Teacher Learning and Leadership asserts that teachers should be put at the center of creating, developing, organizing, implementing, and sharing their own ideas for school change rather than being passive recipients of knowledge from the outside. It argues that there is tremendous potential for the good of students and the professionalization of teaching, when teachers work collaboratively to develop their own and their colleagues’ professional knowledge and practices and are supported by school and system leaders, unions and government. The book draws on the groundbreaking work of the Teacher Learning and Leadership Program in Ontario and uses an in-depth case study to illustrate its points. It demonstrates how professional development built around collaboration, teacher leadership, curriculum development, technology and pedagogy can be organized in a way that redistributes control and responsibility to teachers, thereby instilling a genuine sense of pride and accomplishment in their work. This book is a sincere outreach from the authors who advocate for the professional development of, by and for teachers as individuals and, importantly, as a collective profession. The authors argue that projects like the TLLP (a joint initiative between the Ontario Ministry of Education and the Ontario Teachers’ Federation) can radically, and positively, transform teachers’ knowledge, skills and practices. The book provides an important model for school change led by teachers, rather than experts, in partnership with school and system leaders and is a fascinating read for all those concerned with teaching, teacher development and educational change.
Providing a unique glimpse into the domestic life of Russia's nobility in the late eighteenth and early nineteenth centuries, Days of a Russian Noblewoman combines a rare memoir and a diary, now translated into English for the first time. Anna Labzina was relatively well educated by the standards of her day, and she traveled widely through the Russian empire. Yet, unlike most writers of her time, she writes primarily as a dutiful, if inwardly rebellious, daughter and wife, reflecting on the onerous roles assigned to women in a male-centered society. Labzina was married young to Alexander Karamyshev, who, while well regarded in political and scholarly circles of his day, proved to be brutish and abusive at home. A "Russian Voltairian," he professed atheism and free love. His unbridled behavior caused Labzina much grief, which she vividly recalls in her memoir. Because she moved among aristocratic circles, her reminiscences bring readers face to face with celebrated figures of politics and literature, including the Empress Catherine the Great and the "Radiant Prince" Grigorii Potemkin. As a pious and charitable woman, Labzina also speaks for others who rarely had a voice in literature: serfs, prisoners, and political exiles. Labzina wrote both her memoir and her diary during her second marriage, to Alexander Labzin, a leader in Russian Freemasonry and in the movement for religious revival. At the same time, she became actively involved in the spiritual life of his lodge, the Dying Sphinx. Her account of her spiritual development and her social sphere offer unparalleled insights into male and female sensibilities of the time.
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