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13489 results in Education, history, theory

Page 260 of 675

  • Part 1 - Thinking About People and Places

  • Nadine Louise McCrea, University of New England, Australia
  • Book:
    Leading and Managing Early Childhood Settings
    Published online:
    12 August 2019
    Print publication:
    13 February 2015, pp 7-8

  • Summary

    This section of the book includes three chapters that focus on people in early childhood settings, their interactions with others and the places where they work. In Chapter 1, you will explore concepts to help deepen your understanding of self. This part of your journey includes asking yourself: ‘Who am I?’ This self-exploration includes a look at leading with managing. In Chapter 2, we explore our language, the powerfulness of words, and communicating for meaning. In Chapter 3, you will contemplate workplaces and the importance of settings and spaces within and beyond early childhood settings.

  • Chapter 5 - A professional role – a policy designer

  • from Part 2 - Thinking About Practices as Roles
  • Nadine Louise McCrea, University of New England, Australia
  • Book:
    Leading and Managing Early Childhood Settings
    Published online:
    12 August 2019
    Print publication:
    13 February 2015, pp 102-119

  • Summary

    Policy … moves beyond the dictionary definition and is construed as a multi-faceted, multi-dimensional social and political phenomenon which includes a cycle of strategies bound by time, resources, players and performances with dynamic and often contested political sites.

    Ann Farrell (2001, p. 241)

    Broad concepts

    In this chapter, your professional journey takes you to the challenging hills of this leading-managing path. While considering policy from the heights of agreed values, you may look up for further inspiration. You may look back down, viewing gaps across the profession as a valley. You may even look forward along the horizon for creative insights, meaningful aspirations, future dreams and ethical visions. There are professional rewards to be gained from this kind of investigation. As you read this chapter, you will be thinking about the following Steps:

  • What are the leading and managing facets of a policy designer role?

  • What policies are needed and why?

  • How are policies created and cared for?

    • Policy designer

    A policy designer is actively engaged in an early childhood setting and usually collaborates with others. Rather than referring to this role as a policy ‘writer’ or ‘author’, ‘developer’ or ‘documenter’, the noun ‘designer’ implies that those involved are more creative and original, rather than just being functional or mechanical. This ought to mean that any resulting policies have been more carefully conceived and thus professionally sketched. Designing policy involves encountering values, ideas and ideals alongside everyday practices. Design also involves thinking about and responding to lots of questions. Investigating the policy designer role encompasses both positional and situational leader-managers. There will also be times when this leading-managing project of policy work is centred with others as a collective within early childhood services. However, in essence, for policy work to be suitably relevant and educationally effective, this development must be undertaken with:

  • Due attention to authentic relationships among contributors

  • Serious consideration that policy topics and themes are in-context, sensitive and meaningful

  • An eye looking for continuous transformation of ideas and society.

  • Part 2 - Thinking About Practices as Roles

  • Nadine Louise McCrea, University of New England, Australia
  • Book:
    Leading and Managing Early Childhood Settings
    Published online:
    12 August 2019
    Print publication:
    13 February 2015, pp 81-82

  • Summary

    Building on your understandings of people and places, you will now spend time exploring four professional roles: team stakeholder, policy designer, pedagogy creator and rights advocate. Each chapter includes a broad outline of one role before encouraging you to scrutinise and reflect deeply on it. You might wonder, why these four roles and not others? These focal roles reveal much about how early childhood settings function and how both positional and situational leading-managing happens.

    It is important to remember that the ‘team’ of staff are vital participants and contributors to everyday life in early childhood settings. Without staff there would not be settings for children to attend and families to interact with. Designing ‘policy’ initially involves the integration of people’s philosophical or theoretical views and their workplace positions. Furthermore, creating a ‘pedagogical’ scene for young children is really the essence of early childhood settings. Finally, ‘advocating’ for all kinds of human rights reflects serious and beyond-the-fence professionalism.

  • Chapter 4 - A professional role – a team stakeholder

  • from Part 2 - Thinking About Practices as Roles
  • Nadine Louise McCrea, University of New England, Australia
  • Book:
    Leading and Managing Early Childhood Settings
    Published online:
    12 August 2019
    Print publication:
    13 February 2015, pp 83-101

  • Summary

    Compassion means ‘cumt passio’, suffering-with … In compassion, the distance between you and the other is crossed … In compassion the other and the world are realized as your very self.

    S. Rao (comp./ed.) (2002, p. 95)

    Broad concepts

    Here your journey along a professional leading-managing path encompasses concepts about being a team stakeholder or a person focused on staff and staffing. You will be thinking about the following Steps:

  • What are the leading and managing facets of a team stakeholder role?

  • Which staffing responsibilities are key?

  • Where do rights and rules fit into staff sharing and workplace give-and-take?

    • Team and stakeholder

    This chapter begins with an exploration of what we mean by ‘team’ and ‘stakeholder’. Pausing here on your professional pathway gives you a little time to think about: ‘How would I explain or define being a “team stakeholder”?’ A team is a collection of people, but it is also much more. For example, forming and being a team implies interactions, relationships and shared commitments. There are sports teams, community service teams (usually called committees), and there are education teams. Within early childhood settings the collection of all staff is often referred to as a ‘team’. Teams and their teamwork do not just happen; they have to be worked at. It takes time for people to share, engage and solidify their ideas and relationships. Teams also grow and change over time, as the surrounding world alters and as staff members come and go from a workplace. Some people are called ‘team players’, especially when they collaborate and willingly contribute to the common good.

  • HEQ volume 55 issue 1 Cover and Back matter

  • Journal:
    History of Education Quarterly / Volume 55 / Issue 1 / February 2015
    Published online by Cambridge University Press:
    20 January 2017, pp. b1-b5
    Print publication:
    February 2015
    • Article
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  • HEQ volume 55 issue 1 Cover and Front matter

  • Journal:
    History of Education Quarterly / Volume 55 / Issue 1 / February 2015
    Published online by Cambridge University Press:
    20 January 2017, pp. f1-f5
    Print publication:
    February 2015
    • Article
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  • An Officer and a Scholar: Nineteenth-Century West Point and the Invention of the Blackboard

  • Christopher J. Phillips
  • Journal:
    History of Education Quarterly / Volume 55 / Issue 1 / February 2015
    Published online by Cambridge University Press:
    20 January 2017, pp. 82-108
    Print publication:
    February 2015

  • Over two centuries after the invention of blackboards, they still feature prominently in many American classrooms. The blackboard has outlasted most other educational innovations and technologies, and has always been more than an aide memoire. Students and teachers have long assumed inscriptions on its surface made mental processes visible. As early as 1880, in fact, the A.H. Andrews & Co. catalog described the blackboard as a “mirror reflecting the workings, character, and quality of the individual mind.” The blackboard's ultimate origins are unclear but in North America one institution, the United States Military Academy at West Point, New York, played a particularly important role in establishing the device within classrooms. The blackboard's use at West Point in the first years of the nineteenth century garnered the novel tool notice and by the Civil War, the blackboard's place had been so firmly established in American schools as to be easily overlooked in importance; it was simply part of the physical and intellectual architecture of the classroom, Subsequent changes in construction and production have affected cost and appearance, but the basic idea of a vertical surface on which erasable inscriptions are made has remained.

  • HES Presidential Address: The Future of the Study of Our Educational Past—Whither the History of Education?

  • James W. Fraser
  • Journal:
    History of Education Quarterly / Volume 55 / Issue 1 / February 2015
    Published online by Cambridge University Press:
    20 January 2017, pp. 1-32
    Print publication:
    February 2015

  • I want to start these remarks by thanking the members of the History of Education Society for the honor of electing me to serve as president and especially my colleagues—faculty and graduate students—at New York University who have made NYU such an extraordinarily collegial home to study the History of Education. Finally I want to say a word of gratitude to my own teacher and mentor, Lawrence A. Cremin, who introduced me to this field and guided my early work. In the course of these remarks, I will be critical of him at points, but Larry Cremin remains my role model as a teacher, scholar, and kind friend. I suspect I may be—though one never knows—the last of a long line of Cremin students to preside over HES. But I do so proudly.

  • Desegregation, Minimum Competency Testing, and the Origins of Accountability: North Carolina and the Nation

  • Scott Baker
  • Journal:
    History of Education Quarterly / Volume 55 / Issue 1 / February 2015
    Published online by Cambridge University Press:
    20 January 2017, pp. 33-57
    Print publication:
    February 2015

  • During the long history of the Civil Rights Movement, public education was a significant battleground in the struggle for racial equality. As the courts ordered officials to dismantle a system of educational apartheid, whites resisted, bringing blacks and whites together in ways that disillusioned many African Americans. Hoping to transcend what he called “the trauma of desegregation,” in 1977, North Carolina Governor James B. Hunt proposed that all students be required to pass a minimum competency test (MCT) to receive a high school diploma. Hunt was part of a generation of moderate New South politicians who crafted a new racially neutral educational discourse that emphasized accountability and achievement rather than equality and access. Capitalizing on the perception that the quality of education had declined, these New South moderates built biracial coalitions that established high school MCTs in every southern state by 1986, replacing a civil rights agenda of opportunity with an accountability agenda of individual student responsibility.

  • Teaching Democracy: Folkways Records and Cold War Education

  • Rachel C. Donaldson
  • Journal:
    History of Education Quarterly / Volume 55 / Issue 1 / February 2015
    Published online by Cambridge University Press:
    20 January 2017, pp. 58-81
    Print publication:
    February 2015
    • Article
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  • By the waning years of the 1940s America had lost much of what remained of its postwar optimism as fears of Communism came to dominate the national political conversation. Left-leaning citizens had particular cause for disillusionment as politicians continued to trample many vestiges of New Deal programs and ideals in their rightward trek. The passage of the antilabor Taft-Hartley Act in 1947 and Progressive Party presidential candidate Henry Wallace's abysmal failure at the polls in the 1948 election hammered more nails into the coffin of leftwing activism. What ultimately caused the Old Left to retreat from mainstream political discourse was, of course, the new ideological war that loomed on the horizon. While U.S. foreign policy focused on containing Communism abroad, local and federal governlnent agencies and civilian vigilante groups rallied to fight suspected communists at home, Government agencies and private organizations compiled lists of alleged subversives, such as Red Channels: The Report of Communist Influence in Radio and Television that the right-wing publication Counterattack released in 1950. The attacks on those in the media and government were well documented, as news sources reported the trials of iconic groups like the Hollywood Ten and televised the Army-McCarthy hearings. At the same time that anticommunists focused on rooting out subversives in the State Department, organized labor, and the entertainment industry, they also turned their attention to education. Many political leaders, both liberal and conservative, viewed education as the “key factor” in securing American victory in the Cold War; as a result, between the end of WWII and the 1960s, anticommunists devoted an unprecedented amount of scrutiny to public schools, administrators, and teachers.

  • Chapter 6 - Learning for all

  • Lorraine Graham, Jeanette Berman, Massey University, Auckland, Anne Bellert, Southern Cross University, Australia
  • Book:
    Sustainable Learning
    Published online:
    06 August 2018
    Print publication:
    15 January 2015, pp 137-167

  • Summary

    Intended learning outcomes

    Engagement with the text in this chapter will enable readers to do the following:

  • utilise the ATRiUM capabilities to focus on the strengths and needs of individual students when planning and implementing responsive teaching for effective learning

  • explain the limitations of using labels to categorise the learning needs of students with disabilities or learning difficulties and understand that responsive teachers focus on learning, not labels, in order to best provide learning for all

  • describe key aspects of some major disability categories and identify capabilities on which to focus when planning learning support for students with disabilities or learning difficulties

  • reflect on how collaboration with families and systematic frameworks for intervention inform and support responsive teaching

  • distinguish how key strategies and instructional approaches support teaching for learning for all

    • Big ideas

  • In learning for all, responsive teachers strive to provide teaching and learning that meet the needs of all learners. This requires insight into the needs of all students in the class and knowledge about evidence-based strategies and approaches to teaching.

  • All learners have similar fundamental learning needs, yet every learner is different. These differences matter, especially in terms of planned, responsive teaching and effective learning.

  • By viewing students with disabilities or learning difficulties through the lens of ATRiUM capabilities, teachers can gain valuable insights that provide important information for teaching and learning.

  • Although knowing about disability categories may provide teachers with useful information about student learning, an overt focus on disabilities or learning difficulties can lead teachers to view students in terms of what they can’t do rather than what they can do.

  • Collaboration with the families of students with disabilities or learning difficulties facilitates information-sharing that is beneficial to all.

  • Early intervention is predicated upon the assumption that providing timely, appropriate support for learning can reduce the impact of disability, with long-term benefits for individuals, their families and their communities.

  • Research has validated some key instructional approaches that lead to improved learning outcomes for students with disabilities or learning difficulties. Combining direct instruction and strategy instruction is a fundamentally effective approach for supporting learning for all.

Page 260 of 675