• Organization & management of education
      November 2013

      Managing Institutions

      The Survival of Minban Secondary Schools in Mainland China

      by Author(s): Ying Wang

      Minban schools have established their position in China’s education system. This book applies the theories of new institutionalism to the minban school as an organization and as a party in relationships with other institutions. It explores the features of the evolving institutional environment of education and the strategies that minban schools have adopted to manage the institutions in this environment. There are four types of minban schools: the international minban school, the privately funded minban school, the publicly affiliated minban school, and the converted minban school. A qualitative research methodology in the form of a multiple-case study was used for the analysis. Eight minban secondary schools in Taiyuan and Shenzhen were chosen to represent the various types of minban schools. The study shows that the re-emergence of free market principles, the decentralization of government and the accompanying segmentation of power and authority, bureaucratic and consumerist expectations of teachers, and the commodification of education have engendered an increasingly fragmented institutional environment, which allowed minban schools to thrive. The book reveals that the institutional environment is multi-faceted and ambiguous: during China’s controlled decentralization, organizations and institutions have shaped each other. Minban schools adopt various strategies to cope with institutional pressure. This study provides a systematic understanding of the operation of minban schools by locating the schools in a ‘differential order’, which determines their choice of strategy: international schools choose isolation; privately funded schools, avoidance; affiliated schools, advocacy; and converted schools, capitalization. It also illustrates how the bureaucracy functions in China’s local governments. The various case studies confirm that the government still maintains substantial control over minban schools through the power granted by the bureaucratic structure, which allows them to direct the institutional environment by introducing new regulations and forms of governance.

    • Philosophy & theory of education
      May 2006

      The School at the Frontiers of Modernity

      by Editor(s): José Resende and Maria Manuel Vieira

      The aim of this book is to discuss the emergent forms of educational processes observed in the context of late modernity, mobilizing the contribution of the social sciences. Through a plurality of educational subjects, this publication provides an overview of the contribution of schooling to the construction of late modernity.

    • Philosophy & theory of education
      May 2006

      The School at the Frontiers of Modernity

      by Editor(s): José Resende and Maria Manuel Vieira

      The aim of this book is to discuss the emergent forms of educational processes observed in the context of late modernity, mobilizing the contribution of the social sciences. Through a plurality of educational subjects, this publication provides an overview of the contribution of schooling to the construction of late modernity.

    • Education
      April 2012

      Re-Shaping Education for Citizenship

      Democratic National Citizenship in Hong Kong

      by Author(s): Pak-sang Lai and Michael Byram

      Despite or perhaps because of globalisation and internationalisation in the contemporary world, the role of education has become more significant in nation formation. However, whereas in the past its function was to create homogeneity and assimilation, today it must deal with diversity and plurality. The modernist premise of “one nation one state” is being questioned and re-constituted with the notion of the plural national-state.This book explores school processes in Hong Kong under these new conditions. The focus is on investigating how the concept of a national identity of the “one country two systems” policy is developing, and is thus a study of that diversity which all education systems now have to address. The policy aims at facilitating national re-integration and consolidation in the face of an insistence on local citizens’ universal civic rights and the values of liberty, equality, democracy and autonomy.The analysis shows citizenship education in the Hong Kong school system is more a locally-oriented cultural and political process than a transmission of a national ideology. Students learn their values, attitudes and perspectives by engaging and interacting with people within and beyond the school community. They acquire a liberal and democratic national identity which is distinct from that of pan-Chinese state-nationalism in mainland China.The book is thus both a case study of Hong Kong and an analysis of change in the relationship of education, citizenship and national identity in the contemporary world.

    • Education
      February 2016

      An Ethnography in an Irish Girls Secondary School

      Exploring how Hegemony and Power Mediate Agency and Structure

      by Author(s): Miriam Doran

      Based on an ethnographic study, this book explores the cultural experiences of a group of Irish 6th year girls. Facing the high stakes Leaving Certificate examinations while on the cusp of adulthood, this study contributes to the agency-structure debate from a feminist perspective. Findings elicit insights into incidences of social and cultural reproduction with hegemony evident in visible and invisible ways among the cultural group. This ethnography describes how a group of girls navigate this territory in school. It explores the effects of the personal, group and institutional habitus that mediate the girls’ everyday interactions. The girls’ peer interactions and contextual experiences serve as an explanatory framework, which references how power is shared, wielded and resisted among the myriad of relationships within the school. The school life of the girls is described at an individual and group level with themes such as friendship, conformity, resistance and alienation discussed, within the framework of school life. Findings related to youth culture and identities elicit challenges for the girls as they manage the duality of adolescence and scholarly endeavour.

    • Philosophy & theory of education
      May 2006

      The School at the Frontiers of Modernity

      by Editor(s): José Resende and Maria Manuel Vieira

      The aim of this book is to discuss the emergent forms of educational processes observed in the context of late modernity, mobilizing the contribution of the social sciences. Through a plurality of educational subjects, this publication provides an overview of the contribution of schooling to the construction of late modernity.

    • Education
      April 2012

      Re-Shaping Education for Citizenship

      Democratic National Citizenship in Hong Kong

      by Author(s): Pak-sang Lai and Michael Byram

      Despite or perhaps because of globalisation and internationalisation in the contemporary world, the role of education has become more significant in nation formation. However, whereas in the past its function was to create homogeneity and assimilation, today it must deal with diversity and plurality. The modernist premise of “one nation one state” is being questioned and re-constituted with the notion of the plural national-state.This book explores school processes in Hong Kong under these new conditions. The focus is on investigating how the concept of a national identity of the “one country two systems” policy is developing, and is thus a study of that diversity which all education systems now have to address. The policy aims at facilitating national re-integration and consolidation in the face of an insistence on local citizens’ universal civic rights and the values of liberty, equality, democracy and autonomy.The analysis shows citizenship education in the Hong Kong school system is more a locally-oriented cultural and political process than a transmission of a national ideology. Students learn their values, attitudes and perspectives by engaging and interacting with people within and beyond the school community. They acquire a liberal and democratic national identity which is distinct from that of pan-Chinese state-nationalism in mainland China.The book is thus both a case study of Hong Kong and an analysis of change in the relationship of education, citizenship and national identity in the contemporary world.

    • Organization & management of education
      November 2013

      Managing Institutions

      The Survival of Minban Secondary Schools in Mainland China

      by Author(s): Ying Wang

      Minban schools have established their position in China’s education system. This book applies the theories of new institutionalism to the minban school as an organization and as a party in relationships with other institutions. It explores the features of the evolving institutional environment of education and the strategies that minban schools have adopted to manage the institutions in this environment. There are four types of minban schools: the international minban school, the privately funded minban school, the publicly affiliated minban school, and the converted minban school. A qualitative research methodology in the form of a multiple-case study was used for the analysis. Eight minban secondary schools in Taiyuan and Shenzhen were chosen to represent the various types of minban schools. The study shows that the re-emergence of free market principles, the decentralization of government and the accompanying segmentation of power and authority, bureaucratic and consumerist expectations of teachers, and the commodification of education have engendered an increasingly fragmented institutional environment, which allowed minban schools to thrive. The book reveals that the institutional environment is multi-faceted and ambiguous: during China’s controlled decentralization, organizations and institutions have shaped each other. Minban schools adopt various strategies to cope with institutional pressure. This study provides a systematic understanding of the operation of minban schools by locating the schools in a ‘differential order’, which determines their choice of strategy: international schools choose isolation; privately funded schools, avoidance; affiliated schools, advocacy; and converted schools, capitalization. It also illustrates how the bureaucracy functions in China’s local governments. The various case studies confirm that the government still maintains substantial control over minban schools through the power granted by the bureaucratic structure, which allows them to direct the institutional environment by introducing new regulations and forms of governance.

    • Education
      February 2016

      An Ethnography in an Irish Girls Secondary School

      Exploring how Hegemony and Power Mediate Agency and Structure

      by Author(s): Miriam Doran

      Based on an ethnographic study, this book explores the cultural experiences of a group of Irish 6th year girls. Facing the high stakes Leaving Certificate examinations while on the cusp of adulthood, this study contributes to the agency-structure debate from a feminist perspective. Findings elicit insights into incidences of social and cultural reproduction with hegemony evident in visible and invisible ways among the cultural group. This ethnography describes how a group of girls navigate this territory in school. It explores the effects of the personal, group and institutional habitus that mediate the girls’ everyday interactions. The girls’ peer interactions and contextual experiences serve as an explanatory framework, which references how power is shared, wielded and resisted among the myriad of relationships within the school. The school life of the girls is described at an individual and group level with themes such as friendship, conformity, resistance and alienation discussed, within the framework of school life. Findings related to youth culture and identities elicit challenges for the girls as they manage the duality of adolescence and scholarly endeavour.

    • Education
      July 2019

      Creating Social and Emotional Learning Environments

      by Dr. Amy Cranston, Forewords by Bryan Cranston & Michael Funk

      If there's one thing teachers can agree on, it's that social and emotional learning is a hot topic in education. But beyond this, questions still remain. Many educators find themselves wondering, what exactly is SEL? How should it be taught? What does it look like in the classroom? And, is it our job as educators to teach teach students non-academic life skills? Based on author Dr. Amy Cranston's experiences with implementing SEL from a practical standpoint, this book defines SEL and digs into the real work of how to incorporate SEL in K-12 schools. It makes the connection between research and practical application and the real-life examples and testimonials of SEL in the classroom will help educators effectively implement SEL programming. Featured case studies demonstrate real-world applications of SEL in different types of K-12 learning environments. It addresses students' different interests and varied learning styles and features Mindful Moments that encourage understanding, learning, and reflection. By supporting the emotional needs of students, educators will not only address issues such as discipline problems and absenteeism, but will help their students to be more mindful and self-aware. By encouraging spaces where intrapersonal and interpersonal skills are celebrated and cultivated, educators will set the foundation for all students to succeed.

    • Secondary schools
      December 2003

      Secondary English and Literacy

      A Guide for Teachers

      by Haworth, Avril

      This book encourages readers to become the best kind of secondary English teacher. The authors engage in practical applications of ideas and approaches, and present a rigorous and informed view of the subject, that is at the same time professionally and practically focused. Based on theorized and researched understandings of the essential nature of language and texts, the authors put forward a view of the subject which connects with current trends in the teaching of English and literacy.

    • Secondary schools
      November 2009

      Keys to the Secondary Classroom

      A Teacher’s Guide to the First Months of School

      by Bongolan, Lorraine (Rain) S.

      An easy-to-use source for all the strategies you need to thrive in the secondary classroom! Leveraging a wealth of information from the New Teacher Center, this user-friendly guide provides a solid foundation for classroom management, lesson planning, and assessment. Teachers will learn step-by-step tips for organizing standards-based curriculum across the content areas, supported by extensive reproducible forms and go-to references. This new edition also includes: Lesson plans by exemplary math and language arts teachers Guidelines for clear homework procedures Strategies for working with struggling readers Tips for maintaining contact with parents A list of key resources for secondary teachers

    • Secondary schools
      March 2009

      Teaching English

      by Evans, Carol

      This core text will help trainee teachers to develop the crucial critical thinking skills that they will need to develop as successful secondary English teachers. All the key areas are covered, including how to plan lessons, how to make good use of resources and how to assess pupils' progress effectively.

    • Secondary schools
      June 2009

      Teaching Science

      by Liversidge, Tony

      This core text will help trainee teachers to develop the crucial critical thinking skills that they will need to develop as successful secondary science teachers. All the key areas are covered, including how to plan lessons, how to make good use of resources and how to assess pupils' progress effectively.

    • Secondary schools
      February 2007

      Brain-Based Teaching With Adolescent Learning in Mind

      by Crawford, Glenda Beamon

      Presents the newest research on the adolescent brain and offers a framework for linking brain-based teaching to students' social, emotional, and cognitive needs.

    • Secondary schools
      September 2011

      Teaching Teenagers

      A Toolbox for Engaging and Motivating Learners

      by Kidd, Warren

      A practical guide with 220 teaching ideas to motivate teenage students.

    • Secondary schools
      May 2017

      Developing Literacy in the Secondary Classroom

      by Barton, Georgina

      This textbook for pre-service teachers gives pragmatic guidance on the major aspects of literacy teaching, as well as how to draw insight from research and apply it in diverse classrooms.

    • Secondary schools
      May 2017

      Developing Literacy in the Secondary Classroom

      by Barton, Georgina

      This textbook for pre-service teachers gives pragmatic guidance on the major aspects of literacy teaching, as well as how to draw insight from research and apply it in diverse classrooms.

    • Humanities & Social Sciences
      August 2004

      Research in Secondary Schools

      by Thomas E. Scruggs, Margo A. Mastropieri

      Secondary education of students with learning and behavioral disabilities is an issue of great importance. Unlike elementary schools, secondary schools require substantially more independent functioning, assume the effective use of student planning and study skills, and often lack the classes in basic skills needed by some learners. Further, new developments in state high-stakes testing have increased the demands on content knowledge, and have decreased the availability of vocationally oriented programs. In this volume, several topics of relevance to secondary schools are considered by leading scholars, in reviews of recent research and new investigations with original data. Included in the volume are reviews of recent research on the efficacy of self-management techniques; the utility and efficacy of homework assignments; treatments for secondary students with autism; interventions on content-area learning, including English, science, math, and social studies; the effects of teacher licensure on teaching competence; dynamic assessment of working memory; and uses of technology in secondary education programs for students with learning and behavioral disabilities. In addition, original research is presented in areas of problem solving in algebra; effectiveness of co-teaching in secondary classrooms; and the interaction of depression and self-regulation. This book is intended for interested professionals and practitioners; researchers in learning and behavioral disabilities; and graduate students in psychology, education, and special education, particularly those concerned with the issues of learning and behavior problems in secondary schools.

    • Secondary schools
      January 2018

      Your Mathematics Standards Companion, High School

      What They Mean and How to Teach Them

      by Dillon, Frederick L.

      Transforming the standards into learning outcomes just got a lot easier This expansion of the popular Common Core Mathematics Companions provides a Cross-Referencing Index for states implementing their own specific mathematics standards. This index allows you to see in an instant which of your standards are the same as CCSS-M, which differ and how—and which page number to turn to for standards-based teaching ideas. Beyond that? It’s the same great go-to guide for guide for teaching, planning, assessing, collaborating, and designing powerful high school mathematics curriculum, in any state or district.

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