Despite the plethora of books on change, there appears a notable gap in the field; rarely is the authentic and candid voice of change agents heard. How often do academics or practitioners candidly state what they actually do when they are faced with managing change in their own organisations or when they are called on in a consultancy capacity? In this new book, the editors bring together a diverse group of contributors who have worked as Internal Change Agents in organizations to divulge what they really do and think about change. The authors draw on their own research work involving change agents and their change interventions and include current reflections on the post-Covid world of work, and the change required for achieving change interventions successfully. Each contribution offers perspectives from real change programmes, in both the public and private sector, offering a unique opportunity to move beyond theory and understand change in practice. The book offers valuable insights for academics and students of organisational change and behaviour, leadership and organisational development.

"Neuroteach will aid teachers and school leaders in bringing the growing body of educational neuroscience research into the design of their schools, classrooms, and work with each individual student."--Back cover.

Agency through Teacher Education: Reflection, Community, and Learning addresses the ways that agency functions for those involved in twenty-first-century teacher education. This book, commissioned by the Association of Teacher Educators, relies on the voices of teacher education candidates, in-service teachers, school leaders, and university-based educators to illustrate what agency looks like, sounds like, and feels like for people trying to act as agents of change.

This excellent book remaps the limits and possibilities of change, clearly shifting the focus from outmoded debates on agency and structure to new practice-based discourses on agency and change. Offering readers a selective and critical review of key literature and empirical research, it will help students contextualize this complex subject area and independently evaluate future prospects for effective change agent roles in organizations Presenting an interdisciplinary exploration of competing discourses, the book uses two overarching conceptual continua: centred agency-decentred agency and systems-processes, thereby allowing a more intensive focus on agency and change. Well-written with challenging content, this book is essential reading for those interested in the origins, development and future prospects for change agency in an organizational world characterized by increasing complexity, risk and uncertainty.

El espacio, ya sea físico o virtual, puede tener un impacto significativo en el aprendizaje. Learning Spaces se centra en la forma en que las expectativas de los alumnos influyen en dichos espacios, en los principios y actividades que facilitan el aprendizaje y en el papel de la tecnología desde la perspectiva de quienes crean los entornos de aprendizaje: profesores, tecnólogos del aprendizaje, bibliotecarios y administradores. La tecnología de la información ha aportado capacidades únicas a los espacios de aprendizaje, ya sea estimulando una mayor interacción mediante el uso de herramientas de colaboración, videoconferencias con expertos internacionales o abriendo mundos virtuales para la exploración. Este libro representa una exploración continua a medida que unimos el espacio, la tecnología y la pedagogía para asegurar el éxito de los estudiantes.

Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on this issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley, Gert Biesta and Sarah Robinson explore empirical findings from the 'Teacher Agency and Curriculum Change' project, funded by the UK-based Economic and Social Research Council (ESRC). Drawing together this research with the authors' international experiences and perspectives, Teacher Agency addresses theoretical and practical issues of international significance. The authors illustrate how teacher agency should be understood not only in terms of individual capacity of teachers, but also in respect of the cultures and structures of schooling.

This book discusses the importance of autonomy, agency, and identity in teaching and learning English as a foreign language, all of which are central themes in the educational domain. By linking theory with practice to appeal to researchers as well as classroom practitioners, it provides an overview of the theoretical constructs of autonomy, agency, and identity along with empirical studies that explore these constructs through life stories as told by English teachers and students. Key features include: • New ideas to inspire professionals involved in foreign language education. • Up-to-date information to showcase for English language educators how autonomy, agency, and identity can be conceptualized across various institutional, sociocultural, and political contexts.• A concise yet comprehensive review of the theoretical and practical issues characterizing English foreign language education today.