Educational strategies and policy Books
Policy Press Social Capital, Children and Young People:
Book SynopsisSocial capital, children and young people is about the relationships and networks - social capital - that children and young people have in and out of school.Social capital has become of increasing interest to policy makers but there has been little evidence of how it operates in practice. In this unique collection, the social capital of children and young people, and in one case parents and teachers, is explored in a wide range of formal and informal settings.The contributors to the book, who include academic researchers and educational professionals, provide in-depth accounts of social capital being developed and used by children and young people. They offer critical reflections on the significance of social capital and on the experiences of researching the social capital of sometimes vulnerable people.This book is essential reading for anyone concerned with how children and young people get along, get by and get on.Trade Review"The research presented in this book provides an engaging and passionate contribution to the debate around issues of social mobility, inclusion and equality... useful to education policy makers and practitioners, as well as those interested in these issues and social capital theory." ARVAC bulletin"This timely book makes a valuable contribution to the critical debate about social capital, while exploring its operation in schools and communities, and raising powerful considerations for policy makers." Jenny Ozga, Oxford University Department of Education"It is heartening to see such careful and honest application of the notion of social capital to educational issues. This book makes important Scottish evidence available to a wider audience." Professor Tom Schuller, Director, LongviewTable of ContentsPart I Social capital and inclusion; Evaluating an inclusive education programme: lessons in transient social capital ~ Beth Cross, Julie Allan and Dorothy McDonald; Inclusion of pupils from refugee families ~ Geri Smyth, George MacBride, Grace Paton and Nathalie Sheridan; Social capital in the lives of young carers ~ Monica Barry; Youth club connections ~ Marion Allison and Ralph Catts; Commentary: social capital and inclusion: implications for practice ~ George MacBride; Part II Social capital in and out of school; Social capital transitions of 'Get Ready For Work' trainees ~ Janine Muldoon and Ralph Catts; Social capital, diversity and inclusion: lessons from one primary school ~ Rowena Arshad and Susan Maclennan; Transitions to secondary schooling: a social capital perspective ~ Kevin Stelfox and Ralph Catts; Multiple capitals and Scottish independent schools: the (re)production of advantage ~ Bob Lingard, Joan Forbes, Gaby Weiner and John Horne; Commentary: schools and social capital: implications for practice ~ Rowena Arshad; Social capital for young people in educational and social policy, practice and research ~ Ralph Catts and Julie Allan.
£75.99
Policy Press Networks, New Governance and Education
Book SynopsisThe public sector is going through a period of fundamental change. Service delivery, policy making and policy processes are being carried out by new actors and organisations with new interests, methods and discourses, related to the emergence of new forms of governance. This timely book from bestselling author Stephen Ball and Carolina Junemann uses network analysis and interviews with key actors to address these changes, with a particular focus on education and the increasingly important role of new philanthropy. Critically engaging with the burgeoning literature on new governance, they present a new method for researching governance - network ethnography- which allows identification of the increasing influence of finance capital and education businesses in policy and public service delivery. In a highly original and very topical analysis of the practical workings of the Third Way and the Big Society, the book will be useful to practicing social and education policy analysts and theorists and ideal supplementary reading for students and researchers of social and education policy.Trade Review"this is a slim volume but one that is thick with information. For those interested in another of “the other sides” of school reform, Networks, New Governance and Education is a particularly useful tool. In addition, however, it is also extremely helpful in bolstering one’s understanding of the new hybridity that characterizes what is now the education market rather than the education sphere. Finally, it has particular relevance for those interested in new ways of examining the networks of people and organizations that have increasing influence on life in the 21st century." Anthropology and Education Quarterly"This is by far the best account of the social shapes of privatisation that we have. Abounding in brilliant insights and startling detail, it maps a new landscape of education. It will have a decisive influence on educational and policy sociology." Ken Jones, Goldsmiths, University of London"This is a sumptuous book: rich in detail and scholarly in conceptualisation. Ball and Junemann have undertaken a forensic analysis of actor interactions and so made the business of philanthropy transparent and intelligible. Living within, and so far surviving, ongoing reform experiments is exhausting, but these authors help make sense of unfolding and complex processes through their political science knowledge and expertise." Helen Gunter, University of ManchesterTable of ContentsPolicy networks and new governance; Education, network governance and public sector reform; 'New' philanthropy, social enterprise and public policy; Policy influence, boundary spanners and policy discourses; New policy lions: ARK, Teach First and the New Schools Network; Networks, heterarchies and governance - and the beginning of the end of state education?
£27.54
Policy Press Networks, New Governance and Education
Book SynopsisThe public sector is going through a period of fundamental change. Service delivery, policy making and policy processes are being carried out by new actors and organisations with new interests, methods and discourses, related to the emergence of new forms of governance. This timely book from bestselling author Stephen Ball and Carolina Junemann uses network analysis and interviews with key actors to address these changes, with a particular focus on education and the increasingly important role of new philanthropy. Critically engaging with the burgeoning literature on new governance, they present a new method for researching governance - network ethnography- which allows identification of the increasing influence of finance capital and education businesses in policy and public service delivery. In a highly original and very topical analysis of the practical workings of the Third Way and the Big Society, the book will be useful to practicing social and education policy analysts and theorists and ideal supplementary reading for students and researchers of social and education policy.Trade Review"this is a slim volume but one that is thick with information. For those interested in another of “the other sides” of school reform, Networks, New Governance and Education is a particularly useful tool. In addition, however, it is also extremely helpful in bolstering one’s understanding of the new hybridity that characterizes what is now the education market rather than the education sphere. Finally, it has particular relevance for those interested in new ways of examining the networks of people and organizations that have increasing influence on life in the 21st century." Anthropology and Education Quarterly"This is by far the best account of the social shapes of privatisation that we have. Abounding in brilliant insights and startling detail, it maps a new landscape of education. It will have a decisive influence on educational and policy sociology." Ken Jones, Goldsmiths, University of London"This is a sumptuous book: rich in detail and scholarly in conceptualisation. Ball and Junemann have undertaken a forensic analysis of actor interactions and so made the business of philanthropy transparent and intelligible. Living within, and so far surviving, ongoing reform experiments is exhausting, but these authors help make sense of unfolding and complex processes through their political science knowledge and expertise." Helen Gunter, University of ManchesterTable of ContentsPolicy networks and new governance; Education, network governance and public sector reform; 'New' philanthropy, social enterprise and public policy; Policy influence, boundary spanners and policy discourses; New policy lions: ARK, Teach First and the New Schools Network; Networks, heterarchies and governance - and the beginning of the end of state education?
£75.99
Edward Elgar Publishing Ltd Learning to Compete in European Universities:
Book SynopsisThis book addresses the critical issue of how and why European universities are changing and learning to compete. Anglo-Saxon universities particularly in the US, the UK and Australia have long been subject to, and responded to, market-based competition in higher education. The authors argue that Continental and Nordic universities and higher education institutes are now facing similar pressures that are leading to a structural transformation of the university sector.Four important themes are addressed, namely 'Emergent Strategies', 'Diversification and Specialization', 'Rethinking University-Industry Relations' and 'Reflections'. Contributors include Luke Georghiou writing about the merger between The Victoria University of Manchester and UMIST; Andrea Bonaccorsi writing about differentiation in higher education; and Maryann Feldman writing about American technology transfer. Thus, the book provides a timely and critical reflection on what happens, as European universities transform from government-funded social institutions to become knowledge businesses operating in a competitive regime.This study will appeal to a broad audience of researchers, academics and policymakers with an interest in understanding the major transformations universities are currently undergoing. Regardless of whether one believes that increasing competition has positive or negative effects, the changes will undoubtedly affect both academics and students. These transformations will also influence the ability of nations to compete in the global knowledge society.Trade Review'One of the most attractive features of the book is that chapters are mostly written by well known experts in the field. . . This is a book that has much to offer scholars researching the changing role of universities, for managers in universities facing the reality of competitive pressures, as well as policy-makers caught up in the "knowledge business" game. The editors have done an excellent job highlighting different aspects of how this game is currently being played.' -- Helen Lawton Smith, Papers in Regional Science'A compilation of informed and informative articles and essays on how and why changes are occurring in European university systems as they adapt to compete with each other as they evolve from government-funded social institutions to capitalism-based "knowledge business" models. Deftly edited by the team of Maureen McKelvey and Magnus Holmen, Learning to Compete in European Universities is enhanced with the inclusion of numerous tables and figures and a comprehensive index, making it a seminal work of scholarship and a strongly recommended addition to academic library educational studies reference collections and supplemental reading lists.' -- The Midwest Book ReviewTable of ContentsContents: Preface 1. Introduction Maureen McKelvey and Magnus Holmén 2. Exploring University Alliances and Comparable Academic Cooperation Structures Enrico Deiaco, Ana M. Gren and Göran Melin 3. Strategy to Join the Elite: Merger and the 2015 Agenda at the University of Manchester Luke Georghiou 4. Large-scale International Facilities within the Organization: MAX Lab within Lund University Olof Hallonsten and Mats Benner 5. Division of Academic Labour is Limited by the Size of the Market. Strategy and Differentiation of European Universities in Doctoral Education Andrea Bonaccorsi 6. Polarization of the Swedish University Sector: Structural Characteristics and Positioning Daniel Ljungberg, Mattias Johansson and Maureen McKelvey 7. The American Experience in University Technology Transfer Maryann P. Feldman and Shiri M. Breznitz 8. Academic Patenting in Europe: Evidence on France, Italy and Sweden from the KEINS Database Francesco Lissoni, Patrick Llerena, Maureen McKelvey and Bulat Sanditov 9. The Forgotten Individuals: Attitudes and Skills in Academic Commercialization in Sweden Mats Magnusson, Maureen McKelvey and Matteo Versiglioni 10. Elite European Universities and the R&D Subsidiaries of Multinational Enterprises Anders Broström, Maureen McKelvey and Christian Sandström 11. Running the Marathon William B. Cowan, Robin Cowan and Patrick Llerena 12. What Does it Mean Conceptually that Universities Compete? Enrico Deiaco, Magnus Holmén and Maureen McKelvey 13. From Social Institution to Knowledge Business Enrico Deiaco, Magnus Holmén and Maureen McKelvey Index
£126.00
Edward Elgar Publishing Ltd School Accountability, Autonomy and Choice Around
Book SynopsisAccountability, autonomy and choice are now the watchwords of education reformers around the globe. This book presents new evidence from the Programme for International Student Assessment (PISA) test on whether students perform better in school systems with such institutional measures in place. It also provides a theoretical framework for considering these reforms and summarizes previous international evidence. The results confirm that various policies promoting accountability, autonomy and choice are strongly associated with higher achievement for students from both disadvantaged and advantaged backgrounds. In particular, choice through public funding for private schools is associated with both higher performance overall and higher equality of opportunity.Providing detailed and rich facets of different forms of accountability, autonomy and choice, this book is unique in its empirically based and internationally oriented treatment of this up-to-date policy topic. It will be of great interest to academics, policy-makers and practitioners, as well as students in education policy and in the economics of education.Trade Review'. . . the book is a valuable contribution to the literature by thoroughly analyzing the PISA 2003. Its analysis will be very important to future students and researchers as more international data sets become available to researchers.' -- Lisa M. Dickson, Eastern Economic JournalTable of ContentsContents: 1. Introduction: School Reforms around the World 2. Institutions and Student Achievement: A Basic Model 3. Accountability 4. Autonomy 5. Choice 6. Non-Cognitive Skills 7. Equity 8. Lessons Learned References Index
£90.00
Commonwealth Secretariat Next Steps in Managing Teacher Migration: Papers
Book SynopsisThe Sixth Commonwealth Teachers’ Research Symposium brought together education researchers, practitioners and policy-makers to share experiences from developed and developing countries both within and outside the Commonwealth. This collection of papers from the event examines current trends in teacher migration, including education in emergencies, forced migration and pan-African migration, in line with the current global focus on education in conflict affected countries. Co-published with UNESCO.Table of ContentsDedication Foreword Acknowledgements Abbreviations and acronyms 1. Introduction, Jonathan Penson and Akemi Yonemura PART I. MANAGING TEACHER RECRUITMENT AND MIGRATION 2. Migration and development: Key issues for consideration for the Commonwealth, Constance Vigilance 2.1 Introduction 2.2 Recent trends 2.3 Key topics and concepts 2.4 Engagement of international institutions on migration and development 2.5 The way forward 3. Towards a global response to teacher preparation, recruitment and migration, Michael Omolewa 3.1 Introduction 3.2 Topical questions 3.3 The UNESCO initiative 3.4 The Commonwealth initiative 3.5 Negotiated consensus 3.6 Conclusion 4. Revisiting the implementation of the Commonwealth Teacher Recruitment Protocol: Furthering implementation and addressing critical steps in the recruitment process, Kimberly Ochs 4.1 Introduction 4.2 Revisiting the issue of teacher migration 4.3 The system of teacher mobility 4.4 Protocol dissemination 4.5 Revisiting protocol dissemination and implementation 4.6 The central importance of context 4.7 Discussion and conclusions 4.8 Recommendations 5. A continental teacher recruitment protocol in Africa: Key considerations from the Commonwealth Teacher Recruitment Protocol, James Keevy 5.1 Introduction 5.2 Learning from the experiences of the Commonwealth Teacher Recruitment Protocol 5.3 The meaning of an African approach: policy learning and an African philosophy 5.4 Thoughts on the proposed African Continental Teacher Recruitment Protocol 5.5 Concluding comments PART II. APPLICATION OF CTRP PRINCIPLES: EXPERIENCES FROM THE FIELD AND GOOD PRACTICES 6. Managing teacher recruitment and migration: A case study of the Barbados experience, Roderick Ricardo Rudder 6.1 Introduction and background 6.2 Methodology 6.3 Discussion of findings 6.4 Conclusions 7. Teacher migration and the role of historically black colleges and universities and Hispanic serving institutions in the United States, Helen Bond 7.1 Commonwealth Teacher Recruitment Protocol 7.2 Root causes of teacher shortages 7.3 Prince George’s County public schools 7.4 Minority teacher investment 7.5 HBCUs and HSIs and teacher migration 7.6 Ready to Teach programme 7.7 Conclusion and recommendations 8. The need for teachers: An Ethiopian case study, Theodros Shewarget, Theresa Wolde-Yohannes and Akemi Yonemura 8.1 Introduction 8.2 The purpose of this paper 8.3 Background and educational context 8.4 Research questions 8.5 Methodology 8.6 Findings 8.7 Analysis 8.8 Conclusion 9. Zimbabwean education professionals in South Africa: Motives for migration, Sadhana Manik 9.1 Introduction 9.2 Literature review 9.3 Methodology of study 9.4 Findings of study 9.5 Discussion and conclusion PART III. TEACHER MIGRATION: REMAINING ISSUES TO CONSIDER 10. Where have all the teachers gone? Why there are never any teachers in Africa’s refugee camps and what we can do about it, Barry Sesnan 10.1 Introduction 10.2 Creation of a teaching force in an emergency or the short term 11. Teacher migration and education in conflict and post-conflict countries: Experience from Somalia, Christophe Mononye 11.1 Introduction 11.2 Teacher migration (context-specific) and its implications 11.3 Challenges 11.4 Summing and conclusion 12. Teacher attrition in Wolaita: The cases of domestic migration of Bolosso Sore and Damot Gale woredas, Michael Daniel Ambatchew 12.1 General background 12.2 Statement of the problem 12.3 Literature review and theoretical framework 12.4 Aims 12.5 Methodology 12.6 Findings and discussion 12.7 Limitations 12.8 Conclusion and recommendations 13. Challenges facing higher education in the Southern African Development Community, Louis J van der Westhuizen 13.1 Introduction 13.2 SADC contents 13.3 Levels of higher education quality assurance development in SADC 13.4 Quality assurance initiatives 13.5 Staff capacity as a factor influencing the potential of higher education 13.6 Challenges facing the SADC higher education institutions 13.7 The way forward PART IV. NEXT STEPS IN MANAGING TEACHER MIGRATION 14. Beyond the Commonwealth Teacher Recruitment Protocol: Next steps in managing teacher migration in education in emergencies, Jonathan Penson, Akemi Yonemura, Barry Sesnan, Kimberly Ochs and Casmir Chanda 14.1 Introduction 14.2 Background 14.3 Definition of terms 14.4 Situational analysis 14.5 Literature review and analysis 14.6 Case study: refugees from South Sudan 14.7 The principles of the Commonwealth Teacher Recruitment Protocol and emergencies 14.8 Recommendations 14.9 Conclusion Monitoring form
£54.00
Edward Elgar Publishing Ltd Learning to Compete in European Universities:
Book SynopsisThis book addresses the critical issue of how and why European universities are changing and learning to compete. Anglo-Saxon universities particularly in the US, the UK and Australia have long been subject to, and responded to, market-based competition in higher education. The authors argue that Continental and Nordic universities and higher education institutes are now facing similar pressures that are leading to a structural transformation of the university sector.Four important themes are addressed, namely 'Emergent Strategies', 'Diversification and Specialization', 'Rethinking University-Industry Relations' and 'Reflections'. Contributors include Luke Georghiou writing about the merger between The Victoria University of Manchester and UMIST; Andrea Bonaccorsi writing about differentiation in higher education; and Maryann Feldman writing about American technology transfer. Thus, the book provides a timely and critical reflection on what happens, as European universities transform from government-funded social institutions to become knowledge businesses operating in a competitive regime.This study will appeal to a broad audience of researchers, academics and policymakers with an interest in understanding the major transformations universities are currently undergoing. Regardless of whether one believes that increasing competition has positive or negative effects, the changes will undoubtedly affect both academics and students. These transformations will also influence the ability of nations to compete in the global knowledge society.Trade Review'One of the most attractive features of the book is that chapters are mostly written by well known experts in the field. . . This is a book that has much to offer scholars researching the changing role of universities, for managers in universities facing the reality of competitive pressures, as well as policy-makers caught up in the "knowledge business" game. The editors have done an excellent job highlighting different aspects of how this game is currently being played.' -- Helen Lawton Smith, Papers in Regional Science'A compilation of informed and informative articles and essays on how and why changes are occurring in European university systems as they adapt to compete with each other as they evolve from government-funded social institutions to capitalism-based "knowledge business" models. Deftly edited by the team of Maureen McKelvey and Magnus Holmen, Learning to Compete in European Universities is enhanced with the inclusion of numerous tables and figures and a comprehensive index, making it a seminal work of scholarship and a strongly recommended addition to academic library educational studies reference collections and supplemental reading lists.' -- The Midwest Book ReviewTable of ContentsContents: Preface 1. Introduction Maureen McKelvey and Magnus Holmén 2. Exploring University Alliances and Comparable Academic Cooperation Structures Enrico Deiaco, Ana M. Gren and Göran Melin 3. Strategy to Join the Elite: Merger and the 2015 Agenda at the University of Manchester Luke Georghiou 4. Large-scale International Facilities within the Organization: MAX Lab within Lund University Olof Hallonsten and Mats Benner 5. Division of Academic Labour is Limited by the Size of the Market. Strategy and Differentiation of European Universities in Doctoral Education Andrea Bonaccorsi 6. Polarization of the Swedish University Sector: Structural Characteristics and Positioning Daniel Ljungberg, Mattias Johansson and Maureen McKelvey 7. The American Experience in University Technology Transfer Maryann P. Feldman and Shiri M. Breznitz 8. Academic Patenting in Europe: Evidence on France, Italy and Sweden from the KEINS Database Francesco Lissoni, Patrick Llerena, Maureen McKelvey and Bulat Sanditov 9. The Forgotten Individuals: Attitudes and Skills in Academic Commercialization in Sweden Mats Magnusson, Maureen McKelvey and Matteo Versiglioni 10. Elite European Universities and the R&D Subsidiaries of Multinational Enterprises Anders Broström, Maureen McKelvey and Christian Sandström 11. Running the Marathon William B. Cowan, Robin Cowan and Patrick Llerena 12. What Does it Mean Conceptually that Universities Compete? Enrico Deiaco, Magnus Holmén and Maureen McKelvey 13. From Social Institution to Knowledge Business Enrico Deiaco, Magnus Holmén and Maureen McKelvey Index
£41.95
John Wiley and Sons Ltd Counselling for Heart Disease
Book SynopsisThis book is designed for all professionals working with people with heart problems. The book looks at the causes and consequences, basic counselling skills, stress management, risk factor intervention and how to develop rehabilitation programmes.Table of ContentsPreface to the series. Foreword by Dr Alastair McDonald. 1. Heart Disease: Causes and consequences. 2. Psychological care in acute settings. 3. A Basic counselling approach. 4. Stress management training. 5. Risk factor intervention. 6. Putting it all together. References. Appendices. Index. List of Figures.
£35.10
John Wiley and Sons Ltd School Refusal
Book SynopsisCovering the various stages of intervention it provides a practical insight into this multifaceted situation. Distinguishes between school refusal and other forms of school attendance problems Assists practitioners with the development of an intervention plan for school refusal Provides resources which are useful in assessment and management of school refusal Trade Review"Some of these [books in the PACTS series 2] are quite outstanding guides for practitioners, full of practical steps to take and worldly wisdom as well as good theretical grounding ... The approach taken to school refusal is also very sound ... Overall I would recommend that this series is present for anybody working with adolescents, as they provide a very useful guide for trainees to get stuck in with treatment." Stephen Scott, Institute of Psychiatry, London, Child and Adolescent Mental Health, Volume 9, No. 2, 2004, pp 92-96Table of ContentsIntroduction 1 Part I: Assessment 5 Part II: General Considerations for Intervention 15 Part III: Intervention with the Young Person 18 Part IV: Intervention with the Parents 32 Part V: Intervention at the School Level 47 Part VI: Concluding Remarks 51Appendices 54
£19.90
Policy Press Differing visions of a Learning Society Vol 1:
Book SynopsisLifelong learning has been an evidence-free zone for too long. It has been under-researched and under-theorised. This volume, the first of two, is the culmination of years of empirical work undertaken for the ESRC's Learning Society Programme, a major investment in lifelong learning research. It explores the ways lifelong learning can contribute to the development of knowledge and skills for employment, and other areas of adult life. In this first volume, the contributors address the challenges to social science researchers to study issues that are central and directly relevant to the political and policy debate, and to take into account the reality of people's lives. Each chapter gives an overview of one project, describing its objectives, methods, main findings and policy implications. Some of the main themes explored include the education market post-16, key skills in Higher Education, adult guidance services, and how knowledge can be developed at work. In the introduction, these topics are placed by the editor within the broad context of research and policy on different types of learning societies and lifelong learning. The evidence provided shows what policies are or are not working and provides the basis for structural reform. Some of the conclusions arrived at by the projects challenge fundamental assumptions of current policy. The contributions demonstrate the value of independent, critical research in an area which is awash with unsubstantiated generalities, armchair musings and banalities without bite. Differing visions of a Learning Society contributes to the public debate on lifelong learning, and is essential reading for politicians, policy makers, practitioners, academics and researchers concerned in any way with lifelong learning.Trade Review"Volumes 1 & 2 are 'timely, important and definitely to be recommended'. They are invaluable reading for anyone with an interest in current educational and economic policy-making and the enduring social problems that policy-makers will continue to face long after the notion of the 'learning society' has faded from collective memory." British Educational Research"Volumes 1 & 2 are a most valuable resource, both for those who are already specialists in the field, as well as for a much wider readership." British Journal of Educational StudiesIn Differing visions of a Learning Society, Frank Coffield and his collaborators in the ESRC Learning Society programme reveal the tensions at the heart of lifelong learning policy development from a range of different starting points. Read it."... should be read by all social scientists." British Sociological Assocation Network magazineTable of ContentsIntroduction: a critical analysis of the concept of a learning society Frank Coffield; 'Worlds apart' - education markets in the post-16 sector of one urban locale 1995-98 Stephen J. Ball, Meg Maguire and Sheila Macrae; Unifying academic and vocational learning in England, Wales and Scotland Ken Spours, Michael Young, Cathy Howieson and David Raffe; Skill development in higher education and employment Elisabeth Dunne, Neville Bennett and Clive Carré; The variable contribution of guidance services in different types of learning societies Will Bartlett and Teresa Rees; Changing patterns of training provision in the National Health Service: an overview Jenny Hewison, Therese Dowswell and Bobbie Millar; Working and learning in Britain and Germany: findings of a regional study Phil Cooke, Antje Cockrill, Peter Scott, John Fitz and Brian Davies; Development of knowledge and skills at work Michael Eraut, Jane Alderton, Gerald Cole and Peter Senker.
£27.54
Policy Press Active social policies in the EU: Inclusion
Book SynopsisThis book challenges the underlying presupposition that regular employment is the royal road to inclusion. Drawing on original empirical research, it investigates the inclusionary and exclusionary potentials of different types of work, including activation programmes. Active social policies in the EU makes an important contribution to the debates in this area by: reporting on original international comparative research; reflecting on and critically assessing current activating policies; evaluating the consequences of these policies, as well as challenging the premises they are based on; including the perspectives of service users in its analyses; offering recommendations for the future design of activating policies. The book will be invaluable for students, lecturers and researchers of social and labour market policies and policy makers. It is essential reading for those interested in issues of inclusion, activation and the role of types of work in promoting inclusion.Trade Review"This is a balanced book, revealing a sensitivity to complex issues. The concluding emphasis on the need to view social policy innovations such as activation from the perspectives and experiences of clients is salutary and needs to be more widely adopted in comparative social policy research." Social Development Issues"There is currently a lot of political rhetoric about 'active social policies' in the EU. This book provides an empirical and analytical view of the complex issues of active employment and social policies in Europe. It is a most welcome contribution to ongoing debates. I warmly recommend it to policy makers, researchers and practitioners who wish to keep abreast of developments in the field." Matti Heikkilä, Deputy Director General of STAKES (National Research and Development Centre for Welfare and Health), Helsinki, FinlandTable of ContentsIntroduction ~ Rik van Berkel and Iver Hornemann Møller; The concept of inclusion/exclusion and the concept of work ~ Rik van Berkel, Iver Hornemann Møller and Colin C. Williams; The concept of activation ~ Rik van Berkel and Iver Hornemann Møller; The inclusive power of standard and non-standard work ~ Marisol García and Jan de Schampheleire; Inclusion through participation? Active social policies in the EU and empirical observations from case studies into types of work ~ Henning Hansen, Pedro Hespanha, Carlos Machado and Rik van Berkel; Patterns of exclusion/inclusion and people's strategies ~ Iver Hornemann Møller and Pedro Hespanha; Entrepreneurial activation: the Spanish Capitalisation of Unemployment Benefits programme ~ Aitor Gómez González; Orthodoxy and reflexivity in international comparative analysis ~ Ben Valkenburg and Jens Lind; Activation policies as reflexive social policies ~ Rik van Berkel and Maurice Roche.
£28.49
Policy Press Creating a learning society?: Learning careers
Book SynopsisLifelong learning is a key government strategy - both in the UK and internationally - to promote economic growth and combat social exclusion. This book presents a highly innovative study of participation in lifelong learning and the problems which need to be overcome if lifelong learning policies are to be successful. It: provides a systematic analysis, based on innovative empirical research, of the social and economic realities which actually determine patterns of participation in lifelong learning; shows what the factors are that shape people's participation, or their decision not to participate; offers new insights into the processes of lifelong learning, which have important implications for the development of more effective policies.Trade Review"... a solid, rigorous piece of research, with relevance far beyond the one area of Wales that the authors studied. It is an important contribution to our understanding of what we (and our policy makers) mean by lifelong learning." Learning and Skills Research"This is a strong book with a powerful message. Research specialists will be interested by the methods used to investigate learning throughout the lifespan. The findings are highly original, and should make a considerable impact in Britain and elsewhere on scholars and policy makers alike." Professor John Field, Department of Continuing Education, University of WarwickTable of ContentsContents: Contemporary policies for a learning society; Lifelong learning trajectories; History, place and the learning society: the case of South Wales; Patterns of individual participation in adult learning; Families and the formation of learner identities; Lifelong learning trajectories and the two dimensions of change over time. The role of informal learning with Ralph Fevre; The learning society and the economic imperative; The impact of policies to widen participation with Neil Selwyn; The prospects for a learning society.
£25.64
Policy Press Explaining ethnic differences: Changing patterns
Book SynopsisThis book focuses on the changing terrain of ethnic disadvantage in Britain, drawing on up-to-date sources. It goes further than texts that merely describe ethnic inequalities to explore and explain their dynamic nature. It suggests that the increasing diversity of experience among different ethnic groups is a key to understanding continuing and emerging tensions and conflicts. Explaining ethnic differences: provides up to date data and analysis of ethnic diversity and changing patterns of disadvantage in Britain; · covers key areas of social life, including demographic trends, education, employment, housing, health, gender, and policing and community disorder; · is written by leading experts in the field; · addresses issues of urgent public importance in the context of recent community disorder and the resurgence of the far right. · The book is essential reading for policy makers in central and local government; academics, postgraduate students and advanced undergraduates in the social sciences; social work, health, education and housing professionals; and criminal justice personnel.Trade Review"... an essential read for anyone interested in 'race' and ethnicity studies, including students, academics and those within policy-making institutions. The book should be read as an introductory text to some of the key issues within the study of race and ethnicity." BSA Network Newsletter"... this volume provides new insights into the factors that shape the lives of nearly seven percent (p.3) of the UK population. As such it will not only provide an interesting and informative reference for researchers who contribute to the literature in this field, but also to policy makers who are working towards reducing inequalities and disadvantages for all ethnic groups." Work, Employment and Society"... lively and engaging... a thought-provoking book, which far from merely describing ethnic inequalities aims to explore and explain them." Ethnic and Racial Studies "This is an excellent text which will prove an invaluable complement to others." Journal of Social Policy"This important new book will do much to enhance our knowledge of the differences as well as the similarities between ethnic minority communities in British society. It brings together a wealth of original research that addresses this important issue from a range of perspectives." John Solomos, Centre for the Study of Race and Ethnicity, Department of Sociology, City University, LondonTable of ContentsIntroduction ~ David Mason; Changing ethnic disadvantage: an overview ~ David Mason; The demographic characteristics of people from minority ethnic groups in Britain ~ David Owen; Ethnic differentials in educational performance ~ Tariq Modood; Changing patterns of ethnic disadvantage in employment ~ David Mason; Patterns of and explanations for ethnic inequalities in health ~ James Y. Nazroo; Housing black and minority ethnic communities: diversity and constraint ~ Malcolm Harrison; 'All the women are white, all the blacks are men - but some of us are brave': mapping the consequences of invisibility for black and minority ethnic women in Britain ~ Heidi Safia Mirza; Police lore and community disorder: diversity in the criminal justice system ~ Virinder S. Kalra.
£28.49
Policy Press Social capital and lifelong learning
Book SynopsisSocial capital and lifelong learning are central to current policy concerns both in the UK and internationally. This book confirms the significance of social capital as an analytical tool, while challenging the basis on which current policy is being developed. It: · offers a wealth of evidence on a topic that has become central to contemporary government; · provides a detailed empirical investigation of the relationship between social capital, knowledge creation and lifelong learning; · relates the findings to wider policy debates; · questions the dominant theoretical models of social capital; and · confronts the assumption of many policy makers that the obvious solution to social problems is to 'invest in social capital'.Trade Review"... marks an important contribution to the emerging literature. ... thought-provoking and valuable for anyone with an interest in the development of lifelong learning." International Journal of Lifelong Education"... this is a thought-provoking book, very relevant to those concerned with community development as well as to those involved in community education, directly." Community Development Journal"[Social capital and lifelong learning] is a thought provoking book, very relevant to those concerned with community development as well as to those involved in community education directly." Community Development Journal"John Field is a leading international thinker in the lifelong learning field. His new book will contribute to the developing debate on the relevance of social capital to social policy analysis in the UK. Highly recommended." Alan Tuckett, Director, NIACE (National Institute of Adult Continuing Education)Table of ContentsIntroduction; Networks, schooling and learning in adult life; Social connections and adult learning; Rethinking the relationship; What next?
£30.39
John Wiley & Sons Inc Dyslexia and Counselling
Book SynopsisWhile much has been written about dyslexia and literacy, little has been written about dyslexia and counselling. Good counselling remediates problems in relationships. Good teaching remediates problems in literacy. When the principles of effective counselling combine with the principles of effective literacy teaching, then dyslexia becomes not only manageable but potent, a source of individual strength and wisdom. This book is designed to be a practical resource for busy counsellors and therapists working with dyslexic clients in the time-constrained world of modern therapy. It is also a reference for anyone who is interested in the counselling perspective on dyslexia: parents, teachers and anyone working in, for example primary care or the social services.Trade Review"...Rosemary Scott leaves no stone unturned in her unflinching examination of what it is like to have dyslexia..." (Dyslexia Review, May 2006)Table of ContentsDyslexia. Dyslexia as an Individual Difference. The Social Landscape of Dyslexia. School. The Effects of The School Environment. The Effects of teachers and Peers. Family. The Family Environment of The Dyslexic Child. The parents of Dyslexic Children. Effects. The Psychological and Social Effects of dyslexia. Isolation. Psychological Strategies and Dyslexia. Counselling. Counselling Practice With Dyslexic Clients. Counselling Process With Dyslexic clients. Specialist Conuselling Approaches.
£43.65
University of KwaZulu-Natal Press The Training of African Teachers in Natal from
Book SynopsisThe history of African teacher training in Natal is one of the most neglected and under-researched aspects of educational history. This book attempts to set out the administrative history of this field as a first step in stimulating the further research that is so urgently needed.It provides an overview of how and why African teachers were trained in the colony and province of Natal, starting in 1846 with the arrival of the first missionaries and ending in 1964, ten years after the Bantu Education Act was passed. By focusing on the past, the book also aims to provide a historical lens through which modern educational problems can be viewed. The quality of an education system, past or present, depends on its teachers, and the most vital task of any education system is to ensure that teachers are properly trained to do what they should do: inspire and intellectually stimulate the young generation.
£20.76
Harvard Educational Publishing Group Dropouts in America: Confronting the Graduation
Book SynopsisOnly half of our nation's minority students graduate from high school along with their peers. For many groups-Latino, black, or Native American males-graduation rates are even lower. As states hasten to institute higher standards and high-stakes tests in the effort to raise student achievement, this situation is likely to worsen, particularly among minority students. Yet this educational and civil rights crisis remains largely hidden from public view. The dropout problem is far worse than statistics indicate. Many states and districts simply do not count those students who fail to receive diplomas as dropouts. Even the hardest-hit urban districts report dropout rates of only 5-10 percent. In Dropouts in America, The Civil Rights Project reveals the scope of this hidden crisis, reviewing the most recent and accurate data on graduation and dropout rates, exploring the reasons that young people drop out of school, and presenting the most promising models for helping high school students graduate with their peers. Dropouts in America is a call to action for educators, advocates, and policymakers alike, and an invaluable resource for those concerned with equal rights and the quality of American education.
£33.96
Purich Publishing Education, Student Rights and the Charter
Book SynopsisCanada's Charter of Rights and Freedoms and the interpretation of its provisions by the courts is forcing educators to increase attention paid to student rights, resulting in a more democratic educational system and a better learning environment. Yet many questions still face both educators and parents, as addressed by Watkinson, including the ability of teachers and principals to search students and their lockers; whether teachers can regulate the contents of student newspapers; whether school boards are responsible for sexual harassment within schools; what constitutes corporal punishment and whether it can be used; and what accommodation schools must make for students facing learning difficulties.Table of ContentsIntroduction1. Human Rights Legislation Federal and Provincial Human Rights LegislationCanadian Charter of Rights and FreedomsConvention on the Rights of the Child2. Caring and Contextuality The Ethic of CareCaring and Contextuality in the LawCaring in Education3. Limiting Rights and Freedoms ProcessInterpretationApplication to Education4. Freedom of Conscience and Religion InterpretationApplication to EducationSchool Prayer and Religious PracticesCompulsory Education and ReligionPatriotic Exercises5. Freedom of Expression and Assembly Freedom of ExpressionHate PropagandaMaterial and Substantial DisruptionLewd and Indecent SpeechStudent PublicationsAppearanceReading MaterialFreedom of Assembly6. Race, Gender, Economic Status, and Sexual Orientation InterpretationDiscriminationApplication to EducationRacialized StudentsGenderSexual OrientationPoverty7. Students with Disabilities Application to EducationThe Emily Eaton CaseEldridge and Eaton ComparedThe Rights of Persons with Disabilities8. Sexual Harassment LegislationInterpretationApplication to EducationEnforcement9. Group Punishment, Suspensions, and Expulsions InterpretationApplication to Education10. Search, Seizure, and Detention Search and SeizureInterpretationStrip Searches, Locker Searches, and Private PossessionsDetention11. Corporal Punishment Criminal CodeEquality Rights and DiscriminationCruel and Unusual PunishmentLiberty and Security of the PersonNecessary Justification12. ConclusionAppendix: Canadian Charter of Rights and FreedomsIndex
£999.99
AU Press Teaching in Blended Learning Environments:
Book SynopsisTeaching in Blended Leaning Environments provides acoherent framework in which to explore the transformative concept ofblended learning. Blended learning can be defined as the organicintegration of thoughtfully selected and complementary face-to-face andonline approaches and technologies. A direct result of thetransformative innovation of virtual communication and online learningcommunities, blended learning environments have created new ways forteachers and students to engage, interact, and collaborate. The authorsargue that this new learning environment necessitates significant roleadjustments for instructors and generates a need to understand theaspects of teaching presence required of deep and meaningful learningoutcomes. Built upon the theoretical framework of the Community of Inquiry– the premise that higher education is both a collaborative andindividually constructivist learning experience – the authorspresent seven principles that provide a valuable set of tools forharnessing the opportunities for teaching and learning availablethrough technology. Focusing on teaching practices related to thedesign, facilitation, direction and assessment of blended learningexperiences, Teaching in Blended Learning Environmentsaddresses the growing demand for improved teaching in highereducation.Table of ContentsList of Tables – vii List of Figures – viii Preface – 1 1. Conceptual Framework – 7 2. Design – 19 3. Facilitation – 45 4. Direct Instruction – 63 5. Assessment – 81 6. Technology – 97 7. Conclusion – 121 Appendix – 127 References – 131 Index – 139
£20.69
AU Press Online Distance Education: Towards a Research
Book SynopsisOnline Distance Education: Towards a Research Agenda offersa systematic overview of the major issues, trends, and areas ofpriority in online distance education research. In each chapter, aninternational expert or team of experts provides an overview of onetimely issue in online distance education, summarizing major researchon the topic, discussing theoretical insights that guide the research,posing questions and directions for future research, and discussing theimplications for distance education practice as a whole. Intended as aprimary reference and guide for distance educators, researchers, andpolicymakers, Online Distance Education addresses aspects ofdistance education practice that have often been marginalized,including issues of cost and economics, concerns surrounding socialjustice, cultural bias, the need for faculty professional development,and the management and growth of learner communities. At once soundlyempirical and thoughtfully reflective, yet also forward-looking andopen to new approaches to online and distance teaching, this text is asolid resource for researchers in a rapidly expanding discipline.Table of ContentsForeword - Otto Peters Introduction Research Areas in Online Distance Education / OlafZawacki-Richter and Terry Anderson part I Macro-levelResearch: Distance Education Systems and Theories Internationalization and Concepts of Social Justice: What Is to BeDone? / Alan Tait and Jennifer O'Rourke Globalization, Culture, and Online Distance Learning / CharlotteN. Gunawardena Distance Education Systems and Institutions in the Online Era: AnIdentity Crisis / Sarah Guri-Rosenblit Online Distance Education Models and Research Implications /Terry D. Evans and Margaret Haughey Methods of Study in Distance Education: A Critical Review ofSelected Recent Literature / Farhad Saba part II Meso-level research:Management, Organization, and Technology Organization and Management of Online and Distance Learning /Ross Paul The Costs and Economics of Online Distance Education / GrevilleRumble The Use of Technology in Distance Education / GráinneConole Innovation and Change: Changing How we Change / JonDron Professional Development and Faculty Support / MargaretHicks Learner Support in Online Distance Education: Essential and Evolving/ Jane E. Brindley Quality Assurance in Online Distance Education / ColinLatchem part III Micro-level Research:Learning and Teaching in Distance Education Major Movements in Instructional Design / Katy Campbell andRichard. A. Schwier Interaction and Communication in Online Learning Communities:Towardan Engaged and Flexible Future / Dianne Conrad Quantitative Analysis of Interaction Patterns in Online DistanceEducation / Allan Jeong From the Back Door into the Mainstream: The Characteristics ofLifelong Learners / Joachim Stöter, Mark Bullen, OlafZawacki-Richter, and Christine von Prümmer Student Dropout: The Elephant in the Room / Alan Woodley andOrmond Simpson Conclusion Towards a Research Agenda / Terry Anderson and OlafZawacki-Richter
£33.15
Future Horizons Incorporated No Fishing Allowed Teacher Manual: Reel in
Book Synopsis
£14.20
Future Horizons Incorporated No Fishing Allowed Student Manual: Reel in
Book Synopsis
£8.56
Caslon, Inc. Teaching for Biliteracy: Strengthening Bridges
Book Synopsis
£35.66
Caslon, Inc. Enriching Practice in Linguistically and Culturally Diverse Classrooms: A Guide for Teachers and Teacher Educators
£31.41
Caslon, Inc. The Translanguaging Classroom: Leveraging Student
Book Synopsis
£35.66
Harvard Educational Publishing Group How to Change 5000 Schools: A Practical and
Book SynopsisIn How to Change 5000 Schools, Ben Levin, former deputy minister of education for the province of Ontario, draws on his experience overseeing major systemwide education reforms in Canada and England to set forth a refreshingly positive, pragmatic, and optimistic approach to leading educational change at all levels. Not long ago, public education in Ontario, Canada, was in deep trouble. Student achievement was stagnating, labor disruptions were rampant, and public satisfaction with the schools was low. In 2003, a new provincial government initiated a series of reforms that embodied a positive, outcome-focused agenda for public education. Today, student outcomes have improved, labor disruption has vanished, and teacher morale is high.
£25.46
Harvard Educational Publishing Group Education Reform in New York City: Ambitious
Book SynopsisWritten in an accessible style by highly respected scholars, the papers in this volume document and analyse particular components of the Children First reforms, including governance, community engagement, finance, accountability, and instruction.The education reforms in New York City’s public schools begun under the administration of Mayor Michael Bloomberg and School Chancellor Joel Klein have been among the most ambitious of any large urban system in the country. Aimed at instituting evidence-based practices to produce higher and more equitable outcomes for all students, the policies that comprise the Children First initiative represent an attempt at organisational improvement and systemic learning that is unparalleled in U.S. public education. The tremendous scope of the reforms, the multiple and interrelated challenges involved in their implementation, and their undeniable impact all underscore their importance in providing lessons for the field and in framing the conversation about the next level of work in district-based reform.The editors explore the theory of action behind each phase of reform, and examine the tensions and tradeoffs that played out as these reforms were implemented. Together, these thoughtful and thoroughly researched analyses promise to inform improvement in other urban systems and add to our understanding of systemic learning and change in education.Contributors include Stacey Childress, Sean P. Corcoran, Ronald F. Ferguson, Margaret E. Goertz, Eva Gold, Jeffrey R. Henig, Monica Higgins, Paul T. Hill, Ann Ishimaru, James J. Kemple, Henry M. Levin, Susanna Loeb, Marion Orr, Amy Ellen Schwartz, Megan Silander, Elaine Simon, Leslie Santee Siskin, Leanna Stiefel, Sola Takahashi, Joan E. Talbert, and Jim Wyckoff.
£28.76
Academica Press Action Research in the Educational Workplace
Book SynopsisThis work is a scholarly monograph for practical use for higher education faculties. It covers general application of action research for responsive proactive intervention in classroom instruction and improvement of higher education outcomes for students, graduate students and returning seekers of higher education, as well as faculty needing mentoring and focus in their career development.
£71.20
Gallaudet University Press,U.S. Ears, Eyes, and Hands – Reflections on Language,
Book Synopsis
£25.00
University of Nevada Press Success for All: Programs to Support Students
Book SynopsisWhile the most important measure of success for many degree-seeking students is the timely attainment of a Bachelor's degree, there remains a host of other indicators of student success that vary by student population and students' personal goals. Many of these smaller successes lead to the ultimate goal of graduation and are significant triumphs throughout the journey through higher education.Success for All is a strategic guide for administrators and educators that offers methods for advising students through the myriad of challenges they face. Every bit of success contributes to the accomplishment of a larger goal, and this book highlights success at every level. It provides a specific roadmap to the research, services, and programs at the University of Nevada, Reno and Truckee Meadows Community College that support student success in undergraduate and graduate programs regardless of a student's social, emotional, or prior academic experiences. Contributors discuss how to make students feel welcome in their social and educational environments and how to directly assist them with the timely completion of their degree. Administrators and educators demonstrate how these programs help make a positive contribution to the students and the institutions they serve while implementing practical solutions to increase graduation rates.Table of Contents An Introduction to SuccessForeword Introduction to Success at TMCC Introduction to Success at UNR Part I—Success Beyond the Traditional Classroom 1. Home Means Nevada: Students from Across the Country Attend Davidson Academy 2. The Shapes and Sizes of Success at Community Colleges 3. Creating Credential Milestones for Student Success 4. Financial Aid: Fostering Student Success 5. Obscure Beginnings to a National Model: Fitness and Recreational Sports' Role in Student Success 6. Residence Hall Students Earn Higher GPAs and Have a Higher Graduation Rate: Here's Why 7. Dispelling Myths of Studying Abroad 8. How to Engage Gen Z? Reinventing Programs to Maximize Student Participation in Group Advising Part II—Success Through Outreach 9. Dean's Future Scholars: Mentoring Makes College Possible 10. NevadaFIT Academic Bootcamps: A Recipe for Student Success 11. Closing the Achievement Gap with Nevada First in the Pack 12. The Trio Scholars Program: Addressing the Needs of Low-Income, First-Generation College Students Using a Three-Pronged Approach 13. Rising by Lifting Others: Peer Mentorship Among Students with Disabilities 14. The Journey to Seamless Transfer 15. GradFIT: Fully Inclusive Training for Diverse Graduate Students 16. The McNair Scholars Program: Augmenting Undergraduate Research Involvement and Graduate School Preparedness Part III—Success Through Tutoring 17. The Changing Face of Tutoring 18. Using Inclusion as a Lens to Support Student Success at Our Writing & Speaking Center 19. The University Math Center 20. Testing Out of Remedial Math 21. Student Success at the DRC: Math 19 — The Leap from Anxiety to Achievement Part IV—Success Through Undergraduate Research 22. The College Completion Gap: A Nationwide Snapshot 23. Assessment and Success: The Role of Foundational Competencies24. The Undergraduate Research Program at the University of Nevada 25. On the Road to Success: Achieving an Honors Education at the University of Nevada, Reno 26. Student Media Drive Journalism Student Success Part V—Success with the UNRSOM 27. School of Medicine's Post-Baccalaureate Program 28. School of Medicine's Multi-Tiered Systems of Support (MTSS) Program 29. Wellness Initiatives to Support Student Success in Medical Schools Afterword: College Success Community College Student Perspective Index
£28.46
West Virginia University Press Skim, Dive, Surface: Teaching Digital Reading
Book Synopsis
£74.25
Myers Education Press Indigeneity and Decolonial Resistance:
Book Synopsis
£38.00
Myers Education Press Pedagogy of Humanization: Preparing Teachers for
Book Synopsis
£32.76
Myers Education Press The Antonia Darder Reader: Education, Art, and
Book Synopsis
£33.25
Myers Education Press Challenges in (Re)designing EdD Programs:
Book Synopsis
£22.79
Myers Education Press Win-Win: W. Edwards Deming, the System of
Book Synopsis
£30.40
Myers Education Press Critical Praxis Leadership
£33.25
Myers Education Press Moments Movements
Book Synopsis
£37.04
Myers Education Press Transformative Inquiry
£34.20
Rutgers University Press Diversity Regimes: Why Talk Is Not Enough to Fix
Book Synopsis2021 Choice Outstanding Academic TitleAs a major, public flagship university in the American South, so-called “Diversity University” has struggled to define its commitments to diversity and inclusion, and to put those commitments into practice. In Diversity Regimes, sociologist James M. Thomas draws on more than two years of ethnographic fieldwork at DU to illustrate the conflicts and contingencies between a core set of actors at DU over what diversity is and how it should be accomplished. Thomas’s analysis of this dynamic process uncovers what he calls “diversity regimes”: a complex combination of meanings, practices, and actions that work to institutionalize commitments to diversity, but in doing so obscure, entrench, and even magnify existing racial inequalities. Thomas’s concept of diversity regimes, and his focus on how they are organized and unfold in real time, provides new insights into the social organization of multicultural principles and practices.Trade Review“A truth-telling sociological masterpiece. With impressive rigor, Thomas offers compelling insights into processes that almost always fail to actualize espoused institutional commitments to diversity, equity, and inclusion. Every college and university leader, especially presidents, should read this important book.” -- Shaun R. Harper * Provost Professor and Executive Director, University of Southern California Race and Equity Center *"Thorough and insightful on many levels, Diversity Regimes provides a unique exploration of how the approaches taken to diversity work in higher education can reinforce instead of redress racial inequality on college campuses." -- W. Carson Byrd * coeditor of Intersectionality and Higher Education: Identity and Inequality on College Campuses *"Diversity Regimes: Author discusses his new book on 'why talk is not enough to fix racial inequality at universities,'" by Scott Jaschikhttps://www.insidehighered.com/news/2020/06/16/author-discusses-his-new-book-universitys-approach-diversity * Inside Higher Education *"This book is critically important reading for scholars of racism, higher education, organizations, and critical studies of discourse. Diversity Regimes is also an ideal model for those early career scholars who are moving their dissertation to book due to its clarity of exposition and tight argumentation. Many college presidents, diversity officers, student affairs professionals, and diversity workers will recognize condensation, decentralization, and staging diversity in their own institutions. They should all read this book. As Maya Angelou said, ‘Know better, do better.’" * Ethnic and Racial Studies *"The Happy Talk of Diversity: How Can American Colleges Affect Real Change?" excerpt from Diversity Regimes https://publicseminar.org/2020/07/the-happy-talk-of-diversity/ * Public Seminar *"Thomas analyzes in-depth interviews with 26 administrators, faculty, staff, and students according to central themes he summarizes from his fieldwork engaging in campus diversity events and reading institutional documents....Both his sharp critiques of the status quo throughout the book and his four insightful recommendations at the end afford opportunities for readers, especially university leaders and educators, to advance racial equity. Essential." * Choice *Table of Contents1. Introduction 2. Under the Live, Old Oaks 3. Condensation and the Alchemy of Diversity 4. Go Your Own Way: The Organizational Structure of Diversity 5. Staging Difference, Performing Diversity 6. Diversity Regimes and the Reproduction of Racial Inequality Acknowledgments Appendix Notes Bibliography Index
£27.20
Rutgers University Press Diversity Regimes: Why Talk Is Not Enough to Fix
Book Synopsis2021 Choice Outstanding Academic TitleAs a major, public flagship university in the American South, so-called “Diversity University” has struggled to define its commitments to diversity and inclusion, and to put those commitments into practice. In Diversity Regimes, sociologist James M. Thomas draws on more than two years of ethnographic fieldwork at DU to illustrate the conflicts and contingencies between a core set of actors at DU over what diversity is and how it should be accomplished. Thomas’s analysis of this dynamic process uncovers what he calls “diversity regimes”: a complex combination of meanings, practices, and actions that work to institutionalize commitments to diversity, but in doing so obscure, entrench, and even magnify existing racial inequalities. Thomas’s concept of diversity regimes, and his focus on how they are organized and unfold in real time, provides new insights into the social organization of multicultural principles and practices.Trade Review“A truth-telling sociological masterpiece. With impressive rigor, Thomas offers compelling insights into processes that almost always fail to actualize espoused institutional commitments to diversity, equity, and inclusion. Every college and university leader, especially presidents, should read this important book.” -- Shaun R. Harper * Provost Professor and Executive Director, University of Southern California Race and Equity Center *"Thorough and insightful on many levels, Diversity Regimes provides a unique exploration of how the approaches taken to diversity work in higher education can reinforce instead of redress racial inequality on college campuses." -- W. Carson Byrd * coeditor of Intersectionality and Higher Education: Identity and Inequality on College Campuses *"Diversity Regimes: Author discusses his new book on 'why talk is not enough to fix racial inequality at universities,'" by Scott Jaschikhttps://www.insidehighered.com/news/2020/06/16/author-discusses-his-new-book-universitys-approach-diversity * Inside Higher Education *"This book is critically important reading for scholars of racism, higher education, organizations, and critical studies of discourse. Diversity Regimes is also an ideal model for those early career scholars who are moving their dissertation to book due to its clarity of exposition and tight argumentation. Many college presidents, diversity officers, student affairs professionals, and diversity workers will recognize condensation, decentralization, and staging diversity in their own institutions. They should all read this book. As Maya Angelou said, ‘Know better, do better.’" * Ethnic and Racial Studies *"The Happy Talk of Diversity: How Can American Colleges Affect Real Change?" excerpt from Diversity Regimes https://publicseminar.org/2020/07/the-happy-talk-of-diversity/ * Public Seminar *"Thomas analyzes in-depth interviews with 26 administrators, faculty, staff, and students according to central themes he summarizes from his fieldwork engaging in campus diversity events and reading institutional documents....Both his sharp critiques of the status quo throughout the book and his four insightful recommendations at the end afford opportunities for readers, especially university leaders and educators, to advance racial equity. Essential." * Choice *Table of Contents1. Introduction 2. Under the Live, Old Oaks 3. Condensation and the Alchemy of Diversity 4. Go Your Own Way: The Organizational Structure of Diversity 5. Staging Difference, Performing Diversity 6. Diversity Regimes and the Reproduction of Racial Inequality Acknowledgments Appendix Notes Bibliography Index
£107.20
Rutgers University Press Inside Academia: Professors, Politics, and
Book SynopsisDrawing on decades of experience as a renowned teacher, advisor, administrator, and philosopher, Steven M. Cahn diagnoses problems plaguing America’s universities and offers his prescriptions for improvement. He explores numerous aspects of academic life, including the education of graduate students, the quality of teaching, the design of liberal arts curricula, and the procedures for appointing faculty and considering them for tenure. Inside Academia uses real cases to illustrate how faculty members, deans, and provosts often do not serve the best interests of schools or students. Yet the book also highlights efforts of those who have committed themselves and their institutions to the pursuit of academic excellence.Trade Review“This will be a great book to read for anyone starting out in academia, and will be illuminating for people on the outside looking in. Funny, enlightening, and a very engaging read!” -- Harry Brighouse * professor of philosophy, University of Wisconsin-Madison *"Written in a warm, engaging style, Inside Academia provides an 'inside' look at some highs and lows of the academy. Full of personal anecdotes that reflect the author’s long and distinguished career as well as arguments that are invariably well-supported, it is a pleasure to read." -- Harvey Siegel * editor of The Oxford Handbook of Philosophy of Education *"Selected New Books on Higher Education" compiled by Ruth Hammond * Chronicle of Higher Education *Table of ContentsContents Preface 1. How Professors View Academia 2. Graduate School 3. Turning Point 4. How Teachers Succeed 5. Teaching Graduate Students to Teach 6. Changing Departmental Culture 7. The Administration 8. Choosing Administrators 9. Curricular Structure 10. The Case for Liberal Education 11. Requirements 12. Distribution Requirements 13. A Core Curriculum 14. Departments 15. Appointments 16. Tenure and Academic Freedom 17. A Tenure Case 18. Autonomy Index
£18.89
Rutgers University Press Inside Academia: Professors, Politics, and
Book SynopsisDrawing on decades of experience as a renowned teacher, advisor, administrator, and philosopher, Steven M. Cahn diagnoses problems plaguing America’s universities and offers his prescriptions for improvement. He explores numerous aspects of academic life, including the education of graduate students, the quality of teaching, the design of liberal arts curricula, and the procedures for appointing faculty and considering them for tenure. Inside Academia uses real cases to illustrate how faculty members, deans, and provosts often do not serve the best interests of schools or students. Yet the book also highlights efforts of those who have committed themselves and their institutions to the pursuit of academic excellence.Trade Review“This will be a great book to read for anyone starting out in academia, and will be illuminating for people on the outside looking in. Funny, enlightening, and a very engaging read!” -- Harry Brighouse * professor of philosophy, University of Wisconsin-Madison *"Written in a warm, engaging style, Inside Academia provides an 'inside' look at some highs and lows of the academy. Full of personal anecdotes that reflect the author’s long and distinguished career as well as arguments that are invariably well-supported, it is a pleasure to read." -- Harvey Siegel * editor of The Oxford Handbook of Philosophy of Education *"Selected New Books on Higher Education" compiled by Ruth Hammond * Chronicle of Higher Education *Table of ContentsContents Preface 1. How Professors View Academia 2. Graduate School 3. Turning Point 4. How Teachers Succeed 5. Teaching Graduate Students to Teach 6. Changing Departmental Culture 7. The Administration 8. Choosing Administrators 9. Curricular Structure 10. The Case for Liberal Education 11. Requirements 12. Distribution Requirements 13. A Core Curriculum 14. Departments 15. Appointments 16. Tenure and Academic Freedom 17. A Tenure Case 18. Autonomy Index
£107.20
Rutgers University Press Becoming Rwandan: Education, Reconciliation, and
Book SynopsisIn the aftermath of the genocide, the Rwandan government has attempted to use the education system in order to sustain peace and shape a new generation of Rwandans. Their hope is to create a generation focused on a unified and patriotic future rather than the ethnically divisive past. Yet, the government’s efforts to manipulate global models around citizenship, human rights, and reconciliation to serve its national goals have had mixed results, with new tensions emerging across social groups. Becoming Rwandan argues that although the Rwandan government utilizes global discourses in national policy documents, the way in which teachers and students engage with these global models distorts the intention of the government, resulting in unintended consequences and undermining a sustainable peace.Trade Review“Interesting and informative, Becoming Rwandan brings forth a new set of voices that adds to our understanding of post-genocide nation-building in Rwanda.” -- Molly Sundberg * author of Training for Model Citizenship *"Engaging, interesting, and well-written, Becoming Rwandan offers an original perspective on education and peacebuilding in Rwanda." -- Julia Paulson * editor of Education and Reconciliation *"Touching upon several topics—the role of education in building peace, the use of education in Rwanda specifically, and the failure to achieve true peace when politics enters into education—this work will be illuminating for those interested in education, genocide studies, and transitional justice. Recommended." * Choice *"This book is a must-read for practitioners and scholars exploring the effects of education policy in fragile contexts under a state-driven peacebuilding project." * International Journal of Human Rights Education *“Interesting and informative, Becoming Rwandan brings forth a new set of voices that adds to our understanding of post-genocide nation-building in Rwanda.” -- Molly Sundberg * author of Training for Model Citizenship *"Engaging, interesting, and well-written, Becoming Rwandan offers an original perspective on education and peacebuilding in Rwanda." -- Julia Paulson * editor of Education and Reconciliation *"Touching upon several topics—the role of education in building peace, the use of education in Rwanda specifically, and the failure to achieve true peace when politics enters into education—this work will be illuminating for those interested in education, genocide studies, and transitional justice. Recommended." * Choice *"This book is a must-read for practitioners and scholars exploring the effects of education policy in fragile contexts under a state-driven peacebuilding project." * International Journal of Human Rights Education *Table of ContentsContents List of Abbreviations 1 Introduction 2 The Role of Education in Transitional Justice, Peacebuilding, and Reconciliation 3 Constructing Citizenship and a Post-Genocide Identity 4 Using and Abusing Human Rights Norms 5 Addressing the Genocide and Promoting Reconciliation 6 The Potential and Limitations of Education for Peacebuilding Appendix 1: Research Methods and Data Analysis Appendix 2: National Policy Documents, Curricula, and Textbooks Acknowledgments Notes References Index
£107.20
Rutgers University Press Diversifying STEM: Multidisciplinary Perspectives
Book Synopsis2020 Choice Outstanding Academic Title Research frequently neglects the important ways that race and gender intersect within the complex structural dynamics of STEM. Diversifying STEM fills this void, bringing together a wide array of perspectives and the voices of a number of multidisciplinary scholars. The essays cover three main areas: the widely-held ideology that science and mathematics are “value-free,” which promotes pedagogies of colorblindness in the classroom as well as an avoidance of discussions around using mathematics and science to promote social justice; how male and female students of color experience the intersection of racist and sexist structures that lead to general underrepresentation and marginalization; and recognizing that although there are no quick fixes, there exists evidence-based research suggesting concrete ways of doing a better job of including individuals of color in STEM. As a whole this volume will allow practitioners, teachers, students, faculty, and professionals to reimagine STEM across a variety of educational paradigms, perspectives, and disciplines, which is critical in finding solutions that broaden the participation of historically underrepresented groups within the STEM disciplines. Trade Review“Diversifying STEM is a compilation of sound and comprehensive research…accessible to multiple stakeholders both in and outside of the field of STEM education. Parents, teachers, administrators, policymakers, college students and researchers could benefit from this work.” -- Crystal Hill Morton * Indiana University-Purdue University Indianapolis, School of Education *“Whether examining colorblind liberalism or tracing the paths of Black, Afro-Brazilian, and Pakistani women through science and mathematics at American universities, a multidisciplinary team of authors present a range of perspectives and analysis on students of color in STEM fields. Diversifying STEM brings together top scholars on topics of vital importance to today’s educators, especially those who want to increase the number of qualified STEM students at their institutions.” -- Brian A. Burt * University of Wisconsin-Madison *"The etymology of the word diversity aligns with mathematics and science in its focus on variation. This book offers insight into how variation in identity influences the experiences and socialization of students in STEM education. Building on theories and concepts from across the social sciences, the book’s contributors engage the STEM opportunity to learn literature in novel fashion." -- William F. Tate * Edward Mallinckrodt Distinguished Professor in Arts & Sciences, Washington University in St. Louis *"The partnership between Dr. McGee and Dr. Robinson has given STEM diversity work an expanded, multidisciplinary lens that allows us to consider both research and practitioners' experiences. This book shares the unique perspectives of scholars from across the nation, encompassing a variety of backgrounds. It's a rich outcome of the 'Diversifying STEM' panels at Vanderbilt and related work, and a resource that can be used to better inform our practice." -- Renetta Garrison Tull * Vice Chancellor of Diversity, Equity, and Inclusion, UC Davis *Chronicle of Higher Education 'Selected New Books on Higher Education' round-up https://www.chronicle.com/article/Selected-New-Books-on-Higher/247906 * Chronicle of Higher Education *"This collection of articles, many including first-person accounts, reflects the experiences of women and people of color as they negotiate entry to STEM fields. As such, it is a much-needed contribution to the literature, a book that should be required reading for STEM faculty and administrators especially at predominantly white institutions who truly want to make their departments and universities more inclusive. Highly recommended." * Choice *Table of ContentsIntroduction Part I: The Structural Dynamics of STEM Part II: The Impact of Race and Gender on Scholars of Color in STEM Part III: The Way Forward for Students, Faculty, and Institutions: Strategies for STEM Success Acknowledgments Notes on Contributors Index
£26.35
Rutgers University Press Documenting the American Student Abroad: The
Book Synopsis1 in 10 undergraduates in the US will study abroad. Extoled by students as personally transformative and celebrated in academia for fostering cross-cultural understanding, study abroad is also promoted by the US government as a form of cultural diplomacy and a bridge to future participation in the global marketplace. In Documenting the American Student Abroad, Kelly Hankin explores the documentary media cultures that shape these beliefs, drawing our attention to the broad range of stakeholders and documentary modes involved in defining the core values and practices of study abroad. From study abroad video contests and a F.B.I. produced docudrama about student espionage to reality television inspired educational documentaries and docudramas about Amanda Knox, Hankin shows how the institutional values of "global citizenship," "intercultural communication," and "cultural immersion" emerge in contradictory ways through their representation. By bringing study abroad and media studies into conversation with one another, Documenting the American Student Abroad: The Media Cultures of International Education offers a much needed humanist contribution to the field of international education, as well as a unique approach to the growing scholarship on the intersection of media and institutions. As study abroad practitioners and students increase their engagement with moving images and digital environments, the insights of media scholars are essential for helping the field understand how the mediation of study abroad rhetoric shapes rather than reflects the field's central institutional idealsTrade Review"Documenting the American Student Abroad is a cutting account of exactly how far off the study abroad industry is from forging a media culture, or what Hankin would call a collective visual grammar, that is ethically aligned with the many noble goals the educational field purports to promote. By placing study abroad practices under the scrutiny of analytical tools from media and cultural studies, Hankin renders the familiar unfamiliar: student-made youtube clips become avenues for fresh analysis of gender and race, and rote study abroad safety precautions become texts for questioning just how comfortable Americans really are with the ideals of global citizenship. For those with an interest in media studies, Documenting the American Student Abroad models the importance of close-reading visual texts as easily dismissed and as 'low brow' as an undergraduate's 'Vlog' sent home from abroad. For those concerned with improving the quality of international education, Hankin will provoke a full-on reckoning. Where institutions of study abroad typically see absence, Hankin finds voice. Where study abroad practitioners see accepted everyday communications strategies, Hankin finds troubling pedagogies and ideological presumptions that undermine the very premise of intercultural education. Documenting the American Student Abroad helps us to understand how it is that an educational practice that has been celebrated for an entire century as America's pathway to global redemption has ultimately done so little to shift some of the most stubborn imperialist ideals that underpin our nation's relationship to the world. "— Talya Zemach-Bersin, Education Studies Senior Capstone Coordinator and a Lecturer, Yale University The American Minute podcast: Kelly Hankin, University of Redlands – The Personal is Professional: The Study Abroad Video Contest— The American Minute podcast “This book offers an original and critical account of an influential domain of media practice—the “study abroad media culture” through which Americans learn about, experience, and document educational travel abroad. Through deft analysis of diverse types of travel media, including study abroad video contests, “homestay movies,” and student vlogs, Kelly Hankin traces how visions of the “globally engaged student” have emerged from a web of media histories, technologies, institutions, and stakeholders. Media, Hankin convincingly shows us, are central to understanding the fraught politics and transformative potential of international education.”— Katie Day Good, author of Bring The World to the Child: Technologies of Global Citizenship in American Education “Kelly Hankin’s wide-ranging and deftly argued analysis of the ‘study abroad gaze’ is a welcome addition to current debates about tourism, travel, and intercultural exchange. She expertly guides us through such diverse topics as theories of mediated travel, reality television and vlogs, the foreign homestay, and the risks and rewards of overseas experiences. The result is an innovative reading of how this formative, multi-layered educational experience for contemporary American students is continually reframed through film and television.”— Ben McCann, University of Adelaide, Australia "NAB Podcast: Kelly Hankin on Media Cultures of Study Abroad in Higher Education"— The New American Baccalaureate ProjectTable of ContentsContents Introduction: The Media Cultures of Study Abroad The Personal is Professional: First-Person Travelogues and The Study Abroad Video Contest Intercultural Communication Among “Intimate Strangers”: Reality Television and Documentary Study Abroad House Hunters International: Homestay Movies in the Digital Era Study Abroad’s Diversity Problem: Vlogs as Necessary Media Spy Kids: The Consequences of Global Citizenship in Game of Pawns Study Abroad and The Female Traveler in the “Amanda Knoxudramas” Acknowledgments Bibliography
£107.20
Rutgers University Press Performing Math: A History of Communication and
Book SynopsisPerforming Math tells the history of expectations for math communication—and the conversations about math hatred and math anxiety that occurred in response. Focusing on nineteenth-century American colleges, this book analyzes foundational tools and techniques of math communication: the textbooks that supported reading aloud, the burnings that mimicked pedagogical speech, the blackboards that accompanied oral presentations, the plays that proclaimed performers’ identities as math students, and the written tests that redefined “student performance.” Math communication and math anxiety went hand in hand as new rules for oral communication at the blackboard inspired student revolt and as frameworks for testing student performance inspired performance anxiety. With unusual primary sources from over a dozen educational archives, Performing Math argues for a new, performance-oriented history of American math education, one that can explain contemporary math attitudes and provide a way forward to reframing the problem of math anxiety.Trade Review“Mixed Media,” VQ: Vassar College Alumnae/i Quarterly, Spring 2021 mention of Performing Math— VQ: Vassar College Alumnae/i Quarterly, Spring 2021 "Performing Math tackles the important topic of mathematics education from a distinctive angle. The author has unearthed fascinating accounts of American students creating performance events out of the seemingly undramatic materials of the mathematics classroom and the mathematics textbook. This book should intrigue anyone with an interest in American history and will be of particular value to historians of mathematics and historians of education."— David Lindsay Roberts, author of Republic of Numbers: Unexpected Stories of Mathematical Americans through History "Super Math, Performing Math, Mathematics of the Gods and Algorithms of Men, and More in Mathematics | Academic Best Sellers"— Library Journal "With unusual primary sources from over a dozen educational archives, Performing Math argues for a new, performance-oriented history of American math education. It also analyzes a lot of humor about American mathematics in a fun way."— Research Magazine "Andrew Fiss’s examination of ways in which American textbook authors, teachers, and students have communicated mathematical ideas over the past two centuries gives new meaning to the phrase classroom performance."— Peggy Aldrich Kidwell, coauthor of Tools of American Mathematics Teaching, 1800–2000 "Through an impressive array of evidence and historical accounts, Performing Math convincingly shows that mathematics education has often had a significant theatrical component. Without a doubt this book illuminates mathematics and its place in American culture in new and surprising ways." — Amir Alexander, author of Proof! How the World Became GeometricalTable of ContentsTable of Contents Preface Introduction 1 How Math Communication Has Started with Reading Aloud 2 How Math communication Has Been Practiced in Prohibited Ways 3 How Math Anxiety Has Developed from Classroom Tech 4 How Math Communication Has Been Theatrical 5 How Math Anxiety Became about Written Testing Acknowledgments Notes Index
£30.40
Rutgers University Press Performing Math: A History of Communication and
Book SynopsisPerforming Math tells the history of expectations for math communication—and the conversations about math hatred and math anxiety that occurred in response. Focusing on nineteenth-century American colleges, this book analyzes foundational tools and techniques of math communication: the textbooks that supported reading aloud, the burnings that mimicked pedagogical speech, the blackboards that accompanied oral presentations, the plays that proclaimed performers’ identities as math students, and the written tests that redefined “student performance.” Math communication and math anxiety went hand in hand as new rules for oral communication at the blackboard inspired student revolt and as frameworks for testing student performance inspired performance anxiety. With unusual primary sources from over a dozen educational archives, Performing Math argues for a new, performance-oriented history of American math education, one that can explain contemporary math attitudes and provide a way forward to reframing the problem of math anxiety.Trade Review“Mixed Media,” VQ: Vassar College Alumnae/i Quarterly, Spring 2021 mention of Performing Math— VQ: Vassar College Alumnae/i Quarterly, Spring 2021 "Performing Math tackles the important topic of mathematics education from a distinctive angle. The author has unearthed fascinating accounts of American students creating performance events out of the seemingly undramatic materials of the mathematics classroom and the mathematics textbook. This book should intrigue anyone with an interest in American history and will be of particular value to historians of mathematics and historians of education."— David Lindsay Roberts, author of Republic of Numbers: Unexpected Stories of Mathematical Americans through History "Super Math, Performing Math, Mathematics of the Gods and Algorithms of Men, and More in Mathematics | Academic Best Sellers"— Library Journal "With unusual primary sources from over a dozen educational archives, Performing Math argues for a new, performance-oriented history of American math education. It also analyzes a lot of humor about American mathematics in a fun way."— Research Magazine "Andrew Fiss’s examination of ways in which American textbook authors, teachers, and students have communicated mathematical ideas over the past two centuries gives new meaning to the phrase classroom performance."— Peggy Aldrich Kidwell, coauthor of Tools of American Mathematics Teaching, 1800–2000 "Through an impressive array of evidence and historical accounts, Performing Math convincingly shows that mathematics education has often had a significant theatrical component. Without a doubt this book illuminates mathematics and its place in American culture in new and surprising ways." — Amir Alexander, author of Proof! How the World Became GeometricalTable of ContentsTable of Contents Preface Introduction 1 How Math Communication Has Started with Reading Aloud 2 How Math communication Has Been Practiced in Prohibited Ways 3 How Math Anxiety Has Developed from Classroom Tech 4 How Math Communication Has Been Theatrical 5 How Math Anxiety Became about Written Testing Acknowledgments Notes Index
£107.20
