Understanding Primary Education As A Whole Socio Cultural Perspectives For Leaders
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| Author | : Tony Birch |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 234 |
| Release | : 2022-02-28 |
| Genre | : Education |
| ISBN | : 033525070X |
This book explores the foundations of modern primary education and the role that society and culture has had in shaping it. Dismantling assumptions about what education has been or ‘should’ be, Tony Birch outlines what the core principles are that underpin high quality education to provide a holistic approach. Supporting leaders, practitioners and those studying primary education, this book: - Explains key issues in primary education and what drives them - Highlights the importance of pedagogy and leadership to enrich education - Builds on the existing frameworks in schools to encourage an holistic approach - Emphasises the importance of seeing the range of a child’s potential outside of academic expectations Understanding Primary Education as a Whole is an essential resource for leaders and those studying primary education who want to understand the changing nature of their schools, classrooms and children. “All of those leading primary education at whatever level can learn from Tony Birch’s analysis of history and competing influences on primary education. This book is systematic, comprehensive and thoughtful.” Dr. Alison Borthwick, UK and International Freelance Education and Mathematics Consultant “As well as being wise, this book is also engaging, accessible and essentially practical. Read it!” Professor Emeritus David Hopkins, www.profdavidhopkins.com “Tony reminds us of the complexity and challenge of primary education, the battles that have been fought around it and the changes in systems and practice that have occurred as a consequence.” Michael Tonge MA, Chief Executive Prestolee Multi Academy Trust, UK Tony Birch is Director of Birch Education and a Senior Associate of the Association of Education Advisers. He established Bolton Council's award-winning Curriculum ICT team, was Head of School Improvement and also Assistant Director responsible for Education and Learning.
| Author | : John Wallace |
| Publisher | : Routledge |
| Total Pages | : 271 |
| Release | : 2003-09-02 |
| Genre | : Education |
| ISBN | : 1134399944 |
Leadership and Professional Development in Science Education provides invaluable insight into the role of science teachers as learners and thinkers of change processes. The fourteen chapters, by an eminent international team of science educators, explain and explore the relationship between professional development, teacher leadership and teacher learning. Research-based practical and theoretical exemplars reflect state of the art science teacher leadership in a broad range of international contexts. The book is divided into three parts, reflecting a multi-layered approach to teacher learning: * Personal initiatives in teacher learning, focusing on individual teachers; * Collegial initiatives in teacher learning, focusing on groups of teachers; * Systemic initiatives for teacher learning, focusing on system-wide issues. Student teachers and practising teachers will find the text highly valuable as they consider and review the challenges of teaching practice and ways of working with colleagues, while school leaders and policymakers will benefit from the book's insight into system-wide issues of professional development.
| Author | : Nektaria Palaiologou |
| Publisher | : Cambridge Scholars Publishing |
| Total Pages | : 305 |
| Release | : 2018-11-21 |
| Genre | : Education |
| ISBN | : 1527522113 |
This volume examines different conceptualizations of ‘human rights’, ‘citizenship’ and ‘interculturalism’, as well as their inter-relationships in different national contexts. This intersection, in its various combinations, is explored theoretically, pedagogically and practically, with the studies investigating whether certain human rights demands reveal patterns that are incompatible with citizenship and multiculturalist claims. Contributions also explore the theoretical and practical bases on which human rights, citizenship and intercultural education should be grounded, as well as how human rights, citizenship and intercultural education can join forces to make policy, practice and research stronger and more robust. The issues explored in this volume continue to feature on policy agendas at local, national and international levels at a time when considerable changes are taking place within and across societies. Particularly in Europe, the current refugee and migration crisis complicates this situation further, creating new, complex challenges for countries and regions, including how to respond productively and justly to the migration of peoples; how to complement existing legal frameworks and modes of governance to face threats to social justice, security and social cohesion of political and civil societies; and how to develop new rights that increase participation in social and political life, especially in groups that are vulnerable and marginalized. As shown here, however, these challenges provide unique opportunities to re-imagine the transformative potential of the intersection among intercultural, human rights and citizenship education in different situations and contexts.
| Author | : Pamela S. Angelle |
| Publisher | : IAP |
| Total Pages | : 357 |
| Release | : 2017-05-01 |
| Genre | : Education |
| ISBN | : 1681238756 |
Within education there have been some notable attempts to frame social justice in ways that can help to explain and understand the practices of those working in schools, especially school leaders. The research contained in this book seeks to enhance our understanding of school leaders’ actions as they work to promote socially just practices and/or outcomes in a range of different national contexts. The unique nature of this research is that studies took place in numerous schools across the globe in a variety of contexts yet utilized the same research protocols. This has allowed the researchers to draw conclusions at an international level about social justice decision making, the supports and barriers brought on school leaders by national policy and mandates, and the essential nature of context in the work of social justice leadership. The audience will include scholars on a global scale, given that cases in the book include authors and principals from around the world. The book can also serve as a text for leadership preparation courses as well as courses in social justice, research design, and qualitative research methodologies. Courses in human relations and communication can use the content as examples of the negotiations and challenges of teamwork in international settings. A primary audience for the book is system/school level leaders in contexts and communities throughout the world for understanding comparative leadership and social justice decision making. Current principals will find the cases useful as reflexive tools for their own work. Educational leaders, educational reformers, and policy makers will benefit from this book as they seek to understand the impact of their work and its influence on promoting equity in schools across the globe.
| Author | : Izhar Oplatka |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 230 |
| Release | : 2019-05-28 |
| Genre | : Education |
| ISBN | : 1787560120 |
This book highlights the connection between culture and emotion management in teaching and educational leadership and allows researchers from different parts of the world to demonstrate how national and local culture influence the way educational leaders and teachers express their feelings, display their emotion, or suppress emotion publically.
| Author | : Allan Walker |
| Publisher | : Routledge |
| Total Pages | : 258 |
| Release | : 2012-11-12 |
| Genre | : Education |
| ISBN | : 1136061142 |
This text calls for a broader approach to comparative educational administration: one which uses culture as the principle means of analysis. The articles collected by Allan Walker and Clive Dimmock detail the educational practices and outcomes of other systems while taking into account the mediating influence of culture. In this way, these essays stress the specific aspects of the cultures studied, and map out common ground for the study of administrators' values, beliefs, and actions.
| Author | : Anthony H. Normore |
| Publisher | : IAP |
| Total Pages | : 233 |
| Release | : 2014-01-01 |
| Genre | : Education |
| ISBN | : 1623965373 |
The purpose of this book is to examine and learn lessons from the way leadership for social justice is conceptualized in several disciplines and to consider how these lessons might improve the preparation and practice of school leaders. In particular, we examine philosophy, anthropology, sociology, economics, political science, public policy, and psychology. Our contention is that the field of educational leadership might consider taking a step backward in order to take several forward. That is, educational leadership researchers might re-examine social justice, both in terms of social and individual dynamics and as disciplinary-specific, multidisciplinary and interdisciplinary phenomenon. By adopting this approach, we can connect and extend long-established lines of conceptual and empirical inquiry and thereby gain insights that may otherwise be overlooked or assumed. This holds great promise for generating, refining, and testing theories of social justice in educational leadership and will help strengthen already vibrant lines of inquiry. That is, rather than citing a single, or a few, works out of their disciplinary context it might be more fruitful to situate educational leadership for social justice research in their respective traditions. This could be carried out by extending extant lines of inquiry in educational leadership research and then incorporating lessons gleaned from this work into innovative practice. For example, why not more clearly establish lines of educational leadership and justice research into the Philosophy of Social Justice, Economics of Social Justice, Political Studies of Social Justice , Sociology of Social Justice, Anthropology of Social Justice, and the Public Policy of Social Justice as focused and discrete areas of inquiry? Once this new orientation toward the knowledge base of social justice and educational leadership is laid, we might then seek to explore some of the natural connections between traditions before ultimately investigating justice in educational leadership through a free association of ideas as the worlds of practice and research co-construct a “new” language they can use to discuss educational leadership. Such an endeavor may demand reconceptualization of both the processes and products of collaborative research and the communication of findings, but it will demand a breaking-down of methodological and epistemological biases and a more meaningful level and type of engagement between primary and applied knowledge bases.
| Author | : Clive Dimmock |
| Publisher | : SAGE |
| Total Pages | : 236 |
| Release | : 2005-07-12 |
| Genre | : Education |
| ISBN | : 9780761971702 |
This key text in educational leadership focuses on the significance of the context and culture of schools.
| Author | : Clive Dimmock |
| Publisher | : Routledge |
| Total Pages | : 279 |
| Release | : 2005-12 |
| Genre | : Education |
| ISBN | : 1135708428 |
This book is the first of its kind to combine a detailed comprehensive description of the learning-centred school with an examination of a cross-cultural perspective.
| Author | : Nina Bascia |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 1129 |
| Release | : 2008-05-14 |
| Genre | : Education |
| ISBN | : 1402032013 |
Nina Bascia, Alister Cumming, Amanda Datnow, Kenneth Leithwood and David Livingstone This Handbook presents contemporary and emergent trends in educational policy research, in over ?fty chapters written by nearly ninety leading researchers from a number of countries. It is organized into ?ve broad sections which capture many of the current dominant educational policy foci and at the same time situate current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice. The chapters themselves are empirically grounded, providing illustrations of the conceptual implications c- tained within them as well as allowing for comparisons across them. The se- re?exivity within chapters with respect to jurisdictional particularities and c- trasts allows readers to consider not only a range of approaches to policy analysis but also the ways in which policies and policy ideas play out in di?erent times and places. The sections move from a focus on prevailing policy tendencies through increasingly critical and ‘‘outsider’’ perspectives on policy. They address, in turn, the contemporary strategic emphasis on large-scale reform; substantive emphases at several levels – on leadership and governance, improving teacher quality and conceptualizing learning in various domains around the notion of literacies and concluding, ?nally, with a contrasting topic, workplace learning, which has had less policy attention and thus allows readers to consider both the advantages and disadvantages of learning and teaching under the bright gaze of policy.
