Results for: “Reference”
|Teacher Education and Practice||R&L Education||ePub|
Global changes are occurring at a fast and furious pace, with the current global economic crisis being just one example. Information technology is fueling the interaction and integration of people and nations across geographic, social, economic, and political boundaries. As globalization affects political and economic systems, cultures, and the environment, it affects the educational needs of a globalized workforce. In this complex, fast-evolving knowledge economy, workers must possess analytic skills, creativity, flexibility, and innovation. They need oral and written communication skills and the disposition to be lifelong learners who can locate and act on new knowledge as it is generated.
As today’s teacher candidates become the educators of an increasingly globalized society, they quickly encounter a challenging irony: The demands of the new economy suggest that students need to engage in serious intellectual pursuits—weighing evidence, seeing other ways of looking at the same data, identifying patterns, conjecturing, even arguing. Current policies such as No Child Left Behind, however, are not only narrowing the curriculum but positioning teachers as mere technicians who teach to standardized tests. Teacher candidates are entering the profession at a time of unprecedented educational decision making at the state and federal level. Preparing teachers for the paradoxical realities of globalization and standardization requires that we as teacher educators help them understand and embrace their advocacy role, not only of children and their families, but of the profession itself.See All Chapters
|International Journal of Educational Ref||Rowman & Littlefield Publishers||ePub|
Kadir Beycioglu and Mahire Aslan
Our world is changing rapidly. Societies and their subsystems are continuously changing. Generally, concepts such as information and technology, global communication, economic conditions, collisions between religious rules and modern thinking, transformations seen in societies’ traditions and cultures, and so on, force individuals and societies to change.
As Hargreaves (2002) states, “we live in a world of endless and relentless change” (p. 189). Change is not a new concept for human beings, and it has been argued for ages. Indeed, it may be said that it is as old as human history. For instance, Heracleitus, a pre-Socratic who lived around 500 BCE, thought that panta rhei (everything is in flux; Alıç, 1990). According to Heracleitus, the only thing that does not change is change itself (Martí-Ibáñez, 1996). Everything seen as unchanging is, ipso facto, in the mood for giving birth to a new change situation.
“What is new about change is that we have much more depth of meaning of the term” (Fullan, 1993, p. viii). Louis, Toole, and Hargreaves (1999) state that “the terms ‘change,’ ‘improvement,’ ‘implementation,’ and ‘reform’ are, along with others, often used interchangeably” and that “there are significant differences among these terms” (p. 251). In this study, change is used as a word not different from the word innovation, which has the general drift of controlled and planned change. Although there is a slight difference between these two words, this study does not aim to analyze the connotations of them in a semantic manner, and it uses the terms interchangeably. Briefly, we may say that both change and innovation are processes tending toward a positive and effective direction (Altrichter, 2000; Coriat, 2001; Eren, 1998; Fullan, 1991; Özdemir, 2000).See All Chapters
|Journal of Evidence-Based Practices for||Rowman & Littlefield Publishers||ePub|
Classwide Self-Management of Rule Following
Christina M. Terenzi
The study accompanying these implementation guidelines included students in a special education resource room during a language arts instructional block. The target students were three sixth-grade boys who were diagnosed with learning disabilities and attention-deficit/hyperactivity disorder. According to an anecdotal report from the special education teacher as well as additional data sources, the three target students were the most disruptive and off-task students in the class, for which the behavioral management strategies in place did not seem to be effective. The schoolwide positive behavior support program included three rules: Be safe, Be respectful, and Be responsible. As part of the schoolwide initiative, students could earn gold slips in all settings, which consisted of positive written feedback for appropriate rule-following behaviors that could be used as entries in a weekly drawing to win prizes.See All Chapters
|Ace Academics||Ace Academics||ePub|
|Journal of School Public Relations||Rowman & Littlefield Publishers||ePub|
MICHELLE D. YOUNG
BRADLEY C. CARPENTER
ABSTRACT: This article is drawn from a qualitative study of the role that school building leaders play in building parent and community involvement in their schools. The article focuses on four of the principals involved in the study who—with their students, staff, parents, and community members—developed inclusive, meaningful, and transformative communities of involvement. The article delineates the contours of transformative communities of involvement within a discussion of five models of involvement. Subsequently, the beliefs that appeared to support the leaders work to develop and sustain such communities are examined, along with a rich discussion of the role that trust played in their efforts and success.
Research and practice over the past two decades have provided compelling evidence that community involvement in schools can substantially improve the quality of students’ educational and developmental experiences. As a result, requirements for involvement—particularly, parental involvement—have been woven into educational policy (e.g., No Child Left Behind) and national leadership standards (e.g., Interstate School Leaders Licensure Consortium standards). To capitalize on the accumulation of evidence and increased emphasis, it is important that we unpack our understandings of involvement within the school setting (López & Vázquez, 2006; Young, 1997). We must determine which forms of involvement have the most beneficial impact on students and their school communities; we must also understand under what conditions (i.e., environments where there is mutual trust) beneficial forms of involvement thrive and we must seek to understand how best to prepare educators to build and support such involvement.See All Chapters