Rosemary Papa

Karen Moran Jackson

This book includes contributions by scholars from a variety of disciplines, the dialogue and discourse on how AI (artificial intelligence) development includes and/or excludes pedagogical educational learning theories focused on the learner. A call from Educational Leaders Without Borders (ELWB) was issued to scholars from across the globe who were asked to write a vignette described as an evocative description or account on how education leaders envision education in 2051 and A.I. beyond mere product purchase. These vignettes should engage us in questions as to how the development and use of AI technologies are shaped. As educators who believe education should be established on social justice beliefs and practices, our review of literature shows there are no books addressing the complexities of A.I. development and the role of educators. The futuristic element is unique in its approach to imagine a socially just better world in which to inspire educators. This unique feature encourages creativity in how one addresses the call to imagine a future world and our role as educators in that world.

Artificial Intelligence, Human Agency and the Educational Leader

Fenwick W. English

Building from the history of inequality in education up to current problems, this text posits viewpoints on how to cultivate humanistic leaders in education to best benefit underserved children around the world. Among perspectives examined are economic, cultural, and political circumstances that benefit some and harm others, creating educational inequality. To illustrate the work that must be done, this book connects vignettes of compelling school issues to educational philosophies, e.g., Makiguchi’s work, to bridge the theoretical and the practical and pose real solutions.

Rising to Global Challenges to Educate All

Educational Leaders Without Borders

Shadow W. J. Armfield

Illuminates the multiple barriers that plague the education system and shows the way toward enlightened and inclusive educational policy and policymaking This book showcases new scholarship in the broad field of education policy and governance. Authored by some of the field’s foremost scholars, as well as new and up-and-coming academics, this definitive handbook offers a range of cultural, economic, and political perspectives on the state of education policy today. It addresses historic, current, and future education policy—incorporating changing social landscapes of education, economy, and policy. The Wiley Handbook of Educational Policy covers the role of politics in education governance; the politics of philanthropy and for-profits; the culture and economy of professional organizations; the governance of technology integration; and future political realities to global citizenry. Themes and topics range not only across early childhood, K-12, and tertiary forms of schooling, but also across the policy questions and concerns that transcend these distinctions. Each chapter features key words, key questions, conclusions, and thought-provoking ideas that provoke readers to think about ways to improve the current conditions under which educational policy-makers work. Provides a traditional understanding of educational policy Shows how educational policy has changed due to the boom of private funding Explores the changing demographics in education populations over the last 40 years Discusses policies and the ethics of using and overseeing technology in teaching and learning environments Looks at future trends from contemporary political origins The Wiley Handbook of Educational Policy is an important book that should be read by every administrator, policy maker, and educator working in the education system.

The Wiley Handbook of Educational Policy

The Handbook on Promoting Social Justice in Education explores social justice elements across the global human continuum in the field of education and offers the skills and ways of thinking to achieve a more equitable, caring and fair world. Education is not the sole or even the primary answer to social justice as this would assume educators have control over the complexity of one’s nation/states and multi or transnational organizations, and especially the diversity by context of family life. What education does offer are the skills and ways of thinking to achieve a more equitable, caring, and fair world in pursuit of achieving the ends of social justice. The handbook will look at three major themes—Political Inequality, Educational Economic Inequality, and Cultural Inequality. Editorial Board Khalid ArarKadir BeyciogluFenwick EnglishAletha M. HarvenJohn M. HeffronDavid John MathesonMarta Sánchez

Handbook on Promoting Social Justice in Education

Mary Culver

Frank Davidson

Ric Brown

This book brings together many aspects of concepts and theories of leadership. It is an amalgam of ideas from the social sciences and the humanities woven together in the idea of leadership as an accoutrement, that is, a deliberate woven garment comprising science, art, experience, and craft knowledge.

The Science, Art, and Wisdom of Outstanding Practice

Contours of Great Leadership

Technology Leadership for School Improvement is a practical textbook that prepares primary and secondary educational leaders with the skills and knowledge to manage and administer technology in their school settings. The text focuses on helping educational leaders learn what they need to know about technology standards, data-driven decision making, and creative leadership in this digital environment. To effectively cover the many facets of technology each chapter is written by a specialist following a similar structure and pedagogy for ease of use by the learner.

Technology Leadership for School Improvement

This monograph was cultivated from the AERA SIG, Women in Education 2016 address and delivers a brief review of his-story in terms of the lack of her-story being included through three parallel lines: 1) historical documents on formation of the family and work in and outside the home from the Paleolithic era; 2) the development of traditional religions and the subjugation of women beginning with the conniving seductress Eve; and, 3) the discussion of major wars and the nation/state policies produced throughout history with impacts on girls and women, as well, the precarious health of the planet. This brief review of his-story reveals the continued exclusion of her-story with the example of Willystine Goodsell, a historian, ironically erased from history in education. The premise that subjugation of women and children as lesser than males has been supported both in the name of protecting them and in shaming them. The combined ubiquitous effects of disequilibrium created by mankind in wars, religions, education, social capital, economics and politics, have ensured his-story is the one recorded. This monograph suggests a more balanced approach to the written her-his-story requires inclusion of all the population and the secular educating of especially girls and women.

Rosemary Papa

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