Search results

RSS feed for this result

4,491 results

Book
16 pages : illustrations ; 28 cm.
Law Library (Crown)
Book
24 pages : color illustration ; 28 cm.
Law Library (Crown)
Book
28 pages : color illustrations ; 28 cm.
Law Library (Crown)
Book
24 pages : color illustrations, color map ; 28 cm.
Law Library (Crown)
Book
xxviii, 352 pages : illustration ; 24 cm.
  • Part I. Graduate School
  • Part II. Early Career (including pre-tenure)
  • Part III. Mid-Career (including post-tenure)
  • Part IV. Late Career and Retirement.
Education Library (Cubberley)
Book
xii, 251 pages ; 23 cm.
A wave of teacher strikes in the 1960s and 1970s roiled urban communities. Jon Shelton illuminates how this tumultuous era helped shatter the liberal-labor coalition and opened the door to the neoliberal challenge at the heart of urban education today. Drawing on a wealth of research ranging from school board meetings to TV news reports, Shelton puts readers in the middle of fraught, intense strikes in Newark, St. Louis, and three other cities where these debates and shifting attitudes played out. He also demonstrates how the labor actions contributed to the growing public perception of unions as irrelevant or even detrimental to American prosperity. Foes of the labor movement, meanwhile, tapped into cultural and economic fears to undermine not just teacher unionism but the whole of liberalism.
(source: Nielsen Book Data)9780252082368 20170515
Education Library (Cubberley)
Book
12 pages : color illustrations ; 28 cm.
Law Library (Crown)
Book
28 pages : illustrations ; 28 cm
Law Library (Crown)
Journal/Periodical
volumes : illustrations ; 30 cm
Education Library (Cubberley)
Book
208 pages : color illustrations ; 23 cm.
Examines low performance at school by looking at low performers’ family background, education career and attitudes towards school. The report also analyses the school practices and educational policies that are more strongly associated with poor student performance. Most important, the evidence provided in the report reveals what policy makers, educators, parents and students themselves can do to tackle low performance and succeed in school.
Education Library (Cubberley)
Book
138 pages ; 28 cm.
  • Foreword and acknowledgements
  • Abbreviations and acronyms
  • Executive summary
  • Overview: Lessons for collecting international education data for PISA for Development
  • Making the PISA for Development system-level questionnaire easier to use
  • Methodology and tools for international education surveys
  • Assessing the readiness of six participating countries to report key education data
  • Cambodia and the PISA for Development system-level questionnaire
  • Ecuador and the PISA for Development system-level questionnaire
  • Guatemala and the PISA for Development system-level questionnaire
  • Paraguay and the PISA for Development system-level questionnaire
  • Senegal and the PISA for Development system-level questionnaire
  • Zambia and the PISA for Development system-level questionnaire.
This report reviews the collection, availability and quality of system-level data and metadata on education from countries participating in the PISA for Development project: Cambodia, Ecuador, Guatemala, Paraguay, Senegal and Zambia. PISA for Development aims to increase low income countries use of PISA assessments for monitoring progress towards national goals for improving education and for analysing the factors associated with student learning outcomes, particularly among poor and marginalised populations. The project also helps track progress towards the international education targets defined in the Education 2030 Framework for Action, which the international community adopted in 2015 as the strategy for achieving the Education Sustainable Development Goal (SDG). The report suggests technically sound and viable options for improving data quality, completeness and international comparability in the six countries that are reviewed. It also provides insights into overcoming some of the challenges common to countries that participate in PISA for Development and to other middle income and low income countries.
Education Library (Cubberley)
Book
197 pages ; 28 cm.
  • 1. School education in Denmark
  • 2. Distribution of school resources in Denmark
  • 3. Governanace of school resource use in Denmark
  • 4. Management of the teaching workforce in Denmark.
The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality and efficiency of school education. The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment, and other resources, such as learning time. This series offers timely policy advice to both governments and teh education community. It includes both country reports and thematic studies.--Provided by publisher.
Education Library (Cubberley)
Book
274 pages : illustrations ; 28 cm.
Education Library (Cubberley)
Book
194 pages ; 24 cm
SAL3 (off-campus storage)

15. PISA 2015 results [2016]

Book
5 volumes : illustrations ; 28 cm
  • v. I. Excellence and equity in education
  • v. II. Policies and practices for successful schools
  • v. III. Students' well-being
  • v. IV. Students' financial literacy
  • v. V. Collaborative problem solving.
  • v. I. Excellence and equity in education. Foreword and acknowledgements
  • Executive summary
  • Reader's guide
  • What is PISA?
  • Overview: Excellence and equity in education
  • Science performance among 15-year-olds
  • Students' attitudes towards science and expectations of science-related careers
  • Reading performance among 15-year-olds
  • Mathematics performance among 15-year-olds
  • Socio-economic status, student performance and students' attitudes towards science
  • Immigrant background, student performance and students' attitudes towards science
  • What PISA 2015 results imply for policy
  • Annexes. PISA 2015 technical background
  • PISA 2015 data
  • PISA 2015 test items
  • The development and implementation of PISA: a collaborative effort.
  • v. II. Policies and practices for successful schools. Foreword and acknowledgements
  • Executive summary
  • Reader's guide
  • What is PISA?
  • Overview: Policies and practices for successful schools
  • How schools and teaching practices shape students' performance in and dispositions towards science
  • The school learning environment
  • School governance, assessment and accountability
  • Selecting and grouping students
  • Resources invested in education
  • What PISA 2015 results imply for policy
  • Annexes. PISA 2015 technical background
  • PISA 2015 data
  • PISA 2015 test items
  • The development and implementation of PISA: a collaborative effort.
OECD's triennial international survey, PISA (Programme for International Student Assessment), aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students, examining not just what students know, but what they can do with what they know. In PISA 2015, the survey was carried out for the first time in all 28 EU Member States in the same year, among 72 countries and economies worldwide, the results showing educators and policy makers the quality, equity, and efficiency of school systems and student learning outcomes achieved elsewhere, allowing them to learn from the policies and practices applied in other countries. The 2015 survey had a special focus on science performance but also assessed students' skills in mathematics, reading, collaborative problem solving and financial literacy.
Volume I, Excellence and equity in education: Summarizes student performance in PISA 2015, and examines inclusiveness and fairness in participating education systems.
Volume II, Policies and practices for successful schools: Examines how student performance is associated with various characteristics of individual schools and school systems.
Volume III, Students' well-being: Describes how well adolescent students are learning and living.
Volume IV, Students' financial literacy: Examines 15-year-old students' understanding about money matters in the 15 countries and economies that participated in this optional assessment.
Volume V, Collaborative problem solving: Examines students' ability to work with two or more people to try to solve a problem.
Education Library (Cubberley)
Book
xv, 316 pages : illustrations ; 24 cm
  • A racial reckoning on campus?
  • Education follows the flag
  • Inside interracial colleges, 1837-1880
  • From cause to common charity: off-campus pressures
  • The "perils" of gender coeducation
  • A scarcity of great men: educating leaders at Howard and Oberlin
  • A new constituency for Berea
  • Conclusion: from coeducation to the consecration of difference.
Reparation and Reconciliation is the first book to reveal thenineteenth-century struggle for racial integration on U.S. collegecampuses. As the Civil War ended, the need to heal the scars of slavery, expand the middle class, and reunite the nation engendered a dramaticinterest in higher education by policy makers, voluntary associations, andAfrican Americans more broadly. Formed in 1846 by Protestant abolitionists, the American Missionary Association united a network of colleges opento all, designed especially to educate African American and white studentstogether, both male and female. The AMA and its affiliates envisioned integratedcampuses as a training ground to produce a new leadership class for aracially integrated democracy. Case studies at three colleges-Berea College, Oberlin College, and Howard University-reveal the strategies administratorsused and the challenges they faced as higher education quickly developedas a competitive social field. Through a detailed analysis of archival and press data, Christi M. Smithdemonstrates that pressures between organisations-including charities andfoundations-and the emergent field of competitive higher education led tothe differentiation and exclusion of African Americans, Appalachian whites, and white women from coeducational higher education and illuminates theactors and the strategies that led to the persistent salience of race over othersocial boundaries.
(source: Nielsen Book Data)9781469630694 20161228
Education Library (Cubberley)
Book
176 pages ; 23 cm.
  • 1. Leadership for learning at school
  • 2. Educational leadership for learning
  • 3. What determines school principals' leadership styles?
  • 4. School leadership and professional learning communities
  • 5. School leadership and the development of a positive learning climate
  • 6. School leadership and the development of a learning climate and professinal learning community in primary and upper secondary school.
Education Library (Cubberley)
Book
221 pages : illustrations ; 23 cm.
Education Library (Cubberley)
Book
xii, 106 pages : color illustrations ; 30 cm
SAL3 (off-campus storage)
Book
24 pages : color illustrations ; 28 cm
Law Library (Crown)