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Based on findings of an in-depth social phenomenological study, this book describes the experiences of music teachers, whose careers are rich, complex, and multi-faceted. Stories of their professional enactments contribute rich considerations in music teacher identity discourse and to the construction of their professional selves. Analysis revealed an overall sense of professional self and various degrees of three role-taking selves: performing, teaching, and musical. Findings suggest that an active, purposeful construction of consociate relationships can support a balanced, reconciled conception of self, which promotes flexibility within and among structures of the lifeworld and profession. Individuals' social worlds are highlighted in terms of ways they shape social and professional worlds. With a wide view of who music teachers are and what they do, this book reveals insights to the supports needed to enact a long, satisfying career.

This book analyzes stories of university early childhood faculty members, community activists in southern California, and children and the early childhood teacher education students working with them. The grounding of this research is reconceptualization of postmodern narrative theoretical influences. Through narrative inquiry, the book connects ongoing research to ongoing pedagogy. It explores the following research questions: (1) How do learners across generations create, build upon, and reinvent each other's stories to make new meanings through consideration of family history, multigenerational knowledge, and experiences?; (2) How do learners' stories offer new possibilities through leadership that connects Global South knowledge with Global North contexts?; (3) In what ways is it possible to use this framework and methodology in Higher Education to promote systemic consistency in promoting social justice that is generatively inclusive?More than half of the research participants have truly lived bi-culturally, many of the children in the early care and education programs in the USA are from Mexico and Central America. These collaborators truly carry their roots with them as they strive for justice and authenticity in early childhood teacher education and community activists working with families and children.

Understanding the Dynamics of Teacher Agency, Resilience, and Identity in the Neoliberal Age focuses on the complexity of teachers' agency, resilience, and identity across various contexts. Neoliberal educational policy technologies have been constantly (re)shaping educational professionalism, subjectivity, teaching, and evaluation. Within this climate, teacher agency, resilience, and identity are vital factors for maintaining teachers' well-functioning and well-being. Moreover, teacher agency, resilience, and identity do not exist independently but reinforce each other constitutively, which enable teachers to see beyond challenge and fluctuating confidence and withstand pressure. The educational contexts in this book encompass rural, immigrant, preservice education, special education, internationalized school contexts, etc. Theoretically, this book disentangles the conceptual understandings and methodological considerations of teacher agency, resilience, and identity. Practically, the contributors from various countries and regions explore how various contexts influence teacher agency, resilience, and identity in the neoliberal age.

Understanding and Improving how K-12 Multilinguals are Taught: Supporting Multilinguals details instructional strategies that can be used to better assess multilingual learners which are more improved than the existing evaluations. The author argues that assessments for multilingual learners need to be improved due to inequities within the public-school systems, and that assessments for students in K12 schools are not equitable. The author also discusses strategies for welcoming and supporting multilingual learners in the classroom. The instructional strategies outlined for K12 educators includes offering students multiple test-taking options, ensuring that assessments are translated into students respective languages, and allowing multilingual learners to take assessments in groups or pairs. These improvement strategies have been developed by using feedback from dual-language teachers in the K12 public school system. The assessment issues that will be addressed include inequity within assessments administered to multilingual learners, the way assessments are structured and developed at the district and school level, the consideration of the immigrant experience as these assessments are being developed, the roles of school boards in considering immigrant experiences while creating these assessments, the role of the teachers of multilingual learners, assessment strategies to support multilingual learners, and strategies that are effective in creating inclusive classrooms for native and multilingual English speakers.

Building on the formative work of High Leverage Practices for Inclusive Classrooms, this critical companion explores how high leverage practices can be applied to the education of students with extensive support needs (ESN).

Focusing on the historical development of the teaching profession, this book explores how the relationship between education and the formation of modern nation states has influenced both the status of the profession as a whole and the differential status accorded to different kinds of teachers within it.

This book, co-authored by researchers and practitioners, offers a strong foundation in the key principles, theories and debates that underpin current understandings of inclusive education and their implications for the development of inclusive learning for all members of a school's community.

This edited collection, one of the first to be written chiefly by Vietnamese scholars, explores innovation in Vietnamese education under the impact of the Fourth Industrial Revolution. Vietnam is considered a booming country with its continued economic rise, and the contributors explore one of Vietnam's strategies to achieve further economic growth, which is the innovation - and modernization - of its education system.The content is split into two parts, the first focusing on innovations in educational policy and management and the second looking at innovation in teaching theories and methods. It shows the vitality and innovation coming from developing countries like Vietnam, where necessity breeds fast adoption of education technology and development.This insightful edited volume will help researchers in comparative education, educational development, and Asian studies understand the achievements and challenges of Vietnamese general education and higher education in the Fourth Industrial Revolution.

From an emergent and niche market, the Doctorate of Business Administration (DBA) will undoubtedly grow to answer the new needs of senior managers working in increasingly complex and uncertain work contexts that require decision-makers trained in the critical thinking skills provided by a DBA for professionals.This book has been written by professors and managers working in internationally accredited DBAs run by leading higher education institutions on three continents. It aims to explain why this development will happen, and why more and more managers will decide to pursue what is a rather special and unique doctoral programme. It also aims to answer many of the questions that future DBA students are likely to ask.The book has therefore been structured into three logical parts:Part one, Why a DBA programme?, answers some key questions about the reasons for the existence of a doctoral programme for business professionals. The authors explain that DBA programmes exist toanswer the need of the market, and clearly expose the differences between a DBA and a PhD.Part two, The DBA programme, opens up the black box of this so-far little-known doctoral programme. The authors clarify participant profiles and motivations, programme design, the partnership between student and supervisor, student support mechanisms, and the all-important supervision of the thesis.Part three, The impact of the DBA, then discusses the huge added-value of a DBA for practising managers in terms of personal benefit, but also for their organisations, and for wider society.

We live in an increasingly interdependent and interconnected world. The COVID-19 crisis has provided a stark reminder of the enormous educational inequities within and across countries around the globe. Featuring international language and literacy researchers who apply various tenets of global meaning making to disrupt and interrogate contradictions and tensions in global scholarship, Global Meaning Making focuses on a model of interrogating international literacy research and pedagogical pursuits with the ultimate goal of transforming how we engage in global endeavours. Organized around three major themes: Literacy Programs, Policies and Curriculum; Language of Instruction Policies and Practices and Engaging in Global Literacies, chapter authors reimagine global approaches that respect the histories, ways of knowing, needs, hopes and values of voices beyond the western, including those from the Global South: Asia, Africa, Oceania, and South and Central Americas. Each chapter outlines research the chapter authors are conducting or have conducted and describes implications for how their work utilizes tenets of global meaning making.

MAKE IT HAPPEN...That is my charge to you. So...Make it happen. I didn't reinvent the wheel here, just put together some practical ideas that I believe can help you become a better principal. I hope you impact the hearts and minds of your students and I hope you are making the world a better place by being a great principal! Enjoy...

REA's Praxis Core Academic Skills for Educators Test Prep with Online Practice Tests (3rd ed.) Gets You Certified and in the Classroom!This revised and updated 3rd edition reflects the new Praxis Core Mathematics (5733) test's increased emphasis on data literacy.The Praxis Core tests are used to gauge the skills and content knowledge of candidates entering teacher preparation programs and are used for initial teacher certification in more than 30 states and U.S. territories, as well as the U.S. Department of Defense Education Activity. REA's Praxis Core Book + Online prep pack for today's Reading (5713), Writing (5723), and Mathematics (5733) tests helps you master the information on this exam battery, bringing you one step closer to being certified to teach. It's perfect for college students, out-of-state teachers, and career-changing professionals. Completely aligned with the Common Core State Standards and written by seasoned test-prep experts, our study package contains in-depth reviews of all the reading, writing, and mathematics content tested on the Praxis Core exam. A diagnostic test for each exam is offered online to help pinpoint your strengths and weaknesses. This test prep package includes 6 full-length practice tests (two each for reading, writing, and math - available both in the book and online) that cover every type of question, subject area, and skill tested on the exams. Are you a career changer or just need more brush-up on your math? Try our four math mini-tests. The book's online tests are timed and offer detailed scoring analysis and diagnostic tools so you can easily see where you need to focus your study. This complete test prep package comes with a handy study schedule, self-evaluation grid, as well as REA's proven test-taking tips and strategies. Go with the test guide that the test prep pros at Magoosh say provides "high-quality instruction in all three subject areas." This test prep is a must-have for teacher candidates across the United States who want an extra edge on the Praxis Core tests!