Educational administration and organization Books

Book SynopsisSocial Network Theory and Educational Change offers a provocative and fascinating exploration of how social networks in schools can impede or facilitate the work of education reform. Drawing on the work of leading scholars, the book comprises a series of studies examining networks among teachers and school leaders, contrasting formal and informal organizational structures, and exploring the mechanisms by which ideas, information, and influence flow from person to person and group to group. The case studies provided in the book reflect a rich variety of approaches and methodologies, showcasing the range and power of this dynamic new mode of analysis. An introductory chapter places social network theory in context and explains the basic tools and concepts, while a concluding chapter points toward new directions in the field. Taken together, they make a powerful statement: that the success or failure of education reform ultimately is not solely the result of technical plans and blueprints, but of the relational ties that support or constrain the pace, depth, and direction of change. This unique volume provides an invaluable introduction to an emerging and increasingly important field of education research.

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Book SynopsisIn this increasingly regulated, but contested, climate, teacher education has become a field of study separate from the study of learning or teaching itself. The Oxford Encyclopedia of Global Perspectives on Teacher Education includes new articles on innovative, grounded, and theory-based work being done by established global scholars who are interrogating educational issues related to teacher education. A major aim of the project is to pave the way for scholars to learn from each other, recognizing not only similarities but also differences in perspectives, and in doing so, encourage those working in teacher education to create more sustainable, focused, and collaborative approaches to the merging of theory and practice.The Encyclopedia is international in scope and encompasses the breadth of significant scholarship in the field of teacher education from both well-known and emerging scholars. Comprehensive in nature, it includes new foundational essays on the most pressing issues impacting teacher education and includes analytic essays from across the globe. Topics include a balance of critical, historical, psychological, and sociological perspectives. Written with both early-career and more experienced scholars in mind, the collection provides international perspectives on crucial topics such as social justice and equity in teacher education, and features a number of scholars from Indigenous communities and the Global South. As teacher education is increasingly held responsible for everything from falling PISA rankings, widening achievement gaps, and lower student outcomes to even poverty itself, this volume is particularly timely in its collection of the most significant thinking and research in the field.Trade ReviewI would synthesize the book's benefits into two main categories: perspectives and availability. In terms of the perspectives, the book provides the reader with an assortment of views on teacher education; some are innovative and inspiring, some are combined and synthesized, and some are updated and newly developed from canonical works. As for availability, all collected works appear online as part of the Oxford Research Encyclopedia of Education, which makes access convenient. * Yang Gao, Dalian Maritime University, Journal of International Students *Table of ContentsAgency in Teacher Education Applying Disability Critical Race Theory (DisCrit) in the Practice of Teacher Education in the United States Art-Informed Pedagogies in the Preparation of Teachers Blended Learning in Teacher Education Bourdieu and Education Community-based Experiential Learning in Teacher Education Community-Engaged Teacher Preparation Complexity Theory and Teacher Education Conceptions and Models of Teacher Education Concepts of Care in Teacher Education Core Reflection Approach in Teacher Education 'Crisis' in Teacher Education, The Critical Media Literacy in Teacher Education, Theory, and Practice Culturally Responsive Classroom Management Culturally Responsive Pedagogy in Teacher Education Deleuze and Guattari and Teacher Education Early Childhood Teacher Education in Global Perspective Educating Teachers for High-Poverty Schools Education and Activism Emotion and Teacher Education Ethnographic Inquiry in Teacher Education Exploration of Evolving Approaches to Teacher Identity Revealed in Literature on Teaching from 2010 to 2018, An Gender and Sexual Diversity in Teacher Education Global Orientations, Local Challenges, and Promises in Initial Teacher Education Globalization, Digital Technology, and Teacher Education in the United States Heuristic Inquiry in Teacher Education Impact of Educational Neoliberalism on Teachers in Singapore, The Indigenous Australian Studies, Indigenist Standpoint Pedagogy, and Student Resistance Indigenous Teacher Education in Canada and Aotearoa New Zealand Influence of Pedagogical Entrepreneurship in Teacher Education, The Influence of Teacher Education on Teacher Beliefs, The Inquiry-Based Learning and its Enhancement of the Practice of Teaching John Dewey and Teacher Education Learner Engagement in Teacher Education Longitudinal Study of Teachers Mentoring in Teacher Education, The Role of Online Networks in Teacher Education Performance-Based Assessment in Preparing Teachers Postcolonial Theory in Teacher Education Preparing Assessment-Literate Teachers Preparing Pre-service Teachers for Rural Schools Preparing Teachers for Collaborative Classrooms Professional Experience for International Students within the Australian Teacher Education Context Professionalizing Teacher Education Accountability Real-Time Coaching for Pre-Service Teachers Research on Racism in Teacher Education in the United States Reviews of Teachers' Beliefs School Based Pre-service (Initial) Teacher Training Programs in the United States of America and the United Kingdom School-Based Professional Development Programs for Beginning Teachers Simple and Complex Views of Teacher Development Simulation as a Strategy in Teacher Education Spiritual Development and Preparation of Teachers Standards and Benchmarks in Teacher Training Programs Status of Teachers, The Status, Content, and Evaluation of Lesson Study in Japan on Teacher Professional Development Systemic Functional Linguistics in Teacher Education Teacher Education and Inclusion in the Asia-Pacific Region Teacher Education and Inclusivity Teacher Education and Lesson Study Teacher Education and Refugee Students Teacher Education and the Global Impact of Teach For All Teacher Education and Whiteness and Whiteness in Teacher Education in the United States Teacher Education for Bi/Multilingual Students Teacher Education for Cultural and Linguistic Diversity in the United States Teacher Education in Australia Teacher Education in Finland and Future Directions Teacher Education in Germany Teacher Education in México Teacher Education in New Zealand Teacher Education in Russia Teacher Education in Singapore Teacher Education Reform in the Asia-Pacific Region Teacher Education Research Teacher Identity Research and Development Teacher Leadership and Professionality Teacher Preparation for Physical Education in an Increasingly Sedentary World in Singapore Teacher Quality in Singapore Teacher Research in Teacher Education Teacher Training for the Transformation of Schools and Communities Teachers' Knowledge for the Digital Age Theories of Generative Change in Teacher Education Transforming Teacher Education in South Africa Translanguaging in Educating Teachers of Language-Minoritized Students Trauma-Informed Practice for Pre-service Teachers Well-being and the Preparation of Teachers

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Book SynopsisFrom the Disney Teacher of the Year and New York Times bestselling author comes the ideal updated companion to the revised edition of The Essential 55. Ron Clark''s The Essential 55 took the country by storm, selling over over one million copies. Now he provides a new edition of the companion workbook with fresh exercises for teachers and parents to transform any child into a successful student.The Essential 55 Workbook is full of easy-to-do lessons to help you reinforce The Essential 55 rules that every child should know. With a series of self-tests, exercises, and questionnaires, The Essential 55 Workbook allows you to adapt Ron Clark''s successful tools to your own situation. With determination, discipline, and regular rewards, the children you stick by will be the children you come to admire.

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Book SynopsisThomas J. Sergiovanni is Lillian Radford Professor of Education at Trinity University, San Antonio, Texas, where he teaches in the school leadership program and in the five-year teacher education program. Prior to joining the faculty at Trinity, he was on the faculty of education administration at the University of Illinois, Urbana-Champaign, for 19 years, and he chaired the department for 7 years. A former associate editor of Educational Administration Quarterly, he serves on the editorial boards of Journal of Personnel Evaluation in Education and Catholic Education: A Journal of Inquiry and Practice. Among his recent books are Moral Leadership (1992), Building Community in Schools (1994), Leadership for the Schoolhouse (1996), The Lifeworld of Leadership: Creating Culture, Community, and Personal Meaning in Our Schools (2000), Strengthening the Heartbeat: Leading and Learning Together in Schools (2005), Supervision:Table of ContentsPart 1 The Moral Dimension Chapter 1 Setting the Stage: Administering as a Moral Craft Part 2 Toward a New Theory of Principal Leadership Chapter 2 The Principal's Job Today and Tomorrow Chapter 3 The Limits of Traditional Management Theory Chapter 4 A New Theory for the Principalship Chapter 5 The School as a Moral Community Part 3 Providing Leadership Chapter 6 The Forces of Leadership and the Culture of Schools Chapter 7 The Stages of Leadership: A Developmental View Chapter 8 Leading in a Community of Leaders Part 4 Instructional Leadership Chapter 9 Characteristics of Successful Schools Chapter 10 Becoming a Community of Mind Chapter 11 Teaching, Learning, and Community Chapter 12 Instructional Leadership, Supervision, and Teacher Development Chapter 13 Clinical Supervision, Coaching, Peer Inquiry, and Other Supervisory Practices Part 5 Motivation, Commitment, and Change Chapter 14 Motivation, Commitment, and the Teacher's Workplace Chapter 15 The Change Process Glossary References Index

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Book SynopsisAbout our authors Edward H. Moore is a Professor Emeritus in the College of Communication and Creative Arts at Rowan University in Glassboro, New Jersey. Moore started his career as a school public relations practitioner and went on to serve more than 25 years as a public relations counselor, journalist, and educator working with a variety of corporate and educational organizations throughout North America, Europe, and Asia. Moore was managing editor of Communication Briefings, an international communications newsletter, and he previously served as Associate Director of the National School Public Relations Association. Moore taught public relations for more than 20 years. At Rowan University he was a Professor and Coordinator of the M.A. program in public relations. He holds an M.A. in school information services from Glassboro, New Jersey, State College, and is accredited in public relations by the Universal Accreditation Board. Dr.Table of ContentsBrief Contents PART I: ESSENTIAL CONSIDERATIONS The Importance of Public Relations Public Character of the School Understanding the Community Policies, Goals, and Strategies Administering the Program PART II: RELATIONS WITH SPECIAL PUBLICS The Communication Process Communicating with Internal Publics Communicating with External Publics Crisis Communication Communication about School Services, Activities, and Events PART III: COMMUNICATIONS TOOLS Working with the News Media Creating and Delivering Online and Print Communications Conducting Special Issue Campaigns Communication School Finance Issues PART IV: EVALUATION Communication Assessment and Accountability Appendix A: Organizations that Could Be Helpful

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Book SynopsisCurriculum with Soul is a dynamic guide for Secondary English leaders, revitalising curriculum planning and strategy across all key stages. It encourages the use of diverse texts and impactful assessments, offering practical examples and reflective points. This book empowers and challenges teachers to create an inspiring and joyful curriculum.Jo Heathcote draws on her passion for English and years of experience as a Head of Department, examiner, author, and consultant in schools, to make the case for reframing your thinking about the English curriculum and rekindling the spirit and passion in English classrooms.Jo''s engaging and accessible style blends personal experience with sage advice. She champions a straightforward, manageable curriculum design that focuses on teaching essential content effectively without overwhelming students. The book shows how to build a logical progression of skills and knowledge to enrich students' learning experiences, while also making the most of the fr

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Book SynopsisPedagogy with Heart is a dynamic teaching guide for new and trainee Secondary English teachers. It delves into the core principles of English instruction, offering strategies to enhance oracy, reading, and writing. With a focus on practical application and teacher wellbeing, it empowers educators to master their craft and teach confidently.Eleanor White draws on her love and passion for English and years of experience as a Head of Department and current teacher trainer, to highlight the richness and versatility of English as a subject.The warm, friendly tone blends pedagogical ideas with research and practical application so you can implement strategies with care and confidence. Whether you're seeking to develop speaking and listening; encourage a love of reading in your students; understand the importance of feedback, questioning and thinking critically, this guide is packed with great advice to transform your English classroom.Organised into succinct, accessible chapters with plenty

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Book SynopsisIn times of international political and economic change the great universities of Europe and North America are being transformed. The papers of this volume are the outcome of the process of discussions, which took place during the 1995 international symposium on the future role of the university held in Vienna, Austria.Trade ReviewProfessor Sir David Williams, Vice-Chancellor, University of Cambridge This invaluable volume addresses both the pressures for change...and also the responses of university governing bodies and heads in terms of institutional adaptation. A common theme throughout has been the vital importance of maintaining the values and ethos of universities through the whirlwind of change... The book will be essential reading for all those who, in different ways are concerned for the future of universities, and who are able to participate in the debate.Table of ContentsForeword (Chancellor Paul Hardin, Rector Fritz Scheuch). Acknowledgments. List of Contributors. The implications of a post-industrial environment for the university: an introduction (D.D. Dill, B. Sporn). An historical perspective on the university's role in social development (S. Rothblatt). The New Social Demands and Underlying Assumptions. The stirring of the prince and the silence of the lambs: the changing assumptions beneath higher education policy, reform, and society (G. Neave). Mass higher education and social mobility: a tenuous link (H. Nowotny). The university as an instrument for the development of science and basic research: the implications of mode 2 science (M. Gibbons). The university as an instrument for economic and business development: United States and European comparisons (H. Goldstein et al.). Implications for University Organization. Images of university structure, governance, and leadership: adaptive strategies for the new environment (M. Peterson). Complexity and differentiation: the deepening problem of university integration (B. Clark). The "marketization" of higher education: reforms and potential reforms in higher education finance (G. Williams). The new context for academic quality (F. van Vught). University 2001: what will the university of the 21st century look like? (B. Sporn, D.D. Dill).

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Book SynopsisProvides readers with an overview of the state of higher education research and its relationship to policy and practice. This work draws upon developments in higher education research in Australia, Canada, Japan and Latin America to provide a comparative perspective on the state of higher education research.Table of ContentsPart 1: Introduction. The relationships between higher education research and higher education policy and practice: the researcher's perspective (U. Teichler). Part 2: Major Issues in Comparative Perspective. Research, policy and practice: assessing their actual and potential linkages (E. El-Khawas). Higher education research, policy and practice: contexts, conflicts and the new horizon (Motohisa Kaneko). Higher education research: the hourglass structure and its implications (P.A.M. Maassen). Part 3: Experiences from Individual Countries and Regions. Higher education research and policy in Canada (G.A. Jones). Higher education policy research in Australia (M. Hayden). Recent developments of higher education research and higher education policy in Japan (Akira Arimoto). Latin America: higher education research in a transformation context (C. Garcia-Guadilla). Part 4: A Synthesis. Higher education research in the light of a dialogue between policy makers and practitioners (P. Scott). Annex 1. Higher education and the World Bank: from policy to practice. Annex 2. Academic social science research and policy-making in Chile (R. Urza).Annex 3. Select Bibliography on higher education research and policy-making.

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Book SynopsisFor classroom teachers at all levels, here is a unique collection of practical, proven-effective techniques and ready-to-use tools for managing classroom behavior and creating the positive environment that students and teachers need to promote learning. Each classroom-tested strategy is presented in a simple-to-use format for quick reference that shows: What the technique or idea is, Why you need it, and How to make it work. Plus, the techniques are complemented by support ideas, time-saving reproducible forms, lively illustrations, and interesting, reproducible quote about teaching. For easy to use, it s all printed in a big, 8-1/2 x 11 lay-flat format for easy photocopying and its organized into 10 sections: PHILOSOPHY provides a philosophical framework for the strategies presented in the book, such as The Three C s of Teaching. KNOW YOU CLIENTS features activities and surveys, including Icebreaker: Backpack IntroducTrade Review"This book is positive, funny and full of ideas." (Arizona Daily Star, 2/2/03)Table of ContentsAbout This Teacher's Resource v Section 1 Philosophy 1 Section 2 Know Your "Clients" 17 Section 3 Home and School 57 Section 4 The First Week of School 75 Section 5 Vocabulary 93 Section 6 Techniques, Strategies, and Good Ideas 105 Section 7 Teaching Skills 147 Section 8 Great "Little Gems" 189 Section 9 Survival Skills 207 Section 10 Forms 225 Appendix 245 Bibliography 251

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Book SynopsisThe Guide covers changing school programs, staffing for effective discipline, and cutting-edge approaches such as peer counseling for dealing with student values and problems that are drastically different from those of only a few years ago.Table of ContentsChapter one: Kids aren't buying what we're selling anymore. It's a new ball game in school discipline. Modern threats to every school. What doesn't work anymore and why. The new agenda for today's youth. Chapter two: Shaping a school culture that works for learning. How the culture drives the school's discipline. Using your school's image as a self-fulfilling prophecy. Reproducible. An informal audit of school climate. How to drag your school's discipline philosophy into today's real world. Trust-building programs that can turn your school around. Celebrating diversity as a positive force in the school. Reproducible. Antidiscrimination pledge. New ways to work with today's students for better discipline. Conflict resolution: Students helping students to solve problems. Reproducible. Conflict resolution worksheet. Guidelines for a successful peer counseling program. Reproducible. Peer counseling application form. How to match students with "caring adults". Reproducible. Male minority mentor proposal. Chapter three: How changing school programs can promote positive discipline. What it takes to have a curriculum where all students succeed. How to personalize education through schools-within-a-school. Earmarks of successful alternative programs. Advisor-Advisee programs: revisited and revitalized. Reproducible. Role of advisors. Themes for the school year. Taking the school to students who won't come to school. Reproducible. Guidelines for the week. Sample evaluation form. Success secrets for effective after-school programs. Reproducible. Sample list of elementary and secondary activities. Sample mission, "Givens," goals of the student activity program. Sample activity director job description. Sample expectations for activity advisors. Sample eligibility policy. Ten Ways to use technology to turn students on. Chapter four: Assistant principals can't do it all anymore— staffing for effective discipline. What it takes to get the job done today. How to make effective use of police liaison officers. Reproducible. Police-school liaison program philosophy. Defining the role of security monitors. Reproducible. Security monitor— job description. Hall monitor— job description. Disciplinary Aide— job description. Step-by-step procedures for conducting background checks on security personnel. Reproducible. Sample release form. Sample records request letter. Why social workers are more important than ever. Using management aides for one-on-one supervision. Reproducible. Management/behavior aide— job description. Blueprints for using teacher-deans to improve discipline. Making everyone part of the school's discipline team. Reproducible. Behavior intervention program. Creative use of advocates and ombudsmen. Chapter five: How to deal with gangs in school. What gangs are all about. Why gangs appeal to today's youth. Special concerns about girls in gangs. How to spot gang presence in your school. How to make your school a safe-zone from gangs. Reproducible. Examples of gang symbolism in graffiti. Tips for releasing information about gangs to the media. Sample parent letter. Sample policy #1: gang activity or association. Sample policy #2: gang activity or association. Chapter six: What to do to curb violence in school. New ways to keep weapons out of your school. Security measures that reduce violence. Reproducible. Sample procedures. Sample parent letter. Tips for handling fights in school. Sample incident report form. How to plan an antiviolence education program. Handling the worst case scenario: terrorism in school. Sample antiviolence policies that work. Reproducible. Sample policy #1: weapons in school. Sample policy #2: dangerous weapons in the schools. Sample policy #3: possession of weapons and/or ammunition. Sample policy #4: weapons. Chapter seven: The best of the best in drug prevention measures. Current trends in student drug use. What's new in drug education. Role of the chemical health specialist. Reproducible. Chemical health specialist sample job description. Making drug prevention a community affair. Reproducible. Sample mission statement. Sample PCN Parent letter. How to have a drug-free school. Reproducible. Tobacco-free environment (policy #1). Alcohol and other drugs policy (policy #2). Student drug abuse (policy #3). Alcohol use by students (policy #4). Student Discipline-alcohol (policy #5). Student use of beepers (policy #6). Emergency intervention guidelines. Contract for life. Weekly Bulletin messages. Chapter eight: How to handle sexual harassment in school. What is sexual harassment? What's not? Examples of sexual harassment in schools. Special concerns about student-to-student harassment. How to protect your students and yourself. Reproducible. Sample sexual harassment report form. How to investigate complaints. Reproducible. Process for investigation. Tips on proper documentation. Reproducible. Sample letter of reprimand. Sexual harassment checklist. Samples policies dealing with sexual harassment. Reproducible. A sample school policy on sexual harassment. Sample policy: prohibition of sexual harassment and sexual violence. Chapter nine: New approaches to traditional discipline problems. Workable ways to reduce truancy. Reproducible. Sample policy #1: truancy. Sample policy #2: student attendance policy. Sample policy #3: appeals process— attendance. Sample truancy notice. Modern steps to stop student stealing. Tested tips to reduce vandalism. How to handle bus discipline. Reproducible. Sample policy #1: student conduct on school buses. Sample policy #2: student conduct on school buses. Sample policy #3: bus rider rules and disciplinary measures. Sample policy #4: school bus misconduct form. What to do about teen pregnancies, AIDS, and other STDs. Reproducible. Model guidelines for school attendance of children with Human Immune Deficiency Virus. Better methods for crowd control. Reproducible. Guidelines for good spectator sportsmanship. Improving substitute teacher discipline. Reproducible. Sample evaluation form: substitute teacher performance appraisal. Do's and Don'ts of due process. Reproducible. Sample policy #1: Student due process rights. Sample policy #2: due process. Sample policy #3: student due process rights. Student grievances form. New uses of suspension and expulsion. Reproducible. Sample expulsion letter. Sample Policy: suspension/expulsion of handicapped students. Chapter ten: Helping teachers learn the secrets of successful classroom management. It's a different classroom today. Defining a new role for teacher in discipline. Modernizing your classroom rules. What teaching strategies work best with today's students. 75 discipline tips for today's teachers. Reproducible. Behavior improvement form. Classroom behavior chart. Behavior marks on student report cards. Chapter eleven: How to rejuvenate the partnership between home and school. What went wrong with the partnership? The school's role in strengthening the family and the partnership. Reproducible. Education on the home front (16 ways to help your child stay out of trouble and succeed in school). How to help families boost self-esteem in their students. Reproducible. Parent tips on building a child's self-esteem. How to reach at-risk families and gain their support. What it takes to get communitywide involvement. Reproducible. Sample mission and goals: children first partnership. Process for community dialogue. Reproducible. Protocol for conducting town meetings. Chapter twelve: Little things that make a difference in discipline. Ways to work smarter in solving discipline problems. Reproducible. Tips for handling committees and meetings. How to document disciplinary action. When and how to use legal counsel. Where to go for help. What king of staff development helps discipline. Reproducible. Staff development evaluation form. Chapter thirteen: A final word. It's better than most people think. We're all in this together. Making it work. Appendices. Appendix A: Sample discipline policies. Reproducible. Educational and personal rights. Ombudsman. Student conduct off school grounds. Summer school. Special situations-substance abuse. Appendix B: Bibliography.

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Book SynopsisAs budgets tighten for school districts, a sound understanding of just how teaching and administration translate into student learning becomes increasingly important. Rebecca Barr, a researcher of classroom instruction and reading skill development, and Robert Dreeben, a sociologist of education who analyzes the structure of organizations, combine their expertise to explore the social organization of schools and classrooms, the division of labor, and the allocation of key resources. Viewing schools as part of a social organization with a hierarchy of levelsdistrict, school, classroom, instructional group, and studentsavoids the common pitfalls of lumping together any and all possible influences on student learning without regard to the actual processes of the classroom. Barr and Dreeben systematically explain how instructional groups originate, form, and change over time. Focusing on first grade reading instruction, their study shows that individual reading aptitude actually has little direct relation to group reading achievement and virtually none to the coverage of reading materials once the mean aptitude of groups is taken into consideration. Individual aptitude, they argue, is rather the basis on which teachers form reading groups that are given different instructional treatment. It is these differences in group treatment, they contend, that explain substantial differences in learning curricular material.

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Book SynopsisOne of the challenges facing education reformers in the US is how to devise a consistent and intelligent framework for instruction that will work across the nation's notoriously fragmented and politically conflicted school systems. This book offers guidance for state and local school systems as they attempt to respond to future reform proposals.Trade Review"Improvement by Design takes a fascinating look at an approach to and a period of educational reform that has not been fully examined. By providing a powerful illustration of the weaknesses and turbulence that reformers continue to ignore at their peril and cogently arguing for the development of a much more sophisticated infrastructure to support teaching and learning, the book makes a valuable contribution to the literature." (Thomas Hatch, Teachers College, Columbia University)"

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Book SynopsisOne of the challenges facing education reformers in the US is how to devise a consistent and intelligent framework for instruction that will work across the nation's notoriously fragmented and politically conflicted school systems. This book offers guidance for state and local school systems as they attempt to respond to future reform proposals.Trade Review"Improvement by Design takes a fascinating look at an approach to and a period of educational reform that has not been fully examined. By providing a powerful illustration of the weaknesses and turbulence that reformers continue to ignore at their peril and cogently arguing for the development of a much more sophisticated infrastructure to support teaching and learning, the book makes a valuable contribution to the literature." (Thomas Hatch, Teachers College, Columbia University)"

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Book SynopsisWorking mothers, broken homes, poverty, racial or ethnic background, poorly educated parentsthese are the usual reasons given for the academic problems of poor urban children. Reginald M. Clark contends, however, that such structural characteristics of families neither predict nor explain the wide variation in academic achievement among children. He emphasizes instead the total family life, stating that the most important indicators of academic potential are embedded in family culture. To support his contentions, Clark offers ten intimate portraits of Black families in Chicago. Visiting the homes of poor one- and two-parent families of high and low achievers, Clark made detailed observations on the quality of home life, noting how family habits and interactions affect school success and what characteristics of family life provide children with school survival skills, a complex of behaviors, attitudes, and knowledge that are the essential elements in academic success. Clark's conclusion

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Book SynopsisIn recent decades a growing number of middle-class parents have considered sending their children to - and often end up becoming active in - urban public schools. Their presence can bring long-needed material resources to such schools. The author shows that, it can also introduce new class and race tensions, and even exacerbate inequalities.Trade Review"Posey-Maddox's book makes an original contribution that is important to current conversations about urban schools. The question of what role middle-class families can/should play in urban school reform is a pressing one, and her research raises a series of questions that I have not seen raised elsewhere as clearly or directly. It captures key dimensions of how cities are changing and the impact those changes are having on our most important institutions." (Amanda E. Lewis, Emory University)"

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Book SynopsisFrom the Suzuki method to calculus-based physics, from AP tests all the way back to early-learning Kumon courses, students are increasingly pushed to excel, with that Harvard or Yale acceptance letter held tantalizingly in front of them. The authors unveil a formidable process of class positioning at the heart of the college admissions process.

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Book SynopsisBased on years of frontline experience in New York's inner-city schools, this text seeks to demonstrate that intense policing and security strategies are not only ineffectual, they divorce students and teachers from their ethical and behavioural responsibilities.Table of ContentsAcknowledgments Introduction 1: Schools or "Schools"? Competing Discourses on Violence 2: Tutors, Mentors, Ethnographers 3: Foucault, Security Guards, and Indocile Bodies 4: Teachers and the "Marshmallow Effect" 5: Pedagogical Theory and the Mind/Body Duality 6: Violence: The Latest Curricular Specialty 7: "Youth's Youthfulness": An Alternate View 8: Remythologizing Inner-City Schooling Epilogue: A Jesuitical Fantasy Notes Bibliography Index

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Book SynopsisAfter years of preparation and anticipation, many students arrive at college without any real knowledge of the ins and outs of college life. Written by an award-winning teacher, this title provides much-needed help to students, offering practical tips and specific study strategies that will equip them to excel in their new environment.Trade Review"How to Succeed in College is the best book I have ever read about the student experience and how to navigate academic life in any college or university. Jon B. Gould is a professor who cares deeply about student success, understands the student/teacher relationship, and has a terrific sense of humor. If we could somehow get every high school senior and college freshman, guidance counselor, and parent in the country to read this book, our college students would make the most out of their education, one of the most important investments they will ever make." -Susan Herbst, president, University of Connecticut"

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Book SynopsisIf there is one thing that describes the trajectory of American education, it is this: more high-stakes testing. In the United States, the debates surrounding this trajectory can be so fierce that it feels like we are in uncharted waters. As Christopher Bjork reminds us in this study, however, we are not the first to make testing so central to education: Japan has been doing it for decades. Drawing on Japan's experiences with testing, overtesting, and recent reforms to relax educational pressures, he sheds light on the best path forward for US schools. Bjork asks a variety of important questions related to testing and reform: Does testing overburden students? Does it impede innovation and encourage conformity? Can a system anchored by examination be reshaped to nurture creativity and curiosity? How should any reforms be implemented by teachers? Each chapter explores questions like these with careful attention to the actual effects policies have had on schools in Japan and other Asian s

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Book SynopsisDiscusses the heated debate raging on the US nation's schools, with proposals ranging from imposing national standards to replacing public education altogether with a voucher system for private schools. This study proposes a solution to the problem by finding a middle ground between these extremes.

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Book SynopsisBalancing the development of autonomy with that of social interdependence is a crucial aim of education in any society, but nowhere has it been more hotly debated than in Japan, where controversial education reforms over the past twenty years have attempted to reconcile the two goals. In this book, Peter Cave explores these reforms as they have played out at the junior high level, the most intense pressure point in the Japanese system, a time when students prepare for the high school entrance exams that will largely determine their educational trajectories and future livelihoods. Cave examines the implementation of relaxed education reforms that attempted to promote individual autonomy and free thinking in Japanese classrooms. As he shows, however, these policies were eventually transformed by educators and school administrators into curricula and approaches that actually promoted social integration over individuality, an effect opposite to the reforms' intended purpose. With vivid

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Book SynopsisWe've heard plenty from politicians and experts on affirmative action and higher education, about how universities should intervene if at all to ensure a diverse but deserving student population. But what about those for whom these issues matter the most? In this book, Natasha K. Warikoo deeply explores how students themselves think about merit and race at a uniquely pivotal moment: after they have just won the most competitive game of their lives and gained admittance to one of the world's top universities. What Warikoo uncovers talking with both white students and students of color at Harvard, Brown, and Oxford is absolutely illuminating; and some of it is positively shocking. As she shows, many elite white students understand the value of diversity abstractly, but they ignore the real problems that racial inequality causes and that diversity programs are meant to solve. They stand in fear of being labeled a racist, but they are quick to call foul should a diversity program appear at all to hamper their own chances for advancement. The most troubling result of this ambivalence is what she calls the diversity bargain, in which white students reluctantly agree with affirmative action as long as it benefits them by providing a diverse learning environment racial diversity, in this way, is a commodity, a selling point on a brochure. And as Warikoo shows, universities play a big part in creating these situations. The way they talk about race on campus and the kinds of diversity programs they offer have a huge impact on student attitudes, shaping them either toward ambivalence or, in better cases, toward more productive and considerate understandings of racial difference. Ultimately, this book demonstrates just how slippery the notions of race, merit, and privilege can be. In doing so, it asks important questions not just about college admissions but what the elite students who have succeeded at it who will be the world's future leaders will do with the social inequalities of the wider world.

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Book SynopsisA little-discussed aspect of the No Child Left Behind Act (NCLB) is a mandate that requires failing schools to hire after-school tutoring companies and to pay them with federal funds. This title takes a hard look at the implications of this blurring of the boundaries between government, schools, and commerce in New York City.Trade Review"This is a rare and powerful take on the role and work of supplementary educational services. In investigating these services, Koyama has staked out a whole new domain for closer inquiry, successfully convincing us that these services deserve scrutiny and often perpetuate failure. Making Failure Pay should be shared and should inform future research and policy making." - Edmund T. Hamann, University of Nebraska-Lincoln"

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Book SynopsisA little-discussed aspect of the No Child Left Behind Act (NCLB) is a mandate that requires failing schools to hire after-school tutoring companies and to pay them with federal funds. This title takes a hard look at the implications of this blurring of the boundaries between government, schools, and commerce in New York City.Trade Review"This is a rare and powerful take on the role and work of supplementary educational services. In investigating these services, Koyama has staked out a whole new domain for closer inquiry, successfully convincing us that these services deserve scrutiny and often perpetuate failure. Making Failure Pay should be shared and should inform future research and policy making." - Edmund T. Hamann, University of Nebraska-Lincoln"

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Book SynopsisAn account of the search over the past 100 years or so, to try and discover how educational research might provide reliable prescriptions for the improvement of education.Trade Review"[C]andid and incisive.... A stark yet enlightening look at American education." - Library Journal; "[A]n account of the search, over the past hundred or so years, to try and discover how educational research might provide reliable prescriptions for the improvement of education. Through extensive use of contemporary reference material, [Lagemann] shows that the search for ways of producing high-quality research has been, in effect, a search for secure disciplinary foundations." - Dylan William, Times Higher Education Supplement

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Book SynopsisAmerican high schools have never been under more pressure to reform: student populations are more diverse than ever, resources are limited, and teachers are expected to teach to high standards for all students. With wide-ranging implications, this text looks into teacher communities.

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Book SynopsisUrban schools are often associated with violence, chaos, and youth aggression. But is this reputation really the whole picture? In Navigating Conflict, Calvin Morrill and Michael Musheno challenge the violence-centered conventional wisdom of urban youth studies, revealing instead the social ingenuity with which teens informally and peacefully navigate strife-ridden peer trouble. Taking as their focus a multi-ethnic, high-poverty school in the American southwest, the authors complicate our vision of urban youth, along the way revealing the resilience of students in the face of carceral disciplinary tactics. Grounded in sixteen years of ethnographic fieldwork, Navigating Conflict draws on archival and institutional evidence to locate urban schools in more than a century of local, state, and national change. Morrill and Musheno make the case for schools that work, where negative externalities are buffered and policies are adapted to ever-evolving student populations. They argue that these kinds of schools require meaningful, inclusive student organizations for sustaining social trust and collective peer dignity alongside responsive administrative leadership. Further, students must be given the freedom to associate and move among their peers, all while in the vicinity of watchful, but not intrusive adults. Morrill and Musheno make a compelling case for these foundational conditions, arguing that only through them can schools enable a rich climate for learning, achievement, and social advancement.

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Book SynopsisWhat happens when teachers share power with students? In this text, Ira Shor - one of the earliest proponents of critical pedagogy in the United States - relates the story of an experiment that nearly went out of control.

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Book SynopsisGerman society underwent greater change under the four years of military occupation than it had under Hitler and the Nazis. The issue of reeducation lay at the heart of America's occupation policies. Encompassing denazification, restructuring of the school system, university reform, and cultural exchange, reeducation began as an idealistic (and naive) attempt to democratize Germany by making her over in the American image. For this meticulously researched study, James F. Tent has drawn on a wealth of recently declassified documents and on numerous personal interviews with veterans of the Occupation. He brings to life not only the dilemmas American officials faced in balancing the need for a political purge against the need to rehabilitate a disrupted society but also the paradoxes involved in a democracy's attempt to impose its ideals on another people. His book chronicles the dedicated work of many Americans; it also illuminates America's Occupation experience as a whole.

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Book SynopsisAnna Maria van Schurman (1607-1678) was an advocate and exemplar of women's education, this text contains her writings on the defence of women's education, her letters to other learned women, her own account of her early life as well as responses to her work from male contemporaries

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Book SynopsisVives advocated education for all women, regardless of social class and ability. From childhood through adolescence to marriage and widowhood, this manual offers advice as well as philosophical meditation. Vives stressed that women were intellectually equal if not superior to men.

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Book SynopsisDiversity Leadership in Education dives into the complexities and opportunities afforded by new models of diversity leadership. The volume explores how Indigenous, Black, racialized, and collaborative leadership contributes to decolonizing educational settings through advocacy, solidarity, spirituality, relationality, and reconciliation.Trade Review“Our world is changing in transformative ways and so must the way we lead. This book offers critical reflections and pathways for educators committed to reimagining and deepening their leadership practice. The (un)learning process is ongoing and this book will inspire leaders on their journey.” Shanice Yarde, McGill University“Diversity Leadership in Education makes a major contribution, disrupting Western notions of how leadership is typically conceived. Chapters move from the historical to the contemporary, charting what is needed to move into a future of more socially just leadership.” Sheila Cote-Meek, Brock University and author of Colonized Classrooms: Racism, Trauma and Resistance in Post-Secondary Education

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Book SynopsisWhat should the "online classroom" mean to teachers? In this collection of essays, some of the most progressive voices in literacy studies reconsider what it means to be literate in the information age, and offer practical advice not only for getting networked computers into the classroom but also for instructing students and other teachers how to tap into their boundless potential.

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Book SynopsisIn the tradition of Ruskin and Arnold, here's a witty, elegant essay on the contemporary academy by a renowned teacher, scholar, and former administrator.Trade ReviewAn investigative and practical treatise on the state of the humanities. -- John Axcelson, Columbia University The Wordsworth Circle Woodring eloquently shows how philosophical divisiveness combined with dwindling economic resourses has created upheaval in today's litearture departments. -- Ellen Sullivan Library Journal Woodring... happily resists the temptation to pen a polemical culture-wars screed. Instead, he combines a short history of his discipline with sensible recommendations for its future. Publishers Weekly

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Book SynopsisTrade ReviewA powerful resource for pre-service programs in education, social work, nursing, and public policy, as well as a guide for working professionals, practitioners, policy-setters and grant-makers. By weaving rigor with compassion, Bronstein and Mason have made a significant contribution to our nation's schools and, ultimately, to our nation's children. -- from the foreword by Jane Quinn, Vice President for Community Schools, and Director, National Center for Community Schools, The Children's Aid Society This insightful book will serve as a primer to educators and policymakers who seek to understand how school-linked services work to enhance educational opportunities for children and mitigate the effects of poverty. A thorough and comprehensive analysis of many existing programs and initiatives, School-Linked Services makes it clear that we can devise strategies to help poor children and the schools that serve them to succeed. -- Pedro A. Noguera, UCLA Graduate School of Education and Information Studies Bronstein and Mason provide a timely guide to achieve the cross-system collaboration needed for individual and school success. In particular, they nail the real-life examples needed to make this a tangible and concrete handbook for anyone looking to improve both schools and their communities. -- James Canfield, University of Cincinnati A thorough overview of school-linked social services-much needed by today's practitioners and researchers. -- Katherine Phillippo, Loyola University Chicago A valuable resource for academics, as well as practitioners working to build meaningful and enduring partnerships that improve the lives of children and families in communities across America. -- Ira Harkavy, University of PennsylvaniaTable of ContentsForeword Introduction 1. Making the Case for School-Linked Services 2. The School 3. School-Linked Services Today 4. Working Effectively Across Systems 5. Settings 6. International Initiatives 7. Public Education, School-Linked Services, and Relevant Policies 8. Funding 9. Assessing Outcomes Epilogue: Creating a Successful School-Community Partnership for School-Linked Services References Index

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Book SynopsisTrade ReviewA powerful resource for pre-service programs in education, social work, nursing, and public policy, as well as a guide for working professionals, practitioners, policy-setters and grant-makers. By weaving rigor with compassion, Bronstein and Mason have made a significant contribution to our nation's schools and, ultimately, to our nation's children. -- from the foreword by Jane Quinn, Vice President for Community Schools, and Director, National Center for Community Schools, The Children's Aid Society This insightful book will serve as a primer to educators and policymakers who seek to understand how school-linked services work to enhance educational opportunities for children and mitigate the effects of poverty. A thorough and comprehensive analysis of many existing programs and initiatives, School-Linked Services makes it clear that we can devise strategies to help poor children and the schools that serve them to succeed. -- Pedro A. Noguera, UCLA Graduate School of Education and Information Studies Bronstein and Mason provide a timely guide to achieve the cross-system collaboration needed for individual and school success. In particular, they nail the real-life examples needed to make this a tangible and concrete handbook for anyone looking to improve both schools and their communities. -- James Canfield, University of Cincinnati A thorough overview of school-linked social services-much needed by today's practitioners and researchers. -- Katherine Phillippo, Loyola University Chicago A valuable resource for academics, as well as practitioners working to build meaningful and enduring partnerships that improve the lives of children and families in communities across America. -- Ira Harkavy, University of PennsylvaniaTable of ContentsForeword Introduction 1. Making the Case for School-Linked Services 2. The School 3. School-Linked Services Today 4. Working Effectively Across Systems 5. Settings 6. International Initiatives 7. Public Education, School-Linked Services, and Relevant Policies 8. Funding 9. Assessing Outcomes Epilogue: Creating a Successful School-Community Partnership for School-Linked Services References Index

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Book SynopsisThe so-called Chicago school has been a dominant presence in sociology since it emerged around the University of Chicago in the early decades of the twentieth century. Jean-Michel Chapoulie’s groundbreaking book on the development and influence of the Chicago tradition provides a unique perspective on the history of social science.Trade ReviewJean-Michel Chapoulie is one of France’s most distinguished scholars of the history of sociology. I am sure that Chicago Sociology will be a classic contribution, read by all those who care about the Chicago school tradition. Chapoulie’s afterword on how to write the history of sociology is essential in its understanding that all such accounts must begin with self-reflection. -- Gary Alan Fine, Northwestern UniversityA significant addition to the collection of books already written on this theme. * Symbolic Interaction *Table of ContentsForewordAcknowledgmentsIntroductionPart I. Sociological Research in Its Institutional Context1. The Initial Development of Sociology at the University of Chicago, 1892–19142. William Isaac Thomas, The Polish Peasant in Europe and America, and the Beginnings of Empirical Academic Sociology3. Park, Burgess, Faris, and Sociology at Chicago, 1914–19334. Research at the University of Chicago, 1918–19335. American Sociology, the Sociology Department, and the Chicago Tradition, 1934–1961Part II. Paths of Research6. Hughes, Blumer, Studies on Work and Institutions, and Fieldwork7. From Social Disorganization to the Theory of Labeling8. Research in the World: The Study of Race and Intercultural Relations, 1913–19639. On the Margins of the Chicago Tradition: Nels Anderson and Donald RoyConclusionAfterword to the English translation of La tradition sociologique de Chicago: How Should the History of the Social Sciences Be Written?Appendix: Remarks on Research MethodsNotesReferencesIndex

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Book SynopsisThe so-called Chicago school has been a dominant presence in sociology since it emerged around the University of Chicago in the early decades of the twentieth century. Jean-Michel Chapoulie’s groundbreaking book on the development and influence of the Chicago tradition provides a unique perspective on the history of social science.Trade ReviewJean-Michel Chapoulie is one of France’s most distinguished scholars of the history of sociology. I am sure that Chicago Sociology will be a classic contribution, read by all those who care about the Chicago school tradition. Chapoulie’s afterword on how to write the history of sociology is essential in its understanding that all such accounts must begin with self-reflection. -- Gary Alan Fine, Northwestern UniversityA significant addition to the collection of books already written on this theme. * Symbolic Interaction *Table of ContentsForewordAcknowledgmentsIntroductionPart I. Sociological Research in Its Institutional Context1. The Initial Development of Sociology at the University of Chicago, 1892–19142. William Isaac Thomas, The Polish Peasant in Europe and America, and the Beginnings of Empirical Academic Sociology3. Park, Burgess, Faris, and Sociology at Chicago, 1914–19334. Research at the University of Chicago, 1918–19335. American Sociology, the Sociology Department, and the Chicago Tradition, 1934–1961Part II. Paths of Research6. Hughes, Blumer, Studies on Work and Institutions, and Fieldwork7. From Social Disorganization to the Theory of Labeling8. Research in the World: The Study of Race and Intercultural Relations, 1913–19639. On the Margins of the Chicago Tradition: Nels Anderson and Donald RoyConclusionAfterword to the English translation of La tradition sociologique de Chicago: How Should the History of the Social Sciences Be Written?Appendix: Remarks on Research MethodsNotesReferencesIndex

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Book SynopsisYingyi Ma offers a multifaceted analysis of the wave of Chinese students across American higher-education based on research in both Chinese high schools and U.S. institutions. Ma argues that their experiences embody the duality of ambition and anxiety that arises from transformative social changes in China.Trade ReviewFrom the first word to the last, Ambitious and Anxious is eye-opening, provocative, and replete with original details. Yingyi Ma has produced a trove of valuable interviews and survey results that challenge unexamined narratives about Chinese students in America and illustrate their daily lived experience in ways that will shape our understanding for years to come. -- Evan Osnos, author of Age of Ambition: Chasing Fortune, Truth, and Faith in the New ChinaThis is an engaging, richly informative, and beautifully written book that reveals many new and important insights about the motivations and experiences of Chinese students who attended college in the United States in the 2010s. Scholars, students, and educators will have much to learn from its nuanced analyses of many different kinds of data, ranging from national-level statistics from China and the United States to responses to an online survey to interviews with prospective students and their educators in China as well as with Chinese students currently attending a variety of different colleges in the United States. -- Vanessa Fong, Amherst CollegeThis highly engaging book illuminates the diverse experiences of Chinese students from various backgrounds in American higher education. Sociologists of education will appreciate the connection of cultural perspectives in the field to a timely topic. Higher education professionals will welcome the thoughtful discussion of concerns expressed by international students from China, along with the closing insights about how to support meaningful connections on campus. -- Emily Hannum, University of PennsylvaniaDespite their increasing presence in American colleges and universities, the experiences of Chinese students have been disappointingly ignored by the scholarly community. Ambitious and Anxious offers a much-needed corrective to this neglect by comprehensively and compassionately depicting the challenges faced by and accomplishments of these students. This impeccably documented and engagingly written book should compel its readers to reassess their assumptions regarding international students and higher education. -- Brian Powell, Indiana UniversityAmbitious and Anxious is a compelling account of international students from China attending American colleges and universities at the turn of the 21st century. Through thoughtful and sensitive analysis of multiple sources of data, Ma reveals the stressful and paradoxical educational experience of Chinese undergraduates as they navigate through simultaneously familiar and strange terrains in China and America. The book contributes significantly to the deeper understanding of complex sociocultural issues related to international education. -- Min Zhou, University of California, Los AngelesThe number of Chinese undergraduates in American universities has grown dramatically over the past two decades, but we know little about them. If you’re interested in how these students make their way in what can often be a chilly American educational and social environment, you should really read this book. -- Syed Ali, Long Island University-BrooklynMa’s book helps document a population particularly affected by the outcomes of discussions that have recently risen to the level of newspaper headlines. * Asian Review of Books *Ma makes some prescriptions such as recommending that more efforts be made to integrate Chinese students into American university social life. * South China Morning Post *With a difficult era looming over the relationship between universities and this population, this book helps to humanize a group that has been so important to American higher education, yet often misunderstood or marginalized. * China Quarterly *Overall, Ambitious and Anxious provides a nuanced view of the experiences of Chinese international students. By highlighting the variation of backgrounds within this group, Ma challenges the homogeneous perspective that many academics and institutions have when considering the challenges and strengths of Chinese students studyingin America. Moreover, she draws attention to the historical and cultural context that explains the experiences of these students. * Contemporary Sociology *The book's findings offer important theoretical and policy implications. The text is easy to read with straightforward visualizations for general readers and students of all levels...Recommended * Choice *Ma’s book offers a powerful account that demystifies Chinese students’ experiences in American higher education and challenges existing assumptions about the Chinese student community. * American Journal of Sociology *This book sheds light on the realities of Chinese international students' heterogeneous community and masterfully exposes the gaps in educational opportunities for this population in US colleges. * College and Research Libraries *Table of ContentsAcknowledgments1. Ambitious and Anxious: Chinese Undergraduates in the United States2. A Love for Separation: Study Abroad as the New Education Gospel in Urban China3. “From Hello to Harvard”: The Pathways to American Higher Education4. Navigating and Comparing Chinese and American Education Systems5. Protective Segregation: Chinese Students Hanging Out Among Themselves6. College Major Choices, Rationales, and Dilemmas7. Think Before Speak: A Real Conundrum for Classroom Participation?8. Changes and Reflections9. Stay vs. Return: That Is the Question10. What American Higher Education Needs to Know About Chinese UndergraduatesAppendix on MethodologyNotesReferencesIndex

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Book SynopsisTrade Review"Great public research universities emerged in the United States over the last 150 years. Unlike anything that had come before, they literally changed the world. Hoxie's compilation is a delightful case study of one such university: Illinois. These delightful vignettes reveal the genius of those whose innovation shaped the academic giants we know today."--Stanley Ikenberry, President Emeritus of the University of Illinois "A good book for inspiring the Illini alum or historian. . . . Capture[s] a lot of Illinois' history and the innovators who shaped the institution into what we know of it today."--Smile Politely

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Book SynopsisTrade ReviewWhat ground-breaking work. If only those holding the faculty development purse-strings would read it, digest the implications for student growth and retention, and then resource well-designed FD initiatives to improve student learning. -- Tim DohertyThis book is highly recommended and has implications for any library who provides faculty development in the form of workshops or consultation services. It also provides a useful context to engage campus discussions about information literacy. The authors end their study with a useful discussion of strategies that can make professional development more effective. * Journal of Academic Libraries *Table of ContentsForeword: Pathways from Faculty Learning to Student Learning and Beyond, by Mary Taylor Huber1. Connecting Faculty Learning to Student Learning2. Sites of Faculty Learning3. Seeking the Evidence4. Faculty Learning Applied5. Spreading the Benefits6. Reaching Students7. Faculty Development MattersAfterword, by Richard HaswellAppendix 1: Critical and Integrative Thinking Forms, Washington State University, 2009Appendix 2: Methodologies in the StudyAppendix 3: History of the Critical Thinking RubricAppendix 4: Rating FormsReferencesAcknowledgmentsNotes

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Book SynopsisTable of ContentsAcknowledgmentsNote on TransliterationList of AbbreviationsIntroduction 1. From Associations of the Educated to Societies for Education: Historical Background2. Historical Societies at the Juncture of Scholarship, Politics, and Education3. From the University Societies to the "University Extension:" Historians as Public Activists4. The Society of Zealots of Russian Historical Education: Conservative Activism and the Quest for Useful History Conclusion: Voluntary Historical Societies in the Fin-de-Siècle Associational World BibliographyIndex

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Book SynopsisTrade ReviewThis splendid historical piece demonstrates an important point: how the convergence of local events and values associated with the civil rights, antiwar, and women's movements of that era transformed the culture of a unique town and gown community. A relatively conservative campus and its surrounding city were changed profoundly by students, who for the most part mobilized around purely local and very personal issues, including dormitory hour restrictions for women students on campus. . . . Summing Up: Highly recommended. * Choice *More than other local histories of campus activism during this period, Dissent in the Heartland introduces national themes and events, and successfully places Indiana University into that context. The research in primary sources, including FBI files, along with numerous interviews, is superior, and the writing is lucid and at times provocative. -- Terry H. AndersonMore than other local histories of campus activism during this period, Dissent in the Heartland introduces national themes and events, and successfully places Indiana University into that context. The research in primary sources, including FBI files, along with numerous interviews, is superior, and the writing is lucid and at times provocative. -- Terry H. AndersonThis splendid historical piece demonstrates an important point: how the convergence of local events and values associated with the civil rights, antiwar, and women's movements of that era transformed the culture of a unique town and gown community. A relatively conservative campus and its surrounding city were changed profoundly by students, who for the most part mobilized around purely local and very personal issues, including dormitory hour restrictions for women students on campus. . . . Summing Up: Highly recommended. * Choice *Table of ContentsAcknowledgmentsIntroduction to the New EditionIntroductionPrologue1. The Dawn of Dissent2. The Awakening of Activism3. The Antiwar Movement4. A Precarious Peace5. Student Rights/Civil Rights: African Americans and the Struggle for Racial Justice6. The Women's Movement: An Idea Whose Time Had Come7. Bloomington and the Counterculture in Southern IndianaEpilogue: The End of an Era at Indiana UniversityEpilogue to the New EditionConclusionBibliographyIndex

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