Take a look at our Educational Policy & Reform books. Shulph carries a great selection of Educational Policy & Reform books, and we are always adding more.
Vibrant, quality, inclusive, and performing education systems remain a constant aspiration for all countries and educational stakeholders, and are more important than ever given the uncertain and disrupted times in which we live. Ground-breaking and timely, Leading Education Systems explores the
nature, dispositions and context of the leadership of schooling systems.
Acknowledging the once-in-a-lifetime stimulus of a pandemic, this timely edited collection highlights the opportunity we have for comprehensive and complex new discussions around education systems. Drawing on the perspectives of a diverse range of global thought leaders, academics and
scholar-practitioners, this text is a springboard for the re-imagination of education system leadership. Supporting and fortifying leaders to question traditional models of system leadership, Brown and Duignan envision how system leaders might act in collaboration with others to lead differently.
Their book is a must-have call to action for education stakeholders to lead us into a new and different age, and a sustainable future.
Jaimie Hoffman, Patrick Blessinger, Mandla Makhanya
£102.49
Book + eBook
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.
Research on teacher education and classroom teaching has evolved significantly in recent decades, with more research taking an international or intersectional lens. The International Study Association on Teachers and Teaching (ISATT) has moved with the field, beginning as a predominantly white
European and North American organization in 1983, it now has active membership from more than 60 countries across the globe.
The ISATT 40th Anniversary Yearbook, presented over four volumes, reflects this growth through celebrating the contributions of ISATT members over time and offering current scholarly research to inform current and future teacher education and teaching. This volume, Teacher Education in the Wake of
Covid-19, pays particular attention to ways in which teaching and teacher education have been impacted by, and respond to, advances in technology and to the coronavirus pandemic. The editors present chapters dedicated to the examining the tools of technology and how these intersect with and have
potential within teaching and teacher education as we look to the future possibilities. A collection of chapters provide analysis of the lived reality of pivoting to embrace pandemic pedagogies; the pandemic and social relationships; assessment during the pandemic; and the consequences for equity
and agency.
All four volumes that make up the 40th Anniversary Yearbook offer invaluable insights for teacher educators and educational researchers the world over, offering international perspectives from North America, Europe, South America, Asia, Africa, and Australia.
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
£92.49
Book + eBook
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.
Evan Ortlieb, Jennifer Reichenberg, Mary McVee, P. David Pearson
£77.49
Book + eBook
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.
The Peripatetic Journey of Teacher Preparation in Canada situates teacher training, preparation and education in Canada within national and global histories. The authors lead the reader through an exploration of the objectives of schooling, the contextual role of teachers, and the political
undercurrents sustaining various educational conceptions and policies.
Taking a ‘longue durée’ approach, the authors begin by considering traditional practices in Indigenous nations encountered by the colonizers of Canada, including the role of the community as an educator. Tracing teacher preparation through colonization, the authors then move on to
the formation of the educational state, the development of educational sciences and educational debate, the professionalization of teaching, its feminization at the elementary level, and its integration into the university, along with changes that emerged out of the ‘long 1960s.’ The
book closes with a discussion of the process by which Indigenous people are reclaiming control over their education, and with it their spirituality, as well as gaining control over the formation of their own teachers.
Placing the historical analysis of teacher preparation within prevailing political and socio-economic processes, the authors showcase a series of overlapping discourses and internationally relevant educational trends.
Dr William McGovern, Dr Aidan Gillespie, Dr Helen Woodley
£56.25
Book + eBook
Many of the problem’s children face in relation to their personal lives, educational experiences and attainment are caused by factors that exist outside schools. Yet despite this, all educational establishments and all school staff now have a clear ‘duty’ and
‘responsibility’ to respond to safeguarding and vulnerability concerns. All school staff are expected to be particularly alert to specific risks and the needs of children in particular groups or sets of circumstances children face in their daily living experiences. In policy
documents and academic texts on safeguarding and vulnerability it is relatively easy to identify and define individuals, groups and sub-groups who are deemed to be more at risk. A key gap in the existing literature is that no consideration is given to explain and understand why children and
young people find themselves in these positions of risk or vulnerability in the first place.
This book fills this gap in the literature, building on current government publications, and collectively supports and compliments the endeavours of schools, universities, trainee teachers/ECTs and school support staff in relation to understanding and meeting the needs of pupils who may be at
risk. This is achieved by bringing together subject area experts and academics (teaching and non-teaching) from a range of subject areas to explore three main areas: understanding the concepts of vulnerability, enhancing pupil engagement and teaching practices, and social problems, risk and
resilience. This timely and accessible work will be vital reading for academic and professional teaching staff, trainee teachers and ECTs
Enakshi Sengupta, Patrick Blessinger, Taisir Subhi Yamin
£92.49
Book + eBook
The role of universities is not restricted to merely the exchange of knowledge, they are also responsible for playing a leading role in society. Universities have often come out of isolation to accommodate and facilitate social change, actively engaging in their communities. In order to be socially
engaged and effective universities must work closely with industry, non-governmental, and non-profit bodies to identify societal needs and address them productively, working towards achieving common goals and objectives. This volume explores various facets of the Sustainable Development Goals and
how well universities have been able to integrate those goals into their curriculum, and institutionalize those goals into their strategic plans and institutional culture. Authors from Nigeria, sub Saharan Africa, Italy and the Middle East have elaborated how to achieve this in the face of shifting
expectations, student debt, and graduate mobility.