Higher education, tertiary education Books

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Book SynopsisAll the Math Your 3rd Grader Needs to SucceedThis book will help your elementary school student develop the math skills needed to succeed in the classroom and on standardized tests. The user-friendly, full-color pages are filled to the brim with engaging activities for maximum educational value. The book includes easy-to-follow instructions, helpful examples, and tons of practice problems to help students master each concept, sharpen their problem-solving skills, and build confidence.Features include:â A guide that outlines national standards for Grade 3â Concise lessons combined with lot of practice that promote better scoresâin class and on achievement testsâ A pretest to help identify areas where students need more workâ End-of-chapter tests to measure studentsâ progressâ A helpful glossary of key terms used in the bookâ More than 1,000 math problems with answersTopics covered:â Addition an

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Book SynopsisG.R. Evans is Professor Emeritus of Medieval Theology and Intellectual History at the University of Cambridge, UK.Table of ContentsPreface Acknowledgments Abbreviations List of Illustrations Introduction: Coming to Oxford 1 Towards Oxford today Not an Inkling of the future? Riding out the First World War Oxford takes the state’s penny Letting the women in: 1920 and after Between the Wars The Second World War and its aftermath A Symposium at Worcester: the 1950s to the 1980s From student protest to the battle for academic freedom The 1990s and the beginning of another Oxford century 2 Oxford’s Middle Ages Oxford from the inside: inventing a University Designing a syllabus Housing the scholars Quarrels and confrontations 3 Oxford and the interfering Tudors Renaissance in Oxford Reformation in Oxford Consequences for the colleges Another inspection: Edward VI goes ‘visiting’ Mary Tudor’s Visitors: the volte-face Elizabeth puts Oxford under the statutes of the realm Teaching the arts from the late sixteenth century 4 Oxford keeps up with the times Oxford and the state A society of scholars: student life in the seventeenth and eighteenth centuries Independent intellectuals and new styles of academic life Teaching: the changing intellectual life of Oxford Experiments in collegiate life and new ideas about universities The Bodleian Library and the University Press 5 The nineteenth-century transformation Varieties of student life at Oxford The Oxford Movement State interference and the threat of external ‘reform’ brings about major change What became of the liberal arts? Bringing the syllabus up to date: the Oxford reform of classical education Oxford studies the sciences Examinations reformed Oxford does its bit for social mobility Conclusion Notes Select bibliography Index

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Book SynopsisBarron’s PSAT/NMSQT Study Guide Premium, 2026 includes everything you need to be prepared for exam day with comprehensive review and practice that reflects the digital PSAT/NMSQT! Internationally known expert author and tutor, Brian W. Stewart, a Princeton graduate and perfect SAT score holder, puts his 30,000 plus hours of teaching and tutoring experience to work for you. He gives you the same clear and concise advice to excel on the PSAT and SAT that has helped his students from all ability levels earn perfect scores and admission to Ivy League universities.All the Review You Need from an SAT Expert An expert overview of the digital PSAT/NMSQT, including answers to frequently asked questions, advice on curbing test anxiety, techniques for the digital interface, and information about the National Merit Scholarship program In-depth subject review and practice questions covering the each section of the test for Reading and Writing and Math The latest strategies for success for all question types on the digital PSAT, such as Command of Evidence, Words in Context, Rhetorical Synthesis, Transitions, Algebra, and Geometry and Trigonometry Tips throughout from the author--an experienced SAT tutor and test prep professional Practice with Confidence 2 full-length digital PSAT practice tests in the book- 1 diagnostic test to assess your skills and target your studying plus 1 fully adaptive Additional practice questions on each subject throughout the review chapters Advanced skill-building practice drills for students seeking National Merit Scholarship recognition Detailed answer explanations for all practice questions Online Practice 200 Online practice drills   Detailed answer explanations Scoring to check your learning progress An online vocabulary appendix for extra review Publisher's Note: Products purchased from 3rd party sellers are not guaranteed by the publisher for quality, authenticity, or access to any online entities included with the product.    

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Book Synopsis"Warrior Women" makes visible the ongoing intergenerational narrative reverberations (Young, 2003; 2005) shaped through Canada's residential school era which denied the communal and cultural, economic, educational, human, familial, linguistic, and spiritual rights of Aboriginal people. Attending to these narrative reverberations foregrounded the continuing colonial barriers faced by six Aboriginal post secondary students as they composed their lives in a current era of increasing standardization in Canadian universities and schools. Yet, what also became visible were ways in which the Aboriginal teachers increasingly reclaimed or drew upon their ancestral ways of knowing and being.Table of ContentsTestimonials. Acknowledgements. Dedication. Foreword to Warrior Women. Not Tomorrow … Today. Introducing Ourselves: Storied Experiences Shaping the Stories We Live By. Co-Composing Relational Narrative Inquiry. Reclaiming and Maintaining Our Aboriginal Ancestry. Reclaiming Our Ancestral Knowledge and Ways: Aboriginal Teachers Honouring Children, Youth, Families, Elders, and Communities as Relational Decision Makers. Becoming “Real” Aboriginal Teachers: Counterstories as Shaping New Curriculum Making Possibilities. Being Included in and Balancing the Complexities of Becoming an Aboriginal Teacher. Sharing Our Forward Looking Stories. Learning to See the Little Girl in the Moon: An Afterword to Warrior Women. About the contributors. Warrior Women: Remaking Postsecondary Places through Relational Narrative Inquiry. Advances in Research on Teaching. Advances in Research on Teaching. Copyright page. Group Photo from Winnipeg Fall 2008. References.

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Book SynopsisIsraeli universities have long enjoyed a reputation as liberal bastions of freedom and democracy. Drawing on extensive research and making Hebrew sources accessible to the international community, Maya Wind shatters this myth and documents how Israeli universities are directly complicit in the violation of Palestinian rights.As this book shows, Israeli universities serve as pillars of Israel's system of oppression against Palestinians. Academic disciplines, degree programs, campus infrastructure, and research laboratories all service Israeli occupation and apartheid, while universities violate the rights of Palestinians to education, stifle critical scholarship, and violently repress student dissent. Towers of Ivory and Steel is a powerful expose of Israeli academia's ongoing and active complicity in Israel's settler-colonial project.Trade ReviewThis book lands like a grenade, detonating comfortable and long held myths about the liberalism and independence of Israel's university system. In their place, Wind's rigorous and jaw-dropping research reveals countless ways that the nation's most celebrated and storied education institutions are utterly entangled in the violent machinery of Palestinian dispossession, occupation, incarceration, surveillance, siege and military bombardment. From the development of deadly weapons to the crafting of state propaganda to the training of officers, there is no escaping the conclusion that these universities are part and parcel of the official infrastructure that has enabled Israel to systematically avoid the political solutions that are the only hope of enduring peace in the region. An explosive contribution from a brilliant young scholar. -- Naomi Klein, author of The Shock Doctrine and DoppelgangerThere are no ivory towers! Maya Wind brings this truth to the light with a forensic accounting of Israeli universities and their complete implication in Israel's occupation and apartheid regime. Towers of Ivory and Steel lays bare Israeli campuses as Jewish settlements of replacement in occupied lands, the knowledge arm for security forces and the local military industry, and as sites of Palestinian intellectual suppression, all co-signed by the "liberal silence" of Israeli academics. Fearless, emphatic, and unflinching. No other work better demonstrates why higher education remains a vital site of struggle over the future of democracy, in Israel, in Palestine, and across the world. -- Davarian L. Baldwin, author of In the Shadow of the Ivory Tower: How Universities are Plundering Our CitiesThis book is a must read - meticulously researched, lucidly written, and convincingly argued. Wind deftly illuminates the myriad ways in which the university is a site of meaningful struggle, debunking the deep-seated myths that heretofore have served to normalize Israel's academic complex as it is part and parcel of the state's settler colonial projects of both occupation and apartheid that violently dominate and dispossess the Palestinian people. Towers of Ivory and Steel provides a roadmap for Israeli academics to end the institutional complicity and join the movement to remake higher education for liberation. -- J. Kehaulani Kauanui, author of Paradoxes of Hawaiian Sovereignty: Land, Sex, and the Colonial Politics of State NationalismA devastating analysis of the extensive, insidious ways that the Israeli academy is central to the architecture of occupation, settler colonial violence, and repression of Palestinians. Through meticulous ethnographic and archival research, Wind not only gives lie to the claim that the Israeli academy is a bastion of academic freedom and vigorous debate. She provides a model for the decolonial work we must all do until there is freedom and liberation for all. -- Jessica Winegar, co-author with Lara Deeb of Anthropology's Politics: Disciplining the Middle EastDrawing on Hebrew sources, Maya Wind shatters the myth of liberal expression in Israeli universities, revealing instead how they prop up apartheid. -- Rebecca Ruth Gould * New Arab *Towers of Ivory and Steel is a paradigm-shifting book, with incredible insider reporting that provides riveting detail of how Israeli universities serve primarily as centers of military research, propaganda, and command. A must read. -- Sarah Schulman * Bookforum *Table of ContentsForeword by Nadia Abu El-HajIntroductionPart I:COMPLICITY1. Expertise of Subjugation2. Outpost Campus3. The Scholarly Security StatePart II:REPRESSION4. Epistemic Occupation5. Students Under Siege6. Academia Against LiberationEpilogueAfterword by Robin D. G. KelleyNotesIndex

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Book SynopsisSupervising Doctoral Candidates provides support for new and young academics who, from the beginning of their academic career, may be expected to support doctoral candidates with little or no prior training.

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Book SynopsisIn Complaint! Sara Ahmed examines what we can learn about power from those who complain about abuses of power. Drawing on oral and written testimonies from academics and students who have made complaints about harassment, bullying, and unequal working conditions at universities, Ahmed explores the gap between what is supposed to happen when complaints are made and what actually happens. To make complaints within institutions is to learn how they work and for whom they work: complaint as feminist pedagogy. Ahmed explores how complaints are made behind closed doors and how doors are often closed on those who complain. To open these doors---to get complaints through, keep them going, or keep them alive---Ahmed emphasizes, requires forming new kinds of collectives. This book offers a systematic analysis of the methods used to stop complaints and a powerful and poetic meditation on what complaints can be used to do. Following a long lineage of Black feminist and feminist of color criTrade Review“Sara Ahmed always has her finger on the pulse of the times as she assists us to explore the deeper meanings and philosophical nuances of quotidian concepts and practices. Beautifully written and thoroughly engaging, Complaint! is precisely the text we need at this moment as we seek to understand and transform the institutional structures promoting racism and heteropatriarchy.” -- Angela Y. Davis“In her latest contribution to our knowledge, Sara Ahmed gifts us with a book about the phenomenology of complaint and the layered, entangled complexity of how power works institutionally. She foregrounds that to complain is to transgress. To transgress is to become a site of negation. To negate is to trigger an institution into protecting the status quo through risk-adverse processes that are experienced as violent and exhaustive. Ahmed’s intellectually expansive book achieves two things: it exposes the meaning, experiences, and perceptions of complaint and provides testimony to the courage of those who complain, who fight, who believe justice should not just appear to be done; it must be done.” -- Aileen Moreton-Robinson, author of * Talkin’ Up to the White Woman: Indigenous Women and Feminism *"[Ahmed] presents a strong argument that power in higher education tends to protect itself, that diversity initiatives are often nothing more than window dressing, and that those who file complaints about a hostile work environment often face accusations of disloyalty or troublemaking. . . . Most of the charges here are broad and general, but anyone who has worked in higher education will recognize much of what Ahmed brings to light. Sharp criticism of an overlooked systemic problem in higher education." * Kirkus Reviews *"In her powerful new book . . . Sara Ahmed builds on a series of oral and written testimonies from students and employees who have complained to higher education universities about harassment and inequality. Here, she asks readers to think about some inescapable questions: What happens when complaints are pushed under the rug? How is complaint radical feminism? And, how can we learn about power from those who choose to fight against the powerful?" -- Rebecca Schneid * Indy Week *"This is audacious but persuasive critique, which accrues its power by stealth. Complaint! is dense with insight, but admirably lucid." -- Zora Simic * Australian Book Review *"Inspired by the students she worked with, Ahmed’s new book examines the act—indeed, the feminist pedagogy—of complaining within an organization. With the help of testimonials from individuals who filed complaints of harassment, bullying, and abuse at Goldsmiths and other universities, Ahmed explores the cracks within these formal systems and illustrates the painful processes that survivors experience too often." -- Yvette Dionne and Rosa Cartagena * Bitch *"An absolutely brilliant endeavor. . . . The real nuance and sophistication of this book, written with such emotional and intellectual insight, the means by which Ahmed identifies strategies of institutional power in relation to power in relation to harassment and abuse is revelatory, thorny, painful, and very, very necessary." -- Linda M. Morra * Getting Lit with Linda *"Sara Ahmed’s Complaint! is an antidote to apathy. . . . The potent reminder that Ahmed offers is that we are not the ones with the problem, that a number of voices raised up in complaint can help identify that the problem lies elsewhere." -- Eda Gunaydin * Sydney Review of Books *"It’s feminism that isn’t out to win friends but should certainly influence people. It’s angry because anger is required. And it’s collective and inclusive. . . . ever quick to pick up on ironies and contradictions, she nails it time after time. 'Making a complaint is often necessary because of a crisis or trauma,' she writes, but 'the complaint often becomes part of the crisis or trauma.' Such phrases characterise Ahmed’s Möbius band idiolect; they hit home because of the writer’s extraordinary skill." -- Emma Rees * Times Higher Education *"Ahmed brings great authority and gravity to Complaint!, from her own experiences (she resigned from an institution after they mishandled a series of complaints), her engagement with a “complaint collective” in the UK, and her decades-long scholarship in feminist, queer, and race studies. Black feminism and women of color feminism anchor the book. The author does not flinch at the difficult intersections where one underrepresented or traditionally marginalized group seems at odds with another; instead, she examines the effects of complaint in each area of these intersections, retaining her sharp focus on an analysis of power dynamics." -- Ellen Mayock * Public Books *"This is another insightful book in Ahmed’s well-regarded series of considerations of what acting as a feminist in non-feminist institutions means. . . . Highly recommended. Advanced undergraduates through faculty; professionals." * Choice *"Ahmed illuminates how institutions like the university are designed for precisely the people who can and continue to flourish while miming theoretical righteousness and perpetuating violent norms." -- Anna Nguyen * LSE Review of Books *“Complaint! offers catharsis, collectivity, and care. It is an archive of complaint, it is a radical call to action, and it is a feminist record. It is also beautifully written, deeply painful, and absolutely necessary at this very moment.” -- Catherine Oliver * Gender, Place & Culture *"This book is inspiring and a source of solidarity. It provides encouragement to protest and fight for change. And whilst no doubt a difficult read for university leaders, they should read it to help them reflect on what is happening in their institutions and learn how they can truly implement those policies and practice to bring about fair and just equality of opportunity." -- Gill Crozier * British Journal of Sociology of Education *Table of ContentsAcknowledgments xi Introduction: Hearing Complaint 1 Part I. Institutional Mechanics 27 1. Mind the Gap! Policies, Procedures, and Other Nonperformatives 29 2. On Being Stopped 69 Part II. The Immanence of Complaint 101 3. In the Thick of It 103 4. Occupied 137 Part III. If These Doors Could Talk? 175 5. Behind Closed Doors: Complaints and Institutional Violence 179 6. Holding the Door: Power, Promotion, Progression 220 Part IV. Conclusions 257 7. Collective Conclusions by Leila Whitley, Tiffany Page, and Alice Corble, with Heidi Hasbrouck, Chryssa Sdrolia and others 261 8. Complaint Collectives 274 Notes 311 References 343 Index 353

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Book SynopsisIn this much anticipated second edition of their authoritative book on addressing student sexual violence at UK universities, Clarissa DiSantis and Graham Towl revisit the discussion around sexual violence within Higher Education.

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Book SynopsisThis hands-on book introduces students to the demands of university study in a clear and accessible way and helps them to understand what is expected of them. It helps students to develop the core skills they need to succeed at university, and gives guidance on the key forms of academic writing, including essays, reports, reflective assignments and exam papers. It shows students how to recognise opinions, positions and bias in academic texts from a range of genres, develop their own 'voice' and refer to others' ideas in an appropriate way. It also features authentic examples of academic texts and engaging activities throughout to aid understanding. Packed with practical guidance and self-study activities, this book will be an essential resource for all students new to university-level study. Accompanying online resources for this title can be found at bloomsburyonlineresources.com/academic-success. These resources are designed to support teaching and learning when using this textboTrade ReviewThis book delivers exactly what the title promises: everything a student needs to be successful in their studies. * Lee Fallin, University of Hull, UK *An invaluable guide to the nature of successful learning in a university context, which will help students better prepare for and manage the challenges faced in tertiary studies. * Professor Jack Richards, University of Sydney, Australia *Academic Success includes everything a student needs to know about university: from how a university works through to advice on reading, writing and thinking academically, including differences between disciplines. It's a comprehensive, useful guide to transitioning to university and succeeding in your studies. * Helen Cooper, University of Birmingham, UK *Table of ContentsIntroduction PART 1: INTRODUCTION TO UNIVERSITY STUDY 1. What's Different About Academic Communication? 2. Students and Lecturers 3. Independent Learning PART 2: TAKING PART IN UNIVERSITY LEARNING 4. Academic Listening 5. Academic Reading Tutorials and Seminars 7. Doing Group Assignments PART 3: BECOMING CRITICAL 8. Opinions, Positions and Bias 9. Critical Thinking 10. Sources of Academic Knowledge PART 4: EXPRESSING YOUR VOICE AND REFERRING TO THE VOICES OF OTHERS 11. Voices in Academic Texts 12. Expressing Your Own Voice 13. Avoiding Plagiarism 14. Voices in Different Types of Text 15. Creating an Identity in Different Types of Text PART 5: WRITING ACADEMIC TEXTS 16. Writing in the University 17. Making Your Argument Flow 18. Writing Essays 19. Writing Reports 20. Writing Research Reports 21. Writing Reflective Texts 22. Writing Electronic Texts 23. Writing in Exams Further Reading Glossary.

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Book SynopsisThis book equips SENCOs and aspiring SENCOs to engage in high level continuing professional development activity associated with studying for mandatory qualifications, and supports critical and innovative practice and career progression. Written by a multi-disciplinary team, it embraces sociological, medical and post-modern perspectives. It will be of interest to researchers and practitioners as it also critiques current theory, legislation, policy and research and how these can be transferred into settings. The book considers issues that SENCo's will experience both in their role and as part of this professional development, identifying the complexity of issues they have to consider and priorities in their role. A range of pedagogic and interactive features are used to support the development of study skills when working at postgraduate level such as: research and literature searching; knowledge building and skills development in SENCo; the ability to galvanise change in their context including difficult and respectful conversations about SEN provision and the development of leadership skills. This book is unique in its link between the academic and professional dimensions of the mandatory qualification - a bridge between engaging in CPD and practice of the SENCo role.Trade Review"...a book that is relevant to all SENCOs. The authors and editors have deftly drawn together expertise spanning research, policy and practice in a way that is both relatable and accessible for SENCOs at all stages of their career. SENCOs often have significant demands on their time, but applying the wisdom shared in this book will undoubtedly save them time as they become more effective in the role. Throughout, the authors emphasise the agency of SENCOs and the critical leadership role they play, not just for those with SEND for inclusion across the entire setting. Above all, this book acts as a North Star for SENCOs, with its ethical golden thread guiding them to do what is right rather than what is easy. If you are a SENCO, this book should be at the top of your reading list." -- Professor Adam Boddison, OBE"The editors/authors of Developing you Expertise as a SENCO have clearly made a great effort to produce an up-to-date text that can be read cover-to-cover or dipped into when a specific aspect of SEN coordination is being evaluated in depth. This has paid off - short, well-designed chapters with case studies, resource information and good quality references allow readers to examine key issues in a manageable way. Well done to everyone involved, editors, chapter authors, and the many SENCo case study contributors." -- Christopher Robertson * Chair, the SENCo-Forum Advisory Group *"This is a useful book for SENCOs new to post and those with experience in the role. The chapters cover key aspects of being a SENCO, linking theory and practice throughout. The thread of inclusion runs through each, reminding the reader of how this ongoing journey should underpin all of the work they do. Chapters cover a range of relevant topics, offering a balanced critique on current thinking about SEN and inclusion. Topics are diverse and encourage critical reflection and the development of useful knowledge and skills to enable them to be a successful SENCO, supporting staff and pupils. An informative text which will be an essential resource for SENCOs." -- Jo Winwood * Programme Lead: Education, Serco UK&E Local Regional Government *Table of ContentsPart One: Examining the SENCo role Chapter 1 – Examining the SENCo role Chapter 2 – SENCo professional identity and development Chapter 3 - SENCos and inclusive pedagogy Chapter 4 – The SENCo as leader: speaking up and speaking out Chapter 5 – SENCos engaging with theory Part Two: The SENCo at work Chapter 6 - The SENCo role across age phases Chapter 7 – Working with children and young people experiencing additional challenges Chapter 8 – Working with parents Chapter 9 – Working with other professionals Chapter 10 – Working with critical reflection on professional practice Chapter 11 – SENCos using data Chapter 12 - Evidence based practice to promote advocacy for learners with SEND

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Book SynopsisExplores how to evidence teaching achievements, and the implications of this for the status of HE teaching, as well as individual careers, before suggesting practical and demonstrable ways forward for individuals and institutions.

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Book Synopsis"I honestly found this better than my dissertation supervisor. It was never off my desk and I scanned it thoroughly and followed it religiously. Highly recommended with a proven technique to help you gain a good mark!" Amazon reviewer"This book is, well...excellent! Simply and succinctly it takes you through each stage of planning a dissertation."The PsychologistA dissertation is likely to be the largest single piece of work you will be asked to produce. This handy book guides you through the whole process: planning your dissertation project, managing it, and writing it up. It offers friendly and practical advice and addresses all the questions students ask, including: How do I choose a topic? How should I manage my time? How can I make best use of my supervisor? How many chapters should my dissertation have? Which is the best referencing system to use? Excellent Dissertations! Second Edition is a lively, concise and Table of ContentsProducing a dissertation. READ THIS FIRST!IntroductionPart One: PreliminariesFormal requirements and arrangementsPleasing the examiners You and your supervisorPart Two: Getting startedThe 'twin-track': your project and your dissertationProject and dissertation: Exploring the literatureProject: Making a shortlist of possible subjectsProject: Choosing your preferred subjectDissertation: Choosing your titleProject: MethodologyProject: Materials Project and dissertation: Time management and planningPart Three: The 'middle period'Keeping everything under controlProject: Being your own managerDissertation: Creating your literature reviewProject and dissertation: Making use of quotationsDissertation: Developing your outline Part Four: The 'end-game'The challenge to completeProject: Concluding your workDissertation: Producing your first draft and finalizing your outline Dissertation: Improving your draftDissertation: Conforming to good academic practice Avoiding PlagiarismDissertation: Final editing

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Book SynopsisThis practical resource offers a much-needed introduction to the why, what, and how of supporting college students through mindfulness and stress-releasing strategies. Higher education professionals are in a unique position to support, coach, and teach strategies with students to manage anxiety and emotional distress and improve well-being. Drawing on experience from the disciplines of Mental Health, Counseling, and Student Affairs, the authors provide evidence-based practices and tangible techniques supported by the latest brain-based research and neuroscience. Full of tools that college students can use daily to assist with their relaxation, meditation, focus, and stress management, this book helps higher education professionals who are not trained mental health practitioners to effectively and confidently incorporate activities to support the whole student.Trade Review"Informative and timely, this work of three experts in mental health and counseling provides the reader with a practical guide to supporting college students’ mental wellbeing throughout their educational careers. Particularly compelling is the authors’ emphasis on the importance of mental health as key to student success."-Anca Turcu, University of Central Florida, Journal of Faculty DevelopmentTable of Contents1. Mind, Body, and Spirit: Community Connection and Relationships Matter 2. Brain Basics 3. Relax and Release 4. A Meditation a Day 5. Mindful Movement 6. Helping Students with Focus and Choices for Change 7. Self-Care is the New Health Care: Prescriptions for Well-Being and Being Well

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Book SynopsisTrade Review"Winner of the ASHE Outstanding Book Award, Association for the Study of Higher Education""Winner of the AESA Critics’ Choice Book Award, American Educational Studies Association""Winner of the Frederic W. Ness Book Award, Association of American Colleges & Universities""Winner of the HES Outstanding Book Award, History of Education Society""Winner of the Outstanding Publication Award, American Educational Research Association""This extensively researched, well-written examination of racism, integration, and violence in the postsecondary environment is a major contribution to the field of higher education."---Jacqueline Snider, Library Journal"In this intensely researched narrative, Cole focuses on one institutional president—as a member of the wider community of presidents—per chapter and examines how he or she worked within the circumstances of their colleges. Perhaps most importantly, the author explores the silent networks of Black college presidents whose efforts slipped under the radar." * Kirkus Reviews *"The Campus Color Line is enlightening for advanced students and scholars interested in the study of higher education history." * Choice Reviews *"Cole artfully makes the case that higher education played a central role in shaping one of the most significant social movements in American history. . . . The Campus Color Line is essential not just for filling this gap in the historical literature or because it shows another way that universities influence society. It is essential because it challenges those of us in higher education, both educators and administrators, to be mindful of our actions and, above all else, to do more."---Lucian Bessmer, Harvard Educational Review"A brilliant and richly detailed study. . . . Cole’s ambitious collection of intimate and masterfully researched institutional histories make The Campus Color Line a must-read for upper-level undergraduate courses or graduate students examining the legacy of student activism and social movements, or the history of education."---Jelani M. Favors, History of Education Quarterly"Cole’s ability to connect college presidential challenges, racial turmoil, and political climate make this work groundbreaking. This is especially insightful since Cole takes the approach of focusing his work on the dominant white community which had their own way of working against the desegregation within the confines of American society."---Jesse R. Ford & Kaleb L. Briscoe, Teachers College Record"The Campus Color Line should be required reading for academics or anyone interested in how issues of racial justice became enmeshed in higher education."---E. Masghati, Ph.D., International Social Science Review"Eddie R. Cole brilliantly narrates the untold stories of America's college leaders and their many contributions toward the decolonization of higher education. . . . Cole’s book is a testament to the difficulty of these challenges faced by leaders, and it offers a guide for how to overcome them—if a leader knows how to pay close attention to our past and aims not to repeat the mistakes in the future."---Mary F. Howard-Hamilton & Kelsey Bogard, Journal of College Student Development ​​​​​​​"Cole’s lucid and pragmatic description of networks of power in the 1950s and 60s provides current scholars, administrators, and students a useful road map for effecting social change today."---Abigail Fagan, Amerikastudien/American Studies

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Book SynopsisThis book introduces theories of educational leadership and management and provides examples of their translation into practice. Many students studying education no longer go directly into teaching, but instead follow a diverse range of careers associated with the education sector more widely: local authorities, think tanks, charities, school trusts, administrative, and managerial roles. This book highlights and explores these diverse pathways. For staff in schools who are currently on a National Professional Qualification (NPQ) this book gives an overview of differing leadership pathways, including senior leadership (NPQSL) and headship (NPQH), whilst also discussing the impact of system reforms (NPQEL).Topics covered include: strategies for leadership across primary, secondary, and higher education settings school leadership and management through the challenges of the pandemic and beyond equality and diversity and inclusive practice non-tTable of Contents Introducing educational leadership and management The intersection of system and distributed leadership Equality and diversity and inclusive practice: significance for organisations and individuals Resilience and vitality as necessary leadership traits Effective school management: Leadership capacity of the school principal Observations of classroom management and school leadership in the COVID-19 era Pedagogical leadership in early childhood education and care: What is it, why do we need it and how do you do it? The role of primary headteachers within school trusts: English landscape divergence in a post-pandemic world Crisis leadership in secondary schools: Its effects on school leaders’ long-term visions of education Leading a large and disparate school in higher education Leadership of international schools Leadership for flourishing schools: From research to practice A practical exploration of non-teaching leadership roles within the further education and skills sector (FES) Charitable education organisations in England: The case of teacher educators

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Book SynopsisThis book explores the purpose, role and function of the university and examines the disconnection between students' approaches to learning and university strategy. It centres on the idea that it is vital to explore what counts as a university in the twenty-first century, what it is for, and for whom, as well as how it can transcend social divisions. The universities of the twenty-first century need to have larger audiences, a broader voice, a shift away from othering and an effective means of progressing such shifts. What is central to such exploration is the idea that learning needs to be seen as postdigital. With a focus on how the growth of technology has and continues to affect university learning, this book: explores the concepts of the digital and the postdigital promotes just and inclusive pedagogies for higher education considers ways to ensure learning is an ethical and political experience studies how to understand community and collectiTable of ContentsPart I: The Digital and the Postdigital 1. The postdigital 2. Assemblages 3. Transformative technologies Part II: Learning in a Postdigital age 4. Dupery and scapegoating 5. On Screen 6. The Power and the platforms 7. Learning as a line of flight 8. Digital inequalities Part III: The Postdigital University 9. Absence and Presence 10. Postdigital ethics 11. Artificial intelligence 12. Postdigital Learning 13. Knowledge capitalism and the postdigital university 14. Postdigital Futures: fluid edges and new plateaus

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Book SynopsisThe second edition of Qualitative Research is a one-stop resource for all those approaching qualitative research for the first time as well as those revisiting core concepts and issues. It presents a comprehensive overview of this rapidly developing field of inquiry, cleverly combined with practical, hands-on advice on how to conduct a successful qualitative study.Written in an engaging and accessible style, this new edition includes updates throughout such as further readings and case studies to recognize developments in the field. Further updates include how to use social media in ethical and responsible ways, working with participants at a distance and the pros and cons of analyzing data online. The authors break through difficult terminology to guide readers through the choices they will face during research design, implementation, and publication. Each chapter is brought to life by relevant, real-life examples from expert researchers around the globe. Divided into seven sections, this unique text covers:? Considering perspectives? Acknowledging a position? Framing the study? Choosing a research approach? Collecting data? Working with data and findings? Writing about the researchThis book is enhanced with the addition of online Instructor and Student Resources including videos, diagrams, an instructor manual, PowerPoint slides and links to further resources. These can be found at: routledgelearning.com/qualitativeresearch.This new edition is an indispensable companion and makes for ideal reading for all those involved in qualitative research worldwide.

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Book SynopsisA practical guide to the essential practice that builds better teachers. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique.Table of ContentsPreface vii Acknowledgments xiii About the Author xv 1. What Is Critically Reflective Teaching? 1 2. Uncovering Assumptions of Power 21 3. Uncovering Hegemonic Assumptions 39 4. The Four Lenses of Critical Reflection 61 5. Clarifying the Benefits of Critical Reflection 79 6. Seeing Ourselves through Students’ Eyes 97 7. Learning from Colleagues’ Perceptions 115 8. Team Teaching as Critical Reflection 135 9. Using Personal Experience 153 10. Learning from Theory 171 11. Incorporating Social Media and Back‐Channel Communication 189 12. Applying Critical Reflection to Teaching Race and Racism 207 13. Negotiating the Risks of Critical Reflection 225 14. Practicing Critically Reflective Leadership 243 Bibliography 261 Index 273

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Book SynopsisReflective Teaching in Higher Education is the definitive textbook for those wanting to excel at teaching in the sector. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism for those teaching in higher education. Written by an international collaborative author team of experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support: - practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion - evidence-informed ''principle''s to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning in higher education In addition to new case studies from a wider variety of countries than ever before, this new editioTrade ReviewIf I were to describe this book in a sentence, I would say that it gives people outstanding advice on how to teach well, within highly complex organisations known as universities ... This collection is a real tour de force. * Times Higher Education (of the first edition) *A popular and influential text. An impressive and newly constituted international team. A really up to date resource. Again, this book stands out from many others in this field. Although the book is rooted in very practical concerns, it takes its readership as a serious intellectual audience, and allows access to a field that recognises the complexity of what lecturers face. * Jenni Case, Professor, Virginia Polytechnic Institute and State University, USA *An excellent resource for academic developers whose role it is to shape the kinds of academics who are able to respond to the legitimate learning needs of their diverse student body, to meet the challenges and demands of their disciplines and prepare students for a complex and unknowable future. * Lynn Quinn, Associate Professor, Rhodes University, South Africa *A significant collaborative achievement with Paul Ashwin again marshalling an all-star international cast in a well-executed update to their seminal text on Reflective Teaching: a cutting-edge resource for teachers and researchers * Professor David Carless, Faculty of Education, University of Hong Kong, Hong Kong *The definitive go-to handbook for supporting academic professional development, leading me to adopt it as the core recommended course reading in my professional development leadership role. The book’s strengths include bringing together perspectives of a range of relevant experts, and a good blend of theory and practice, including recognisable empirical examples and activities to carry out alone or with others. The reflective focus of the book as well as its emphasis on the collaborative nature of the teaching endeavour are key strengths. This new edition further benefits from incorporation of key contemporary imperatives such as the decolonising agenda. * Tamsin Hinton-Smith, Senior Lecturer in Higher Education and Deputy Director of the Centre for Teaching and Learning Research, University of Sussex, UK *Pleased to find a textbook that addresses issues of the - often neglected - topics of communication and relationships in lecturing work, in addition to planning and designing the curriculum, and evaluating practice. Valuable for both new and experienced lecturers in higher education. * Jeannie Daniels, Senior Lecturer, University of West Scotland, UK *I have found the previous edition of this book very helpful, with a good balance between the practical and theoretical components and some excellent critical evaluation of key concepts. The 2nd edition contains new content that adds both depth and breadth to the existing material. In particular, the discussions on diversity, decolonizing, digital learning and teaching excellence are all highly relevant in the current context. * Rachel Stone, Sheffield Hallam University, UK *Table of ContentsPreface How to Use this Book Introduction Part I: Becoming Reflective 1. Identity. Who are we, and who are our students? 2. Learning. How do students develop their understanding? 3. Reflection. How can we develop the quality of our teaching? 4. Principles. What are the foundations of effective teaching and learning? Part II: Creating Conditions for Learning 5. Contexts. How do they shape us and how do we shape them? 6. Relationships. How are we getting on together? 7. Engagement. How does our engagement with teaching influence student learning? 8. Spaces. How are we creating environments for learning? Part III: Teaching for Learning 9. Curriculum. What is to be taught and learned? 10. Planning. How are we implementing curricula? 11. Teaching. How can we develop strategies focused on student understanding? 12. Communication. How can we support learning through dialogue? 13. Assessment. How does it make a contribution to learning? Part IV: Reflecting on Consequences 14. Quality. How are we monitoring and enhancing the quality of teaching and learning? 15. Inclusion. How are we enabling opportunities? Part V: Deepening Understanding 16. Expertise. How do we develop a career-long fascination with teaching? 17. Professionalism. How does reflective teaching contribute to society? Reflective activities List of case studies, figures and research briefings Bibliography Index

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Book SynopsisReflective Teaching in Higher Education is the definitive textbook for reflective teachers in higher education. Informed by the latest research in this area, the book offers extensive support for those at the start of an academic career and career-long professionalism. Written by an international collaborative author team of higher education experts led by Paul Ashwin, Reflective Teaching in Higher Education offers two levels of support:- practical guidance for day-to-day teaching, covering key issues such as strategies for improving learning, teaching and assessment, curriculum design, relationships, communication, and inclusion.- evidence-informed ''principles to aid understanding of how theories can effectively inform teaching practices, offering ways to develop a deeper understanding of teaching and learning.This new edition gives greater coverage of contemporary topics, including: the climate and nature emergency; Generative Artificial Intelligence (GenAI) including ChatGPT; the use of digital education and digital capabilities following the global pandemic; consideration of the intended outcomes of higher education for students. This edition features a greater diversity of students, teachers, institutional and disciplinary contexts, and national/international settings. It includes updated case studies, reflective activities, and research briefings, drawing on literature from a broader range of countries.reflectiveteaching.co.uk provides a treasure trove of additional support. It includes supplementary sector specific material to support for considering questions around society's educational aims, and much more besides.

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Book SynopsisThis practical, supportive guide steers students through a 14-day revision programme, showing them how to make the most of the time available to them to maximise results. Based on tried and tested revision techniques, it shows students how to tackle common revision and exam challenges through worked examples and practical exercises. Chapters are packed with top tips on key aspects of exam preparation and contain checklists to keep students on track. Concise and engaging, this is an essential companion for all students preparing for exams, on degree and pre-degree courses.Trade ReviewThe 14-day approach is totally creative and novel, and I can't see how it wouldn't work. * Kate Williams, Oxford Brookes University and Series Editor *Table of ContentsIntroduction How To Use This Book Taking Stock DAY ONE Things To Do Today Types Of Exam DAY TWO Things To Do Today Testing Yourself In The Early Stages What Is 'Essential Information'? Revision Cards: How They Might Look Getting To Know Your 'Know-It' Gremlin DAY THREE 20. Things To Do Today The Rhythm Of Your Revision Be True To Yourself Taking Stock DAY FOUR Things To Do Today Secondary Sources: Books And Journals Secondary Sources: The Internet Just How Much Do You Need To Know? DAY FIVE Things To Do Today Essay Exams: What The Questions Mean Six Ways To Feel Good DAY SIX Things To Do Today Essay Planning Brainstorm Example Spider Chart Example Flowchart Example Mind Map Example Timed Essay Plans Taking Stock DAY SEVEN Things To Do Today Planning A Rest Day Six More Ways To Feel Good DAY EIGHT Things To Do Today Using Past Papers The Art Of Procrastination Anti-Procrastination Checklist DAY NINE Things To Do Today How To Tackle A Seen Exam And An Open Book Exam Reducing Anxiety Relaxation Techniques Taking Stock DAY TEN Things To Do Today How To Give Yourself A Mock Essay Exam How To Give Yourself A Mock Multiple Choice Exam What Mock Exams Do For You DAY ELEVEN Things To Do Today Exam Strategy Knowing When And Why To Stop DAY TWELVE Things To Do Today How To Know How Much You Know: Sorting The Cards How To Know How Much You Know: Mastering The Cards Openings And Endings Taking Stock DAY THIRTEEN Things To Do Today And The First Thing To Do In The Exam Is The Night Before The Exam DAY FOURTEEN: EXAM DAY! Things To Do Today In The Exam And When It Is Over Index.

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Book SynopsisDestined to become a life saver for international students everywhere, this book provides clear, comprehensive guidance for students embarking on postgraduate study at a western university. Helping to maximise your chances of academic success, topics include challenges such as critical thinking, research, writing and speaking skills.

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Book SynopsisCOVID-19 has placed American higher education at a crossroads. This book is the roadmap. COVID-19 triggered an existential crisis for American higher education. Faced with few safe choices, most colleges and universities switched to remote learning during the 2020 spring semester. The future, however, provides more choices about how institutions can fulfill their mission of teaching and research. But how do we begin to make decisions in an uncertain and shifting environment? In this concise guide, authors Edward J. Maloney and Joshua Kim lay out clear ways colleges and universities can move forward in safe and effective ways. The Low-Density University presents fifteen scenarios for how colleges and universities can address the current crisis from a fully online semester to others with students in residence and in the classroom. How can changing the calendar or shifting to hybrid models of blended classrooms impact teaching, learning, and the college experience? Could we emerge froTrade ReviewAll higher education afficionados should read [The Low-Density University].—Higher Education Strategy AssociatesTable of ContentsPreface to the Paperback Edition Part I. Fifteen ScenariosChapter 1. Back to NormalChapter 2. Late Start Chapter 3. Moving Fall to Spring Chapter 4. First-Year Intensive Chapter 5. Graduate Students Only Chapter 6. Structured Gap Year Chapter 7. Targeted Curriculum Chapter 8. Split Curriculum Chapter 9. Block Plan Chapter 10. Modularity Chapter 11. Students in Residence Learning Virtually Chapter 12. Low-Residency Chapter 13. HyFlex Chapter 14. Modified Tutorial Chapter 15. Fully Remote Part II. Equity, Place, and Learning Part III. Next Steps Acknowledgments

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Book SynopsisThis is your indispensable guide to navigating the rise of generative AI as an academic. It thoughtfully explores rapidly evolving AI capabilities reshaping higher education, examining challenges and ethical dilemmas across the sector.It provides useful strategies for using generative AI in your scholarly work while upholding professional standards. This practical guidance addresses four core areas of academic work: Thinking: How to use generative AI to augment individual and collaborative scholarly thinking that can assist in developing novel ideas and advancing impactful projects Collaborating: Explore how generative AI can be used as a research assistant, coordinating teams and enhancing scholarly cooperation Communicating: Cautioning against over-reliance, examine how generative AI can relieve communication burdens while maintaining professionalism and etiquette Engaging: thoughtful and practical frameworks are offered for using these developments to support online engagement without sacrificing scholarly principles Mark Carrigan is a digital sociologist, author and Lecturer in Education at the University of Manchester.

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Book SynopsisAn accessible, positive study guide for students with dyslexia, this book uses tried-and-tested strategies to empower you to achieve your academic goals. Boost your confidence by learning from other brilliant dyslexic students, and maximise your strengths by learning how to: · Work smart and identify how you learn best · Increase your reading speed · Mind-map effectively · Utilise memory and concentration techniques A message from the author about the book title: ′We understand that many of you don’t want to feel defined by your neurodiversity, but also that it is a part of who you are and your life. After discussion with some of my students we chose this title for its positivity and empowering message. Ultimately this guide is to help you play to your strengths and be a brilliant student – with dyslexia.′ Super Quick Skills provides the essential building blocks you need to succeed at university - fast. Packed with practical, positive advice on core academic and life skills, you’ll discover focused tips and strategies to use straight away. Whether it’s writing great essays, understanding referencing or managing your wellbeing, find out how to build good habits and progress your skills throughout your studies. Learn core skills quickly Apply them right away and see results Succeed in your studies and in life Super Quick Skills gives you the foundations you need to confidently navigate the ups and downs of university life.Trade ReviewOn every page, one is assured of Sarah Myhill′s first-hand knowledge and experience of the concerns of the dyslexic student through her ability to put herself in the shoes of the reader. There is much in this book which will be beneficial for all students, whether neurodivergent or not. The use of time is a central theme of the book and one which is addressed through suggestions of ways to prioritise and set goals. The use of student tips and practical ideas, such as mobile phone apps, offer current and engaging advice to help with the struggle of procrastination, fear of writing and problems with concentration. There are also spaces provided for students to reflect and make handwritten notes in the book, creating a personal journal and record of learning that can be referred to, along with a helpful and succinct glossary. Overall, as a non-dyslexic university lecturer, I have discovered through reading this book that there is much I can learn from my dyslexic students and colleagues about their approach to thinking, learning, approaching and depicting problems. -- Dr Sarah Evans-Howe MCIMAccepting dyslexia and being able to navigate my struggles has been a great burden during my years as a student. The book has been great in helping me identify these difficulties with practical skills and tools to tackle them. The activities in the book really push me to look into my development needs which I have not been able to do until now. The breakdown of sections was great when jumping back and forth between key themes throughout, especially when I forget, as we Dyslexics do! The book has been an eye opener to the themes surrounding Dyslexia and helped me understand that not all students tackle their needs the same. For me it will forever be a handbook on how to deal with my Dyslexia and being able to integrate it into my life as opposed to fighting it. A superb, practical and concise book for those students looking for some help and guidance in what can seem like a difficult academic journey. -- Sivan HamdaAn informative, concise and well-structured skills book. Not only is the information relevant but communicated and presented in an accessible and appealing way (...) Now, as a qualified teacher, I read this book with a teacher’s hat. Neurodiversity impacts students and teachers in different yet significant ways and this book provides an insight into the most effective, empowering strategies to combat the feeling of failure and incompetency (often felt by dyslexia). It will remain on my book case for years to come! -- Endorsement - Kristy CoppendaleTable of ContentsWhat is Dyslexia? How Does It Affect My Academic Studies? I Find Organisation and Deadlines Stressful – How Can I Manage My Time Better? How Do I Deal With Procrastination? I Read More Slowly Than My Peers - What Can I Do? My Memory Is Not The Best – How Can I Improve It? How Can Mind Mapping Help Me With My Academic Studies? How Do I Get My Thoughts Organised On Paper? How Can I Improve My Concentration? How Can I Use My Strengths For Academic Success?

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Book SynopsisHow do Christian higher education institutions orient new faculty members to their role on a Christian campus? How do they lead faculty members toward a deeper understanding of the Christian dimension of their place in higher education? Bible Colleges, Christian Universities, and Seminaries need a resource that can be provided to faculty members or be used in faculty development discussions.This book is designed to serve as just such a resource. It provides a clear and concise portrait of thegeneral role of faculty from a distinctively evangelical Christian perspective. We use the metanarrative of being formed by the cross to describe the “cruciform” role of professors as teachers in the classroom, mentors to the students, scholars within the academy, and servants of the church and community. Each chapter will have personal and group reflection questions and exercises to aid in application.

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Book SynopsisDespite growing numbers of international academics globally, there is a dearth of works exploring success stories, and the barriers and opportunities of being an international academic. Academic Mobility and International Academics offers personal experiences and guidance from a truly international suite of scholars exploring their academic journeys and addressing intersectional topics on academic mobility including perspectives from early career researchers, university leaders, mentors, LGBTIQ scholars, and more. Throughout this timely collection, chapter authors offer insight into overall academic employment experiences, including their motivations and challenges in steering their academic career. They offer guidance on how international academics can harness their career aspirations, across both leadership and non-leadership positions and how internationality in academic careers is evolving in these current times. Essential reading for any scholar or postgraduate student looking to work outside of their home nation, this hopeful and insightful text will provide guidance, inspiration, and real-life examples of how to survive and thrive as an international scholar. Trade ReviewA must-read volume that captures the academic journey and contribution of international academics to global higher education! All scholars including faculty, students, and administrators will benefit from reading this book. -- Krishna Bista, Morgan State University, Maryland (USA)This is such an important book for everyone working in Higher Education. The personal reflections of international academics around the globe throughout are both thought provoking and inspiring. Understanding the personal journeys of nternational academics who forms part of our diverse academic community. -- Hannah-Louise Holmes, Manchester Metropolitan UniversityTable of ContentsPreface; Raúl Sánchez Urribarrí Introductory Chapter; Jasvir Kaur Nachatar Singh Section 1 - Leadership Chapter 1. Breaking through the glass ceiling: Navigating towards leadership positions as a woman international academic; Ashleigh-Jane Thompson Chapter 2. Virtuous Like Water --International Academic in a Leadership Position; Yuhang Rong Section 2 - Experiences of esteemed and young scholars Chapter 3. Life lessons for aspiring international academics: What my experience suggests about how to thrive; Vijay Mallan Chapter 4. My academic path as an international academic from MENA to Canada: Good, better, best. Never let it rest; Jinan Issa Chapter 5. Being an International Academic in a Malaysian University: Challenges, Opportunities and Way forward; Muhammad Muftahu Chapter 6. Facets of academic life- Perspective of an international visiting scholar; Amrita Kaur Chapter 7. An international early-career academic journey in Australia; Jasvir Kaur Nachatar Singh Chapter 8. Moving in and coming home: Insights from early career researchers in Japan; Shannon Mason and Yusuke Sakurai Section 3 - Personal and family experiences in long and short term mobilities Chapter 9. International academic experiences in Japan; Ariunaa Enkhtur and Sainbayar Gundsambuu Chapter 10. Short-term International Mobility among Academics; Jisun Jung Chapter 11. International academic mobility: Categories of difference and narratives of possibility; James Burford and Mary Eppolite

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Book SynopsisThe COVID-19 pandemic undoubtedly tested the resilience of academics in higher education. Many universities were severely affected by reduced student enrolment, with widespread job losses reported across universities. For many academics, the impact of the pandemic has been worrying, financially crippling and overwhelming. The virus has also exposed academic inequalities and impacted heavily on vulnerable people. The individual and collective heroic spirit of many academics has been nothing short of extraordinary. Overcoming the initial hurdles of COVID-19 takes one kind of energy; the resilience needed to remain engaged despite the continuing changes and uncertainties is quite another challenge. It is one that demands sustained resilience. This timely book provides perspectives across disciplines, career stages and global contexts on how to develop resilience in academia. These personal stories may empower others not only to survive, but to thrive in times of adversity.Trade ReviewAn insightful and comforting selection of stories that explore the challenges overcome and the communities built during a time of global crisis. If you are an academic, this book offers ideas, strategies, and the sense that we are not alone in the difficulties of pandemic and post-pandemic academic life. -- Amber McLeod, Lecturer, Monash UniversityIn 2020-2021 the global pandemic has challenged us all in different ways. This timely volume on Academic Resilience is underpinned by the strengths-based approach with contributions from academics around the globe and highlights that it is possible for individuals to thrive using strengths to cope with whatever life dishes up. The authors present a conceptual framework, the Academic Resilience Model (ARM), that addresses factors that help us do well despite adversity. The model should be highly useful for both researchers and practicing academics -- Erica Frydenberg PhD AM, Melbourne Graduate School of EducationTable of ContentsSetting the Scene Chapter 1. Academic Resilience: An Uncharted Terrain; Caroline Cohrssen; Joanne Blannin; Elizer Jay de Los Reyes, and Marian Mahat Personal Experiences of Resilience Chapter 2. Impostor Syndrome Magnified: Experiences of an Early Career Academic; Matt Harrison Chapter 3. “We’re All in This Together”: International Academic Cooperation as an Indication of Resilience during the COVID-19 Crisis; Bárbara Fernández-Melleda Chapter 4. Academia in the pandemic: The challenges and experiences in the work environment; Tabassum Amina Chapter 5. The Resilience of South African Academic Staff during the COVID-19 Pandemic; Raj Mestry Resilience Within and Beyond the Academy Chapter 6. Collective Resilience among Scholars and Businesses: A Brazilian University in the COVID-19 Crisis; Lisiane Closs, Daniela Brauner, Fernanda Reichert, Raquel Janissek-Muniz, and Sofia Gelain da Cunha Chapter 7. Civic Engagement during COVID-19: Conversation, Contribution and Collaboration as a mode of Resilience; Kathleen Riach Chapter 8. Building Academic Resilience: Lessons for Academics and Institutions; Elizer Jay de Los Reyes, Joanne Blannin, Marian Mahat Looking Forward Chapter 9. Academic Resilience Model: Thriving in Times of Adversity ; Marian Mahat; Joanne Blannin, Caroline Cohrssen, and Elizer Jay de Los Reyes

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Book SynopsisThe internationalisation of higher education gives rise to the curious entity of the global university. Promoted as the harbinger of cultural diversity, knowledge partnerships, educational exchanges, economic opportunity and ethical coexistence, it is hindered by both its quintessentially national origins, in which it remains embedded, and its national orientation to which it is wedded. Like any organisation within an institutional environment undergoing change, the global university is riddled with numerous contradictions and The Ethics of Internationalisation is a critique of the ethical elements that traverse national universities that wish to play on the international stage of higher education.

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Book Synopsis Are you involved in assessing the new apprenticeships? Are you clear about your role and responsibilities in the context of the new apprenticeships? Do you need support in being an effective learning facilitator? One of the key features of the new standards-based apprenticeships is the role of learning mentors and coaches and the need to support apprentices throughout their journey and prepare them for end-point assessment. This book takes you through the essentials of learning and development, and the principles and practice of mentoring, coaching and assessing learning. Whatever your vocational subject, this accessible and concise text provides you with an in-depth understanding of these areas and how to effectively apply them to practice. Trade ReviewThis is an excellent introduction to the new apprenticeships for both existing teachers and those who are looking to move into teaching. It provides an overview of the qualifications available and walks the reader through learning and teaching, mentoring apprentices and assessment. The authors have included useful activities and scenarios for the reader to work through. Overall an excellent book. -- Dr Lynn SeniorI can thoroughly recommend this highly current, practical guide for learning mentors, coaches, staff development managers, and teacher educators wanting to learn more about how to support their apprentices. It is written by two highly experienced teacher educators who have very effectively woven together the history, theory and practice of high quality mentoring into five highly accessible and concise chapters…. As someone who is trying to plan how my ITE partnership manages and supports colleges to be effective training providers for the new apprenticeships in education and training, this is my go-to reference book. -- David Powell * Amazon Review *Table of ContentsIntroduction Chapter 1 The new apprenticeships Chapter 2 Learning and development Chapter 3 Mentoring processes Chapter 4 Mentoring and coaching skills Chapter 5 Assessment References Index

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Book SynopsisAn introduction to critical pedagogy for all those working within higher education. Critical Pedagogy is an approach that is fundamentally democratic, informal, non-hierarchical, determined by participants, privileges the oppressed and their perspectives and is committed to action. Higher education (HE), conversely, is often un-democratic, formal, hierarchical, determined by tutors and national bodies, re-inscribes existing privileges and is distant from lived experience. The book starts from the premise that critical pedagogies are possible in HE, while recognising the tensions to be ameliorated in trying to enact them. It re-examines the concept and explores its practical application at an institutional level, within the curriculum, within assessment, through learning and teaching and in the spaces in-between. The Critical Practice in Higher Education series provides a scholarly and practical entry point for academics into key areas of higher education practice. Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research. The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest. Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement and leadership – while developing confidence and authority.Trade Review"This book is for all those who are still hopeful about the role higher education plays in improving life chances, and in trying to make the World a kinder place in which to live and thrive. Mike Seal and Alan Smith have produced a book of great beauty: they have skilfully made complex ideas concerning critical pedagogy accessible to all, whilst conveying an underlying passion which engages - indeed entices - readers to think critically and carefully about their own practice in a variety of contexts. If you want to make a positive difference in the way higher education should evolve democratically and accountably, you should read it, learn from it, apply it. Each day and – most importantly – collectively. This is a book that everyone should read!" -- Stella Jones-Devitt, * Professor of Critical Pedagogy, SCoLPP (Staffordshire Centre of Learning and Pedagogic Practice) Staffordshire University, UK. *"Through the lens of Enabling Critical Pedagogy, education is envisioned as an informal, shared and negotiated experience in which the roles of student and educator are flexible and interchangeable. Within this space, rich, organic learning can truly take place…From a student perspective, higher education lacks a sense of togetherness, transparency and accountability… This book instills faith in oneself as practitioner and student and offers the possibility of genuinely fulfilling experiences in higher education. Readers are left with the message of, “we don't know if we don't try”. Whether it be creating an inclusive space for honest dialogue within daily practice or becoming actively accountable for academia’s debt to the colonial world - the book offers a sense of hope that pedagogues can create radical change and transformation within higher education." -- Hannah Poklad * Freelance Photographer & Leeds Beckett Youth and Community Work MA Level 7 Student *Table of ContentsIntroduction: the challenge of critical pedagogy in higher education What is critical pedagogy Critical pedagogy in higher education Institutions Critical pedagogy and curriculum Critical pedagogy and assessment Critical pedagogy and learning and teaching Critical pedagogy in the spaces in-between Conclusion: conditions for a future agenda for critical pedagogy in higher education

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Book SynopsisThis book brings together policies, practices, and identities pertaining to doctoral publication through an in-depth longitudinal multiple-case study of doctoral students’ scholarly publishing endeavors. Informed by the theoretical frameworks of neoliberalism and activity theory, it examines doctoral students’ scholarly publishing activities within the context of their doctoral studies. It demonstrates how policies, practices, and identities intersect with each other and reveals how policies may shape doctoral students’ publishing practices and evolving identities. Postgraduates, researchers, and practitioners in the fields of applied linguistics and doctoral education will find it of particular interest. It is also a valuable guide for doctoral students seeking to have their work published and supervisors looking to support their doctoral students’ publishing efforts.Table of ContentsChapter 1 Introduction.- Chapter 2. Sociopolitical Perspectives on Doctoral Publication.- Chapter 3. Doctoral Publication Policies: Neoliberal Ideologies and Stakeholder Perspectives.- Chapter 4. Doctoral Publication Practices: Competing Demands and Coping Strategies.- Chapter 5. Dual Identities as Novice and Fully-Fledged Researchers: Conceptual Tools and Mediating Resources.- Chapter 6. Conclusion.

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Book SynopsisThe demand for free speech on campus is a distraction, we need to follow the moneyTrade Review‘This deeply researched and urgent book reads like a detective mystery. A riveting self-defence manual for all who fear for the future of our country and our planet' -- Nancy MacLean, author of ‘Democracy in Chains: The Deep History of the Radical Right’s Stealth Plan for America’‘Universities regularly conduct important discussions of free speech. And then there is the largely imaginary ‘campus free speech crisis’. This book is a detailed and valuable guide to the shadowy right-wing financial networks irresponsibly stoking the latter to the growing detriment of the former’ -- Hank Reichman, Professor Emeritus of History, California State University, East Bay‘An essential analysis of the amped-up culture wars over free speech’ -- ‘Times Higher Education’‘An insightful dive into the ways higher education has been impacted—indeed, manipulated—by conservatives. Read it and fight back’ -- Eleanor J. Bader, ‘The Progressive’'Deeply researched and well-argued' -- ‘Inside Higher Education’Table of ContentsPreface Introduction: Overview of the Koch’s Campus Free Speech Machine 1. The Donor Strategy 2. The Student Groups 3. The Provocateurs 4. The Media Amplifiers 5. The Lawyers 6. Changing the Laws 7. The Academics 8. The Free Speech International Conclusion: Refusing the Plutocratic Free Speech Narrative Appendix 1: Koch Network Payments to Organizations Mentioned in the Text Appendix 2: Resources for Activists Notes Index

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Book SynopsisColleges sell themselves by the numbersrankings, returns on investments, and top-ten listsbut these often mislead prospective students. What numbers should they really be paying attention to?High school and college students are inundated by indicators and rankings supposedly designed to help them decide where to go to college and what to study once they arrive. In Metrics That Matter, coauthors Zachary Bleemer, Mukul Kumar, Aashish Mehta, Chris Muellerleile, and Christopher Newfield take a critical look at these metrics and find that many of the most popular ones are confusing, misleading, andmost importantlyeasily replaceable by more helpful alternatives. Metrics That Matter explores popular metrics used by future and current college students, with chapters focusing on colleges' return on investment, university rankings, average student debt, average wages by college major, and more. Written for students, their families, and the counselors who advise them, each chapter explains a commTrade ReviewFor parents and high school students beginning their search of which college to apply to, and for incoming freshmen for this next academic year, Metrics That Matter is essential reading for knowing how to steer yourself through the university's bureaucracies to find success, no matter whether you attach a dollar figure to it or not.—Law & LibertyTable of ContentsAbstractIntroduction1. Return on Investment2. University Rankings3. Selectivity4. Tuition Sticker Prices5. Student Debt6. Average Wages by College Major7. Access to My Preferred MajorConclusion: Metrics and WasteAuthor's NoteBibliographyNotesIndex

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Book SynopsisIn the 1960s, professors, students, and activists on the political Left viewed college curricula as useful sites for political transformation. They coordinated efforts to alter general education requirements at the college level to foster change in American thought, with greater openness toward people who had previously been excluded, including women, people of color, the poor and working classes, people with disabilities, and members of the LGBTQ community. Their work reshaped American culture and politics, while prompting a significant backlash from conservatives attempting to, in their view, protect classical education from modern encroachment. Elizabeth M. Kalbfleisch details how American universities became a battleground for identity politics from the 1960s through the 1980s. Focusing on two case studies at Stanford University and the University of Texas at Austin, Making the Radical University examines how curricular changes led to polarizing discussions nationwide around academic standards and identity politics, including the so-called canon wars. Today, these debates have only become more politically charged, complex, and barbed.Trade ReviewThis origin story of identity politics illustrates how 1960s-era student activism led to the canon wars of the 1980s and illuminates their lingering effects on higher education and contemporary culture today. Kalbfleisch’s careful archival research and clear, crisp writing style make this book a valuable resource for the field." - Jerusha O. Conner, author of The New Student Activists: The Rise of Neoactivism on College CampusesTable of Contents Preface Acknowledgments Introduction Chapter 1 Curricular Activism on Campus, 1966–1971 Chapter 2 Identity, Politics, and Identity Politics Chapter 3 The Canon Wars and Identity Politics at Stanford Chapter 4 The Escalating Canon Wars and Racism and Sexism at the University of Texas, Austin Conclusion Notes Bibliography Index

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Book SynopsisWriting the Pandemic addresses the many challenges that writing instructors and students have faced since the arrival of COVID-19 and their ramifications for teaching and learning, including: Instructional Delivery – in-person, hybrid, and remote classes; Campus and Classroom Protocols – masking, distancing, and cleaning; Safety – quarantining, isolating, and reporting; and Justice – antiracism, political divides, and implications for education. The book is intended for an audience of first-year college composition teachers and other English and language arts instructors at the postsecondary and secondary levels who have experienced the seismic shifts in writing instruction and education more generally that have been necessitated by the pandemic. The author paints portraits of the pandemic experience that writing teachers and their students will relate to and offers practical learning material that can be used in writing courses. An original compilation of material on this theme, Writing the Pandemic includes reflections by a highly experienced writing instructor and his students together with ready-to-use assignments. It is written in a lively style by the author of English Composition Teacher’s Guidebook, Tom Mulder, an award-winning instructor who teaches at Grand Rapids Community College in Michigan. With each chapter, the author offers selected notes blogged at intervals during critical incidents in the unfolding coronavirus as well as individual students’ stories along with their photographs, both inside composition classrooms adapted for distanced learning and writing or working from home. He also presents questions for reflection and his own speculations about the future that are sure to stimulate readers’ own thoughts about what has changed, and how much, as a result of the pandemic, and about what writing instruction will look like going forward.Table of ContentsSeries Editor’s Preface Preface Chapter 1. Distanced Chapter 2. Breaking the Ice Chapter 3. Electronic Chapter 4. Exploring the Local Scene Chapter 5. Detailed Chapter 6. Exploring Careers Chapter 7. Equitable Chapter 8. Exploring a Person/People Chapter 9. Cyclic Timeline of Selected Events from Christmas 2019 to Easter 2022

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