Educational strategies and policy Books
Johns Hopkins University Press Americas Public Schools
Book SynopsisInformed by a breadth of historical scholarship and based squarely on primary sources, this volume remains the standard text for future teachers and scholars of education.Trade Review"A very good introductory survey for anyone who wants to learn more about American education." (Sunday Times) "A superb history of our public schools, one that is clearly and colorfully written." (Journal of American History) "Reese has delivered in one volume an analysis as synthetic, intelligent, and importantly, deeply engaged with the most enduring issues in popular education as we are likely to encounter for some time." (Journal of Social History)"Table of ContentsSeries Editor's ForewordAcknowledgmentsIntroduction1. The Origins of the Common School2. Postbellum America and the Common School3. The "New Education"4. Democracy, Efficiency, and School Expansion5. A Democracy of Differences6. The People's College7. Rising Expectations and Raising Standards8. Guardians of Tradition9. The Fate of the High SchoolEpilogueEssay on SourcesIndex
£47.18
Johns Hopkins University Press The States and Public Higher Education Policy
Book SynopsisThe contributors examine the latest research on pressing challenges, explore how states are coping with these challenges, and consider what the future holds for public postsecondary education in the United States.Trade Review"Affordability, access, and accountability will continue to be hot-button issues as legislators at all levels address constituents' concerns about their children's future... Any administrator who wants to gain a deeper understanding of these issues... might do well to spend some time with these essays." (University Business)"Table of ContentsForeword Acknowledgments Introduction: Affordability, Access, and Accountability in Twenty-first Century Public Higher EducationPart I: AffordabilityChapter 1. Trends in the Affordability of Public Colleges and Universities: The Contradiction of Increasing Prices and Increasing EnrollmentChapter 2. The Continuing Paradox of Public College Tuition InflationChapter 3. Reforming How States Finance Higher EducationPart II: AccessChapter 4. Reframing Access and Opportunity: Public Policy DimensionsChapter 5. Race-Conscious Decision-Making in a State-Driven Admissions Process: Texas, the University of Texas at Austin, and the Top Ten Percent Plan Chapter 6. After Proposition 209: Post– Affi rmative Action College Access Policy in California Part III: AccountabilityChapter 7. Assessing Student Learning Outcomes in College: The Role of the States Chapter 8. Accountability Policies: Directions Old and NewChapter 9. Responses to the Call for Public Accountability: Using Student Data Systems to Facilitate Improvement in Degree AttainmentConclusion: State Policy and Technology: Aims, Realities, and the Uncertain Future List of ContributorsIndex
£22.50
Johns Hopkins University Press The Organization of Higher Education
Book SynopsisTierney, University of Southern California; and the late J. Douglas Toma, University of GeorgiaTrade ReviewVery knowledgeable on this subject and has done excellent work in locating talent, compiling content, organizing ideas and presenting them well in this excellent work. Biz India Magazine A bold work whereby Bastedo and his colleagues attempt to span the scholarly chasm between higher education and organizational studies. The volume is essential in that it not only provides those in higher education with an organizational theory primer, but it also present myriad opportunities for future research. -- Joshua T. Brown Teachers College RecordTable of ContentsPart I: Reviewing the FieldChapter 1.Organizing Higher Education: A ManifestoChapter 2. Strategic Thinking in Higher Education ResearchPart II: Reinvigorating Core LiteraturesChapter 3. Governance Research: From Adolesence toward MaturityChapter 4. The Elephant in the Room: Power, Politics, and Global Rankings in Higher EducationChapter 5. Institutional Strategy: Positioning for PrestigeChapter 6. Cretivity and Organizational CultureChapter 7. Organizational Change in a Global, Postmodern WorldPart III: New Lines of InquiryChapter 8. Diversity: A Bridge to the Future?Chapter 9. Social Movements and the UniversityChapter 10. Agency Theory in Higher Education OrganizationsChapter 11. Organizational Cognition in Higher EducationPart IV: Reconstructing TheoryChapter 12. Building Theories: Using Sticky Social Mechanisms to Understand and Improve Educational WorkContributorsIndex
£26.10
Johns Hopkins University Press Getting to Graduation
Book SynopsisThe authors emphasize the need to rethink policies governing financial aid, remediation, and institutional funding to promote degree completion.Trade ReviewGetting to Graduation is a must for educational studies collections or public policy discussion, enthusiastically recommended. Midwest Book Review A volume replete with nuanced perspectives on the opportunities and challenges higher education faces in the U.S... The book does an excellent job of covering a number of critical issues that bear on policies at the institutional, state, and federal levels. -- Joseph Kitchen Teachers College Record The book provides a useful synthesis of policy, practice and perhaps, most importantly, standards for rigorous research to assess the viability and prospective mechanisms for achieving ambitious policy goals. -- Jennifer Nicole Nailos & Victor M.H. Borden Review of Higher EducationTable of ContentsPrefaceIntroductionPart I: The ChallengesChapter 1. Increasing Higher Education Attainment in the United States: Challenges and OpportunitiesChapter 2. Graduation Rates at America's Universities: What We Know and What We Need to KnowPart II: The Performance and Potential of Sub-Baccalaureate ProgramsChapter 3. Can Community Colleges Achieve Ambitious Graduation Goals?Chapter 4. Certificate Pathways to Postsecondary Success and Good JobsChapter 5. Apprenticeships as an Alternative Route to Skills and CredentialsPart III: The Relationship between Policy and CompletionChapter 6. Financial Aid: A Blunt Instrument for Increasing Degree AttainmentChapter 7. Remediation: The Challenges of Helping Underprepared StudentsChapter 8. Equalizing Credits and Rewarding Skills: Credit Portability and Bachelor's Degree AttainmentPart IV: The Lessons from Three StatesChapter 9. The Challenge of Scaling Successful Policy Innovations: A Case Study of Three Colorado Community College System GrantsChapter 10. Efforts to Improve Productivity: The Impact of Higher Education Reform in TexasChapter 11. The Ohio Experience with Outcomes-Based FundingConclusionList of Contributors Index
£37.35
Johns Hopkins University Press Presidencies Derailed
Book SynopsisGrady Bogue, organize, classify, and explain patterns of leadership failures, drawing on firsthand testimonies from "deraileduniversity presidents, sixteen case studies in four sectors of higher education, and reviews of the scholarly literature on leadership failures in the public and private sectors.Trade ReviewThis book should be read by presidential search committees and purchased by vice presidents worried about their president's success. New England Journal of Higher Education Individuals concerned for the welfare of their institution should have an awareness of change in leadership and its consequences for the university. Presidencies Derailed is a good resource for those serving on search committees, aspiring presidents, and others interested in leadership transitions. This book certainly offered an overview of many timely, practical examples of derailed presidents. Review of Higher Education A book with relevance far beyond academe. Harvard Business Review The authors provide a thoroughly researched account of career fiascos. -- Sara Michael Johns Hopkins University Gazette Every derailed presidency has its own story. The risk of failure is high. Washington Post This is one of the best professional books I have ever read. -- John Boswell johnboswellblog.comTable of ContentsPrefaceAcknowledgmentsChapter 1. Themes of Presidential Derailment Part I: Presidents Off-Track Chapter 2. Presidential Derailments at Private Liberal Arts Institutions Chapter 3. Presidential Derailments at Public Master's Level Institutions Chapter 4. Presidential Derailments at Public Research Universities Chapter 5. Presidential Derailments at Community Colleges Chapter 6. Firsthand Experiences of Derailed Presidents Part II: Averting the Train Wreck Chapter 7. The Upstream Solution: More Thoughtful Academic Searches Chapter 8. Board Dynamics: A Piece of the Presidential Derailment Puzzle Chapter 9. Lessons Learned about Presidential Derailments Appendix: A Year of Presidential TurnoverBibliographyContributorsIndex
£29.70
Johns Hopkins University Press How Universities Work
Book SynopsisIdeal for students, this book will form a solid foundation for courses in higher education, but it will be a welcome addition to faculty and administrators' personal libraries.Trade ReviewIn authoring How Universities Work, Lombardi provides his expert, honest, and, at times, cynical treatise on the complexities of university management... The witty yet succinct treatment he uses to convey his message makes the book a quick read... The book will be a welcome addition to any faculty or administrators' library.Table of ContentsPrefaceAcknowledgments1. Quality Engines2. Management3. Critics4. Characteristics5. Teaching6. Research7. Faculty8. Finance9. Budgetts10. Measurements11. Quality12. Managing Improvement13. Support Services and Special Units14. Regulation and Governance15. Disruptive Change16. PeopleAdditional Reading: A SamplerIndex
£22.50
Johns Hopkins University Press Transforming Students
Book SynopsisIt is preparation for life.Trade ReviewWe highly recommend Transforming Students. The importance of creating transformational learning experiences in today's university setting that connect with messy real world problems and hopeful opportunities is paramount to achieve the promises of a higher education. -- Edward J. Brantmeier & Emily L. Kohl Teachers College Record This book is particularly relevant as the idea of a university and the fundamental purpose of higher education continue to be challenged and redefined... While Johansson and Felten acknowledge that this work emphasizes the enrichment and engagement that residential colleges can provide, their focus on the traditional college experience is not a limitation of the book. If anything, the testaments of transformation in individuals' stories at Elon and other examples of successful collegiate interventions across the nation offer support for the power of engagement that the traditional university can still deliver, especially in a rapidly emerging era of for-profit institutions and online learning. -- Veronica Jones Review of Higher Education This concise text encourages educators, provides simple entry points into pedagogical theories, distills current student development research into poignant sound bites, and offers conceptual measures for engaging the transformative learning process with one's own students, both inside and outside the classroom. -- Rachel A. Heath Reflective TeachingTable of ContentsAcknowledgmentsIntroduction1. On the Threshold2. Creating Openness3. Thinking It Through4. Moved to Action5. In the Company of Others6. From Individuals to InstitutionsReferencesIndex
£23.75
Johns Hopkins University Press Left Behind
Book SynopsisLeft Behind provides crucial insights into the troubling trajectory of public policy while offering teachers and administrators effective strategies for overcoming barriers.Trade ReviewLeft Behind brings forth valuable research in analyzing the achievement gaps in urban high schools while illuminating the oft-ignored political scaffolding that upholds such inequities. St. John, Milazzo Bigelow, Callahan Lijana, and Massé urge for the creation of new common standards that mandate district changes to fulfill all students' specific educational needs and help fulfill their wishes of attending college . . . Left Behind perhaps most importantly situates education as a political problem that manifests itself in the lives of some of our most vulnerable students, while also focusing on the massive political power of our policymakers who determine the quality of life for generations of families to come.—Mali Collins-White, University of Delaware, National Political Science ReviewTable of ContentsList of Figure and TablesAbout the AuthorsAcknowledgmentsIntroduction1. Market Niches2. Math Problems3. Advanced Literacies4. College Knowledge5. Toward Equitable TransformationNotesReferencesIndex
£27.45
Johns Hopkins University Press Reengineering the University
Book SynopsisHigher education expert William F. Massy's decades as a professor, senior university officer, and consultant have left him with a passionate belief in the need for reform in America's traditional universities. In Reengineering the University, he addresses widespread concerns that higher education's costs are too high, learning falls short of objectives, disruptive technology and education models are mounting serious challenges to traditional institutions, and administrators and faculty are too often unwilling or unable to change. An expert microeconomist, Massy approaches the challenge of reform in a genuinely new way by applying rigorous economic principles, informed by financial data and other evidence, to explain the forces at work on universities and the flaws in the academic business model. Ultimately, he argues that computer models that draw on data from college transaction systems can help both administrators and faculty address problems of educational performance and cost analTrade ReviewMassy's in-depth yet highly accessible analysis is a must-read for any academic leader. Academic Leader Massy has done an excellent job of explaining the interaction between the university budget, which creates the margin, or the financial return on investment, and the role of teaching and learning being core to the university mission. He spends considerable time helping integrate and resolve the two dimensions of mission and margin. Canadian Journal of Higher EducationTable of ContentsPreface1. Understanding the Traditional UniversityProblems and OpportunitiesAssets Worthy of PreservationWhy Traditional Universities Do What They DoImplications for Tuition and Cost ContainmentBusiness Models and Value Propositions2. The Reengineering ChallengeFlaws in the Academic Business ModelBuilding a Reengineering PortfolioImplementation ConsiderationsResponsibilities for Reengineering3. The New Scholarship of TeachingConceptual UnderpinningsIllustrative ApplicationsTwo "Outside the Box" ProposalsOrganizing for Improvement4. The Cost of TeachingAlternative ApproachesDesign of Teaching SystemsModeling from University Transactional DataExtending the Model across the CampusAreas of Application5. Financial Planning and BudgetingEnvisioning University InformationCoherent Financial PlanningCoherent Resource AllocationA Model for Balancing Mission and MarginConclusionAppendixesA. Teaching and Learning PrinciplesB. Course-Based ABCC. Computer-Aided Course DesignD. Incremental Cost of EnrollmentE. Smart What-Ifs in the Course-Based ABC ModelF. Margin Equivalents for Start-Up ProgramsG. Extensions to the Mission-Margin ModelNotesBibliographyIndex
£26.10
Johns Hopkins University Press Presidencies Derailed
Book SynopsisGrady Bogue, organize, classify, and explain patterns of leadership failures, drawing on firsthand testimonies from deraileduniversity presidents, sixteen case studies in four sectors of higher education, and reviews of the scholarly literature on leadership failures in the public and private sectors.Trade ReviewThis book should be read by presidential search committees and purchased by vice presidents worried about their president's success. New England Journal of Higher Education Individuals concerned for the welfare of their institution should have an awareness of change in leadership and its consequences for the university. Presidencies Derailed is a good resource for those serving on search committees, aspiring presidents, and others interested in leadership transitions. This book certainly offered an overview of many timely, practical examples of derailed presidents. Review of Higher Education A book with relevance far beyond academe. Harvard Business Review The authors provide a thoroughly researched account of career fiascos. -- Sara Michael Johns Hopkins University Gazette Every derailed presidency has its own story. The risk of failure is high. Washington Post This is one of the best professional books I have ever read. -- John Boswell johnboswellblog.comTable of ContentsPrefaceAcknowledgmentsChapter 1. Themes of Presidential Derailment Part I: Presidents Off-Track Chapter 2. Presidential Derailments at Private Liberal Arts Institutions Chapter 3. Presidential Derailments at Public Master's Level Institutions Chapter 4. Presidential Derailments at Public Research Universities Chapter 5. Presidential Derailments at Community Colleges Chapter 6. Firsthand Experiences of Derailed Presidents Part II: Averting the Train Wreck Chapter 7. The Upstream Solution: More Thoughtful Academic Searches Chapter 8. Board Dynamics: A Piece of the Presidential Derailment Puzzle Chapter 9. Lessons Learned about Presidential Derailments Appendix: A Year of Presidential TurnoverBibliographyContributorsIndex
£27.45
Johns Hopkins University Press Consolidating Colleges and Merging Universities
Book SynopsisSince the economic recession of 2008, colleges and universities have looked for ways to lower costs while increasing incomes. Not all have succeeded. Threatened closures and recent institutional mergers point to what might be a coming trend in higher education. The long-term economic weakness of colleges and universities means schools need to become more strategic about how they consider previously unthinkable options. This provocative book will be their indispensable guide to managing the crisis. In Consolidating Colleges and Merging Universities, James Martin and James E. Samels bring together higher education leaders to talk about something that few want to discuss: how institutions might cooperate with their competitors to survive in this economic climate. Barring that, Martin and Samels argue, some will shutter their campuses. But closing, they emphasize, is a complex process that involves more than just sending the students home and turning off the lights. The first one-volumTrade ReviewMartin, Samels, and associates explore multiple pathways toward increasing financial sustainability while promoting new forms of shared resource management, effective approaches to collaborative educational experiences across institutions and organizations, and perhaps provide a new form of responsiveness to the increasing public demand on the value of higher education.—HigherEdJobs.comTable of ContentsPreface -- James Martin and James E. Samels Part I. The New Necessities to Partner Chapter 1. The Consolidation of American Higher EducationJames Martin and James E. Samels Chapter 2. Reader's Guide: The New Typology of Collaboration and ClosureJames E. Samels and James Martin Part II. Strategic Alliance: A Model That Rarely Fails, and Why Chapter 3. When Does Large Become Too Large? -- A View of Higher Education Partnerships and the Implications of Institutional SizeR. Michael Tanner Chapter 4. "Systemness": A New Way to Lead and Manage Higher Education SystemsNancy L. Zimpher Chapter 5. Presidential Vision and Partnership Development: An Evolving ViewPamela Eibeck Chapter 6. "We Never Thought This Way Ten Years Ago": How Partnerships Are Reshaping Academic Leadership ExpectationsVita Rabinowitz and James Stellar Chapter 7. Why, and How, Elite Colleges and Universities are Joining ForcesJ. Matthew Hartley and Alan Ruby Chapter 8. The Community College Option: How Co-ventures Can Leverage Student and Academic ResourcesKenneth Ender and Charles Middleton Chapter 9. Technology as a Driver of Strategic AlliancesPhilip Regier and Lynsi Freitag Chapter 10. A Disruptive Opportunity: Competency-based Education as a Shaper of Successful PartnershipsPaul LeBlanc and Kristine Clerkin Chapter 11. International Objectives: The Benefits and Challenges in Developing Branch Campuses and Partnerships AbroadMichael Jackson and James Larimore Chapter 12. Public-Private Partnerships: Models That WorkJohn Ottenhoff Part III. Consortium: New Benefits, Changing Purposes Chapter 13. A New Way to Design and Deliver Higher Education ConsortiaPhillip DiChiara Chapter 14. Where Partnerships Began: A Fresh Look at the Purpose and Outcomes of Liberal Arts College ConsortiaR. Owen Williams Part IV. Merger: The Right Reasons to Consider One Chapter 15. Why Mergers are (Quietly) Increasing Among Colleges and Universities: A Review of the Pros and ConsSusan Resneck Pierce Part V. Closure: Hidden Costs and Complexities Chapter 16. If That Moment Arrives: The Blueprint to Close a CollegeMichael Hoyle Appendix A Appendix B Appendix C BibliographyIndex
£31.50
Johns Hopkins University Press Reengineering the University
Book SynopsisHigher education expert William F. Massy's decades as a professor, senior university officer, and consultant have left him with a passionate belief in the need for reform in America's traditional universities. In Reengineering the University, he addresses widespread concerns that higher education's costs are too high, learning falls short of objectives, disruptive technology and education models are mounting serious challenges to traditional institutions, and administrators and faculty are too often unwilling or unable to change. An expert microeconomist, Massy approaches the challenge of reform in a genuinely new way by applying rigorous economic principles, informed by financial data and other evidence, to explain the forces at work on universities and the flaws in the academic business model. Ultimately, he argues that computer models that draw on data from college transaction systems can help both administrators and faculty address problems of educational performance and cost analTrade ReviewMassy's in-depth yet highly accessible analysis is a must-read for any academic leader. Academic Leader Massy has done an excellent job of explaining the interaction between the university budget, which creates the margin, or the financial return on investment, and the role of teaching and learning being core to the university mission. He spends considerable time helping integrate and resolve the two dimensions of mission and margin. Canadian Journal of Higher EducationTable of ContentsPreface1. Understanding the Traditional UniversityProblems and OpportunitiesAssets Worthy of PreservationWhy Traditional Universities Do What They DoImplications for Tuition and Cost ContainmentBusiness Models and Value Propositions2. The Reengineering ChallengeFlaws in the Academic Business ModelBuilding a Reengineering PortfolioImplementation ConsiderationsResponsibilities for Reengineering3. The New Scholarship of TeachingConceptual UnderpinningsIllustrative ApplicationsTwo "Outside the Box" ProposalsOrganizing for Improvement4. The Cost of TeachingAlternative ApproachesDesign of Teaching SystemsModeling from University Transactional DataExtending the Model across the CampusAreas of Application5. Financial Planning and BudgetingEnvisioning University InformationCoherent Financial PlanningCoherent Resource AllocationA Model for Balancing Mission and MarginConclusionAppendixesA. Teaching and Learning PrinciplesB. Course-Based ABCC. Computer-Aided Course DesignD. Incremental Cost of EnrollmentE. Smart What-Ifs in the Course-Based ABC ModelF. Margin Equivalents for Start-Up ProgramsG. Extensions to the Mission-Margin ModelNotesBibliographyIndex
£23.85
Johns Hopkins University Press Higher Learning Greater Good
Book SynopsisHe offers policy options that can enable state and federal governments to increase investment in higher education.Trade ReviewAn important contribution that not only provides a diagnosis of the main problems facing US higher education but also offers some solutions. Times Higher Education Supplement McMahon has written a serious and important book on the economics of higher education... This book is a must-read for students interested in the economics of higher education and should be included as a required reading in such courses... McMahon's extension and revitalization of human capital theory in higher education should be of interest to a general readership in the field. Journal of Higher Education This extraordinary book patiently, thoughtfully, and thoroughly provides the conceptual framework for understanding the higher education market, the empirical findings about what that market produces and the policy prescriptions needed to make it work better in the future. Review of Higher Education No one else before McMahon has systematically and comprehensively presented the whole picture of higher education benefits and provided a valuation of the private and social non-market benefits. Higher Education This is a significant contribution to both theory and research findings in the study of investment in higher education... Highly recommended. Choice The overwhelming success of this work is that McMahon has articulated clearly and succinctly what students, their families, and governments are getting for their investment in higher education. Journal of Education Finance A timely and insightful text... Academic advisors who want to show their students that a college degree offers benefits beyond starting salaries and career opportunities will find this book to be a valuable resource. NACADA Journal It is not surprising that there is a growing interest in the private and social benefits of higher education and discussion of who should pay for what. Professor McMahon's book... is central to this debate. Academic Matters The first book to systematically identify and develop the evidence necessary to measure comprehensively the benefits of higher education and to estimate their economic value. RorotokoTable of ContentsPreface1. What Is the Problem?2. Challenges Facing Higher Education Policy3. Higher Education and Economic Growth4. Private Non-Market Benefits of Higher Education and Market Failure5. Social Benefits of Higher Education and Their Policy Implications6. University Research7. New Higher Education Policies8. New Strategies for Financing Higher EducationAppendixesA. Correcting for Ability Bias in Returns to Higher EducationB . A Simplified Dynamic Model with Higher Education ExternalitiesC. Valuing the Effects of Higher Education on Private Non-Market OutcomesD. Higher Education and Growth, U.S. and OECD Countries, 1960–2005E. Valuing the External Social Benefi ts of Higher EducationReferencesIndex
£20.42
Johns Hopkins University Press The Market Imperative
Book SynopsisAlthough there is no one-size-fits-all approach for reforming higher education, this clearly written book will productively advance understanding of the challenges colleges and universities face by providing a mapping of the configuration of the market for an undergraduate education.Table of ContentsAcknowledgmentsPrologue1. Market Price2. Sectors and Segments3. Student Consumers4. Jobs5. Fifty States6. Faculty7. Knowing the TerritoryEpilogueReferencesIndex
£23.85
Johns Hopkins University Press Higher Education Accountability
Book SynopsisThe first comprehensive overview charting the accountability of higher education. As the price tag of higher education continues to rise, colleges and universities across the country are under increasing pressure to demonstrate their value. Graded on numerous metrics, including cost and ability to prepare students for the job market, colleges must satisfy requirements from multiple stakeholders. State and federal governments demand greater accountability. Foundations and private donors, as well as today's parents and students, approach education with a consumer sensibility. How can colleges navigate these pressures while trying to stay true to their missions and values? In Higher Education Accountability, Robert Kelchen delivers the first comprehensive overview of how colleges in the United States came to face such overwhelming scrutiny. Beginning with the earliest efforts to regulate schools, Kelchen reveals the rationale behind accountability and outlines the historical developmentTrade ReviewKelchen takes a wide scope that tracks the history of efforts to prod colleges to do better, while also looking at the current environment and giving clues about what's to come.—Inside Higher EdTable of ContentsAcknowledgmentsIntroduction1. The Theoretical Underpinnings of Accountability2. The Historical Development of Higher Education Accountability3. Federal Accountability Policies4. State Accountability Policies5. Accreditation and Accountability6. Private-Sector Accountability7. Institutional Accountability Policies and Practices8. Ten Lessons Learned from Accountability Policies9. The Future of Higher Education AccountabilityNotesReferencesIndex
£31.50
Johns Hopkins University Press How to Run a College
Book SynopsisTrade ReviewBreakthrough books on higher education will enable you to see your institution in the larger, and more ominous, context of higher education's challenges. About trusteeship itself, turn to How to Run a College by Mitchell and King.—Wall Street JournalMitchell and King argue for colleges and universities to evolve, modernizing practices and monetizing assets. They examine major elements of college operations: governance, finance, enrollment advancement, academic affairs, student life and athletics—Inside Higher EdTable of ContentsList of IllustrationsForewordAcknowledgmentsIntroduction1. Governance and Management2. Finance3. Enrollment4. Advancement5. Academic Affairs6. Student Life7. Athletics8. Collaboration and Technology9. The Path ForwardNotes and ReferencesIndex
£22.50
Johns Hopkins University Press Leading Colleges and Universities
Book SynopsisHow experienced college and university leaders guide successful institutionsand why they sometimes lose their way. Today's college and university leaders face complex problems that test their political acumen as well as their judgment, intellect, empathy, and ability to plan and improvise. How do they thoughtfully and creatively rise to the challenge? In Leading Colleges and Universities, editors Stephen Joel Trachtenberg, Gerald B. Kauvar, and E. Gordon Gee bring together a host of presidents and other leaders in higher education who describe how they dealt with the issues. Each contributor has been effective as a president or other significant leader in postsecondary education. In this book they share real-life examples and stories that illustrate how they have dealt with the challenges they encountered. Together they answer these and other core questions: How do you manage college athletics, faculty, a governing board, donors, and a local community? What do you need to know abouTrade ReviewThis volume of brief essays by three dozen experienced presidents and other leaders in higher education is intended to provide candid reflections and examples from successful practitioners, illustrative of how they faced the many challenges that confront college and university presidents today.—Independent (Council of Independent Colleges)Table of ContentsPreface, by Gerald B. Kauvar, E. Gordon Gee, and Stephen Joel Trachtenberg1. Becoming a President, by William Kirwan2. Transition to the Position, by James P. Clements and Michael Young3. Leadership team, by Mildred Garcia and Marvin Krislov4. Maintaining a good relations with the board, by Lawrence S. Bacow5. Developing relations with faculty and staff, by Freeman A. Hrabowski, III and A. Lee Fritschler6. Knowing how and when to delegate and the extent to which delegating absolves leaders, by Holden Thorp and Mark Yudof7. When and how to participate in curricular decisions, by Jane McAvliffe and Mark Ungar8. Complexity and chicanery in collegiate athletics, by Robert Donaldson, Gerald B. Kauvar, and Stephen Joel Trachtenberg9. Title IX, by Allen Sessoms10. The complex issues surrounding freedom of speech, by Ben Trachtenberg11. What you need to know about emergency management, by Scott Cowen and Charles Steger12. How tenuous is tenure, by Ann Weaver Hart and Ben Nelson13. Working with elected and community officials, by Christopher B. Howard and Robert Scott14. Institutional autonomy , by William R. Harvey and John Ebersole15. Managing donor relations, by Georgia Nugent and Angel Cabrera16. How to deal with changing forms of accreditation , by Judith Eaton17. Litigation or the threat of litigation as a constraint , by John M. McCardell18. Balancing system-wide needs with institutional autonomy , by Rebecca Blank, Nancy Zimpher, and R. Bowen Loftin19. When to take a stand on national policy, by Mary S. Coleman and Lee Bollinger20. Presidents and general counsels , by Eduardo Padron21. Exiting with grace and ahead of the sheriff, by Richard Joel and Richard LevinConcluding Thoughts, by Stephen Joel Trachtenberg, Gerald B. Kauvar, and E. Gordon GeeAptitude test for aspiring presidents, by Stephen Joel Trachtenberg, Gerald B. Kauvar, and E. Gordon GeeIndex
£27.45
Johns Hopkins University Press Envisioning Black Colleges
Book SynopsisThe multifaceted story of the UNCF. Winner, Outstanding Publication Award, American Educational Research AssociationEtched into America's consciousness is the United Negro College Fund's phrase A mind is a terrible thing to waste. This book tells the story of the organization's efforts on behalf of black colleges against the backdrop of the cold war and the civil rights movement. Founded during the postWorld War II period as a successor to white philanthropic efforts, the UNCF nevertheless retained vestiges of outside control. In its early years, the organization was restrained in its critique of segregation and reluctant to lodge a challenge against institutional and cultural racism. Through cogent analysis of written and oral histories, archival documents, and the group's outreach and advertising campaigns, historian Marybeth Gasman examines the UNCF's struggle to create an identity apart from white benefactors and to evolve into a vehicle for black empowerment. The first histoTrade ReviewA vivid and comprehensive account of the history of the United Negro College Fund.—Teachers College RecordReveals the multifaceted story of the organization's effort on behalf of black colleges.—Philadelphia TribuneSo many issues are imbedded in the intersection of race and philanthropy, yet so few researchers have tried to probe them. Gasman is to be admired for being bold enough to examine the 'double consciousness' that existed for both Blacks and Whites in leading and supporting the UNCF.—Nonprofit and Voluntary Sector QuarterlyA thoughtful, incisive history of the UNCF.—Diverse Issues in Higher EducationA solid basis for continued consideration of the intersections of race, philanthropy, and higher education.—Journal of American HistoryGasman convinces the reader that agency is complex and compelling, and as a result she reminds the reader that the historical and contemporary ironies of opportunity in this democracy deserve exploration and discussion.—Review of Higher EducationEnvisioning Black Colleges is a worthy addition to the larger field of philanthropic history, and it brings new depth to the study of the history of African American higher education in the US.—NEA Higher Education JournalMarybeth Gasman has provided an excellent study of the United Negro College Fund.—Register of the Kentucky Historical SocietyProfessor Gasman fills an important and neglected gap in the history of black higher education and its ongoing relationship with philanthropy in the mid- to late-twentieth century.—History of EducationGasman's book is a very informative history of the founding and the evolution of the UNCF during the period examined. Her use of visual images from UNCF campaign advertisements is powerful, underscoring their strong symbolism reflective of the times and each story deftly told.—Oral History ReviewTable of ContentsForeword, by John R. ThelinAcknowledgmentsIntroduction1. Black Colleges and the Origins of the United Negro College Fund2. Bringing the Millionaires on Board3. Flirting with Social Equality4. A Stigma of Inferiority5. Responding to the Black Consciousness Movement6. Speaking Out on Behalf of Black Colleges7. "A Mind Is a Terrible Thing to Waste"ConclusionAppendixesA. Pittsburgh Courier Letter to Black College PresidentsB. Member Colleges, 1944 to PresentC. Executive Directors and Presidents, 1944 to PresentD. National Campaign Chairmen, 1944 to 1979E. Archives and Oral History CollectionsF. Oral History InterviewsNotesIndex
£20.25
Johns Hopkins University Press Accreditation on the Edge
Book SynopsisA behind-the-scenes look at how college and university accreditation affects your educationand the value of your degree. Accreditation is essential to colleges and universities. Without it, they are unable to participate in federal student aid programs or confer legitimate degrees. In Accreditation on the Edge, Susan D. Phillips and Kevin Kinser bring together the expertise of different stakeholders to illustrate the complexities of the accreditation system and to map the critical issues that must be navigated going forward. Accreditation can be seen both as an invaluable resource and as a barrier to needed reform. Presenting an array of different perspectivesfrom accreditors and institutions to policymakers and consumersthe book offers nuanced views on accreditation's importance to higher education and on the potential impact of proposed reforms. The contributors reveal that accreditation is currently on the edge of a policy precipice, as the needs of higher education and the intereTrade ReviewIn their edited collection Accreditation on the Edge: Challenging Quality Assurance in Higher Education, Phillips and Kinser provide insights into the perspectives of accreditors, institutions, policymakers, and consumers. The value of this volume arises from presenting these different perspectives as insiders who understand the complexity of accreditation and how it is perceived throughout their particular sector.—Phillip A. Olt, Fort Hays State University, Teacher-ScholarTable of ContentsForeward , by Judith Eaton1. Accreditation, by Susan D. Phillips and Kevin KinserSection I2. Quality Assurance and Quality Improvement, by Sylvia Manning3. Change in Higher Education Accreditation, by Leah K. Matthews4. The Evolving Context of Quality Assurance, by Joseph VibertSection II5. Fixing a Broken Accreditation System, by Anne D. Neal and Armand B. Alacbay6. Innovation and Quality Assurance in Higher Education, by Michael B. Horn and Alana Dunagan7. Regulatory Experimentation, Accreditation, and Innovation, by Paul LeBlancSection III8. Tensions in the Triad, by Peter Ewell9. Managing Risk to Students and Taxpayers in Federal Financial Aid, by David A. Bergeron10. Accreditors as Policy Leaders, by Jamienne S. Studley11. Crossing Borders, by Madeleine F. GreenSection IV12. The Employer Quest for the Quality College Graduate Recruit, by Edwin Koc13. Accreditation and Return on Investment, by Mark Schneider and Audrey Peek14. Does Accreditation Protect Students Effectively?, by Barmak Nassirian and Thomas L. HarnischConclusion: Accreditation, by Kevin Kinser and Susan D. PhillipsContributors Index
£35.10
Johns Hopkins University Press Taking It to the Streets
Book SynopsisAs scholars become more public, what responsibility do they have to advocate for policies that will advance equity, inclusiveness, and social change?Higher education scholars often conduct research on topics about which they care deeply, but to what extent should they be advocates for reform and social change? One school of thought believes researchers should remain dispassionate and data focused; the other, that a researcher, by the very questions she asks, can help effect social change. In this book, Laura W. Perna questions how, why, and when higher education researchers should be public intellectuals and whether, armed with research, they areand should bea powerful force for change. Taking It to the Streets collects essays from nationally and internationally recognized thought leaders with diverse opinions and perspectives on these issues. With the intentional inclusion of voices on different sides of this discussion, the volume offers a thought-provoking and nuanced understandinTable of Contents1. Connecting research, advocacy, and policy to advance equity, inclusiveness, and social change in higher education2. A day late and a dollar short3. Changing the course of history4. Using postsecondary research to influence the policy process5. The activist as intellectual6. Researcher as instrument and advocate for inclusive excellence in higher education 7. Commitment to a scholarly life of contribution, meaning, satisfaction8. Choosing how, why, and to whom we profess9. Bridging the artificial gap between activism and scholarship to form tools for knowledge10. So that the people may live11. My people's professor12. Listening to students13. Why racial microgressions matter? 14. A road less travelled15. Using philosophy to develop a thoughtful approach to going public or not16. Research for policy in higher education17. Public scholarshipContributorsIndex
£23.75
Johns Hopkins University Press Investigating College Student Misconduct
Book SynopsisA clear and cogent guide to how colleges and universities can investigate student misconduct.All colleges and universities grapple with the complexities of student misconduct. How can these institutions conduct efficient fact-finding investigations and disciplinary proceedings? What best practices should administrators and legal counsel follow when student behavior interferes with a university's mission or poses a campus safety threat? Oren R. Griffin answers these questions and more in Investigating College Student Misconduct, an essential resource for student affairs professionals and university administrators. Misconduct investigations and disciplinary proceedings are as common in higher education as they are contested. Without the force of law, clear procedures, or even rules of evidence, these proceedings can leave both the accused and the accuser in danger of receiving unfair treatment, opening the university up to legal action. Emphasizing the impoTrade ReviewLooks at the investigation culture in academe, and explains the key concepts and processes involved in making sound and fair inquiries into student misconduct.—Ruth Hammond, Chronicle of Higher EducationTable of ContentsForeword, by Peter F. Lake Preface Introduction Part I. Student Misconduct and the LawChapter 1. Constitutional Considerations and Student Rights Chapter 2. Statutory Law and Avoiding Investigatory MishapsPart II. The Student Misconduct InvestigationChapter 3. FundamentalsChapter 4. TacticsChapter 5. Confidentiality and PrivilegeChapter 6. Results and OutcomesConclusionNotesIndex
£22.50
Johns Hopkins University Press How University Budgets Work
Book SynopsisTable of ContentsPrefaceChapter 1: The Language of BudgetsChapter 2: University BudgetsChapter 3: Budget ModelsChapter 4: Strategic PlansChapter 5: Operating Budget PreparationChapter 6: Budget ImplementationChapter 7: End of the Fiscal YearChapter 8: Power of the BudgetNotesIndex
£22.50
Johns Hopkins University Press The Empowered University
Book SynopsisTrade ReviewIn The Empowered University, [Hrabowski] describes a theory of shared leadership within a campus culture that is proudly aspirational, driven by clear mission and values: people first; shared governance; innovation and risk taking; and 'inclusive excellence,' the improvement of academic success for all students.—Carolyn Dever, Public BooksTable of ContentsPreface. It's about Us Part I1. And Then We Did It 2. Higher Education Matters 3. Culture Change Is Hard as Hell 4. Leadership and Empowerment 5. Grit and Greatness Part II6. At the Crossroads 7. Pillars of Success 8. An Honors University 9. A Challenge of Quality 10. The New American College 11. Difficult Conversations 12. Looking in the Mirror 13. Success Is Never Final Epilogue. A Great Challenge Notes Index
£26.10
Johns Hopkins University Press The College Stress Test
Book SynopsisProvides an insightful analysis of the market stresses that threaten the viability of some of America's colleges and universities while delivering a powerful predictive tool to measure an institution's risk of closure. In The College Stress Test, Robert Zemsky, Susan Shaman, and Susan Campbell Baldridge present readers with a full, frank, and informed discussion about college and university closures. Drawing on the massive institutional data set available from IPEDS (the Integrated Postsecondary Education Data System), they build a stress test for estimating the market viability of more than 2,800 undergraduate institutions. They examine four key variablesnew student enrollments, net cash price, student retention, and major external fundingto gauge whether an institution is potentially at risk of considering closure or merging with another school. They also assess student body demographics to see which students are commonly served by institutions experiencing market stress. The book'Trade ReviewThe timely volume, The College Stress Test, provides a framework for colleges to review their institutional health.—Aviva Legatt, ForbesTable of ContentsAcknowledgmentsPrologue. Is It Closing Time?Chapter 1. Threat, Reassurance, and Grief Chapter 2. A Winner's MarketChapter 3. A Calculus for RiskChapter 4. The Distribution of RiskChapter 5. Winners and LosersChapter 6. Those Who Are Bound to StruggleChapter 7. Changing the SlopeAppendixesA. Risk Index Workbook for Institutional AnalystsB. On Squaring the CircleC. A Note on VerificationReferencesIndex
£31.50
Johns Hopkins University Press An Insiders Guide to University Administration
Book SynopsisTable of ContentsIntroduction. Don't Panic!Chapter 1. College and University Administration 101Chapter 2. Finances, Fund-Raising, and BudgetingChapter 3. Free Speech, Censorship, and HarassmentChapter 4. Vision, Strategic Planning, Branding, and Image Chapter 5. Management, Leadership, and EthicsChapter 6. Diversity, Inclusion, and Religious AffiliationConclusion. The Future of the College and University AdministratorNotesBibliographyIndex
£29.55
Johns Hopkins University Press Runaway College Costs
Book SynopsisWhat role have governing boards played in tuition and fee escalation at four-year public colleges and universities?In the United States, college costs, especially tuition and fees, have increased much more rapidly than either the overall Consumer Price Index or median household income. This cost inflation has effectively closed the doors of higher education to many qualified students and contributed to a staggering $1.5 trillion in student debt. Additionally, the number of college enrollments in the United States actually declined for eight straight years between 2011 and 2019, as college student bodies became increasingly stratified on the basis of family incomes. Virtually every public college cost increase, however, requires a positive vote from each university's governing boardand the record shows that these votes are nearly always unanimous. In Runaway College Costs, James V. Koch and Richard J. Cebula argue that many trustees have forgotten that they should act as fiduciaries whoTrade Review[Runaway College Costs] provides the best overview of higher-ed governance issues I have seen anywhere.—James A. Bacon, Bacon's RebellionTable of ContentsPreface Acknowledgments Chapter 1. Their Answer Is Always Yes: Higher Education Cost Inflation and Governing Boards Chapter 2. Governing Boards and Economic Mobility Chapter 3. Who's in Charge and Does It Make Any Difference? Chapter 4. Tuition and Fees, Governing Boards, and State Financial Support Chapter 5. We Can Do Better I: Governing Boards, Legislatures, and Governors Chapter 6. We Can Do Better II: Looking Inside Our Public Colleges and Universities Chapter 7. A Proposed Action Agenda for Governing Boards Notes Index
£31.50
Johns Hopkins University Press Building Gender Equity in the Academy
Book SynopsisAn evidence-based, action-oriented response to the persistent, everyday inequity of academic workplaces. Despite decades of effort by federal science funders to increase the numbers of women holding advanced degrees and faculty jobs in science and engineering, they are persistently underrepresented in academic STEM disciplines, especially in positions of seniority, leadership, and prestige. Women filled 47% of all US jobs in 2015, but held only 24% of STEM jobs. Barriers to women are built into academic workplaces: biased selection and promotion systems, inadequate structures to support those with family and personal responsibilities, and old-boy networks that can exclude even very successful women from advancing into top leadership roles. But this situation canand mustchange. In Building Gender Equity in the Academy, Sandra Laursen and Ann E. Austin offer a concrete, data-driven approach to creating institutions that foster gender equity. Focusing on STEM fields, where gender equiTrade ReviewBuilding Gender Equity in the Academy: Institutional Strategies for Change is a timely addition to the conversation about gender equity in academic institutions, particularly STEM fields.—AcademeTable of ContentsAcknowledgmentsIntroductionPart I. The Problem, the Solution, and the StudyChapter 1. What's the Problem?Underrepresented, Out of SightBarriers for Women on STEM FacultiesThe Importance of RepresentationChapter 2. Fix the System, Not the Women Studying Systemic Change to Advance Gender EquityThe Content and Structure of the BookAudiences for This BookLimitations of the BookPart II. Strategies for ChangeOverviewChapter 3. Interrupt Biased ProcessesStrategy 1. Inclusive Recruitment and HiringStrategy 2. Equitable Processes of Tenure and PromotionStrategy 3. Strengthened Accountability StructuresChapter 4. Reboot WorkplacesStrategy 4. Development of Institutional LeadersStrategy 5. Approaches to Improving Departmental ClimateStrategy 6. Enhanced Visibility for Women and Gender IssuesChapter 5. Support the Whole PersonStrategy 7. Support for Dual-Career CouplesStrategy 8. Flexible Work ArrangementsStrategy 9. Practical, Family-Friendly AccommodationsChapter 6. Foster Individual SuccessStrategy 10. Faculty Professional Development ProgramsStrategy 11. Grants to Individual FacultyStrategy 12. Mentoring and Networking ActivitiesChapter 7. New Frontiers of Research and PracticeAddressing Other Arenas of BiasApproaching Equity through Analysis of Power and PrivilegeEqualizing Workloads and Their Impact on AdvancementCombating Sexual and Gender-Based HarassmentHonoring Intersectional IdentitiesIncluding Contingent FacultySummaryPart III. Building and Enacting a Change PortfolioChapter 8. Put It All TogetherCase Study 1. Case Western Reserve UniversityCase Study 2. University of Texas at El PasoCase Study 3. University of Wisconsin–MadisonLessons from the Case StudiesChapter 9. Design a Change Portfolio to Advance EquityTaking a Systemic and Strategic Approach to TransformationImplementing the Strategic Change PlanReflections and Next StepsConcluding ThoughtsAppendix A. ADVANCE Institutional Transformation Awards by Cohort through 2019Appendix B. Research MethodsReferencesIndex
£27.45
Johns Hopkins University Press When Colleges Close
Book SynopsisHow would you lead your college if you knew that you had to close it?Founded in 1888 as Miss Wheelock's Kindergarten Training School, Wheelock College's mission was to prepare students to work in the helping professions, including teaching and social work. But in 2018, struggling with growing debt and declining admissions, the 130-year-old institution officially closed and merged with Boston University, creating the BU Wheelock College of Education and Human Development. Written by the former president and vice president of academic affairs of Wheelock College, When Colleges Close presents the remarkable success story of Wheelock's merger with Boston University and its closure as a standalone institution. In an era when more and more institutions are at risk of closure, this book offers a detailed description of how the board and administration of one small college with an enrollment of under 1,100 students determined early that it needed to plan for a future in which it would no longeTable of ContentsPreface AcknowledgmentsIntroductionChapter 1. What Led Wheelock to Seek a PartnerChapter 2. A New President Arrives on CampusChapter 3. Preparing to Make Decisions and Explore OptionsChapter 4. Creating CourtshipChapter 5. Assessing Viable ProposalsChapter 6. Successful Negotiation with Boston UniversityChapter 7. Merger IntegrationChapter 8. Closing the Wheelock WayConclusion: The First YearReferencesIndex
£27.45
Johns Hopkins University Press Leadership Matters
Book SynopsisTrade ReviewLeadership Matters sends a strong message to higher education leadership, addressing the pressing needs for flexibility and adaptation, but also focusing on the tasks for those who govern these "repositories of American culture."—Dan Manolescu, Journal of Practical Studies in EducationOffers thoughtful advice for both novice and experienced campus leaders, particularly in the areas of shared governance and constituent relationships.—ForbesTable of ContentsPrefaceAcknowledgmentsIntroductionChapter 1. Presidents, Provosts, and Board ChairsChapter 2. Strategic PlanningChapter 3. Management and OperationsChapter 4. Stakeholder RelationsChapter 5. Campus and CommunityChapter 6. Accreditors, Athletic Conferences, and BeyondChapter 7. Measuring SuccessChapter 8. InnovationChapter 9. Why Leadership MattersNotesIndex
£26.10
Johns Hopkins University Press When Schools Work
Book SynopsisHow did a young generation of activists come together in 1990s Los Angeles to shake up the education system, creating lasting institutional change and lifting children and families across southern California?Critics claim that America's public schools remain feckless and hamstrung institutions, unable to improve even when nudged by accountability-minded politicians, market competition, or global pandemic. But if schools are so hopeless, then why did student learning climb in Los Angeles across the initial decades of the twenty-first century? In When Schools Work, Bruce Fuller details the rise of civic activists in L.A. as they emerged from the ashes of urban riots and failed efforts to desegregate schools. Based on the author's fifteen years of field work in L.A., the book reveals how this network of Latino and Black leaders, civil rights lawyers, ethnic nonprofits, and pedagogical progressives coalesced in the 1990s, staking out a third political ground and gaining distance from corpoTrade ReviewWhen Schools Work is not a dry tome. It illumines the lives of several remarkable people who made the changes happen—The Washington PostTable of ContentsNotes on the VernacularPrologue. Pluralist Politics Move Institutions1. Civilizing Los Angeleswith Melissa Ancheta and Sarah Manchanda2. Palace Revolt3. Outside Agitatorswith Malena Arcidiacono, Caitlin Kearns, and Joon Ho Lee4. Organizing Pluralist Politicswith Sarah Manchanda5. Pluralist Politics and Institutional ReformAcknowledgmentsNotesReferencesIndex
£29.70
Johns Hopkins University Press LGBTQ Leadership in Higher Education
Book SynopsisWhy does queer leadership matter? In this book, the first of its kind, 15 LGBTQ presidents and chancellors in higher education provide insight into their experiences and highlight the importance of queer leadership for the academy and the world. Prior to this century, there were few known gay or lesbian presidents in North American higher education. Mary Emma Wooley, president of Mount Holyoke College from 1901 to 1937, is documented because her life on campus with her partner, Jeanette Marks, is described in their love letters, which have been recently curated. Jacquelyn A. Mattfeld, president of Barnard College from 1976 to 1980, rarely receives recognition for braving sexism, heterosexism, and homophobia during her presidency. Theodora J. Kalikow, president of University of Maine Farmington from 1994 to 2012, bridges the few early examples to the era of contributors to this volume. In LGBTQ Leadership in Higher Education, Raymond Crossman brings together 15 currently serving or reTable of ContentsPreface, by Charles R. Middleton IntroductionRaymond E. Crossman1. Identifying LGBTQ Leadership Erika Endrijonas • Karen Whitney • Raymond E. Crossman2. Feminist LeadershipKatherine Hancock Ragsdale • Terry L. Allison • Erika Endrijonas3. Intersectionality and LeadershipDeRionne Pollard • Raymond E. Crossman • Nancy "Rusty" Barceló4. Coming Out and Being OutRalph J. Hexter • James Gandre • Regina Stanback Stroud5. Leading Inclusion on the CampusRegina Stanback Stroud • Erika Endrijonas • Daniel López, Jr.6. Leading in a Heteronormative/Heterosexist WorldRaymond E. Crossman • Richard J. Helldobler • Theodora J. Kalikow7. Leading in a Homophobic WorldTerry L. Allison • Karen Whitney • Susan E. Henking8. MentorshipTheodora J. Kalikow • Richard J. Helldobler • Terry L. Allison9. Self-CareJames Gandre • Katherine Hancock Ragsdale • Theodora J. Kalikow10. Presidents and PartnersRalph J. Hexter • James Gandre and Boris Thomas • Karen Whitney and Peggy Apple11. Becoming a LGBTQ President or LeaderKaren Whitney • James Gandre • Katherine Hancock Ragsdale12. The Future of the LGBTQ Presidency and LeadershipRalph J. HexterContributorsIndex
£22.50
Johns Hopkins University Press Nine Guiding Principles for Women in Higher
Book SynopsisHighlighting the nine guiding principles to help women succeed in their academic careers. Although there are more women in higher education than ever beforeand increasingly in leadership positionstheir paths to success are more difficult than those paved for men. Nine Guiding Principles for Women in Higher Education is a concise and accessible resource aimed at helping women faculty succeed in their academic careers. Karyn Z. Sproles offers guidance, humor, and courage to women in higher education, paying particular attention to those with children and women of color. Based on a wide range of scholarship, stories from dozens of women, and Sproles's personal experience from 34 years as a professor, department chair, and dean, Nine Principles offers advice on facing down impostor syndrome, avoiding social isolation, building networks of mentors, preparing for tenure, balancing teaching, scholarship, and home life,and more. Practical and visionary, the nine principles guide readers frTable of ContentsPreface. How to Thrive in Higher EducationPrinciple 1. Face Down Impostor SyndromePrinciple 2. Connect with Colleagues Principle 3. Build a Team of MentorsPrinciple 4. Manage Your Time Principle 5. Connect with Your Students Principle 6. Reflect on Teaching and Student EvaluationsPrinciple 7. Make Scholarship a HabitPrinciple 8. Prepare for Promotion and Tenure EarlyPrinciple 9. Revolutionize the Culture of Higher Education through Generosity and CompassionConclusion. CelebrateWorkshopsReferencesNotesIndex
£20.70
Johns Hopkins University Press How to Chair a Department
Book SynopsisTrade ReviewHow to Chair a Department illuminates the human element in working with faculty, staff, and administration and offers insights into the rewards possible if collaboration is done right.—The Department ChairTable of ContentsAcknowledgmentsIntroductionChapter 1. Hiring FacultyChapter 2. Mentoring FacultyChapter 3. Representing the Department to StudentsChapter 4. Working with Staff and Other Departmental AdministratorsChapter 5. Managing ResourcesChapter 6. Stewarding the Department's CurriculaChapter 7. Highlighting the Big Picture in PlanningChapter 8. Dealing with Stress and ConflictChapter 9. Connecting the Department to the School, College, and/or UniversityChapter 10. Maintaining a Scholarly or Creative ProfileChapter 11. Reinventing Yourself for Life after ChairingEpilogue: Department Chairing and the Gift of ServiceIndex
£21.60
Johns Hopkins University Press Shortchanged
Book SynopsisShortchanged is a brilliant book.The Washington Post Author and high school English teacher Annie Abrams reveals how the College Board's emphasis on standardized testing has led the AP program astray. Every year, millions of students take Advanced Placement (AP) exams hoping to score enough points to earn college credit and save on their tuition bill. But are they getting a real college education? The College Board says that AP classes and exams make the AP program more accessible and represent a step forward for educational justice. But the program's commitment to standardized testing no longer reflects its original promise of delivering meaningful college-level curriculum to high school students. In Shortchanged, education scholar Annie Abrams uncovers the political and pedagogical traditions that led to the program's development in the 1950s. In revealing the founders' intentions of aligning liberal arts education across high schools and colleges in ways they believed would protecTrade ReviewAbrams usefully shakes us out of our complacency about a program that seems good enough only because we expect so little of it.—Wall Street Journal[Abrams] says the [AP] program hurts students and the values of the liberal arts....The most damning portions of the book are on the present state of AP.—Inside Higher EdShortchanged is a brilliant book not just because of its content, but because of the way that Abrams grapples with the potential of a humanities....This book is everything we say that the humanities can do. And it's everything that, according to Abrams, the Advanced Placement regime is likely to destroy.—Washington PostAnnie Abrams's new book, Shortchanged, puts the story of Advanced Placement courses in perspective.It's an important read for anyone contemplating the time honored courses, either from a teacher or student perspective. And it is a reminder that while the name 'College Board' sounds like some sort of quasi-governmental entity overseeing higher education, they are simply a private company with products to market.—Peter Greene, ForbesTable of ContentsIntroduction: Collecting DataPart 1: Validity1. Rational Reform2. Common Purposes and Common Standards3. The BlueprintPart 2: Accountability4. Copy Paste Classroom5. Artificial Intelligence6. Better CitizensConclusion: Opportunity and TransparencyEpilogue: Formative AssessmentsAcknowledgmentsNotesIndex
£18.45
Johns Hopkins University Press HBCU
Book SynopsisShowcases the role HBCUs play in empowering Black students, fostering economic development, building community, and mentoring leaders and activists. Historically Black Colleges and Universities (HBCUs) play a pivotal role in promoting social and economic mobility for African Americans and in mentoring the next generation of Black leaders. In HBCU, Marybeth Gasman and Levon T. Esters explore the remarkable impact and contributions of these significant institutions. Through inspiring personal stories and extensive research, Gasman and Esters showcase how HBCUs have mentored generations of leaders and scholars, fostering a collaborative culture of success and empowerment. These schools shape and propel Black students into leadership and intellectual roles where they have a major impact on medicine, literature, law, higher education, art, sports, and business. HBCUs also have a profound impact on local communities and economic development that extends far beyond the classroom. This boo
£26.10
Johns Hopkins University Press The Black Familys Guide to College Admissions
Book SynopsisNamed one of the Top 2023 College Admissions Resources by Forbes and featured on NPR as Book of the Day. Groundbreaking.Angel B. Pérez, CEO of the National Association for College Admission CounselingFinding the right college is a challenge for all students, but Black families face additional challenges and questions when navigating the admissions process. Veteran admissions experts Timothy L. Fields and Shereem Herndon-Brown demystify this complexity by advising families on when to begin the process, where to apply, and how to be a competitive applicant. Fields and Herndon-Brown address specific concerns that are not often addressed by school counselors or other resources. They highlight how recent social justice movements and legal cases have amplified the necessity of considering both Historically Black Colleges and Universities and predominantly white institutions, while covering everything from athletic recruitment and artistic talents to financial aid and step-by-step instructio
£17.10
American Psychological Association School Safety and Violence Prevention
Book SynopsisThis book presents a transdisciplinary, data-driven approach to preventing violence in schools, while outlining effective strategies for collaboration with key stakeholders to promote safety.Trade ReviewMayer and Jimerson deliver a well-organized, well-thought-out, comprehensive volume on school safety and violence prevention. With contributions from a diverse group of interdisciplinary scholars, the insightful chapters will enable readers to grasp the foundational issues confronting schools today, glean insight into forming effective partnerships, and engage in the practical application of school-based research. This will be an invaluable addition to the literature on this topic.—Ryan Randa, PhD, editor, Journal of School Violence,and Department of Criminal Justice and Criminology, Sam Houston State University, Huntsville, TX Mayer and Jimerson have brought together leading authorities on school safety and violence prevention. This book gets to the heart of what educators, researchers, and policymakers need to understand when confronting the physical, emotional, and social challenges of working in schools that face unprecedented threats and acts of violence. This book provides a foundation for creating safe and welcoming environments in schools across the nation and beyond.—Edwin R. Gerler, Jr., EdD, Professor of Counselor Education, North Carolina State University, Raleigh, and founding editor of the Journal of School Violence This is the book the field so urgently needs. Chapters are closely interlinked to describe the complex but interrelated whole of school violence prevention. This refreshing approach will undoubtedly have an immediate and positive impact on professional practice and may well convey the message of hope that brings the next generation of thinkers and doers into the field. —Jim Larson, PhD, Professor Emeritus, Department of Psychology, University of Wisconsin–Whitewater “With concrete methods for promoting safety in primary and secondary educational settings, School Safety and Violence Prevention… will engage and enable school faculty, counselors, administrators, and other partners to better understand areas of common interest and learn how to work together more effectively.” —Midwest Book Review
£999.99
American Psychological Association Behavioral Interventions in Schools
Book SynopsisThis book shows psychologists and other mental health providers how to assess and treat emotional and behavioral problems in classrooms, including those arising from autism diagnoses.Table of ContentsContributors Series ForewordMichelle M. Perfect Acknowledgments IntroductionSteven G. Little and Angeleque Akin-Little Part I: Foundations of Behavioral Interventions Chapter 1: Narrative Reports and Recordings for Behavioral Problem–Solving in SchoolsChristopher H. Skinner Chapter 2: School-Wide Positive Behavioral Interventions and Supports: A Systems-Level Application of Behavioral PrinciplesBrandi Simonsen and George Sugai Chapter 3: Classroom ManagementJoseph H. Wehby and Kathleen Lynne Lane Chapter 4: Reductive Procedures: Positive Approaches to Reducing the Incidence of Problem BehaviorSteven G. Little and Angeleque Akin-Little Chapter 5: Generalization and MaintenanceJamie L. Pratt, Garry D. Wickerd, and Mark W. Steege Chapter 6: Effect of Extrinsic Reinforcement on “Intrinsic” Motivation: Separating Fact From FictionAngeleque Akin-Little and Steven G. Little Chapter 7: Applied Behavior Analysis in Education: The Role of the Board Certified Behavior AnalystMark D. Shriver Chapter 8: Behavioral Interventions for Academic Performance: A Summary of the LiteratureRobin S. Codding, Kourtney R. Kromminga, and Kristin Running Chapter 9: Adults as Change Agents: Applications of Behavioral ConsultationWilliam P. Erchul, Ann C. Schulte, Austin H. Johnson, and Cathleen A. Geraghty Part II: Working With Children With Autism Spectrum Disorder Chapter 10: Autism Spectrum Disorder: Screening and DiagnosisSteven G. Little, Angeleque Akin-Little, and Geri M. Harris Chapter 11: Overview of Applied Behavior Analysis and Early Intervention for Autism Spectrum DisorderCaitlin Irwin and Judah B. Axe Chapter 12: Discrete Trial Training: A Structured Learning Approach for Children With ASDJeff Sigafoos, Amarie Carnett, Mark F. O’Reilly, and Giulio E. Lancioni Chapter 13: Classroom Pivotal Response TeachingRianne Verschuur, Bibi Huskens, and Laurie McLay Chapter 14: Verbal Behavior Intervention in Autism Spectrum DisordersElizabeth R. Lorah, Matt Tincani, and Ashley Parnell Chapter 15: Video-Based Interventions for Children With Autism Spectrum DisorderSteven G. Little, Lauretta K. Montes, John Spangler, and Angeleque Akin-Little Chapter 16: TEACCH and Other Structured Approaches to TeachingLaurie McLay, Sarah Hansen, and Amarie Carnett Part III: Cognitive Behavior Therapy Chapter 17: What Is Cognitive Behavior Therapy?Raymond DiGiuseppe, Rachel Venezia, and Roseanne Gotterbarn Chapter 18: Cognitive Behavior Therapy With ChildrenMark D. Terjesen, Tamara Del Vecchio, and Nora Gerardi Chapter 19: Application of Alternatives for Families: A Cognitive Behavioral Therapy to School SettingsCarrie B. Jackson, Laurel A. Brabson, Amy D. Herschell, and David J. Kolko Chapter 20: Trauma-Focused Cognitive Behavior TherapySteven G. Little and Angeleque Akin-Little Index About the Editors
£999.99
Temple University Press,U.S. Multicultural Girlhood
Book SynopsisHow high school girls perpetuate social spaces of racism, misogyny, and gender stereotyping despite their best intentionsTrade Review"Given the institutionalization of multiculturalism, racialized school violence continues to baffle teachers, parents, and researchers alike. In Multicultural Girlhood, Mary Thomas addresses the question raised by the schoolgirls in her study: 'Why can't we just get along?' Her provocative answer draws attention to the investment that we all have in hierarchies of difference. This book is a must read for anyone concerned about the limitations of current multicultural policies and practices." -Dawn H. Currie, Professor of Sociology, University of British ColumbiaTable of ContentsAcknowledgments 1 Introduction 2 Banal Multiculturalism and Its Opaque Racisms: New Racial Ideals and the Limits of "Getting Along" 3 The Sexual Attraction of Racism: The Latent Desires of "Boys Are stupid" 4 The Pain of Segregation: School Territoriality, Racial Embodiment, and Paranoid Geographies 5 Geographies of Migrant Girlhood: Families and Racialization 6 What Girls Want at School: Surveillance, Care, and a Predictable Space 7 Conclusion References Index
£60.30
Temple University Press,U.S. Multicultural Girlhood
Book SynopsisHow high school girls perpetuate social spaces of racism, misogyny, and gender stereotyping despite their best intentionsTrade Review"Given the institutionalization of multiculturalism, racialized school violence continues to baffle teachers, parents, and researchers alike. In Multicultural Girlhood, Mary Thomas addresses the question raised by the schoolgirls in her study: 'Why can't we just get along?' Her provocative answer draws attention to the investment that we all have in hierarchies of difference. This book is a must read for anyone concerned about the limitations of current multicultural policies and practices." -Dawn H. Currie, Professor of Sociology, University of British ColumbiaTable of ContentsAcknowledgments 1 Introduction 2 Banal Multiculturalism and Its Opaque Racisms: New Racial Ideals and the Limits of "Getting Along" 3 The Sexual Attraction of Racism: The Latent Desires of "Boys Are stupid" 4 The Pain of Segregation: School Territoriality, Racial Embodiment, and Paranoid Geographies 5 Geographies of Migrant Girlhood: Families and Racialization 6 What Girls Want at School: Surveillance, Care, and a Predictable Space 7 Conclusion References Index
£20.89
Temple University Press,U.S. Bullying
Book SynopsisIn her forceful social history, Bullying, Laura Martocci explores the bully culture that has claimed national attention since the late 1990s. Moving beyond the identification of aggressive behaviors to an analysis of how and why we have arrived at a culture that thrives on humiliation, she critiques the social forces that gave rise to, and help maintain, bullying. Martocci's analysis of gossip, laughter, stereotyping, and competitiondynamics that foment bullying and prompt responses of shame, violence, and depressionis positioned within a larger social narrative: the means by which we negotiate damaged social bonds and the role that bystanders play in the possibility of atonement, forgiveness, and redemption. Martocci's fresh perspective on bullying positions shame as pivotal. She urges us to acknowledge the pain and confusion caused by social disgrace; to understand its social, psychological, and neurological nature; and to address it through narratives of loss, grief, and redemptioTrade Review“A very useful and up-to-date discussion of the social-emotional origins of bullying.”— Thomas Scheff, Professor Emeritus, University of California, Santa Barbara“Martocci’s book offers a new and exciting interdisciplinary and sociocultural approach to the serious and complex issue of bullying. Her approach focuses on the psychosocial dynamics of humiliation and shame—how to understand this relational process and how to change the behaviors that restore people’s relations and identities. Bullying is complex and multifaceted work. I am greatly impressed by Martocci’s analysis and framework, which draw from social science and social theory, social psychology, and psychoanalysis. I am certain that Bullying will have a wide appeal to both academics working in cultural studies and educators, practitioners, and clinicians working on this social problem.”—E. Doyle McCarthy, Professor of Sociology at Fordham UniversityTable of ContentsPreface Acknowledgments Introduction 1 The Cultural-Historical Foundations of Bullying Culture A Brief Synopsis of Cultural Change Religion and Shame: The Historical Possibility of Redemption The Socialization of Children and the Root of Contemporary Shame Constructing a Social Problem: Bullying and the Double-Edged Sword of the Media2 Social Forces and Bullying Gossip Laughter Stereotypes and Categories Competition3 Shame and Identity Shame: The Social Mechanics of a Social Emotion Shame and Anger The Psychodynamics of Anger and the Neurodynamics of Pain Guilt Re-visioning Shame: The Strengths and Weaknesses of a New Paradigm Summary4 Grieving and Grief Work: Negotiating Social Pain and Personal Loss Traditional Conceptualizations of Grief New Models of Grieving and Grief Work Bullying: A Special Case of Loss and the Pitfall of Rumination Rumination and Depression: Social-Psychological-Neurological Interface A Final Note5 Narrative Writing and the Reconstruction of Self Overview Storying the Brain Expressive Writing: Integrating the Neural, the Social, and the Psychological Storying Experiences: Writing Chaos and the Reclamation of Voice Memory Narrating an Audience and Defining a Victim: The Paradox of Social Stories A Final Note6 Tying Up Loose Ends: Challenges to Bystanders, Challenges of Cyberspace Everyone Else: A Breakdown of Bystander Responsibility Cyberspace: New Dynamics, New Challenges, New PotentialsPostscript: Practical SuggestionsAppendix A: The Uniqueness of Self and Personal Biography Appendix B: The Re-visioning of Liberation and Womanist Theologies Appendix C: Scheff and Retzinger: The Redemptive Role of Communication? Appendix D: Lyn Lofland’s “Threads of Social Connectedness? Appendix E: The Dynamics Underlying Expressive Writing: Why Does It Work? Appendix F: Traumarama!, Seventeen Magazine, and Prepackaged Shame Notes References Index
£22.79
Temple University Press,U.S. The Art of Play
Book SynopsisWeaves together the diverse voices of kids and working artists with play scholarship.Table of ContentsIntroduction Part I: Erasing Children’s Expressivity Chapter 1 • “We Don’t Have It” Chapter 2 • Before and After Part II: Master Players Interlude A Chapter 3 • Chalk Interlude B Chapter 4 • Ball Interlude C Chapter 5 • Rope Interlude D Part III: Balancing Acts Chapter 6 • “We Invented It”/“We Taught Them” Chapter 7 • The Paintlore of Children Chapter 8 • Art Advocacy/Play Advocacy Conclusion: The Practice of Invention Acknowledgments Notes References Index
£68.40
Temple University Press,U.S. The Art of Play
Book SynopsisWeaves together the diverse voices of kids and working artists with play scholarship.Table of ContentsIntroduction Part I: Erasing Children’s Expressivity Chapter 1 • “We Don’t Have It” Chapter 2 • Before and After Part II: Master Players Interlude A Chapter 3 • Chalk Interlude B Chapter 4 • Ball Interlude C Chapter 5 • Rope Interlude D Part III: Balancing Acts Chapter 6 • “We Invented It”/“We Taught Them” Chapter 7 • The Paintlore of Children Chapter 8 • Art Advocacy/Play Advocacy Conclusion: The Practice of Invention Acknowledgments Notes References Index
£20.89
Temple University Press,U.S. Knowledge for Social Change
Book SynopsisEmploying history, social theory, and a detailed contemporary case study, Knowledge for Social Change argues for fundamentally reshaping research universities to function as democratic, civic, and community-engaged institutions dedicated to advancing learning and knowledge for social change. The authors focus on significant contributions to learning made by Francis Bacon, Benjamin Franklin, Seth Low, Jane Addams, William Rainey Harper, and John Deweyas well as their own work at Penn's Netter Center for Community Partnershipsto help create and sustain democratically-engaged colleges and universities for the public good. Knowledge for Social Change highlights university-assisted community schools to effect a thoroughgoing change of research universities that will contribute to more democratic schools, communities, and societies. The authors also call on democratic-minded academics to create and sustain a global movement dedicated to advancing learning for the relief of man's estatean icoTrade Review"The authors catalogue in rich detail the pioneering efforts of educators and administrators at the University of Pennsylvania to put into practice the ideals of their forebears in progressive education, John Dewey first and foremost among them. Until the Netter Center, these ideals had fallen largely on deaf ears or been transformed beyond recognition. It is this faithfulness to the inseparability of past, present, and future that makes the book a standout in the literature of education and societal change, putting the public back in public education and recalling universities to their special responsibilities here."— Teachers College Record"(T)he book is fundamental reading for those interested in this subject matter and should be considered complementary to analogous efforts by engaged scholars operating in other geographic and cultural contexts.... Overall, the book is an honest and in-depth account of the real possibility for a prestigious research university to achieve excellence in research and teaching through an engaged agenda, and it offers a number of intellectual stimuli and practical hints in this direction."— Planning Theory and Practice"This book is a must-read for those of us responsible for educating students who will become our future world leaders. Knowledge for Social Change proposes that research universities become radically transformed to function as democratic, civic, and community-engaged institutions, and I could not agree with the idea more." —Eduardo J. Padrón, President, Miami Dade College"Knowledge for Social Change offers a bold vision for democratically minded academics concerned about our nation's future.... The authors, who are among the stalwarts of the modern community engagement movement, make no secret that the book's intellectual and political projects are meant to be provocative. Some readers may greet their provocations as utopian wishful thinking, but the authors make clear that their vision is serious and practical. Their earnestness and commitment to the transformation of research universities should prompt even the most skeptical reader to consider the radical project they propose.... The book represents a seminal scholarly contribution to the modern-day community engagement movement as the most comprehensive account to date of the philosophical ideas that ground it."—Journal of Higher Education and Outreach"Benson and colleagues’ [argue] that education, not the economic system, is the foundation stone of human society.... The authors of Knowledge for Social Change have an impressive academic pedigree for mounting their argument.... From their collective societal and educational vantage point, they place responsibility for social change squarely on the shoulders of research universities – citing William Rainey Harper’s conviction that democracy relies on educated citizens and that universities are the driver of education, as they produce both the teachers, and the teachers of the teachers. Thus, the crux of the argument is that the kind of education individuals receive determines human capacity for progress and social change. Supporting that vision, the authors draw from an array of theorists and activists whose research and educational vision was deeply occupational."—Journal of Occupational Science"Individually and collectively, the [authors] have made important contributions to the literature on higher education prior to this collaboration. And they have done a remarkable job of producing a collective work of clarity and coherence that comes across as a single voice and avoids repetition. It is a book that should be widely read by engaged scholars, practitioners, administrative leaders, and students of engagement."—Michigan Journal of Community Service Learning"[The authors] successfully advocate for a transformative system of higher education that implicates the community and public schools in the process of learning, knowledge production, and civic-engagement.... [They] provide compelling, optimistic solutions—and paths forward—to remedy the growing corporatization of the research university and service-learning.... [O]verall, and perhaps most significantly, Benson and his team provide a meaningful, tangible adaptation to Dewey’s ideas regarding education and reveal that partnerships between universities and communities can create a more democratically engaged citizenry that works collectively for the good of all."—Partnerships: A Journal of Service-Learning and Civic Engagement
£55.80
Temple University Press,U.S. Knowledge for Social Change
Book SynopsisEmploying history, social theory, and a detailed contemporary case study, Knowledge for Social Change argues for fundamentally reshaping research universities to function as democratic, civic, and community-engaged institutions dedicated to advancing learning and knowledge for social change. The authors focus on significant contributions to learning made by Francis Bacon, Benjamin Franklin, Seth Low, Jane Addams, William Rainey Harper, and John Deweyas well as their own work at Penn's Netter Center for Community Partnershipsto help create and sustain democratically-engaged colleges and universities for the public good. Knowledge for Social Change highlights university-assisted community schools to effect a thoroughgoing change of research universities that will contribute to more democratic schools, communities, and societies. The authors also call on democratic-minded academics to create and sustain a global movement dedicated to advancing learning for the relief of man's estatean icoTrade Review"The authors catalogue in rich detail the pioneering efforts of educators and administrators at the University of Pennsylvania to put into practice the ideals of their forebears in progressive education, John Dewey first and foremost among them. Until the Netter Center, these ideals had fallen largely on deaf ears or been transformed beyond recognition. It is this faithfulness to the inseparability of past, present, and future that makes the book a standout in the literature of education and societal change, putting the public back in public education and recalling universities to their special responsibilities here."— Teachers College Record"(T)he book is fundamental reading for those interested in this subject matter and should be considered complementary to analogous efforts by engaged scholars operating in other geographic and cultural contexts.... Overall, the book is an honest and in-depth account of the real possibility for a prestigious research university to achieve excellence in research and teaching through an engaged agenda, and it offers a number of intellectual stimuli and practical hints in this direction."— Planning Theory and Practice"This book is a must-read for those of us responsible for educating students who will become our future world leaders. Knowledge for Social Change proposes that research universities become radically transformed to function as democratic, civic, and community-engaged institutions, and I could not agree with the idea more." —Eduardo J. Padrón, President, Miami Dade College"Knowledge for Social Change offers a bold vision for democratically minded academics concerned about our nation's future.... The authors, who are among the stalwarts of the modern community engagement movement, make no secret that the book's intellectual and political projects are meant to be provocative. Some readers may greet their provocations as utopian wishful thinking, but the authors make clear that their vision is serious and practical. Their earnestness and commitment to the transformation of research universities should prompt even the most skeptical reader to consider the radical project they propose.... The book represents a seminal scholarly contribution to the modern-day community engagement movement as the most comprehensive account to date of the philosophical ideas that ground it."—Journal of Higher Education and Outreach"Benson and colleagues’ [argue] that education, not the economic system, is the foundation stone of human society.... The authors of Knowledge for Social Change have an impressive academic pedigree for mounting their argument.... From their collective societal and educational vantage point, they place responsibility for social change squarely on the shoulders of research universities – citing William Rainey Harper’s conviction that democracy relies on educated citizens and that universities are the driver of education, as they produce both the teachers, and the teachers of the teachers. Thus, the crux of the argument is that the kind of education individuals receive determines human capacity for progress and social change. Supporting that vision, the authors draw from an array of theorists and activists whose research and educational vision was deeply occupational."—Journal of Occupational Science"Individually and collectively, the [authors] have made important contributions to the literature on higher education prior to this collaboration. And they have done a remarkable job of producing a collective work of clarity and coherence that comes across as a single voice and avoids repetition. It is a book that should be widely read by engaged scholars, practitioners, administrative leaders, and students of engagement."—Michigan Journal of Community Service Learning"[The authors] successfully advocate for a transformative system of higher education that implicates the community and public schools in the process of learning, knowledge production, and civic-engagement.... [They] provide compelling, optimistic solutions—and paths forward—to remedy the growing corporatization of the research university and service-learning.... [O]verall, and perhaps most significantly, Benson and his team provide a meaningful, tangible adaptation to Dewey’s ideas regarding education and reveal that partnerships between universities and communities can create a more democratically engaged citizenry that works collectively for the good of all."—Partnerships: A Journal of Service-Learning and Civic Engagement
£11.39
Temple University Press,U.S. Campaigns of Knowledge
Book Synopsis The creation of a new school system in the Philippines in1898 and educational reforms in occupied Japan, both with stated goals of democratization, speaks to a singular vision of America as savior,following its politics of violencewith benevolent recuperation. The pedagogy of recovery—in which schooling was central and natives were forced to accept empire through education—might have shown how Americans couldbe good occupiers, but it also created projects of Orientalist racial management: Filipinos had to be educated and civilized, while the Japanese had to be reeducated and “de-civilized.” In Campaigns of Knowledge, Malini Schueller contrapuntally reads state-sanctioned proclamations, educational agendas, and school textbooks alongside political cartoons, novels, short stories, and films to demonstrate how the U.S. tutelary project was rerouted, appropriated, reinterpreted, and resisted. In doing so, she highlights how schooling was conceiv
£81.90
Temple University Press,U.S. Campaigns of Knowledge
Book Synopsis The creation of a new school system in the Philippines in1898 and educational reforms in occupied Japan, both with stated goals of democratization, speaks to a singular vision of America as savior,following its politics of violencewith benevolent recuperation. The pedagogy of recovery—in which schooling was central and natives were forced to accept empire through education—might have shown how Americans couldbe good occupiers, but it also created projects of Orientalist racial management: Filipinos had to be educated and civilized, while the Japanese had to be reeducated and “de-civilized.” In Campaigns of Knowledge, Malini Schueller contrapuntally reads state-sanctioned proclamations, educational agendas, and school textbooks alongside political cartoons, novels, short stories, and films to demonstrate how the U.S. tutelary project was rerouted, appropriated, reinterpreted, and resisted. In doing so, she highlights how schooling was conceiv
£25.19
Temple University Press,U.S. School Zone
Book SynopsisSchools should be safebut they are not always safe for everybody. Authors Pamela Wilcox, Graham Ousey, and Marie Skubak Tillyer studied crime among students located across diverse middle- and high-school settings to investigate why some students engage in delinquencybut others do notand why some students are more prone to victimization. School Zone focuses on the three key interactional elementscontext, victims, and offendersto understand and explain the impact of common crimes such as theft, weapon carrying, drug possession and the verbal, physical, and sexual harassment of classmates.The authors also consider how individual students and schools respond to crime and threats. They analyze the variables that schools can control in planning and practice that explain why some schools have higher crime rates. School Zone uses empirical studies to provide a comprehensive understanding of the patterns and causes of variation in individual- and aggregate-level school-based offending and victiTrade Review“[The authors] meticulously examine the correlations between offending and victimization behaviors among students and their relationships to the characteristics of a given school environment. This intentionally curated and evidence-based text echoes the significance of the current issue of school violence, which unfortunately has become a reality of the education system. This book will serve readers across all sectors as a valuable contribution to the effort to change the education landscape for future generations…. Summing Up: Recommended.”—Choice"[School Zone] is a display of tremendous effort, collaboration, and author expertise centered around school-based crime and victimization. Authors Pamela Wilcox, Graham C. Ousey, and Marie Skubak Tillyer provide a comprehensive review of criminological theories as well as patterns and causes that help to explain school-based offending and victimization."—Contemporary Sociology
£73.10
