"Not by Schools Alone" takes a compelling look at the realities of modern education: attitude problems hindering change, isolation and bureaucratic rigidity, and proliferating social problems afflicting children and families. Author Sandra Waddock proposes that we all, whether in business, social service, or health care agencies, government or civic leaders, or simply parents, have roles to play and responsibilities to bear for education reform. For schools to change requires shifts of enormous proportions within schools themselves to reengineer the educational goals, content, processes, and systems to assure that all children learn at high levels. This cannot be done in a vacuum, but should and must be done by tapping the strengths of other key stakeholders in society and restructuring so that responsibility can be shared appropriately.
There has been a debate in both academic and educational policy arenas around the generation and use of educational knowledge. In the UK this has led to many recent and far-reaching initiatives which aim to enhance the relationship between universities and schools and which also aim to develop new ways of supporting practitioner research and enquiry. Internationally there are similar trends particularly in the USA, Australia and Norway, which is about to invest considerable sums of money in generating new partnerships between universities and schools focused on educational research. This book presents the work of a highly innovative partnership between the University of Cambridge Faculty of Education and 8 secondary schools, over 6 years. The focus of this networked learning community has helped to define the use and production of educational knowledge and research both within and between various partners. This book explores the central questions and gives examples of the outcomes of the development that will assist any researchers, especially teachers undertaking research, to develop school-university research. Stories and examples from practitioners and others who worked directly in and with schools are presented throughout the book. This book will appeal to a wide audience of practitioners and academics: to all who are interested in how research and enquiry can be used to support the development of practice in schools.
A volume in Educational Leadership for Social Justice Series Editor Jeffrey S. Brooks, University of Idaho, Denise E. Armstrong, Brock University; Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth University; George Theoharis, Syracuse University The purpose of this work is to broaden the scholarly dialogue in educational leadership and to address the changing role of the American school principal in the twenty-first century with regard to increasing diversity in the United States. This book seeks to provide theoretical and practical insight into the role of school principals dealing with an ever-increasing multicultural student population. We cover an array of issues that we believe are critical in order for the twenty-first century school principal to be effective and relevant. A primary inquiry that needs to be made is: Are school leaders taking seriously the increasing social and cultural diversity in their schools? It is the school principal who sets the tone for the school culture and who provides the vision as to the direction of the organization. We endeavor to help scholars and practitioners have a better understanding of the importance of the diversity of their students, and to give them the tools to appropriately lead schools in ways that ensure all students, regardless of their life circumstances and status, are provided a school climate that promotes high academic achievement and a sense of belonging.
Higher Education is a vibrant, changing field of study. With roots in multiple disciplines, these degree programs prepare the administrators, faculty, and policy makers who direct the current and future higher education enterprise. At a time when higher education is changing rapidly, these programs are poised to frame the future of an educated society. This book examines all aspects of how Higher Education programs operate - from their marketing, focus on student affairs and community colleges, the emergence of online programs and core curricula. Authors from a broad and diverse spectrum of institutions map the current setting of Higher Education programs with an eye on future directions for their livelihood and survival.
This collection of literature attempts to compile many of the classic, timeless works that have stood the test of time and offer them at a reduced, affordable price, in an attractive volume so that everyone can enjoy them.
Assignment Help Articles
Assignment Help Books