolution in societal issues, including unemployment, inequality and poverty, and explores how Islam and security influenced the transition. The book not only offers a thorough understanding of the role of youth in the revolution and how they were shaped by Tunisia's educational system. Crucially, it provides a comprehensive understating of theoretical and methodological insights needed to study educational transitions in other post-revolutionary contexts.

Publisher: Bloomsbury
key words:

Emmy Noether's Wonderful Theorem

Author: Dwight E. Neuenschwander
Abstract: In Dwight E. Neuenschwander’s new edition of Emmy Noether’s Wonderful Theorem, readers will encounter an updated explanation of Noether’s "first" theorem. The discussion of local gauge invariance has been expanded into a detailed presentation of the motivation, proof, and applications of the "second" theorem, including Noether’s resolution of concerns about general relativity. Other refinements in the new edition include an enlarged biography of Emmy Noether’s life and work, parallels drawn between the present approach and Noether’s original 1918 paper, and a summary of the logic behind Noether’s theorem.
Publisher: Johns Hopkins University Press
key words:

Enduring Myths That Inhibit School Turnaround

Editor: Coby V. Meyers
Editor: Marlene J. Darwin
Abstract: The concept of school turnaround—rapidly improving schools and increasing student achievement outcomes in a short period of time—has become politicized despite the relative newness of the idea. Unprecedented funding levels for school improvement combined with few examples of schools substantially increasing student achievement outcomes has resulted in doubt about whether or not turnaround is achievable. Skeptics have enumerated a number of reasons to abandon school turnaround at this early juncture. This book is the first in a new series on school turnaround and reform intended to spur ongoing dialogue among and between researchers, policymakers, and practitioners on improving the lowest-performing schools and the systems in which they operate. The “turnaround challenge” remains salient regardless of what we call it. We must improve the nation’s lowest-performing schools for many moral, social, and economic reasons. In this first book, education researchers and scholars have identified a number of myths that have inhibited our ability to successfully turn schools around. Our intention is not to suggest that if these myths are addressed school turnaround will always be achieved. Business and other literatures outside of education make it clear that turnaround is, at best, difficult work. However, for a number of reasons, we in education have developed policies and practices that are often antithetical to turnaround. Indeed, we are making already challenging work harder. The myths identified in this book suggest that we still struggle to define or understand what we mean by turnaround or how best, or even adequately, measure whether it has been achieved. Moreover, it is clear that there are a number of factors limiting how effectively we structure and support low-performing schools both systemically and locally. And we have done a rather poor job of effectively leveraging human resources to raise student achievement and improve organizational outcomes. We anticipate this book having wide appeal for researchers, policymakers, and practitioners in consideration of how to support these schools taking into account context, root causes of low-performance, and the complex work to ensure their opportunity to be successful. Too frequently we have expected these schools to turn themselves around while failing to assist them with the vision and supports to realize meaningful, lasting organizational change. The myths identified and debunked in this book potentially illustrate a way forward.
Publisher: Information Age
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Engineering Instruction for High-Ability Learners in K-8 Classrooms

Editor: Debbie Dailey
Editor: Alicia Cotabish
Abstract: Engineering Instruction for High-Ability Learners in K-8 Classrooms is an application-based practitioners' guide to applied engineering that is grounded in engineering practices found in the new Next Generation Science Standards (NGSS) and the Standards for Engineering Education. The book will provide educators with information and examples on integrating engineering into existing and newly designed curriculum. The book will specify necessary components of engineering curriculum and instruction, recommend appropriate activities to encourage problem solving, creativity, and innovation, and provide examples of innovative technology in engineering curriculum and instruction. Additionally, authors will discuss professional development practices to best prepare teachers for engineering instruction and provide recommendations to identify engineering talent among K-8 students. Finally, the book will include a wealth of resources, including sample lesson and assessment plans, to assist educators in integrating engineering into their curriculum and instruction.
Publisher: Prufrock & National Association for Gifted Children
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Evaluative Research Methods: Managing the Complexities of Judgement in the Field

Author: Saville Kushner
Abstract: This book is written for research students and their supervisors, for ‘program evaluators’, and for those researchers who don’t call themselves evaluators, but whose research is evaluative. It is aimed, this is to say, at those whose research involves judgment - of policies, practices or organization. judgment of their value, merit or their appropriateness. The involvement of judgment changes the nature of any research and makes particular demands on the researcher in terms of choice and use of method, ethics, political relationships and even emotional capabilities. There are many methodological text-books and models to support the researcher to meet such challenges. This is not one of those. Rather than teach a methodology or propose a model, this book helps you to think methodologically - i.e. to solve methodological, political, emotional issues as they arise, using your own judgment and your own resources. There are no blueprints for dealing with the ethics and the politics of evaluative research, there is only your ability to manage complexity and unpredictability. This book supports you in developing just that. Since this is an intellectual challenge the book offers both theory and method combined, and is laced with practical examples. Here at last is a thoughtful and important effort to enlarge the theoretical and practical evaluative framework that includes consideration of the political environment.
Publisher: Information Age
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Factories for Learning: Making Race, Class and Inequality in the Neoliberal Academy

Author: Christy Kulz
Abstract: Over half of England's secondary schools are now academies. While their impact on achievement has been debated, the social and cultural outcomes prompted by this neoliberal educational model has received less scrutiny. This book draws on original research based at Dreamfields Academy, a celebrated flagship secondary school in a large English city, to show how the accelerated marketization and centralization of education is reproducing raced, classed and gendered inequalities. The book also examines the complex stories underlying Dreamfields' glossy veneer of success and shows how students, teachers and parents navigate the everyday demands of Dreamfields' results-driven conveyor belt. Hopes and dreams are effectively harnessed and mobilized to enact insidious forms of social control, as education develops new sites and discourses of surveillance.
Publisher: Manchester University Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Failure Up Close: What Happens, Why It Happens, and What We Can Learn from It

Editor: Jay P. Greene
Editor: Michael Q. McShane
Abstract: For many reasons, failure in education reform is rarely admitted. Even though it is incredibly hard work to try and improve the enormous and diverse American education system, because there are political consequences of admitting that a particular effort did not live up to its promises and pressure from philanthropic funders to show success, unsuccessful efforts are often swept under the rug or papered over with public relations efforts that avoid wrestling with the tough realities of educational improvement. This doesn’t help anyone. As any educator will tell you, failure is an essential part of learning. Insofar as education reform needs to be a learning movement itself, it has to be able to admit where it has failed and learn from it. Failure Up-Close engages a select group of scholars from across the ideological spectrum to examine particular education reform efforts of recent years that have not succeeded and offer lessons for school and system improvement that can be learned from them. Rather than view failure as negative, this volume looks at failure as an opportunity to learn and grow. In fact, the editors endeavored to find authors that would analyze reforms for which they had some fundamental sympathy. The goal is not to bash particular efforts or castigate their supporters but rather to help those supporters understand how to do what they do better, and ultimately, do better for children.
Publisher: Rowman & Littlefield Publishers
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Federalism and Education

Editor: Kenneth K. Wong
Editor: Felix Knüpling
Editor: Mario Kölling
Editor: Diana Chebenova
Abstract: This volume examines ongoing challenges and policy strategies in ten countries, namely Australia, Austria, Belgium, Canada, Germany, Italy, Spain, Switzerland, United Kingdom, and the United States. These chapters and the introductory overview aim to examine how countries with federal systems of government design, govern, finance, and assure quality in their educational systems spanning from early childhood to secondary school graduation. Particular attention is given to functional division between governmental layers of the federal system as well as mechanisms of intergovernmental cooperation both vertically and horizontally. The chapters aim to draw out comparative lessons and experiences in an area of great importance to not only federal countries but also countries that are emerging toward a federal system.
Publisher: Information Age
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Foucault and School Leadership Research: Bridging Theory and Method

Author: Denise Mifsud
Abstract:

Foucault and School Leadership Research illustrates the application of Foucauldian theory to an educational leadership research context, thus staging the ways a researcher negotiates the methodological tensions and contradictions in the conduct of qualitative inquiry within education research.

The book draws on an empirical study of a multi-site school collaborative that investigates relations of power within the unfolding network among the various leadership hierarchies in school governance. The book is anchored around a narrative dramatization that the author, Denise Mifsud, crafts from her data, using the dramatic play as a medium to present her research findings so as to show rather than just tell readers about network leadership dynamics. Mifsud's innovative use of dramatization to communicate her findings and analysis serves to problematize the representation of qualitative research, as well as to incorporate researcher interpretation and explicate the intertwining nature of theory and methodology. Through the use of Foucauldian theory, mainly his notions of webs of power, discipline, governmentality, discourse, and subjectification, the research narrative critiques and problematizes traditional understandings of educational leadership.

The book focuses on and demonstrates the challenging enterprise of the art of theory application in method by outlining the epistemological, operational and analytical challenges encountered: the application of Foucauldian concepts in education research contexts; the adaptation of methodological and theoretical concerns; in addition to showing how the quality of research outcomes is shaped by social theory.

Publisher: Bloomsbury
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

From Giftedness to Gifted Education: Reflecting Theory in Practice

Author: Jonathan Plucker
Author: Ann Rinn
Author: Matthew Makel
Abstract: The fields of gifted education and talent development have numerous theories and conceptions for how to identify and serve students. This book helps introduce and apply these ideas to help reflect theory in practice. Each chapter introduces readers to a different theory by providing definitions of key concepts, explaining the fundamental conceptual/theoretical approach, and concluding with advice on how the conception can be put into practice. Suggestions for further reading are also provided. Some chapters are based on theories that have been around for decades, and some have been developed more recently. But all chapters focus on helping empower readers to understand and take action without having to reinvent the wheel.
Publisher: Prufrock Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Gender, Sex and Children's Play

Author: Jacky Kilvington
Author: Ali Wood
Abstract: Does gender, sex and sexuality influence children's play, and their learning? Can/should professionals try to influence children's gender and sexual concepts? Can/should professionals try to prevent gender stereotyping? These and other questions are explored in a lively and thought-provoking text that looks at why and how children inhabit or develop their gender and sexuality. Written in an approachable way and illustrated with case studies and linked to current research and theory, the book helps students, teachers and playworkers understand the debates about biology versus culture and social learning and how these impact on children's expression of gender and sexuality. Engaging the reader in a thorough reflection of their own views and approaches to the genderized and sexualized behaviour of children at play, this text is an invaluable guide for all those interested in the importance of play, gender and sexuality and how they relate to children's lives.
Publisher: Bloomsbury
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Getting to Where We Meant to Be: Working Toward the Educational World We Imagine/d

Author: Patricia H. Hinchey
Author: Pameila J. Konkol
Abstract: How is it, this text asks, that given such good intentions among education professionals, things in schools can go so very wrong?   The problem, Hinchey and Konkol posit, is that unspoken and misleading assumptions result in choices, decisions and policies with disastrous consequences for kids. They tease out those assumptions on the key issues of school goals, curriculum, education for citizenship, discipline, and school reform, inviting readers to think again, to question the taken-for-granted, in the hope of better aligning intentions and outcomes.
Publisher: Myers Education Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Good Reception: Teens, Teachers, and Mobile Media in a Los Angeles High School

Author: Antero Garcia
Abstract:

A year in the life of a ninth-grade English class shows how participatory culture and mobile devices can transform learning in schools.

Schools and school districts have one approach to innovation: buy more technology. In Good Reception, Antero Garcia describes what happens when educators build on the ways students already use technology outside of school to help them learn in the classroom. As a teacher in a public high school in South Central Los Angeles, Garcia watched his students' nearly universal adoption of mobile devices. Whether recent immigrants from Central America or teens who had spent their entire lives in Los Angeles, the majority of his students relied on mobile devices to connect with family and friends and to keep up with complex social networks. Garcia determined to discover how these devices and student predilection for gameplay, combined with an evolving "culture of participation," could be used in the classroom.

Garcia charts a year in the life of his ninth-grade English class, first surveying mobile media use on campus and then documenting a year-long experiment in creating a "wireless critical pedagogy" by incorporating mobile media and games in classroom work. He describes the design and implementation of "Ask Anansi," an alternate reality game that allows students to conduct inquiry-based research around questions that interest them (including "Why is the food at South Central High School so bad?"). Garcia cautions that the transformative effect on education depends not on the glorification of devices but on teacher support and a trusting teacher-student relationship.

Publisher: MIT Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Hacking Education in a Digital Age: Teacher Education, Curriculum, and Literacies

Editor: Bryan Smith
Editor: Nicholas Ng-A-Fook
Editor: Linda Radford
Editor: Sarah Smitherman Pratt
Abstract: In this collection, the authors put forth different philosophical conceptions of “hacking education” in response to the educational, societal, and technological demands of the 21st century.  Teacher Educators are encouraged to draw on the collection to rethink how “hacking education” can be understood simultaneously as a “praxis” informed by desires for malice, as well as a creative site for us to reconsider the possibilities and limitations of teaching and learning in a digital era.
Publisher: Information Age
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Handbook of Research on Teaching, Fifth Edition

Editor: Drew H. Gitomer
Editor: Courtney Bell
Abstract: The Fifth Edition of the Handbook of Research on Teachingis an essential resource for students and scholars dedicated to the study of teaching and learning. The volume covers a vast array of topics ranging from the history of teaching to technological and literacy issues. In each authoritative chapter, the authors summarize the state of the field while providing a conceptual overview of a critical aspect of research on teaching. Each of the volume’s 23 chapters is a canonical piece that will serve as a reference tool for the field. The chapters, all broad treatments of areas of study, will help readers see how particular areas of research connect with the larger issues of teaching and teacher education. The Handbook, therefore, provides readers with a “20,000-foot view” of the current state of education research.
Publisher: American Educational Research Association
key words:

Helping Parents Understand Schools: A Different Perspective on Education and Schooling in America

Author: Lyndon G. Furst
Abstract: There is a great deal of misunderstanding about how schools in America function and what goes on in the typical classroom. Parents, even relatively young parents, perceive that public schools are just like when they attended. This faulty perception is held by a large portion of the general public. In addition a number of aspects of schooling have come under close scrutiny by critics of the public schools, resulting in a heated debate throughout the nation. It is the purpose of this book to provide parents and others who are interested in the operation of public schools an alternative way of looking at publically supported education and the issues surrounding better educational practice. The framework for this volume is the published articles of the author over the past 20 years in his weekly newspaper column, A Different Perspective. While no attempt is made to be comprehensive, the 13 chapters cover a broad range of issues facing the schools. The reader is treated to a fascinating look at the viewpoint of an experienced observer of these public institutions. The author has changed his perspective over the two decades on only a few issues. The book was written with the average reader in mind. It does not contain a large amount of educational jargon, although the issues are approached with enough depth to be useful to the professional educator. Throughout the entire volume the author maintains strong support for public schools.
Publisher: Information Age
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

High-Quality Early Learning for a Changing World: What Educators Need to Know and Do

Author: Beverly Falk
Abstract: This concise and accessible resource provides an overview of the fundamentals of teaching in early childhood settings (pre-K–2), with a focus on what high-quality practices look like. It details the features of developmentally appropriate, linguistically responsive, culturally relevant/sustaining teaching and how this approach can prepare our youngest citizens for the challenges of our 21st-century world. Beginning with what the research tells us about how young children develop and learn, Falk shows how to create learning environments, plan, teach, and assess in ways that support children’s optimal development. Specific strategies are described and explained, such as setting up the classroom environment and schedule, making smooth transitions, using effective communication strategies, and creating home–school partnerships.
Publisher: Teachers College Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Hope, Utopia and Creativity in Higher Education: Pedagogical Tactics for Alternative Futures

Author: Craig A. Hammond
Abstract: Reappraising ideas associated with Ernst Bloch, Roland Barthes and Gaston Bachelard within the context of a utopian pedagogy, Hope, Utopia and Creativity in Higher Education reframes the transformative, creative and collaborative potential of education offering new concepts, tactics and pedagogical possibilities. Craig A. Hammond explores ways of analysing and democratising not only pedagogical conception, knowledge and delivery, but also the learning experience, and processes of negotiation and peer-assessment. Hammond shows how the incorporation of already existent learner hopes, daydreams, and creative possibilities can open up new opportunities for thinking about popular culture and memory, learning and knowledge, and collaborative communities of support. Drawing together theoretical and cultural material in a teaching and learning environment of empowerment, Hammond illustrates that formative articulations of alternative, utopian futures, across sociological, humanities, and education studies subjects and curricula, becomes possible.
Publisher: Bloomsbury
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

How Schools and Districts Meet Rigorous Standards Through Authentic Intellectual Work: Lessons From the Field

Editor: M. Bruce King
Abstract:

There is no such thing as a simple formula for school improvement, but the Authentic Intellectual Work (AIW) framework presented in this book will help school- and district-based teams improve the quality of instruction, assessment, and curriculum for more rigorous and more equitable student learning. This book provides: 

  • Richly detailed case studies of successful AIW implementation at the statewide, districtwide, and individual school levels 
  • Illustrations of collaborative teaming to advance higher-order thinking, disciplined inquiry, and value beyond school
  • Exemplars of how AIW transforms professional development and evaluations and increases coherence and alignment of initiatives
Publisher: Corwin
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

How to Create the Conditions for Learning: Continuous Improvement in Classrooms, Schools, and Districts

Author: Ann Jaquith
Abstract: Ann Jaquith presents a framework for understanding and building instructional capacity, based on her original research in schools and districts and ideas drawn from the literature on resourcing and social learning. She describes four types of resources—knowledge, technology, relationships, and structures—and discusses the contextual conditions that allow these resources to be identified, taken up, and put to effective use. Through case studies of schools and districts engaged in the sometimes messy work of developing the capacity to improve instruction, Jaquith shows ways that school and district leaders can identify and deploy underutilized resources and create organizational routines that support the ongoing development of instructional capacity.
 
How To Create the Conditions for Learning represents an important contribution to the effort to stimulate, support, and sustain excellent teaching and inspired learning in our schools.
Publisher: Harvard Education Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

How University Boards Work

Author: Robert A. Scott
Abstract:

How University Boards Work is designed to help trustees understand how to fulfill their responsibilities. This volume will prove an invaluable resource for those responsible for governing colleges and universities, whether privately financed or state funded. It will also be an illuminating read for board secretaries, campus executives and administrators, faculty leaders, alumni volunteers, and public officials, as well as anybody seeking to understand institutional governance in the light of past and current trends in higher education.

Publisher: Johns Hopkins University Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Improving School Board Effectiveness: A Balanced Governance Approach

Editor: Thomas L. Alsbury
Editor: Phil Gore
Abstract: Improving School Board Effectiveness offers a clarifying and essential look at the evolving role of school boards and how they contribute to efforts to improve student learning. It examines how board members can establish effective district priorities, and it explores those board policies and actions that result in shared, districtwide commitments to heightened student achievement.

This book arises out of a critical need for a better understanding of school boards and the development of helpful tools and guidelines for school board members. At its heart is the notion of Balanced Governance, a principle that most generally “balances the authority of a superintendent to lead a school district with the necessary oversight of a locally engaged and knowledgeable board.”
Publisher: Harvard Education Press
key words:
##plugins.generic.objectsForReview.public.coverPage.altText##

Inclusive Physical Activities:: International Perspectives

Editor: Alexandre J. S. Morin
Editor: Christopher Maïano
Editor: Danielle Tracey
Editor: Rhonda G. Craven
Abstract: There is currently a paucity of research about physical activities that effectively include children and adolescents with a range of special needs or research that identifies evidence-based strategies that seed success in maximizing the involvement in, and the positive biopsychosocial outcomes associated with, the practice of physical activity. This dearth of research is impeding progress in addressing the biopsychosocial disadvantage that these children and adolescents encounter, the development of new solutions for enabling full potential, and ensuring that children and adolescents with special needs not only succeed, but also flourish in life. This volume includes examples of theory, research, policy, and practice that will advance our understanding of how best to encourage these children and adolescents to participate regularly in physical activity, how to maximize the biopsychosocial benefits of involvement in physical activities, and how to ensure that these physical activities are inclusive for children and adolescents with special needs. The focus will be placed on research-derived physical activity practices that seed success for children and adolescents with special needs, and new directions in theory, research, and practice that have implications for enhancing physical activity practices with at-risk children and adolescents. The themes covered in this volume include: Strategies to maximise participation of children and adolescents with special needs in physical activity as a global priority; Strategies to maximise the social inclusion of children and adolescents with special needs in general physical activities; Effective physical education strategies to enhance biopsychosocial outcomes for children and adolescents with special needs; Advancing the practice of educators and coaches to cultivate the social inclusion and participation in physical activity of children and adolescents with special needs; and Challenging the meaning and implementation of inclusive practices in physical education globally.
Publisher: Information Age
key words:
31 - 60 of 216 Items     << < 1 2 3 4 5 6 7 8 > >>