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Transformative researchers and educators for democracy : Dartmouth dialogues /
The 2012 Critical Transformative Educational Leadership and Policy Annual Conference hosted by the University of Massachusetts Dartmouth met head-on with issues of neoliberalism, educational democracy, cultural politics, public education, and seeing teachers and administrators as critical transforma...
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam, The Netherlands :
SensePublishers,
2015.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Transformative researchers and educators for democracy : |b Dartmouth dialogues / |c edited by João M. Paraskeva and Thad LaVallee. |
| 264 | 1 | |a Rotterdam, The Netherlands : |b SensePublishers, |c 2015. | |
| 300 | |a 1 online resource (xxxviii, 234 pages) | ||
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| 504 | |a Includes bibliographical references. | ||
| 588 | 0 | |a Online resource; title from PDF title page (SpringerLink, viewed March 3, 2015). | |
| 505 | 0 | |a TABLE OF CONTENTS; INTRODUCTION: Let's Begin from the Beginning; NEOLIBERAL GLOBALISMS; NON-NAÏVE NAÏVET©: THIN INTELLECTUALISM AND THE CULT OF POLITICAL ILLITERACY; CARNIVAL: TO BEGIN FROM THE BEGINNING; WORKING WITHIN THE CRACKS OF THE SYSTEM -- FINAL NOTES; REFERENCES; PERSONAL NOTE; NOTE; REFERENCES; ACKNOWLEDGEMENTS; 1. WHAT IS A FACT? AND WHO CAN WE / SHOULD WE TRUST?; NOTE; 2. DEMOCRATIC EDUCATION AGAINST CORPORATE SCHOOL REFORM: The New Market Bureaucracy in U.S. Public Schooling; INTRODUCTION; THE NEOLIBERAL PROMISE OF DEBUREAUCRATIZING PUBLIC EDUCATION. | |
| 505 | 8 | |a THE NEW MARKET BUREAUCRACY IN PUBLIC SCHOOLINGTHE NEW MARKET POSITIVISM IN THE DOMINANT EDUCATIONAL REFORMS; THE NEW MARKET POSITIVISM; INSTITUTIONALIZING THE NEW MARKET POSITIVISM IN THE NEW PRIVATIZED BUREAUCRACY; CONCLUSION; NOTES; 3. GUIDING EMERGENCE: Understanding Cultural Change in an Urban Catholic School; METHODS; THEORETICAL FRAMEWORK: A SYSTEMS ANALYSIS OF SCHOOL CULTURE; THE URBAN CATHOLIC SCHOOL CONTEXT: SHIFTING DEMOGRAPHICS AND EXTERNAL PRESSURES; THREE STRATEGIES FOR SCHOOL CHANGE; DREAM BIG: CREATING A COMMON SCHOOL CULTURE. | |
| 505 | 8 | |a DISTRIBUTED LEADERSHIP: CREATING STRUCTURES OF ORGANIZATIONAL LEARNINGINSTRUCTIONAL LEADERSHIP: CHALLENGING AND SUPPORTING TEACHERS IN THE CLASSROOM; GUIDING EMERGENCE: CHALLENGE, SUPPORT, AND BALANCE; NOTE; REFERENCES; 4. THE ENTREPRENEURIAL UNIVERSITY: Where It All Went Wrong; THE ORIGINS OF A CONCEPT; REINVENTING GOVERNMENT; ONE STEP FORWARD, TWO STEPS BACK; NOTES; REFERENCES; 5. HIGHER-ORDER CRITICAL THINKING IN TEACHER PREPARATION: Putting 21st Century Skills Into Action; PURPOSE OF STUDY; Research Design and Methodology; Data Analysis and Limitations of Study. | |
| 505 | 8 | |a Challenges and Needs of a Growing ProgramRESULTS; Need for Further Research within a Larger Framework of Inquiry; CONCLUSIONS; REFERENCES; APPENDIX A; Higher Order Critical Thinking Strategies; APPENDIX B; Teaching Strategies of Adjuncts; 6. TRANSFORMATIVE LEADERSHIP: Positivity and Power in a Cohort Model Doctoral Program; REVIEW OF LITERATURE; DESIGN OF QUESTIONNAIRE; RESPONSES AND ANALYSIS; RESPONSES; EMERGENCE OF TWO PROMINENT THEMES; SIGNIFICANT EVENTS IN THE COHORT'S TIMELINE; THOSE WHO STEP UP AND THOSE WHO HOLD BACK; RECOMMENDATIONS FOR FURTHER RESEARCH; REFERENCES; APPENDIX. | |
| 505 | 8 | |a 7. HOW CAN THE PROCESSES OF ORGANIZATIONAL CHANGE PROMOTE A CULTURE THAT FOCUSES ON IMPROVED STUDENT LEARNING?INTRODUCTION; LITERATURE REVIEW; What Are the Processes of Organizational Change?; The Impact of Innovation on Organizational Change and Student Learning; How Can the Processes of Organizational Change Impact A School's Culture?; The Impact of Innovation on Organizational Change and Student Learning; How Can the Culture Improve Student Learning?; DISCUSSION; What Are the Components of Change That Are Needed in Higher Education in the 21st Century?; CONCLUSION. | |
| 520 | |a The 2012 Critical Transformative Educational Leadership and Policy Annual Conference hosted by the University of Massachusetts Dartmouth met head-on with issues of neoliberalism, educational democracy, cultural politics, public education, and seeing teachers and administrators as critical transformational leaders. This book is a collection of the highlights of that conference that addresses these arenas of debate, from the presentations of Deborah Meier, Ken Saltman, Clyde Barrow, and Joao Rosa, among others, to the works of emerging academics and intellectuals in the field of education. The book to serve as an antidote to such ill-informed thinking before it becomes a part of the cultural commonsense, much the way the manufactured realties of high stakes testing, standardization, and police-guarded schools have become normative. ℓ́ℓIt is urgent to learn to accurately read reality in a world in which language and discourse are being resignified to confuse people and turn reality into a board game, a world which large corporations and global financial powers play the role of the old mythological gods, creators of dogmas and flamboyant realities that they want us to submit and worship. This volume is an outcome of an important political critical transformative pedagogical project that challenges the lethal consequences of the impact of neoliberal policies in education. We need to welcome Paraskeva and LaValleeℓ́ℓs contribution since it offers a crucial tool to help us articulate accurately a critical diagnosis as well as solutions for a more just and democratic public education that cultivates humanity.ℓ́ℓ ℓ́ℓ Jurjo Torres Santom©♭, University of Corunha, Spain ℓ́ℓThis new collection Transformative Researchers and Educators for Democracy: Dartmouth Dialogues is one of the most impressive outcomes of a critical transformative program at the University of Massachusetts Dartmouth. Jo©Đo M. Paraskeva and Thad LaVallee provide their readers with a careful selection of chapters that explore the idea of critical and transformative leadership for a democratic conception of education, focusing on a range of related themes in understanding the dimensions of cultural and organizational change. A crucial volume focusing on aspects of the critique of neoliberal globalization in education and a needed book that insightfully combines critique and robust analysis with a utopian and positive agenda for critical transformation.ℓ́ℓ ℓ́ℓ Michael A. Peters, University of Waikato (NZ) and University of Illinois (Urbana-Champaign, USA) ℓ́ℓThis edited volume is the result of an amazing critical transformative program in educational leadership and policy studies chaired by Jo©Đo M. Paraskeva. Paraskeva and LaVallee produced an important contribution to a timely topic that provides clear evidences that the free market model of education it is not a hope for good public education. This book is not only important to US educators but it is really crucial for educators all over the world. What is analyzed in this book is taking place in Europe, Asia, Latin America, Africa and the Middle East.ℓ́ℓ ℓ́ℓ Alvaro Moreira Hypolito, University Federal de Pelotas, Brasil. | ||
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| 700 | 1 | |a Paraskeva, João M., |e editor. | |
| 700 | 1 | |a LaVallee, Thad, |e editor. | |
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