Nina Bascia – författare

The Sharp Edge of Educational Change conveys the realities of reform as they affect educators' practice. The collected chapters each focus on particular current reform and reveal the technical and logistical complications, social and political dynamics, cognitive disjunctures and limitations, and emotional demands of reform. In so doing, they provide new and rich conceptual perspectives on the contemporary nature of teachers' and administrators' work in classrooms, schools and other educational settings.

The Sharp Edge of Educational Change conveys the realities of reform as they affect educators' practice. The collected chapters each focus on particular current reform and reveal the technical and logistical complications, social and political dynamics, cognitive disjunctures and limitations, and emotional demands of reform. In so doing, they provide new and rich conceptual perspectives on the contemporary nature of teachers' and administrators' work in classrooms, schools and other educational settings.

This book examines teachers’ work in the first two years of the COVID-19 pandemic, where educators grappled with a worldwide virus that profoundly affected teaching and learning. This difficult situation allowed educators and researchers to reflect critically on the enduring labor experiences that persist through this uncertain period, some of them rooted in conditions prevalent long before the pandemic hit. Written from a perspective that cuts across labor studies and education, the book explains how cultural and legally inscribed expectations of teachers have been remarkably impermeable over time. In particular, the volume focuses on the educational transformations that have taken place worldwide since the pandemic occurred, including reduced educational resources, labor strife, and contradictory governmental directives. As the book articulates, these changes affect some of the most persistent educational topics, including student achievement, student health, and teacher satisfaction.

This book examines teachers’ work in the first two years of the COVID-19 pandemic, where educators grappled with a worldwide virus that profoundly affected teaching and learning. This difficult situation allowed educators and researchers to reflect critically on the enduring labor experiences that persist through this uncertain period, some of them rooted in conditions prevalent long before the pandemic hit. Written from a perspective that cuts across labor studies and education, the book explains how cultural and legally inscribed expectations of teachers have been remarkably impermeable over time. In particular, the volume focuses on the educational transformations that have taken place worldwide since the pandemic occurred, including reduced educational resources, labor strife, and contradictory governmental directives. As the book articulates, these changes affect some of the most persistent educational topics, including student achievement, student health, and teacher satisfaction.

The Handbook on Teachers’ Work brings together research and evidence-based authoritative writings from across the globe that explicitly theorizes and studies teachers’ work.Drawing on research from twelve countries across 6 continents, the chapters are grouped into themes that represent key issues related to work from global perspectives, including:The Political and Policy Contexts of Teachers' WorkTeaching as an OccupationDiverse Teacher Identities and RolesTeaching as Collective and Relational Work; andTeaching and ActivismThe volume explores the idea of teaching as an occupation with a history and trajectory that are shaped by political economies; historical progressions; organizational structures; social relations among educators, students, and others; teachers’ career and labor patterns; their professional norms; and raced, gendered, classed, and culturally linked expectations of teachers and about public schooling.This essential handbook will be of interest to teacher educators, policymakers, and students and researchers in the fields of teachers’ work, curriculum theory, educational policy and politics, foundations of education, multicultural education and teacher education.

The Handbook on Teachers’ Work brings together research and evidence-based authoritative writings from across the globe that explicitly theorizes and studies teachers’ work.Drawing on research from twelve countries across 6 continents, the chapters are grouped into themes that represent key issues related to work from global perspectives, including:The Political and Policy Contexts of Teachers' WorkTeaching as an OccupationDiverse Teacher Identities and RolesTeaching as Collective and Relational Work; andTeaching and ActivismThe volume explores the idea of teaching as an occupation with a history and trajectory that are shaped by political economies; historical progressions; organizational structures; social relations among educators, students, and others; teachers’ career and labor patterns; their professional norms; and raced, gendered, classed, and culturally linked expectations of teachers and about public schooling.This essential handbook will be of interest to teacher educators, policymakers, and students and researchers in the fields of teachers’ work, curriculum theory, educational policy and politics, foundations of education, multicultural education and teacher education.

Nina Bascia, Alister Cumming, Amanda Datnow, Kenneth Leithwood and David Livingstone This Handbook presents contemporary and emergent trends in educational policy research, in over ?fty chapters written by nearly ninety leading researchers from a number of countries. It is organized into ?ve broad sections which capture many of the current dominant educational policy foci and at the same time situate current understandings historically, in terms of both how they are conceptualized and in terms of past policy practice. The chapters themselves are empirically grounded, providing illustrations of the conceptual implications c- tained within them as well as allowing for comparisons across them. The se- re?exivity within chapters with respect to jurisdictional particularities and c- trasts allows readers to consider not only a range of approaches to policy analysis but also the ways in which policies and policy ideas play out in di?erent times and places. The sections move from a focus on prevailing policy tendencies through increasingly critical and ‘‘outsider’’ perspectives on policy. They address, in turn, the contemporary strategic emphasis on large-scale reform; substantive emphases at several levels – on leadership and governance, improving teacher quality and conceptualizing learning in various domains around the notion of literacies and concluding, ?nally, with a contrasting topic, workplace learning, which has had less policy attention and thus allows readers to consider both the advantages and disadvantages of learning and teaching under the bright gaze of policy.

The Turbulence of Learning to Publish As researchers, we learned about working together and collaborating across multiple dimensions of space, time and our own identities. … We learned and we are still learning.

Empower students to reach new levels of thinking through teaching for deep understanding! How do teachers successfully bridge the chasm between large numbers of very specific educational standards and deep understanding of important ideas? This well-researched text is based on the collaborative work between researchers and school practitioners to help answer this fundamental question. The authors have drawn from the most up-to-date research to help teachers, curriculum developers, and school leaders discover how to implement and promote learner-centered, quality teaching strategies that encourage students' understanding. Organized into five parts, this text systematically uncovers how to:

Advance student learning using leading-edge research on powerful forms of instruction Foster metacogniton in students and encourage them to take control of their own learning Extend learning from academic thinking to real-world application across all disciplines Learn how to instill a culture of deep understanding among students while still meeting specific achievement standards found in most district and state curricula

This timely and accessible resource reveals how rethinking school curriculum and teaching for deeper knowledge transfer can help students take control of their own learning.

This book explores the unique phenomenon of public alternative schools in Toronto, Canada and other large urban areas.