Educational administration and organization Books

Book SynopsisAm I Safe Here? treats LGBTQ students as the experts in their own schools, revealing that, to achieve safety and equity, nothing less than a total culture change is needed.Table of ContentsPrefaceList of Participants Introduction1 Changing the Culture2 How Safe Is My School?3 Homophobia, Heterosexism, and Heteronormativity4 Rules to Live By, or How to Succeed in School without Really Changing Anything5 What Now?Notes

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Book SynopsisThis work highlights the high rates of delinquency and academic failure among new Asian Americans, and reveals shortcomings in the way schools educate language minority students. The author offers suggestions for ways in which schools might do a better job of educating all students.Table of Contents1. The Asian American Academic Success Myth 2. The New Asian Americans 3. Educating Newcomers: Lessons from Two Districts 4. Culture and Learning 5. The Bilingual Education Controversy 6. The Promise of Family-Based Multicultural Education

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Book SynopsisThis work offers examples, case studies and suggestions that offer an approach to the selection, orientation, supervision, development and evaluation of staff. It shows how student affairs divisions can attract and maintain a dedicated staff of high quality.Trade Review"The authors of this book provide student affairs practitioners with a plethora of information that has not been documented in writing by student affairs administrators.... This book provides the framework for student affairs administrators to critically review their current mode of operation in terms of staff selection." (NASAP Journal) ?Most of us are not born good supervisors. Winston and Creamer's book gives us a comprehensive framework for thinking about and reexamining our staffing practices. It is an excellent tool for the novice and the veteran.? (Elizabeth M. Nuss, vice president and dean of students, Coucher College) ?Two resourceful scholars Roger Winston and Don Creamer, draw on the literature [in the field], experience, and a solid national study to provide a comprehensive account of how professional values influence staffing practices. The result is a wonderful illustration of the connection between good staffing practices and the overall quality of student affairs programs.? (Dudley B. Woodard, Jr., professor, Center for the Study of Higher Education, University of Arizona) ?The authors have designed creative and critical strategies for the improvement of staffing practices; good staffing is crucial to student learning and personal development and a necessity for quality assurance in student affairs." (Phyllis Mable, vice president of student affairs, Longwood College) ?Winston and Creamer hit the mark with their claim that it is the people who make the difference in the quality of educational programs and services in student affairs. Colleges and universities must pay more attention to this vital aspect of their operations if they want to achieve excellence, and this book is most helpful in paving the way.? (Terry O'Banion, executive director, League for Innovation in the Community College)Table of ContentsContexts and Values for Staffing in Student Affairs. A Model for Staffing Practice in Student Affairs. Current Staffing Practices: Case Studies. Current Staffing Practices: Survey Report. Recruitment and Selection of Staff. Orienting Staff to New Positions. Supervising and Managing Staff. Staff Development. Performance Appraisal. Staffing Practices That Ensure Quality in Student Affairs.

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Book SynopsisAn introduction and companion to United Mind Workers, one of the most provocative educational reform books of the 90s. This booklet is the ultimate study-group discussion starter on teacher''s union reform. Taking Charge of Quality outlines proposals for improving the quality of teaching, touching on issues such as standards, peer review, career ladders, hiring halls, school-based compacts, and teacher accountability. Includes a resource section.Table of ContentsThe educational challenges -- What can teachers and unions do? -- Improving the craft of teaching -- Upgrading educational standards -- Evaluating the work of peers -- New contracting strategies -- Hiring and rewarding teachers -- Creating more career flexibility for teachers -- What teachers can do now.

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Book SynopsisNo education topic is more important than how to raise the qualityof teaching in America''s schools. This book eloquently makes thecase for reshaping teacher preparation and professional developmentto enhance student learning. --Bob Chase, president, National Education Association Leading educational thinkers and researchers deliver an in-depthoverview of the issues and challenges facing the teachingprofession today. This book is the first in over a decade tosynthesize the most important research in the fields of teachingand teacher education. This research is also the basis forrecommAndations found in What Matters Most, a landmarkreport from the National Commission on Teaching and America''sFuture. The authors explore promising approaches to both policy andpractice in teacher learning. They also provide the substancebehind policy recommAndations, examining the implications of schoolreforms for teaching, current knowledge about teacher preparation,and the kinds of learningTrade Review"This book teaches us that, if the improved learning we require forall students in a democracy is to be accomplished, both thepolicymakers and the professionals must take joint responsibilityto craft a new alliance.... Readers of this book will discover thatwithin its pages lies an impressive array of findings, analyses,interpretations, and proposals that can guide the needed efforts todesign such settings. Teaching as the Learning Profession is farmore than a superb book title. It is a mandate for the stakeholdersin whose hands lies the future of America's teachers, and throughthem, the future of America's students." --from the foreword by LeeS. Shulman, president, The Carnegie Foundation for the Advancementof Teaching "It's common knowledge--and common sense--that the quality ofteaching strongly affects student achievement. Teaching as theLearning Profession rightly advocates enhancing instructionalquality by providing teachers with meaningful professional learningopportunities that allow them to continually improve their practiceand enable their students to excel." --Sandra Feldman, president,American Federation of Teachers "No education topic is more important than how to raise the qualityof teaching in America's schools. This book eloquently makes thecase for reshaping teacher preparation and professional developmentto enhance student learning." --Bob Chase, president, NationalEducation AssociationTable of ContentsPart One: Rethinking Teacher Education 1. Developing Practice, Developing Practitioners: Toward a Practice-Based Theory of Professional EducationDeborah Loewenberg Ball and David K. Cohen 2. Aligning Teacher Education with Contemporary K-12 Reform VisionsMagdalene Lampert and Deborah Loewenberg Ball 3. The Role of Preservice Teacher EducationMary M. Kennedy 4. Preparing Teachers for Diversity: Historical Perspectives, Current TrAnds, and Future DirectionsGloria Ladson-Billings Part Two: Rethinking Teacher Professional Development 5. The Essentials of Effective Professional Development: A New ConsensusWillis D. Hawley and Linda Valli 6. Teacher and Student Learning: Strengthening Their ConnectionGary Sykes Part Three: Rethinking Organizations for Teacher Learning 7. Teacher Recruitment, Selection, and Induction: Policy Influences on the Supply and Quality of TeachersLinda Darling-Hammond, Barnett T. Berry, David Haselkorn, and Elizabeth Fideler 8. Organizing Schools for Teacher LearningJudith Warren Little 9. Investing in Teacher Learning: Staff Development and Instructional ImprovementRichard F. Elmore and Deanna Burney 10. Networks and Reform in American EducationAnn Lieberman and Maureen Grolnick Part Four: Rethinking Policy for Teacher Learning 11. Organizing the Other Half of TeachingJulia E. Koppich and Charles Taylor Kerchner 12. The Frame and the Tapestry: Standards-Based Reform and Professional DevelopmentCharles L. Thompson and John S. Zeuli 13. Investing in Teaching as a Learning Profession: Policy Problems and ProspectsLinda Darling-Hammond and Milbrey Wallin McLaughlin

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Book SynopsisThis book looks at the relationship between language and effective leadership. It should help leaders understand the crucial impact of words on their ability to lead, heal, motivate, and chart a path to the future.Trade Review"Soder's timely contribution to this body of knowledge will inspire reflection and serious thought." (Planning for Higher Education, 12/02-2/03) "...beautifully written.... The author is well positioned to write this book." (Planning for Higher Education, 3/4/03)Table of ContentsForeword (John I. Goodlad). Preface. Acknowledgments. The Author. Persuasion: A Critical Function of Leadership. Information Seeking: Principles, Strategies, Costs. The Ethics and Ecology of Persuasion. The Political Context of Leadership. Leadership, Reconciliation, and Reconstitution. Reflections and Directions. Notes. Index.

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Book SynopsisFrom the inner-city to the suburbs, thousands of school childrenare being systematically subjected to mandatory classroom policieswhich inflict both physical and emotional harm. Hundreds of schoolofficials from across the country have been found guilty of sexualharassment, the illegal use of undercover agents, strip searches,corporal punishment, verbal abuse, punitive isolation, and otherforms of institutional abuse. In Dangerous Schools, Professor IrwinHyman and Pamela Snook, passionate advocates against theinstitutional maltreatment of children, reveal exactly what isgoing on in our nation''s schools and what we must do aboutit. This book makes a strong argument against school abuses and offersclear and proven strategies for change. It will appeal to parentswho suspect that their children have been maltreated by educatorsand for advocates who desire a blueprint for socialchange.---James Garbarino, codirector, Family Life DevelopmentCenter, Cornell University; author, What ChTrade Review"This book makes a strong argument against school abuses and offersclear and proven strategies for change. It will appeal to parentswho suspect that their children have been maltreated by educatorsand for advocates who desire a blueprint for social change." (JamesGarbarino, codirector, Family Life Development Center, CornellUniversity; author, What Children Can Tell Us) "Dangerous Schools is a welcome antidote to the politics of "zerotolerance" that grip so many schools today. By combining passionateadvocacy with anecdotal and scientific observations, the authorsshow how authoritarian practices like strip searches, undercoveroperations, and corporal punishment can extinguish our children'ssense of security, freedom, and justice. A must read for all thosewho care about what is going on in our schools today." (LorenSiegel, director of public education, American Civil LibertiesUnion) "A passionate and relatively practical contribution for parents andeducators who are concerned about disciplinary abuses of studentsin some public schools." (Perry A. Zirkel, Iacocca professor ofeducation, Lehigh University)Table of ContentsIntroduction. Physical Maltreatment in the Classroom. Psychological Maltreatment in the Classroom. Attacks on Children's Sense of Justice and Democracy. Drugs, Dogs, and Discipline: Double Messages in theSchoolhouse. Mortality, Sex, and Censorship. Toxic Punishments, Laws, and Litigation. Taking A Stand: What to Do If Your Child Is Maltreated inSchool. Taking Action: Understanding the Playing Field and How to Make itEven. How Can Schools Be Democratic and Stop Maltreatment?

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Book SynopsisBempechat''s well-written book takes a fresh look at vital questionsabout the academic achievement of minority children. Herexamination of academically successful children within severaldifferent ?at-risk'' ethnic groups yields unconventional andoriginal insights about how children are socialized for schooling.A valuable contribution to the literature on achievement andmotivation in multiethnic nations! ?Herbert P. Ginsburg, Jacob H. Schiff Foundation professor ofpsychology and education, Teachers College, ColumbiaUniversity From an original position that isolates the factors which predictacademic performance, Harvard professor Janine Bempechat shattersthe myths about success and failure among poor and minoritystudents. With sound analysis and practical advice, Bempechat givesparents, educators?and anyone interested in the well-being ofchildren?hope and inspiration as they strive for academicexcellence in children. Focusing on the factors that contribute to academTrade Review"In Against the Odds, Janine Bempechat shines a spotlight on theways in which parents affect their children's motivation to achievein school. But, unlike previous work that disparages parents oflow-achieving students?particularly those from low-income or ethnicminority backgrounds?Bempechat focuses on families whose childrenare succeeding, often despite poverty, racism, and inadequateschools. Written in an engaging, accessible style, Against the Oddsis a valuable resource for all teachers, parents, and scholarsinterested in how families can promote children's achievement inschool." --Susan D. Holloway, adjunct professor of education,Department of Education, University of California, Berkeley "Bempechat's well-written book takes a fresh look at vitalquestions about the academic achievement of minority children. Herexamination of academically successful children within severaldifferent ?at-risk' ethnic groups yields unconventional andoriginal insights about how children are socialized for schooling.A valuable contribution to the literature on achievement andmotivation in multiethnic nations!" --Herbert P. Ginsburg, Jacob H.Schiff Foundation professor of psychology and education, TeachersCollege, Columbia University "Against the Odds is a wise and practical blAnd of research andexperience written to be understood by teachers and parents. JanineBempechat has written a book we all need to read, one that willstretch us in nurturing the development of ?at risk' children."--Sister Ann Dominic Roach, superintAndent of schools, Archdioceseof BostonTable of Contents1. Introduction: Learning from Poor and Minority Students WhoSucceed. 2. Misguided Notions About Underachievement. 3. The Critical Roles of Parents. 4. Children's Understanding of Success and Failure. 5. Success in Mathematics. 6. Overall Success in School. 7. Lessons for Parents and Teachers. 8. "To Seek Mind Where it is Mindful".

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Book SynopsisYou''ve got to read this book! You''ll learn what to do, when to doit, and exactly how to go about it. A useful, practical tool tohelp any CEO or development officer position an organization forgrowth and success. --Karen SAndelback, executive director, American Kidney Fund Candor is a missing commodity in many of today''s dialogues. JudyNichols'' wisdom and sharp insights make this book a refreshingguide to honest organizational self-evaluation. --Jeannie Thompson, fund raising consultant and member, board ofdirectors of the International Fund Raising Group In this practical and straightforward guide, Judith E. Nichols, aninternationally renowned fundraising expert, introduces a provenmethod of fundraising evaluation: the Development AssessmentProcess. This formula will fundamentally transform the waynonprofit organizations approach evaluation and help them improvefund raising strategies to not only achieve their mission, but tokeep pace with a changing worldTrade Review"You've got to read this book! You'll learn what to do, when to doit, and exactly how to go about it. A useful, practical tool tohelp any CEO or development officer position an organization forgrowth and success." (Karen Sandelback, executive director,American Kidney Fund) "Candor is a missing commodity in many of today's dialogues. JudyNichols's wisdom and sharp insights make this book a refreshingguide to honest organizational self-evaluation." (Jennie Thompson,fund raising consultant and member, board of directors of theInternational Fund Raising Group) "Judith Nichols's assessment process gave our organization thedevelopment tool needed to reposition its fundraising for greatsuccess. I highly recommAnd this book." (Neal Keny-Guyer, CEO,Mercy Corps International)Table of ContentsIntroduction: How Development Assessment Can Dramatically IncreaseFundraising Results. Part One: Understanding the Development Assessment Process. 1. What Development Assessment Is and When You Need It. 2. How to Conduct a Development Assessment: Key Components. Part Two: Understanding Your Fundraising Environment. 3. Fundraising in a Changing World. 4. Understanding the Demographic and Philanthropic TrAnds thatDrive Fundraising. 5. Realigning Fundraising Strategies to Grow with Change. Part Three: Gathering the Information You Need. 6. Where to Look: Resources for Environmental Scanning. 7. Sample Forms for Surveying, Data Collection, and InformationRecording. Part Four: The Development Assement in Action. 8. How One Organization Used Development Assessment to StrengthenFundraising Programs: A Case Example.

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Book SynopsisAnyone with a serious interest in the future of education will find this book provocative, prescient, prescriptive, and pivotal. It is a must--read for those responsible for preparing educational institutions at all levels for their new role in our networked society. ----Vinton G.Trade Review"Anyone with a serious interest in the future of education will find this book provocative, prescient, prescriptive, and pivotal. It is a must-read for those responsible for preparing educational institutions at all levels for their new role in our networked society." (Vinton G. Cerf, senior vice president, MCI WORLDCOM, and chairman, Internet Society) "Transformative. That's what networks are; that's the role our institutions must fill for society; and that's what our leadership must be. This book provides valuable insight into networks and the challenges we must address to ensure that higher education thrives in the Knowledge Age." (Molly Corbett Broad, president, University of North Carolina) "The networks of today and tomorrow are not merely collections of wired computers; they are engines of transformation that will affect virtually every aspect of life in the academy. This book will prove essential to presidents and other campus leaders who must plan for, and invest in, the networking infrastructures that will powerfully impact the futures of our institutions." (John Hitt, president, University of Central Florida) "Libraries, classrooms, and pedagogy are already on the short list of targets transformed by networking technologies. All of educational practice will eventually contribute to the creative and fast-paced links that we know through the Internet. The thoughtful essays in this volume can, indeed, help us prepare for that future." (Jane Margaret "Maggie" O'Brien, president, St. Mary's College of Maryland)Table of ContentsAdvanced Networking in Higher Education's Future (M. Luker). Instructional Roles for Advanced Networks (C. Barone & M. Luker). Libraries of the Future (R. Lucier). Inventing the Advanced Internet (D. Van Houweling). Preparing the Campus for Tomorrow's Network (P. Long). Working with Neighboring Campuses (R. Hutchins). National Policy to Broaden Participation in Advanced Networking (G. Strawn & D. Staudt). How to Do More with Less (E. Chaffee). Developing a Campus Vision and Leading the Way to Change (M. Luker).

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Book SynopsisSponsored by the Conflict Resolution Education Network Far and away the most comprehensive guide available.... Warterspresents a wide range of possible program structures and providesthe information that organizers and participants need to select thebestoption. --James B. Boskey (1942-1999), former editor and publisher, TheAlternative Newsletter, and former professor of law, Seton HallLaw School, New Jersey Professionally written, logically organized, and delivered in apersonal style that is appealing to the reader.... A thoughtfulbalance of theory with pragmatic suggestions for developing andintegrating a mediation program on campus. --Roger Witherspoon, vice president, Student Development, John JayCollege of Criminal Justice Warters not only conveys the need for mediation on campus, butthe importance of relating mediation to existing mechanisms such asstudent judicial affairs and other grievance processes. --Gene Zdziarski, developer of Student Trade Review"Far and away the most comprehensive guide available to collegesand universities, or indeed at any public institution with anactive staff and an involved client base. Warters presents a widerange of possible program structures and provides the informationthat organizers and participants need to select the best option."(James B. Boskey (1942-1999), former editor and publisher, TheAlternative Newsletter, and former professor of law, Seton Hall LawSchool, New Jersey) "Professionally written, logically organized, and delivered in apersonal style that is appealing to the reader.... I have found thetext to be truly 'user-friendly' with a thoughtful balance oftheory with pragmatic suggestions for developing and integrating amediation program on campus." (Roger Witherspoon, vice president,Student Development, John Jay College of Criminal Justice) "Warters not only conveys the need for mediation on campus, but theimportance of relating mediation to existing mechanisms such asstudent judicial affairs and other grievance processes." (GeneZdziarski, developer of Student Conflict Resolution Services andassociate director of Student Life, Texas A&M University, andformer board member of the Association for Student JudicialAffairs) "Every academic administrator will find dozens of specific ideasthat will bring relief from the constant challenges of conflict.This book helps show where the conflicts come from--and howmediation and conflict resolution training can support aconflict-competent organization." (Mary Rowe, Ombudsperson,Massachusetts Institute of Technology)Table of ContentsThe Growing Need for Conflict Resolution Strategies in HigherEducation. Why Mediation Makes Sense for Academic Organizations. First Steps in Building a Program. Identifying and Training Mediators. Publicizing the Program and Creating Referral Systems. Operating and Maintaining the Program. Implementing Strategies for Evaluation and Feedback. Expanding Conflict Management Options Beyond the MediationTable. Resources, Forms, and Documents. Appendix A. Statements of Purpose for Conflict ResolutionPrograms. Appendix B. Goals and Objectives Planning Document. Appendix C. Job Descriptons for Program Personnel. Appendix D. Traineed Nomination Form. Appendix E. Volunteer Mediator Application Form. Appendix F. Mediator Performance Evaluation Sheet. Appendix G. Role Play Practice Guidelines. Appendix H. Scripts for Role Play Practice. Appendix I. Annotated List of Specialized Resources for CampusMediation Training. Appendix J. Resolution Agreement for a Rental Dispute. Appendix K. Workshop Outline for Introductory MediationTraining. Appendix L. A Mediation Referral Guide for ResidentialAssistants. Appendix M. Case Referral Follow-up Form. Appendix N. "Agreement to Mediate" Forms. Appendix O. Information Sheet for Parties Preparing forMediation. Appendix P. Procedural Summary of the Case ManagementProcess. Appendix Q. Blank Mediation Agreement Form. Appendix R. Post-Mediation Report Form. Appendix S. Standards of Practice for Campus Mediators. Appendix T. Mediation Follow-up Form.

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Book SynopsisSponsored by the National Academy of Education''s Commission on theImprovement of Education Research It has been a decade since the National Academy of Education lastissued a review of education research. This new volume arrives at acritical time for our nation''s schools. More than twenty prominentscholars provide an overview of the tensions, dilemmas, issues, andpossibilities that currently characterize education research. Theyexamine the state of education research, discuss how it is changingand where it needs to go, and reveal how the results ofresearch--whether good or bad--have become key drivers ofeducational policy and practice. This revelation raises importantquestions about standards for sound research and training forfuture researchers. Issues in Education Research is a valuablereference for the more than 40,000 college faculty members whostudy schooling and prepare tomorrow''s teachers.Trade Review"This volume constitutes a milestone and a directional marker onthe path to improving the training of educational researchers aswell as enhancing the quality and the impact of educationalresearch. It is comprehensive, scholarly, and readable, and itpresents a challenge to schools of education and to the society asa whole to do whatever is necessary for us to upgrade the questionswe ask and the answers we provide." (Catherine Snow, Henry LeeShattuck Professor of Education, Harvard Graduate School ofEducation) "This important project of the National Academy of Education willhelp researchers and policymakers understand the complexity ofconducting high-quality research in the context of real classroomsand schools." (Lorrie A. Shepard, president, American EducationalResearch Association, and professor, University of Colorado atBoulder) "Issues in Education Research's greatest contribution is to providethe reader with a set of well-written chapters that present in onevolume much of the lay of the land--or disputed territory--thatcharacterizes current-day education research.... This book preparesus for the tough task of going beyond particularistic views."(Richard J. Shavelson, dean, School of Education, StanfordUniversity)Table of ContentsIntroduction: The Improvement of Education Research: A Complex,Continuing Quest (E. Lagemann & L. Shulman). EDUCATION RESEARCH AS A PROBLEM IN THE HISTORY AND SOCIOLOGY OFEDUCATION. An Auspicious Moment for Education Research? (E. Lagemann). Research and Purposes of Education (D. Cohen & C.Barnes). Poles Apart: Reconciling the Dichotomies of Education Research (T.Mitchell & A. Haro). Needed: Thoughtful Research for Thoughtful Schools (D.Meier). CHANGING CONFIGURATIONS IN EDUCATION AND SOCIAL RESEARCH. Sociology and the Study of Education: Continuity, Discontinuity,and the Individualist Turn (C. Bidwell). From Society to School and Back Again: Questions about Learning inand for a World of Complex Organizations (E. Clemens). Understanding Educational Processes in an Era of Globalization: TheView from Anthropology and Cultural Studies (K. Hall). EDUCATION RESEARCH AS A VOCATION. Professing Educational Scholarship (L. Shulman). The Core, the Canon, and the Development of Research Skills: Issuesin the Preparation of Education Researchers (A. Shoenfeld). Discipline and Disciplines in Education Research--Elusive Goals?(S. Heath). Culture and Commitment: Challenges for the Future Training ofEducation Researchers (V. Walker). Preparing Education Practitioners to Practice Education Research(A. Neuman, et al.). THE ORGANIZATION AND COMMUNICATION OF EDUCATION RESEARCH. The Changing Infrastructure of Education Research (A.Collins). Research, Reform, and Aims in Education: Modes of Action in Searchof Each Other (J. Greeno, et al.). New Media Communications Forums for Improving Education Researchand Practice (R. Pea). Multiples of Evidence, Time, and Perspective: Revising the Study ofTeaching and Learning (D. Ball & M. Lampert). Postscript: Some Reflections on Education Research (J. Bruner).

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Book SynopsisAn invaluable resource for any college and university striving tomeet the National Cost Commission''s call to make what colleges doand what it costs more ''transparent'' to the public. --Jacqueline E. King, director, federal policy analysis, AmericanCouncil on Education Defining and measuring faculty productivity are among the mostcentral issues for quality and accountability in higher education.Known for assembling some of the most authoritative research onfaculty productivity--and for analyzing its impact on academic andinstitutional accountability--Michael F. Middaugh presents thiscomprehensive volume to help campus professionals build greateraccountability for students, parents, foundations, governmentalorganizations, and other concerned constituents. Middaugh firstdraws from a research study funded by TIAA-CREF''s CooperativeResearch Grant Program and the Fund for Postsecondary Educationwithin the U.S. Department of Education. He then provides a newframework for analyTable of ContentsPreface xv The Author xxi 1 Defining Faculty Productivity 1 2 Responding to Public Pressure for Systematic Accountability 25 3 A Quantitative Perspective on Productivity and Accountability 53 4 Measuring Productivity: What About Quality? 80 5 Laying the Groundwork for Dependable Productivity Benchmarks 91 6 Using Quantitative Benchmarking Data 124 7 Establishing Qualitative Benchmarks in Individual Departments 149 8 Looking to the Future 157 Appendix A: Delaware Study Definitions and Conventions 165 Appendix B: Delaware Study Benchmarks for Typical Academic Departments 175 Appendix C: Participants in the Delaware Study 216 References 225 Supplementary Readings 227 Index 229

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Book SynopsisLearning to Change closely examines the success and frustrations of teachers grappling with the more typical reforms affecting public schools--integrated curriculum, common learning standards, and alternative modes of assessment.Trade Review"At a time when schools are dominated by prescriptive standards,subject-centered coverage, and high-stakes testing, Learning toChange offers us a glimpse of a more hopeful and enrichingpedagogy. I highly recommend this book for its pedagogicalcontribution and its political lessons." (James Beane, Professor,College of Education, National-Louis University) "In this optimistic and fine-grained study of learning to change,Andy Hargreaves and Lorna Earl graphically illustrate, with adegree of clarity rarely previously achieved, how the professionalwork of teachers mediates the translation of the new educationalorthodoxy into sustained and enhanced levels of student learning."(David Hopkins, Professor and Dean of Education, University ofNottingham, UK) "At last we have a book that get beneath the slogans of reform! Ina compelling highly readable book the reader learns what supportsand hinders teachers' struggle to create higher standards for theirstudents. The authors go way beyond the technical and intellectualwork of teaching recognizing the highly emotional cultural aspectsof change. But this is no mere academic treatise, but rather a callto intelligent and informed action." (Ann Lieberman, visitingprofessor at Stanford University and senior scholar, The CarnegieFoundation for the Advancement of Teaching) "Hargreaves and his colleagues have crafted a book that describesthe harsh reality of change efforts at the level where truedifferences are made: the school and classroom levels. But moreimportantly, they outline the intellectual and emotional work thatmust be done for these efforts to succeed. Showing that there is nosubstitute for clear thinking, careful planning, and hard work,they demonstrate what is needed for deep and abiding change inschools." (Thomas R. Guskey, professor of Educational PolicyStudies and Evaluation, University of Kentucky) "Many teachers will read (this book) and feel vindicated, or atleast relieved, that someone has finally confirmed what they havebeen saying about education reforms." (Professionally SpeakingMagazine, 6/01) "This book will interest those concerned with examining the processof change at the classroom level.... Hargreaves and his colleaguesargue persuasively for placing the practical, emotional, andintellectual needs of teachers front and center the school reformefforts." (American School Board Journal, 8/01) "..this one is a must..."(Times Educational Supplement, 31 August2001)Table of ContentsIntroduction: The New Educational Orthodoxy. THE SUBSTANCE OF CHANGE. Standards and Outcomes. Classroom Assessment. Curriculum Integration. THE PROCESS OF CHANGE. The Intellectual Work of Change. The Emotional Work of Change. Supporting and Sustaining Change. Conclusion: Learning to Change.

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Book SynopsisSergiovanni documents cases of schools that have successfully reinvented themselves in order to establish a sense of ''community'' as the foundation for all curriculum and instruction decisions. . . . Teachers, administrators, teacher educators, and communities seeking advice and motivation for restructuring schools for the 21st century would be well advised to consult this work. --Choice Provides the practitioner with both a theoretical blueprint with which to build learning communities and a rich supply of benchmark illustrations to use as prototypes. . . . thought-provoking and challenging. --NASSP Bulletin Both in and out of schools, people are experiencing a loss of community. In this book, Thomas J. Sergiovanni explains why a sense of community is so vital to the success of any school and shows teachers, parents, and administrators what they can do to rebuild it. Filled with case studies and other school examples, Building Community in SchoolTrade Review"Sergiovanni documents cases of schools that have successfully reinvented themselves in order to establish a sense of 'community' as the foundation for all curriculum and instruction decisions. . . . Teachers, administrators, teacher educators, and communities seeking advice and motivation for restructuring schools for the 21st century would be well advised to consult this work." --Choice "Provides the practitioner with both a theoretical blueprint with which to build learning communities and a rich supply of benchmark illustrations to use as prototypes. . . . Thought-provoking and challenging." --NASSP Bulletin "Sergiovanni is the leading writer in pushing us deeper and deeper toward understanding and creating a 'community of learners.'" --Michael Fullan, dean of education, University of Toronto "Sergiovanni does not just extol the virtues of educational communities. Through rich and vivid portraits, he conveys what they are like and how we might create them." --Howard Gardner, professor of education and co-director of Project Zero, Harvard UniversityTable of ContentsChanging Our Theory of Schooling. Relationships in Communities. Emerging School Communities. Understanding Our Need for Community. Becoming a Purposeful Community. Using Curriculum to Build Community. The Classroom as Democratic Community. Becoming a Professional Community. Becoming a Community of Learners. Becoming a Community of Leaders. The Challenge of Leadership.

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Book SynopsisSchlechty shows both educators and parents how to envision reform and design quality educational systems. He explains how the visioning process must be rooted in real shared beliefs, how mission statements must unpack visions into concrete goals that are connected to action, and how the results of reform can be usefully assessed. Drawing on the author''s vast experience in the day-to-day work of implementing school reform, Inventing Better Schools offers new approaches for setting standards and ensuring accountability--and includes samples of actual mission statements and strategic plans of successful school districts.Trade Review"Schlechty offers a clear and concise vision of systemic change to address the problems with education." (The School Administrator) "Schlechty marshals readers through the ideas-to-action labyrinth of improving schools. . . . A worthy successor to his earlier work." (The American School Board Journal) "A book filled with hope. . . . Not all reformers in the country will agree with Schlechty's solutions or even the problems, but they will be the richer for having read what he has to say on the subject." (Louisville Courier-Journal) "Schlechty adds a refreshing voice to the ongoing how-to-fix-our-schools debate. . . . Highly recommended." (Library Journal)Table of ContentsThe Never-Ending Story. The Need for Invention. The Technological Imperative. Producing Knowledge Work. Beliefs, Vision, and Mission. Assessing District Capacity. Creating the Capacity to Support Change. Changing the System. Working on the Work. Measuring What Matters Most. Leading the Change Process. Inventing the Future: The Task Before Us. Appendices: Action Plans for School Restructuring. A. Memphis City Schools, Memphis, Tennessee. B. Phillipsburg School District, Phillipsburg, New Jersey: School District Profile Team Report.

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Book SynopsisOffers school administrators and teachers a practical handbook for developing, assessing, improving, and institutionalizing character education in their schools.Table of ContentsPreface xi 1 Character Education: What Is It and Why Is It Important? 1 2 Views, Values, or Virtues 10 3 Building a Community of Virtue 30 4 Cultivating Character Through the Curriculum 38 5 Engaging Parents in Character Education 51 6 The Teacher's Work: Nurturing Character 64 7 Helping Students Take Command 74 Appendices Part 1: Good Ideas 83 A The Character Education Manifesto 85 B Character Education Reading List 89 Appendices Part 2: Action Strategies 93 C Internalizing Virtue: An Instructional and Schoolwide Framework 95 D 100 Ways to Bring Character Education to Life 97 E Friendship and Character in Film 105 F Virtue in Action: A K-8 Guide 107 G Helping Younger Students Understand the Virtue of Respect 109 H Columbine Elementary School, Grades K-5: Personal and Social Responsibility Standards 111 I Stepping Stone Activities for Grade 7: Justice 119 J Benjamin Franklin Classical Character School Discipline Reflection Form 121 K Sample Survey of Perceived School Environment: For Teachers, Parents, and Students 123 Appendices Part 3: Curriculum 127 L The Great depression: learning Courage and Hopw 129 M Sojourner's Example: Developing Courage 131 N Peppe the Lamplighter: Envisioning Diligence 135 O Developing a Yearlong Theme: Our Choices Reveal Our Character 139 P Elizabeth Barker, Prison Educator: Thinking About Choice 143 Notes 149 The Authors 153 Index 155

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Book SynopsisWritten by some of the most highly acclaimed teacher-writers, The Jossey-Bass Reader on Teaching includes excerpts from books, essays, and articles that explore the very heart of the teaching experience. This comprehensive resource offers a wide variety of perspectives and insights into the realities of classroom teaching. The volume''s contributors are some of the best known teachers and education experts: Parker Palmer, Sylvia Ashton-Warner, William Ayers, Lisa Delpit, Robert L. Fried, Paulo Freire, Maxine Greene, Martin Haverman, Herbert Kohl, Andrew Dean Mullen, James Nehring, Vivian Gussin Paley, Vito Perrone, Mike Rose, Seymour Sarason, and Frank Smith.Trade Review"...in each essay lies a gem or two that should certainly help us all..." (Community College Week, August 18, 2003)Table of ContentsSources vii About the Authors ix Acknowledgments xiii Foreword xv Ann Lieberman Part One What Does It Mean to Teach? 1. The Heart of a Teacher: Identity and Integrity in Teaching 3 Parker J. Palmer 2. The Mystery of Teaching 26 William Ayers 3. Passionate Teaching 38 Robert L. Fried 4. Reading the World/Reading the Word 52 Paulo Freire 5. Teaching as Possibility: A Light in Dark Times 62 Maxine Greene Part Two Becoming a Teacher 6. Learning to Read 77 Patrick McWilliams 7. Order in the Classroom 80 Andrew Dean Mullen 8. “Welcome to the Sixth Grade” 84 Brad Wilcox 9. Excerpt from White Teacher 88 Vivian Gussin Paley 10. Teachers College and Student Teaching 95 Herbert Kohl 11. Change, Resistance, and Reflection 103 Seymour B. Sarason 12. Is Passionate Teaching for New Teachers, Too? 111 Robert L. Fried Part Three Developing Your Skills 13. Groups 135 James Nehring 14. Creative Teaching 152 Sylvia Ashton-Warner 15. The Silenced Dialogue: Power and Pedagogy in Educating Other People’s Children 166 Lisa Delpit 16. Refining the Craft of Teaching 191 Vito Perrone 17. Calexico, California 204 Mike Rose 18. The Pedagogy of Poverty Versus Good Teaching 239 Martin Haberman 19. The Immensity of Children’s Learning 251 Frank Smith

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Book SynopsisKids who understand how to manage conflict successfully can transform their schools into safer and kinder places to learn. Kids Working It Out offers educators and parents a guide to the most current and effective school-based conflict resolution programs and shows how these programs can make a positive difference in our schools. Throughout the book, students and teachers share their stories of what it''s really like in today''s schools and reveal how Conflict Resolution Education, has shaped their experiences. Kids Working It Out covers a wide range of topics-- curriculum integration, peer mediation, restorative justice, and others-- and shows what it takes to implement an effective program in any school, and any community.Trade Review"Engaging book." (Dispute Resolution Journal, April 2003) "Highly Recommend." (CHOICE, September 1, 2003)Table of ContentsForeword Mark Gerzon xi Introduction xv PART ONE: CONFLICT RESOLUTION EDUCATION: THE NEED AND THE POTENTIAL 1 1 Kids and Conflict in Schools: What’s It Really Like? 3 Randy Compton, School Mediation Center 2 An Introduction to Conflict Resolution Education 17 Tricia S. Jones, Temple University 3 The Building Blocks of Conflict Resolution Education: Direct Instruction, Adult Modeling, and Core Practices 35 Carol Miller Lieber, Educators for Social Responsibility PART TWO: WHAT WORKS: SUCCESS STORIES IN CONFLICT RESOLUTION EDUCATION 61 4 The Heart of the Matter: Social and Emotional Learning as a Foundation for Conflict Resolution Education 63 Rachael Kessler, PassageWays Institute In Their Own Words: “I Know That I Have Grown a Lot Emotionally” 76 5 “We Can Handle This Ourselves”: Learning to Negotiate Conflicts 89 Jennifer K. Druliner and Heather E. Prichard, Association for Conflict Resolution In Their Own Words: “I’ve Changed After the PYN Training” 98 6 Students Helping Students: Peer Mediation 109 Richard Cohen, School Mediation Associates In Their Own Words: “Peer Mediation Makes the World Better” 120 7 “We Can Do It Too!”: Peer Mediation for Special Education Students 129 Paul I. Kaplan, Hannah More School In Their Own Words: “Every School Should Have It” 139 8 Express Yourself! Expressive Arts and Conflict Discovery 147 Sarah Pirtle, Discovery Center In Their Own Words: “A Powerful Healing Tool and a Powerful Communication Tool” 162 9 Making Meaningful Connections: Curriculum Infusion 173 Rachel A. Poliner, Educational Consultant In Their Own Words: “Infusion Lets You Do Lots More with Less Time” 188 10 Making Things Right: Restorative Justice for School Communities 199 Alice Ierley and David Claassen-Wilson, School Mediation Center In Their Own Words: “People Actually Learn to Be Better People” 210 11 School Bullying: Prevention and Intervention 221 Beverly B. Title, Teaching Peace In Their Own Words: “It Has Really Helped How Safe We Feel” 236 12 R.E.S.P.E.C.T.: Appreciating and Welcoming Differences 251 Priscilla Prutzman, Creative Response to Conflict In Their Own Words: “It Made Me Speak Up for Myself and My Culture” 265 13 School’s Out: Time for Fun, Relaxation, and Peaceful Conflict Resolution Education 275 Sandy Tsubokawa Whittall, Educators for Social Responsibility In Their Own Words: “When the Kids Are Playing, They Are Working as a Team” 282 14 Reflections on Stories of Success 291 Tricia S. Jones, Temple University, and Randy Compton, School Mediation Center Postscript: The Importance of Supporting Conflict Resolution Education 309 Amalia G. Cuervo Notes 311 Appendix A: Books, Publications, and Websites 319 Appendix B: Organizations and Programs 325 About the Editors 349 About the Contributors 351 Name Index 355 Subject Index 359

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Book SynopsisDesigned for anyone charged with making e-learning really work, Preparing Learners for e-Learning presents a variety of methods business organizations and educational institutions can use to prepare their learners to become successful e-learners. This first-of-its-kind book helps trainers, designers, and educators understand the importance of enhancing self-directedness in learners as they prepare for e-learning and the various learning theories that can be used for this purpose. It then guides e-learning professionals through the process of creating interventions-- specific to their own individual situations-- that will assist their learners in preparing for the move to an e-learning environment.Table of ContentsIntroduction. 1. Preparing e-Learners for Self-Directed Learning(Huey B. Long). 2. Identifying Learners Who Are Ready fore-Learning and Supporting Their Success (Lucy M. Guglielmino andPaul J. Guglielmino). 3. Utilizing Learning Guides to Maximize e-LearningPreparedness at Motorola (Richard Durr). 4. Utilizing a Classroom Approach to PrepareLearners for e-Learning (George M. Piskurich and Janet F.Piskurich). 5. Preparation for e-Learning: A View from aCorporate Learning Leader (Rick Rabideau). 6. Organizational Best Practices for Preparinge-Learners (Jim Moshinskie). 7. Preparing and Supporting e-Learners: TheOrganizational Change Imperative (Ronnie Kurchner-Hawkins). 8. The Roles of the Learner and the Instructor ine-Learning (George Siemens and Stephen Yurkiw). 9. The e-Learning Instructor: Creator of CollegialEnvironments and Facilitator of Autonomous Learning (Paul B. Carrand Michael K. Ponton). 10. Preparing Your Learners for My e-Learning: Ane-Learning Vendor's Point of View (Terrence R.Redding). 11. From the Learner's Perspective: Thee-Learners. About the Editor. Index.

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Book SynopsisIntended for those involved in higher education - from administrators to scholars to graduate students, this title brings together major research, the important developments in practice, and an analysis on improving graduate education.Table of ContentsPreface. About the Authors. Part One: Introduction. 1. The Challenge to Prepare the Next Generation of Faculty (Ann E. Austin, Donald H. Wulff). Part Two: The Research. 2. The Survey of Doctoral Education and Career Preparation: The Importance of Disciplinary Contexts (Chris M. Golde, Timothy M. Dore). 3. The Development of Graduate Students as Teaching Scholars: A Four-Year Longitudinal Study (Donald H. Wulff, Ann E. Austin, Jody D. Nyquist, Jo Sprague). 4. The 2000 National Doctoral Program Survey: An On-Line Study of Students’ Voices (Adam P. Fagen, Kimberly M. Suedkamp Wells). 5. Theories and Strategies of Academic Career Socialization: Improving Paths to the Professoriate for Black Graduate Students (James Soto Antony, Edward Taylor). 6. Research on the Structure and Process of Graduate Education: Retaining Students (Barbara E. Lovitts). 7. “So You Want to Become a Professor!”: Lessons from the PhDs—Ten Years Later Study (Maresi Nerad, Rebecca Aanerud, Joseph Cerny). Part Three: Strategies for Reform. 8. The Scholarship of Teaching and Learning: Contributing to Reform in Graduate Education (Pat Hutchings, Susan E. Clarke). 9. Preparing Future Faculty: Changing the Culture of Doctoral Education (Anne S. Pruitt-Logan, Jerry G. Gaff). 10. Re-envisioning the Ph.D.: A Challenge for the Twenty-First Century (Jody D. Nyquist, Bettina J. Woodford,). Diane L. Rogers 11. Toward a Responsive Ph.D.: New Partnerships, Paradigms, Practices, and People (Robert Weisbuch). 12. The Carnegie Initiative on the Doctorate: Creating Stewards of the Discipline (George E. Walker). 13. Michigan State University’s Conflict Resolution Program: Setting Expectations and Resolving Conflicts (Karen L. Klomparens, John P. Beck). Part Four: Synthesis, Lessons, and Future Directions. 14. Future Directions: Strategies to Enhance Paths to the Professoriate (Donald H. Wulff, Ann E. Austin). Index.

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Book SynopsisCampus Confidential is the ultimate insider's guide to surviving and thriving in college. Written in a friendly, conversational style, Campus Confidential offers a comprehensive, chronological treatment of the college experience by the author, a Yale graduate, and a blue-ribbon panel of fourteen diverse mentors from colleges and universities around the country. But this is not just another fluff-filled freshman handbook. Campus Confidential is the complete guide to the college experienceproviding solid, road-tested advice for every stage of the process, from high school students getting ready to apply, to college seniors looking for jobs or applying to graduate school, and everything in between.Table of ContentsAuthor's Note. Prologue. Introduction: How to Use This Book. The Campus Confidential Mentors. PART ONE. GETTING IN. 1. Approaching the College Search. 2. Beating the New SAT. 3. Acing the Application Process. 4. An Investment in Your Future: Funding Your Undergraduate Education Through Loans, Grants, and Scholarships. 5. Using the "Relevance Calculus" to Choose Your School. PART TWO. CONSIDERATIONS FOR FRESHMAN YEAR. 6. The Ten Things to Do Before You Arrive on Campus. 7. What You Need and What You Don't Need to Take to College. 8. The Eleven Things to Do Right After You Arrive on Campus. 9. Keeping the Peace with your Roommates and Suitemates. 10. Staying Safe on Campus. 11. A Brief Overview of the Typical "Core" Curricular Requirements. 12. Your Freshman Year Goal-Setting Workshop. 13. Choosing Your Classes: Scheduling Secrets for the Freshman Year. 14. Athletics on Campus. 15. An Approach to Extracurricular Activities. 16. Fraternities and Sororities: Determining Whether the Greek Life Is the Life for You. 17. Study Habits and Time Management for the College Student. 18. The Twenty-Three Unwritten Rules of College Etiquette. 19. Romance on Campus. 20. Coming Out on Campus. 21. Setting Boundaries with Sex, Drugs, and Booze, and Other Legal Issues for the College Student. 22. Managing Stress, Health, and Well-Being. 23. Your First Semester Endgame: How to Approach "Reading Period". 24. Acing your Final Exams and Term Papers. 25. Looking Behind and Looking Ahead: Assessing the Damage and Charting the Course for Your Second Semester. 26. Transferring to Another School. 27. Planning a Meaningful Freshman Summer: The Brainstorming Workshop. 28. Moving Off-Campus and Managing Other Housing and Roommate Decisions. PART THREE. CONSIDERATIONS FOR SOPHOMORE YEAR. 29. Your Sophomore Year Goal-Setting Workshop. 30. Choosing a Major and Designing a Course of Study. 31. Avoiding the Sophomore Slump. 32. Planning a Meaningful Sophomore Summer: The Brainstorming Workshop. PART FOUR. CONSIDERATIONS FOR JUNIOR YEAR. 33. Halfway Home: The Midpoint Assessment and Junior Year Goal-Setting Workshop. 34. The Junior Year (or Semester) Abroad. 35. Looking Ahead to Graduate School. 36. The Junior "Thesis". 37. Planning a Meaningful Junior Summer: The Brainstorming Workshop. PART FIVE. CONSIDERATIONS FOR SENIOR YEAR. 38. Your Senior Year Goal-Setting Workshop. 39. Five Ways to Avoid Senioritis. 40. Choosing and Completing the Senior Thesis or Senior Project. 41. Working After College. 42. Applying to Graduate School. 43. Finding Yourself: The Case for Taking Time Off After Graduation. 44. Your Graduation Planning Guide. 45. Our Parting Thoughts. About the Author. Index.

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Book SynopsisAfter more than fifteen years of teaching, Rebekah Nathan, a professor of anthropology at a large state university, realized that she no longer understood the behavior and attitudes of her students. Fewer and fewer participated in class discussion...Trade ReviewProfessors often complain about their students, and Rebekah Nathan used to grumble with the best of them. During lunches with colleagues, the anthropology professor would lament the intellectual malaise she saw among her pupils: how they refused to participate in class discussions, rarely read assigned texts, and seldom came to her during office hours.... So the cultural anthropologist decided to step outside the classroom and do some fieldwork. In the fall of 2002 Ms. Nathan enrolled as a full-time undergraduate student at the large public university where she teaches.... Ms. Nathan learned that being a student in the 21st century is tougher than she had imagined. After two semesters of scrambling from class to class, juggling assignments, and cramming for examinations, she had more compassion for time-crunched students, many of whom worked part-time jobs to help pay for their education. -- 'Getting Schooled in Student Life' * The Chronicle of Higher Education *Table of Contents1. Welcome to "AnyU"2. Life in the Dorms3. Community and Diversity4. As Others See Us5. Academically Speaking...6. The Art of College Management7. Lessons from My Year as a FreshmanAfterword: Ethics and Ethnography Notes References Index

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Book SynopsisPublic concern over sharp increases in undergraduate tuition has led many to question why colleges and universities cannot behave more like businesses and cut their costs to hold tuition down. Ronald G. Ehrenberg and his coauthors assert that...Trade ReviewGoverning Academia offers a multidisciplinary perspective on governance issues in American higher education that is valuable to both researchers and practitioners in the field. The book has wide appeal and it forced me to consider many new topics and impending issues in higher education. -- Debra A. Barbezat * Journal of Economic Literature *Although US-focused, the book's analyses and discussions could be generalized to higher education governance elsewhere, particularly given the increasing internationalism of the sector. * The Bulletin *Table of ContentsIntroduction by Ronald G. EhrenbergI. Presidents, Trustees, and External Governance1. Presidents and Trustees by James O. Freedman2. Higher Education Boards of Trustees by Benjamin E. Hermalin3. State Oversight of Academia by Donald E. HellerII. Internal Governance and Organization4. Darwinian Medicine for the University by Susanne Lohmann5. Herding Cats in University Hierarchies: Formal Structure and Policy Choice in American Research Universities by Thomas H. Hammond6. Tiebout Competition versus Political Competition on a University Campus by John Douglas WilsonIII. Governance in Practice7. How Academic Ships Actually Navigate by Gabriel E. Kaplan8. Collective Bargaining in American Higher Education by Ronald G. Ehrenberg, Daniel B. Klaff, Adam T. Kezsbom & Matthew P. NagowskiIV. Challenges from Nonprofits and Nonlegal Legal Influences9. Nonprofit and For-Profit Governance in Higher Education Brian Pusser & Sarah E. Turner10. The Rise of Nonlegal Legal Influences on Higher Education by Michael A. OlivasConclusion: Looking to the Future by Ronald G. EhrenbergAppendix Notes References List of Contributors Index

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Book SynopsisThis text examines major changes in US educational development and reform, considering how such changes have been implemented in the past and warning against exaggerating their benefits. Issues covered include governance, equity and multiculturalism, curriculum standards and school choice.Trade Review"The quality of the contributors alone is enough to make this an excellent book. It is a valuable compendium--and bibliography--of recent thinking on the historical context of current discussions of educational reform. It should be read by educational policymakers and by anyone who wants to be sufficiently well-informed about education to participate in the reform process."--Robert A. McCaughey, Barnard CollegeTable of ContentsAcknowledgmentsIntroductionPart I: Changes in Education Over TimeChapter 1. Assimilation, Adjustment, and Access: An Antiquarian View of American EducationChapter 2. Who's in Charge? Federal, State, and Local ControlChapter 3. Attitudes, Choices, and Behavior: School DeliveryPart II: Equity and MulticulturalismChapter 4. Changing Conceptions of Educational EquityChapter 5. Ethnic Diversity and National IdentityChapter 6. American History Reconsidered: Asking New Questions About the PastPart III: Recent Strategies For Reforming the SchoolsChapter 7. The Search for Order and the Rejection of Conformity: Standards in American EDucationChapter 8. Reinventing SchoolingChapter 9. The New Politics of ChoicePart IV: The Six National GoalsChapter 10. School Readiness and Early Childhood EducationChapter 11. School Leaving: Dead End or Detour?Chapter 12. Rhetoric and Reality: The High School CurriculumChapter 13. Literate America: High-Level Adult Literacy as a National GoalChapter 14. Reefer Madness and A Clockwork OrangeContributors

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisThis book will be of interest to administrators of teaching hospitals as well as professionals in health policy and management.Trade ReviewFor anyone involved or interested in medical education, Governance of Teaching Hospitals provides a deeper understanding of how teaching hospitals function and why people leading hospitals and universities do what they do, and it will help guide those who lead teaching hospitals to analyze more successfully the problems confronting their institutions. The Gazette Shows the resilience of these large institutions and their ability to absorb and recover from crises. -- Donald C. Harrison Medical Writings Kastor has provided us with great gossip, complete with comprehensive and detailed accounts of fascinating events, and with an important reminder of what can happen when an academic medical center confronts the challenges of the contemporary health care delivery system. -- Robert Michels, M.D. New England Journal of Medicine 2004 John A. Kastor offers a peek through the curtains in his book, Governance of Teaching Hospitals: Turmoil at Penn and Hopkins. -- James H. Bready Baltimore Sun [A] readable, carefully constructed, and useful analysis... [with] a wealth of detail and a cast of hundreds... Details of the power struggles will prove to be the book's strongest feature. This book should be of interest and value not only to those who are directly involved in leadership roles at academic medical centers but also to anyone interested in the success of such institutions. -- John T. Potts Journal of Clinical Investigation 2004 A rich and often fascinating 'insider' view... This book warrants close attention and wide readership, not only by those interested in academic medicine, but also by managers of all health care institutions. -- Peter W. Van Etten Health Affairs This book deserves close attention among a select readership, especially those interested in academic medicine... Above all, the volume contains a wealth of information relating to two important American medical schools undergoing significant structural change. -- Jonathan Reinarz Medical History 2005Table of ContentsUniversity of Pennsylvania; Before Kelley; Kelley the builder; Kelley in trouble; After Kelley; Johns Hopkins University and Hospital; Separate governance; Unified governance; Conclusions.

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Book SynopsisCarefully weighing various models and strategies, Competing Conceptions of Academic Governance provides new ways of understanding and addressing the changes that are transforming higher education.Trade ReviewThe broad perspectives on university governance put forward in this book, relevant to all who are 'negotiating the perfect storm,' make it worthwhile reading. -- Harry deBoer Review of Higher Education This book arrives at an important moment in the evolution of university governance... The research and scholarship in this volume provide a detailed depiction of the challenges faced by governing boards and postsecondary leaders. -- Brian Pusser Journal of Higher EducationTable of ContentsPreface: Why Governance? Why Now?Introduction: A Perfect Storm: Turbulence in Higher EducationChapter 1. Going Global: Governance Implications of Cross-Border Traffic in Higher EducationChapter 2. The Paradox of Scope: A Challenge to the Governance of Higher EducationChapter 3. Faculty Involvement in System-wide GovernanceChapter 4. The Ambiguous Future of Public Higher Education SystemsChapter 5. Governing the Twenty-first-Century University: A View from the BridgeChapter 6. A Growing Quaintness: Traditional Governance in the Markedly New Realm of U.S. Higher EducationChapter 7. University Governance and Academic FreedomChapter 8. Improving Academic Governance: Utilizing a Cultural Framework to Improve Organizational PerformanceList of Contributors Index

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Book SynopsisZimpher, University of Wisconsin, Milwaukee.Trade ReviewA comprehensive and exhaustive treatment of the transition process and period, well supplemented by insights into more established presidencies. -- Kevin Drumm Community College Week 2005 Essays detailing the finer points of presidential change, from the role of the board to the use of an executive search firm to the changing role of the presidential spouse. -- Jennifer Patterson Lorenzetti University Business 2004 No one to my knowledge has brought the thinking on presidential transitions together in a scholarly work that equals this volume... This insiders' view is enlightening, useful, and well worth the time and energy required to digest the many observations and suggestions. -- George B. Vaughan Journal of Higher Education 2006Table of ContentsForewordPrefacePart I: ContextChapter 1. A New Model of Transition ManagementChapter 2. Presidents Who Leave, Presidents Who Stay: A Conversation with Vartan GregorianChapter 3. Pressures on Presidents and Why They Should LeaveChapter 4. Passing the Baton: Leadership Transitions and the Tenure of PresidentsPart II: ActionChapter 5. The Role of the Board in Presidential TransitionChapter 6. A Proactive Model for Presidential TransitionChapter 7. When Presidents Leave Suddenly: From Crisis to ContinuityChapter 8. Presidential Turnover and the Institutional Community: Restarting and Moving ForwardPart III: Key IssuesChapter 9. When Colleges Should, and Should Not, Use Executive Search FirmsChapter 10. The Interim President: An Effective Transitional LeaderChapter 11. Leaks Kill: Communication and Presidential TransitionChapter 12. Weathering the Storm: Institutional Advancement during a Presidential TransitionChapter 13. Shaky Ground in Troubled Times: The Legal Framework of Presidential TransitionsChapter 14. Partners in Transition: The President's Spouse as Overlooked Power BaseChapter 15. Knowing the End of the Beginning: A Conceptual Approach to Presidential TransitionNotesBibliographyList of ContributorsIndex

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Book SynopsisCarefully weighing various models and strategies, Competing Conceptions of Academic Governance provides new ways of understanding and addressing the changes that are transforming higher education.Trade ReviewThe broad perspectives on university governance put forward in this book, relevant to all who are 'negotiating the perfect storm,' make it worthwhile reading. -- Harry deBoer Review of Higher Education This book arrives at an important moment in the evolution of university governance... The research and scholarship in this volume provide a detailed depiction of the challenges faced by governing boards and postsecondary leaders. -- Brian Pusser Journal of Higher EducationTable of ContentsPreface: Why Governance? Why Now?Introduction: A Perfect Storm: Turbulence in Higher EducationChapter 1. Going Global: Governance Implications of Cross-Border Traffic in Higher EducationChapter 2. The Paradox of Scope: A Challenge to the Governance of Higher EducationChapter 3. Faculty Involvement in System-wide GovernanceChapter 4. The Ambiguous Future of Public Higher Education SystemsChapter 5. Governing the Twenty-first-Century University: A View from the BridgeChapter 6. A Growing Quaintness: Traditional Governance in the Markedly New Realm of U.S. Higher EducationChapter 7. University Governance and Academic FreedomChapter 8. Improving Academic Governance: Utilizing a Cultural Framework to Improve Organizational PerformanceList of Contributors Index

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Book SynopsisContributors argue persuasively that since conceptions of democratic citizenship are changing, so too should operational definitions of citizenship education.

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Book SynopsisPerestroika – economic and political reform – is what the world associated with Mikhail Gorbachev when he led the USSR. There were, however, some political scientists in the West who saw Gorbachevism as a time of conservatism, not of radical change. Dennis Soltys confirms the latter view in this study of educational policy and institutions in the former Soviet Union. Focusing on vocational and technical schooling, Soltys reveals very strong continuity from Khrushchev to Brezhnev to Gorbachev. In 1991, schools still functioned on the principles of vocational education and applied science inherited from the Khrushchev era, instead of embracing a more forward-looking model based on technical education and basic science. Soltys examines the role of ideas, institutions, and societal actors in the development of education policy, with emphasis on the period from 1981 to 1991. He demonstrates how poor conceptual design and institutional fragmentation damaged Soviet edu

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Book SynopsisThe first comprehensive study of the admission policies and practices at U.S. public universities, examining their "social contract" in light of contemporary debates over affirmative action, standardized testing, privatization, and the influences of globalization.Trade Review"[Douglass] confronts feel-good terms like 'disadvantaged' and 'underrepresented' that defy precise definition... The point of the book is that our popular belief in the social contract that America has with its colleges, that such institutions exist for the public good, is imperiled by dwindling government support." -- Chronicle of Higher Education"The Conditions for Admission expands our understanding of America's pioneering breed of public universities and confronts the real and often ignored differences between public and independent universities. The author notes that the United States is arguably no longer preeminent in its effort to build a high access and high quality network of colleges and universities—a lead lost in part by a decline in government investment, but also by the increased demands of a constituent-driven society and by the actions of the institutions themselves." -- David Ward, President * American Council on Education *"John Aubrey Douglass brilliantly captures the dilemmas facing admissions at public universities in The Conditions for Admission: Access, Equity, and the Social Contract of Public Universities Douglass is to be congratulated for crafting a volume on public university admissions that complements the current flourish of publications on the private sector. There are other new books that range beyond the elite sector, but Douglass's treatment of public universities is unsurpassed." - John A. Soares, review in Academe, and author of The Power of Privilege: Yale and America's Elite Colleges"The Conditions for Admission economically covers the development of early access policies at the university and devotes majority of its pages to a discussion of modern admissions controversies occurring between UC's 'Master Plan' of 1960 and the present day. The book is lean, engaging, and judiciously supported by documents from UC archives... [The] tension between academic leadership and the volatile political sphere may have forged (and may continue to forge) the social contract celebrated by Douglass's excellent new book." -- History of Education Quarterly"an insightful and novel discussion of the movement toward privatization of public institutions, and the resulting abatement of the social contract. Douglass's analysis of the future of public education is a worthwhile read for anyone with a stake in public education... a thought-provoking analysis of the future of U.S. public education." -- Journal of the National Academic Advising Association"John Aubrey Douglass's The Conditions for Admission connects past and present in the enduring policy debates about who goes to college and where. Admissions and access, whether from the point of view of system planners or parents and their children, provides the focus for putting the complex experience at the heart of serious analysis of American educational institutions and society." -- John Thelin * The University of Kentucky *"California has been in the eye of the storm regarding university admissions, access, and affirmative action. John Douglass has been studying these issues for years and his new book provides a penetrating analysis of how changing access to the University of California has altered the historic social contract between higher education and the state. It should be read by everyone concerned about the question of equity and access to higher education in America." -- Robert Berdahl * President Association of American Universities *Table of ContentsContents List of Figures and Tables 000 Preface 000 Part I Building a Public University and Creating the Social Contract 000 Chapter 1 The Public University Movement and California 000 Chapter 2 Building a Higher Education System and Broadening Access 000 Chapter 3 Inclusion, Exclusion, and the Issue of Race 000 Part II The Managerial University and the Post\-World War II Era 000 Chapter 4 The Master Plan, the SAT, and Managing Demand 000 Chapter 5 Countervailing Forces: Standardized Testing and Affirmative Action 000 Chapter 6 For Every Action a Reaction: Race, Bakke, and the Social Contract Revisited 000 Part III Modern Battles over Equity, Affirmative Action, and Testing 000 Chapter 7 California's Affirmative-Action Fight 000 Chapter 8 The First Aftermath: Outreach and Comprehensive Review 000 Chapter 9 The Second Aftermath: President Atkinson Versus the SAT 000 Part IV Whither the Social Contract? The Postmodern World and the Primacy of Higher Education 000 Chapter 10 Perils and Opportunities: Autonomy, Merit, and Privatization 000 Chapter 11 The Waning of America's Higher Education Advantage 000 Notes Index

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Book SynopsisThe first comprehensive study of the admission policies and practices at U.S. public universities, examining their "social contract" in light of contemporary debates over affirmative action, standardized testing, privatization, and the influences of globalization.Trade Review"[Douglass] confronts feel-good terms like 'disadvantaged' and 'underrepresented' that defy precise definition... The point of the book is that our popular belief in the social contract that America has with its colleges, that such institutions exist for the public good, is imperiled by dwindling government support." -- Chronicle of Higher Education"The Conditions for Admission expands our understanding of America's pioneering breed of public universities and confronts the real and often ignored differences between public and independent universities. The author notes that the United States is arguably no longer preeminent in its effort to build a high access and high quality network of colleges and universities—a lead lost in part by a decline in government investment, but also by the increased demands of a constituent-driven society and by the actions of the institutions themselves." -- David Ward, President * American Council on Education *"John Aubrey Douglass brilliantly captures the dilemmas facing admissions at public universities in The Conditions for Admission: Access, Equity, and the Social Contract of Public Universities Douglass is to be congratulated for crafting a volume on public university admissions that complements the current flourish of publications on the private sector. There are other new books that range beyond the elite sector, but Douglass's treatment of public universities is unsurpassed." - John A. Soares, review in Academe, and author of The Power of Privilege: Yale and America's Elite Colleges"The Conditions for Admission economically covers the development of early access policies at the university and devotes majority of its pages to a discussion of modern admissions controversies occurring between UC's 'Master Plan' of 1960 and the present day. The book is lean, engaging, and judiciously supported by documents from UC archives... [The] tension between academic leadership and the volatile political sphere may have forged (and may continue to forge) the social contract celebrated by Douglass's excellent new book." -- History of Education Quarterly"an insightful and novel discussion of the movement toward privatization of public institutions, and the resulting abatement of the social contract. Douglass's analysis of the future of public education is a worthwhile read for anyone with a stake in public education... a thought-provoking analysis of the future of U.S. public education." -- Journal of the National Academic Advising Association"John Aubrey Douglass's The Conditions for Admission connects past and present in the enduring policy debates about who goes to college and where. Admissions and access, whether from the point of view of system planners or parents and their children, provides the focus for putting the complex experience at the heart of serious analysis of American educational institutions and society." -- John Thelin * The University of Kentucky *"California has been in the eye of the storm regarding university admissions, access, and affirmative action. John Douglass has been studying these issues for years and his new book provides a penetrating analysis of how changing access to the University of California has altered the historic social contract between higher education and the state. It should be read by everyone concerned about the question of equity and access to higher education in America." -- Robert Berdahl * President Association of American Universities *Table of ContentsContents List of Figures and Tables 000 Preface 000 Part I Building a Public University and Creating the Social Contract 000 Chapter 1 The Public University Movement and California 000 Chapter 2 Building a Higher Education System and Broadening Access 000 Chapter 3 Inclusion, Exclusion, and the Issue of Race 000 Part II The Managerial University and the Post\-World War II Era 000 Chapter 4 The Master Plan, the SAT, and Managing Demand 000 Chapter 5 Countervailing Forces: Standardized Testing and Affirmative Action 000 Chapter 6 For Every Action a Reaction: Race, Bakke, and the Social Contract Revisited 000 Part III Modern Battles over Equity, Affirmative Action, and Testing 000 Chapter 7 California's Affirmative-Action Fight 000 Chapter 8 The First Aftermath: Outreach and Comprehensive Review 000 Chapter 9 The Second Aftermath: President Atkinson Versus the SAT 000 Part IV Whither the Social Contract? The Postmodern World and the Primacy of Higher Education 000 Chapter 10 Perils and Opportunities: Autonomy, Merit, and Privatization 000 Chapter 11 The Waning of America's Higher Education Advantage 000 Notes Index

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Book SynopsisTrade Review"By adopting an ecological viewpoint, the authors' analyses go beyond higher-education institutions themselves to illustrate how evolving economic, political, demographic and technological changes in the society that surrounds those institutions have forced changes in the meaning of college education . . . I found the authors' arguments persuasively supported with reasoning and evidence. I believe the book can serve as an important stimulant of thought for people who are concerned with the development of post-secondary education in any modern-day nation."—Murray Thomas, International Review of Education"Remaking College is an impressive edited volume that should adorn the selves of every serious sociologist of education. Editors Michael Kirst and Mitchell Stevens have compiled a series of insightful chapters, authored by leading sociologists of education and organizations that will provide a state-of-the-art understanding of how the ecology of American higher education has evolved in recent decades."—Roger Pizarro Milian, Canadian Journal of Sociology"This volume encourages researchers to challenge conventional approaches to classifying and understanding our nation's higher education institutions and the students who attend them, so as to better understand the role and contributions of higher education into the future."—Laura W. Perna, Educational Researcher"This collection of essays is the result of the 2013 annual meeting of the American Educational Research Association, designed to reconceptualize higher education within a context that is changing drastically . . . The essays are well written and offer alternative visions of what college can be. The arguments offered are worth considering, and this book should be read by anyone who aspires to lead colleges and universities . . . Recommended."—D. E. Williams, Walden University, CHOICE"[A]nyone interested in U.S. higher education can learn much from this book . . . For the prospective student coming from outside the United States, Remaking College gives a richer, fuller, and more complex sense of the landscape of American higher education . . . It also provides a fuller understanding of the space college occupies in adult lives, as one factor in a web of interdependencies."—Carol Christ, University World News"As the CEO of a 'broad access' institution, I am heartened that this volume and its authors recognize both the challenges and policy questions brought by the new exciting array of higher education options, as well as the critical importance of these colleges and universities to a diverse set of students."—Linda M. Thor, Chancellor, Foothill–De Anza Community College District"Kirst and Stevens provide a critical focus on broad-access higher education, whose performance is absolutely crucial if the U.S. is to meet its educational goals in the coming decades."—Michael Bastedo, Associate Professor and Director, Center for the Study of Higher and Postsecondary Education, University of MichiganTable of ContentsContents and AbstractsIntroduction chapter abstract 1Higher Education in America: Multiple Field Perspectives chapter abstractHigher education is a complex organization field in which many actors besides colleges and universities support and constrain each other. The field perspective provides historical, structural, and cultural context to recent developments in higher education such as the rise of digital learning, increasing costs, and concerns over learning and completion. The chapter focuses on three distinct field models of higher education as (1) an institutional field; (2) an arena of strategic action; (3) a demand-generated outcome. 2DIY U: Higher Education Goes Hybrid chapter abstractThe chapter specifies five ways in which digitally mediated instruction helps fulfill the traditional mission of broad-access schools and the needs of a wide variety of learners. Online learning (1) enables students to learn when and where it is most convenient for them; (2) lowers costs; (3) creates new pathways through college; (4) enables greater personalization and customization of learning; (5) facilitates new connections among students, instructors, and employers. 3Boom. Regulate. Cleanse. Repeat: For-Profit Colleges' Slow But Inevitable Drive toward Acceptability chapter abstractThe chapter chronicles the expansion of the for-profit college sector in recent decades and the cycles of federal regulation and sector expansion that have characterized this growth. The authors suggest a cycle in which rising enrollments are followed by regulatory action spurred by concerns over perceived exploitation of students and government funds. Regulatory crackdown results in a reduced enrollment until entrepreneurial providers find new ways to grow, creating the cycle. 4The Classification of Organizational Forms: Theory and Application to the Field of Higher Education chapter abstractThis chapter critiques current classification schemes in higher education, which tend to privilege four-year colleges and universities with liberal-arts curricula. The authors demonstrate a new strategy for delineating organizational categories in higher education using probabilistic topic models and readily available data on students and schools in the United States. This strategy better reveals the wide diversity of forms in this organizational field. 5The New Landscape of Early Adulthood: Implications for Broad-Access Higher Education chapter abstractThis chapter describes fundamental changes in early adulthood in recent decades and discusses their implications for higher education. Contemporary young adulthood is defined by the need to manage uncertainty, and the need for interdependence with (rather than independence from) others. Under such conditions, strengthening the transition to adulthood requires strengthening pathways into and through higher education, especially broad-access schools. 6The "Traditional" College Student: A Smaller and Smaller Minority and Its Implications for Diversity and Access Institutions chapter abstractThis chapter illustrates how the majority of students attending college in the US do not match conventional images of "ideal" or "traditional" college students. Most US college students are older, more often employed, and less likely to live on campus than popular conceptions imply. Clinging to inaccurate notions college students creates a marginalized majority and has important implications for how we think key policy issues such as college persistence. This chapter calls for a broader conception of diversity in college so that it recognizes the wide variation in life circumstances that characterizes the college-going population. 7Measuring College Performance chapter abstractThis chapter specifies the normative and technical aspects of assessment in higher education. Deciding what to measure is a political decision informed by prevailing cultural values and particular understandings of the purposes of higher education. The authors also consider the technical strengths and limitations of various accountability metrics available to policymakers today. The analysis has important implications broad-access colleges because the choice of certain outcomes and measurement strategies privileges some types of schools while disadvantaging others. 8Explaining Policy Change in K-12 and Higher Education chapter abstractThis chapter describes the characteristics of US education politics that have variably driven the development of policy for K-12 and higher education, paying particular attention to how the politics of each sector have been shaped by public opinion. The authors offer accounts from multiple theoretical perspectives on how policy is developed in each sector, and leverage the comparison to describe what changes in public opinion might need to occur if higher education is to undergo substantial reorganization. 9Understanding Human Resources in Broad-Access Higher Education chapter abstractThis chapter uses extant research and descriptive data to identify important research agendas for understanding human capital in broad-access schools. The authors consider the recruitment, assignment, development and retention of instructors; the role of managers in these processes; and how the roles of managers differ between K-12 and higher education. 10Improving Collegiate Outcomes at Broad-Access Institutions: Lessons for Research and Practice chapter abstractThis chapter outlines how colleges can utilize data to identify and evaluate promising practices to improve college completion. The authors focus on using readily available institutional data as the basis for tractable research that might routinely inform better organizational decision-making. The chapter theme is illustrated through an example using data from the California State University system. 11A Research Framework for US Higher Education chapter abstractThe chapter offers a matrix for organizing existing research and deriving questions for future scholarship.

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Book SynopsisTrade Review"Globalizing Knowledge is a tour de force, grappling with one of the most important challenges of our time—how to develop and mobilize knowledge produced in the university for global problems, and to do so in an equitable way. Michael Kennedy commands an enormous experience in promoting global networks of knowledge, and is well-versed in the debates about their possibilities and limitations." -- Michael Burawoy, University of California"Kennedy argues masterfully that the urgent project of building global knowledge can and should preserve the richness and texture of vernacular ways of knowing. He demonstrates simultaneously his intense commitment to the engaged, context-sensitive social science and keen awareness of the intellectual and ethical dilemmas unavoidable in the production of universally germane knowledge." -- Jan Kubik, Professor and Director, School of Slavonic and East European Studies * University College London *"Drawing upon his vast experiences and wide readings, Michael Kennedy has written a cogent and compelling book on the globalization of knowledge(s) and of universities. At once empirically rich and theoretically provocative, it is a necessary book for our challenging and confusing times." -- John Lie, University of California"Path-breaking in its depth and sophistication, Globalizing Knowledge makes a key contribution to an evolving field of research and conceptualization. We need new categories of analysis, which Michael Kennedy now gives us, to work with the growing mass of data about our global condition." -- Saskia Sassen * Columbia University, author of Expulsions: Brutality and Complexity in the Global Economy *"Michael Kennedy's wise reflections on—and broad experience in working through—some of the key issues at stake in our new global knowledge economy are timely and critical. Kennedy provides readers with important insight into what global knowledge should genuinely mean at a time of pervasive (if also clichéd) globalization. Globalizing Knowledge offers fascinating perspectives on issues of monumental significance not just to our societies, polities, and economies but also our planet." -- Nicholas B. Dirks, Chancellor, University of California * Berkeley *"In a changing world, Michael Kennedy introduces an innovative theoretical framework to increase equality in modern countries while also preserving liberty and freedom. Case studies focusing on different countries allow the reader to better understand the context of Kennedy's ideas." -- Ricardo Lagos Escobar * Former President of Chile *"Information has become the most powerful global asset. With this book, Michael Kennedy makes a plea to all to reach beyond the existing limitations of both academic and political imaginations to seek new socio-political transformations. As long as there is a willingness to consciously explore alternatives, humanity will be able to fulfill the promises of a progress, resulting in a better world for all. Globalizing Knowledge is a major contribution." -- Alfred Gusenbauer * Former Chancellor of Austria *"University presidents have said that globalization was a goal for at least two decades. It is now a reality that is rapidly changing higher education. But with all the attention to student flows, rankings, competition, and fundraising, the primary importance of globalizing knowledge can be forgotten. Michael Kennedy's book puts the focus where it needs to be: on how intellectuals and universities work in different global contexts to inform publics and educate students and how the global organization of academic work shapes both knowledge itself and the responsibilities of intellectuals. These are issues that academics can't afford to ignore." -- Craig Calhoun, President * London School of Economics and Political Science *

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Book SynopsisTrade Review"By adopting an ecological viewpoint, the authors' analyses go beyond higher-education institutions themselves to illustrate how evolving economic, political, demographic and technological changes in the society that surrounds those institutions have forced changes in the meaning of college education . . . I found the authors' arguments persuasively supported with reasoning and evidence. I believe the book can serve as an important stimulant of thought for people who are concerned with the development of post-secondary education in any modern-day nation."—Murray Thomas, International Review of Education"Remaking College is an impressive edited volume that should adorn the selves of every serious sociologist of education. Editors Michael Kirst and Mitchell Stevens have compiled a series of insightful chapters, authored by leading sociologists of education and organizations that will provide a state-of-the-art understanding of how the ecology of American higher education has evolved in recent decades."—Roger Pizarro Milian, Canadian Journal of Sociology"This volume encourages researchers to challenge conventional approaches to classifying and understanding our nation's higher education institutions and the students who attend them, so as to better understand the role and contributions of higher education into the future."—Laura W. Perna, Educational Researcher"This collection of essays is the result of the 2013 annual meeting of the American Educational Research Association, designed to reconceptualize higher education within a context that is changing drastically . . . The essays are well written and offer alternative visions of what college can be. The arguments offered are worth considering, and this book should be read by anyone who aspires to lead colleges and universities . . . Recommended."—D. E. Williams, Walden University, CHOICE"[A]nyone interested in U.S. higher education can learn much from this book . . . For the prospective student coming from outside the United States, Remaking College gives a richer, fuller, and more complex sense of the landscape of American higher education . . . It also provides a fuller understanding of the space college occupies in adult lives, as one factor in a web of interdependencies."—Carol Christ, University World News"As the CEO of a 'broad access' institution, I am heartened that this volume and its authors recognize both the challenges and policy questions brought by the new exciting array of higher education options, as well as the critical importance of these colleges and universities to a diverse set of students."—Linda M. Thor, Chancellor, Foothill–De Anza Community College District"Kirst and Stevens provide a critical focus on broad-access higher education, whose performance is absolutely crucial if the U.S. is to meet its educational goals in the coming decades."—Michael Bastedo, Associate Professor and Director, Center for the Study of Higher and Postsecondary Education, University of MichiganTable of ContentsContents and AbstractsIntroduction chapter abstract 1Higher Education in America: Multiple Field Perspectives chapter abstractHigher education is a complex organization field in which many actors besides colleges and universities support and constrain each other. The field perspective provides historical, structural, and cultural context to recent developments in higher education such as the rise of digital learning, increasing costs, and concerns over learning and completion. The chapter focuses on three distinct field models of higher education as (1) an institutional field; (2) an arena of strategic action; (3) a demand-generated outcome. 2DIY U: Higher Education Goes Hybrid chapter abstractThe chapter specifies five ways in which digitally mediated instruction helps fulfill the traditional mission of broad-access schools and the needs of a wide variety of learners. Online learning (1) enables students to learn when and where it is most convenient for them; (2) lowers costs; (3) creates new pathways through college; (4) enables greater personalization and customization of learning; (5) facilitates new connections among students, instructors, and employers. 3Boom. Regulate. Cleanse. Repeat: For-Profit Colleges' Slow But Inevitable Drive toward Acceptability chapter abstractThe chapter chronicles the expansion of the for-profit college sector in recent decades and the cycles of federal regulation and sector expansion that have characterized this growth. The authors suggest a cycle in which rising enrollments are followed by regulatory action spurred by concerns over perceived exploitation of students and government funds. Regulatory crackdown results in a reduced enrollment until entrepreneurial providers find new ways to grow, creating the cycle. 4The Classification of Organizational Forms: Theory and Application to the Field of Higher Education chapter abstractThis chapter critiques current classification schemes in higher education, which tend to privilege four-year colleges and universities with liberal-arts curricula. The authors demonstrate a new strategy for delineating organizational categories in higher education using probabilistic topic models and readily available data on students and schools in the United States. This strategy better reveals the wide diversity of forms in this organizational field. 5The New Landscape of Early Adulthood: Implications for Broad-Access Higher Education chapter abstractThis chapter describes fundamental changes in early adulthood in recent decades and discusses their implications for higher education. Contemporary young adulthood is defined by the need to manage uncertainty, and the need for interdependence with (rather than independence from) others. Under such conditions, strengthening the transition to adulthood requires strengthening pathways into and through higher education, especially broad-access schools. 6The "Traditional" College Student: A Smaller and Smaller Minority and Its Implications for Diversity and Access Institutions chapter abstractThis chapter illustrates how the majority of students attending college in the US do not match conventional images of "ideal" or "traditional" college students. Most US college students are older, more often employed, and less likely to live on campus than popular conceptions imply. Clinging to inaccurate notions college students creates a marginalized majority and has important implications for how we think key policy issues such as college persistence. This chapter calls for a broader conception of diversity in college so that it recognizes the wide variation in life circumstances that characterizes the college-going population. 7Measuring College Performance chapter abstractThis chapter specifies the normative and technical aspects of assessment in higher education. Deciding what to measure is a political decision informed by prevailing cultural values and particular understandings of the purposes of higher education. The authors also consider the technical strengths and limitations of various accountability metrics available to policymakers today. The analysis has important implications broad-access colleges because the choice of certain outcomes and measurement strategies privileges some types of schools while disadvantaging others. 8Explaining Policy Change in K-12 and Higher Education chapter abstractThis chapter describes the characteristics of US education politics that have variably driven the development of policy for K-12 and higher education, paying particular attention to how the politics of each sector have been shaped by public opinion. The authors offer accounts from multiple theoretical perspectives on how policy is developed in each sector, and leverage the comparison to describe what changes in public opinion might need to occur if higher education is to undergo substantial reorganization. 9Understanding Human Resources in Broad-Access Higher Education chapter abstractThis chapter uses extant research and descriptive data to identify important research agendas for understanding human capital in broad-access schools. The authors consider the recruitment, assignment, development and retention of instructors; the role of managers in these processes; and how the roles of managers differ between K-12 and higher education. 10Improving Collegiate Outcomes at Broad-Access Institutions: Lessons for Research and Practice chapter abstractThis chapter outlines how colleges can utilize data to identify and evaluate promising practices to improve college completion. The authors focus on using readily available institutional data as the basis for tractable research that might routinely inform better organizational decision-making. The chapter theme is illustrated through an example using data from the California State University system. 11A Research Framework for US Higher Education chapter abstractThe chapter offers a matrix for organizing existing research and deriving questions for future scholarship.

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Book SynopsisTrade Review"Globalizing Knowledge is a tour de force, grappling with one of the most important challenges of our time—how to develop and mobilize knowledge produced in the university for global problems, and to do so in an equitable way. Michael Kennedy commands an enormous experience in promoting global networks of knowledge, and is well-versed in the debates about their possibilities and limitations." -- Michael Burawoy, University of California"Kennedy argues masterfully that the urgent project of building global knowledge can and should preserve the richness and texture of vernacular ways of knowing. He demonstrates simultaneously his intense commitment to the engaged, context-sensitive social science and keen awareness of the intellectual and ethical dilemmas unavoidable in the production of universally germane knowledge." -- Jan Kubik, Professor and Director, School of Slavonic and East European Studies * University College London *"Drawing upon his vast experiences and wide readings, Michael Kennedy has written a cogent and compelling book on the globalization of knowledge(s) and of universities. At once empirically rich and theoretically provocative, it is a necessary book for our challenging and confusing times." -- John Lie, University of California"Path-breaking in its depth and sophistication, Globalizing Knowledge makes a key contribution to an evolving field of research and conceptualization. We need new categories of analysis, which Michael Kennedy now gives us, to work with the growing mass of data about our global condition." -- Saskia Sassen * Columbia University, author of Expulsions: Brutality and Complexity in the Global Economy *"Michael Kennedy's wise reflections on—and broad experience in working through—some of the key issues at stake in our new global knowledge economy are timely and critical. Kennedy provides readers with important insight into what global knowledge should genuinely mean at a time of pervasive (if also clichéd) globalization. Globalizing Knowledge offers fascinating perspectives on issues of monumental significance not just to our societies, polities, and economies but also our planet." -- Nicholas B. Dirks, Chancellor, University of California * Berkeley *"In a changing world, Michael Kennedy introduces an innovative theoretical framework to increase equality in modern countries while also preserving liberty and freedom. Case studies focusing on different countries allow the reader to better understand the context of Kennedy's ideas." -- Ricardo Lagos Escobar * Former President of Chile *"Information has become the most powerful global asset. With this book, Michael Kennedy makes a plea to all to reach beyond the existing limitations of both academic and political imaginations to seek new socio-political transformations. As long as there is a willingness to consciously explore alternatives, humanity will be able to fulfill the promises of a progress, resulting in a better world for all. Globalizing Knowledge is a major contribution." -- Alfred Gusenbauer * Former Chancellor of Austria *"University presidents have said that globalization was a goal for at least two decades. It is now a reality that is rapidly changing higher education. But with all the attention to student flows, rankings, competition, and fundraising, the primary importance of globalizing knowledge can be forgotten. Michael Kennedy's book puts the focus where it needs to be: on how intellectuals and universities work in different global contexts to inform publics and educate students and how the global organization of academic work shapes both knowledge itself and the responsibilities of intellectuals. These are issues that academics can't afford to ignore." -- Craig Calhoun, President * London School of Economics and Political Science *

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Book SynopsisField Notes uncovers how Middle East studies as an academic field was built over the course of the 20th century—a process replete with contention, anxiety, dead ends, and consequences both unanticipated and unintended.Trade Review"Zachary Lockman's labors in the foundation records make Field Notes a must read for understanding the history of the social sciences and the building of area studies. And his wry style and sharp, carefully drawn conclusions makes reading the book a true pleasure." -- Robert Vitalis * University of Pennsylvania, author of White World Order, Black Power Politics: The Birth of American International Relations *"In considering the creation of the interdisciplinary field of Middle East studies in the United States, Zachary Lockman provides a dystopic vision from the commanding heights of the war games planners and petroleum executives to 'the lower parts of Max Weber.' Bristling with ideas and criticisms, Field Notes deserves to be placed alongside the life cycles and vicissitudes of Latin America, East Asia and Africa area studies in the making and unmaking of the twentieth century American empire." -- Edmund Burke III * University of California, Santa Cruz, author of The Ethnographic State: France and the Invention of Moroccan Islam *"Fair-minded, thorough, and thoughtful, Field Notes is essential reading for scholars in Middle East studies who want to learn the origins and fate of their field. With a broad vision and deep research, Zachary Lockman has much to teach anyone interested in the past, present, and future of international studies in the United States." -- David Engerman * Brandeis University *Table of ContentsContents and AbstractsPreface chapter abstractThe Preface explains what this book is about, its main focus and sources, some of its key arguments, and the scholarly literatures it seeks to engage with. Unlike the author's earlier book Contending Visions of the Middle East, this book is based on the archives of foundations, academic organizations and universities, and it explores how area studies – and especially Middle East studies – were conceived and launched as new academic fields and how they evolved in the decades that followed. The approach is in keeping with a recent scholarly trend that "follows the money" as a way to elucidate how academic disciplines and fields, and forms of knowledge, have been shaped by extra-academic influences, including the patronage of the big foundations. The Preface briefly discusses some work on area studies as a way of clarifying what this book seeks to do, and why. 1"We Shall Have to Understand It" chapter abstractThis chapter discusses the rise of the Carnegie and Rockfeller philanthropic foundations before the First World War as well as of the establishment of the American Council of Learned Societies and the Social Science Research Council in the 1920s, and explores how, from the later 1920s through the 1930s, foundation funding channeled directly to scholars and universities as well as through the ACLS fostered the development of new networks and sites that fostered the expansion of cross-disciplinary scholarship and training (including language training) focused on specific world regions (rather than along conventional disciplinary lines), especially non-Western regions and their languages. These developments provided experience and models that would be drawn on during and after the Second World War to produce what would come to be called area studies. 2"The Regional Knowledge Now Required" chapter abstractThis chapter shows how, during the Second World War, the idea of producing interdisciplinary knowledge that was focused on geographic regions and would be useful to government and the military was fostered at a range of new entities and sites, including the Office of Strategic Services, the Ethnogeographic Board and the Army Specialized Training Program, through which thousands of recruits received training in foreign languages and cultures on college and university campuses. Fueled by the conviction that after the war Americans would need knowledge about the world commensurate with the country's new status as a global power, these developments crystallized into a growing sentiment that area studies must become a permanent component of postwar higher education, accompanied by efforts to define what this new field should be. 3Launching a New Field chapter abstractEven before the end of WWII, the Rockefeller and Carnegie foundations, working closely with the SSRC, began planning to fund a network of university-based area studies centers to produce a new kind of interdisciplinary knowledge and train graduate students accordingly. Large-scale foundation funding resulted in new institutions and practices and by the late 1940s area studies was up and running as a new academic field. Though it was certainly inflected by Cold War concerns and priorities, this chapter argues that its development and content cannot be reduced to them. Another relevant context was the rapid expansion of higher education in the United States that began after the war, and proliferation of new modes of university-based research and training. The rise of area studies was accompanied by considerable contention over its purposes and goals, and by SSRC academics' (ultimately unsuccessful) efforts to elaborate its theory and methodology. 4Princeton, the ACLS and Postwar Near Eastern Studies chapter abstractThis chapter explores the establishment of the first purportedly interdisciplinary Middle East studies in the United States, at Princeton in 1947, with Carnegie and Rockfeller funding, and reconstructs the vicissitudes of that program into the 1950s. It then investigates the efforts of the American Council of Learned Societies to promote its vision of Middle East studies, with an emphasis on undergraduate education and language instruction, and why that vision ultimately lost out to the Social Science Research Council's vision focusing on social-science research and on graduate training. 5A Committee for the Near and Middle East chapter abstractThis chapter explores the SSRC's engagement with Middle East studies in the first half of the 1950s, mainly through the vehicle of a new SSRC Committee on the Near and Middle East charged with leading the field's intellectual and institutional development. Constituted in 1951, this committee proved unable to formulate an effective research program or to secure funding from the Ford Foundation, which became by far the biggest patron of area studies in the 1950s. 6Field-Building in Boom Times chapter abstractThis chapter focuses on the decade from the mid-1950s to the mid-1960s, during which, thanks to a massive influx of foundation and (from 1958) federal funding, Middle East studies got off the ground. It explores this development through the work of the reconstituted SSRC committee for the field, which accomplished a great deal in terms of establishing the field's infrastructure (language-training programs, research fellowship programs, library and bibliographic resources, etc.) but was much less successful at its task of elaborating a research agenda rooted in some coherent paradigm of area studies or Middle East studies. 7"A Need for More Regular Contact" chapter abstractBy the early/mid 1960s, the rapid growth of Middle East studies created the material basis for a national professional organization for the field, and this chapters explores the efforts to achieve that. It begins by reconstructing the rise and fall of the American Association for Middle East Studies, which played an active role for some years but then disappeared, apparently because of its Zionist connections. It then narrates the foundation of the Middle East Studies Association in 1966, that association's early history, contention within it concerning politics, diversity and democracy, and how scholars and institutions in this field came to be subjected to politically motivated attacks by outside groups. 8"The Lower Parts of Max Weber" chapter abstractThis chapter traces the trajectory of the SSRC-ACLS Joint Committee on the Near and Middle East form the late 1960s to the 1980s, focusing on its ongoing (but largely unsuccessful) struggle to formulate a coherent research agenda for the field, its members' anxieties about what they perceived as the inferiority and backwardness of their field in relation to disciplines like political science, and their pessimism about the field's prospects. It ends on the cusp of the changes of the 1980s that transformed many humanities fields, including area studies. Epilogue chapter abstractThe Epilogue opens by discussing the SSRC's decision in 1996 to dissolve its regional committees and put in place a new structure for its international work. Summing up a key thrust of the book, it argues that the 1980s proved a turning point for Middle East studies because the intellectual, social and cultural shifts of that period rendered moot the longstanding quest for a paradigm that would inform the field intellectually. Thus it came to be recognized that this field had an essentially institutional and social basis, rather than an intellectual one. The Epilogue also engages with the widespread scholarly perspective that depicts area studies as essentially a product of the Cold War as well as with a number of other takes on the history and import of area studies, and discusses the question of what impact efforts to produce "policy-relevant" knowledge actually had on policymakers.

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Book SynopsisField Notes uncovers how Middle East studies as an academic field was built over the course of the 20th century—a process replete with contention, anxiety, dead ends, and consequences both unanticipated and unintended.Trade Review"Zachary Lockman's labors in the foundation records make Field Notes a must read for understanding the history of the social sciences and the building of area studies. And his wry style and sharp, carefully drawn conclusions makes reading the book a true pleasure." -- Robert Vitalis * University of Pennsylvania, author of White World Order, Black Power Politics: The Birth of American International Relations *"In considering the creation of the interdisciplinary field of Middle East studies in the United States, Zachary Lockman provides a dystopic vision from the commanding heights of the war games planners and petroleum executives to 'the lower parts of Max Weber.' Bristling with ideas and criticisms, Field Notes deserves to be placed alongside the life cycles and vicissitudes of Latin America, East Asia and Africa area studies in the making and unmaking of the twentieth century American empire." -- Edmund Burke III * University of California, Santa Cruz, author of The Ethnographic State: France and the Invention of Moroccan Islam *"Fair-minded, thorough, and thoughtful, Field Notes is essential reading for scholars in Middle East studies who want to learn the origins and fate of their field. With a broad vision and deep research, Zachary Lockman has much to teach anyone interested in the past, present, and future of international studies in the United States." -- David Engerman * Brandeis University *Table of ContentsContents and AbstractsPreface chapter abstractThe Preface explains what this book is about, its main focus and sources, some of its key arguments, and the scholarly literatures it seeks to engage with. Unlike the author's earlier book Contending Visions of the Middle East, this book is based on the archives of foundations, academic organizations and universities, and it explores how area studies – and especially Middle East studies – were conceived and launched as new academic fields and how they evolved in the decades that followed. The approach is in keeping with a recent scholarly trend that "follows the money" as a way to elucidate how academic disciplines and fields, and forms of knowledge, have been shaped by extra-academic influences, including the patronage of the big foundations. The Preface briefly discusses some work on area studies as a way of clarifying what this book seeks to do, and why. 1"We Shall Have to Understand It" chapter abstractThis chapter discusses the rise of the Carnegie and Rockfeller philanthropic foundations before the First World War as well as of the establishment of the American Council of Learned Societies and the Social Science Research Council in the 1920s, and explores how, from the later 1920s through the 1930s, foundation funding channeled directly to scholars and universities as well as through the ACLS fostered the development of new networks and sites that fostered the expansion of cross-disciplinary scholarship and training (including language training) focused on specific world regions (rather than along conventional disciplinary lines), especially non-Western regions and their languages. These developments provided experience and models that would be drawn on during and after the Second World War to produce what would come to be called area studies. 2"The Regional Knowledge Now Required" chapter abstractThis chapter shows how, during the Second World War, the idea of producing interdisciplinary knowledge that was focused on geographic regions and would be useful to government and the military was fostered at a range of new entities and sites, including the Office of Strategic Services, the Ethnogeographic Board and the Army Specialized Training Program, through which thousands of recruits received training in foreign languages and cultures on college and university campuses. Fueled by the conviction that after the war Americans would need knowledge about the world commensurate with the country's new status as a global power, these developments crystallized into a growing sentiment that area studies must become a permanent component of postwar higher education, accompanied by efforts to define what this new field should be. 3Launching a New Field chapter abstractEven before the end of WWII, the Rockefeller and Carnegie foundations, working closely with the SSRC, began planning to fund a network of university-based area studies centers to produce a new kind of interdisciplinary knowledge and train graduate students accordingly. Large-scale foundation funding resulted in new institutions and practices and by the late 1940s area studies was up and running as a new academic field. Though it was certainly inflected by Cold War concerns and priorities, this chapter argues that its development and content cannot be reduced to them. Another relevant context was the rapid expansion of higher education in the United States that began after the war, and proliferation of new modes of university-based research and training. The rise of area studies was accompanied by considerable contention over its purposes and goals, and by SSRC academics' (ultimately unsuccessful) efforts to elaborate its theory and methodology. 4Princeton, the ACLS and Postwar Near Eastern Studies chapter abstractThis chapter explores the establishment of the first purportedly interdisciplinary Middle East studies in the United States, at Princeton in 1947, with Carnegie and Rockfeller funding, and reconstructs the vicissitudes of that program into the 1950s. It then investigates the efforts of the American Council of Learned Societies to promote its vision of Middle East studies, with an emphasis on undergraduate education and language instruction, and why that vision ultimately lost out to the Social Science Research Council's vision focusing on social-science research and on graduate training. 5A Committee for the Near and Middle East chapter abstractThis chapter explores the SSRC's engagement with Middle East studies in the first half of the 1950s, mainly through the vehicle of a new SSRC Committee on the Near and Middle East charged with leading the field's intellectual and institutional development. Constituted in 1951, this committee proved unable to formulate an effective research program or to secure funding from the Ford Foundation, which became by far the biggest patron of area studies in the 1950s. 6Field-Building in Boom Times chapter abstractThis chapter focuses on the decade from the mid-1950s to the mid-1960s, during which, thanks to a massive influx of foundation and (from 1958) federal funding, Middle East studies got off the ground. It explores this development through the work of the reconstituted SSRC committee for the field, which accomplished a great deal in terms of establishing the field's infrastructure (language-training programs, research fellowship programs, library and bibliographic resources, etc.) but was much less successful at its task of elaborating a research agenda rooted in some coherent paradigm of area studies or Middle East studies. 7"A Need for More Regular Contact" chapter abstractBy the early/mid 1960s, the rapid growth of Middle East studies created the material basis for a national professional organization for the field, and this chapters explores the efforts to achieve that. It begins by reconstructing the rise and fall of the American Association for Middle East Studies, which played an active role for some years but then disappeared, apparently because of its Zionist connections. It then narrates the foundation of the Middle East Studies Association in 1966, that association's early history, contention within it concerning politics, diversity and democracy, and how scholars and institutions in this field came to be subjected to politically motivated attacks by outside groups. 8"The Lower Parts of Max Weber" chapter abstractThis chapter traces the trajectory of the SSRC-ACLS Joint Committee on the Near and Middle East form the late 1960s to the 1980s, focusing on its ongoing (but largely unsuccessful) struggle to formulate a coherent research agenda for the field, its members' anxieties about what they perceived as the inferiority and backwardness of their field in relation to disciplines like political science, and their pessimism about the field's prospects. It ends on the cusp of the changes of the 1980s that transformed many humanities fields, including area studies. Epilogue chapter abstractThe Epilogue opens by discussing the SSRC's decision in 1996 to dissolve its regional committees and put in place a new structure for its international work. Summing up a key thrust of the book, it argues that the 1980s proved a turning point for Middle East studies because the intellectual, social and cultural shifts of that period rendered moot the longstanding quest for a paradigm that would inform the field intellectually. Thus it came to be recognized that this field had an essentially institutional and social basis, rather than an intellectual one. The Epilogue also engages with the widespread scholarly perspective that depicts area studies as essentially a product of the Cold War as well as with a number of other takes on the history and import of area studies, and discusses the question of what impact efforts to produce "policy-relevant" knowledge actually had on policymakers.

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