The National Development Centre for school management training was established by the DES in September 1983. On the completion of its first three year phase, a review was made of the best practice that had evolved during that period. This book is the result and it contains contributions from leading providers of management training and a section on some of the significant outcomes of the NDC's work. Individual chapters cover action learning, the management of special educational needs, the role of management courses in a total training programme, the LEA's perspective on school management training and the work of the NDC in an international context.

Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.

The book offers an overview of international examples, studies, and guidelines on how to create successful partnerships in education. PPPs can facilitate service delivery and lead to additional financing for the education sector as well as expanding equitable access and improving learning outcomes.

Originally published in 1988. The National Development Centre for School Management Training was established in Bristol University Department of Education in September 1983. Funded by the DES, the Centre worked both with the providers of management training -universities, polytechnics and colleges of higher education and with the ‘clients’ -the local education authorities. This symposium, containing contributions that demonstrate the considerable strides made in management training in the Centre’s first three years, highlights the importance of the partnerships that developed.

Higher education is undergoing radical changes with the arrival of emerging technology that can facilitate better teaching and learning experiences. However, with a lack of technical awareness, technophobia, and security and trust issues, there are several barriers to the uptake of emerging technologies. As a result, many of these new technologies have been overlooked or underutilized. In the information systems and higher education domains, there exists a need to explore underutilized technologies in higher education that can foster communication and learning. Fostering Communication and Learning With Underutilized Technologies in Higher Education is a critical reference source that provides contemporary theories in the area of technology-driven communication and learning in higher education. The book offers new knowledge about educational technologies and explores such themes as artificial intelligence, digital learning platforms, gamification tools, and interactive exhibits. The target audience includes researchers, academicians, practitioners, and students who are working or have a keen interest in information systems, learning technologies, and technology-led teaching and learning. Moreover, the book provides an understanding and support to higher education practitioners, faculty, educational board members, technology vendors and firms, and the Ministry of Education.

In The Courage to Collaborate, school turnaround expert Ken Futernick makes the case that collaboration between school management and teacher unions is a necessary condition for educational improvement. The author cites evidence showing that collaboration often leads to increased trust, stronger professional relationships, better policies, better implementation of programs and, ultimately, to better outcomes for students. Drawing on new research, his own experience, and the experience of dozens of other district and union leaders, Futernick details key features and benefits of labor-management collaboration. He also identifies and addresses several obstacles preventing its widespread adoption, including resistance to change, myths about what collaboration really means, skepticism about unions, lack of technical support, and misguided education policy. The Courage to Collaborate recommends strategies and tactics for educators, policy makers, and others interested in embracing collaboration over confrontation. Both sides--unions and management--must make changes so that collaboration becomes the norm, rather than the exception, Futernick argues. While not sufficient in itself, labor-management collaboration is a necessary ingredient for creating an education system in which all students have an opportunity to attend good schools.

The ebook is fully Open Access. Written by many of the key influencers at the Principles for Responsible Management Education (PRME), the book focuses on advancing sustainable development into education, research and partnerships at higher education institutions and, specifically, at business schools, with the purpose of educating responsible leaders for today and tomorrow. The book serves as a concrete source of inspiration for universities and other stakeholders in higher education on structures, processes and content for how to advance responsible management education and sustainable development. It articulates the importance of key themes connected with climate change, gender equality, anti-corruption, business for peace, anti-poverty and other topics that are related to the Sustainable Development Goals (SDGs). The book emphasizes the significance of local–global interaction, drawing on local action at management schools in combination with global knowledge exchange across the PRME community. In addition, the book clearly demonstrates the background, key milestones and successful achievements of PRME as a global movement by management schools in collaboration with a broader community of higher education professionals. It exemplifies action in various local geographies in PRME Chapters, PRME Working Groups and the PRME Champions work to advance responsible management education. The authors of the book are all globally experienced deans, professors, educators, executives and students with a global outlook, who are united to advance responsible management education locally and globally. The book will be invaluable reading for university leaders, educators, business school deans and students wanting to understand and embed responsible management education approaches across their institutions and curricula. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.