A 2021 SPE Outstanding Book Award Winner Studies of teacher leadership have proliferated over the past fifty years. Earlier work tended to focus exclusively on the link between teacher leadership and school improvement. Now, however, cross-cultural research on the relationship between teacher leadership and power, agency and school culture has the potential to contribute to a deeper understanding of the teaching profession in diverse geographical and social contexts. A Cross-Cultural Consideration of Teacher Leaders’ Narratives of Power, Agency and School Culture presents groundbreaking work that expands discussions of teachers’ work to highlight the struggles of a profession in three different countries: England, Jamaica and the United States. This research provides examples of teacher leaders’ narratives about power, agency and school culture, presenting the voices of teacher leaders across diverse contexts. It identifies the “lessons” that transcend culture and speaks to the importance of understanding how teachers’ work (and teacher leadership) functions within complex school cultures. This work has profound implications for teaching, learning and leading in a 21st century global economy. Perfect for courses such as: Teacher Leadership | Educational Leadership and Management | Teaching and Teaching Methods | Action Research/Applied Research
certain obstacles in the formal power structures, these teachers might affect change” (pp. 3–4). The research reported in this book sought to expand the earlier work of Acker-Hocevar and Touchton by focusing on three countries and ...
Author: Eleanor J. Blair
Publisher: Stylus Publishing, LLC
Examines the teacher's role and the teacher's authority in postmodern academic settings.
The teacher's power , in this sense , is also a double - edged sword . Compositionists ' struggle to substitute for the traditional teacher's authority new forms of authority can be understood as their efforts to use the teacher's power ...
Author: Xin Liu Gale
Publisher: SUNY Press
Developing the Expertise of Primary and Elementary Classroom Teachers challenges many current assumptions about primary education. Tony Eaude uses international research and the experiences of teachers at different career phases to indicate that primary classroom teachers with a high level of expertise adopt a wide repertoire of strategies and a flexible, reciprocal and intuitive approach to planning, assessment and teaching. He explores why a deep understanding of how young children learn, the ability to create an inclusive environment, relationships of care and trust and teachers who are attuned to children are essential. Eaude argues that to develop qualities such as confidence and resilience, to exercise informed intuition and to create a robust professional identity, many constraints on manifesting expertise, some of which are emotional, some more structural, must be overcome. Drawing on the research on professional learning, Eaude shows that these abilities and qualities are learned over time, through regular, sustained, contextualised opportunities, relating theory and practice, with the years soon after qualification particularly significant. He highlights that the professional knowledge and judgement required in complex, changing situations is acquired and refined mainly through guided practice and experience backed by reflection and engagement with research. The need for supportive professional learning communities and for policy which encourages primary classroom teachers' enthusiasm, creativity and willingness to innovate is emphasised and an enriched apprenticeship model – using a variety of processes, including observation of other teachers, practice, mentoring, case studies and discussion – is advocated.
However, children, especially as a group, have more power than is usually recognized and can make life very hard for a teacher who does not maintain authority (see Pollard with Filer, 1996:90). Even one or two disruptive children can ...
Author: Tony Eaude
Publisher: Bloomsbury Publishing
Argues that teachers should engage in research to increase their skills in the classroom and improve the quality of education for their students.
Moreover, standards reform has been deployed specifically to disempower teachers and remove them from the business of curriculum development, constructing educational purpose, and evaluating student performance. While these power plays ...
Author: Joe L. Kincheloe
Publisher: Psychology Press
The point of departure for this new edition, as it was for the first, is the unacceptable reality that, for students of color, school is often not a place to learn but a place of low expectations and failure. In urban schools with concentrations of poverty, often fewer than half the ninth graders leave with a high school diploma. This second edition has been considerably expanded with chapters that illuminate the Asian American, Native American, and Latina/o experience, including that of undocumented students, in our schools. These chapters offer insights into the concerns and issues students bring to the classroom. They also convey the importance for teachers, as they accept difference and develop cultural sensitivity, to see their students as individuals, and avoid generalizations. This need to go beneath the surface is reinforced by a chapter on adopted children, children of mixed race, and “hidden minorities”. White and Black teachers, and teachers of different races and ethnicities, here provide the essential theoretical background, and share their experiences and the approaches they have developed, to create the conditions – in both urban and suburban settings – that enable minority students to succeed. This book encourages reflection and self-examination, and calls for recognizing and reinforcing students’ ability to achieve. It also calls for high expectations for both teachers and students. It demonstrates what it means to recognize often-unconscious biases, confront institutional racism where it occurs, surmount stereotyping, adopt culturally relevant teaching, connect with parents and the community, and integrate diversity in all activities. This book is replete with examples from practice and telling insights that will engage teachers in practice or in service. It should have a place in every classroom in colleges of education and K-12 schools. Its empowering message applies to every teacher working in an educational setting that recognizes the empowerment that comes in celebrating diversity. Each chapter concludes with a set of questions for personal reflection or group discussion.
Even with the influx of high-stakes testing, teachers still have an enormous range of power and control over what actually happens (or not) in the classroom. As McCutcheon (2002) explained, teachers are more than mere curriculum ...
Author: Julie Landsman
Publisher: Stylus Publishing, LLC.
The inspiring history of NYSUT, New York State’s largest union, and a powerful progressive force in the state and in the country.
The first sign that the new union had gained political power was how the press reacted to it. Editorial writers and reporters had long advocated better working conditions for teachers—it was a bit like sup- porting motherhood and apple ...
Author: Dennis Gaffney
Publisher: SUNY Press
How can we really evaluate teacher effectiveness? Systems of teacher appraisal and evaluation are being created across the world in order to monitor and assess teacher performance. But do the models used really give a fair evaluation? Based on international research, the authors argue that teacher effectiveness is too narrowly conceptualised and methods of measuring it are not attuned to the real contexts in which teachers work. They propose a model of differential teacher effectiveness which takes into account that: * teachers may be more effective with some categories of students than with others * teachers may be more effective with some teaching contexts than others * teachers may be more effective with some subjects or components than with others. Building on and developing previous research on models of teacher effectiveness and current theories, the authors open up possible new debates which will be of interest to academics and researchers working in this area throughout the world.
The skill of effective exposition was also highlighted as a necessary constituent of effective teaching. Raymont suggested that power to describe clearly, to narrate vividly and to tell a story well was just as important as skill in ...
Author: R. J. Campbell
Publisher: Psychology Press
Category: Business & Economics
35 + 36 14 , 1 61 N27 N28 N13 Powers Textbook Teachers ' Resource Book Abacus 6 • To express relationships between units of measurement using index notation Plenaries Teaching points • To recognise powers of 10 To interpret a million ...
Author: Ruth Merttens
This book conceptualises professional learning as the engagement of teachers in a virtues-based personal reflection and/or public discourse around the episteme, techne and phronesis in the spaces ‘in-between’ the metaphors of understanding community: meanings, practice, and identity.
In each case the leader's use of their power is a moral question. Bybee argues that the last two are the most relevant when discussing teachers. Nutritive power is described as a form that exists on behalf of another person, ...
Author: Wayne Melville
“City Kids, City Teachers has the potential to create genuine change in the learning, teaching, and administration of urban public schools.” —Library Journal In more than twenty-five provocative selections, an all-star cast of educators and writers explores the surprising realities of city classrooms from kindergarten through high school. Contributors including Gloria Ladson-Billings, Lisa Delpit, June Jordan, Lewis H. Lapham, Audre Lorde, and Deborah Meier move from the poetic to the practical, celebrating the value of city kids and their teachers. Useful both as a guide and a call to action for anyone who teaches or has taught in the city, it is essential reading for those contemplating teaching in an urban setting and for every parent with children in a city school today. “Hopeful, helpful discussions of culturally relevant teaching . . . moving illustrations of what urban teaching is all about.” —Publishers Weekly “A refreshing and eclectic collection.” —Alex Kotlowitz, author of There Are No Children Here “With its upbeat mix of ready-to-share city kids’ memoirs and classroom strategies, this book is an inspiring resource for veteran teachers, parents, community members, and students.” —Educational Leadership “You’ll feel sad, angry, hopeful, agitated, and inspired.” —NEA Today
BOB PETERSON ORGANIZING FOR POPULAR POWER In order to get anything done in society, particularly anything just and ... Slogans such as “power to the people,” or “community control,” or “teacher empowerment” all sound nice on one level ...
Author: William Ayers
Publisher: The New Press
100 IDEAS: QUICK - EASY - INSPIRED - OUTSTANDING A new addition to the best-selling 100 Ideas series, offering teachers quick and easy ways to engage students, convey complex knowledge, and build students' history-specific thinking skills. The activities in this book aim to embrace what is mind-boggling, bizarre and extraordinary about history and tap into students' innate curiosity and wonder, while still catering to the twin pressures of exam results and observation. With this criteria in mind, there are plenty of tips on demonstrating progress, ways of differentiating, preparing students for history assessments and examinations – while still having fun.
This exercise is perfect for examining the mechanisms of historical power struggles and, unsurprisingly, it's always popular. Put students into groups, and ask them to assume the roles of various characters involved in the particular ...
Author: Emily Thomas
Publisher: Bloomsbury Publishing
The International Handbook of Teacher and School Development brings together a collection of research and evidence-based authoritative writings which focus on international teacher and school development. Drawing on research from eighteen countries across seven continents, the forty chapters are grouped into ten themes which represent key aspects of teacher and school development: Issues of Professionalism and Performativity What Being an Effective Teacher Really Means Reason and Emotion in Teaching Schools in Different Circumstances Student Voices in a Global Context Professional Learning and Development Innovative Pedagogies School Effectiveness and Improvement Successful Schools, Successful Leader Professional Communities: their practices, problems & possibilities Each theme expertly adds to the existing knowledge base about teacher and school development internationally. They are individually important in shaping and understanding an appreciation of the underlying conditions which influence teachers and schools, both positively and negatively, and the possibilities for their further development. This essential handbook will be of interest to teacher educators, researchers in the field of teacher education and policy makers.
After all, teachers' performance will be assessed in the context of their own schools. School leaders play the role of judge and executor of ... School hierarchy and positional power The reluctance of Chinese teachers to initiate ...
Author: Christopher Day
Power to employ and dismiss teachers . — A board of school directors , though a corporation , is possessed of certain specially defined powers , and can exercise no others , except such as result by fair implication from the powers ...
Author: United States. Office of Education
The 15 percent increase in Japanese teachers ' salaries over the 4 - year period translates , therefore , into a loss of about 2 percent in purchasing power , while the 38 percent gain in U.S. salaries amounts , after inflation , to a ...
Author: Stephen M. Barro
Category: Government publications
Tina says she is pregnant and considering a termination.Marcus wonders whether he should tell his friends he is gay.You worry whether Gulshan has some form of eating disorder.Stephen's father is very angry with you about the school's treatment of his son.Jane boasts to you that she and her friends were drunk and smoked cannabis at a party last night.How would counselling skills help a teacher in these situations? Gail King explores the counselling skills which teachers need in their pastoral role, and examines them using examples from teachers' typical experience. Counselling Skills for Teachers is a practical book written for both new entrant and experienced teachers who work with school students aged 11 to 18 in mainstream education. It describes the basic listening and responding skills, and how to conduct a helping interview. It covers issues such as professional boundaries, role conflict, self-disclosure, referring on, self-awareness, and cross-cultural awareness. It also includes teachers' legal responsibilities with respect to confidentiality, sex education and the Children Act; and an invaluable section listing relevant organizations. Counselling Skills for Teachers tackles the pitfalls and the dilemmas faced by teachers in pastoral roles, and provides invaluable guidance as to how counselling skills can be successfully deployed.
Power and authority A teacher has considerable power over a student , and even if she chooses not to exercise it , the student is aware of the potential . It can be difficult for some students to trust teacher , partly because of their ...
Author: Gail King
Publisher: McGraw-Hill Education (UK)
Based on ethical development, the standards movement, and brain-based research, shows teachers how to solve four of their most fundamental classroom challenges at the elementary, middle, and high school level.
Usually, power comes when teachers believe that you are credible, trustworthy, supportive, empathetic, and any other characteristics the culture of the school values. Listen. Youmay not wanttohearwhat astaff memberhas tosay, ...
Author: Sheryn Spencer Waterman
Publisher: Eye On Education
These studies made clear that researchers and teachers should always analyse moral values in their context: interpersonal, and if relevant societal, and in their power relationships. Teachers' ethos is not an abstract phenomenon but ...
Author: Fritz Oser
Publisher: Springer Nature
This book discusses the use of futures methodologies to examine and critique teacher education and investigate drivers of change in teacher education contexts, providing readers with futures tools that they can use to explore curricula and pedagogies. It explains futures methods, including scenario development and backcasting, and illustrates them with examples of research in science, technology and mathematics education contexts. By allowing the long-term influence of current trends to be considered and providing an opportunity to reflect on the present and imagine the future, scenarios provoke discussion on the directions that teacher education might take now. The book offers insights into the possibilities that might exist for teacher education futures and into how scenario building and planning can be used to inform debates about the present. Further, it suggests ways in which readers can influence the future of teacher education through understanding the drivers of change.
Power. in. Education. For Kincheloe (2003), understanding the place knowledge occupies in education is central. Indeed, the excision of teachers from the knowledge debate threatens education as the very root of democracy: My argument ...
Author: Sandy Schuck
Enrich the quality of teaching and learning in your school with meaningful teacher evaluations! This is the essential guide for principals who want to improve the teacher evaluation process, develop highly qualified teachers, and improve student achievement levels in their schools. This "hands-on," practical handbook provides principals with specific strategies, including: Using the best objective evidence available Putting the teacher at the center of the process Using multiple data sources which vary by individual teacher Incorporating student achievement data Inspiring ongoing teacher reflection and analysis
Just like people in other group settings, teachers are affected by these social interactions of power relations, status, leadership, rewards, and initiative. Teacher evaluation can put teachers in a subservient role, ...
Author: Kenneth D. Peterson
Publisher: Corwin Press
Most teacher manuals talk about what teachers need to do. That's useful enough, especially for new teachers. But no list, however long, can anticipate every circumstance, and in teaching unusual circumstances are an integral part of everyday life. But how do experienced teachers know what to do? Successful teachers develop a Teaching Character; they've worked on the qualities and personality traits that they need in order to cope successfully with the full spectrum of situations that being a teacher can involve. Veterans don't ask themselves, 'What does the teaching guide book tell me?' when confronted with difficult situations - they react instinctively, based on the character skills they've developed over time. Unfortunately, for most people this process of learning is unguided, and unconscious. It's time for a self-help manual that actually helps. This book includes case studies and anecdotes, chapter summaries and humorous illustrations to help teachers reflect on what it means to be a teacher, and why it is the most rewarding profession there is.
Still, in contrast to this perspective, we can also see the 1944 Act as ushering in a silver age of teacher power — although the structural formation of the tripartite reform was enacted despite high levels of concern from teachers and ...
Author: Tom Bennett
Publisher: Bloomsbury Publishing