Suchergebnisse

Before COVID-19, universal demand for distance education was increasing. During the pandemic, the virtual delivery of public education surged. In turbulent times, citizenship, teaching and learning can present a creative opportunity for fostering online development, high-quality interaction and academic progress. The purpose of this conceptual article is to imagine online learning as a space of possibility for learners in pandemic-burdened societies. The well-known community of inquiry (CoI) framework is described along with its elements of presence – cognitive, social and teaching. In particular, the cognitive element is illustrated with curricular examples attuned to citizenship education. Robust online CoIs allow people to collaborate in a social learning context through dialogue and critical reflection on pivotal issues. The CoI framework offers meaningful learning supported by each of its 'presences', which deepen reflection and propel success. Anchored in the CoI model, this original treatment is applicable in theory to participants of all ages.

This study should have immediate utility for the United States and beyond its borders. School-to-work approaches to comprehensive reform are increasingly expected of schools while legislative funding for this purpose gets pulled back. This multisite case study launches the first analysis of the New Millennium High School (NMHS) model in Florida. This improvement program relies upon exemplary leadership for preparing students for postsecondary education

Foreword : education policy reform : a tale of haunting / Morna McDermott McNulty -- Introduction / Christopher H. Tienken and Carol A. Mullen -- Corporate networks' grip on the public school sector and education policy / Carol A. Mullen -- Neoliberalism as a policy ventriloquist : deconstructing the discourse of corporate America for its public schools / Fenwick W. English -- Threats to meaningful reform of civic education / Patricia H. Hinchey and Pamela J. Konkol -- Brown versus Board did not work : finding a new pathway to educational / Justice Ryan W. Coughlan -- Charter schools' impact on public education : theory versus reality / Julia Sass Rubin and Mark Weber -- OECD, PISA, and globalization : the influence of the international assessment regime / Svein Sjøberg -- Students as the missing actor in education reform / Yong Zhao and Jim Watterston -- We come from everywhere : innovating bi/multilingual principal preparation programs / Soribel Genao -- Evaluating the different sides of education policies : a practical policy analysis framework for school leaders / Christopher H. Tienken -- Editors and contributors.

Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Foreword -- Acknowledgments -- Introduction -- PART I Education Leadership in the Current Policy Environment -- 1 The Rhetoric and Reality of School Reform: Choice, Competition, and Organizational Incentives in Market-Oriented Education -- 2 Corporate Networks and Their Grip on the Public School Sector and Education Policy -- 3 Leading in a Socially Just Manner: Preparing Principals with a Policy Perspective -- PART II Curriculum and Assessment Policy Perils -- 4 Customized Curriculum and High Achievement in High-Poverty Schools -- 5 OECD, PISA, and Globalization: The Influence of the International Assessment Regime -- 6 High School Mathematics in Texas: Freedom and Shackles -- 7 Standardized Test Results Can Be Predicted, So Stop Using Them to Drive Education Policymaking -- Editors and Contributors -- Index

Teacher Perceptions of Systems-Driven Quality Teaching Initiatives by Carol Mullen.

Professionals are being expected to function in a progressively complex environment in all fields (Twale & Kochan, 2000). Technology plays a significant role in this challenge (Diem, 2002; Karlen, 2001), particularly for educational leaders (Mendis, 2002). Teaching and leading have become increasingly multifaceted art forms with the advent of learning technologies. University and school faculty are being expected to design, deliver, and assess successful online courses (Fuks, Gerosa, & de Lucena, 2002; Mendis, 2002), often without the necessary training and support (Walker, 2002). As face-to-face contact becomes reduced through online environments, effective communication becomes essential and barriers more pronounced (e.g., Creanor, 2002). It is important to note that distance education studies have associated high-quality interaction with satisfaction for remote learners (e.g., Sorensen & Baylen, 2000). The results that this study shares provide support for this important finding in the context of doctoral learning.