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The deck is stacked against educators and parents/caregivers looking for educational adequacy in contemporary US education. Too often, satisfactory quality in the good public school is identified based on opinion, the dubious value of standardized test results, and marketing ploys. Moreover, the contemporary purpose of US education and the definition of educational adequacy are wild cards that prevent most from playing a winning hand. Finding the good public school is left to chance. This book initiates a search to transform this state of affairs. All students deserve a comprehensive public education that invests in the original power of education, dynamic instruction, and principled reasoning. This discussion tackles the barriers—the eye of the beholder, the tyranny of either/or, and standardized testing—that hobble the capacities of educators and students. Once these barriers are removed, the determinants of comprehensive public education—power, policy, and instruction—emerge. From these discoveries implications are derived that indicate how comprehensive public educationengages educators and students with a transformed definition of educational adequacy. The good public school depends on this and a complete readjustment of the purpose of US public education. This search enables educators and parents/caregivers to identify and establish the good public school without taking any chances.
Engaged families make a difference in the lives of their children! The children in today's early childhood classroom are more culturally, linguistically, and ability diverse than ever. As a teacher, your challenge is to partner with each family through recognizing their individual strengths, concerns, priorities, and resources. In The Welcoming Classroom: Building Strong Home-to-School Connections for Early Learning, Dr. Johnna Darragh Ernst offers practical ideas for creating a welcoming atmosphere for families that will encourage them to participate in their children's learning community. Learn practical ways to connect with families from varied cultural and language backgrounds and abilities. Gain new strategies for creating a home-school link to support learning. Create a richer learning environment by integrating unique family cultural perspectives. Learn ways to encourage family participation in decision making. Learn strategies to develop families as resources. Communicate the message that all families are valued members of the learning community. From improving children's school readiness to encouraging positive engagement with peers, promoting student academic achievement, increasing graduation rates, and helping reduce the negative impact of poverty, the benefits of engaging families early will impact the young children in your care long after they leave your classroom! Johnna Darragh Ernst, PhD, is a professor of early childhood education at Heartland Community College in Normal, Illinois. She specializes in helping early childhood professionals connect with families to create inclusive early childhood classroom communities.
Since the turn of the century, the phenomenon of learning has received increasingly more attention. Within the theoretical field, a variety of theories of learning have evolved. The field of research on learning has become very complex, with different foci, founders and proponents, schools, and disciplinary approaches. This book is a first publication in the 'On the definition of learning' network. The network arose out of the aspiration to study the phenomenon of learning in depth, and to understand its complex relationship to empirical investigation and teaching. Based on the assumption that it is important to be sensitive to the variety of concepts and theories of learning in the field, and to continue to cultivate that variety, this book takes a step towards actively and critically engaging the various approaches in the field of learning theory. At the same time it emphasizes the complex relationships that exist between conceptualizations of learning and the empirical phenomenon of learning and teaching. It discusses how conceptualizations of learning are put to work in educational contexts, and how the normative aspects of learning in relation to discussions of what is considered worth learning influence the formative processes of human development. [Subject: Education, Education Theory]
The key to success, our culture tells us, is a combination of talent and hard work. Why then, do high schools that supposedly subscribe to this view send students to college at such dramatically different rates? Why do students from one school succeed while students from another struggle? To the usual answer—an imbalance in resources—this book adds a far more subtle and complicated explanation. Defining Student Success shows how different schools foster dissimilar and sometimes conflicting ideas about what it takes to succeed—ideas that do more to preserve the status quo than to promote upward mobility. Lisa Nunn’s study of three public high schools reveals how students’ beliefs about their own success are shaped by their particular school environment and reinforced by curriculum and teaching practices. While American culture broadly defines success as a product of hard work or talent (at school, intelligence is the talent that matters most), Nunn shows that each school refines and adapts this American cultural wisdom in its own distinct way—reflecting the sensibilities and concerns of the people who inhabit each school. While one school fosters the belief that effort is all it takes to succeed, another fosters the belief that hard work will only get you so far because you have to be smart enough to master course concepts. Ultimately, Nunn argues that these school-level adaptations of cultural ideas about success become invisible advantages and disadvantages for students’ college-going futures. Some schools’ definitions of success match seamlessly with elite college admissions’ definition of the ideal college applicant, while others more closely align with the expectations of middle or low-tier institutions of higher education. With its insights into the transmission of ideas of success from society to school to student, this provocative work should prompt a reevaluation of the culture of secondary education. Only with a thorough understanding of this process will we ever find more consistent means of inculcating success, by any measure.
Typically, educational leadership is not considered a moral-ethical undertaking. But educators face a dismaying array of moral-ethical challenges from academic dishonesty to sexual harassment every day in our nation's schools. Ethical School Leadership provides a systematic approach to resolving these school-based moral-ethical issues. It offers real world moral-ethical dilemmas, alternate theories of ethical decision-making, and differing philosophies of leadership. Present and future school leaders will find knowledge, dispositions, and performance criteria by which to evaluate case studies of moral-ethical leadership. This book provides provides encouraging, practical thinking about the moral-ethical problems facing our school leaders today and will be of interest to school principals, teachers, school board members, and students of education.
The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other questions are taken up in What Should Schools Teach? The blurring of distinctions between pedagogy and curriculum, and between experience and knowledge, has served up a confusing message for teachers about the part that each plays in the education of children. Schools teach through subjects, but there is little consensus about what constitutes a subject and what they are for. This book aims to dispel confusion through a robust rationale for what schools should teach that offers key understanding to teachers of the relationship between knowledge (what to teach) and their own pedagogy (how to teach), and how both need to be informed by values of intellectual freedom and autonomy. This second edition includes new chapters on Chemistry, Drama, Music and Religious Education, and an updated chapter on Biology. A revised introduction reflects on emerging discourse around decolonizing the curriculum, and on the relationship between the knowledge that children encounter at school and in their homes.
All of us deeply need Jesus – not only for salvation, but in every area of our lives. This is why the gospel is good news; because there’s real hope for real need. Clinging to this conviction, Jesus Above School unpacks and applies the umbrella question, “What difference does the gospel make?” within the Christian school context, even though this will likely put many of our prevailing assumptions at risk. Jesus Above School provides Christian educators with a clearer understanding of what it means to “do school” in light of a profound commitment to the radical gospel of Jesus. Tragically, many Christian educators are ill-equipped to adequately articulate and apply the implications of a biblical worldview in their thought and practice. As a result, many Christian schools struggle to set themselves apart as truly distinctive because they’re not aligned with the wonderfully unique truths of God’s gospel. To help, Jesus Above School offers a framework of categories and questions which guide an organized approach to becoming more gospel-centered by shaping both what is taught and the way the school goes about teaching throughout the entire ecosystem of the Christian school culture. These categories are broad enough to recalibrate philosophies and commitments while still being nimble enough to capture the myriad issues facing Christian schools in the day-to-day. “Private Christian schools play a vital role in American Christianity today. However, as Noah Brink observes in this important book, too many schools recognize Jesus in name more than they engage him in the educational process. Brink’s use of orthodoxy, orthopraxy, and orthopathy offers a particularly helpful insight into worldview education to help Christian schools do just what the book says: place Jesus above school.” Ed Stetzer, Ph.D. Dean and Professor, Wheaton College “Noah Brink has issued a much-needed clarion call for all Christian schools. In this post-Covid era when many schools are experiencing enrollment growth, it is critical for all Christian educators to thoughtfully align all practices in concert with biblical truth - and we all fall short of that goal. ‘What difference does the gospel make’ is an ungirding theme in this excellent resource - a must read for all Christian educators for such a time as this. You will be challenged, enlightened, and encouraged.” James L. Drexler, Ph.D. Dean of the Covenant College Graduate School of Education
The Kendriya Vidyalaya Sangathan (KVS) is a system of premier central government schools in India with motto Tatvam Pushan Apavrinu (means Seeker may see the truth), and is an autonomous body that functions under the HRD Ministry of Government of India. It has a total of 1235 schools in India and three abroad. It is one of the world's largest chains of schools. Kendriya Vidyalaya Sangathan will conduct 2020- 2021 recruitment for the post of Post Graduate Teachers (PGTs), Trained Graduate Teachers (TGTs) and Primary Teachers (PRTs) this year. Teaching profession is a highly respected profession, if you are seeking a good opportunity to become a central government PRT teacher then grab this opportunity by cracking this highly aspired examination.