Current conventions in school evaluation focus on accountability, control and compliance. New Zealand offers a distinctive, systemic alternative to school self-evaluation, with developmental and negotiated approaches ingrained throughout the education system, from school inspection to major
government schooling improvement initiatives. In New Zealand there is no national testing, other than a Ministry-sponsored (voluntary) formative assessment system designed for school and teacher self-evaluation. This is a form of professional and program evaluation where there is shared power and
responsibility between evaluators and those being evaluated. Through a detailed national case study of New Zealand, together with commentaries from international specialists, this volume examines the successes and challenges of this approach to programme evaluation and its generalizability to other
educational and professional review settings, and show how education systems can recover a balance between an achievement agenda and a focus on educational quality.
Sexual violence is a well-documented issue within Higher Education and wider society. Students subjected to sexual violence suffer impacts to their physical, psychological, emotional, behavioural, and practical wellbeing, which have significant effects on their studies. Higher Education Institutions
have a duty to ensure students can access their education in environments that are safe, without fear, harassment, or violence. Currently, there is a critical lack of guidance on how to meaningfully address this issue in practical terms. Advice offered to the sector, particularly in the UK, has
focused on why Higher Education Institutions need to address sexual violence, offering general principles to shape institutions’ responses. This unique text is the first to offer practical guidance on how to address sexual violence, utilising a comprehensive institution-wide approach. This
ethical method is trauma-informed and survivor-centred whilst being intersectional and requiring perpetrator accountability. The authors provide how-to level information on staffing, policy writing, responding to disclosures, developing comprehensive prevention and response education programmes,
conducting trauma-informed investigations, adjudication and sanctioning processes and considering sanctioning guidelines for sexual violence. This is a ground-breaking resource for practitioners, senior leaders, policy makers, student services administrators, educators, investigators and
adjudicators in Higher Education.
The expectations of the Catholic Church and the demands of the state are a precarious balancing act that have been apparent throughout the history of Catholic education. It is a relationship that is under scrutiny, even in the contemporary context. Drawing on the works and lives of key figures
in the history of teacher preparation in Catholic education internationally, this important text illuminates the contributions they made and the challenges they faced. In providing this rich historical synthesis, the authors invite further reflection on the most appropriate methods of teacher
preparation for contemporary Catholic schools and on possible contributions to wider teacher preparation from cogitating the history of the Catholic tradition.
This book addresses teacher preparation for Catholic schools at both the 'pre-service' and 'in-service' levels by looking at the Church and its relationship with the state. The former will allow opportunities for a deep study of the role of 'faith' in Teacher Preparation, while the latter focuses on
how a distinctive faith-based model of education can be in dialogue with the expectations of civil society. By using this multi-layered framework, the book offers exciting and innovative opportunities to inform contemporary practice from international examples, proving an invaluable text for
researchers in the fields of comparative education, theology and the sociology of religion.
Enakshi Sengupta, Patrick Blessinger, Craig Mahoney
As an increasing number of universities across the world focus efforts on giving back to the communities they exist in, there is now a growing appetite for information, examples, and case studies of best practice for social responsibility in Higher Education. This volume explores different angles
of sustainability, university corporate social responsibility, and the role of civil society in the context of education, with a focus on curriculum development and teaching. The chapters provide international examples of new and innovative intiatives, focusing on areas including eliminating racism
in nursing education, teaching writing for advocacy and active citizenship, and several examples of service learning in different contexts. The chapters also importantly provide theoretical frameworks for teaching sustainability in Higher Education. This book will prove an invaluable resource for
those looking to reorienting curriculums, develop programs and modules, and implement innovative teaching methods which integrate sustainability and civil society into their institutions and educational programmes.
Alexander W. Wiseman, Naif H. Alromi, Saleh A. Alshumrani, Alexander W. Wiseman
The worldwide shift towards a knowledge society and information based economy requires educational policy makers to re-evaluate their understanding of the knowledge and skills students need in order to achieve national development goals. This shift has influenced curriculum development, teacher
preparation, and the role of formal schooling in creating lifelong learners and an educational culture, which reflects both national development interests and global norms. The Arabian Gulf countries, which largely comprise the Gulf Cooperation Council (GCC) member countries, include Bahrain,
Kuwait, Oman, Qatar, Saudi Arabia, the United Arab Emirates, and Yemen. Most of these Gulf countries have embarked on bold national experiments to pilot technology and teaching in their schools as a way to transition to knowledge societies. Their national interests and expectations have increasingly
focused on the use of information and communication technologies (ICT) in education and both the regional and global context in which Gulf societies, economies, and political systems operate.
Conversations about social education curricula largely neglect elements of spirituality and consciousness. This omission undermines the quality of the learning that occurs. This book presents spirituality as a legitimate basis for reframing these social decision-making by examining how revisiting
notions of spirituality may redefine patterns of social relationships and financial choices.This work presents an interpretation of spirituality that offers the foundation for an alternative ideology to capitalist practices founded on principles of merit and blame. By acknowledging a spiritual
sense of being, citizens may gain a renewed sense of personal responsibility toward community and social justice.
The work draws from a fate-based ideology, which claims that individual and group choices originate from conditions outside their control. It describes art-based instructional processes that may stimulate students' affective awareness. It encourages facilitation of compassionate environments
founded on principles of selflessness and provides a basis for conversation about the nature of social education and its foundations.
This book represents an invaluable resource for researchers, leaders and practitioners in the field of social education.
Jaimie Hoffman, Patrick Blessinger, Mandla Makhanya
Higher education institutions continue to encounter an increasingly complex set of issues regarding equity, diversity and inclusion on university campuses. Many institutions are striving to find creative solutions to eliminate access, participation, and achievement barriers as well as practices
that impede retention and graduation rates. This volume provides educators with a global understanding of the successes and challenges associated with facilitating inclusive campuses in higher education amidst the growing diversity of students by providing evidence-based strategies and ideas for
implementing equity and inclusion at higher education institutions around the world.
By addressing challenges experienced at a cross-cultural level, this book is an invaluable resource for educators and higher education practitioners alike.
The formation of Northern Ireland marked a sharp divergence in policy that had developed throughout the whole of Ireland in the preceding century. Local communal interests helped to drive and shape a unique model of teacher preparation.
Teacher Preparation in Northern Ireland examines teacher education across the first century of Northern Ireland’s existence and contextualises this within an account of teacher preparation in pre-partition Ireland. This timely book also looks at the more recent history of the region, with a
focus on how infrastructural arrangements have continued to reflect wider divisions in Northern Irish society, whilst also considering how these divisions have been counterbalanced by efforts to bridge the rifts through greater cooperation around both policy and practice. By looking at contemporary
developments within the wider historical context, this book will not only be an invaluable text for educationalists, historians and policy makers in Northern Ireland, but also to counterparts internationally and comparative educationalists.
South Africa's transition to democracy has seen massive changes in the field of teacher education aimed at integrating its previously raced and gendered character. This book provides a comprehensive historical overview and relational understanding of the patterns of teacher preparation supporting
South Africa's unequal formal education system. It shows how emerging patterns, policies and pedagogies were deeply entangled with the country's position within a broader international and colonial order as well as with dominant national political and economic social frameworks. Using rich
archival and oral evidence, this book illuminates how successive policies restricted and enabled access to different institutions, while differentiated curricula prepared teachers to teach students intended to play different roles in a society marked by class, race and gender division. It explores
the location and control of teacher provision for black and white teachers provided by mission societies and the state in colleges and universities. Post-apartheid governments sought to reverse entrenched racial legacies in education through closure of the colleges and incorporation of teacher
preparation into universities, altered admission criteria and new curricula. These have resulted in new tensions which have arisen in relation to a world of competing pressures on universities and teachers. By shedding new light on these tensions from a historical perspective, this book will prove
an invaluable resource for education leaders and researchers in the field of global and comparative education.
Enakshi Sengupta, Patrick Blessinger, Taisir Subhi Yamin
The United Nations Sustainable Development Goals challenges us all to promote sustainable development. Higher education is a key arena for educating students in sustainability and sustainable developments, and for producing research on these key issues.. This timely book explores the sustainable
development goals, how well universities have been able to integrate them into their curriculum, and how universities can institutionalize the goals and sustainable development into their strategic plans and institutional culture. Authors from Nigeria, sub Saharan Africa, Italy and the Middle East
explore how to achieve these targets in the face of shifting expectations.