The 17 Sustainable Development Goals (SDGs) have been agreed globally as an unprecedented, ambitious and innovative agenda for prosperity and peace for people and the planet. Currently researchers, policymakers and nations are trying to identify clear routes for achieving these ambitious goals by
2030. This timely text examines how education policy provides a roadmap to achieving Sustainable Development Goal 4, achieving inclusive and equitable quality education and promoting lifelong learning opportunities for all. Taysum situates the SDGs, and the roadmap to achieving them, within a
historical framework of established philosophy by drawing upon the ideas of the social contract, moral values and universal principles. As well as offering a theoretical understanding of these concepts, this research also offers practical solutions by demonstrating how university Vice Chancellors,
Deans of Faculties and Schools of Education can work in partnership with the wider community in order to achieve the SDGs.
Supported by a website and rich bank of practical resources, this book will prove invaluable for education leaders and those in the fields of higher education and moral philosophy.
As a new model of growth and development comes into force, higher education institutions (HEI) worldwide have to adapt and respond to a constantly changing environment. Politics, economics, advances in technology and the resultant societal change create a number of opportunities and challenges that
HEI’ administrators have to address on a daily basis. This volume offers practice-driven accounts of how HEI successfully embrace these challenges and opportunities.
The experts and practitioners contributing to this volume reveal a complex reality of HEI today. The book links the debate on education to topical issues in politics, society and economy, including questions of technological progress, social responsibility, sustainability, well-being and, broadly
understood, resilience. The authors emphasise the importance of the role of the university in supporting new models of growth by ensuring that the institutions strive towards inclusive education for all. Topics examined in this timely book include university social responsibility, emerging
technologies in Higher Education and digital games-based learning and organizational innovation, in a range of international contexts.
Given its practice-drive approach, this book will be invaluable for researchers, administrators and leaders in higher education management.
This book explores the dark side of leadership–those areas of unethical, unlawful and unconscionable practice in which some organizational leaders engage. Each chapter addresses a unique aspect of such practice, and takes on difficult (and often ignored) topics such as lying, deliberate
miscommunication, racism, corruption, sexism, ageism, greed, abuse of power, and recruiting and promoting unqualified personnel to leadership positions. The authors identify organizational issues and problems while also offering solutions to improve leadership practices that prevent interpersonal,
organizational, and institutional toxicity. The general content is framed by, but not limited to, theoretical frameworks, such as ethics, values, chaos and complexity theory, power, free will, trust, critical race theory, systems theory, cultural (in)competency, and social justice. Importantly, the
book includes scholars from around the world (e.g., Canada, Australia, Israel, USA) and learners of leadership from across sectors such as higher education, K-12 education, public safety, communication, business, and other relational-oriented fields of inquiry and practice.
Evan Ortlieb, Jennifer Reichenberg, Mary McVee, P. David Pearson
Educators are always in search of approaches that promote student development and academic achievement. Engaging learners in purposeful instruction in skills and strategies is a cornerstone in every classroom. The gradual release of responsibility (GRR) model requires the responsibility of learning
to shift from being teacher-centric towards students gradually assuming responsibility as independent learners.
In the last 35 years, the gradual release of responsibility model of instruction has become synonymous with some of the most effective approaches to teach both skills and content to students of all ages. Evidence-based practices have been documented across the globe not only in literacy but also in
most disciplines across the curriculum. While the GRR model is a well-established theory, its implementations have not been researched. This edited volume discusses how the GRR model evolved and has been applied, how it benefits learners and teachers, and how it can be utilised for years to come.
By looking not only at the gradual release of responsibility model from a theoretical standpoint but also the research and practice of this approach, this book will prove invaluable for educational leaders and researchers alike.