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Institutional leadership in higher education today requires the management of academic, financial and human resources to deliver teaching, research, external engagement, IT, student support, quality assurance, and estate management activities at levels ranging from local to global. This requires the development and deployment of subject expertise, diplomacy as well as a whole range of practical and technical skills. It can be difficult to balance the strategic needs of the institution with its practical, day-to-day management.

Drawing on more than 60 years of higher education experience around the world, the authors set out the fundamental elements of all higher education institutions and place them in a practical framework to enable leaders to understand their institutions more clearly, and develop appropriate responses to the unique issues that arise in each.

Accessible, insightful, comprehensive and universally applicable, An Illustrated Guide to Managing Institutions of Higher Education draws on numerous real-world examples and offers practical exercises to enable institutional leaders to understand how their institutions actually work, to develop appropriate responses to the issues that confront them and to manage their institutions more effectively.
International Educationalist Perspectives
Volume Editor: Brent Bradford
The Doctoral Journey: International Educationalist Perspectives assembles a collective narrative related to the doctoral journey of recent graduates in the field of education. Clearly, the doctoral journey is not a linear process but rather a lattice of ever-evolving professional and personal relationships, experiences, perspectives, and insights.

From early on when considering whether or not to apply to a programme, to deciding on an institution and supervisor, to delving into the related literature, to data collection and analyses, to closing in on the defence, to results dissemination, and everything in between and beyond, the doctoral journey presents incalculable obstacles that can be, and have been, overcome by doctoral graduates—including the contributors in this inspirationally-sparked collective narrative.

Contributors are: Trudy Cardinal, Philip Wing Keung Chan, José da Costa, Alison Egan, Janet McConaghy, June McConaghy, Kelsey McEntyre, Sammy M. Mutisya, Christina A. Parker, Carla L. Peck, Colin G. Pennington, Kathleen Pithouse-Morgan, Edgar Schmidt, and Pearl Subban.
The Art of Writing for Educators
Writing in Education: The Art of Writing for Educators focuses on educators’ professional journeys and discoveries about teaching, learning, writing, and self. This book offers insightful discussions about teaching practices, reflective writing, and digital and nondigital representations of meaning. It explores practical matters facing teachers and teacher candidates, such as communicating about one’s practice, writing beyond content and page, or conducting classroom observations and maintaining field notes. This volume is divided into three main parts, each of which spotlights a Featured Assignment that examines an area of writing in education. The sample student work that is highlighted in each chapter is designed to support teachers and teacher candidates as they consider the importance and forms of writing as professionals in the field, as well as the roles of writing in their own current or future classrooms.
Stories from the Field – Resolving Educational Leadership Dilemmas
In You Can’t Make This Up! the author invites both emerging educational leaders and practicing school administrators to read a series of short stories recounted by principals and vice principals employed in schools across the United States, in Germany and Cyprus. This collection of present-day stories highlights the types of challenges school leaders encounter on a daily basis, all of which demand informed decisions, but none of which are easily resolved.

Each story is presented in a case study format, and aligned with selected elements within one of the ten Professional Standards for Educational Leadership (PSEL). At a critical juncture in each case, a series of “questions to ponder” is presented, followed by a segment describing “what actually occurred?”
Challenges and Directions in a Multicultural World
This book intends to find a common path for diverse approaches meant to reach a better vision on the future of education, to adapt it to the most spectacular and rapid changes in the modern world. Remarkable education specialists bring their research into this volume that collects the best ideas and solutions presented in the 19th Biennial Conference of the International Study Association on Teachers and Teaching (Sibiu, Romania, July 2019). The 17 chapters of this book promote a hopeful vision on the future of education as proclaimed in the title: Education beyond Crisis: Challenges and Directions in a Multicultural World.

The volume focuses on three major ideas: defining directions for the future of teaching, challenges of the contemporary teaching context, and teaching in a multicultural world. The volume itself stands for the multicultural approach of education, as the contributors propose a unitary picture on education, in the contexts of national educative programs or inclusive education for the refugee children.

Well-known researchers answer important questions on the effectiveness of educational reforms and education policies in different countries. They take into account the student voice or the teachers' opinions in teaching and designing the new curriculum. The volume includes researches based on case studies, interviews, surveys, qualitative analysis, and original researching instruments. Readers will find here not only the vision of a multicultural world, but also valuable ideas on education in Austria, Brazil, Canada, Portugal, Germany, Greece, India, Italy, the Netherlands, Pakistan, Serbia, Spain, Singapore, Romania, Turkey, and the United States.

Contributors are: Christiana Deliewen Afrikaner, Laura Sara Agrati, Ana Flavia Souza Aquiar, Neelofar Ahmed, Douwe Beijaard, Terence Titus Chia, Cheryl J. Craig, Feyza Doyran, Estela Ene, Maria Assunção Flores, Maria Antonella Galanti, Paula Martín Gómez, Christos Govaris, Heng Jiang, Stavroula Kaldi, Ria George Kallumkal, Manpreet Kaur, Julia Köhler, Malathy Krishnasamy, Virginia Grazia Iris Magoga, Maria Ines Marcondes, Paulien C. Meijer, Juanjo Mena, Raluca Muresan, Ingeborg van der Neut, Ida E. Oosterheert, Darlene Ciuffetelli Parker, Loredana Perla, Cui Ping, Snežana Obradović-Ratković, Maria Luisa Garcia Rodriquez, Minodora Salcudean, Gonny Schellings, Antonis Smyrnaios, Sydney Sparks, Alexandra Stavrianoudaki, Vassiliki Tzika, Evgenia Vassilaki, Viviana Vinci, Kari-Lynn Winters, Vera E. Woloshyn, Tamara Zappaterra, and Gang Zhu.
The Mathematics Teacher Educator as a Developing Professional (Second Edition)
Volume Editors: Kim Beswick and Olive Chapman
This second edition of the International Handbook of Mathematics Teacher Education builds on and extends the topics/ideas in the first edition while maintaining the themes for each of the volumes. Collectively, the authors looked back beyond and within the last 10 years to establish the state-of-the-art and continuing and new trends in mathematics teacher and mathematics teacher educator education, and looked forward regarding possible avenues for teachers, teacher educators, researchers, and policy makers to consider to enhance and/or further investigate mathematics teacher and teacher educator learning and practice, in particular. The volume editors provide introductions to each volume that highlight the subthemes used to group related chapters, which offer meaningful lenses to see important connections within and across chapters. Readers can also use these subthemes to make connections across the four volumes, which, although presented separately, include topics that have relevance across them since they are all situated in the common focus regarding mathematics teachers.

Volume 4, The Mathematics Teacher Educator as a Developing Professional, focuses on the professionalization of mathematics teacher educators, which, since the first Handbook, continues to grow as an important area for investigation and development. It addresses teacher educators’ knowledge, learning and practice with teachers/instructors of mathematics. Thus, as the fourth volume in the series, it appropriately attends to those who hold central roles in mathematics teacher education to provide an excellent culmination to the handbook.

Volume Editor: Bernard W. Andrews
Arts education research in Canada has increased significantly since the beginning of this century. New forms of arts-based research, such as ethnodrama and a/r/t/ography, have arisen and made significant contributions to the literature. Researchers in departments/schools/faculties of dance, drama, music, visual arts, media studies, cultural studies and education have been successful in acquiring peer-reviewed grants from the Social Sciences and Humanities Research Council to undertake large-scale projects and disseminate the findings internationally. The purpose of this edited collection, entitled Perspectives on Arts Education Research in Canada, Volume 2: Issues and Directions, is to provide an overview of the current research undertaken across the country, thereby providing a valuable resource for students, professors and research associates working in the arts disciplines, media studies, education, and cultural studies.

Contributors are: Bernard W. Andrews, Kathy Browning, Ranya Essmat Saad, Maia Giesbrecht, Shelley M. Griffin, Rita Irwin, Glenys McQueen-Fuentes, Laura Nemoy, Lori Lynn Penny, Jennifer Roswell, Michelle Searle, Alison Shields, Anita Sinner, Darlene St. Georges, Peter Vietgen, John L. Vitale, Jennifer Wicks, Kari-Lynn Winters, and Thibault Zimmer.
This volume of the World of Science Education gathers contributions from Latin American science education researchers covering a variety of topics that will be of interest to educators and researchers all around the world. The volume provides an overview of research in Latin America, and most of the chapters report findings from studies seldom available for Anglophone readers. They bring new perspectives, thus, to topics such as science teaching and learning; discourse analysis and argumentation in science education; history, philosophy and sociology of science in science teaching; and science education in non-formal settings. As the Latin American academic communities devoted to science education have been thriving for the last four decades, the volume brings an opportunity for researchers from other regions to get acquainted with the developments of their educational research. This will bring contributions to scholarly production in science education as well as to teacher education and teaching proposals to be implemented in the classroom.
Volume Editor: Theodosia Prodromou
New digital technologies offer many exciting opportunities to educators who are looking to develop better teaching practices. When technologies are new, however, the potential for beneficial and effective implementations and applications is not yet fully recognized. This book is intended to provide teachers and researchers with a wide range of ideas from researchers working to integrate the new technology of Augmented Reality into educational settings and processes. It is hoped that the research and theory presented here can support both teachers and researchers in future work with this exciting new technology.

Contributors are: Miriam Adamková, Gilles Aldon, Panayiota Anastasi, Ferdinando Arzarello, Martina Babinská, Robert Bohdal, Francisco Botana, Constadina Charalambous, Eva Csandova, Omer Deperlioglu, Monika Dillingerová, Christos Dimopoulos, Jiri Dostal, Jihad El-Sana, Michael N. Fried, Maria Fuchsová, Marianthi Grizioti, Tomas Hlava, Markus Hohenwarter, Kateřina Jančaříková, Konstantinos Katzis, Lilla Korenova, Utku Köse, Zoltán Kovács,Blanka Kožík Lehotayová, Maria Kožuchová, Chronis Kynigos, Ilona-Elefteryja Lasica, Zsolt Lavicza, Álvaro Martínez, Efstathios Mavrotheris, Katerina Mavrou, Maria Meletiou-Mavrotheris, Georgios Papaioannou, Miroslava Pirháčová Lapšanská, Stavros Pitsikalis, Corinne Raffin, Tomás Recio, Cristina Sabena, Florian Schacht, Eva Severini, Martina Siposova, Zacharoula Smyrnaiou, Nayia Stylianidou, Osama Swidan, Christos Tiniakos, Melanie Tomaschko, Renata Tothova, Christina Vasou, and Ibolya Veress-Bágyi.
Teachers are not automatons. An educator’s personal values, concerns, and aspirations cannot be cleaved from one’s professional life without impacting the quality and relevance of the teaching experience. This book examines spaces where the personal and professional intersect, thereby deepening our understanding of the nuances and complexities of a teacher’s work. It draws readers into places of vulnerability—moments of grieving. As a teacher’s curriculum—as a curriculum of life—grief has much to teach about sympathy, compassion, and resilience.

Educational philosophy, literary analysis, and reflective practice are used to explore ways grief can help us better ascertain the scope and depth of the educators we are and have the potential to become. Pieces of literature used include works by Pat Conroy, Charles Dickens, Stephen King, Rabindranath Tagore, Virgil, Franz Wedekind, and Virginia Woolf. Also included are ideas from a diverse set of educational philosophers, social and cultural commentators, poets, and more. Chapters conclude with "Topics for Reflection" for further individual and/or collective reflection and discourse.

Educators at all stages of their careers will benefit from this study that demonstrates the impact personal grieving can have on remembering, recovering, and reidentifying with one’s mission and vision. As a resource for pre-service or veteran teachers, the text celebrates the power of introspection to transform our work, our lives, and the lives of our students. It is equally relevant for parents, coaches, mentors, and anyone who takes on the kinds of teacher roles that impact, nourish, and inspire the lives of others.