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Progressive Education, derived mainly from Anglo-American culture, has been the primary frame of reference for student-centered classroom change in developing countries for over 50 years. Yet in many developing countries, strong evidence shows that progressivism has not replaced teacher-centered formalistic classroom practice. Classroom Change in Developing Countries: From Progressive Cage to Formalistic Frame presents a robust case for why formalism should be the primary frame of reference for upgrading classroom teaching in developing countries. Theoretically rich yet grounded in practice, the book draws on case studies from Africa, China and Papua New Guinea to show how culturally intuitive formalistic teaching styles can induce positive classroom change. Synthesising research and evaluation literature on classroom change in developing countries, Guthrie examines some of the methodological flaws in the literature. The book considers the progressive cage, and looks at Confucian influences on teaching in China, progressive reform failures in both Sub-Saharan Africa and Papua New Guinea, as well as offering a critical take on some failings in comparative education. It examines the formalistic frame, addresses methodological issues in culturally grounded research and offers a model of teaching styles for basic classroom research. The book concludes by returning the focus back to teachers and considers the so-called teacher resistance to change. The book will be an essential purchase for academics and research students engaged in the fields of classroom teaching, teacher education and curriculum and will also be of interest to academics, aid officials, and decision-makers in developing countries.
"Drawing on Christine Sleeter's review of research on the academic and social impact of ethnic studies commissioned by the National Education Association, this book will examine the value and forms of teaching and researching ethnic studies. The book employs a diverse conceptual framework, including critical pedagogy, anti-racism, Afrocentrism, Indigeneity, youth participatory action research, and critical multicultural education. The book provides cases of classroom teachers to 'illustrate what such conceptual framework look like when enacted in the classroom, as well as tensions that spring from them within school bureaucracies driven by neoliberalism.' Sleeter and Zavala will also outline ways to conduct research for 'investigating both learning and broader impacts of ethnic research used for liberatory ends'"--
"When it comes to leaders in the social media pedagogy space, Matt Kushin is a pioneer. Not only is Matt an exceptional researcher, but a leading voice in the field with his through and innovative assignments. His new book Teach Social Media: A Plan for Creating a Course Your Students Will Love is a must have book for educators who want to create an amazing social media class for their students. Matt is not only able to discuss these ideas for these assignments, but has actually implemented them, allowing him to show he walks the walk as a social media professor. If you're looking to have a book that integrates various assignments from all aspects of social media, make sure to buy this book immediately!" - Karen Freberg, Ph.D., Associate Professor in Strategic Communications at University of Louisville and author of Social Media for Strategic Communication: Creative Strategies and Research-Based Applications. "This is a must-read book for any educators in social media! Dr. Kushin provides a clear and practical roadmap for professors to craft an exceptional social media class. A top concern among faculty who teach social media is the tension between staying relevant and applying the information, while creating a structured course that can run effectively semester to semester. This text is exactly what is needed. It helps faculty understand how to gain a rigorous learning environment that gives students the hands-on experience so necessary in social media education." - Carolyn Mae Kim, Ph.D., Associate Professor of Public Relations and Director of the Public Relations Program in the Department of Media, Journalism and Public Relations at Biola University and author of Social Media Campaigns: Strategies for Public Relations and Marketing. About Save time with this 15-week social media course plan. Engage your students with project-based learning. Prepare your students for an ever-changing social media environment with a course that focuses on adaptable knowledge, skills and abilities. Designed around a semester-long social media project, this book provides an end-to-end plan for building and executing a social media class from the ground up. It includes a 15-week syllabus with integrated assignments and activities. By providing lecture ideas and guidance in a how-to style, this book coaches you on how to build a class that is uniquely yours. Turn your class into a hands-on, engaged learning environment where your students will take on a client and build and execute a social media plan. This is not a 'it's on the test' type of class. Your students will learn by doing. The social media environment is transforming at lightning speed. Students must learn more than software skills. That's why this book follows the What, Why, How, Do, Reflect framework which aims to teach students adaptable knowledge and skills and ever-lasting abilities such as critical thinking, problem solving, creative thinking, and ethical decision-making. The economic realities of higher education present challenges to social media professors. Many departments lack access to software and resources. This book shows you how to deliver a high quality, experiential class on a shoe-string budget. Both new and experienced professors can use this book to #TeachConfident in the hyper-evolving social media space. This book is uniquely crafted for educators preparing students for careers as professional communicators in fields such as public relations, marketing, and related specialties. Includes Syllabus Sample Assignments Activities Information about software tools and resources
Some great teachers are born, but most are self-made. And the way to make yourself a great teacher is to learn to think and act like one. In this updated second edition of the best-selling Never Work Harder Than Your Students, Robyn R. Jackson reaffirms that every teacher can become a master teacher. The secret is not a specific strategy or technique, nor it is endless hours of prep time. It's developing a master teacher mindset—rigorously applying seven principles to your teaching until they become your automatic response: Start where you students are. Know where your students are going. Expect to get your students there. Support your students along the way. Use feedback to help you and your students get better. Focus on quality rather than quantity. Never work harder than your students. In her conversational and candid style, Jackson explains the mastery principles and how to start using them to guide planning, instruction, assessment, and classroom management. She answers questions, shares stories from her own practice and work with other teachers, and provides all-new, empowering advice on navigating external evaluation. There's even a self-assessment to help you identify your current levels of mastery and take control of your own practice. Teaching is hard work, and great teaching means doing the right kind of hard work: the kind that pays off. Join tens of thousands of teachers around the world who have embarked on their journeys toward mastery. Discover for yourself the difference that Jackson's principles will make in your classroom and for your students.
Grant and Murray describe the evolution taking place in the teaching profession over the last 100 years, and then focus on recent experiments that have given teachers the power to shape their schools and mentor young educators.
This book provides readers with the basic coping strategies of surviving within the political arena of their schools. If educators want to survive, they should read this book and find practical strategies from those who have collectively worked within the school setting for over 75 years--voices of experience to share helpful coping skills. When educators are bogged down with gossip, ostracism, and upsetting events, they will not be able to work effectively with their students and coworkers. These dynamics are illustrated throughout the book through the use of fictitious educators who portray staff dealing with situations to which readers can relate. In each chapter, readers will find an action plan designed to provide tools that educators should utilize in surviving internal politics.