Professional Service Across The Field Of Education

Service is increasingly recognized as a crucial part of academic life, and in this incredibly competitive industry, trustworthy best practice guides are notably missing. Even with supportive mentors, many emergent scholars are left to learn these lessons the hard way. In this straightforward and thorough book, Joy Egbert and Mary Roe address the most common challenges facing academics at all stages of their careers as they navigate the world of professional service. Illuminating the unspoken rules behind book reviewing, anticipating the difficulties of collaborating, offering support on chairing, mentoring, and graduate student committees chairmanship, and more, this book is a must-have for anyone starting an academic career in Education, and for veteran academics who want to polish their skills.

Service is increasingly recognized as a crucial part of academic life, and in this incredibly competitive industry, trustworthy best practice guides are notably missing. Even with supportive mentors, many emergent scholars are left to learn these lessons the hard way. In this straightforward and thorough book, Joy Egbert and Mary Roe address the most common challenges facing academics at all stages of their careers as they navigate the world of professional service. Illuminating the unspoken rules behind book reviewing, anticipating the difficulties of collaborating, offering support on chairing, mentoring, and graduate student committees chairmanship, and more, this book is a must-have for anyone starting an academic career in Education, and for veteran academics who want to polish their skills.

This publication is the first report from the OECD’s Teaching and Learning International Survey (TALIS). It provides quantitative, policy-relevant information on the teaching and learning environment in schools in 23 countries.

As new trends emerge in the realm of education, instructors are faced with the task of continuing development in order to stay up to date on the latest teaching methodologies for both virtual and face-to-face education. Facilitating In-Service Teacher Training for Professional Development is a pivotal reference source for the latest research on the scenarios faced by in-service educators, uncovering models, recent trends, and perceptions of in-service teacher training. Featuring extensive coverage across a range of relevant perspectives, such as teacher identity, collaborative teacher development, and exploratory practice, this book is ideally designed for researchers, practitioners, and professionals seeking current research on the need for continuing development in teacher education.

Despite the promise of competency-based education (CBE), learner-centered issues related to support, retention, and program completion rates remain problematic. In addition, the infrastructure for higher education, including issues related to faculty (intellectual property, workload, and curriculum), pose barriers and challenges in the design, development, implementation, and delivery of CBE. In response, administrators, faculty, designers, and developers of competency-based experiences must incorporate innovative strategies that are foreign to the traditional institution. A strong emphasis on retention and graduation rates must surround the student with support, starting with the design and development of the CBE system. There are few resources that can help prepare instructional designers, advisors, academic administrators, and faculty to meet the many challenges of designing, developing, implementing, and managing CBE. Career Ready Education Through Experiential Learning is an essential reference book that includes strategies for design and development of competency-based education (CBE) programs, as well as administrative and delivery strategies as examples of how CBE can be implemented. Through a strong theoretical framework, chapters present the best practices, strategies, and practical tips as examples and scenarios that can be used in higher education settings. While highlighting education courses, programs, and lessons across various institutions and educational domains, this book is ideal for higher education administrators and policy designers/implementors, instructional designers, curriculum developers, faculty, public policy leaders, students in curriculum and instruction and instructional technology programs, along with researchers and practitioners interested in CBE and experiential learning in higher education.

Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force.

Best practices currently advocate that education professionals consult and collaborate with colleagues across disciplines as a means of providing students and their families a comprehensive, developmental approach to students’ academic, career, and social/personal growth. Best Practices for Education Professionals has been developed to inform in-service and pre-service professional educators, including teachers, school counselors, school psychologists, speech language pathologists, administrators, and other school professionals, about useful techniques, ideas, competencies, and skills when addressing the comprehensive development of children in schools and school settings. The book is comprised of both research (qualitative, quantitative, and mixed-design) and conceptual pieces about the most effective, current professional practices for professionals who work with P-12 children in schools. It will be highly useful for individuals studying to be practicing teachers, school counselors, school psychologists, speech language pathologists, administrators, as well as other school professionals. The book informs in-service and pre-service individuals about useful techniques, ideas, competencies, and skills when working with children in schools and school settings. The volume is also important to individuals undertaking academic (master and doctoral) level research on best practices for school professionals. The book includes recent, research-based ideas in the field of education. Topics include cultural competencies for school professionals, learning communities, educational technology, literacy, and special education. This book is particularly important in the field of education since becoming informed on the latest techniques and ideologies is an essential component of both professional preparation and continuing professional development of school professionals. Currently, education practitioners struggle with finding time for professional development and ways to inform themselves of the latest research. This book—with many timely findings—is important to offer to the education community, as well as the academic community, in higher education. As students continually change, so must the practices of the professionals who work with them. This volume attempts to highlight some of the most recent practices in the field of education and for educators. This book is unique and valuable in that while other books focus on a particular profession within the education field, this book covers best practices of a variety of professionals who work in the schools.