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Curriculum Studies as an International Conversation
Examining Curriculum Studies from an international perspective, this book focuses on the relations between the Anglo-Saxon and Latin American educational traditions. Informed by William F. Pinar’s conceptualization of curriculum as currere, Johnson-Mardones reconsiders curriculum as an international conversation and advances an intercultural dialogue among educational traditions to put forth a more comprehensive and inclusive theory of curriculum. Moving beyond the Anglo-Saxon space and into the Global South, Johnson-Mardones brings in his own non-Western educational experience to the center of this inquiry, and situates cosmopolitanism as a necessary but complex component of Curriculum Studies.
Teacher Collaboration for Professional Learning
Teacher Collaboration for Professional Learning contains the essential information, tools, and examples teachers and school leaders need to create, manage, and sustain successful collaborative groups. Designed to be a hands-on resource, this practical guide shows you how to: Advocate for collaborative teacher learning Develop and sustain collaborative research groups Organize and conduct productive research projects Address issues of ethics, leadership, and group dynamics Evaluate and sustain collaborative learning activities Based on data from a major survey, Teacher Collaboration for Professional Learning features extensive case examples from model research communities collaborating within schools, across districts, in partnership with universities, and as online networks. The book also offers a wealth of reproducible templates as well as reflection questions and exercises?invaluable tools for organizing study groups.
International Handbook of Educational Leadership and Social (In)Justice
The International Handbook on Educational Leadership and Social (In)Justice creates a first-of-its-kind international forum on conceptualizing the meanings of social justice and leadership, research approaches in studying social justice and combating social injustices, school, university and teacher leadership for social justice, advocacy and advocates for social justice, socio-cultural representations of social injustices, glocal policies, and leadership development as interventions. The Handbook is as much forward-looking as it is a retrospective review of educational research literatures on social justice from a variety of educational subfields including educational leadership, higher education academic networks, special education, health education, teacher education, professional development, policy analyses, and multicultural education. The Handbook celebrates the promises of social justice while providing the educational leadership research community with concrete, contextualized illustrations on how to address inequities and combat social, political and economic injustices through the processes of education in societies and educational institutions around the world.
International Handbook of Interpretation in Educational Research
This handbook focuses on the often neglected dimension of interpretation in educational research. It argues that all educational research is in some sense ‘interpretive’, and that understanding this issue belies some usual dualisms of thought and practice, such as the sharp dichotomy between ‘qualitative’ and ‘quantitative’ research. Interpretation extends from the very framing of the research task, through the sources which constitute the data, the process of their recording, representation and analysis, to the way in which the research is finally or provisionally presented. The thesis of the handbook is that interpretation cuts across the fields (both philosophically, organizat...
Innovations in Teacher Education
Presents key principles of teacher education and concrete examples from successful programs.
Tensions and Triumphs in the Early Years of Teaching
The results of a seven-year research study identify the challenges new teachers face and how all concerned can help keep new teachers in the profession. Like thousands before them, the seven teacher-authors of this book started their first teaching jobs full of energy and excitement. They were eager to implement the thoughtful practices and ideas they learned in their methods courses in order to make a lasting difference in their students' lives and to make a positive change in the profession. Then reality hit. After a few weeks in the classroom, some of the teachers found that their excitement and confidence were replaced by self-doubt, isolation, and disappointment. Instead of challenging ...
The Development of Aesthetic Experience
The Development of Aesthetic Experience.
