Bøker i Palgrave Studies on Leadership and Learning in Teacher Education-serien

This book discusses teacher evaluation and how it can provide the foundations for professional development.

This book offers a nuanced understanding of how two different theories of leadership can be applied to achieve better results within schools. These leadership theories - Instructional Leadership and Leadership for Learning - have assisted our recent understanding of school leadership.

This book discusses teacher evaluation and how it can provide the foundations for professional development.

This book offers a nuanced understanding of how two different theories of leadership can be applied to achieve better results within schools. These leadership theories - Instructional Leadership and Leadership for Learning - have assisted our recent understanding of school leadership.

This book draws together various theoretical and research-based perspectives to examine the institutionalization of mentoring processes for beginning teachers.

This book focuses on the impact of sustained and evolving collaborations, showcasing research and scholarship in a faculty group-consisting of 28 professors from five regional universities-meeting and supporting each other since 2002.

This book traces the origins and activities of the longest-standing collaborative teacher group in education, the Portfolio Group. Authors illuminate the expansive work, research, and the leading/learning influence that the Portfolio Group has had in the local education community as well as on the international education landscape.

This book explores the concept of the "e;best-loved self"e; in teaching and teacher education, asserting that the best-loved self is foundational to the development of teacher identity, growth in context, and learning in community. Drawing on the work of Joseph Schwab, who was the first to name the "e;best-loved self,"e; the editors and their contributors extend this knowledge further through the collaboration of their group of teacher educators, known as the Faculty Academy, who have been involved in examining teacher education for over two decades.  

This handbook provides a global overview of the design, implementation and assessment of academic development centers within higher education institutions. The current nature of our complex, rapidly changing world makes it imperative that colleges and universities worldwide find ways to educate their students in new and better ways: this is reflected in a change in focus from teaching and testing to maximizing student learning in line with the core mission of ADCs to ensure students achieve the best possible learning outcomes. This handbook builds on this transformation, as well as the foundational ADC structure and programming guidelines established by the Professional and Organizational Development Network, to offer a comprehensive exploration of professional development in the sector. This handbook is global in scale and comprehensive in scope, addressing various key topics such as organizational structure and leadership, funding, and program design. It calls for professors and academics to reflect on and adapt their methods of teaching independent to their research, and provides helpful frameworks and case studies for researchers designing centers or seeking models for additional programs.