The author gives us a vision of educational reform that transcends standards, curriculum, and instructional strategies. He argues for a paradigm shift-a schoolwide embrace of an "ethic of excellence" and with a passion for quality describes what's possible when teachers, students, and parents commit to nothing less than the best. The author tells exactly how this can be done, from the blackboard to the blacktop to the school boardroom.
How to bring out the best in your staff—and in yourself How do we attract and retain high-quality teachers? This text offers a refreshing alternative to the portfolio and high-stakes accountability models of school improvement. Based on the successful methods of Dealous Cox, this book describes a leadership philosophy based on the search for wisdom through personal reflection and community. The authors share their experience with this leadership style and document the sustainable results of transformational leaders working with teachers as partners rather than adversaries. These results include: Consistently improved teacher performance Improved teacher quality Greater professional satisfaction for teachers Stronger community support for schools
Inner City Middle Schools and the Need for Character Education
Author: Emeka Nzeocha
Publisher: Xlibris Corporation
Behavior. Personality. Adolescence. Academic performance. These are some of the buzz phrases prevalent in middle school settings as educators wrestle with how to understand, manage, lead, and work with our middle school students and help shape them into responsible young adults. Character education (and many terms like it) is a concept that has been around for many years on every level of the educational process. In the middle school setting, there is an urgent need for character education, regardless of what form it takes. Sadly, some schools and/or the administration abandon this process in the vigorous pursuit of higher test scores. This book condenses my empirical research into character education with a focus on the inner city middle school setting. I examined how school stakeholders viewed this topic, what they know about it, why they support or disapprove of character education, and possible steps schools could take to implement their own initiatives successfully, both in the middle school setting and others as well.
This resource provides tools, case studies, strategies, and implementation plans to help educators create an "intentional school culture" that fosters excellence, builds character, and improves academic achievement.
Virginia Held assesses the ethics of care as a promising alternative to the familiar moral theories that serve so inadequately to guide our lives. The ethics of care is only a few decades old, yet it is by now a distinct moral theory or normative approach to the problems we face. It is relevant to global and political matters as well as to the personal relations that can most clearly exemplify care. This book clarifies just what the ethics of care is: what its characteristics are, what it holds, and what it enables us to do. It discusses the feminist roots of this moral approach and why the ethics of care can be a morality with universal appeal. Held examines what we mean by "care," and what a caring person is like. Where other moral theories demand impartiality above all, the ethics of care understands the moral import of our ties to our families and groups. It evaluates such ties, focusing on caring relations rather than simply on the virtues of individuals. The book proposes how such values as justice, equality, and individual rights can "fit together" with such values as care, trust, mutual consideration, and solidarity. In the second part of the book, Held examines the potential of the ethics of care for dealing with social issues. She shows how the ethics of care is more promising than Kantian moral theory and utilitarianism for advice on how expansive, or not, markets should be, and on when other values than market ones should prevail. She connects the ethics of care with the rising interest in civil society, and considers the limits appropriate for the language of rights. Finally, she shows the promise of the ethics of care for dealing with global problems and seeing anew the outlines of international civility.
The first edition of this book is a follow up to 'Engaging with Ethics'. The new focus has been prompted by conceptual development based on recent research together with teaching experiences with the original book, including institutional teaching, course evaluations and book reviews. Ethics and the Community of Inquiry gets to the heart of democratic education and how best to achieve it. The book radically reshapes our understanding of education by offering a framework from which to integrate curriculum, teaching and learning and to place deliberative democracy at the centre of education reform. It makes a significant contribution to current debates on educational theory and practice, in particular to pedagogical and professional practice, and ethics education.
Increasingly, medical students are required to face up to ethical issues in their training and practice. At the same time, there is growing interest in philosophy courses in the ethical issues raised by medical practice. This textbook, designed primarily for students of medicine, develops the issues to a philosophical level complex enough to be satisfying to students of philosophy as well as MA students on applied ethics courses. The author advocates an approach to medical ethics which breaks out of the straitjacket of the narrow choice between utilitarian or deontological theory, and contains a valuable discussion of practical wisdom. It maintains a balance between case studies and philosophical arguments - which are developed in a historical context, and will be of interest at all levels of the medical profession.
Learn about the kinds of learning tools and experiences that aremost likely to foster a positive and engaged sense of purpose fordiverse groups of youth. This groundbreaking research is among thefirst in recent years to explicitly address the supports of youthpurpose and construct youth purpose interventions. Presenting thecurrent state of the field on instructing for youth purpose,it’s a valuable resource for researchers, teachers, andpolicymakers who are interested in promoting positive youthdevelopment. This is the 132nd volume of New Directions forYouth Development, the Jossey-Bass quarterly report seriesdedicated to bringing together everyone concerned with helpingyoung people, including scholars, practitioners, and people fromdifferent disciplines and professions.