Explore the vast range of titles available.

\"Drawing upon the findings of a content analysis of over 1,000 articles from a variety of news outlets, along with the completion of 40 interviews with senior leaders from ten major research universities across the United States, the author presents a crisis leadership framework that can be useful for academic and administrative leaders in navigating those crises that are most germane to institutions of higher education. The book introduces readers from various academic disciplines to the relevant scholarly literature at the intersection of leadership in higher education, crisis management/communication, and organizational communication. Featured in this book are specific models and tools for current leaders in higher education, including a taxonomy of crisis types that are most germane for colleges and universities, a continuum for thinking through communication during crisis situations in higher education, and a scorecard of skills, values, and competencies required for effective crisis leadership\"-- Provided by publisher.

Objective The study aimed to evaluate educational managers from the viewpoints of stakeholders (educators and faculty officials) during two years of the COVID-19 pandemic and two years of the post-COVID era. This was a longitudinal study conducted from 2018 to 2023 in two phases: the first phase consisted of compiling and psychometric assessment of the tools for evaluation of educational managers in the two domains of leadership and professional behavior, and the second phase included evaluation of leadership behavior and professional behavior of university educational managers during four years. Descriptive indices were used to summarize the data. Exploratory factor analysis was used to extract the priority components in the two domains of professional behavior and leadership behavior of educational managers. Results The validity of the tools was confirmed in the first step. Adherence to the principles of professionalism such as honesty and responsibility, and the use of management principles including constructive communication, monitoring, and evaluation during the crisis and post-crisis were highlighted by the educational managers. Implementing evaluation and providing feedback in complex and critical times in educational systems facilitates the achievement of the goals of the system and responding to the needs of the system.

\"All adults who are responsible for the care of children should be prepared for disasters. This guide provides caregivers, educators, and program staff with preparation tips and step-by-step responses to disaster situations that are based on national standards and best practices to keep children safe\"-- Provided by publisher.

Research suggests that certain common policy presuppositions can be identified regarding teacher education programmes in advanced knowledge-based economies, most notably the relationship between formal education (schooling) and economic production, and the role of teacher education in respect to this relationship. This article draws on the work of Basil Bernstein to engage theoretically and critique the nature of that evolving policy relationship within the context of Sweden. While the article concentrates on developments in one country, however, it is contended that the findings are symptomatic of a wider European or even global trend in which the scientific foundation of teacher education is under threat.

Background. The problem of students’ adaptation to a new educational level (normative educational crises, according to Slobodchikov, 2008) is considered. Unlike the literature (Barber & Olsen, 2004; Akçinar, 2013; Symanyuk & Pecherkina, 2016; Nisskaya, 2018), we explored this problem from the standpoint of human agency and studied all categories of students to determine the general patterns of overcoming normative educational crises. Objective. The study aimed to explore the general criteria of agency — capacity to use psychological resources to solve problems and achieve goals — while overcoming normative educational crises (crises of adaptation to new learning conditions). Design. The participants were 383 students aged 7–18 years (81 first graders, 84 fifth graders, 110 tenth graders, and 108 freshmen). Students’ agency and psychological resources were surveyed at the beginning of the first academic year at the new educational level. Adaptation criteria (informational, behavioral, and affective) were estimated at the end of the academic year. By using the k-means method of cluster analysis, each category of students was divided into clusters with similar agency indicators. We also compared agency indicators, abilities, and personal traits in these clusters by using U-tests and exploring correlation links between the psychological resources and adaptation criteria indicators in each cluster by Spearman’s rank correlation coefficient. Results and Conclusion. In each age category of students, we observed many significant correlation links between the psychological resources and adaptation criteria indicators only in the cluster of students with a high agency level. We also found only isolated correlation links (or absence of links) between the psychological resources and adaptation criteria indicators in the clusters of students with a low agency level. This finding confirms our hypothesis that only students with a high level of agency use their psychological resources to successfully overcome normative educational crises. Students with a low agency level do not use their resources in full during normative educational crises: These students, despite their capacities, have a negative emotional state and problems in learning and behavior. This finding is also true for each age category of students. Thus, without human agency qualities, the intellectual and personal resources of students can remain unused during the period of adaptation and further training, as the results of the study demonstrated.

The Arab diaspora, comprising Arab immigrants and their descendants, currently represents the highest percentage of Arabs living in Europe. They are Arabs and Europeans, but they are unlike the Arabs who were born in the Arab world and unlike the Europeans who inherited their European origins and culture from father to son. The difference between these European Arabs and other Europeans often makes them experience a state of cultural detachment, as well as crises of their education, identity and citizenship. This article is a modest attempt to examine this phenomenon whilst highlighting the obstacles facing European Arabs and to propose some solutions. Furthermore, it is a call to draw attention to the European Arabs who have played a successful role in their communities and to utilize them in raising awareness of Arab issues and rectifying the image of Arabs in Europe with the aim of supporting Euro-Arab dialogue and cooperation.

Since 2007, French universities have been faced with a calamitous reform process, which is strongly disliked by the majority of universities. This commentary article argues that the reforms have done nothing to resolve the underlying problems of the French higher education sector, but have simply compounded new problems onto old ones. Reproduced by permission of Bibliothèque de Sciences Po

An educational crisis in Black male representation in gifted programs exists, requiring a new lens through which to view problems and find solutions. Though many people observe that Black males face extraordinary barriers to successful participation in gifted programs, many stand by, watching as they are overlooked for or drop out of gifted programs. This waste of talent can be understood in terms of bystander effects-influences on nonintervention in the educational crisis among gifted Black males. The author explains the notion of bystander effects, discusses groups of bystanders, and sends a call for upstanders on behalf of gifted Black males who are in the midst of educational neglect. Upstanders are those who take a stand and engage in proactive roles to address injustices. Recommendations are provided for educators, parents, and Black men to become upstanders.