term.subject="administration"

Print version: Action learning and action research, Intro; Title Page; Copyrights Page; Contents; Foreword; Acknowledgments; Reviewers' Comments; About the Authors; List of Acronyms; List of Tables; List of Figures; Introduction; Chapter 1-Introduction to Action Learning and Action Research: Genres and Approaches; Chapter Outline; Introduction; Aims, Scope and Contributions of This Book; Learning and Research Paradigms in the Social Sciences; AL and AR for Addressing 'Wicked' Problems in our Turbulent World through Relationships; Sustainability; Relationships; Main Genres of AL and AR Discussed in this Book; Reflections and Conclusions, Topics for DiscussionFurther Reading; References; Part 1-Action Learning; Chapter 2-Action Learning: Past, Present and Future; Chapter Outline; Introduction; Action Learning: The Past; Different Conceptions of Action Learning; Action Learning: The Present State; Talent and Leadership Development; Organizational Learning and Restructuring; Sales and Marketing; Environment and Sustainability; Product and Service Innovation; Corporate Culture and Ethics; Action Learning: The Future; Conclusions; Topics for Discussion; Further Reading; References, Chapter 3-Lifelong Action Learning: Principles and Case StudiesChapter Outline; Introduction; Lifelong Action Learning; GULL's Approach to LAL for Personal and Community Development; Workplace; Business-led Development; People-focused Development; Organization-led Development; Community; Cause-led Development; Young Adult Development; Non-governmental Organization-led Development; Poverty Alleviation; The Role of Self-directed Networks; Conclusion; Topics for Discussion; Further Information and Reading; References; Chapter 4-Action Learning and Mindfulness for Mental Health in the Workplace, Chapter OutlineIntroduction; The Complementarity and Mutual Reinforcement of Action Learning and Mindfulness; Self-awareness and Mental Health; Developing Self-awareness through Action Learning and Mindfulness; Developing Self-awareness through Action Learning. Action learning develops self-awareness through the norm of supportive challenge by peers in an action learning set, along with the challenge of doing something of significance about something important, Developing Self-awareness through Mindfulness. Vago and Silbersweig (2012) undertook a systematic review of 300 articles on ­mindfulness and developed the Self-Awareness, Self-Regulation, Self-­Transcendence model as an integrated, systems-based model, inAgency and Mental Health; Building Agency in the Workplace through Action Learning; Building Managerial Agency through Action Learning. Agency is a defining characteristic of action learning, which involves learning with and through action and reflection on the consequences of action, both intended and unintended. Action learning is typi

Print version: Hardaker, Glenn ; Pedagogy in Islamic Education : The Madrasah Context, Front Cover; Pedagogy In Islamic Education: The Madrasah Context; Copyright Page; Contents; List of Figures and Tables; Foreword; Preface; Acknowledgements; Part 1 Islamic Educational Institution; Chapter 1 The Rise of the Islamic Institution; 1.1. Definition of Madrasah; 1.2. Phases of Islamic Educational Reform; 1.2.1. Phase One: The Traditionalist Madrasah; 1.2.2. Phase Two: The West and the Rise of the Professional Colleges; 1.2.3. Phase Three: Colonial Rule, Its Impact and Responses; 1.2.4. Phase Four: Post-independence Educational Unification and Expansion, 1.2.5. Phase Five: Educational Reform and the Islamisation of Institutions1.3. Fields of Knowledge; 1.3.1. Division of Knowledge; Case Study 1.1 Early Islamic Educational Institution -- Al-Azhar, Egypt; Educational Context; Educational Practice; Chapter 2 The Diversity of Islamic Educational Institutions; 2.1. The Majlis; 2.2. The Masjid; 2.3. The Jami'; 2.4. The Library; 2.4.1. Bait al-Hikmah and Dar al-Ilm; 2.5. Related Institutions; Case Study 2.1. Diversity within Islamic Educational Institution -- Al-Qarawiyyin, Morrocco; Educational Context; Educational Practice, Chapter 3 The Scholastic Community3.1. Order and Discipline in Islamic Education Setting; Case Study 3.1. Case Study: Scholastic Practice -- Tabah Foundation; Educational Context; Educational Practice; 3.2. Summary of Part 1; Part 2 Knowledge and the Sacred; Chapter 4 Philosophy of Islam and Knowledge; 4.1. Humanity and Nature; 4.1.1. Fitrah (Human Nature), Khalifah (Viceregent) and Din (Religion); 4.1.1.1. Fitrah; 4.1.1.2. Khalifah; 4.1.1.3. Din; 4.2. Philosophy of Islam and Knowledge; 4.2.1. An Islamic Perspective of Knowledge; 4.2.2. Theology (Kalam) and Philosophy (Hikmah) Schools, 4.3. Al-Ghazali's Universal PerspectiveCase Study 4.1. A Sufi School -- Dar al-Mustafa -- Tarim, Yemen; Educational Context; Educational Practice; Chapter 5 A Spiritual Understanding of Islamic Education; 5.1. Philosophy of Islamic Education; 5.2. Islamic Education and Al-Ghazali's Classification of Knowledge; Case Study 5.1. Modern Madrasah Life -- Greensville Trust, UK; Educational Context; Educational Practice; Chapter 6 Knowledge and the Sacred as an Educational Compass; 6.1. Defining the Universality of Islamic Education; 6.2. Adab as an Educational Compass, Case Study 6.1. The Spiritual Practice of Teaching and Learning -- Nawawi Foundation, USAEducational Context; Educational Practice; 6.3. Summary of Part 2; Part 3 Implications of Islamic Pedagogy; Chapter 7 Islamic Pedagogy for Embodied Learning; 7.1. Memorisation as a Method to Embodiment; 7.2. Oral Transmissions and the Spoken Word; 7.3. Written Text as an 'Aide-Memoire' for Transmitters; 7.4. A Conceptual Framework for Islamic Pedagogy; Case Study 7.1. An Islamic Pedagogy Classroom -- Zaytuna Institute, USA; Educational Context; Educational Practice

Print version: Responding to the call for educational justice

Print version, Foreword : exernal access and internal accountability : the currency conduits for maximizing social capital in public schools and higher education / RoSusan D. Bartee and Phillis L. George -- The role of school leaders managing social capital within urban and rural school settings / John Crutchfield, Sarah Bailey, and Jandel Crutchfield -- Social capital and school reform : the role of school leaders in fostering relationships amongst stakeholders / Denver J. Fowler -- Building social capital for parents and families through school leadership / Roberto Trigosso, Phyllis F. Reggio, and Carlos R. McCray -- Nyeisha's mother : an ethnographic examination of urban schooling and adopting a resource orientation toward social capital / Nicole Mittenfelner Carl -- The past, present, and future of social capital measurement among transition-age youth / Sarah Ryan and Lisa Romero -- Diversity mission statement Inclusion as social capital : how the language of appeasement fails egalitarian goals in postsecondary institutions / Zachary W. Taylor, Alden C. Jones, and Catherine E. Hartman -- Still chasing the dream : the possibilities and limitations of social capital in dismantling racialized tracks / Richard Lofton, Jr. -- Embracing the fullness of postsecondary planning : utilizing social capital to serve students at the nexus of navigational capital and care / Raquel Farmer-Hinton and Nicole E. Holland -- Nós por nós (us for us) : black Brazilian university students and social capital / Jeana E. Morrison -- Social capital resources in schools : explaining effective school community / Heather E. Price -- Social capital and educational expectations : exploring adolescents' capabilities to aspire for postsecondary education / Chrysa Pui Chi Keung, Esther Sui Chu Ho and Brenda G. Harris -- Social capital in the rural United States and its impact on educational attainment / Ty McNamee

Print version: Strategies, policies and directions for refugee education, Intro; Contents; List of Contributors; Foreword; Series Editor's Introduction; Innovations in Higher Education Teaching and Learning; PART I: ACCESS TO HIGHER EDUCATION; Chapter 1: Introduction to Refugee Education: Strategies, Policies and Directions; Introduction; Important Terminologies; Main Obstacles; System-level Factors; School-level Factors; Current Policies and Measures; Chapter Overviews; Conclusion; References, Chapter 2: The Role of Education in the Resettlement of Internally Displaced Persons in Nigeria: An Exploratory Discourse on the Plight of the Devastated Communities in The Northeast of NigeriaIntroduction; The Boko Haram Ideology and Premeditated Attacks on Education; Raids on Schools as Ideological Warfare; Education as Victim; Prolonged Conflict and Emergencies; Education in Emergencies; Material Support to Schools in the Crisis-affected Contexts; How Effective are the Interventions in Northeastern Nigeria?; The SSI; Training of Teachers; Discussion; Conclusion; References, Chapter 3: Out of School: Home Education and the Refugee CrisisIntroduction; Existing Literature on Home Education and Refugees; Educational Challenges for the Refugee Population; Safety; Finding Qualified Educators and Resources; Challenges Unique to Refugee and IDP Students; How Homeschooling Could Help; Safety of the School Environment; Employment of Refugee Children; Resources, Buildings, and Teachers; Unique Challenges of Refugees: Curriculum; Technology; Language Barriers; Refugee Movement and Uncertainty; Challenges and Future Steps; References, Chapter 4: Access to and Quality of Higher Education Available to Syrian Refugees in Jordan and GermanyBackground; Why the Focus on Jordan and Germany?; Rationale for Comparative Analysis; Prevalence of the Problem; Access to and Quality of Higher Education in Jordan; Access to and Quality of Higher Education in Germany; Comparison Between Jordan and Germany; Implications and Recommendations to Theory, Practice, and Policy; References; Chapter 5: The Dynamics of the Boko Haram Insurgency and Higher Education in Northeastern Nigeria; Introduction, Boko Haram Attacks on Schools and Barriers to Higher Education in Northeast NigeriaBarriers to Higher Education Among Idps; Lack of Infrastructure; Loss of Documentation; Frequent Deferments/withdrawal from Schools; School Fees and Other Sundry Expenses; Conclusion; Recommendations; References; Chapter 6: Refugee Education: International Perspectives from Higher Education and Non-Governmental Organizations (NGOs); Introduction; Refugees and Human Rights; Education and the Refugee Crisis; Refugee Education; Recognition of Refugee Qualifications

Print version: Brown, Chris ; Achieving evidence informed policy and practice in education, Machine generated contents note ch. 1 Introduction. pt. I (EVIDENCE-INFORMED PRACTICE). ch. 2 (Is Using Evidence to Inform Teaching Practice Rational?). ch. 3 (Learning from Teachers' Perceptions of Research Use). ch. 4 (Vital Role of Trust and Relationships). ch. 5 (Power of Research Learning Communities). pt. II (EVIDENCE-INFORMED POLICY). ch. 6 (Limits of Evidence-Informed Policy-Making). ch. 7 (How Researchers Can Better Inform Education Policy). ch. 8 (Policy Learning Communities). ch. 9 (Moving Forward)

Print version: Viewpoints on Interventions for Learners with Disabilities, Intro; Viewpoints on Interventions for Learners with Disabilities; Contents; About the Editors; List of Contributors; Preface; Viewpoints on Interventions for Learners with Disabilities: An Introduction; Introduction: Early Roots of Special Education; Initial Focus on the Sensory Disabilities; Social Advocacy Movement; The Emergence of Specialized Interventions; Specialized Interventions for Individuals with Cognitive Disabilities; Advocacy Groups; The Rise of Socially Constructed Disability Categories; The Ongoing Commitment to Research-Based Practices; The Movement to Inclusive Education, Conclusion; References; Chapter 1: Viewpoint on Interventions for Students with Learning Disabilities: Instruction Matters; State of LD; Summary of Research on Interventions for Students with LD; LD Research Institutes' Findings; Meta-analyses; Recent Reviews of Sustained Research Programs; Big Ideas About Interventions for Students with LD; Identification of Systematic Approach to Tasks; Explicit Instruction; Scaffolded Instruction; Multiple Opportunities for Practice with Feedback; Attribution and Self-regulation Components; Viewpoint: Instruction Matters; For Practitioners, For Teacher Educators and Professional Development Providers; For Administrators; Conclusion; References; Chapter 2: Promoting Positive Freedoms for Secondary Students with Emotional and Behavioral Disorders: The Role of Instruction; Power versus Duties; Negative Freedoms; Positive Freedoms; Interaction of Positive and Negative Freedoms; LRE versus FAPE; Purpose of Action; Implications of the Endrew F. Case; Achievement and Services Provided to Students with EBD; Disappointing Outcomes.; Why Aren't We Doing Better?; Providing instruction of Students with EBD in Secondary Schools, Four Challenges for Completing a Secondary Education; Discriminating Essential from Nonessential Information; Recalling Target Information Quickly and Accurately; Letter Strategies. Many readers will be familiar with first-letter strategies where the first-letters of the target information are selected to create an acronym to aid in recall of the information. For example, the acronym "HOMES" is often used to prompt, The Keyword Method. When using the keyword method, a concrete, acoustically similar word is created for the unfamiliar information to be learned. Scruggs et al. (in press) provided an example to promote recall that Canidae is the scientific name of the biOrganizing Target Information; The QER. The "QER" (Bulgren, Marquis, Lenz, Deshler, & Schumaker, 2011) is designed to support thinking about and answering complex questions for students with disabilities. QER employs a graphic organizer with six thinking steps posed as questions

Print version: Conrad, Dianne ; Assessment strategies for online learning, The big picture : a framework for assessment in online learning -- The contribution of adult education principles to online learning and assessment -- What do you believe? The importance of beliefs about teaching and learning in online assessment -- Authenticity and engagement : the question of quality in assessment -- Assessment using e-portfolios, journals, projects, and group work -- The age of "open" : alternative assessments, flexible learning, badges, and accreditation -- Planning an assessment and evaluation strategy, authentically -- Flexible, flipped, and blended : technology and new possibilities in learning and assessment -- A few words on self-assessment -- Summing up -- Appendix. Other voices : reflections from the field

Print version: Keane, Jan ; National identity and education in early twentieth century Australia, Front Cover; Copyright Page; National Identity and Education in Early Twentieth Century Australia; Acknowledgements; Contents; Preface; Part I. The Roots of the Australian Character; Chapter 1 The Australian Identity Prior to Federation; Chapter 2 Education and Curriculum in Victorian State Schools; 2.1. Setting the Scene; 2.2. The School Paper; 2.2.1. Format; 2.2.2. Philosophy; 2.2.3. Content; Part II. Imagining a Star-crossed Land; Chapter 3 Inhabiting the Landscape; 3.1. Loss and Adjustment in Early Australia; 3.2. Encountering the 'Other'; 3.3. Embracing the 'Other', 3.4. Exalting the 'Other'Chapter 4 Engaging with History; 4.1. History in the School Paper; 4.2. The Great War; 4.3. Engaging with History; Chapter 5 Creating the Myth; 5.1. Heroes; 5.2. The Legendary Bushman; 5.3. Indigenous People; Part III. From Empire To Nation; Chapter 6 Towards a New Discourse on Identity; 6.1. The Issue of Australian History; 6.1.1. The Issue of British Heritage; 6.2. Connection with Place; 6.3. Flexible Format; 6.4. The School Community; 6.5. The Education Community; 6.6. The Great War; 6.7. Representations of Indigenous People; 6.7.1. Postcolonial Messages, 6.7.2. Colonisers and Colonised6.7.3. Racism and National Identity; Chapter 7 Conclusion; Bibliography; Primary Sources; Secondary sources; Appendix 1: Prose from The School Paper Referenced in This Book; Appendix 2: Verse from The School Paper Referenced in This Book; Index