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Shapira-Lishchinsky suggests a new educational policy to reduce educational gaps eliciting from the COVID-19 pandemic and other crises toward routine, enhancing the capacity of mid-level leaders to deal with equality gaps through mentoring by team-based simulation.
In the early 1980s, concern about disruptive behaviour in secondary schools had grown, being variously regarded as a symptom of a decaying society or as a failure on the teachers’ part. One response was to ‘throw money’ at the problem and various different kinds of special schools and units had been devised to deal with disruptive adolescent pupils. Yet there was little systematic evaluation of the different options – particularly in terms of cost effectiveness. Originally published in 1983, this book reviews all the available research on 21 alternative systems for the education of disruptive adolescents at the time. These range from the highly expensive residential special schools to on-site adaptations which involve no extra cost. Most are based on developments in Britain and the United States and the author concludes in favour of many of the less sophisticated systems. This book will be interesting historical reading for workers and students in educational psychology, special education and educational policy.
This study, first published in 1973, examines the principles that lie behind educational dilemmas, and helps to clarify the difficulties of explanation, justification and practical action in the educational system. The author explores various key concepts in the education process, such as Intelligence, Equal Opportunity, Knowledge and Selection. She shows that different and often contrasting interpretations of these concepts imply certain assumptions about the nature of man, the genesis and knowledge, the education process and its relation to society. This title will be of interest to students of sociology and education.
This edition of this handbook updates and expands its review of the research, theory, issues and methodology that constitute the field of educational communications and technology. Organized into seven sectors, it profiles and integrates the following elements of this rapidly changing field.
Educational Technology presents a simple and logical discussion on the study and ethical practice of facilitating learning by using the appropriate technological processes and array tools that might prove helpful in advancing student learning. It systematically identifies the goals of education, recognize the diversity of learners' needs, the contexts in which learning will take place, and the range of provisions needed for each of these.
Within educational organizations, administration and leadership are relied upon for the allocation of resources as well as the optimization of processes that can include data storage, knowledge management, and decision making. To support these expectations, technologies, knowledge, and smart systems must be put into place that allow administrators and leaders to accomplish these tasks as efficiently as possible. Utilizing Technology, Knowledge, and Smart Systems in Educational Administration and Leadership is an academic research book that examines knowledge regarding the scholarly exploration of the technologies, information/knowledge, and smart systems in educational administration and leadership. It provides a holistic, systematic, and comprehensive paradigm. Featuring a wide range of topics such as technology leadership in schools, technology integration in educational administration, and professional development, this book is ideal for school administrators, educational leaders, principals, IT consultants, educational software developers, academicians, researchers, professionals, educational policymakers, educators, and students.
Promoting high standards in education while striving for equal opportunities under the budget constraints - these are the new global objectives of education systems. This book brings together research-based evidence on the effectiveness of major Australian, Dutch, and UK improvement efforts in education at both primary and secondary level, whilst making comparisons with similar US initiatives. The book addresses several major questions in this new environment. Those questions include: how to combat educational disadvantages, how to integrate pupils with special educational needs in regular education, how to implement educational standards initiatives, how to restructure secondary education, how to implement decentralized policy-making, and how to implement a class size reduction initiative? Finally, the authors suggest directions for future research in order to increase our understanding of what works in education and why.
