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vii, 370 pages ; 24 cm
  • Introduction
  • The foundations of the frenzy
  • Misleading through statistics
  • The realities of "rape culture"
  • Denying due process
  • Media malpractice
  • The witch-hunt mentality
  • College athletes : myths and realities
  • The witch hunt intensifies
  • From campus to criminal law
  • A new generation's contempt for civil rights
  • Conclusion.
"In recent years, politicians led by President Obama and prominent senators and governors have teamed with extremists on campus to portray our nation's campuses as awash in a violent crime wave-and to suggest (preposterously) that university leaders, professors, and students are indifferent to female sexual assault victims in their midst. Neither of these claims has any bearing in reality. But they have achieved widespread acceptance, thanks in part to misleading alarums from the Obama Administration and biased media coverage led by the New York Times. The panic about campus rape has helped stimulate-and has been fanned by-ideologically skewed campus sexual assault policies and lawless commands issued by federal bureaucrats to force the nation's all-too-compliant colleges and universities essentially to presume the guilt of accused students. The result has been a widespread disregard of such bedrock American principles as the presumption of innocence and the need for fair play. This book will use hard facts to set the record straight. It will, among other things, explore about two dozen of the many cases since 2010 in which innocent or probably innocent students have been branded as sex criminals and expelled or otherwise punished by their colleges. And it will show why all students-and, eventually, society as a whole-are harmed when our nation's universities abandon pursuit of truth and seek instead to accommodate the passions of the mob"-- Provided by publisher.
Law Library (Crown)
xii, 274 pages : illustrations ; 24 cm
  • AcknowledgmentsIntroduction1. The Wizard of Ed2. Rupert and the Chancellor: A Tragic Love Story3. Curious George Schools: John Paulson4. Michael Milken: Master of the Knowledge Universe5. What Makes a Good Education Business?6. Lessons from Clown SchoolNotesIndex.
  • (source: Nielsen Book Data)9780231179287 20170117
The past thirty years have seen dozens of otherwise successful investors try to improve education through the application of market principles. They have funneled billions of dollars into alternative schools, online education, and textbook publishing, and they have, with surprising regularity, lost their shirts. In Class Clowns, professor and investment banker Jonathan A. Knee dissects what drives investors' efforts to improve education and why they consistently fail. Knee takes readers inside four spectacular financial failures in education: Rupert Murdoch's billion-dollar effort to reshape elementary education through technology; the unhappy investors-including hedge fund titan John Paulson-who lost billions in textbook publisher Houghton Mifflin; the abandonment of Knowledge Universe, Michael Milken's twenty-year mission to revolutionize the global education industry; and a look at Chris Whittle, founder of EdisonLearning and a pioneer of large-scale transformational educational ventures, who continues to attract investment despite decades of financial and operational disappointment. Although deep belief in the curative powers of the market drove these initiatives, it was the investors' failure to appreciate market structure that doomed them. Knee asks: What makes a good education business? By contrasting rare successes, he finds a dozen broad lessons at the heart of these cautionary case studies. Class Clowns offers an important guide for public policy makers and guardrails for future investors, as well as an intelligent expos for activists and teachers frustrated with the repeated underperformance of these attempts to shake up education.
(source: Nielsen Book Data)9780231179287 20170117
Law Library (Crown)
40 pages : color illustrations ; 28 cm
  • Shifting demographics
  • Migration mindset
  • Future of college admissions.
"This report explores the trends and strategies in enrollment that college teachers need to understand as they approach the decade ahead, including: demographics, migration patterns, and the changing admissions function."-- Page 4.
Law Library (Crown)
193 pages ; 25 cm.
  • The university and the public sphere
  • Higher education and economies of worth
  • The role of the university in a democracy
  • Academic authority, trust, and reliance
  • Higher education and citizenship
  • The ivory tower and public life
  • The corruption of democracy and education
  • Implications for policy and practice
  • Towards a modern democratic society
  • Concluding remarks: Communicative rationality and the cultural impoverishment of the university.
Towards a Political Theory of the University argues that state and market forces threaten to diminish the legitimacy, authority and fundamental purposes of higher education systems. The political role of higher education has been insufficiently addressed by academics in recent decades. By applying Habermas' theory of communicative action, this book seeks to reconnect educational and political theory and provide an analysis of the university which complements the recent focus on the intersections between political philosophy and legal theory. In this book, White argues that there is considerable overlap between crises in democracy and in universities. Yet while crises in democracy are often attributed to the inability of political institutions to adapt to the pace of social and cultural change, this diagnosis wilfully ignores the effects of privatisation on public institutions. Under present political conditions, the university is regarded in instrumental and economic terms, which not only diminishes its functions of developing and sustaining culture but also removes its democratic capabilities. This book explores these issues in depth and presents some of the practical problems associated with turning an independent higher education system into a state-dominated and then, subsequently, marketised system. This book bridges political and educational theory in an original and comprehensive way and makes an important contribution to the debate over the role of the university in a democracy. As such, it will appeal to researchers, academics and postgraduate students in the fields of the philosophy of education, higher education, and political and educational theory. With its implications for policy and practice, it will also be of interest to policy makers.
(source: Nielsen Book Data)9781138952164 20170410
Law Library (Crown)
vi, 217 pages ; 23 cm.
  • Part I. Academic freedom then and now: Free to be critical
  • Conformity in the academy
  • Part II. Knowledge in the disciplines: Criticality within the disciplines
  • Disciplines under attack
  • Part III. Beyond criticism: Uncritical theory
  • The impact of feminism
  • From academic freedom to academic justice.
Universities, once at the forefront of campaigns for intellectual liberty, are now bastions of conformity. This provocative book traces the demise of academic freedom within the context of changing ideas about the purpose of the university and the nature of knowledge and is a passionate call to arms for the power of academic thought today.
(source: Nielsen Book Data)9781137514776 20160619
Law Library (Crown)
vi, 279 pages : illustrations ; 23 cm
  • Part I. Theories, frameworks, and twenty-first century Deweyism: John Dewey, participatory democracy, and university-community partnerships / Robert Innes, Leigh Gilchrist, Susan Friedman, and Kristen Tompkins
  • The ethical foundations of human and organizational development programs : the Ethics of Human Development and Community across the curriculum / Paul R. Dokecki, Mark McCormack, Hasina Mohyuddin, and Linda Isaacs
  • Part II. Implications and responses : academics in action!: Using research to guide efforts to prevent and end homelessness / Marybeth Shinn, Lindsay S. Mayberry, Andrew L. Greer, Benjamin W. Fisher, Jessica Gibbons-Benton, and Vera S. Chatman
  • Ecological research promoting positive youth development / Carik T. Nixon, Bernadette Doykos, Velma McBride Murry, Maury Nation, Nina C. Martin, Alley Pickren, and Joseph Gardella
  • Putting boyer's four types of scholarship into practice : a community research and action perspective on public health / Lauren Brinkley-Rubinstein, Vera S. Chatman, Laurel Lunn, Abbey Mann, and Craig Anne Heflinger
  • Conducting research on comprehensive community development initiatives : balancing methodological rigor and community responsiveness / Kimberly D. Bess, Bernadette Doykos, Joanna D. Geller, Krista L. Craven, and Maury Nation
  • Part III. Academic structures that foster synergy, collaboration, and courses: The field school in intercultural education as a model for international service-learning and collaborative action-research training / Holly L. Karakos, Benjamin W. Fisher, Joanna Geller, Laurel Lunn, Neal A. Palmer, Douglas D. Perkins, Nikolay Mihaylov, William L. Partidge, and Sharon Shields
  • Creating a mosaic of religious values and narratives : participant-researcher roles of an interfaith research group seeking to understand interfaith organizations / Hasina Mohyuddin, Mark McCormack, Paul R. Dokecki, and Linda Isaacs
  • Intership : situated learning in the department of human and organizational development / Heather L. Smith, Victoria J. Davis, Marybeth Shinn, and Stephanie Zuckerman
  • Can synergy across theory, pedagogy, and practice guide professional education? : the community development and action and human development counseling graduate experiences / Andrew Finch, Oluchi Nwosu, Gina Frieden, Emily Hennessey, Craig Anne Heflinger, Allison McGuire, Sarah V. Suiter, Emily Burchfield, Nina C. Martin, Linda Isaacs, Lauren Brinkley-Rubenstein, Paul Speer, Abbey Mann, Sharon Shields, Neal Palmer, Bethany Pittman, and Sandra L. Barnes
  • Conclusion: Academics in action : bridging principles and practice.
The theory, vision, and implementation of a multidisciplinary collaborative approach to social learning The academy is often described as an ivory tower, isolated from the community surrounding it. Presenting the theory, vision, and implementation of a socially engaged program for the Department of Human and Organizational Development (HOD) in Peabody's College of Education and Human Development at Vanderbilt University, Academics in Action! describes a more integrated model wherein students and faculty work with communities, learn from them, and bring to bear findings from theory and research to generate solutions to community problems. Offering examples of community-engaged theory, scholarship, teaching, and action, Academics in Action! describes the nuanced structures that foster and support their development within a research university. Theory and action span multiple ecological levels from individuals and small groups to organizations and social structures. The communities of engagement range from local neighborhoods and schools to arenas of national policy and international development. Reflecting the unique perspectives of research faculty, practitioners, and graduate students, Academics in Action! documents a specific philosophy of education that fosters and supports engagement; the potentially transformative nature of academic work for students, faculty, and the broader society; and some of the implications and challenges of action-oriented efforts in light of dynamics such as income inequality, racism, and global capitalism. This edited volume chronicles teaching, research, and community action that influences both inside and outside the classroom as well as presents dimensions of a participatory model that set such efforts into action.
(source: Nielsen Book Data)9780823268795 20160619
Law Library (Crown)
x, 284 pages ; 23 cm
  • AcknowledgmentsIntroduction1. From Holy Commonwealth to "No Laws Respecting the Establishment of Religion, " 1600-17922. Creating an American Common School and a Common Faith: Horace Mann and the Protestant Public Schools, 1789-18603. Roman Catholics and the Common School Movement, 1801-18924. Church and School in Slave and Free Communities, 1802-19025. Native American Religion, Christian Missionaries, and Government Schools, 1819-19786. The Many Origins of the Scopes Trial, 1859-19257. Prayer, Bible Reading, and Federal Money: The Expanding Role of Congress and the Supreme Court, 1918-19688. Culture Wars, Creationism, the Courts, and the Reagan Revolution, 1968-19909. Changing School Boards, Curriculum, and the Constitution, 1990-200010. Creationism, Money, the Courts, and the Curriculum: The Battle for the Schools of the Twenty-First CenturyNotesFor Further ReadingIndex.
  • (source: Nielsen Book Data)9781421420585 20161124
Today, the ongoing controversy about the place-or lack of place-of religion in public schools is a burning issue in the United States. Prayer at football games, creationism in the classroom, the teaching of religion and morals, and public funding for private religious schools are just a few of the subjects over which people are skirmishing. In Between Church and State, historian and pastor James W. Fraser shows that these battles have been going on for as long as there have been public schools and argues there has never been any consensus about what the "separation of church and state" means for American society or about the proper relationship between religion and public education. Looking at the difficult question of how private issues of faith can be reconciled with the very public nature of schooling, Fraser's classic book paints a complex picture of how a multicultural society struggles to take the deep commitments of people of faith into account-including people of many different faiths and no faith. In this fully updated second edition, Fraser tackles the culture wars, adding fresh material on current battles over public funding for private religious schools. He also addresses the development of the long-simmering evolution-creationism debate and explores the tensions surrounding a discussion of religion and the accommodation of an increasingly religiously diverse American student body. Between Church and State includes new scholarship on the role of Roger Williams and William Penn in developing early American conceptions of religious liberty. It traces the modern expansion of Catholic parochial schools and closely examines the passage of the First Amendment, changes in American Indian tribal education, the place of religion in Booker T. Washington and W. E. B. Du Bois's debates about African American schooling, and the rapid growth of Jewish day schools among a community previously known for its deep commitment to secular public education.
(source: Nielsen Book Data)9781421420585 20161124
Law Library (Crown)
ix, 146 pages ; 21 cm.
  • The politics of professors and students
  • The question of "political correctness"
  • Diversity and its discontents
  • Professorial speech and the fate of academic freedom
  • Student bodies : policing sex on college campuses
  • How did that make you feel? : psychology and campus politics.
Universities are usually considered bastions of the free exchange of ideas, but a recent tide of demonstrations across college campuses has called this belief into question, and with serious consequences. Such a wave of protests hasn't been seen since the campus free speech demonstrations of the 1960s, yet this time it is the political Left, rather than the political Right, calling for restrictions on campus speech and freedom. And, as Jonathan Zimmerman suggests, recent campus controversies have pitted free speech against social justice ideals. The language of trauma-and, more generally, of psychology-has come to dominate campus politics, marking another important departure from prior eras. This trend reflects an increased awareness of mental health in American society writ large. But it has also tended to dampen exchange and discussion on our campuses, where faculty and students self-censor for fear of insulting or offending someone else. Or they attack each other in periodic bursts of invective, which run counter to the "civility" promised by new speech and conduct codes. In Campus Politics: What Everyone Needs to Know(R), Jonathan Zimmerman breaks down the dynamics of what is actually driving this recent wave of discontent. After setting recent events in the context of the last half-century of free speech campus movements, Zimmerman looks at the political beliefs of the US professorate and students. He follows this with chapters on political correctness; debates over the contested curriculum; admissions, faculty hires, and affirmative action; policing students; academic freedom and censorship; in loco parentis administration; and the psychology behind demands for "trigger warnings" and "safe spaces." He concludes with the question of how to best balance the goals of social and racial justice with the commitment to free speech.
(source: Nielsen Book Data)9780190627409 20161010
Law Library (Crown)
120 leaves : color illustrations, portraits ; 28 cm
  • An era of protests [selected brief reports] (1968-1973) / Jacqueline J. Adams, James W. Brann, Malcolm G. Scully, Philip W. Semas, William A. Sievert, and Edward R. Weidlein
  • We must find new forms for higher education (1972) / Ernest L. Boyer
  • The New York tragedy (1976) / Larry Van Dyne
  • Men over 40, women under 40 (1976) / Carolyn G. Heilbrun
  • Wheeling and dealing on Capitol Hill (1977) / Anne C. Roark
  • Black professors on white campuses (1978) / Lorenzo Middleton
  • For God, for country, and for Notre Dame (1982) / Zoe Ingalls
  • The last weeks of an AIDS sufferer at Berkeley (1985) / Lawrence Biemiller
  • Academe must give Black-studies programs their due (1989) / Henry Louis Gates Jr.
  • Camille Paglia goes to Harvard (1992) / Carolyn J. Mooney
  • Berkeley's Judith Butler revels in role of troublemaker (1997) / Liz McMillen
  • The lessons of a lost career (2000) / Scott Heller
  • So you want to go to grad school? (2004) / Thomas H. Benton
  • Psst. Wanna buy a Ph.D? (2004) / Thomas Bartlett and Scott Smallwood
  • The education of Lloyd Thacker (2004) / Eric Hoover
  • Primed for numbers (2005) / Rich Monastersky
  • Sex and the conference (2007) / Jessica Burstein
  • The trials of Tony Judt (2010) / Evan R. Goldstein
  • The shadow scholar (2010) / Ed Dante
  • An era of neglect (2014) / Karin Fischer and Jack Stripling
  • The day the purpose of college changed (2015) / Dan Berrett
  • Sexual paranoia (2015) / Laura Kipnis
  • The $10-billion sports tab (2015) / Brad Wolverton, Ben Hallman, Shane Shifflett, and Sandhya Kambhampati
  • Holding onto what makes us human (2016) / L.D Burnett.
A special issue featuring twenty-four articles reprinted from previous issues of the Chronicle. In addition, a timeline, photos, headlines, and quotations showcase reporting about notable events in higher education from the previous fifty years.
Law Library (Crown)
xi, 117 pages ; 22 cm.
  • List of Tables Preface Chapter 1 The Birth of the Education President: From local control to Common Core Chapter 2 The Dangers of Waivers: How the Obama administration nationalized education policy Chapter 3 Common Core Standards: A bridge too far? Chapter 4 Shall This Too Pass? Education Reform in the Obama Era and Beyond References.
  • (source: Nielsen Book Data)9781137582119 20160823
This book offers a sophisticated overview of President Obama's education agenda, exploring how and why education policy became national and ultimately presidential over the past seven decades. The authors argue that the Obama education agenda, though more ambitious, is broadly in line with those of recent presidencies, reflecting elite views that since substantial increases in spending have failed to improve equity and achievement, public schools require reforms promoting transparency such as the Common Core national standards, as well as market based reforms such as charter schools. While sympathetic to President Obama's goals, the authors argue that the processes used to implement those goals, particularly national standards, have been hurried and lacked public input. The Obama administration's overreach on school reform has sparked a bipartisan backlash. Even so, Maranto, McShane, and Rhinesmith suspect that the next president will be an education reformer, reflecting an enduring elite consensus behind school reform.
(source: Nielsen Book Data)9781137582119 20160823
Law Library (Crown)
28 pages : illustrations ; 28 cm
Law Library (Crown)
ii, 39 pages : color illustrations, forms ; 22 cm
  • Gathering information and basic resources
  • Program design and structure
  • Staffing and resources
  • Marketing your program to students
  • Program content and instruction
  • Program development
  • Sample forms.
Law Library (Crown)
x, 239 pages : illustrations, map ; 24 cm.
  • Introduction: A past found
  • The meaning of local control
  • The long history of school district consolidation
  • The exurban exchange
  • The struggle for status
  • The fight for funding
  • Tax revolts
  • The battle of ideas
  • Redefining parents' rights
  • Conclusion: A past lost.
Law Library (Crown)
viii, 181 pages : illustrations ; 23 cm
  • A brief introduction to student loans
  • What does student borrowing in the United States really look like?
  • How did we get here?
  • Is a crisis on the horizon?
  • How are student loans impacting borrowers and the economy?
  • The real problems in student lending
  • Solving the real problems.
College tuition and student debt levels have been rising at an alarming pace for at least two decades. These trends, coupled with an economy weakened by a major recession, have raised serious questions about whether we are headed for a major crisis, with borrowers defaulting on their loans in unprecedented numbers and taxpayers being forced to foot the bill. Game of Loans draws on new evidence to explain why such fears are misplaced--and how the popular myth of a looming crisis has obscured the real problems facing student lending in America. Bringing needed clarity to an issue that concerns all of us, Beth Akers and Matthew Chingos cut through the sensationalism and misleading rhetoric to make the compelling case that college remains a good investment for most students. They show how, in fact, typical borrowers face affordable debt burdens, and argue that the truly serious cases of financial hardship portrayed in the media are less common than the popular narrative would have us believe. But there are more troubling problems with student loans that don't receive the same attention. They include high rates of avoidable defaults by students who take on loans but don't finish college--the riskiest segment of borrowers--and a dysfunctional market where competition among colleges drives tuition costs up instead of down. Persuasive and compelling, Game of Loans moves beyond the emotionally charged and politicized talk surrounding student debt, and offers a set of sensible policy proposals that can solve the real problems in student lending.
(source: Nielsen Book Data)9780691167152 20170117
Law Library (Crown)
xiii, 430 pages : illustrations ; 21 cm.
  • Introduction : the great mistake
  • Holding back public colleges
  • The price of privatization
  • The devolutionary cycle
  • The eight stages of decline
  • The university retreat from public goods
  • Subsidizing the outside sponsors
  • Large, regular tuition hikes
  • The states cut public funding
  • Increased student debt, college as burden
  • Private vendors leverage public funds : the case of the MOOCs
  • Unequal funding cuts attainment
  • Universities build the post-middle class
  • The recovery cycle
  • Reconstructing the public university.
Higher education in America, still thought to be the world leader, is in crisis. University students are falling behind their international peers in attainment, while suffering from unprecedented student debt. For over a decade, the realm of American higher education has been wracked with self-doubt and mutual recrimination, with no clear solutions on the horizon. How did this happen? In this stunning new book, Christopher Newfield offers readers an in-depth analysis of the "great mistake" that led to the cycle of decline and dissolution, a mistake that impacts every public college and university in America. What might occur, he asserts, is no less than locked-in economic inequality and the fall of the middle class. In The Great Mistake, Newfield asks how we can fix higher education, given the damage done by private-sector models. The current accepted wisdom-that to succeed, universities should be more like businesses-is dead wrong. Newfield combines firsthand experience with expert analysis to show that private funding and private-sector methods cannot replace public funding or improve efficiency, arguing that business-minded practices have increased costs and gravely damaged the university's value to society. It is imperative that universities move beyond the destructive policies that have led them to destabilize their finances, raise tuition, overbuild facilities, create a national student debt crisis, and lower educational quality. Laying out an interconnected cycle of mistakes, from subsidizing the private sector to "the poor get poorer" funding policies, Newfield clearly demonstrates how decisions made in government, in the corporate world, and at colleges themselves contribute to the dismantling of once-great public higher education. A powerful, hopeful critique of the unnecessary death spiral of higher education, The Great Mistake is essential reading for those who wonder why students have been paying more to get less and for everyone who cares about the role the higher education system plays in improving the lives of average Americans.
(source: Nielsen Book Data)9781421421629 20161128
Law Library (Crown)
vii, 180 pages ; 24 cm.
  • Religion and education : a democratic perspective
  • The founding fathers, religion, and education
  • Religion and the origins of public education
  • Religion and public education in the era of progress
  • Religion and public education since 1960
  • Finding faith in democracy: three cases.
It isn't just in recent arguments over the teaching of intelligent design or reciting the pledge of allegiance that religion and education have butted heads: since their beginnings nearly two centuries ago, public schools have been embroiled in heated controversies over religion's place in the education system of a pluralistic nation. In this book, Benjamin Justice and Colin Macleod take up this rich and significant history of conflict with renewed clarity and astonishing breadth. Moving from the American Revolution to the present from the common schools of the nineteenth century to the charter schools of the twenty-first they offer one of the most comprehensive assessments of religion and education in America that has ever been published. From Bible readings and school prayer to teaching evolution and cultivating religious tolerance, Justice and Macleod consider the key issues and colorful characters that have shaped the way American schools have attempted to negotiate religious pluralism in a politically legitimate fashion. While schools and educational policies have not always advanced tolerance and understanding, Justice and Macleod point to the many efforts Americans have made to find a place for religion in public schools that both acknowledges the importance of faith to so many citizens and respects democratic ideals that insist upon a reasonable separation of church and state. Finally, they apply the lessons of history and political philosophy to an analysis of three critical areas of religious controversy in public education today: student-led religious observances in extracurricular activities, the tensions between freedom of expression and the need for inclusive environments, and the shift from democratic control of schools to loosely regulated charter and voucher programs. Altogether Justice and Macleod show how the interpretation of educational history through the lens of contemporary democratic theory offers both a richer understanding of past disputes and new ways of addressing contemporary challenges.
(source: Nielsen Book Data)9780226400457 20170227
Law Library (Crown)
125 pages ; 22 cm
  • Adversity
  • Strategies
  • Skills
  • Stress
  • Parents
  • Trauma
  • Neglect
  • Early intervention
  • Attachment
  • Home visiting
  • Beyond the home
  • Building blocks
  • Discipline
  • Incentives
  • Motivation
  • Assessment
  • Messages
  • Mindsets
  • Relationships
  • Pedagogy
  • Challenge
  • Deeper learning
  • Solutions.
"What should we do to improve the lives of children growing up in adversity? From the best-selling author of How children succeed, a handbook to guide readers through the new science of success" -- From dustjacket.
Law Library (Crown)
xxv, 646 pages, 16 unnumbered pages of plates : illustrations ; 25 cm
  • Setting the stage : the turbulent 1960s
  • The Ivy League : Harvard, Yale, and Princeton
  • The seven sisters : Vassar, Smith, and Wellesley
  • Revisiting the Ivies : Dartmouth
  • The United Kingdom : Cambridge and Oxford
  • Taking stock.
As the tumultuous decade of the 1960s ended, a number of very traditional, very conservative, highly prestigious colleges and universities in the United States and the United Kingdom decided to go coed, seemingly all at once, in a remarkably brief span of time. Coeducation met with fierce resistance. As one alumnus put it in a letter to his alma mater, "Keep the damned women out." Focusing on the complexities of institutional decision making, this book tells the story of this momentous era in higher education--revealing how coeducation was achieved not by organized efforts of women activists, but through strategic decisions made by powerful men. In America, Ivy League schools like Harvard, Yale, Princeton, and Dartmouth began to admit women; in Britain, several of the men's colleges at Cambridge and Oxford did the same. What prompted such fundamental change? How was coeducation accomplished in the face of such strong opposition? How well was it implemented? Nancy Weiss Malkiel explains that elite institutions embarked on coeducation not as a moral imperative but as a self-interested means of maintaining a first-rate applicant pool. She explores the challenges of planning for the academic and non-academic lives of newly admitted women, and shows how, with the exception of Mary Ingraham Bunting at Radcliffe, every decision maker leading the charge for coeducation was male. Drawing on unprecedented archival research, "Keep the Damned Women Out" is a breathtaking work of scholarship that is certain to be the definitive book on the subject.
(source: Nielsen Book Data)9780691172996 20170424
Law Library (Crown)
xxii, 305 pages : illustrations ; 25 cm
  • Introduction / Andrew Solomon
  • Part I: The last people on earth. "There's been a shooting at Columbine High School" ; Slivers of glass ; Someone else's life ; A resting place ; Premonition ; Boyhood ; One mother to another ; A place of sorrow ; Life with grief ; The end of denial
  • Part II: Toward understanding. The depths of his despair ; Fateful dynamic ; Pathway to suicide: Dylan's junior year ; Pathway to suicide: Dylan's senior year ; Collateral damage ; A new awareness ; Judgment ; The wrong question
  • Conclusion: Knowable folds.
On April 20, 1999, Eric Harris and Dylan Klebold walked into Columbine High School in Littleton, Colorado. In a matter of minutes, they killed twelve students and a teacher and wounded twenty-four others before taking their own lives. For the last sixteen years, Sue Klebold, Dylan's mother, has lived with the indescribable grief and shame of that day. How could her child, the promising young man she had loved and raised, be responsible for such horror? And how, as his mother, had she not known something was wrong? Were there subtle signs she had missed? What, if anything, could she have done differently? Here she chronicles her journey as a mother trying to come to terms with the incomprehensible, shedding light on one of the most pressing issues of our time. In the hope that the insights and understanding she has gained may help other families recognize when a child is in distress, she tells her story in full, drawing upon her personal journals, the videos and writings that Dylan left behind, and on countless interviews with mental health experts.
Law Library (Crown)
xi, 241 pages : illustrations ; 24 cm
  • Introduction: Critical and inclusive pedagogy : why the classroom is all it's cracked up to be / Chayla Haynes
  • Advancing a critical and inclusive praxis : pedagogical and curriculum innovations for social change in the Caribbean / Saran Stewart
  • Pursuing equity through diversity : perspectives and propositions for teaching and learning in higher education / Liza Ann Bolitzer, Milagros Castillo-Montoya, and Leslie A. Williams
  • A democratic pedagogy for a democratic society : education for social and political change (T-128) / Eileen de los Reyes, Hal Smith, Tarajean Yazzie, Yamila Hussien, and Frank Tuitt ; with José Moreno, Anthony De Jesus, Dianne Morales, and Sarah Napier
  • Radical honesty : truth-telling as pedagogy for working through shame in academic spaces / Bianca C. Williams
  • Using the Barnga card game simulation to develop cross-cultural thinking and empathy / David S. Goldstein
  • Campus racial climate and experiences of students of color in a midwestern college / Kako Koshino
  • Humanizing pedagogy for examinations of race and culture in teacher education / Dorinda J. Carter Andrews and Bernadette Castillo
  • Dehumanizing and humanizing pedagogies : lessons from U.S. Latin@ and undocumented youth through the P-16 pipeline / Lisa Martinez, Maria Salazar, and Debora Ortega
  • De-racializing Japaneseness : a collaborative approach to shifting interpretation and representation of "culture" at a university in Japan / Ioannis Gaitanidis and Satoko Shao-Kobayashi
  • Unsung heroes : impact of diverse administrators on the creation of the transformative, affirming, and equitable learning environments / Stella L. Smith
  • Critical pedagogy and intersectional sexuality : exploring our oppressions and privileges through reflexivity, responsibility, and resistance / Haneen Ghabra, Sergio Juarez, Shanna Kattari, Miranda Olzman, and Bernadette Calafell
  • Conclusion: Inclusive pedagogy 2.0 : implications for race, equity, and higher education in a global context / Frank Tuitt.
At a time of impending demographic shifts, faculty and administrators in higher education around the world are becoming aware of the need to address the systemic practices and barriers that contribute to inequitable educational outcomes of racially and ethnically diverse students. Focusing on the higher education learning environment, this volume illuminates the global relevance of critical and inclusive pedagogies (CIP), and demonstrates how their application can transform the teaching and learning process and promote more equitable educational outcomes among all students, but especially racially minoritized students. The examples in this book illustrate the importance of recognizing the detrimental impact of dominant ideologies, of evaluating who is being included in and excluded from the learning process, and paying attention to when teaching fails to consider students' varying social, psychological, physical and/or emotional needs. This edited volume brings CIP into the realm of comparative education by gathering scholars from across academic disciplines and countries to explore how these pedagogies not only promote deep learning among students, but also better equip instructors to attend to the needs of diverse students by prioritizing their intellectual and social development; creating identity affirming learning environments that foster high expectations; recognizing the value of the cultural and national differences that learners bring to the educational experience; and engaging the "whole" student in the teaching and learning process.
(source: Nielsen Book Data)9781620363409 20161124
Law Library (Crown)