• SECTION 1: STUDY PREPARATION Activity
• 1: Bringing learning to life Activity
• 2: Becoming a reflective learner Activity
• 3: Learning to learn Activity
• 4: Recognising, analysing and critiquing learning styles Activity
• 5: Developing metacognition Activity
• 6: Improving concentration and memory Activity
• 7: Recognising and overcoming imposter syndrome Activity
• 8: Fostering collaborative learning and interaction
• SECTION 2: ORGANISATION AND TIME MANAGEMENT Activity
• 9: Making the right learning choices Activity
• 10: Preparing a study plan Activity
• 11: Managing time Activity
• 12: Completing coursework and meeting deadlines Activity
• 13: Organising study Activity
• 14: Overcoming organisation problems Activity
• 15: Maximising productivity
• SECTION 3: READING Activity
• 16: Developing academic reading Activity
• 17: Establishing academic reading groups Activity
• 18: Producing a personal reading strategy Activity
• 19: Adopting different reading styles Activity
• 20: Searching for literature Activity
• 21: Organising and citing reading Activity
• 22: Reading and critiquing research reports and papers
• SECTION 4: WRITING Activity
• 23: Improving spelling, punctuation and grammar Activity
• 24: Developing academic writing skills Activity
• 25: Establishing academic writing circles Activity
• 26: Structuring essays and assignments Activity
• 27: Editing and proofreading Activity
• 28: Overcoming writer's block Activity
• 29: Getting the most from tutor feedback
• SECTION 5: LISTENING, OBSERVING AND NOTE-TAKING Activity
• 30: Becoming an active listener Activity
• 31: Improving listening skills Activity
• 32: Using audio devises Activity
• 33: Improving observation skills Activity
• 34: Getting the most out of lectures and seminars Activity
• 35: Taking notes effectively Activity
• 36: Editing and organising notes
• SECTION 6: SCIENCE AND MATHS Activity
• 37: Reading scientific material Activity
• 38: Knowing about the scientific method Activity
• 39: Maths for unconfident adults Activity
• 40: Undertaking experiments Activity
• 41: Producing scientific reports and papers Activity
• 42: Interpreting and critiquing data Activity
• 43: Using data visualisation tools
• SECTION 7: INDEPENDENT STUDY Activity
• 44: Planning independent study Activity
• 45: Getting the most from the library Activity
• 46: Conducting online research Activity
• 47: Using primary and secondary sources Activity
• 48: Evaluating sources Activity
• 49: Organising, managing and storing information Activity
• 50: Finding truth and fact in mass information
• SECTION 8: GROUP-WORK Activity
• 51: Establishing study groups Activity
• 52: Getting the most out of group-work Activity
• 53: Producing group assignments Activity
• 54: Introducing online study groups Activity
• 55: Using online tools for collaborative study Activity
• 56: Surviving virtual group-work
• SECTION 9: IT, ASSISTIVE LEARNING AND E-LEARNING Activity
• 57: Gaining confidence with IT for academic study Activity
• 58: Making the most of IT facilities and support Activity
• 59: Using software for research Activity
• 60: Getting the most out of online learning Activity
• 61: Making the most of assistive technology Activity
• 62: Introducing data mining Activity
• 63: Finding and using datasets Activity
• 64: Knowing about data protection
• SECTION 10: DISSERTATIONS, REPORTS AND PROJECTS Activity
• 65: Planning and managing personal projects Activity
• 66: Using statistics, facts, arguments and opinions Activity
• 67: Producing an effective argument Activity
• 68: Citing, referencing and producing a bibliography Activity
• 69: Producing successful written work Activity
• 70: Making oral presentations Activity
• 71: Producing a dissertation
• SECTION 11: RESEARCH AND ENQUIRY Activity
• 72: Producing a research proposal Activity
• 73: Undertaking a literature review Activity
• 74: Choosing research topics and methods Activity
• 75: Improving interview techniques Activity
• 76: Designing questionnaires Activity
• 77: Running focus groups Activity
• 78: Introducing data analysis techniques
• SECTION 12: CRITICAL AND CREATIVE THINKING Activity
• 79: Developing thoughts and imagination Activity
• 80: Reflecting, thinking and making connections Activity
• 81: Learning how to question Activity
• 82: Solving problems Activity
• 83: Hypothesising and theorising Activity
• 84: Reasoning inductively and deductively Activity
• 85: Analysing and critiquing Activity
• 86: Applying learning
• SECTION 13: REVISION, EXAMINATIONS AND TESTS Activity
• 87: Understanding the reasons for assessment Activity
• 88: knowing about the different types of assessment Activity
• 89: Revising effectively Activity
• 90: Preparing for an exam Activity
• 91: Taking an exam Activity
• 92: Improving exam marks Activity
• 93: Coping with stress
• SECTION 14: ETHICS AND INTEGRITY Activity
• 94: knowing about plagiarism Activity
• 95: Recognising and avoiding academic malpractice Activity
• 96: Recognising ethical issues and dilemmas when using the internet Activity
• 97: Recognising subjectivity and objectivity Activity
• 98: Detecting and avoiding bias Activity
• 99: Collaborating and cooperating ethically Activity
• 100: Undertaking ethical research.
• (source: Nielsen Book Data)

100 Activities for Teaching Study Skills is a sourcebook of activities for study skills tutors, teachers and support staff. This practical, user-friendly guide is designed to complement your existing study skills materials, and provide innovative and imaginative ways for you to motivate and engage your students. Activities include: Study preparation and time management Reading, writing and listening Independent study and group-work Dissertations, reports and projects Critical and creative thinking Revision, examinations and tests. All activities contain clear guidance about the purpose, level and type of activity, along with a range of discussion notes that signpost key issues and research insights. Students are encouraged to reflect on and develop their study skills, while connecting them to subject content and the process of learning, so that they become more motivated, enhance their learning and increase their chances of success.
(source: Nielsen Book Data) 9781526441317 20190114

• Introducing yourself (not your professional self)
• Modeling a study guide
• Finding study partners
• Articulating your pedagogic rationales
• Improving time management
• Sharing stress-management ideas
• Attending office hours
• Collecting Midsemester feedback
• Interviewing fellow students
• Finding your discipline
• Discovering life purpose and passion
• Sharing stories of college woe
• Laughing and commiserating together
• Learning from failures
• Saying farewell.

Many students struggle with the transition from high school to university life. This is especially true of first-generation college students, who are often unfamiliar with the norms and expectations of academia. College professors usually want to help, but many feel overwhelmed by the prospect of making extra time in their already hectic schedules to meet with these struggling students. 33 Simple Strategies for Faculty is a guidebook filled with practical solutions to this problem. It gives college faculty concrete exercises and tools they can use both inside and outside of the classroom to effectively bolster the academic success and wellbeing of their students. To devise these strategies, educational sociologist Lisa M. Nunn talked with a variety of first-year college students, learning what they find baffling and frustrating about their classes, as well as what they love about their professors' teaching. Combining student perspectives with the latest research on bridging the academic achievement gap, she shows how professors can make a difference by spending as little as fifteen minutes a week helping their students acculturate to college life. Whether you are a new faculty member or a tenured professor, you are sure to find 33 Simple Strategies for Faculty to be an invaluable resource.
(source: Nielsen Book Data) 9780813599489 20190121

• Part I. Measuring Absenteeism: 1. Roll call: describing chronically absent students, the schools they attend, and implications for accountability / Heather Hough ; 2. Variation in chronic absenteeism: the role of children, classrooms, and schools / Kevin A. Gee ; 3. Attending to attendance: why data quality and modeling assumptions matter when using attendance as an outcome / Shaun M. Dougherty and Joshua Childs ; 4. The distributional impacts of student absences on academic achievement / Seth Gershenson, Jessica Rae McBean, and Long Tran
• Part II. Policies, Programs, and Practices: 5. Reinforcing student attendance: shifting mind-sets and implementing data-driven improvement strategies during school transitions / Stacy B. Ehrlich and David W. Johnson ; 6. Schools as sanctuaries?: examining the relationship between immigration enforcement and absenteeism rates for immigrant-origin children / Carolyn Sattin-Bajaj and Jacob Kirksey ; 7. Can school buses drive down (chronic) absenteeism? / Sarah A. Cordes, Michele Leardo, Christopher Rick, and Amy Ellen Schwartz ; 8. The ills of absenteeism: can school-based health centers provide the cure? / Jennifer Graves, Sarit Weisburd, and Christopher Salem ; 9. Tackling truancy: findings from a state-level policy banning suspensions for truancy / Kaitlin Anderson, Anna J. Egalite, and Jonathan N. Mills
• Part III. Interventions: 10. Ready ... set ... text!: reducing school absenteeism through parent-school two-way text messaging / Ken Smythe-Leistico and Lindsay C. Page ; 11. Keeping families front and center: leveraging our best ally for ninth-grade attendance / Martha Abele Mac Iver and Steven B. Sheldon ; 12. Intervention design choices and evaluation lessons from multisite field trials on reducing absenteeism / Rekha Balu ; 13. Conclusion / Ethan L. Hutt and Michael A. Gottfried.

In Absent from School, Gottfried and Hutt offer a comprehensive and timely resource for educators and policy makers seeking to understand the scope, impact, and causes of chronic student absenteeism. The editors present a series of studies by leading researchers from a variety of disciplines that address which students are missing school and why, what roles schools themselves play in contributing to or offsetting patterns of absenteeism, and ways to assess student attendance for purposes of school accountability. The contributors examine school-based initiatives that focus on a range of issues, including transportation, student health, discipline policies, and protections for immigrant students, as well as interventions intended to improve student attendance. Only in the past two or three years has chronic absenteeism become the focus of attention among policy makers, civil rights advocates, and educators. Absent from School provides the first critical, systematic look at research that can inform and guide those who are working to ensure that every child is in school and learning every day -- Provided by publisher.

• Introduction
• 1 'Free gift' or 'infiltration'? Negotiating the Fulbright Agreement
• 2 'A steady stream of new problems': Politics and teething issues
• 3 'Bright scientific moles' v. 'goodwill ambassador extroverts': Choosing a Fulbright scholar
• 4 'Mutual benefit' v. 'the needs of the country': Programming academic fields
• 5 'Meeting [our] domestic Communism problem': Cold War governance and the public university
• 6 Education, or 'part of our foreign policy'? At war in Vietnam
• 7 'Experience is the only teacher': Academic ambassadors interpret 'mutual understanding'
• 8 'Just because one is a woman': Forging careers and changing the gender landscape
• 9 From 'White Australia' to 'the race question in America': Confronting racial diversity
• 10 'In the climate of continuing financial restraint': Finding a sustainable future in the neo-liberal university Conclusion Bibliography Index
• .
• (source: Nielsen Book Data)

This study is the first in-depth analysis of the Fulbright exchange program in a single country. Drawing on previously unexplored archives and oral history, the authors investigate the educational, political and diplomatic dimensions of a complex bi-national program as experienced by Australian and American scholars. The book begins with the postwar context of the scheme's origins, moves through its difficult Australian establishment during the early Cold War, the challenges posed by the Vietnam War, and the impacts of civil rights and gender parity movements and late 20th century economic belt-tightening. How the program's goal of 'mutual understanding' was understood and enacted across six decades lies at the heart of the book, which weaves institutional and individual experiences together with broader geopolitical issues. Bringing a complex and nuanced analysis to the Australia-US relationship, the authors offer fresh insights into the global significance of the Fulbright Program -- .
(source: Nielsen Book Data) 9781526128997 20190401

• Preface
• Chapter 1: Academies and Free Schools in political context
• Chapter 2: Academies and Free Schools in philosophical context
• Chapter 3: A history of free schools
• Chapter 4: A philosophy of free schools
• Chapter 5: Interviewing the elite educational `policy community'
• Chapter 6: The elite education of the free-school elites
• Chapter 7: Elite apprehensions of free-school history
• Chapter 8: Elite conceptions of free-school philosophy
• Chapter 9: The elite assurance of educational freedom References.
• (source: Nielsen Book Data)

Academies and Free Schools in England argues that there is a high degree of philosophical consensus and historical continuity on the policy of `academisation' across the main political parties in England. It attempts to make sense of what are all essentially free schools by interviewing the architects of policy and their closest advisors, analysing the extent to which they invoke historical expressions of conservatism and/or liberalism in their articulation of that convergence. The book offers a unique insight into educational policy-making during the Conservative/Liberal-Democrat coalition era (2010-2015), and an in-depth analysis of the nature of liberty as it relates to state education in England. Providing original interview transcripts of the key reformers, and new accounts of a sometimes contentious history, Hilton identifies an elite `policy community', connected by educational background, moral-religious frameworks, life experiences and shared networks of common ideology. Academies and Free Schools in England will be vital reading to academics and researchers in the field of education and education policy. It will also be of great interest to school governors, business leaders, political philosophers and those involved and interested in free schools.
(source: Nielsen Book Data) 9781138603523 20190114

• Dedications
• Acknowledgements
• Preface
• Part 1 - Introduction (Gul Inanc)
• Part 2 - Refugees' Stories (Lucy Bailey)
• Zaid - Rakhine State
• Peter - Chin State
• Maran - Kachin State
• Andrew - Chin State
• Nyan Hongsa - Mon State
• Matthew - Chin State
• Omran - Syria
• Bethany - Pakistan
• Amaal - Somalia
• Nurain - Sri Lanka
• Jamilah - Somalia
• Omar - Iraq
• Dalir - Iran
• Part 3 - Analysis and Conclusion (Lucy Bailey)
• Appendix I
• Appendix II
• Appendix III
• Index.
• (source: Nielsen Book Data)

Until 2015, no refugees in Malaysia were able to access higher education, and they were unable to attend government schooling. Since then, six private higher education institutions have agreed to open their doors to refugees for the first time. This book contains stories from this small group of successful refugees, who have managed to receive higher education in a country that neither recognizes that they exist nor offers them even basic education. It identifies the factors that aided their success, and charts the challenges that they and their communities have faced. The authors present each story, based on interviews, within the context of the individual's background and nation of origin. These stories are framed by a discussion of the situation that refugees face in accessing education globally, explaining how these stories and the methodologies used for this study are universal.
(source: Nielsen Book Data) 9781138495128 20190114

• Preface
• Chapter 1: Holding Accountable What We Value
• Chapter 2: Education is a Big Spending Business
• Chapter 3: Not All Teachers Are the Same and Neither Are Their Schools.
• Chapter 4: Pressure Works
• Chapter 5: Unwinding the Myth about Extrinsic Motivation
• Chapter 6: Democratizing Educators
• Chapter 7: An Accountability Model That Works
• Chapter 8: Trust or Ensure
• Chapter 9: Holding Parents Accountable
• Chapter 10: Fully Enlisting Parents
• Chapter 11: Civilizing Student Dress
• Chapter 12: Financial Consequences
• Chapter 13: Avoiding Continuous Pass
• Chapter 14: A Realistic Perspective Conclusion.
• (source: Nielsen Book Data)

The majority of students are required to attend their neighborhood public school unless their parents apply to an alternate program such as private and charter schools. Seldom is a comprehensive measurement program in place for parents to assist them in determining whether their local school is providing quality educational services and, when a reporting system is in place, an unbiased evaluation is lacking. This book demonstrates how parents can make informed choices regarding their local school or others within their community. The accountability model presented was highly rated by the U.S. Department of Education and its approach is used in Alberta and California. Fixed boundaries should be replaced and all schools labeled as "magnet centers" with locally developed mission statements to attract students without transportation costs. Democratizing the workplace is as necessary as democratizing our schools so that workers are recognized and rewarded according to their team's performance.
(source: Nielsen Book Data) 9781475847840 20190311

To better identify and assist struggling students and avoid unnecessary placement into special education services, the service delivery model response to intervention (RTI) is used with the general education population. Even though RTI has been studied in elementary schools for many years, further research on its use at the secondary academic level is scarce. Advanced Strategies and Models for Integrating RTI in Secondary Schools provides emerging research exploring the advanced theoretical and practical aspects of the use of RTI to assist teachers in providing research-based instructional strategies to students who are failing their academic subjects. Featuring coverage on a broad range of topics such as behavioral response, progress monitoring, and career readiness, this book is ideally designed for educators, researchers, and academic professionals seeking current research on the most effective models in place to promote positive student academic achievement.
(source: Nielsen Book Data) 9781522583226 20190304

• Introduction: Reinvigorating the Practice of Supervision
• Chapter 1: Teacher Preparation in the United States
• Chapter 2: The Role of the University Supervisor and Teacher Mentor
• Chapter 3: Supervision as an Informed Craft
• Chapter 4: Technology Integration in Supervision
• Chapter 5: Leadership and Professional Development
• Chapter 6: Agency as a Means for Building Resilience
• Chapter 7: Supervision and Mentoring: Applications for Teacher Educators and Administrators
• Chapter 8: Conclusion.
• (source: Nielsen Book Data)

Offering an in-depth examination of field supervision and the role of the university supervisors in preparing teachers, this book addresses the challenges of providing novice teachers with quality supervision through the support and guidance of teacher education programs. Through a research-based lens, Bates and Burbank discuss the role, responsibilities, and opportunities of the university supervisor. Critically examining the supervisor as an agent of change who is positioned to empower early career teachers, the authors dissect the necessary preparation and support new teachers need in contemporary K-12 classrooms.
(source: Nielsen Book Data) 9780415788212 20190401

• Platform university
• Microcollege
• The humanities think tank
• Nomad university
• The liberal arts college
• Interface university
• The university of the body
• The institute for advanced play
• Polymath university
• Future university.

How can we re-envision the university? Too many examples of what passes for educational innovation today--MOOCs especially--focus on transactions, on questions of delivery. In Alternative Universities, David J. Staley argues that modern universities suffer from a poverty of imagination about how to reinvent themselves. Anyone seeking innovation in higher education today should concentrate instead, he says, on the kind of transformational experience universities enact. In this exercise in speculative design, Staley proposes ten models of innovation in higher education that expand our ideas of the structure and scope of the university, suggesting possibilities for what its future might look like. What if the university were designed around a curriculum of seven broad cognitive skills or as a series of global gap year experiences? What if, as a condition of matriculation, students had to major in three disparate subjects? What if the university placed the pursuit of play well above the acquisition and production of knowledge? By asking bold 'What if?' questions, Staley assumes that the university is always in a state of becoming and that there is not one'idea of the university'to which all institutions must aspire. This book specifically addresses those engaged in university strategy--university presidents, faculty, policy experts, legislators, foundations, and entrepreneurs--those involved in what Simon Marginson calls 'university making.' Pairing a critique tempered to our current moment with an explanation of how change and disruption might contribute to a new 'golden age' for higher education, Alternative Universities is an audacious and essential read.

• Preface
• About the Authors
• 1. Education in Precolonial America: Native American Cultural Traditions
• 2. Colonization and Cultural Transplantation: 1607-1776
• 3. Education and the Building of a New Nation: 1776-1830
• 4. The Common Man and the Common School: 1820-1860
• 5. Class, Caste, and Education in the South: 1800-1900
• 6. Beginning a Modern School System: 1865-1890
• 7. Organizing the Modern School System: Educational Reform in the Progressive Era, 1890-1915
• 8. Completing the Modern School System: American Education, 1915-1929
• 9. The Effects of Depression and War on American Education:1930-1946
• 10. Education During and After the Crucial Decade: 1945-1960
• 11. The Pursuit of Equality: 1960-1980
• 12. From Equality to Excellence: American Education, 1980-2000
• 13. American Education in the Twenty-First Century
• Index.
• (source: Nielsen Book Data)

American Education: A History, Sixth Edition is a comprehensive, highly regarded history of American education from precolonial times to the present. Chronologically organized, it provides an objective overview of each major period in the development of American education, setting the discussion against the broader backdrop of national and world events. In addition to its in-depth exploration of Native American traditions (including education) prior to colonization, it also offers strong, ongoing coverage of minorities and women. This much-anticipated sixth edition brings heightened attention to the history of education of individuals with disabilities, of classroom pedagogy and technology, of teachers and teacher leaders, and of educational developments and controversies of the twenty-first century.
(source: Nielsen Book Data) 9781138387577 20190408

"This book provides an overview of the multiple-case study methodology used to describe how various maker sites designed their learning methodology and supported learning communities from an American perspective"-- Provided by publisher.

• Foreword: Community Organizing and Educational Justice: From Local Struggles to a Global Movement Mark R. Warren Acknowledgements List of Acronyms Notes on Contributors
• 1. Introduction: Community-Based Schooling and the Intersectional Politics of Decentralization and Democratization Kai Heidemann and Rebecca Clothey
• 2. Social Movement-Led Democratic Governance of Public Education: The Case of the Brazilian Landless Workers Movement Rebecca Tarlau
• 3. Crisis, Protest and Democratization `From Below': The Rise of a Community-Based Schooling Movement in Argentina Kai Heidemann
• 4. Accountability through Community-Based Management? Implications from the Local Level Implementation in El Salvador of a Globally-Popular Model D. Brent Edwards Jr.
• 5. Decentralization, Centralization and Minority Education in Hungary Andria D. Timmer
• 6. Decentralization and Education in Tanzania: The Role of Community Schools and Education for the Poor Serena Koissaba
• 7. Between State and Society: Community Schools in Zambia Richard Bamattre
• 8. Building a Community-Based Charter School in the United States Rebecca Clothey and Deanna Hill
• 9. An Alternative Education Model in Urumqi Rebecca Clothey
• 10. School of Feminism in Beijing: Embodied Resistance and "Weak" Education in Twenty-First-Century China Weiling Deng
• Index.
• (source: Nielsen Book Data)

The case studies compiled in Another Way: Decentralization, Democratization and the Global Politics of Community-Based Schooling offer a comparative look at how the global politics of educational decentralization have influenced the democratic aspirations of diverse community-based schooling initiatives in Europe, Africa, Asia and the Americas.
(source: Nielsen Book Data) 9789004384729 20190304

• Chapter 1: Introduction.
• Chapter 2: The Theory of Organizations.
• Chapter 3: The University in America.
• Chapter 4: The Attacks.
• Chapter 5: Governing Boards and Faculty in Texas.
• Chapter 6: Governing Boards and Faculty in California.
• Chapter 7: UCLA and the University of California.
• Chapter 8: UT Dallas.
• Chapter 9: Reed College.
• Chapter 10: The University of Chicago.
• Chapter 11: Conclusion.
• Appendix I: Major Internet Sources.
• Appendix II: Institutional Reports.
• (source: Nielsen Book Data)

This anthropological study of university governance organizations has four main purposes. It aims to describe the principles of effective faculty governance organizations and shared governance; to help mobilize opposition to a large and extremely well-funded system of political attacks aimed at destroying faculty governance organizations; to demonstrate the value of the theory of human social organizations; and to enable universities to become more effective in generating the intellectual advances we must make in order to solve the current global crisis of sustainability and political instability. Political democracy depends on an educated public, and academic democracy is integral to producing such knowledge.
(source: Nielsen Book Data) 9783319925875 20181119

• Contents
• Foreword: It is not Magic
• Susan R. Komives
• Preface
• List of Figures and Tables
• Chapter 1, Introduction: Developmental Theories as Exemplar Programming Guides
• Katie Branch and Monique N. Golden
• Part I, Who Am I? Psychosocial and Social Identity Development
• Christine M. Wilson
• Chapter 2, A Pre-Orientation Retreat to Increase Retention and Develop Competence
• Kelly Carter Merrill
• Chapter 3, An Identity Development and Support Initiative for Black Men
• Jonathan A. McElderry, Jordan Williams, Marcus Mayes, Donald D. Gilliam, and Curtis Taylor, Jr.
• Chapter 4, Relationship Building as a Pathway to Cross Cultural Awareness
• Jennifer A. Blair and Gordon S. Louie
• Chapter 5, A Student Organization for First Generation Students
• Sarah E. Schoper, Emily N. Davidson, and Christine Nguyen
• Part II, How Do I Make Meaning? Cognitive Development
• Christine M. Wilson
• Chapter 6, Ethical and Moral Reasoning Development Across Campus
• Anna Randolph Lehnen and Lori K. Pyle
• Chapter 7, Promoting Self-Authorship Using Individualized Accountability Plans
• Erik Sorensen and Elizabeth K. Walsh
• Chapter 8, Self-Authorship and Critical Praxis with Student Staff
• Chelsea Fullerton and Scott Burden
• Part III, Influences on Development
• Christine M. Wilson
• Chapter 9, Supporting Transitions from a Community College to a 4-Year Institution
• Sharee L. Myricks, Amber DePree, and Julie M. Landaw
• Chapter 10, Fostering Engagement with Social Justice through Experiential Learning
• B. Ashley Staples, Ben Jones, and Vanessa Perez
• Chapter 11, Theory-in-Use Core Concepts: Perspectives from Scholarly Practitioners
• Katie Branch with Jeanne S. Hart-Steffes
• Contributor BIos
• Index.
• (source: Nielsen Book Data)

This book dives into student development theory, unpacking key foundational and emergent theories of college student development while providing contemporary examples and application. Helping aspiring higher education and student affairs practitioners grasp and use theories holistically, this important text brings to life theoretical knowledge to enhance the development and learning of college and university students. Showcasing a diversity of programs, practices, and services across a variety of institutional types, Applying Student Development Theories Holistically demonstrates how professionals are intertwining the science of theory with the art of practice in multidimensional, holistic ways.
(source: Nielsen Book Data) 9781351212304 20190114

• Foreword by Sonia Nieto
• 1. Introduction - Bienvenidos
• Berta Rosa Berriz, Amanda Claudia Wager and Vivian Maria Poey
• Section I: Walk the Talk: Breathing Life into Theories with Families, Schools, and Communities
• IntrArt for Walk the Talk - Cantastoria
• 2. Heritage Languages as a Valuable Asset for Multilingual Children in US Schools and Beyond: We Can't Afford to Lose Them!
• Shabaash M. Kemeh
• 3. Preparing Ideologically Clear Bilingual Teachers to Recognize Linguistic Geniuses
• Cristina Alfaro and Lilia I. Bartolome
• 4. Inclusive Teaching for Bilingual and Multilingual Learners: Collage as Ornithology
• Mariana Souto-Manning and Jessica Martell
• 5. Family Art Backpacks: Building Family-School Connections Through Art and Story
• Dorea Kleker and Mika K. Phinney
• Walk the Talk: Questions for Reflection and Further Applications for Practice
• Berta Rosa Berriz
• Section II: In the Heights: Lifting Potential, Expanding Possibilities
• IntrArt for In the Heights - Nuestro Trayecto by Yoselin Rodriguez
• 6. Seen from Within: Photography, Culture, and Community in a Dual-Language School
• Mary Beth Meehan and Julie Nora
• 7. Meeting the Needs of and Giving Voice to Linguistically Diverse Children through Multimodal and Arts-Based Assessments
• Whitney J. Lawrence and Janelle B. Mathis
• 8. Picturebook Illustrations: Powerful Pathways for Literacy Learning and Language Acquisition
• Katherine Egan Cunningham and Grace Enriquez
• 9. Constructing Stories Using Language and Digital Art: Voices of Multilingual Learners
• Sally Brown
• In the Heights: Questions for Reflection and Further Applications for Practice
• Vivian Maria Poey
• Section III: Lift Every Voice: Democratic Practice Before, During, and After School
• IntrArt for Muhammed Walad by Rianne Elsadig
• 10. ?Que caja? What box?: Inclusivity, Assessment and the Political Possibilities of Preschool Drama
• Beth Murray and Gustave Weltsek
• 11. Telling Stories of Challenge and Triumph: Emergent Bilinguals Claim the Curriculum through Spoken-Word Poetry, Hip Hop and Video
• Debi Khasnabis, Catherine H. Reischl, Coert Ambrosino, Jamall Bufford, and Alysha Mae Schlundt-Bodien
• 12. Storier Warriors: New Waves of Indigenous Survivance and Language Revitalization
• Laura Cranmer, Jocelyn Difiore, and Jeffrey Paul Ansloos
• 13. Youth Voices from In and Out of the Classroom: Emergent Bilingual Learners, Graphic Novels, and Critical Multiliteracies
• Jie Park and Lori Simpson
• Lift Every Voice: Questions for Reflection and Further Applications for Practice
• Amanda Claudia Wager
• Afterword by Wayne Au.
• (source: Nielsen Book Data)

This book features effective artistic practices to improve literacy and language skills for emergent bilinguals in PreK-12 schools. Including insights from key voices from the field, this book highlights how artistic practices can increase proficiency in emergent language learners and students with limited access to academic English. Challenging current prescriptions for teaching English to language learners, the arts-integrated framework in this book is grounded in a sense of student and teacher agency and offers key pedagogical tools to build upon students' sociocultural knowledge and improve language competence and confidence. Offering rich and diverse examples of using the arts as a way of talking, this volume invites teacher educators, teachers, artists, and researchers to reconsider how to fully engage students in their own learning and best use the resources within their own multilingual educational settings and communities.
(source: Nielsen Book Data) 9780815384526 20181112

• Preface Acknowledgements
• Chapter 1: A Word About Governing Models
• Chapter 2: Rolling Out Your Model
• Chapter 3: Monitoring Governance Culture and Board-CEO Relations Policies
• Chapter 4: Monitoring Operational Expectations Policies
• Chapter 5: Monitoring Results Policies
• Chapter 6: Evaluating the CEO in this New Governing Environment
• Chapter 7: Engagement
• Chapter 8: The Board's Annual Work Plan
• Chapter 9: The Board's New Meeting Agenda
• Chapter 10: Change: It's a Leadership Conundrum
• Chapter 11: Now What? Appendix A: Operational Expectation Monitoring Report Appendix B: Operational Expectation Monitoring Report Appendix C: Results Monitoring Report (Step 1) Appendix D: Results Monitoring Report (Step 2) Appendix E: Engagement through Key Communicators Appendix F: Engagement Plan to further Define Results Appendix G: Board Listening Campaign Appendix H: Board Meeting Agenda: School Board
• Appendix I: Quarterly Corporate Board Meeting Agenda Glossary About the Authors.
• (source: Nielsen Book Data)

This book provides clear strategies and processes for boards faced with the challenge to make their governing model, either Coherent GovernanceO or Policy GovernanceO, work in real life. The Art of Governing Coherently is a practical guide loaded with down-to-earth solutions, all based on processes successfully in use today by boards across the United States and internationally. While many of the examples offered here come from the world of public school boards and non-profit boards, the implementation processes are equally applicable to boards of all types. The challenge of governing and leading a complex organization is difficult enough without struggling to develop and use clear, logical and accountable processes. The Art of Governing Coherently does exactly what the title promises. The authors draw from their combined 70-plus years of experience in working with public and non-profit boards, including work with hundreds of boards using both Coherent GovernanceO and Policy GovernanceO, as they present their insight about how to use the models effectively. Their common-sense implementation strategies for helping real boards deal with real issues, and doing it through faithful utilization of their new governing tools, makes this a continuing reference source for boards as they translate theory into practice.
(source: Nielsen Book Data) 9781475846232 20190325