3818 Slices
Medium 9781934009314

Chapter 1 The Fourth Way of Change: Towards an Age of Inspiration and Sustainability

Michael Fullan Solution Tree Press ePub

Andy Hargreaves

At the end of the 20th century, Anthony Giddens wrote an influential book—The Third Way: The Renewal of Social Democracy (1999)—that challenged prevailing thinking and inspired a shift in direction in social policy. The Third Way proposed extensive state investment in the welfare, medicine, transportation, and energy resources, housing, municipal services, pensions, and education that had characterized the 3 decades following World War II. It called for full or partial privatization of these services along with market competition for and among clients and providers. Giddens argued that despite providing social services and opportunities for everyone, the social state had expanded far beyond what its creators had first envisaged. It had become unsustainably expensive and fostered long-term dependency and even irresponsibility among hard-core recipients. The market, meanwhile, had promoted individual initiative and responsibility, but also made social safety nets unacceptably threadbare and created self-centered cultures of individualism and divisiveness. Giddens describes how professions once had great freedom and autonomy (The First Way), and then became more subject to government interference and market forces (The Second Way). In order to further the goals of economic prosperity and an inclusive social democracy, he argued, The Third Way promised a more creative combination of public, private, and voluntary solutions—top-down leadership with bottom-up support and professional engagement that did not extend to unrestricted license.

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Medium 9781475819533

Preservice Teachers’ Beliefs and Confidence After Working With STEM Faculty Mentors: An Exploratory Study

Teacher Education and Practice R&L Education ePub

PAMELA A. MAHER, JANELLE M. BAILEY,

DALE A. ETHERIDGE, AND DALE B. WARBY

ABSTRACT: This study investigates the impact of a science, technology, engineering, and mathematics (STEM) program that provided preservice teachers access to faculty mentors for advice and feedback in the preparation and delivery of science and math content to elementary school students. Fifty preservice teachers attending a 2-year college in the Southwest taught a STEM lesson to children visiting the college planetarium as part of a school field-trip program. The project partnered teachers in training with faculty in the School of Science and Mathematics to build a support network for these new teachers, thus furthering their understanding of STEM disciplines. Presurveys, postlesson reflections, and interview data were analyzed to determine how working with STEM faculty mentors affected preservice teachers’ beliefs about their ability to teach these fields. The results reveal changes in beliefs and increased confidence toward teaching.

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Medium 9781475811520

The Leadership of Heritage: Searching for a Meaningful Theory in Official-Language Minority Settings

Rowman & Littlefield Publishers ePub

CLAIRE LAPOINTE
LYSE LANGLOIS
JEANNE GODIN

ABSTRACT: This article has two purposes: the first is to give a voice to school leaders in official-language minority schools; the second is to present an empirically based critical analysis of some of the main current models in the field of educational leadership in order to verify whether they are relevant in official-language minority settings. This original perspective is gleaned from a research project that is currently being conducted in official French-language minority schools across Canada. The article presents a brief explanation of the Canadian context with regard to the constitutional rights of official-language minorities to education in their language, describes the method used to conduct the first phase of the research project, and presents some of the main findings.

Since the early nineties, the concept of educational leadership has been the central topic in several major English-language publications in the field of school administration (among others, see Begley, 1999; Greenfield, 1995; Hodgkinson, 1991; Macmillan, 2003; Maxcy, 1991; Owens, 1998; Reynolds & Young, 1995; Sergiovanni, 1996, 2000; Sergiovanni, Burlingame, Coombs, & Thurston, 1999; Starratt, 1991, 1997, 2002) as well as, to a lesser extent, in the French-language literature (see Baudoux, 1994; Deblois & Corriveau, 1994; Girard & Daouda, 1999; Langlois & Lapointe, 2002; St-Germain, 1999). These studies have allowed researchers to identify the crucial role played by educational administrators as leaders, and their influence on the degree of success in educational projects. A number of theoretical models have emerged that attempt to explain what educational leadership is and what it ought to be, such as transformational leadership, socio-constructivist leadership, critical leadership, and moral and ethical leadership. Because most of these models have been developed from research conducted in either homogenous linguistic settings or urban, multicultural milieus, their relevance to educational leadership in official-language minority settings is uncertain.

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Medium 9781935542056

Chapter 2 Emotion

Mary Kim Schreck Solution Tree Press ePub

Emotions shape the mood and feel of lesson content, student activities, and the classroom. Emotions also color and solidify the positive or negative attitudes that students take away with them when they leave the classroom. Because emotions are contagious, teachers are able to regulate and utilize the emotions and energy levels of their students for much more effective and memorable learning by regulating and utilizing their own emotions and energy.

First Thoughts on Emotion

This chapter discusses how energy and emotions are interconnected, and the impact of a teacher’s emotions on students’ feelings about learning. What are your feelings about the role of emotion in your own teaching? What emotions dominate your classroom? Have you ever considered your emotional state to be a contributing factor in the degree of student achievement?

The following journal entry covers a class discussion of chapters 14–16 of Mark Twain’s novel The Adventures of Huckleberry Finn. The purpose of including this class scenario is to highlight the change as well as the range of the students’ emotional states within one class period.

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Medium 9781475816013

Counterpoint

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Henry A. Giroux

Waterbury Chair Professorship in Secondary Education

College of Education

Pennsylvania State University

Chambers Building

University Park, PA 16802

The United States appears, for many of us, to be going through one of the most startling and potentially dangerous historical junctures this country has faced since the tumultuous “Red Scare” of the 1920s. The signs are evident at all levels of society. At the local level, fear and racial hatred appear to be inspiring a major backlash against the gains of the civil rights movement as affirmative action is openly attacked and anti-immigration sentiment and legislation sweep the nation. At the state level, financial cutbacks and the restructuring of the labor force have weakened unions and vastly undercut social services for the most vulnerable, including women with infants, children of the poor, and older citizens who rely on medicare and other such benefits. Across the nation, we are witnessing increased racial violence and discrimination. This includes well-organized attempts by conservatives to limit the rights and gains made by women as well as to increase acts of violence against gays, lesbians, and racial minorities. Similarly, racial and gender discrimination are being accompanied by an increase in cultural censorship coupled with attack on those public sites instrumental in fighting AIDS, poverty, and the destruction of the environment.

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