Leveraging social capital in systemic education reform [electronic resource] / edited by Ian R. Haslam and Myint Swe Khine.
Haslam, Ian R., editor.; Khine, Myint Swe, editor.
2016
LB2806 .L48 2016
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Title Leveraging social capital in systemic education reform [electronic resource] / edited by Ian R. Haslam and Myint Swe Khine.
ISBN 9789463006514 (electronic book)
9463006516 (electronic book)
9463006508
9789463006507
9463006494
9789463006491
Published Rotterdam, The Netherlands ; Boston : Sense Publishers, [2016]
Language English
Description 1 online resource (v, 166 pages.)
Call Number LB2806 .L48 2016
Dewey Decimal Classification 371.207
Summary Much has been written of late about the need to reform school systems across the world. In like manner there have been many attempts to change school systems for the better but without a great deal of success. This, in part, has much to do with the inertia in school systems and the nature of the work. The professional isolation of teachers from one another in schools is no excuse but it is a key factor in the development of system wide professional capital. This book explores the importance of school leadership and the use of digital media to develop social capital in schools. Particular examples of school reforms that focused on developing professional capital with varying degrees of success are to be seen in the UAE, in reforms to the Australian middle school, and in attempts to reform the Community College in the USA. 0Throughout the book there are three powerful ideas associated with successful large scale reforms. First, there are the structural elements that all successful school systems have in common including revised curriculum standards, a reliable assessment system, technical skills of teachers and school leaders, a comprehensive data system, rewards and remuneration of workforce and policy documents to support change. Second, strategic imperatives such as the singular focus on teaching and learning for student success, the need to build workforce capacity in schools, the need to ensure system wide implementation of reforms and the importance of collaboration and team building. Third, the systematic development of professional learning communities and teacher leadership will increase social capital in schools which will ensure student success. This book looks at overcoming the inertia to school reform in education systems caused by structural deficiencies, strategic shortfalls and implementation procedures.
Note Much has been written of late about the need to reform school systems across the world. In like manner there have been many attempts to change school systems for the better but without a great deal of success. This, in part, has much to do with the inertia in school systems and the nature of the work. The professional isolation of teachers from one another in schools is no excuse but it is a key factor in the development of system wide professional capital. This book explores the importance of school leadership and the use of digital media to develop social capital in schools. Particular examples of school reforms that focused on developing professional capital with varying degrees of success are to be seen in the UAE, in reforms to the Australian middle school, and in attempts to reform the Community College in the USA. 0Throughout the book there are three powerful ideas associated with successful large scale reforms. First, there are the structural elements that all successful school systems have in common including revised curriculum standards, a reliable assessment system, technical skills of teachers and school leaders, a comprehensive data system, rewards and remuneration of workforce and policy documents to support change. Second, strategic imperatives such as the singular focus on teaching and learning for student success, the need to build workforce capacity in schools, the need to ensure system wide implementation of reforms and the importance of collaboration and team building. Third, the systematic development of professional learning communities and teacher leadership will increase social capital in schools which will ensure student success. This book looks at overcoming the inertia to school reform in education systems caused by structural deficiencies, strategic shortfalls and implementation procedures.
Bibliography, etc. Note Includes bibliographical references.
Access Note Access limited to authorized users.
Source of Description Description based on print version record.
Added Author Haslam, Ian R., editor.
Khine, Myint Swe, editor.
Series Contemporary approaches to research in learning innovations ; 10.
Available in Other Form Print version: 9789463006491
Linked Resources Online Access
Record Appears in Online Resources > Ebooks
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TABLE OF CONTENTS; 1. SOCIAL CAPITAL IN THE AUTONOMOUS WORLD OF TEACHERS; NOTES; REFERENCES; 2. STRENGTHENING THE LEAD: Supporting Teachers in the Teaching of Critical Issues; INTRODUCTION; Public Policies and Student Achievement; Instruction and Student Achievement; Value Added Measures and Student Achievement; LEADERSHIP; Teacher Leadership; The Role of the Principal in Fostering Teacher Leadership; CASE STUDY 1; Discussion; Teacher Leadership and Professional Development; CASE STUDY 2; Discussion; Fostering Critical Thinking; SUMMARY; REFERENCES

3. THE EMERGENCE OF DIGITAL SOCIAL CAPITAL IN EDUCATIONINTRODUCTION; SOCIAL CAPITAL IN THE INFORMATION AGE; THE MARCH OF MACHINE MEDIATION; PROFESSIONAL NETWORKS
THE GENEROSITY OF STRANGERS; GLOBALISATION IN THE NETWORKED SOCIETY; THE PROFESSIONAL DEVELOPMENT OF EDUCATORS; THE GLOBALLY STRUCTURED AGENDA FOR EDUCATION; ADDRESSING THE NEEDS OF THE PROFESSION; ONLINE COMMUNITIES AND NETWORKS OF PRACTICE; CONCLUSIONS; NOTES; REFERENCES; 4. LEADING FOR COLLECTIVE CREATIVITY BY MANAGING THE SOCIAL ENVIRONMENT IN SCHOOLS; INTRODUCTION; SITUATED GROUP CREATIVITY

Vignette: Group Creativity for Project Based LearningVignette: Negative Social Influences; Social Context for Creativity; ACCOUNTABILITY AND CREATIVITY-NOT AN OXYMORON; NEED FOR TOP-DOWN LEADERSHIP IN CREATIVITY; Vignette on California School Board Association Conference (Zhao, 2013); A Time for Non-Creative Group Work; THE GROUP WORK OF PROFESSIONAL LEARNING COMMUNITIES: A TIME FOR REPLICATION; Vignette on PLC Work Around Direct Instruction; A TIME FOR CREATIVE GROUP WORK; Composition; Leader Led Creative Group Work; Creative Group Work-Teacher Inspired; Creative Work Group Dimensions

CONCLUSIONREFERENCES; 5. AUSTRALIAN MIDDLE YEARS REFORM: A Focus on Teachers and Leaders as the Subjects and Agents of Change; INTRODUCTION; NEED FOR REFORM; Need for Acceptance upon Implementation; Recommended Practice for Middle School; Teaching in the Middle Years; Building Human Capital through Training Organisations; Implementing the Reform; Leading the Reform; Enhancing Middle Years Development: Changes to Policy; CONCLUSION; REFERENCES; 6. DEVELOPING EDUCATIONAL CAPITAL IN TIMES OF CHANGE: The Experience of Abu Dhabi; INTRODUCTION; SOCIAL CAPITAL THEORY; CONCLUSION; NOTES; REFERENCES

7. LARGE-SCALE REFORMS AND THE 'CAFETERIA' COLLEGE: Lessons from High Performing School SystemsINTRODUCTION; Developmental Education; High Performing School Systems; Capacity Building; Professional Isolation; Professional Collaboration; Professional Learning Communities; The Cafeteria College; Powerful Ideas; SUMMARY; NOTES; REFERENCES

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