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Author: Sandra Cheeseman Publisher: ISBN: 9781351266925 Category : Education Languages : en Pages : 216
Book Description
"Bringing together the experiences of professionals from around the world, this essential text explores the intersections between pedagogy and leadership to consider how effective Pedagogical Leadership can be used to foster the collaborative engagement of children and their families, staff and practitioners, and ensure high quality provision in early years settings and services. Pedagogies for Leading Practice showcases a vast range of experiences and ideas which are at the heart of professional practice. Written to provoke group discussion and extend thinking, opportunities for international comparison, points for reflection, and editorial provocations will help students, policy-makers and others engage critically with wide-ranging approaches to leadership in early years practice. Considering varied forms of collaborative working, the challenges involved in becoming a pedagogical leader, and the role of management in meeting insitutional demands and the needs of the wider community, chapters are divided into four key sections which reflect major influences on practice and pedagogy: - Being alongside children - Those who educate - Embedding families and communities - Working with systems Offering insight, examples and challenges, this text will enhance understanding, support self-directed learning, and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care"--
Author: Sandra Cheeseman Publisher: ISBN: 9781351266925 Category : Education Languages : en Pages : 216
Book Description
"Bringing together the experiences of professionals from around the world, this essential text explores the intersections between pedagogy and leadership to consider how effective Pedagogical Leadership can be used to foster the collaborative engagement of children and their families, staff and practitioners, and ensure high quality provision in early years settings and services. Pedagogies for Leading Practice showcases a vast range of experiences and ideas which are at the heart of professional practice. Written to provoke group discussion and extend thinking, opportunities for international comparison, points for reflection, and editorial provocations will help students, policy-makers and others engage critically with wide-ranging approaches to leadership in early years practice. Considering varied forms of collaborative working, the challenges involved in becoming a pedagogical leader, and the role of management in meeting insitutional demands and the needs of the wider community, chapters are divided into four key sections which reflect major influences on practice and pedagogy: - Being alongside children - Those who educate - Embedding families and communities - Working with systems Offering insight, examples and challenges, this text will enhance understanding, support self-directed learning, and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care"--
Author: Sandra Cheeseman Publisher: Routledge ISBN: 135126690X Category : Education Languages : en Pages : 202
Book Description
Bringing together the experiences of professionals from around the world, this essential text explores the intersections between pedagogy and leadership to consider how effective Pedagogical Leadership can be used to foster the collaborative engagement of children and their families, staff and practitioners, and ensure high quality provision in early years settings and services. Pedagogies for Leading Practice showcases a vast range of experiences and ideas which are at the heart of professional practice. Written to provoke group discussion and extend thinking, opportunities for international comparison, points for reflection, and editorial provocations will help students, policy-makers and others engage critically with wide-ranging approaches to leadership in early years practice. Considering varied forms of collaborative working, the challenges involved in becoming a pedagogical leader, and the role of management in meeting insitutional demands and the needs of the wider community, chapters are divided into four key sections which reflect major influences on practice and pedagogy: Being alongside children Those who educate Embedding families and communities Working with systems Offering insight, examples and challenges, this text will enhance understanding, support self-directed learning, and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care.
Author: Keengwe, Jared Publisher: IGI Global ISBN: 1522592334 Category : Education Languages : en Pages : 444
Book Description
Educators and those who prepare teachers are facing increased scrutiny on their practice that include pressures to demonstrate their effectiveness, meet the needs of changing demographics and students, and adapt to ever-changing learning environments. Thus, there is a need for innovative pedagogies and adoption of best practices to effectively serve the needs of digital learners. The Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education is an essential research book that takes an in-depth look at the methods by which educators are prepared to address shifting demographics and technologies in the classroom and provides strategies for focusing their curricula on diverse learning types. It takes a look at the use of innovative pedagogies and effective learning spaces in teacher education programs and the decisions behind them to enhance more inquiry learning, STEM initiatives, and prove more kinds of exploratory learning for students. Covering topics such as higher education, virtual reality, and inclusive education, this book is ideally designed for teachers, administrators, academicians, instructors, and researchers.
Author: Peter Grootenboer Publisher: Springer ISBN: 9811031304 Category : Education Languages : en Pages : 288
Book Description
This book examines the way in which the “practice turn” in education and pedagogy offers unique perspectives on the nature of educational work. Through a plurality of “practice theories” deeper understandings emerge about a range of education and concepts, providing useful tools for advancing and developing practice theory in education and pedagogy. The book discusses the related and dual perspectives of pedagogy as both a teaching and an upbringing practice. It also explores education in a range of contexts and sectors beyond school, including VET, tertiary and non-formal settings. Education is seen as serving a dual purpose – the development of individuals and the betterment of societies and community, and this conceptualisation of education underpins the book. It acknowledges that there are diverse understandings and perspectives of practice theory, pedagogy and education, each of which is contestable and ripe for further development, and this is examined throughout the book. This book was developed alongside an invited symposium held in June 2015 in Brisbane, Australia where the authors and interested others gathered to discuss practice theory perspectives on pedagogy and education. The title – Practice Theory Perspectives on Pedagogy and Education – captures the central overarching focus that underpins the book.
Author: Ann E. Lopez Publisher: IAP ISBN: 1648024556 Category : Education Languages : en Pages : 263
Book Description
This is the third and final book in the series Transformative Pedagogies in Teacher Education. Like the first two books in the series it is geared towards practitioners in the field of teacher education. This third book focuses on transformative leadership in teacher education. In other words, the kind of leadership and practices that will be important and necessary to bring about the kind of changes that both teachers and students seek to improve educational outcomes for all students, but in particular Black, Indigenous and racialized students who have been traditionally underserved by the education system. Teacher leadership plays an important role in transformative educational change that challenges all forms of oppression and white supremacy. This book features chapters by a collection of scholars, teacher educators, researchers, teacher advocates and practitioners drawing on their research and experiences to explore critical issues in teacher education. The book will be useful to teacher educators working with teacher candidates in different contexts, experienced teachers and school leaders. Given demographic shifts and the need for educators to respond to growing diversity in schools, educators will find valuable strategies in Transformative Pedagogies in Teacher Education: Re-Imagining Transformative Leadership in Teacher Education they can employ in their own practice. In addition to valuable strategies, authors explore different approaches and perspectives critical in these changing and challenging times. Critical notions of education are posited from different perspectives and contexts. This book will be useful for teacher education programs, principal preparation programs, in-service teachers, school boards and districts engaging in ongoing professional development of teachers and school leaders.
Author: Linda Hogg Publisher: Myers Education Press ISBN: 1975503104 Category : Education Languages : en Pages : 318
Book Description
Across the globe, students are speaking up, walking out, and marching for social and ecological justice. Despite deficit discourses about students, youth are using their voice and agency to call forth a better world. Will educators respond to this call to stand with students in relational solidarity as co-constructors of a new tomorrow? What is possible when teachers and students engage together in new ways? Pedagogies of With-ness: Students, Teachers, Voice and Agency offers insight into the transformative possibilities of education when enacted as the art of being with. Driven by student voices and their experiences of marginalization, this text takes a clear ethical stance. It asserts that students are both capable and competent. Taking a narrative approach, this book honors academic work that is rooted in educational practice. Expanding beyond traditional conceptions of student voice, chapters engage in meditations on three themes: identity, pedagogy, and partnership. This book is an exploration of with-ness, a way of knowing, being, and acting. By centralizing the all-too-often suppressed wisdom of youth, teachers and researchers engage in new forms of critique and possibility-making with students. Editors reflect on this central theme, exploring the dimensions of such pedagogies of with-ness. Through this book, teachers are invited to imagine pedagogy under this new framework, actively committed to students, their voice, and mutual engagement. Click HERE to watch the editors discuss their book. Perfect for courses such as: Social Foundations | Student-Teacher Partnerships | Secondary Methods | Service Learning Leadership Ethnic Studies | Democracy and Civics | Social Justice and Education | Student Voice in Classrooms/Education | Ethical Issues in Education | Leadership for Social Justice
Author: Michael Fullan Publisher: Corwin Press ISBN: 150636859X Category : Education Languages : en Pages : 209
Book Description
New Pedagogies for Deep Learning (NDPL) provides a comprehensive strategy for systemwide transformation. Using the 6 competencies of NDPL and a wealth of vivid examples, Fullan re-defines and re-examines what deep learning is and identifies the practical strategies for revolutionizing learning and leadership.
Author: Beatriz Colomina Publisher: MIT Press ISBN: 0262543389 Category : Architecture Languages : en Pages : 417
Book Description
Experiments in architectural education in the post–World War II era that challenged and transformed architectural discourse and practice. In the decades after World War II, new forms of learning transformed architectural education. These radical experiments sought to upend disciplinary foundations and conventional assumptions about the nature of architecture as much as they challenged modernist and colonial norms, decentered building, imagined new roles for the architect, and envisioned participatory forms of practice. Although many of the experimental programs were subsequently abandoned, terminated, or assimilated, they nevertheless helped shape and in some sense define architectural discourse and practice. This book explores and documents these radical pedagogies and efforts to defy architecture’s status quo. The experiments include the adaptation of Bauhaus pedagogy as a means of “unlearning” under the conditions of decolonization in Africa; a movement to design for “every body,” including the disabled, by architecture students and faculty at the University of California, Berkeley; the founding of a support network for women interested in the built environment, regardless of their academic backgrounds; and a design studio in the USSR that offered an alternative to the widespread functionalist approach in Soviet design. Viewed through their dissolution and afterlife as well as through their founding stories, these projects from the last century raise provocative questions about architecture’s role in the new century.
Author: Andi Salamon Publisher: Routledge ISBN: 0429814828 Category : Education Languages : en Pages : 272
Book Description
Recognising multiple cultural, ethical and geographical influences which impact on the development of a child’s identity, this insightful text explores the role of early childhood practitioners and settings in nurturing and navigating the child’s sense of being and belonging. Multiple Early Childhood Identies confronts the diverse factors which influence early identity-formation to emphasise the child’s understanding of self, outsiders’ projections and the messages communicated by educators, family members and the wider community as critical to a child’s identity and wellbeing. Written to provoke group discussion and extend thinking, this text also provides opportunities for international comparison, points for reflection and editorial provocations and will help students engage critically with the concept of identity-formation and influencing factors. Chapters are divided into four key sections which reflect major influences on practice and pedagogy: Being alongside children Those who educate Embedding families and communities Working with systems Offering in-depth discussion of the diverse perspectives, experiences and practices which impact on the formation of the child’s identity, this text will enhance understanding, support self-directed learning and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care, for students, educators, integrated service providers and policy makers.
Author: Jing Lin Publisher: IAP ISBN: 1641137827 Category : Education Languages : en Pages : 397
Book Description
In our current systems of education, there is a trend toward compartmentalizing knowledge, standardizing assessments of learning, and focusing primarily on quantifiable and positivist forms of inquiry. Contemplative inquiry, on the other hand, takes us on a transformative pathway toward wisdom, morality, integrity, equanimity, and joy (Zajonc, 2009). These holistic learning practices are needed as a counterbalance to the over-emphasis on positivism that we see today. In addition to learning quantifiable information, we also need to learn to be calmer, wiser, kinder, and happier. This book aims to find and share various pathways leading to these ends. This book will describe educational endeavors in various settings that use contemplative pedagogies to enable students to achieve deep learning, peace, tranquility, equanimity, and wisdom to gain new understanding about self and life, and to grow holistically. Embodiment is a central concept in this book. We hope to highlight strategies for exploring internal wisdoms through engaging ourselves beyond simply the rational mind. Contemplative pedagogies such as meditation, yoga, tai chi, dance, arts, poetry, reflective writing and movements, can help students embody what they learn by integrating their body, heart, mind, and spirit.
Author: Sandra Cheeseman
Author: Sandra Cheeseman
Author: Sandra Cheeseman
Author: Keengwe, Jared
Author: Peter Grootenboer
Author: Ann E. Lopez
Author: Linda Hogg
Author: Michael Fullan
Author: Beatriz Colomina
Author: Andi Salamon
Author: Jing Lin