Search results

1 – 10 of over 11000
Book part
Publication date: 4 January 2013

Stephanie L. McAndrews and Shadrack G. Msengi

Purpose – This chapter describes the structure and environment of the Cougar Literacy Clinic, the theoretical framework, and the transferred and transformed knowledge and…

Abstract

Purpose – This chapter describes the structure and environment of the Cougar Literacy Clinic, the theoretical framework, and the transferred and transformed knowledge and practices that support the constituents as a community of learners.

Theoretical perspective/methodology – Our research embraces theories of transfer and transformation, self-extending systems, intersubjectivity, social constructivism, social learning, and social cultural that helps to explain how children, families, teachers, other educators, administrators, professors, and community members learn and benefit through mutual interactions, as they find ways to help each other become better thinkers and decision makers. The data were categorized into four types of practices from the clinical experience that have transferred to and transformed the school and community. These categories of practices include assessment, instruction, coaching and consultation, and family–school–community literacy connections. The data analysis and interpretation demonstrate the importance of having a shared understanding regarding literacy development, learning, and teaching that enhances each member's intellectual and academic growth.

Practical implications – Our Cougar Literacy Clinic innovations, built on beliefs of shared understanding, can be a model for both existing and newly established clinics that are striving to transform the thinking of each member involved. During assessment practices, each of the constituents will learn to make informed decisions on the selection of assessments and analysis of assessment data, confidently identify their own and others strengths and needs, and provide constructive feedback. In the areas of instruction, reciprocal coaching, and family–school–community literacy connections, each of the constituents will learn to focus on strengths and prior knowledge, scaffold learning, and pose and respond to questions.

Book part
Publication date: 7 August 2012

Thad Dugan

Scholars have been calling for educational leadership that emphasizes socially just practices to restructure school policies and practices to create an equitable schooling…

Abstract

Scholars have been calling for educational leadership that emphasizes socially just practices to restructure school policies and practices to create an equitable schooling experience for all students. The case of Davis K-8 exemplifies how a more traditional model of leadership (transformational leadership) coupled with a professional learning community model has created socially just practices that fully include the school's deaf and hearing-impaired students. Davis has recreated the school environment to truly value participation from all students. Utilizing a mixed-methods approach, data were gathered that highlight the practices that drive the inclusive culture of the school. Implications for practice include the impact that a socially just vision can have in more traditional leadership models and provides a model for including students with disabilities into the school culture.

Details

Global Leadership for Social Justice: Taking it from the Field to Practice
Type: Book
ISBN: 978-1-78052-279-1

Book part
Publication date: 26 November 2015

S. Anthony Thompson

This chapter discusses the contribution of the narrative and interpretive work of Dianne Ferguson (and Phil Ferguson) to the discourse of inclusive education research and…

Abstract

This chapter discusses the contribution of the narrative and interpretive work of Dianne Ferguson (and Phil Ferguson) to the discourse of inclusive education research and practices. The chapter explores the concept of authentic inclusion that accepts a discourse contextualized in a needs-based, individualized focus within a perspective of diversity. The chapter continues to reiterate Ferguson’s call to mesh general and special education even within our present day, and emphasizes the need for a genuinely inclusive yardstick – not only to beat the inclusion drum, but also to focus on what authentic inclusion actually looks like.

Details

Foundations of Inclusive Education Research
Type: Book
ISBN: 978-1-78560-416-4

Keywords

Content available
Book part
Publication date: 17 January 2022

Abstract

Details

Transition Programs for Children and Youth with Diverse Needs
Type: Book
ISBN: 978-1-80117-102-1

Abstract

Details

Effective Leadership for Overcoming ICT Challenges in Higher Education: What Faculty, Staff and Administrators Can Do to Thrive Amidst the Chaos
Type: Book
ISBN: 978-1-83982-307-7

Book part
Publication date: 7 December 2018

Alison Taysum

This chapter addresses how Black, Asian Minority Ethnic (BAME) Chief Executive Officers (CEOs) of Multi-academy Trusts (MATs) with track records of outstanding school improvement…

Abstract

This chapter addresses how Black, Asian Minority Ethnic (BAME) Chief Executive Officers (CEOs) of Multi-academy Trusts (MATs) with track records of outstanding school improvement navigate turbulence when leading school improvement to optimise students’ learning. There are different ideas of what it means to have equitable access and equitable outcomes in education systems, and beyond, and how to live a good life on the journey to both. These different ideas and values’ systems have different intersectionalities of recognition by ‘the other’ in societies. Crenshaw argues, once these intersectionalities of discrimination have been identified, it will be possible to understand what Dewey calls their intrinsic nature and to seek ways to reconnect the isolated, and marginalised that are subjects of discrimination. The BAME CEOs articulate the current Public Governance of Education Systems that induces fear of forced takeovers and job insecurity creates a kind of divide and conquer approach of colonialism and intersectionalities of discrimination. The chapter identifies BAME CEOs want to create cultures where they can make a commitment to take the time to know the self, in relationship with the other, and build bridges between different groups in society for equity, renewal, trust, and peace in our time. The BAME CEOs wishing to empower others to engage in this moral training for democracy in education need to have and share the thinking tools to prevent community members from being manipulated by people who wish to rush them into new ways of thinking and doing. Change requires giving mature citizens the time and space to think things through by: asking good questions, critiquing the evidence underpinning the change, inquiring into the logic of the change and holding the moral compass of the change to check the direction steers a sure and steady ethical course with what Adler calls the primary virtues of social justice, prudently and with courage.

Details

Turbulence, Empowerment and Marginalisation in International Education Governance Systems
Type: Book
ISBN: 978-1-78754-675-2

Keywords

Book part
Publication date: 20 October 2007

Lucretia D. Peebles and Toby Hopstone

Surprisingly, urban principals seldom learn transformative leadership in their administrator preparation programs, thus missing out on its value in redefining the moral and…

Abstract

Surprisingly, urban principals seldom learn transformative leadership in their administrator preparation programs, thus missing out on its value in redefining the moral and ethical imperatives to improve with effective leadership and teaching, poor and minority students’ academic learning outcomes and performance on NCLB-mandated high-stakes accountability tests for professional learning communities. This chapter historicizes contexts and analyzes kaleidoscopic reflections of newly practicing urban school principals to illuminate chaos that often forces them into survival-mode managing rather than leading transformatively with structural reforms, and to make them aware of “equity traps” resistant to leadership intent upon radically transforming schools into productive and socially just learning communities.

Details

Teaching Leaders to Lead Teachers
Type: Book
ISBN: 978-0-7623-1461-4

Abstract

Details

Explorations in Methodology
Type: Book
ISBN: 978-1-84950-886-5

Book part
Publication date: 8 November 2010

Mary V. Alfred and Anthony H. Normore

This chapter examines the perceptions of school leaders of the School Improvement Zone (SIZ), a landmark intervention program intended to advance student achievement while…

Abstract

This chapter examines the perceptions of school leaders of the School Improvement Zone (SIZ), a landmark intervention program intended to advance student achievement while eliminating low performance in 39 geographically noncontiguous low-performing schools in a large urban district in the United States. Primary components of the initiative include (a) a core literacy program that extends from pre-kindergarten through grade 12 and is consistent across all Zone schools, (b) a structured curriculum and instructional strategies that build across grade and school levels, (c) an extended day and school year, (d) the provision of extensive professional development activities for Zone school teachers and administrators, partnerships with universities and community groups, and (e) Student Development Teams to bring together social workers and psychologists to focus on prevention strategies rather than treatment for struggling students.

Details

Global Perspectives on Educational Leadership Reform: The Development and Preparation of Leaders of Learning and Learners of Leadership
Type: Book
ISBN: 978-0-85724-445-1

Book part
Publication date: 1 December 2014

Kalinda R. Jones, Leah A. van Belle, Gary V. Johnson and Robert W. Simmons

President Obama’s policies, while broad in scope, offer some specific attention to college and career readiness (CCR) and are necessary for urban youth to realize their career…

Abstract

Purpose

President Obama’s policies, while broad in scope, offer some specific attention to college and career readiness (CCR) and are necessary for urban youth to realize their career potentials. However, by primarily defining CCR in terms of academic achievement, many of the previously mentioned policies ignore the varied college access skills needed to ensure successful preparation for, enrollment in, and graduation from postsecondary institutions.

Design/methodology/approach

This chapter explores the current definition of CCR represented in the Obama administration’s policies, while also expanding the definition to include missing policy pieces related to college access.

Findings

The underutilization of school counselors and classroom teachers as college access facilitators who can expand CCR for urban schools is addressed. The paper discusses recent Obama administration initiatives and recommendations for urban schools and higher education institutions.

Originality/value

The administration initiatives and recommendations recently put in place by the Obama administration for urban schools and higher education institutions, if integrated within urban schools, may facilitate the realization of one of President Obama’s educational reform goals of ensuring that every student graduates from high school well prepared for college and a career.

1 – 10 of over 11000