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Teachers; Expectation; Teaching (Occupation); Accountability; Professional Autonomy; Teaching Experience; Teacher Education; Immigration; Cultural Differences; Psychological Patterns; Social Justice; Teacher Role; Literacy; Identification; Faculty Development; Politics of Education; Indigenous Populations; Learner Engagement; Educational Change; Equal Education; Justice; Social Change; Praxis; Professional Continuing Education; Governance; Teacher Characteristics; Teacher Effectiveness; Instructional Innovation; Media Literacy; Effective Schools Research; Educational Research; Instructional Effectiveness; Educational Quality; Teacher Improvement; Educational Improvement; School Effectiveness; Leadership; Networks; Foreign Countries

Abstract:
The International Handbook of Teacher and School Development brings together a collection of research and evidence-based authoritative writings which focus on international teacher and school development. Drawing on research from 18 countries across 7 continents, the 40 chapters are grouped into 10 themes which represent key aspects of teacher and school development: (1) Issues of Professionalism and Performativity; (2) What Being an Effective Teacher Really Means; (3) Reason and Emotion in Teaching; (4) Schools in Different Circumstances; (5) Student Voices in a Global Context; (6) Professional Learning and Development; (7) Innovative Pedagogies; (8) School Effectiveness and Improvement; (9) Successful Schools, Successful Leader; and (10) Professional Communities: their practices, problems & possibilities. Each theme expertly adds to the existing knowledge base about teacher and school development internationally. They are individually important in shaping and understanding an appreciation of the underlying conditions which influence teachers and schools, both positively and negatively, and the possibilities for their further development. This essential handbook will be of interest to teacher educators, researchers in the field of teacher education and policy makers. This book begins with "Connecting Teacher and School Development: Policies, Practices and Possibilities," an introduction by Christopher Day. Theme 1, Issues in Professionalism and Performativity, begins with an introduction by Leslie N. K. Lo and contains the following chapters: (1) Performing to Expectations: Teacher's Dilemma in East Asia and in Chinese Societies (Leslie N. K. Lo, manhong Lai and Shuangye Chen); (2) Performance Cultures of Teaching: Threat or Opportunity? (Judyth Sachs and Nichole Mockler); (3) Teaching as Profession... Are we there yet? (A. Lin Goodwin); and (4) Accountability vs Teacher Autonomy: an Issue of Balance (M. Ben-Peretz). Theme 2, Conjecture and Disjuncture in Teachers' Work Lives, begins with an introduction by Ciaran Sugrue and contains the following chapters: (5) Warehousing the School House: Impact on Teachers' Work and Lives (Sue Lasky); (6) Work and Life of South American Teachers in Their Contexts (Menga Ludke and Luiz Alberto Boing); (7) Teachers' Work and Lives: A European Perspective (Maria A. Flores); and (8) Teachers' Work and Lives in Sub-Saharan Africa: Outsider Perspectives (Ciaran Sugrue and Alicia Fentiman). Theme 3, Reason and Emotion in Teaching, begins with an introduction by Dan Liston and contains the following chapters: (9) Changing the Story: Teacher Education through Re-Authoring their Narratives (Mellony Graven); (10) Growing Immigration and Multiculturalism in Europe: Teachers' Emotions and the Prospects of Social Justice Education (Michalinos Zembylas and Sharon Chubbuck); (11) Presence in Teaching (Carol R. Rodgers and Miriam Raider Roth); and (12) Learning as Devotional Practice: The Role of the Teacher (Ann Game and Andrew Metcalf). Theme 4, Schools in Different Circumstances: Contexts Make a Difference, begins with an introduction by Pat Thomson and contains the following chapters: (13) Collaborative Inquiries into Literacy, Place and Identity in Changing Policy Contexts: Implications for Teacher Development (Barbara Comber and Helen Nixon); (14) Teachers, the Politics of the Governed and Educational Development: Insights from South Africa (Brahm Fleisch); (15) Local Context, Social Relations and School Organisation (Ruth Lipton); and (16) The Politics of Teacher Development for an Indigenous People: Colonising Assumptions within Maori Education in Aotearoa, New Zealand (Martin Thrupp and Carl Mika). Theme 5, Student Voices in a Global Context: Rights, Benefits and Limitations, begins with an introduction by Ruth Leitch and contains the following chapters: (17) Critical Issues and Contexts of Student Voice In the United States (Stephanie Serriere and Dana Mitra); (18) Engaging Students in Research Relationships for School Reform (Bill Atweh, Derek Bland, Kylie Smith and Ash Woodward); (19) Students' Views on Equity and Justice in India's Schools (Anita Rampal); and (20) Agency, Access, Silence and Ethics: How Young People's Voices from Africa can Contribute to Social and Educational Change in Adult-Dominated Societies (Susan Kiragu, Sharlene Swartz, Jeremiah Chikovore, Fibian Lukalo and Georgina Yaa Oduro). Theme 6, Professional Learning and Development, begins with an introduction by Anne Edwards and contains the following chapters: (21) The Praxis of Expansive Learning in Teaching (Wolf-Michael Roth); (22) Policies and Practices for the Continuing Professional Development (CPD) of Teachers in South Africa and Namibia (Kerry Kretchmar, John Nyambe, Maureen Robinson, Melanie Sadek and Ken Zeichner); (23) Continuing Professional Learning in the Asia-Pacific Region: Tensions and Opportunities in Teacher Knowledge and the Governance of Education (Joce Nuttal, Terri Seddon and Hien T. T Phan); and (24) The Professional Development of Teachers: European Perspectives (Anne Edwards and Viv Ellis). Theme 7, Innovative Pedagogies, begins with an introduction by Allan Luke and Annette Woods and contains the following chapters: (25) What Makes Teachers Effective? Profiles of Innovative Classroom Practice (Alison Kington, Christopher Day, Pam Sammons, Elaine Regan, Eleanor Brown and Judyth Gunraj); (26) Weaving As Frontload and Backend Pedagogies: Building Repertoires of Connected Learning (Dennis Kwek); (27) From New Media to Critical Media Literacies: Politics, Practice, and Pedagogy (Korina Jocson and Jeff Share); and (28) Moving with the Times: Pedagogies for Mobile Students (Robyn Henderson and Patrick A Danaher). Theme 8, School Effectiveness and Improvement, begins with an introduction by Tony Townsend and contains the following chapters: (29) School Effectiveness Research, 1932 to Today, Including a Call for Future Research (Sam Stringfield and Charles Teddlie); (30) Using Educational Effectiveness Research to Improve the Quality of Teaching Practice (B.P.M Creemers and Leonidas Kyriakides); (31) Good Schools for Some but why not Better Schools for all? Sub-Saharan Africa in Transition (Tom Bisschoff and Chris Rhodes); and (32) Capital Formation in the Futures Focused School: Indicators of a Breakthrough in School Improvement (B. Caldwell, D. Loader, J. Harris and Y. Zhao). Theme 9, Successful Schools, Successful Leaders, begins with an introduction by Olof Johansson and contains the following chapters: (33) Successful Schools Across North America: Meeting Challenges and Extending Opportunities in Canada and the United States (Paul V. Bredeson, Carolyn J. Kelly and Hans Klar); (34) Successful Schools--A European Perspective (Katerina Norberg); (35) Successful School Leadership in China (Allan Walker and Quian Haian); and (36) Successful Schools, Successful Leaders: The Australian (Case David Gurr). Theme 10, Learning About Professional Communities: Their Practices, Problems & Possibilities, begins with an introduction by Anne Lieberman and contains the following chapters: (37) Learning Communities in Learning Schools: Developing the Social Capacity for Change (Karen Seashore Louis); (38) Deepening Learning in School-to-School Networks(Louise Stoll, Judy Halbert and Linda Kaser); (39) Sustaining Professional Learning Networks--The Australasian Challenge (Susan Groundwater-Smith and Nicole Mockler); and (40) School Networks, Networked Learning and "Network Theory" (Mark Hadfield and Michael Jopling). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Cultural Pluralism; Social Justice; Social Class; Socialization; Health Promotion; Popular Culture; Democracy; Community Education; Adult Education; Lifelong Learning; Ethics; Affective Behavior; Global Approach; Mass Media Role; Educational Technology; Critical Theory; African Americans; Literature Reviews; Adult Educators; Educational Policy; Educational Research; Social Action; Politics of Education; Social Change; Females; Inclusion; Poverty; Role of Education; Human Resources; Gender Issues; Cultural Differences; Sexual Orientation

Abstract:
With contributions from leading experts in the field, The Jossey-Bass Reader on Contemporary Issues in Adult Education collects in one volume the best previously published literature on the issues and trends affecting adult education today. The volume includes influential pieces from foundational authors in the profession such as Eduard C. Lindeman, Alain Locke, and Paulo Freire, as well as current work from authors around the world, including Laura L. Bierema, John M. Dirkx, Cecilia Amaluisa Fiallos, Peter Jarvis, Michael Newman, and Shirley Walters. In five sections, the book's thirty chapters delve into a wide range of compelling topics including: (1) social justice, democracy, and activism; (2) diversity and marginalization; (3) human resource development; (4) lifelong learning; (5) ethical issues; (6) the meaning and role of emotions; (7) globalization and non-Western perspectives; (8) the role of mass media, popular culture, and "social learning"; (9) technology; and (10) health, welfare, and environment. Each piece is framed within its larger context by the editors, and each section is accompanied by helpful reflection and discussion questions. Part One, Defining a Field of Practice: The Foundations of Adult Education, contains: (1) For Those Who Need to Be Learners (Eduard C. Lindeman); (2) The Negro in America (Alain Locke); (3) Pedagogy of the Oppressed (Paulo Freire); (4) Building a Knowledge Base in U.S. Academic Adult Education (1945-1970) (Andre P. Grace); (5) Adult Education at the Margins: A Literature Review (Michelle Glowacki-Dudka and Lora B. Helvie-Mason); (6) African Americans in Adult Education: The Harlem Renaissance Revisited (Juanita Johnson-Bailey); and (7) Ethical Issues and Codes of Ethics: Views of Adult Education Practitioners in Canada and the United States (Wanda Gordon and Thomas J. Sork). Part Two, Positioning Adult Education in a Global Context, contains: (8) Rediscovering Adult Education in a World of Lifelong Learning (Peter Jarvis); (9) Research and Policy in Lifelong Learning (Colin Griffin); (10) Social Movements, Class, and Adult Education (Shirley Walters); (11) Social Change Education: Context Matters (Kathryn Choules); (12) Adult Education and the Empowerment of the Individual in a Global Society (Cecilia Amaluisa Fiallos); and (13) Active and Inclusive Citizenship for Women: Democratic Considerations for Fostering Lifelong Education (Patricia A. Gouthro). Part Three, Adult Education's Constituencies and Program Areas: Competing Interests?, contains: (14) Social Class and Adult Education (Tom Nesbit); (15) Poverty Reduction and Adult Education: Beyond Basic Education (Ruud van der Veen and Julia Preece); (16) Aligning Health Promotion and Adult Education for Healthier Communities (Barbara J. Daley); (17) Critiquing Human Resource Development's Dominant Masculine Rationality and Evaluating Its Impact (Laura L. Bierema); (18) Organizational Learning Communities and the Dark Side of the Learning Organization (Phillip H. Owenby); and (19) Negotiating Democratically for Educational and Political Outcomes (Ronald M. Cervero and Arthur L. Wilson). Part Four, The Changing Landscape of Adult Learning, contains: (20) Reflection Disempowered (Michael Newman); (21) A Theory in Progress (Patricia Cranton); (22) "Social Learning" for/in Adult Education?: A Discursive Review of What it Means for Learning to be "Social" (Kim L. Niewolny and Arthur L. Wilson); (23) The Meaning and Role of Emotions in Adult Learning (John M. Dirkx); (24) Adult Education and the Mass Media in the Age of Globalization (Talmadge C. Guy); (25) Non-Western Perspectives on Learning and Knowing (Sharan B. Merriam and Young Sek Kim). Part Five, New Discourses Shaping Contemporary Adult Education, contains: (26) Attending to the Theoretical Landscape in Adult Education (Valerie-Lee Chapman); (27) Popular Culture, Cultural Resistance, and Anticonsumption Activism: An Exploration of Culture Jamming as Critical Adult Education (Jennifer A. Sandlin); (28) Toward a Postmodern Pedagogy (Deborah Kilgore); (29) Activism as Practice: Some Queer Considerations (Robert J. Hill); and (30) Using Freirean Pedagogy of Just Ire to Inform Critical Social Learning in Arts-Informed Community Education for Sexual Minorities (Andre P. Grace and Kristopher Wells). A preface, a name index and a subject index are also included. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Social Justice; Community Education; Adult Education; Social Change; Foreign Countries; Adult Educators; Neoliberalism; Cultural Influences; Critical Theory; Activism; Social Networks; Educational Objectives; Goal Orientation; Educational Policy; Educational Finance; Financial Support; Educational Change

Abstract:
This article analyses key events in the history of adult and community education in Aotearoa New Zealand. It draws on historical sources to examine the role of grassroots community activism and local and national networking in upholding a broad vision of adult and community-based education, in the face of a hostile policy climate. The authors suggest practical and theoretical lessons from their historical analysis: first, the possibilities for adult education that exist beyond the state and its apparatus; second, the need to recognize the power of the state to support or attempt to strangle adult education by controlling or withdrawing funding; third, the need for broadly based alliances across and beyond education. Drawing on critical adult education theory, the authors suggest a range of political and pedagogical actions that adult educators and their allies might take to advance adult education's contribution to social change and social justice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Change; Criticism; Federal Legislation; Educational Legislation; Educational Practices; Social Influences; Authors; Reputation; Public Officials; Attitude Change; School Choice; Charter Schools; Merit Pay; Evidence; Accountability; Academic Achievement; Politics of Education; Government School Relationship; Educational Research

Abstract:
Diane Ravitch's book, "The death and life of the great American school system," is an exploration and critique of educational change in the United States since the report "A Nation at Risk" in 1983 and more specifically since the passing of the No Child Left Behind legislation in January, 2002. Arguably, there are several reasons for Ravitch's influence which may account for the current and considerable interest in her work. The first is that she occupied the position of Assistant Secretary in charge of Educational Research and Evaluation in the senior George Bush's Republican administration. The second is that she has changed her mind in terms of many of the initiatives she once supported, including school choice, charters, merit pay and accountability. The third is that she has articulated a critique of the changes with a sharp intellect and with considerable evidence, directly challenging not only successive Republican and Democratic governments but also taking on what she terms "the Billionaire Boys' Club" of Bill Gates, the Walton (Walmart) family, and Eli Broad. In spite of the range and depth of Ravitch's critique, there appears to be a strangely silent or minimal reaction from those she criticizes. While there have been some responses to Ravitch's arguments, there has been a surprisingly low level of discourse about the issues she raises. (Contains 18 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary Secondary Education; Educational Change; Proprietary Schools; Charter Schools; Public Education; Privatization; Mathematics Instruction; Resistance to Change; Court Litigation; Preservice Teacher Education; Alternative Teacher Certification; Politics of Education; Federal Legislation; Educational Legislation; Educational Technology

Abstract:
For decades, for-profit educational provision has been merely tolerated, often grudgingly. In the world of charter schooling, for-profit providers are lambasted and sometimes prohibited. In higher education, for-profit institutions have grown rapidly, enrolling millions of nontraditional students and earning enmity, suspicion, and now investigative and regulatory actions from the federal government. When it comes to student lending, teacher quality, and school turnarounds, there is a profound preference for nonprofit or public alternatives. The problem is that K-12 and higher education are desperately in need of the innovative thinking and nimble adaptation that for-profits can provide in a landscape characterized by healthy markets and well-designed incentives. As critics have noted, for-profits do indeed have incentives to cut corners, aggressively pursue customers, and seek profits. But these traits are the flip side of valuable characteristics: the inclination to grow rapidly, readily tap capital and talent, maximize cost effectiveness, and accommodate customer needs. AEI's Private Enterprise in American Education series is designed to pivot away from the tendency to reflexively demonize or celebrate for-profits and instead understand what it takes for for-profits to promote quality and cost effectiveness at scale. In the seventh installment of the series, Alex Hernandez of the Charter School Growth Fund urges parents, educators, and policymakers to listen critically when arguments are levied against education companies merely on the basis of tax status. Hernandez instead reframes the debate as one between incumbent organizations such as teachers unions and school districts, and new entrants with the potential to disrupt the traditional structure of the American education system. (Contains 37 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Educational Change; Literacy; Children; Social Change; Influence of Technology; Role of Education; Discussion (Teaching Technique); Scaffolding (Teaching Technique); Government School Relationship; Politics of Education; Accountability; Teacher Educators; Program Implementation; Educational Improvement; Relevance (Education); School Culture; Holistic Approach; Elementary Education

Abstract:
This critical essay discusses the challenges and prospects for the reform of school-based literacy programs. It begins with an overview of the effects of a decade of test-driven accountability policy on research and teachers' work, noting the continuing challenges of new demographics, cultures and technologies for literacy education. The case is made that whole school literacy programs can make a difference in improving the overall education of students and youth from low socioeconomic and cultural minority backgrounds. But this requires a strong emphasis on engagement with substantive readings of cultural, social and scientific worlds through talk, reading and writing. The key questions facing teachers, then, are not simply around basic skills instruction and acquisition, but about sustained, intellectually demanding and scaffolded talk around texts, print and multimodal. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Principals; Political Attitudes; Federal Legislation; Educational Legislation; Curriculum; Instructional Leadership; Politics of Education; Educational Change; Neoliberalism; Ethnography; Elementary Schools; Educational Theories; Educational Administration

Abstract:
Purpose: The purpose is to examine how recent conservative cultural political shifts have affected the meanings of curriculum leadership in schools. The author examines four principals in the wake of the No Child Left Behind Act and other related policies and trends. Design: This is a critical ethnographic study of principals' curriculum leadership in four northeastern U.S. elementary schools. All four principals were highly aware of the politics surrounding curriculum decision making, pedagogy, and assessments. The researcher conducted monthly observations and interviews with the four principals, teachers, parents, and students from the fall of 2003 to the spring of 2006. Furthermore, interviews were conducted with the superintendent and community members who were involved in curriculum issues. Findings: Drawing on a theoretical framework at the intersection of educational leadership, curriculum theory, and cultural politics, the data revealed two categories of curriculum leadership in a conservative era--namely, new professional curriculum leadership and critical curriculum leadership. These curriculum leadership categories emerged over time and were constructed in relation to "other" curriculum leaders and broader cultural political shifts. Implications and Significance: There is growing interest in curriculum leadership among educational administration and curriculum scholars as well as practitioners. Although instructional or curriculum leadership has been studied extensively in educational administration, these studies do not explicitly consider curriculum theory or the role of politics. In curriculum studies, leadership has received little attention. Findings from this study suggest the need for a new field of curriculum leadership at the intersection of educational administration and curriculum studies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Adult Educators; Adult Education; Conferences (Gatherings); Social Change; Social Influences; Teacher Role; Role of Education; Global Approach; Civil Rights; Social Justice; Foreign Countries; Lifelong Learning

Abstract:
This article presents the International Council of Adult Education (ICAE) 8th World Assembly Declaration (June 2011). This declaration focuses on adult educators' conviction in the possibility of a "world worth living in," and their declaration of their collective determination to work towards making it a reality all around the planet.

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Federal Legislation; Presidents; Elementary Secondary Education; Educational Change; Accountability; Education; Personal Narratives; Politics of Education; Educational Legislation

Abstract:
President Obama sparked much debate in Washington with his plan to grant states waivers from provisions of the No Child Left Behind Act (NCLB), conditional on their willingness to embrace certain reform proposals sketched out in the administration's March 2010 proposal, "A Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act." State leaders have cheered the president's decision to offer them much-needed relief from onerous requirements. Key Republican leaders, including Senators Lamar Alexander (TN) and Marco Rubio (FL), and Texas governor Rick Perry, have blasted the move as overstepping executive authority. Is the president right to issue conditional waivers? Are the conditions themselves a good idea? In this forum, Martha Derthick and Andy Rotherham weigh in. Derthick is professor emerita of government at the University of Virginia and coauthor of the legal beat column for "Education Next." Rotherham is a former White House aide to President Clinton, former member of the Virginia state board of education, cofounder of Bellwether Education, and columnist for "Time" magazine. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Educational Finance; Literacy; Teaching Methods; Politics of Education; Public Education; Electronic Learning; Educational Change; Educational Practices; Accountability; Reading Comprehension; Reading Difficulties; Reading Instruction; Academic Achievement; Federal Aid; Educational Legislation; Federal Legislation

Abstract:
"Straight A's: Public Education Policy and Progress" is a biweekly newsletter that focuses on education news and events both in Washington, DC and around the country. The following articles are included in this issue: (1) "The Digital Learning Imperative": New Alliance Report Shows How Digital Learning Connects Technology and Teaching to Meet Today's Educational Challenges; (2) Thirty-three States and DC Committed to Celebrate Digital Learning Day: States Pledge Support for National Awareness Campaign Highlighting Technology's Role in School Reform and Strengthening Instructional Practices; (3) Congress Passes Bill Funding U.S. Department of Education: Education Funding Cut By $100 Million, But Bill Restores Funding for Striving Readers Comprehensive Literacy Program; and (4) House Education Committee Chairman Kline Releases Draft Legislation on Accountability and Teacher Effectiveness. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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