This volume presents findings and insights from contemporary thinking and research on the application of Information Technology in Educational Management. It analyzes the ways in which ICT has been used, across a range of educational institutions, to support various aspects of educational management. It is the latest in a series of books produced by IFIP Working Group 3.7.

An Administrator’s Guide to Online Education is an essential resource for the higher education administrator. Unlike most books regarding online education, this book is not about teaching; it is about effectively administrating an online education program. Grounded in existing distance education theory, and drawing from best practices, current research, and an extensive review of current literature, An Administrator’s Guide to Online Education systematically identifies and discusses seven key issues that affect the practice of online education today: leadership and strategic planning, policy and operation, faculty, online student services, online student success, technology and the courseware management system, and finally marketing. Throughout the text, the authors provide case studies, examples, policies, and resources from actual institutions, which further enhance the value of this text. An Administrator’s Guide to Online Education, encompasses the issues and provides information on how to accomplish one specific task: successful online education administration.

The COVID-19 pandemic was a forceful reminder that education plays an important role in delivering not just academic learning, but also in supporting physical and emotional well-being. Balancing traditional “book learning” with broader social and personal development means new roles for schools and education more generally.

This volume provides examples of current developments on the role of ICT for education, development, and social justice within an international context. Chapters draw on advanced contemporary thinking from scholars and practitioners in the field to present case studies of how ICT can be used to promote sustainable development and social justice. Social justice is understood in a wide sense as the pursuit of democracy, justice and development in the struggle against any form of oppression; it is within this context that ICT is explored as a tool for social change. The objectives of this book are: - To analyze the philosophical, historical, political, and cultural backgrounds and contexts that are constitutive of contemporary challenges and tensions in the role of ICT for education, development, and social justice around the world; - To appreciate the contextual and international dimensions of the tensions and challenges faced by educators around the world and contribute to ongoing efforts to sketch a vision for addressing their needs; - To explore ways in which ICT in education can promote social justice and contribute toward sustaining communities around the world

With new student assessments and teacher evaluation schemes in the planning or early implementation phases, this book takes a step back to examine the ideological and historical grounding, potential benefits, scholarly evidence, and ethical basis for the new generation of test based accountability measures. After providing the political and cultural contexts for the rise of the testing accountability movement in the 1960s that culminated almost forty years later in No Child Left Behind and Race to the Top, this book then moves on to provide a policy history and social policy analysis of value-added testing in Tennessee that is framed around questions of power relations, winners, and losers. In examining the issues and exercise of power that are sustained in the long-standing policy of standardized testing in schools, this work provides a big picture perspective on assessment practices over time in the U. S.; by examining the rise of value-added assessment in Tennessee, a fine-grained and contemporary case is provided within that larger context. The last half of the book provides a detailed survey of the research based critiques of value-added methodology, while detailing an aggressive marketing campaign to make value-added modeling (VAM) a central component of reform strategies following NCLB. The last chapter and epilogue place the continuation of test-based accountability practices within the context of an emerging pushback against privatization, high stakes testing, and other education reforms. This book will be useful to a wide audience, including teachers, parents, school leaders, policymakers, researchers, and students of educational history, policy, and politics.

Synthesizes a body of research and theories relating to the way firms can undergo transformation in order to remain competitive in a changing business environment. This book includes the coordination and alignment of a firm's business strategy.