Supervision for Today's Schools


Book Description

Specifically designed for the introductory course, this text provides an overview of the field of instructional supervision. Acquaints students with not only the authors’ views on supervision, but with those of other specialists in the field, placing heavy emphasis on practice and the supervisor’s responsibilities as an instructional leader. Continues to stress that the relationship between the supervisor and teacher is built on trust and that the overall goal is to improve student achievement through better instruction.




Developing the Curriculum


Book Description




Developing the Curriculum


Book Description

Previous editions have Peter Oliva as only author.




Supervision for Today's Schools


Book Description

A practical guide to becoming an instructional leader Updated to reflect changes and advances in the supervision of teachers, this highly respected text provides a comprehensive overview of the field of instructional supervision, including instructional development, curriculum development, and staff development. Throughout, the authors emphasize practice, particularly the supervisor's responsibilities as instructional leader.




Speech & Language Processing


Book Description




Bringing Schools into the 21st Century


Book Description

Shift happens: Emerging technologies and globalization have resulted in political, social and cultural changes. These changes have a profound impact on all aspects of human life, including education. Yet while society has changed and continues to change, schools are slow to keep up. This book explores issues related to transforming and modernizing our educational systems, including the impact of societal shifts on education, the efforts at various levels to bring schools into the 21st century, the identification of 21st century skills, the reformation of the curriculum, the creation of alternative models of schooling, the innovative use of technology in education, and many others. It addresses questions like the following: Should schools systems adapt to better meet the needs of tomorrow’s world and how should this be accomplished? How can society better prepare students for a changing and challenging modern world? What skills do students need to lead successful lives and become productive citizens in the 21st century? How can educators create learning environments that are relevant and meaningful for digital natives? How can the school curriculum be made more rigorous to meet the needs of the 21st century? This book encourages readers to transcend the limits of their own educational experience, to think beyond familiar notions of schooling, instruction and curriculum, to consider how to best structure learning so that it will benefit future generations. It encourages a deeper analysis of the existing education system and offers practical insights into future directions focused on preparing students with 21st century skills.




Instructional Supervision


Book Description

First published in 2012. Routledge is an imprint of Taylor & Francis, an informa company.




Living Mindfully Across the Lifespan


Book Description

Living Mindfully Across the Lifespan: An Intergenerational Guide provides user-friendly, empirically supported information about and answers to some of the most frequently encountered questions and dilemmas of human living, interactions, and emotions. With a mix of empirical data, humor, and personal insight, each chapter introduces the reader to a significant topic or question, including self-worth, anxiety, depression, relationships, personal development, loss, and death. Along with exercises that clients and therapists can use in daily practice, chapters feature personal stories and case studies, interwoven throughout with the authors’ unique intergenerational perspectives. Compassionate, engaging writing is balanced with a straightforward presentation of research data and practical strategies to help address issues via psychological, behavioral, contemplative, and movement-oriented exercises. Readers will learn how to look deeply at themselves and society, and to apply what has been learned over decades of research and clinical experience to enrich their lives and the lives of others.




Community Based System Dynamics


Book Description

Community Based System Dynamics introduces researchers and practitioners to the design and application of participatory systems modeling with diverse communities. The book bridges community- based participatory research methods and rigorous computational modeling approaches to understanding communities as complex systems. It emphasizes the importance of community involvement both to understand the underlying system and to aid in implementation. Comprehensive in its scope, the volume includes topics that span the entire process of participatory systems modeling, from the initial engagement and conceptualization of community issues to model building, analysis, and project evaluation. Community Based System Dynamics is a highly valuable resource for anyone interested in helping to advance social justice using system dynamics, community involvement, and group model building, and helping to make communities a better place.




Bridging Educational Leadership, Curriculum Theory and Didaktik


Book Description

This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research.Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of 'globopolitanism'. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.