Carolyn Roberts – författare

This book examines the key Sustainable Development Goals (SGDs) relating to environmental sustainability and provides a cutting-edge assessment of current progress with the view of achieving these goals by 2030.Within South Asia, the book pays particular attention to Bangladesh, as a country representative of emerging economies which are struggling to meet their goals. Drawing on the three pillars of sustainability, the volume addresses the following goals: Clean Water and Sanitation, Affordable and Clean Energy, Responsible Consumption and Production, Climate Action, Life Below Water and Life on Land (Goals 6, 7, 12, 13, 14 and 15). The book examines where progress has been made and why some key targets have not been achieved or will be difficult to achieve. The chapters focus on environmental sustainability in different sectors such as agriculture, renewable energy, fisheries and aquaculture and natural resource management. The aim of this volume is to highlight key lessons and recommendations on how research in the various sectors can feed into the pathway of meeting the SDGs highlighted in this book. The analysis derived from Bangladesh can be used as a reference point for other developing nations in Asia, and globally, with a view to guiding policy for the achievement of the SGDs. This book will be of great interest to students and scholars of sustainable development and climate change, as well as practitioners and policymakers involved in sustainable development and disaster management.

Inspiring teachers, changing lives. Successful teachers teach, and good leaders lead for the love of it. Despite difficulties, most of our schools are havens of joy and good learning. This book brings together a range of perspectives from influential school leaders and others immersed in education about what's important for children, for schools and us all - and why school leadership is fascinating and exciting as well as challenging.Well Educated demonstrates a range of independent and lively thinking from engaging education leaders and thinkers. Contributors share their principles and experiences in providing a vision for schools to develop all young people intellectually, practically and socially. The chapters cover:The purpose of educationWhat makes a quality curriculumThe role of examinations and assessmentMeeting the needs of your communityWith case studies and reflective questions, this will be valuable reading for all school leaders and policy-makers who want to think beyond the reductive definitions of inspection judgements to develop schools rooted in an uplifting ethos and a love of learning.

Inspiring teachers, changing lives. Successful teachers teach, and good leaders lead for the love of it. Despite difficulties, most of our schools are havens of joy and good learning. This book brings together a range of perspectives from influential school leaders and others immersed in education about what's important for children, for schools and us all - and why school leadership is fascinating and exciting as well as challenging.Well Educated demonstrates a range of independent and lively thinking from engaging education leaders and thinkers. Contributors share their principles and experiences in providing a vision for schools to develop all young people intellectually, practically and socially. The chapters cover:The purpose of educationWhat makes a quality curriculumThe role of examinations and assessmentMeeting the needs of your communityWith case studies and reflective questions, this will be valuable reading for all school leaders and policy-makers who want to think beyond the reductive definitions of inspection judgements to develop schools rooted in an uplifting ethos and a love of learning.

What kind of people run our schools? What makes them behave as they do? What kind of an example do they set? How can headteachers live up to expectations? What makes them fail? What keeps the profession in good standing in the taxpayer’s eye, and what undermines it? Ethical Leadership for a Better Education System: What Kind of People Are We? sets out a new vision for school leadership, moving beyond ‘leadership styles’ and ‘best practice’, to the motivations of school leaders. It proposes a way for the profession to embrace, develop and maintain ethical standards.Chapters: Explore the 2017–18 Ethical Leadership Commission, considering the core values and virtues, principles and behaviour we should expect from our school leaders Provide a clear, ethical code for thinking about reinforcing ethical standards among school leaders Look at the tensions between professionalism, accountability and in loco parentis Discuss structural change in the education system over 20 years Open discussion and reflections on the dilemmas facing ethical leaders and how to tackle them Demonstrate a way through the accountability pressures headteachers face, drawing on personal experience Place practical issues within the context of the whole systemConsidering the future vision of educational leadership, Ethical Leadership for a Better Education System will appeal to all levels of school leaders, existing and aspiring. It should help everyone who leads in school, and everyone who cares about the models we set before the nation’s young.

What kind of people run our schools? What makes them behave as they do? What kind of an example do they set? How can headteachers live up to expectations? What makes them fail? What keeps the profession in good standing in the taxpayer’s eye, and what undermines it? Ethical Leadership for a Better Education System: What Kind of People Are We? sets out a new vision for school leadership, moving beyond ‘leadership styles’ and ‘best practice’, to the motivations of school leaders. It proposes a way for the profession to embrace, develop and maintain ethical standards.Chapters: Explore the 2017–18 Ethical Leadership Commission, considering the core values and virtues, principles and behaviour we should expect from our school leaders Provide a clear, ethical code for thinking about reinforcing ethical standards among school leaders Look at the tensions between professionalism, accountability and in loco parentis Discuss structural change in the education system over 20 years Open discussion and reflections on the dilemmas facing ethical leaders and how to tackle them Demonstrate a way through the accountability pressures headteachers face, drawing on personal experience Place practical issues within the context of the whole systemConsidering the future vision of educational leadership, Ethical Leadership for a Better Education System will appeal to all levels of school leaders, existing and aspiring. It should help everyone who leads in school, and everyone who cares about the models we set before the nation’s young.

This book examines the key Sustainable Development Goals (SGDs) relating to environmental sustainability and provides a cutting-edge assessment of current progress with the view of achieving these goals by 2030.Within South Asia, the book pays particular attention to Bangladesh, as a country representative of emerging economies which are struggling to meet their goals. Drawing on the three pillars of sustainability, the volume addresses the following goals: Clean Water and Sanitation, Affordable and Clean Energy, Responsible Consumption and Production, Climate Action, Life Below Water and Life on Land (Goals 6, 7, 12, 13, 14 and 15). The book examines where progress has been made and why some key targets have not been achieved or will be difficult to achieve. The chapters focus on environmental sustainability in different sectors such as agriculture, renewable energy, fisheries and aquaculture and natural resource management. The aim of this volume is to highlight key lessons and recommendations on how research in the various sectors can feed into the pathway of meeting the SDGs highlighted in this book. The analysis derived from Bangladesh can be used as a reference point for other developing nations in Asia, and globally, with a view to guiding policy for the achievement of the SGDs. This book will be of great interest to students and scholars of sustainable development and climate change, as well as practitioners and policymakers involved in sustainable development and disaster management.

Written at a time of uncertainty about the implications of the English government’s curriculum policies, Knowledge and the Future School engages with the debate between the government and large sections of the educational community. It provides a forward-looking framework for head teachers, their staff and those involved in training teachers to use when developing the curriculum of individual schools in the context of a national curriculum. While explaining recent ideas in the sociology of educational knowledge, the authors draw on Michael Young’s earlier research with Johan Muller to distinguish three models of the curriculum in terms of their assumptions about knowledge, referred to in this book as Future 1, Future 2 and Future 3. They link Future 3 to the idea of 'powerful knowledge' for all pupils as a curriculum principle for any school, arguing that the question of knowledge is intimately linked to the issue of social justice and that access to 'powerful knowledge' is a necessary component of the education of all pupils. Knowledge and the Future School offers a new way of thinking about the problems that head teachers, their staff and curriculum designers face. In charting a course for schools that goes beyond current debates, it also provides a perspective that policy makers should not avoid.

Written at a time of uncertainty about the implications of the English government’s curriculum policies, Knowledge and the Future School engages with the debate between the government and large sections of the educational community. It provides a forward-looking framework for head teachers, their staff and those involved in training teachers to use when developing the curriculum of individual schools in the context of a national curriculum. While explaining recent ideas in the sociology of educational knowledge, the authors draw on Michael Young’s earlier research with Johan Muller to distinguish three models of the curriculum in terms of their assumptions about knowledge, referred to in this book as Future 1, Future 2 and Future 3. They link Future 3 to the idea of 'powerful knowledge' for all pupils as a curriculum principle for any school, arguing that the question of knowledge is intimately linked to the issue of social justice and that access to 'powerful knowledge' is a necessary component of the education of all pupils. Knowledge and the Future School offers a new way of thinking about the problems that head teachers, their staff and curriculum designers face. In charting a course for schools that goes beyond current debates, it also provides a perspective that policy makers should not avoid.

A local Indigenous education consultant named Carolyn Roberts is writing the book Re-Storying Education. She primarily works with teacher education programs in B.C. but her work has much broader applicability than that, and really the book reads as an incisive critique of the colonial education system we use in Western countries and especially Canada, with reflection and discussion questions for educators, and concrete tips on how to decolonise the classroom. It's a book that would be valuable for any educator, certainly in this country, at the elementary, secondary, and postsecondary levels.It's not a book on how to teach Indigenous content but rather how to decolonize the way you teach. It could include a chapter or two about decolonising the school structure too; e.g., not just classroom techniques but maybe also our sense of time in schools and so on. Ontario has just made Indigenous education mandatory for graduation, and 95% of the people teaching Indigenous content in Canadian schools are non-Indigenous, so she's going to add a chapter about how to do that effectively too.