Описание: Digital Identity Management in Formal Education offers a broad analysis of the online self considered from educational policy, technological, legal and social perspectives.
Автор: Gallagher Alyssa, Thordarson Kami Название: Design Thinking in Play: An Action Guide for Educators ISBN: 1416628851 ISBN-13(EAN): 9781416628859 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 4019.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Design thinking is a person-centered, problem-solving process that's a go-to for innovative businesses and gaining traction with school leaders interested in positive change. But understanding design thinking is one thing; actually putting it in play is something else.
Authors Alyssa Gallagher and Kami Thordarson offer educators a practical guide for navigating design thinking's invigorating challenges and reaping its considerable rewards. They dig deep into the five-stage design thinking process, highlighting risk factors and recommending specific steps to keep you moving forward. The 25 downloadable and reproducible tools provide prompts and supports that will help you and your team:
Identify change opportunities.
Dig deeper into complex problems.
Analyze topics to isolate specific challenges.
Connect with and solve for user needs.
Apply what you've learned about users to design challenges.
Maximize brainstorming power.
Create and employ solution prototypes.
Pitch solutions and secure buy-in from stakeholders.
Organize and analyze user feedback.
Map out a solution's specific actions and resource requirements.
Design Thinking in Play is a must-have for education leaders who are tired of waiting for someone else to solve their problems and ready to take action, have fun, and leverage collective insight to figure out what will really work for their school, their colleagues, and their students.
Описание: Intergenerational income mobility is of great societal importance due to its relevance to equal socio-economic opportunity and future economic efficiency. In her book Dr Hou explores the potential role of education policy in reducing intergenerational transmission of poverty and promoting intergenerational income mobility in China.
Название: Critical pedagogy in the new dark ages ISBN: 1433114275 ISBN-13(EAN): 9781433114274 Издательство: Peter Lang Рейтинг: Цена: 6524.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Unmasks the neoliberal ideology that led modern civilization to withdraw from its previous accomplishments into what may be called the new Dark Ages. In this book, the international group of contributors aggressively rejects the siege of society by capitalism and the resulting deterioration.
Teachers' unions have long been controversial and divisive organizations, but criticism and distrust of them may be at an all-time high. This volume considers the prevailing assumption that unions successfully block change in education because they are primarily motivated to protect members' interests. It challenges the conceptualization of teacher union motivation and provides a more nuanced account of unions' interests, power and impact.
Through a series of international cases from the United States, Finland and the Canton of Zьrich, this volume examines the hot-button issue of performance-related pay reform and compensation. It argues that a better understanding of the union-management relationship may be the key to securing more meaningful change and reform. It will be of use to scholars, policy-makers, union leaders, teachers and citizens who are interested in the possibilities for the union-management relationship, rather than the limitations.
Описание: Working Together for Children provides an account of the systems and processes of multi-agency work with several groups of children and their families. The key philosophy of the book is that such work is inherently complex, and only by understanding and grappling with these complexities can prospective or practising professionals within children's services contribute really effectively to multi-agency working.
This second edition contains updated references to legislation and guidance underpinning multi-agency working, as well as fresh configurations of chapters to reflect new ways of categorising needs of, and organising support for, children in a variety of circumstances. New chapters are included for specific groups of children including coverage of special educational needs and disabilities (SEND) and youth justice.
Reflection on practice, to help link policy with practice, is a theme running throughout the book, which uses features to assist the reader including: - information boxes giving further factual details of particular areas related to multi-agency working - reflective exercises including case studies - questions designed to stimulate reflection on issues raised - an appendix providing points to consider and suggestions for the exercises
This introduction is for trainee practitioners in childcare or childhood related courses, education, social work, youth work and health care, or for those already working in such settings who are looking to improve their practice.
In Realizing the Distinctive University: Vision and Values, Strategy and Culture, Mark William Roche changes the terms of the debate about American higher education. A former dean of the College of Arts and Letters at the University of Notre Dame, Roche argues for the importance of an institutional vision, not simply a brand, and while he extols the value of entrepreneurship, he defines it in contrast to the corporate drive toward commercialization and demands for business management models. Using the history of the German university to assess the need for, and implementation of, distinctive visions at American colleges and universities, Roche's own vision benefits from his deep connection to both systems as well as his experience in the trenches working to realize the special mission of an American Catholic university. Roche makes a significant contribution by delineating means for moving such an institution from vision to implementation.
Roche provides a road map to creating a superb arts and sciences college within a major research university and offers a rich analysis of five principles that have shaped the modern American university: flexibility, competition, incentives, accountability, and community. He notes the challenges and problems that surface with these categories and includes ample illustration of both best practices and personal missteps. The book makes clear that even a compelling intellectual vision must always be linked to its embodiment in rhetoric, support structures, and community. Throughout this unique and appealing contribution to the literature on higher education, Roche avoids polemic and remains optimistic about the ways in which a faculty member serving in administration can make a positive difference.
Realizing the Distinctive University is a must read for academic administrators, faculty members interested in the inner workings of the university, and graduate students and scholars of higher education.
Описание: Abstract: The problem was to determine the perceptions of those involved about the locus of formal decision making relative to academic, student affairs, development, and administration decisions for Coalition colleges. Answers were sought to questions about which specific position incumbents/units were perceived to be involved in making and participating in making decisions, and differences in perceptions based on respondent role (trustees, administration, administration/faculty, faculty) and on level of involvement (no involvement, provides information, recommends, makes decision). Data were obtained by means of a decision point analysis instrument from 59 of the 69 institutions with 293 returns. Analysis of variance was utilized to determine differences in perceptions. Faculty members, academic deans, and presidents were perceived to be major decision makers in academics; deans of students and presidents in student affairs; trustees, presidents, and business officers in development; and trustees and presidents in administration. Most frequently perceived to participate were chairpersons and academic deans in academics; presidents. academic deans, deans of students, and business officers in student affairs; presidents and development officers in development; and presidents, academic deans, and business officers in administration. Based on position, there were significant differences about who makes the decision for 6 of the 19 items and about who participates for 15. The significant differences in who makes the decision were for adding a course, changing a grade, changing an admission policy, building a building, changing the purpose of the college, and changing the bylaws. Based on level of involvement, there were significant differences about who makes the decision for 3 of the 19 items. These were for adding a course, beginning a fund-raising project, and filling an administrative vacancy. It was concluded that there was considerable unanimity of opinion about who makes decisions, but little about who participates. The most frequent decision makers were those at the top of the hierarchy (trustees and presidents), and those who least frequently made the decisions were those at then lower levels (chairpersons and faculty). Dissertation Discovery Company and University of Florida are dedicated to making scholarly works more discoverable and accessible throughout the world. This dissertation, "The Locus of Formal Decision Making in Christian College Coalition Institutions" by Wesley Lee Rouse, was obtained from University of Florida and is being sold with permission from the author. A digital copy of this work may also be found in the university's institutional repository, IR@UF. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation.
Описание: Abstract: The problem was to determine the perceptions of those involved about the locus of formal decision making relative to academic, student affairs, development, and administration decisions for Coalition colleges. Answers were sought to questions about which specific position incumbents/units were perceived to be involved in making and participating in making decisions, and differences in perceptions based on respondent role (trustees, administration, administration/faculty, faculty) and on level of involvement (no involvement, provides information, recommends, makes decision). Data were obtained by means of a decision point analysis instrument from 59 of the 69 institutions with 293 returns. Analysis of variance was utilized to determine differences in perceptions. Faculty members, academic deans, and presidents were perceived to be major decision makers in academics; deans of students and presidents in student affairs; trustees, presidents, and business officers in development; and trustees and presidents in administration. Most frequently perceived to participate were chairpersons and academic deans in academics; presidents. academic deans, deans of students, and business officers in student affairs; presidents and development officers in development; and presidents, academic deans, and business officers in administration. Based on position, there were significant differences about who makes the decision for 6 of the 19 items and about who participates for 15. The significant differences in who makes the decision were for adding a course, changing a grade, changing an admission policy, building a building, changing the purpose of the college, and changing the bylaws. Based on level of involvement, there were significant differences about who makes the decision for 3 of the 19 items. These were for adding a course, beginning a fund-raising project, and filling an administrative vacancy. It was concluded that there was considerable unanimity of opinion about who makes decisions, but little about who participates. The most frequent decision makers were those at the top of the hierarchy (trustees and presidents), and those who least frequently made the decisions were those at then lower levels (chairpersons and faculty). Dissertation Discovery Company and University of Florida are dedicated to making scholarly works more discoverable and accessible throughout the world. This dissertation, "The Locus of Formal Decision Making in Christian College Coalition Institutions" by Wesley Lee Rouse, was obtained from University of Florida and is being sold with permission from the author. A digital copy of this work may also be found in the university's institutional repository, IR@UF. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation.
Автор: Wjite, Jillian M. Volpe Название: Thinking to transform ISBN: 1641138955 ISBN-13(EAN): 9781641138956 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 13167.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Provides guidance for facilitating reflection in leadership learning and features over 50 activities from 52 reflective leadership educators. Guided by a framework for reflection in leadership learning, the book focuses on six methods for reflection: contemplative, creative, digital, discussion, narrative, and written.
Автор: Wjite, Jillian M. Volpe Название: Thinking to transform ISBN: 1641138947 ISBN-13(EAN): 9781641138949 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 7069.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Provides guidance for facilitating reflection in leadership learning and features over 50 activities from 52 reflective leadership educators. Guided by a framework for reflection in leadership learning, the book focuses on six methods for reflection: contemplative, creative, digital, discussion, narrative, and written.
Автор: Jillian M. Volpe Wjite Название: Thinking to Transform: Reflection in Leadership Learning ISBN: 1641138211 ISBN-13(EAN): 9781641138215 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 7069.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Reflection, the process of making meaning of experience, and leadership, a relational process for affecting change, are enhanced by one another. This book is a clarion call for educators and learners to make reflection a central priority.
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