Education

Women Leaders: Advancing Careers recognizes that while the majority of students enrolled in educational leadership preparation programs continue to be women; women’s advancement to top school executive roles is still not comparable to that of men. Despite significant gains in the past decade, the biased treatment of women continues to be a barrier to their advancement to key administrative positions.

The authors in Women Leaders: Advancing Careers have contributed significantly to the growing body of literature aimed at assisting the career advancement of women. Their research indicates that the concepts presented herein are critical to women’s leadership preparations, advancement, and success. Women Leaders: Advancing Careers melds history, theory, research, and practice to provide guidance to aspiring women administrators in developing a career path and in attaining and successfully performing in executive roles.

What is the purpose of public education? What is the value of taxpayer supported public schools? Who is invited to answer these questions? Except among policymakers, few publicly answer or debate these questions. Instead, the neoliberal forces of competition and deregulation seem to be driving education decision-making. The formal education system is seen as a tool for personal and national economic growth. Much of the education policy debate is centered on how to attain academic success as measured by standardized high stakes tests and evaluations. But, how to educate children and youth is a second order question. The first question must be ‘what is the purpose of schooling, and is it limited to the presumed answer that it is to prepare workers so our nations can sustain economic superiority?’ Students, parents, teachers, business people, artists, retirees, First Nations people, military veterans, and religious professionals are not typically invited to answer these questions – despite their stake in educational outcomes. Twenty-four such people, including professional educational policy makers and scholars, offer their thoughts in these essays from the US and Canada. The intended audience for this volume includes all who are concerned with the future of public schools in both nations.

The idea for this book was born from discussions at several recent academic events including the Women Leading Education (WLE) International Conference in Volos, Greece (2012) and the University Council for Educational Administration (UCEA) Conference in Pittsburgh, Pennsylvania (2011) as well as from informal dialogue amongst ourselves and various colleagues, both new and veteran to the field of educational leadership and, in particular, dedicated to the study of women in leadership. At both the WLE Conference and the UCEA Conference, we heard frustration from veteran women in the field that the study of women in leadership is stagnant and has not moved forward in several years; with scholars new to the field continuing to write and publish work about barriers to aspiring and practicing women leaders (the same types of reports that began the "formal" inquiry into women's lives as leaders back in the 1980s) without being able to push forward with "new" information or ideas for change. In essence, the concerns and questions that were posed from some veteran women were: Why are we continuing to report the same things that we reported 30 years ago?; Why are we still talking about barriers to women in leadership?; and Why haven't we moved past gender binaries in regard to leadership ideas and practice? Considering these questions, some women new to the field countered with their own set of responses and questions that included: Is it not significant to report that some women are still experiencing the same types of barriers in leadership that were highlighted 30 years ago?; Is it accurate to report that all women's voices have now been heard/represented?; and How can we report something different if it hasn't happened?

The discussions that have ensued between veteran women and those new to the field inspired us to develop a book that situates women in leadership exactly where we are today (and reports the status of girls who are positioned to continue the "good fight" that began many years ago) and that both highlights the changes that have occurred and reports any stagnancy that continues to threaten women's positionality in educational leadership literature, practice, and policy. It forefronts the voices of women educational scholars who have (and are) interrupting, disrupting, and revolutionizing educational policy and practice. Our book reports women's leadership activities and knowledge in both the k-12 and university settings and concludes with chapters ripe with ideas for pushing for change through policy, advocacy, and activism. The final chapter presents themes that emerged from the individual chapters and sets forth an agenda to move forward with the study of women in leadership.

(Orginally published in 2005)

A major focus of teacher education is the development of preservice teachers. However, it should not be the only focus of those who work in teacher education. Educating inservice teachers in equally important, and the conversation among those involved in mathematics teacher education needs to include discussion of this group as well. This conversation also highlights a need for professional development for teacher educators and research on the development of teacher educators. This monograph discusses issues in educating all of these groups of individuals in an effort to continue the conversation among those involded in mathematics teacher education.

This book is for new faculty, graduate students, teachers, administrators, and other academics who want to write more clearly and have their work published. The essays focus on writing journal articles, dissertations, grants, edited books, and other writing in educational settings. The authors are educators who share their own first-hand experiences that provide novice writers with important knowledge and support in the quest for success in professional scholarly writing. A variety of authors discuss the writer’s craft, including issues of voice, audience, planning, drafting, revision, conventions, style, submitting to journals, editorial review, and editing.

Social media and digital tools permeate the everyday lives of young people. In the early stages of commentary about the impact of the digital age on civic life, debates revolved around whether the Internet enhanced or discouraged civic and political action. Since then we have seen new media move to center stage in politics and activism--from the 2008 US election to the 2011 Arab Spring to the Occupy movement. We have also seen new patterns in how different sub-groups make use of digital media. These developments have pushed people to move beyond questions about whether new media are good or bad for civic life, to ask instead: how, under what conditions, and for whom, do new digital tools become resources for political critique and action by the young?

This book will provide a platform for a new wave of scholarship about young people’s political participation in the digital age. We define “youth” or “young people” as roughly between the ages of 12 and 25. We include perspectives from political science, education, cultural studies, learning sciences, and youth development. We draw on the framework developed by the MacArthur Research Network on Youth and Participatory Politics (Cohen, Kahne, Bowyer, Middaugh, & Rogowski, 2012), which defines participatory politics as, “interactive, peer-based acts through which individuals and groups seek to exert both voice and influence on issues of public concern.”

This book provides illustrations of urban school-university partnerships recognized by the Shirley Schwartz Award of Council of Great City Schools. The authors share their work by blending practitioner and researcher voices to offer other school and university based educators, policy makers, and foundation leadership potential solutions to the complex problem of preparing educators and enhancing teaching within urban schools.

In each chapter, the authors describe their urban partnership story, the greatest challenges they faced, how they responded to those challenges, and evidence of impact. Given that each partnership is unique, the authors conclude each chapter by offering a set of questions for discussion.

This book serves as an excellent resource for educators interested in establishing urban school-university partnerships that improve educator quality, strengthen the pipeline of urban educators, and expand Pk-12 students’ learning experiences. The book is divided into three sections: (1) Teacher Candidate Preparation, (2) Teacher Professional Development, and (3) Principal Development.

The significant change in public schools over the last two decades warrants a response in how we prepare teachers. This volume is an effort to share the contributors’ knowledge, experience and ideas with colleagues, particularly with novice language teacher educators. The suggestions in the chapters are primarily provided for the teaching methods course, but many can be adapted to other education courses or for professional development programs. The first section of the introduction provides a review of issues identified in teacher education including debates, accountability, and government influence over education. The second section explores teacher educators in the literature such as issues in their practice, and a focus on foreign language teacher educator practice. The third section provides a brief overview of the chapters in the book.

Yes We Can: Improving Urban Schools through Innovative Educational Reform is a empirically-based book on urban education reform to not only proclaim that hope is alive for urban schools, but to also produce a body of literature that examines current practices and then offer practical implications for all involved in this arduous task. This book is filled with real-world strategies to implement in your quest to inspire and bring about reform. Additionally, we hope that you garner hope from the school personnel, school campuses, and school resources used as examples within the body of this work.

We offer this book to all stakeholders who find themselves associated with urban schools: teachers, administrators, parents and even students. Consider this book an empirically based roadmap as you consider being a part of this transformation. We hope that it not only inspire you to adopt the“Yes We Can” spirit, but also empower you to be the beacon of light for urban students whose very future relies on people like you to keep the torch alive.

Young Children and the Arts: Nurturing Imagination and Creativity examines the place of the arts in the experiences of young and very young children at home and in out-of-home settings at school and in the community. There is great need for development of resources in the arts specifically designed to introduce babies and toddlers to participatory experiences in the visual arts, dance, music, and storytelling/theater. This book presents valuable guidelines for early childhood teachers, families, caregivers and community organizations.

Young Children and the Arts presents a comprehensive approach to the arts that is aligned with early childhood developmentally appropriate practice and that combines an exploratory, materials-based approach with an aesthetic-education approach for children from birth to eight years of age. It addresses both how the arts are foundational to learning, and how teachers and parents can nurture young children’s developing imagination and creativity. The models presented emphasize a participatory approach, introducing young children to the arts through activities that call for engagement, initiative and creative activity.

Additionally, Young Children and the Arts addresses the intersection of early childhood education and the arts—at points of convergence, and at moments of tension. The role of families and communities in developing and promoting arts suffused experiences for and with young children are addressed. Young Children and the Arts examines the role of innovative arts policy in supporting a broad-based early arts program across the diverse settings in which young children and their families live, work, and learn.

The American Educational History Journal is a peer-reviewed, national research journal devoted to the examination of educational topics using perspectives from a variety of disciplines. The editors of AEHJ encourage communication between scholars from numerous disciplines, nationalities, institutions, and backgrounds. Authors come from a variety of disciplines including political science, curriculum, history, philosophy, teacher education, and educational leadership. Acceptance for publication in AEHJ requires that each author present a well-articulated argument that deals substantively with questions of educational history.

The Journal of Character Education is the leading source of cutting-edge knowledge about character education research, theory, practice, and opinion. We define character education broadly to encompass all educational approaches designed to nurture students’ knowledge, motivation, skills, and behavior concerning all four aspects of character: moral, performance, civic, and intellectual. The Journal publishes manuscripts that report research relevant to character education, conceptual articles, and book reviews that provide theoretical, historical, and philosophical perspectives on the field of character education as it is broadly defined above. The Journal is also interested in practical articles about implementation and specific programs, and informed opinion statements.

Other to Other (O2O): Expanding successful engagement outside your comfort zone is written from an operational perspective. The O2O model was developed to be used with persons and contexts across a range of races, ethnicities, gender identities, ages, abilities, experiences, and environments. The four components of the O2O model: knowledge, skills, personal characteristics, and motivation, are introduced and discussed separately, with an analysis and, an incomplete list of the many knowledge, skills, and personal characteristics embedded in successful engagement with Other.

Although the first three components are presented in their higher level of knowing, discussion is provided around task analysis and scaffolding of the knowledge and skills. Motivation, the fourth component, is discussed using the Value*Expectation*Cost theory. This theory is described as is the motivation necessary for successful O2O engagements. Examples applying each component in different contexts are provided. Finally, the nonlinear, developmental, intertwined, and dynamic aspects of the O2O model are described.

Professional Development Schools are complex and comprehensive school university partnerships focusing on professional development of new teachers and veteran teachers while providing high quality education to P-12 students. The chapters of this book contain the stories of 8 highly successful and nationally recognized professional development schools. Each story provides the reader with practical ideas, procedures and policies that can be implemented by the reader to begin new partnerships or help improve and sustain existing partnerships.

Each chapter discusses the rich clinical preparation combined with progressive experiences in PDSs that have made the partnership successful. The diverse authors from several different states describe their efforts to forge PDS partnerships to develop and deliver high quality teacher preparations, practical experiences for teacher candidates, and simultaneously provide professional development for experienced practitioners.

The book will be a valuable resource to school and university faculty and administrators as they transition to a partnering model of clinical preparation for teacher candidates: it will help stakeholders decide if their schools and institutions are ready to commit to a partnership, and highlight the benefits they stand to gain. The book also realistically addresses challenges in a way the reader can prepare for to reduce obstacles in establishing and sustaining PDSs.

The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.

The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally-based formal education in which the learning group is separated and interactive technologies are used to unite the learning group.

Este libro examina las experiencias sociales y educativas de una población creciente pero poco estudiada de jóvenes inmigrantes en EE.UU., centrándose en estudiantes multilingües que hablan una de tres lenguas indígenas: zapoteco, mixteco y p’urhépecha. Explora las identidades etnoraciales de los estudiantes, el uso de sus lenguas indígenas y sus prácticas transnacionales, así como la influencia de estos factores en su adaptación escolar, rendimiento académico y trayectorias educativas. Este estudio de métodos mixtos, realizado durante tres años en contextos semiurbanos, urbanos y rurales, analiza entrevistas con estudiantes y docentes, así como datos de encuestas, para ofrecer un panorama de cómo los estudiantes indígenas desarrollan sus identidades sociales. También examina la influencia de sus compañeros y docentes mexicanos no indígenas. El libro resalta nuevos desarrollos en la heterogeneidad cultural y lingüística de la comunidad latina y en las relaciones raciales/étnicas dentro del grupo, brindando información valiosa a legisladores y educadores sobre los estudiantes inmigrantes indígenas y cómo apoyar eficazmente su multilingüismo, el desarrollo de su identidad étnica y su éxito educativo. Esta traducción de Culturally Responsive Schooling for Mexican Indigenous Students proporciona un recurso en español para educadores, legisladores e investigadores en EE.UU. y América Latina.

An English-language edition of this book is also available at: https://multilingual-matters.com/page/detail/?K=9781800417526.