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Using an in-depth case study of the implementation of the national curriculum in New Zealand, this is a unique, inspiring study of educational reform.
Beat burnout with time-saving best practices for feedback For ELA teachers, the danger of burnout is all too real. Inundated with seemingly insurmountable piles of papers to read, respond to, and grade, many teachers often find themselves struggling to balance differentiated, individualized feedback with the one resource they are already overextended on—time. Matthew Johnson offers classroom-tested solutions that not only alleviate the feedback-burnout cycle, but also lead to significant growth for students. These time-saving strategies built on best practices for feedback help to improve relationships, ignite motivation, and increase student ownership of learning. Flash Feedback also takes teachers to the next level of strategic feedback by sharing: How to craft effective, efficient, and more memorable feedback Strategies for scaffolding students through the meta-cognitive work necessary for real revision A plan for how to create a culture of feedback, including lessons for how to train students in meaningful peer response Downloadable online tools for teacher and student use Moving beyond the theory of working smarter, not harder, Flash Feedback works deeper by developing practices for teacher efficiency that also boost effectiveness by increasing students’ self-efficacy, improving the clarity of our messages, and ultimately creating a classroom centered around meaningful feedback.
Dedicated to the technical talent underpinning research, teaching and innovation within universities and research institutes, this book highlights the vital contributions of technicians to the higher education and research sector. Exploring the varied definitions of the technical role and recent developments in the professional landscape, this book brings together a diverse set of contributors who each discuss their unique, first-hand and authentic perspectives on this crucial community. Initial chapters cover the varied definitions of the technical role, explore the current demographics of this workforce and provide a history of the origins of the profession. The book continues to explore broad themes that are key components of the roles of the modern-day technician including teaching, research, leading core facilities, health and safety, procurement, environmental sustainability and research culture. It concludes by looking to the future and explores recent developments in the landscape for the technical community and the work underway to engage the public with technical roles and careers, challenging perceptions and stereotypes about the roles of technicians. Written in an accessible style, this essential volume shines a light on this understudied group to raise the profile of technical careers, roles and contributions, and to ensure sector-wide insights into this invisible workforce. It is a must-read for aspiring and current technicians across all disciplines, education and research leaders, managers and policymakers.
Since its appearance in 1995, Authentic School Science has been a resource for many teachers and schools to rethink and change what they are doing in and with their science classrooms. As others were trying to implement the kinds of learning environments that we had described, our own thinking and teaching praxis changed in part because of our dissatisfaction with our own understanding.
A Language of Freedom and Teacher’s Authority: Case Comparisons from Turkey and the United States explores dimensions of authority that are deeply embedded in the profession of teaching. It examines critical dimensions of the foundations of Turkish and U.S. public education, both of which are under new pressures due to changes in the relationship between public schooling and current reforms in education. The contributors reflect on varied dimensions of authority, of which ideals are shifting under political and economic pressures. In both Turkey and the U.S, public education reflects the early influence of secular equalitarianism, revolutionary democratic developments, and an Enlightenment-based sense of the human right to education. Against this, we see the opposing dialectic where state control and curricular censorship and constriction appear too often.
This book presents a radical reconceptualization of subject-focused and research-led teacher professional development. Drawing on the experiences of more than 50 high school teachers and technicians who participated in science-based research with their students, the author examines how this enables teachers to develop a ‘Teacher Scientist’ model of professional identity. Through active participation in research, science teachers and technicians can implement socially just approaches to education, where students’ differences are valued and, through research, their social and academic development is supported. Central to the ‘Teacher Scientist’ identity is the development of, and sustained interaction with, complex and collaborative professional networks which include researchers, university-staff and teachers and students in other schools. In the context of persistent recruitment and retention challenges, the ‘Teacher Scientist’ model provides a research-led approach which may offer an alternative to strategies focused on financial incentives.
Research into social stratification and social divisions has always been a central component of sociological study. This volume brings together a range of thematically organised case-studies comprising empirical and methodological analyses addressing the challenges of studying trends and processes in social stratification. This collection has four themes. The first concerns the measurement of social stratification, since the problem of relating concepts, measurements and operationalizations continues to cause difficulties for sociological analysis. This book clarifies the appropriate deployment of existing measurement options, and presents new empirical strategies of measurement and interpretation. The conception of the life course and individual social biography is very popular in modern sociology. The second theme of this volume exploits the contemporary expansion of micro-level longitudinal data and the analytical approaches available to researchers to exploit such records. It comprises chapters which exemplify innovative empirical analysis of life-course processes in a longitudinal context, thus offering an advance on previous sociological accounts concerned with longitudinal trends and processes. The third theme of the book concerns the interrelationship between contemporary demographic, institutional and socioeconomic transformations and structures of social inequality. Although the role of wider social changes is rarely neglected in sociological reviews, such changes continue to raise analytical challenges for any assessment of empirical differences and trends. The fourth theme of the book discusses selected features of policy and political responses to social stratification. This volume will be of interest to students, academics and policy experts working in the field of social stratification.