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Languages : en
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Author: Bernhard Streitwieser
Publisher: Symposium Books Ltd
ISBN: 1873927770
Category : Education
Languages : en
Pages : 345
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Book Description
The idea of the professional who bridges both research and practice has been largely overlooked and at times even disregarded by the academic and administrative structures that govern activity in higher education today. In international higher education, the number of students who now engage in mobility and exchange has expanded globally, along with the administrative cadre that manages all facets of internationalization, and the quickly growing scholarly attention to understanding the phenomenon. In this process, two distinct professional categories have emerged: those who ‘study it’ and those who ‘do it’ – the scholars and the practitioners. Practitioners are seen as those who manage the daily logistical flow of students and personnel around the globe, while scholars are seen as those who conduct research, collect and analyze data, and publish findings to inform, improve, and justify the activity. Yet this dichotomy is overly simplistic, outdated, and excludes the large and growing class of hybrid scholar-practitioners who now engage regularly in both kinds of activity. It is this rapidly growing population of bridge builders that are profiled and discussed in this book through critical essays on the notion of the scholar-practitioner and its implication for the further development of international higher education. The chapters include detailed analyses from university faculty, senior international officers and other high-level administrators, directors of research centers, key leaders from influential professional associations and private organizations, managers of study abroad and exchange, and graduate students. This book launches a much-needed dialogue about the perception and reality, potential and promise, of the scholar-practitioner in higher education today. It will be of relevance to a wide variety of readers, from those within universities and organizations to those who are outside observers of higher education.
Author: Beth Tarasawa
Publisher: Rowman & Littlefield
ISBN: 1475851065
Category : Education
Languages : en
Pages : 203
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Book Description
Using assessment systems to improve student outcomes requires shared understanding and collaboration among education stakeholders at multiple levels. Assessment Education: Bridging Research, Theory, and Practice to Promote Equity and Student Learning presents a powerful call to action for an assessment system that advances equity and offers educators practical applications that promote sound instructional decision making. Each section outlines a research-based approach that supports classroom teaching and student learning. We then draw on the expertise of various education leaders (most notably members of the National Taskforce on Assessment Education) to provide case studies of on-the-ground examples of what these strategies look like in different settings. Every chapter includes stories from the field from various perspectives—teachers, principals, district administrators, and other educational leaders. We conclude with reflection questions that provide an opportunity for readers to examine how the chapter connects to their own context.
Author: Kathleen M. Brown
Publisher: Rowman & Littlefield
ISBN: 1475845065
Category : Education
Languages : en
Pages : 150
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Book Description
In today's Western school systems, white, straight, middle-class and physically-able students reach higher achievements, drop out less, and have a greater chance of learning in higher education institutions than their counterparts who do not possess these characteristics. While many agree that theory, research and practice should be intertwined to support the type of schooling (and society) that values rather than marginalizes, few scholars offer ground-breaking, pragmatic approaches to developing truly transformative leaders. The purpose of this book is to offer a practical, process-oriented model aimed at helping educational leaders to perceive social, political, and economic contradictions and then to take action against the oppressive elements of reality. To this end, this book utilizes transformative andragogy, which leads to a new way of seeing and a new way of being. It is the art and science of helping others to think critically and act responsibly, to examine beliefs, to accept, reject or modify values, and to engage in activism and advocacy with and for others. Therefore, this book is of great value to those who wish to prepare tomorrow's school leaders for their role as promoters of social justice and excellence.
Author: Lorraine Foreman-Peck
Publisher: Routledge
ISBN: 1136942513
Category : Education
Languages : en
Pages : 365
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Book Description
This book gives practical guidance on how educational research can inform professional practice. Written in a clear and accessible style, it details the way in which evidence based knowledge can be used to develop teaching and learning, bringing together a range of resources for all levels of reader but specifically designed to aid the progressive practitioner researcher. The authors draw on their experience of empirical work in education to provide thoroughly up-to-date reference material, including illustrative case studies, practical guidelines and exercises, and definitions of educational and research terms. The case studies and critical literature surveys have been chosen to demonstrate the use (and mis-use) of research evidence in thinking about a range of important topics in further and higher education, such as, learning styles, deep and surface learning, dyslexia in higher education, the assessment of group work, teaching critical thinking, problem based learning, and dissertation marking. Drawing on their philosophical backgrounds, the authors also address the much conceptual confusions which have led to scepticism regarding the wisdom or even the possibility of using research evidence to inform teaching. Other guidance includes: relating practitioner knowledge to educational research ethical and practical issues on research within the institution evaluating the strengths and limitations of research evidence researching ideas through the examination of case studies practitioner research and contributions to the knowledge base Using Educational Research to Inform Practice provides the necessary understanding for conducting research, thinking about its value and applying research evidence to practice in universities and colleges and therefore will be essential reading for those resource managers who are responsible for providing courses and support in higher education institutions. In addition, this book is particularly aimed at further and higher lecturers undertaking professional development courses and experienced and senior staff who wish to use research to improve management practices.
Author: Rachelle Winkle-Wagner
Publisher: Springer
ISBN: 0230622984
Category : Education
Languages : en
Pages : 270
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Book Description
This book provides new ways of thinking about educational processes, using quantitative and qualitative methodologies. Ultimately, it aims at expanding knowledge itself - altering the centre by allowing the margins to inform it - allowing it to be extended to include those ways of knowing that have historically been unexplored or ignored.
Author: Viviane Robinson
Publisher: Corwin Press
ISBN: 148333418X
Category : Education
Languages : en
Pages : 241
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Book Description
"I plan to use this book with district administrators, building administrators, and building staff. All would find it an excellent tool for bringing about change in their organizations. It is infinitely readable, meaningful, and very useful." -Linda L. Elman, Ph.D., Director Research & Evaluation, Central Kitsap School District, Silverdale, WA "The material on the research process and the examples are terrific. Steps are clearly spelled out and practical suggestions hit the major problems teachers encounter in attempting research for the first time." -Mildred Murray-Ward, Assistant Provost for Assessment, Professor of Education California Lutheran University "(With) more schools...operating as ′learning communities,′ this is an excellent tool for schools conducting action research in their own settings. Practitioner Research for Educators is easy to read, has lots of practical advice and examples, and should appeal to the seasoned as well as the novice researcher." -Roxana M. Della Vecchia, Professor & Assistant Dean College of Education, Towson University Learn to conduct research rather than just consume research! Each school and classroom is different. Therefore educators must learn, through their own inquiry, how to adjust their practices in ways that will improve teaching and learning. Practitioner Research for Educators explains how the popular technique of practitioner inquiry can be used by teachers, principals, and other school leaders to solve instructional problems and improve student achievement. Viviane Robinson and Mei Kuin Lai include step-by-step instructions, ready-to-use tools, and examples of successful practitioner research projects. Practical yet rigorous, this collaborative process is ideal for use in professional learning communities. Focusing on the pragmatic aspects of embedding research into everyday practice, the authors demonstrate how to: Develop an important, yet manageable research question Select research methods appropriate to the question Plan and conduct a research project that is both practical and rigorous Use inquiry to reveal, critique, and revise taken-for-granted assumptions about how to teach Use evidence to check the accuracy of claims about "what works" Communicate the results of the research to a range of professional audiences Appropriate for novice and experienced educators alike, this indispensable book provides a functional framework for developing a culture of inquiry among teachers based on high-quality information, mutually supportive critique, and a sustained focus on school improvement. While the primary audiences for this book are teachers, principals, and other school leaders, this valuable resource is equally useful for teacher educators and pre-service teachers.
Author: Cynthia E. Coburn
Publisher: Rowman & Littlefield Publishers
ISBN: 1442203641
Category : Education
Languages : en
Pages : 276
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Book Description
That there is a divide between research and practice is a common lament across policy-oriented disciplines, and education is no exception. Rhetoric abounds about the role research plays (or does not play) in the improvement of schools and classrooms, and policy makers push solutions that are rooted in assumptions about the way that research should influence practice. Yet few people have studied the relationship between research and practice empirically. This book presents findings from a series of interlocking case studies of nationally visible R&D projects, with a unique focus on how researchers and practitioners actually worked together, and the policy, social, and institutional processes that either enabled or hindered their work. The book investigates the dynamics of cross-institutional collaboration and the relationship between tool design, teacher learning, and the implementation of research-based approaches. It also explores conditions for learning in schools and the role of evidence in district decision making. By investigating the roles played by research and practice in these ten educational improvement efforts, the book illuminates lessons for those who seek to do this kind of work in the future. It concludes by suggesting implications for designers, funders, school and district leaders, and universities.
Author: Stephanie Smith Budhai
Publisher: Stylus Publishing, LLC
ISBN: 1975505530
Category : Education
Languages : en
Pages : 256
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Book Description
The IMPACT of the Scholarly Practitioner Doctorate: Developing Socially-Just Leaders to Make Equitable Change is a collection of shared counternarratives between EdD alums and their supervising professor mentors, detailing their dissertation in practice (DiP) journeys as scholarly practitioners and the impact of the scholarly practitioner doctorate on their paths from doctoral students to socially-just leaders in a wide range of educational fields. The IMPACT of the Scholarly Practitioner Doctorate posits these relationships as the catalyst in bringing theory learned in course work to scholarly research that is positioned within practice, focused on contributing to equity-centered work. The book serves as an exemplar learning companion to a wide audience and diverse EdD programs looking to modify, develop, or redesign their programs to align with The Carnegie Project on the Education Doctorate (CPED) concepts including signature pedagogy, laboratories of practice, inquiry as practice and mentoring and advising. The IMPACT of the Scholarly Practitioner Doctorate demonstrates how change in education, community, and organizations have been impacted in efficacious ways. EdD students and their supervising professors, faculty, and administrators will be able to use this book’s content as their own catalyst for building socially-just leadership knowledge, skills, and dispositions while preparing their EdD students to exhibit equitable change in the professional practice areas they are in. Perfect for courses such as: Introduction to Educational Research; Social Justice Education Foundations; Leadership for Equity and Social Change; Transformative Leadership; Foundations of Inquiry for Social Justice; Qualitative Inquiry for Social Justice; Critical Perspectives for Equity in Education; Engaging in Critical Social Theories for Designing Research for Equity and Social Justice; Reform and Change for Social Justice; Educational Leadership Development
Author: Heather Coffey
Publisher: Myers Education Press
ISBN: 1975505018
Category : Education
Languages : en
Pages : 183
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Book Description
A 2023 SPE Outstanding Book Honorable Mention Transformative Critical Service-Learning offers hands-on tools for implementing, reflecting on, and assessing critical service-learning in classrooms and community spaces. Answering a need from practitioners for a practical tool for making sense of critical service-learning, the authors introduce the Critical Service-Learning Implementation Model as a way to encourage conversations among stakeholders. Materials include specific criteria to examine, examples of application and context, and ways to incorporate the model into reflective practices. Valuing partnerships, reflection, and analysis of power dynamics, the research and strategies offered here provide an entry point for faculty new to critical service-learning, while also offering new ideas and tools for long-time practitioners. Chapters offer particular attention to strategies for engaging students, syllabus development, and reflective cycles. Additionally, the authors offer a model for faculty development in the area of critical service-learning at the institutional level, including suggestions for faculty and administrators interested in increasing engagement with social justice and community spaces. As institutions of higher education are focusing more on the ways in which they can meet the needs of the communities surrounding their campuses, The Carnegie Foundation’s Elective Classification for Community Engagement provides a special-purpose designation for higher education institutions with commitments in the area of community engagement. Universities must commit to institutional change in order to improve the outcomes for the communities surrounding the campus. The classification framework represents best practices in the field and encourages continuous improvement through periodic re-classification. Service-learning has been identified as one of the more effective methods for engaging undergraduate and graduate students in community engaged scholarship, which facilitates development of critical inquiry, understanding needs assessment, and deep reflection on inequality. The authors intend this book to benefit university faculty endeavoring to begin or develop service-learning courses, higher education administrators who want to train and engage university faculty in adopting a more community engaged teaching model, and P-12 teachers, who often serve as community partners with higher education institutions to facilitate justice-oriented approaches to teaching their diverse students. Perfect for courses such as: Critical Thinking and Communication/Service-Learning │ Service-Learning Capstone │ Pathways to Effective Community Engagement │ School and Community Collaboration │ Teaching to Transform Society │ Food, Environment, and Sustainability │ Race and the Right to Vote in the US │ Education and Society │ Environmental Education │ Race, Place, and Memory
