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Book
pages cm
Education Library (Cubberley)
Education Library (Cubberley)
Book
ix, 216 pages : illustrations ; 27 cm.
The vast majority of student-athletes dreaming of athletic stardom won't make it to the pros. Yet, the discipline and skills they've developed while balancing a sport and academics make them ideally suited for satisfying careers elsewhere. In 20 Secrets to Success for NCAA Student-Athletes Who Won't Go Pro, the authors draw on personal experience, interviews, expert opinion, and industry data to provide a game plan for student-athletes through key transitions at each stage of their careers, from high school through college and beyond. Modeled on Stephen Covey's The 7 Habits of Highly Effective People, this book provides a much-needed strategy for achieving career success. Readable and concise, it will be a valuable tool for students, parents, and sports administrators.
(source: Nielsen Book Data)9780821422953 20180306
Education Library (Cubberley)
Book
147 pages : illustrations ; 22 cm.
Abby and her stepbrother, Doc, must persuade Abraham Lincoln to play his part in history after one too many comments about history being boring cause him to go on strike.
Education Library (Cubberley)
Book
xiii, 327 pages ; 25 cm.
  • List of Illustrations vii Preface ix Acknowledgments xv 1 From Berlin and Heidelberg to Exile in London 1 2 The Search for Academic Work in Exile: London and New York 23 3 The Academic Emigres in America 46 4 Growing up in New Haven and in Washington, DC 64 5 An Education at Bryn Mawr College 91 6 A Year at the University of Oxford 115 7 Graduate Study and Teaching at Harvard 133 8 The First Round in Chicago and Evanston 169 9 The Yale Years 203 10 President of the University of Chicago 236 11 Finale 274 Notes 299 Select Bibliography 305 Index 315.
  • (source: Nielsen Book Data)9780691179186 20180409
A compelling memoir by the first woman president of a major American university Hanna Holborn Gray has lived her entire life in the world of higher education. The daughter of academics, she fled Hitler's Germany with her parents in the 1930s, emigrating to New Haven, where her father was a professor at Yale University. She has studied and taught at some of the world's most prestigious universities. She was the first woman to serve as provost of Yale. In 1978, she became the first woman president of a major research university when she was appointed to lead the University of Chicago, a position she held for fifteen years. In 1991, Gray was awarded the Presidential Medal of Freedom, the nation's highest civilian honor, in recognition of her extraordinary contributions to education. An Academic Life is a candid self-portrait by one of academia's most respected trailblazers. Gray describes what it was like to grow up as a child of refugee parents, and reflects on the changing status of women in the academic world. She discusses the migration of intellectuals from Nazi-held Europe and the transformative role these exiles played in American higher education--and how the emigre experience in America transformed their own lives and work. She sheds light on the character of university communities, how they are structured and administered, and the balance they seek between tradition and innovation, teaching and research, and undergraduate and professional learning. An Academic Life speaks to the fundamental issues of purpose, academic freedom, and governance that arise time and again in higher education, and that pose sharp challenges to the independence and scholarly integrity of each new generation.
(source: Nielsen Book Data)9780691179186 20180409
Education Library (Cubberley)
Book
ix, 104 pages : illustrations ; 24 cm
  • Acknowledgements Chapter 1- An Introduction to the New Majority- Eric Malm Chapter 2- The Pragmatic Mindset of New Majority Students- Ayisha Sereni Chapter 3- Providing Student-Centered Support for Adult Students- Pat Griffin Chapter 4- Fit/Fear/Focus: Developing Learners' Sense of Belonging, Security, and Hope- Marguerite Weber Chapter 5- Technology: Higher Education Disruption and New Majority Learner Access- Paul Walsh Chapter 6- Program and Course Design for the New Majority- Bill Egan Chapter 7- The Financial Dimension: Institutional Readiness for New Majority Learners- Marguerite Weber and Eric Malm Chapter 8- Learning with Others: Working with Others to Build the New Majority Institution- Marguerite Weber, Eric Malm, and Beverley Schneller References About the Editors About the Contributors.
  • (source: Nielsen Book Data)9781475836042 20171211
Much of higher education was originally designed to meet the needs of full time 18-22 year-old students who enter directly from high school. However, the New Majority of our students are older, likely to swirl among institutions, and have significant adult responsibilities outside of the classroom. Academic Transformation: A Design Approach for the New Majority is a call to transform colleges and universities to meet the academic and student experience needs of New Majority students and for adult educators to become advocates, allies, and resources for needed reforms. Book contributors, including faculty, staff and administrators at public, private and community colleges, provide insights for this transformation. Taking a personalized approach based on a wide range of experiences, the contributors provide a framework for cross-campus conversations and collaborations to help stakeholders across the institution to understand New Majority learners' strengths, needs and challenges within an increasingly competitive educational market. The text begins with a description of New Majority learners, explores enrollment management and student experience considerations, articulates a retention model and adapted high impact practices to support student success, navigates technology considerations, and addresses the impact of academic transformation for New Majority learners on higher education finance.
(source: Nielsen Book Data)9781475836042 20171211
Education Library (Cubberley)
Book
xiii, 276 pages ; 22 cm
  • Introduction-- Marie-Eve Chagnon, and Tomas Irish.- Part I: Mobilisations.- Off Campus: German Propaganda Professors in America, 1914-1917-- Charlotte Lerg.-Men of Science: The British Association, Masculinity, and the First World War-- Heather Ellis.- Junior Faculty, National Education and the (re) making of the Academic Community in the Russian Empire During and After the Great War-- Alexander Dmitriev.-Part II: Ruptures.-`Despite Wars, Scholars Remain the Great Workers of the International'. American Sociologists and French Sociology During the First World War-- Andrew Johnston.-Trinity College Dublin: An Imperial University in War and Revolution, 1914-1921-- Tomas Irish.- A World in Collapse: How The Great War Shaped Waldemar Deonna's Theory on Europe's Decline-- Christina Theodosiou.- Part III: Demobilisations.- `The Domain of the Young as the Generation of the Future': Student Agency and Anglo-German Exchange After the Great War-- Tara Windsor.- "Can the Science of the World Allow This?" German Academic Distress, Foreign Aid, and the Cultural Demobilization of the Academic World, 1919-1925-- Elisabeth Piller.- American Scientists and the Process of Reconciliation in the International Community-- Marie-Eve Chagnon.- Negotiated Truth: The Franco-German Historians Agreement of 1951 and the Long History of Cultural Demobilization After the First World War-- Mona Siegel.- Conclusion: Reflections on the Academic World and the Great War: Recalling Wissenschaft Als Beruf, 1917-2017-- Roy MacLeod.
  • (source: Nielsen Book Data)9781349952656 20171211
This book examines the ways in which scholarly expertise was mobilized during the First World War, and the consequences of this for the inter-connected academic world that had developed in the late nineteenth century. Adopting a strong international approach, the contributors to this volume examine the impact of the War on individuals, institutions, and disciplines, cumulatively demonstrating the strong afterlife of conflict for scholarly practices and academic communities across Europe and North America, in the decades following the cessation of the Great War.
(source: Nielsen Book Data)9781349952656 20171211
Education Library (Cubberley)
Book
xviii, 192 pages ; 24 cm.
Education Library (Cubberley)
Book
218 pages : illustrations ; 23 cm
  • The access crisis and the move toward accountability / Gary Orfield
  • Obama's accountability efforts: a case study in frustration / Gary Orfield
  • State accountability policies: can performance funding be equitable? / Nicholas Hillman and Valerie Crespín-Trujillo
  • Accountability and the key role of minority-serving institutions / Marybeth Gasman, Thai-Huy Nguyen, Andres Castro Samayoa, and Daniel Corral
  • Using institutional accountability measures that serve diverse populations / Sylvia Hurtado, Adriana Ruiz Alvarado, and Kevin Eagan
  • Accountability across the education pipeline: the contribution of unequal high schools on college completion / Stella M. Flores, Toby J. Park, and Dominique J. Baker
  • Making accountability fair to hispanic-serving institutions / Anne-Marie Nuñez and Awilda Rodríguez
  • High-stakes accountability in the context of education deserts / Nicholas Hillman
  • The impact of financial aid limits: a view from a leading HBCU / Willie Kirkland
  • Student debt accountability and its unintended racial consequences / Sara Goldrick-Rab and Jason Houle
  • Accountability and racial fairness to advance civil rights-a way forward / Nicholas Hillman.
In Accountability and Opportunity in Higher Education, leading scholars address the unforeseen impact of accountability standards on students of color and the institutions that disproportionately serve them. The book, part of the ongoing body of work by the Civil Rights Project, describes how federal policies can worsen existing racial inequalities in higher education and offers alternative solutions aimed to protect and advance civil rights for low-income and minority students and their colleges. This volume begins with a chapter putting higher education accountability in historical perspective and connecting it to the increasing importance of postsecondary education for upward mobility, coupled with rising barriers to minority student access and success. Based on a series of studies using cutting-edge research methodologies, the contributors suggest new ways to design and evaluate accountability policies that avoid predictable negative consequences. -- Provided by publisher.
Education Library (Cubberley)
Book
197 pages : illustrations ; 24 cm
  • Part 1: Evidence Informed Practice 1, Is Using Evidence to Inform Teaching Practice Rational? 2, Learning From Teachers' Perceptions of Research Use 3, The Vital Role of Trust and Relationships 4, The Power of Research Learning Communities Part 2: Evidence Informed Policy 5, The Limits of Evidence-Informed Policy Making 6, How Researchers can Better Inform Education Policy 7, Policy Learning Communities 8, Moving forward.
  • (source: Nielsen Book Data)9781787436411 20180122
The potential for research evidence to improve educational policy and practice is immense. Yet internationally, research used by teachers and governments is currently sporadic rather than systematic. In response, this book brings together seven chapters that encompass a range of research projects and ideas in relation to evidence-informed policy and practice (EIPP) in education. These projects and ideas all share a single overarching purpose: providing insight into how EIPP in education can be achieved. Underpinning each chapter is the notion that the world is complex. If we are to introduce change in any meaningful way into it, we therefore have to understand and respond to this complexity. This means then that we cannot simply assume that, because it seems rational or common sense for teachers and policy-makers to use research to help improve their decision making or acts of praxis, that they will do so. Correspondingly, the book represents a holistic journey of discovery and experimentation: of an engagement with the work of thinkers and authors from Eco to Flyvbjerg, via Habermas, Foucault and Aristotle; of ideas ranging from phronesis to trust and social relations; and with diverse research methodologies, including social network analysis and decision tree predictive modelling. The result is both descriptive and prescriptive: as well as outlining the research and its findings, practical suggestions and strategies for achieving evidence use both in educational policy and practice are provided throughout.
(source: Nielsen Book Data)9781787436411 20180122
Education Library (Cubberley)
Book
vii, 126 pages : illustrations ; 20 cm
  • Introduction: Why Merge Action Research and Professional Learning Communities? Part 1: What is Action Research? Description of Action Research Action Research vs. Educational Research What Action Research Is and Is Not Professional Benefits of Action Research The Process of Conducting Action Research The Process in Action - An Example Important Takeaways from Part 1 Part 2: Professional Learning Communities What is a Professional Learning Community? Characteristics of PLCs Shared Mission, Vision, Values, and Goals Collaborative Culture with a Focus on Learning Collective Inquiry into Best Practice and Current Reality Action Orientation: Learning by Doing Commitment to Continuous Improvement Orientation Focused on Results The Challenge of a Changing Culture Teaching and Assessing in a PLC Important Takeaways from Part 2 Part 3: The Action Research Model for Transformational Innovation What is the Action Research Model for Transformational Innovation? The Five Components of the Model Data-Driven Educational Decision Making Data, Data, and More Data Thinking Differently Collaboration Professional Reflection One Additional (Sub)Component... Implications of the Action Research Model for Transformational Innovation Important Takeaways from Part 3 Part 4: Putting It All Together: Action Research Communities TI-in-Ed + PLC = ARC Specifying the Purposes and Functioning of an ARC Roles for Teachers in ARCs Roles for Building Administrators in ARCs Roles for District Administrators in ARCs Important Takeaways from Part 4 Part 5: Where Do We Go From Here? Sustaining and Growing Your ARC Ways to Sustain ARCs Link Reform Efforts to Existing Practices Focus on "Why, " Then on "How" Align Actions with Words Be Flexible, but Firm Build a Coalition, But Don't Wait for Unanimity Expect Mistakes...and Learn from Them Learn by Doing, Not by Additional Training Short-Term Victories...and Celebrations Ways to Extend ARCs Integrating Technology Student Engagement Grant Funding Mini-Grants to ARC Participants Systems of Incentives Components of Personnel Evaluation Systems Action Research / Innovation Conferences Implementation of an ARC Represents a Process Important Takeaways from Part 5 Part 6: Using ARCs to Deepen Professional Learning and Improve Student Achievement Action Research Communities as Mechanisms for Professional Learning Action Research Communities as Mechanisms for Improving Student Achievement Important Takeaways from Part 6 References Appendix: Action Research Developmental Templates.
  • (source: Nielsen Book Data)9781138057951 20171023
Action Research Communities presents a new perspective on two current and proven educational practices: classroom-/school-based action research and professional learning communities. Implementation of one or the other of these practices often results in a variety of possible benefits for the teaching-learning process, for student achievement, and for overall school improvement. While these might seem to be separate, isolated practices, the author has taken the beneficial aspects of each practice and merged them into a cohesive and potentially powerful concept, coined "action research communities." Each of the two concepts or approaches (action research and professional learning communities) is presented and discussed in detail. Because they both focus on local-level improvement of educational practice and share several overlapping features, the two concepts are then merged into a single entity-action research communities, or ARCs. These professional learning communities, with action research at their core, hold an immense amount of power and potential when it comes to enhanced professional growth and development for educators, increased student achievement, school improvement, and educator empowerment. ARCs essentially capitalize on all the individualized benefits and strengths of action research and of professional learning communities, and merge them into a single educational concept and practice. ARCs have the potential to help educators everywhere experience: *a common and collective focus and vision; * sustained collaborative inquiry; *individualized, customizable-and meaningful-professional growth; and *true empowerment that comes with this form of collaborative, inquiry-based, and reflective practice. Practical guidance for the development and implementation of ARCs is also provided, by focusing on ways in which professional educators (teachers, administrators, support staff, etc.) can implement, sustain, and extend the impact of their respective action research communities. Specific roles for district administrators, building administrators, and teachers are presented and discussed in depth, as are ways that ARCs can be used both to deepen professional learning for educators and to improve student learning.
(source: Nielsen Book Data)9781138057951 20171023
Education Library (Cubberley)
Book
305 pages ; 23 cm
Education Library (Cubberley)
Book
pages cm
"For curious young minds who ask why? how? what? when? and then why? again and again, the bestselling team behind Ada Twist, Scientist has developed a STEM project book based on the beloved character. Ada herself will take readers through the scientific method and introduce them to some of her favorite sciences, including chemistry, botany, astronomy, and environmental science. Budding scientists will solve everyday mysteries and come to think more critically about the world around them. Like Rosie's and Iggy's project books, Ada's will be empowering and kid-friendly, with tons of classroom and parent appeal. No kid's lab would be complete without it!"-- Provided by publisher.
Education Library (Cubberley)
Book
xii, 283 pages : illustrations ; 23 cm.
  • 1, Toward Equity Through Opportunities to Learn-- Nancy Frey and Douglas Fisher 2, More Than One Voice: Utilizing Home Languages and Cultural Experiences in Reading Recovery-- Sarah Catto 3, Teaching Grammar While Valuing Language Diversity: Lessons from Urban Classrooms-- Emily Machado, Rebecca Woodard, Andrea Vaughan, And Rick Coppola 4, Multicultural Ell Educators' Perspectives of Sociocultural Dynamics in Adolescent Classrooms-- Nancy Laguna Luque, Earl H. Cheek, Jr., and Evan Ortlieb 5, Scenarios and Suggestions: Literacy Instruction For English Language Learners-- Tess Dussling 6, Rad Dad: A Chicano Man (Re) Constructing Masculinity and Fatherhood Through Zines-- Barbara Guzzetti and Leslie Foley 7, Expanding Novice Teachers' Definitions of Student Diversity to Include Economic Disparities and Lifestyle Differences-- Jacqueline Lee Darvin 8, Greating Lgbtq+ Inclusive Spaces Through Literacy Practice and Social Justice Teaching-- Autumn M. Dodge 9, Accentuating Social and Cultural Connections to Revitalize Literacy Achievement-- Wally Thompson and Debra Coffey 10, Building on Emergent Bilinguals' Funds of Knowledge Using Digital Tools-- Sally Brown 11, Teaching For Global Readiness: A Model For Locally Situated Yet Globally Connected Literacy Instruction-- Shea N. Kerkhoff 12, Utilizing a Rubric to Identify Diversity in Children's Literature-- Jackie Arnold and Mary-Kate Sableski 13, Addressing Diversity Through the Universal Design For Learning Lens-- Jodi Louise Pilgrim and Angela Kris Ward 14, The Fierce Urgency of Now: Cdf Freedom Schools and Culturally Relevant Pedagogy-- Alysia D. Roehrig, Kristal Moore Clemons and Keely Norris.
  • (source: Nielsen Book Data)9781787140493 20180122
This book presents recent research related to how issues of diversity are addressed within literacy instruction for K-12 learners. Over the last decade, issues of diversity have promulgated within the field of literacy. Recent revisions to teacher education standards call for new approaches to professional development to ensure that educators are positioned to view and utilize diversity as an advantage within their classrooms and notions of what constitutes diversity are expanding. As the population of learners continues to diversify, literacy teachers must be equipped with knowledge of who their learners are and how to effectively build upon their individual experiences, lifestyles, and ways of seeing the world. A systematic change is needed and this volume is directed at advancing research within the intersectionality between literacy and diversity to contribute towards this important mission. This volume features prominent literacy researchers sharing their evidence-based successes that are founded upon longstanding and newfound theoretical frameworks. It is suitable for both educators in K-12 and university classroom contexts for teachers, administrators, graduate students, and professors alike.
(source: Nielsen Book Data)9781787140493 20180122
Education Library (Cubberley)
Book
54 pages : illustrations ; 28 cm
This report describes the needs of adult students and how colleges could build on their current approaches by tapping partners beyond academe.
Education Library (Cubberley)
Book
21 pages : color illustrations ; 22 cm
Education Library (Cubberley)
Book
xxvi, 261 pages ; 22 cm.
  • Chapter 1. On the Relevance of a Theory of Democratic Citizenship Education for Africa-- Yusef Waghid.- Chapter 2. Democracy, Citizenship and Religion in Egypt: On the Necessity of Disrupting a post-Arab Spring-- Nuraan Davids.- Chapter 3. Rethinking Democratic Citizenship Education in Africa: Towards Moderate Deliberation (Malawi and Namibia)-- Joseph Jinja Divala & Rachel Shanyanana.- Chapter 4. Afrophobia in the South African Higher Education System: A Threat to Internationalisation and Global Citizenship Initiatives-- Joseph Pardon Hungwe & Joseph Jinja Divala.- Chapter 5. Nationalism and/or the Annihilation of Democratic Citizenship Education: A Critical Analysis of Zimbabwe's Citizenship Education Initiatives-- Agrippa Chingombe & Joseph Jinja Divala.- Chapter 6. On the (Im)Possibility of Democratic Citizenship Education in Kenya: Spheres of Change-- Jane Chiroma.- Chapter 7. (Re)Examining the Role of Technology in Education through a Deliberative Decision-Making Approach: In the Quest towards Democratic Education in South African Schools-- Zayd Waghid & Faiq Waghid.- Chapter 8. The Politics of Schooling: Imagining Critical Democratic Citizenship Education in the Age of Neoliberalism (SA)-- Tracey Isaacs.- Chapter 9. Democratic Citizenship Education in Nigeria-- Ruth Ayoola & Nuraan Davids.- Chapter 10. Democratic Citizenship Education Revisited in Zimbabwean Higher Education-- Monica Zembere.- Chapter 11. Coda: Democratic Citizenship Education and Openness: On an Education of `Bare Life'-- Nuraan Davids & Yusef Waghid.
  • (source: Nielsen Book Data)9783319678603 20180205
This edited collection explores how democratic citizenship education manifests across the African continent. A recognition of rights and responsibilities coupled with an emphasis on deliberative engagement among citizens, while not uniquely African, provides ample evidence that the concept can most appropriately be realised in relation to its connectedness with experiences of people living on the continent. Focussing on a diverse collection of voices, the editors and authors examine countries that have an overwhelming allegiance to democratic citizenship education. In doing so, they acknowledge that this concept, enveloped by a certain Africanness, has the potential to manifest in practices across the African continent. By highlighting the success of democratic citizenship education, the diverse and varied contributions from across this vast continent address the malaise in its implementation in countries where autocratic rule prevails. This pioneering volume will be an invaluable resource for researchers and students working in the fields of education and sociology, particularly those with an interest in education policy, philosophy of education and global citizenship initiatives.
(source: Nielsen Book Data)9783319678603 20180205
Education Library (Cubberley)
Book
pages cm
Education Library (Cubberley)
Book
1 volume (unpaged) : color illustrations ; 24 x 25 cm
When Alma Sofia Esperanza José Pura Candela asks her father why she has so many names, she hears the story of her name and learns about her grandparents.
Education Library (Cubberley)
Book
xv, 196 pages : illustrations ; 24 cm
  • Introduction PART I LEARNING TO SERVE 1. Complexities of helping and serving 2. Roles of values, power and social identity in serving PART II BUILDING YOUR HELPING SKILLS AND SOCIO POLITICAL AWARENESS 3. Researching for Social Change 4. Intervening to Promote Empowerment 5. Reflecting on helping 6. Building interpersonal skills 7. Becoming culturally sensitive 8. Supporting gender and sexual orientation identityã 9. Navigating educational systems 10. Practicing environmental Justice PART III. ASSESSING YOUR CIVIC ENGAGEMENT 11. Did you make a difference? 12. Now what? Acknowledgements References Index.
  • (source: Nielsen Book Data)9781138705876 20180416
Alongside Community is a step-by-step guide that prepares social science students to be democratic citizens by examining the theory, method, and sociopolitical dynamics that impact helping those different from oneself. The first part of this book explores the more theoretical issues of helping others, including issues of social identity, values, and power. The second part of this guidebook examines action-based methods; interventions available for community-based engagement; and the sociopolitical issues that inevitably arise for those who strive to create social change including issues of race, ethnicity, social class, gender, sexual orientation, mental health, educational and environmental justice along with suggestions on how to address these issues. The third part of Alongside Community critically explores how to measure the impact of community service on major stakeholders including student, faculty, college and community agency and ends with reflections and suggestions on how to be a lifelong civically engaged citizen.
(source: Nielsen Book Data)9781138705876 20180416
Education Library (Cubberley)