The Teacher as Servant Leader: Revisited

This essay revisits an original conference proceedings chapter from 1997, examining the biblical and educational underpinnings for the concept of teacher and servant leader

The Teacher as Servant Leader: Revisited

This essay revisits an original conference proceedings chapter from 1997, examining the biblical and educational underpinnings for the concept of teacher and servant leader

Immigrant Integration: Educator Resource Guide

Recommends ways for district administrators, school administrators, and teachers to promote immigrant integration in schools in critical areas, including school enrollment, classroom instruction, student assessment, and family and community outreach

Our relationship with knowledge : its role in education

Disponible en français dans EDUQ.info sous le titre "Quelle place pour les rapports aux savoirs en éducation ?"Relationships with knowledge lie at the heart of the teaching profession. Although this statement may seem excessive, in both the English- and French-speaking world such relationships are increasingly associated with teaching strategies, assessment methods, types of learning, didactic contracts, students’ role, learning approaches, persistence to graduation, academic success, and so on. To enlighten readers on this subject, this article delves deeper into the concept of relationships with knowledge in order to identify useful benchmarks with respect to the teaching stance and education response. First, the author stipulates that relationships with knowledge form part of epistemology in education. After classifying the different relationships with knowledge, he presents a summary table that attempts to establish connections between various epistemological stances and the related teaching-learning dynamics

Genealogies of governmentality: producing and managing young children and their education

Genealogies, or histories of the present, create critical spaces to remind us of the non-necessity of that which we consider necessary to our lives (Burchell 1993). Further, genealogies of governmentality attempt to create this space with a focus on how conduct is conducted. In this paper I suggest that genealogies of governmentality are one way to make critical analyses of the education of young children. Sociologies of childhood consider childhood to be a relational concept, functioning in relation to adulthood. I argue that genealogies are one way to illuminate these relationships. In particular pointing towards the ways in which the education of young children is deeply embedded in a range of complex and contradictory ‘adult’ discourses and knowledges, including those of motherhood, politics, worker, citizen and the economy. To illustrate this I provide an analysis of the provision of preschool education in Queensland’s government schools

CARDS: A Collaborative Community Model for Faculty Development or an Institutional Case Study of Writing Program Administration

The structure of writing programs evolves to account for the transformation of composition studies. Online and dual credit programs necessitate a need to adjust prior practices initially geared towards face-to-face pedagogy; however, several challenges surface in online and dual credit writing programs. The most prevalent is that these online courses are primarily staffed by non-tenured faculty, including adjuncts who do not have a physical presence on campus. The faculty dynamic presents many challenges when attempting to garner participation in collaborations. In recent years, the Writing Program Administrator (WPA) at a regional public university noticed a need to improve faculty morale, satisfaction, and participation, especially with the emergence of online programs. Through a national survey and selective interviews of current faculty at the university, we determined that the answer lies in the structure of the program. The Writing Program Administrator has several models to choose from, but we will argue that the collaborative community model is most conducive to addressing and enhancing faculty morale, satisfaction, and participation in first-year writing programs

Наследие и будущее высшего педагогического образования: концепция уральского государственного педагогического университета

Статья посвящена вопросу преемственности традиций в образовании. Авторы рассматривают направления педагогического образования, которые являются актуальными на сегодняшний день. Выделены основные принципы построения новой модели педагогического образования в контексте решения актуальных проблем развития общества и модернизации всей образовательной системы