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Book
xxiv, 493 pages : color illustrations ; 28 cm
Education Library (Cubberley)
Journal/Periodical
volumes ; 29 cm
SAL3 (off-campus storage)
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
234 pages : illustrations ; 21 cm.
  • Chronique sorbonnarde d'une crise annoncée -- Etat des lieux vu du pouvoir universitaire sorbonnard -- La crise universitaire et la réforme Fouchet -- De la construction [inachevée ?] D'un contre-pouvoir universitaire -- Du développement combiné des mouvements sociaux des exclus du pouvoir -- Le mouvement étudiant sorbonnard, laboratoire pilote de la contestation de l'institution -- Les 33 jours gui ébranlèrent la Sorbonne -- "Sorbonne-Aurora", une occupation aux multiples visages -- "Sorbonne-Potemkine", "répétition générale" ? -- Conclusion : alors, 33 jours et puis s'en vont ?
"Occupée pendant 33 jours par les étudiantes, les enseignants?es et les non-enseignant?es, la Sorbonne est au coeur de la contestation du système universitaire et de la société tout entière. La vieille Sorbonne n'y survivra d'ailleurs pas. C'est à la Sorbonne que le syndicalisme étudiant tente des expériences de démocratie directe, revendique le "pouvoir étudiant", c'est là que trouvent refuge les dissidences de gauche et que les groupes de la gauche révolutionnaire tiennent le haut du pavé. C'est vers la Sorbonne occupée par la police le 3 mai que convergent les manifestations. Après la nuit des barricades du 10 mai et alors que la grève générale s'étend à partir du 13 mai, la Sorbonne, libérée le 13, devient un point de ralliement et un symbole. Durant 33 jours et 33 nuits d'occupation, étudiantes et enseignantes, inventent une autre université, en commissions, en assemblées. Tout ce qui était en gestation dans la phase précédente fait irruption. Ouverte sur l'extérieur, lycéennes, travailleur?euses et la population dans sa diversité viennent faire connaissance avec ce monde étudiant, discuter politique, refaire le monde. La Sorbonne s'organise, assure sa protection avec un service d'ordre, nourrit ses occupantes, soigne ses blessées. La Sorbonne est un territoire libéré qui s'auto-administre. Le 16 juin, les étudiantes quittent la Sorbonne. Mais rien ne sera plus comme avant. Au terme des trois années d'une "révolution universitaire post-1968", la vieille Sorbonne se meurt, de nouvelles universités prennent la place."--Page 4 of cover.
Green Library
Book
xiii, 327 pages ; 25 cm.
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 20180604
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
xviii, 192 pages : illustrations ; 24 cm.
  • Contents Foreword vii Preface ix Acknowledgements xi Notes on Contributors xii 1 The Art of Starting a New University: Lessons of Experience 1 Jamil Salmi, Philip G. Altbach, Liz Reisberg and Isak Froumin 2 From Technical School to World-Class Polytechnic: Ecole Polytechnique Federale de Lausanne 14 Gerard Escher 3 Building and Sustaining Academic Excellence: The Hong Kong University of Science and Technology 33 Tony F. Chan 4 Innovation and the Development of Human Resources in the Gulf: Masdar Institute of Science and Technology 47 Fred Moavenzadeh 5 A World-Class Experiment in Kazakhstan: Nazarbayev University 68 Shigeo Katsu and Aray Saniyazova 6 Olin College of Engineering: Reinventing Engineering Education in the United States 86 Richard K. Miller with Ann-Marie Dorning 7 Building a New Academic Institution: The Singapore University of Technology and Design 103 Thomas L. Magnanti 8 Building Skoltech: A University for Economic Development 128 Edward Crawley 9 The University of Luxembourg: A National Excellence Initiative 152 Franck Leprevost 10 Establishing a World-Class University from Scratch: An Initiator's Perspective 174 Artemy Morozov and Pavel Shchedrovitskiy.
  • (source: Nielsen Book Data)9789004366084 20180514
During the past several decades, several "highly-resourced, accelerated research universities" have been established around the world to pursue-and achieve-academic and research excellence. These institutions are entirely new, not existing universities that were reconfigured. Accelerated Universities provides case studies of eight such universities and highlights the lessons to be learned from these examples. Each of the cases is written by someone involved with leadership at the early developmental stages of each university, and provides insights that only senior executives can illustrate. Accelerated Universities shows that visionary leadership and generous funding combined with innovative ideas can yield impressive results in a short time. Universities aspiring to recognition among the top tier of global institutions will find this book indispensable. "In the 21st century nations compete intellectually more than ever and heavily invest in the business of ideas. When starting one such program for Russia we studied the experience of startup universities in other countries-both already world-class and those in their nascent stage. This book contains eight such captivating stories of the accelerated buildup of universities, aiming to become drivers of economic diversity and prosperity of their countries." - Viktor Vekselberg, President, Skolkovo Foundation and global entrepreneur "Accelerated Universities provides a unique perspective on the success of eight young, generously-funded universities. This study offers a significant contribution by providing analysis and insight to understand how these institutions achieved international recognition and respect within a relatively short period of time following their creation. This work confirms that there is space on the international landscape for new world-class universities. Guided by exceptional leadership, money and ideas can lead to exciting innovation." - Henry Rosovsky, Geyser University Professor and Dean of Arts and Sciences Emeritus, Harvard University.
(source: Nielsen Book Data)9789004366084 20180514
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 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. Written against a backdrop of unequal opportunity and racial inequality in preparation for and access to higher education, Accountability and Opportunity in Higher Education arrives at a pivotal time in American education.
(source: Nielsen Book Data)9781682531488 20180430
Education Library (Cubberley)
Book
xi, 283 pages : illustrations ; 24 cm
  • Accreditation: introduction to a contested space / Susan D. Phillips and Kevin Kinser
  • Part I: Perspectives of accreditors. Quality assurance and quality improvement: why and how accreditation works / Sylvia Manning ; Change in higher education accreditation: the perspective of a national accreditor / Leah K. Matthews ; The evolving context of quality assurance: a perspective from specialized and professional accreditation / Joseph Vibert
  • Part II: Perspectives of institutions. Fixing a broken accreditation system: how to bring quality assurance into the twenty-first century / Anne D. Neal and Armand Alacbay ; Innovation and quality assurance in higher education / Michael B. Horn and Alana Dunagan ; Regulatory experimentation, accreditation, and innovation: EQUIP as a blueprint for the future of higher education / Paul J. LeBlanc
  • Part III: Perspectives of policymakers. Tensions in the Triad: the evolution of institutional quality assurance policy / Peter T. Ewell ; Managing risk to students and taxpayers in federal financial aid / David A. Bergeron ; Accreditors as policy leaders: promoting transparency, judgment, and culture change / Jamienne S. Studley ; Crossing borders: accreditation and quality assurance in a globalized world / Madeleine F. Green
  • Part IV: Perspectives of consumers. The employer quest for the quality college graduate recruit / Edwin W. Koc ; Accreditation and return on investment / Mark Schneider and Audrey Peek ; Does accreditation protect students effectively? / Barmak Nassirian and Thomas L. Harnisch
  • Conclusion. Accreditation: critical issues for the path forward / Kevin Kinser and Susan D. Phillips.
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
xv, 168 pages : illustrations ; 23 cm
Education Library (Cubberley)
Book
xix, 399 pages : illustrations ; 24 cm
  • Introduction Section I: Active Learning in Higher Education: A Theoretical Background 1. Towards an Epistemology of Active Learning in Higher Education and its Promise-- Lorayne Robertson 2. Designing for Active Learning: A Problem Centered Approach-- Susan Stetson-Tiligadas Section II: Active Learning Strategies in Higher Education: "Stories" and Lessons Learnt 3. Active Learning Stories in Higher Education: Lessons Learned and Good Practices in STEM Education-- Anastasia Misseyanni, Paraskevi Papadopoulou, Christina Marouli and Miltiadis Lytras 4. Concepts and communication in the early stages of an environmental science degree: a case study of formative activities and tasks-- Peter J. Shaw 5. Active Learning Strategies: Stories and Lessons Learnt - Studying Environment in the Field-- Daniel Moscovici and Emma Witt 6. Online Learning as the Catalyst for more Deliberate Pedagogies: A Canadian University Experience-- Lorayne Robertson, Wendy Barber and William Muirhead 7. Active, Cooperative Learning in Online Higher Education: The Learning Design for "Change Management" at the Universitat Obierta de Catalunya-- Eva Rimbau-Gilabert 8. Engaging the non-Art History Student: A Tale of Five Football Players (and others) in Roman Art-- Gretchen Kreahling McKay 9. Pre-service Teachers and Active Learning in Technology Enhanced Learning: The Case of the University of West Bohemia in the Czech Republic-- Zbynek Filipi and Lucie Rohlikova 10. Intercultural Talent Management Model and its Application as an Active Teaching and Learning Strategy: Pre-Service Teachers in a New Time and Space Dimension: Virtuality-- Eileen Sepulveda Valenzuela, Marcelo Careaga Butter and Maria Graciela Badilla Quintana 11. Active Learning in Practice: Techniques and Experiences in Information Systems Courses in Brazil-- Ronney Moreira de Castro, Sean W. M. Siqueira, Cesar Augusto R. Bastos, Maria Cristina Pfeiffer Fernandes 12. Using Socrative App for Accounting Students in Higher Education-- Ines Gonzalez-Gonzalez, Cristina Alcaide-Munoz, and A.I. Jimenez-Zarco 13. Enhancing Learner Autonomy and Active Learning Using Digital Portfolio-- Linda Pospisilova Section III: A Vision for Humanity Through Higher Education 14. Pedagogical Legacies of Dorothy Lee and Paulo Freire-- Azril Bacal Roij 15. A New Vision for Higher Education: Lessons from Education for the Environment and Sustainability-- Christina Marouli, Anastasia Misseyanni, Paraskevi Papadopoulou and Miltiadis Lytras.
  • (source: Nielsen Book Data)9781787144880 20180530
In the era of the 21st century knowledge society, higher education can play an important role as a driver for innovation, leadership and creativity, as it helps develop not only well informed and knowledgeable citizens but also responsible and creative individuals. The challenges of globalization, tightly linked with rapid developments in Information and Communication Technologies (ICT) and the need to address issues of quality and inclusiveness for a better quality of life and a sustainable future, have become drivers of change in higher education institutions. We are experiencing a shift towards more interdisciplinary curricula and a more integrated and student-centred approach to teaching. Instructors increasingly use active learning and other pedagogies of engagement as a means to increase learning and improve student attitudes. This book explores best practices for effective active learning in higher education. Experienced instructors from different disciplines and countries share their experiences and reflect on best practices, as well as on the theoretical underpinnings of active learning. Contributors share their thinking on strategies based on different active learning methods such as the use of ICTs, collaborative learning and experiential learning, as well as their implications for teaching, assessment, curriculum design and higher education administration. Active learning provides skills for real life problem solving and prepares students to become responsible and active citizens. This book will be a very significant resource for educators who are interested in making a difference in students' lives.
(source: Nielsen Book Data)9781787144880 20180530
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
20 PDFs (xx, 378 pages)
  • Chapter 1. Leadership: in a time when learners take ownership of their learning
  • Chapter 2. Leadership in open and distance learning institutions within the scope of 21st century skills
  • Chapter 3. The virtual CSU: alLeadership model for universities transitioning to online, open, and distance delivery
  • Chapter 4. Open and distance learning administration: the organizational models, cultures, and structure and the barriers and trends in ODL administration
  • Chapter 5. Administrative factors in design and delivery of open and distance learning course materials: within the scope of universal design for instruction
  • Chapter 6. Quality assurance and sccreditation in open and distance learning
  • Chapter 7. A critical investigation of quality assurance in open distance e-learning
  • Chapter 8. National strategies for OER and MOOCs from 2010 to 2020: Canada, Japan, South Korea, Turkey, UK, and USA
  • Chapter 9. Integrating motivational strategies Into massive open online courses (MOOCs): the application and administration of the motivation design model
  • Chapter 10. Reflections on distance higher education in Africa: challenges and opportunities
  • Chapter 11. Administrative-related evaluation for distance education institutions in Turkey
  • Chapter 12. Using Gamification in open and distance learning: management of learning and human resources.
The face of education is constantly being transformed due to rapid changes in technology. It is imperative that leadership trends and techniques be evaluated in the educational field, particularly in reference to alternative learning programs. The Handbook of Research on Administrative Leadership in Open and Distance Learning Programs is a pivotal scholarly resource that discusses emerging issues surrounding the administration of non-traditional education practices. Highlighting relevant topics that include policy development, quality assurance, accreditation, and assessment systems, this publication is an ideal reference source for educators, academicians, graduate students, and researchers that are interested in the progression of open and distance education.
(source: Nielsen Book Data)9781522526452 20171211
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
8 PDFs (viii, 173 pages) : color illustrations
  • Chapter 1. A brief history of concept maps
  • Chapter 2. The scientific revolution and its aftermath
  • Chapter 3. Verbal concept maps
  • Chapter 4. Tentative taxonomies
  • Chapter 5. Visual logic maps (vLms).
Concept mapping has often been acknowledged as an efficient instrument for aiding students in learning new information. Examining the impact this tool provides in STEM fields can help to create more effective teaching methods. Advanced Concept Maps in STEM Education: Emerging Research and Opportunities highlights both the history and recent innovations of concept maps in learning environments. Featuring extensive coverage of relevant topics including object maps, verbal maps, and spatial maps, this publication is ideal for educators, academicians, students, professionals, and researchers interested in discovering new perspectives on the impact of concept mapping in educational settings.
(source: Nielsen Book Data)9781522521846 20171211
Book
27 PDFs (xxviii, 375 pages)
  • Chapter 1. "If not me, then who?": an integrated model of advocacy for early childhood teacher education
  • Chapter 2. Elementary teacher candidates' perspectives on the teaching and learning of English learners
  • Chapter 3. Using counterstories and reflective writing assignments to promote critical pace consciousness in an undergraduate teacher preparation course
  • Chapter 4. Advocacy and teacher mentoring
  • Chapter 5. Advocacy in early childhood teacher preparation
  • Chapter 7. Advocacy and risk: race, class, and the outsider
  • Chapter 8. Effectively managing bias in teacher preparation
  • Chapter 9. Teacher education advocacy for multiple perspectives and culturally sensitive teaching
  • Chapter 10. Managing bias in teacher preparation in higher education
  • Chapter 11. Teaching in an anti-deficit pedagogical mindset
  • Chapter 12. Unveilings through transformative pedagogy: striving for realization of Du Bois' educational paradigm
  • Chapter 13. Studying the African American narrative in English Composition classes
  • Chapter 14. Someone like me: the impact of African American male instructors on African American male student success
  • Chapter 15. School bullying and advocacy
  • Chapter 16. Investing in the future: developing education lifelong learning tracks
  • Chapter 17. Value statements in web pages of Turkish state universities: a basic classification.
Due to changes in funding and legislation, educating as a career has become unstable. It is imperative to establish a culture that values education in order to encourage pursuing and preserving the profession of teaching. Advocacy in Academia and the Role of Teacher Preparation Programs is an essential reference source for the latest scholarly research on the need of support for students and faculty by examining policy, student engagement, professorial activism, and integrated allied services. Featuring extensive coverage on a broad range of topics such as student success, specialty programs, and service learning, this publication is ideally designed for academicians, researchers, and practitioners seeking current research on issues of advocacy in education.
(source: Nielsen Book Data)9781522529064 20171211
Book
138 pages : color illustrations ; 25 cm.
  • Forord
  • Den samfundsmæssige værdi af uddannelse / Af Torben M. Andersen
  • Indledning
  • Offentlig intervention i uddannelse
  • Uddannelsesniveau og økonomisk udvikling
  • Uddannelse : den vertikale dimension
  • Uddannelse og jobfunktioner
  • Skill-bias og uddannelse
  • Polarisering og automatisering
  • Uddannelse : den horisontale dimension
  • Uddannelsespolitik
  • Konklusion
  • Litteratur
  • Hvem bliver uddannet til hvad? / Af Jan Rose Skaksen
  • Indledning
  • Sammensætning på uddannelser
  • Uddannelseslængde
  • Uddannelsesretning for de lange videregående uddannelser
  • Social baggrund og uddannelse
  • Social baggrund og uddannelseslængde
  • Social baggrund og uddannelsesretning
  • Tekniske og naturvidenskabelige uddannelser
  • Konklusion
  • Litteratur
  • Uddannelse og indkomst / Af Jan Rose Skaksen
  • Indledning
  • Beskæftigelse og uddannelse
  • Sammenhæng mellem timeløn og uddannelsesniveau
  • Sammenhæng mellem disponibel indkomst og uddannelsesniveau
  • Evner versus uddannelse
  • Konklusion
  • Litteratur
  • Forbrugsværdi af uddannelse / Af Kristian Hedeager Bentsen og Jan Rose Skaksen
  • Indledning
  • Tidligere analyser
  • Analysens opbygning
  • Resultater
  • Konklusion
  • Litteratur
  • Fagvalg, lønning og lederstilling : Indsigter fra DTU og CBS / Af Lene Kromann, Anders Sørensen og Jeanette Walldorf
  • Introduktion
  • Litteratur
  • Fagvalg på DTU og startløn
  • Uddannelse og studieordning
  • STEM-inddeling og beskrivende Statistik
  • Korrelationsstudie
  • Får generalister eller specialister lederjobs?
  • Fagvalg på CBS, lederjobs og lønninger
  • Konklusion
  • Litteratur
  • Spillover-effekter af uddannelse på arbejdspladsen / Af Kristian Hedeager Bentsen, Jakob R. M?nch og Georg Schaur
  • Indledning
  • Data og peer-grupper på danske arbejdssteder
  • Empirisk tilgang
  • Resultater
  • Udvidelser af analysen
  • Konklusion
  • Litteratur
  • Underudnyttelse af uddannelsesmæssige kompetencer / Af Jan Rose Skaksen
  • Indledning
  • Hvordan måles overuddannelse?
  • Metoder til måling af overuddannelse
  • Måling af overuddannelse i denne analyse
  • Udviklingen i uddannelseskvalifikationer og typer af job
  • Overuddannelse for forskellige uddannelsesgrupper
  • Løntab ved ansættelse under uddannelsesmæssigt niveau
  • Konklusion
  • Litteratur
  • Makroøkonomiske konsekvenser af uddannelse / Af Torben M. Andersen og Jan Rose Skaksen
  • Indledning
  • Analyse af ændringer i arbejdsstyrkens uddannelse
  • Samfundsøkonomiske effekter af ændringer i arbejdsstyrkens uddannelse
  • Konklusion
  • Litteratur
  • Sammenfatning / Af Jan Rose Skaksen
  • Biografier
  • Indeks.
Education Library (Cubberley)