Higher education, tertiary education Books

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Book SynopsisIncludes such as "What Do You Think?" and "Try It Yourself" prompt students to consider language in daily life and to begin thinking about language analysis, while new "Language at the Bar" features show them the real-world applications of linguistic analysis to criminal and civil legal cases.Table of Contents1. Languages and Linguistics. What Do You Think? How Many Languages Are There in the World? Does the United States Have an Official Language? What Is Human Language? Signs: Arbitrary and Non-arbitrary. Languages as Patterned Structures: Grammatical Competence. Speech as Patterned Language Use: Communicative Competence. Modes of Linguistic Communication. Do Only Humans Have Language? Can Chimpanzees Learn a Human Language? The Origin of Human Languages: Babel to Babble. What Is Linguistics? Computers and Linguistics. Summary. What Do You Think? REVISITED. Exercises. Other Resources. Part 1: LANGUAGE STRUCTURES. 2. Words and Their Parts: Lexicon and Morphology. What Do You Think? Introduction: Words Seem Tangible. What Does It Mean to Know a Word? Lexical Categories. Morphemes: Word Parts with Meaning or Function. How Are Morphemes Organized Within Words? How Does a Language Increase Its Vocabulary? What Types of Morphological Systems Do Languages Have? Variant Pronunciations of a Morpheme: Allomorphy. Summary. What Do You Think? REVISITED. Exercises. Other Resources. 3. The Sounds of Languages: Phonetics. What Do You Think? Sounds and Spellings: Not the Same Thing. Phonetics: The Study of Sounds. Describing Consonant Sounds. Kinds of Consonant Sounds. Vowel Sounds. Summary. What Do You Think? REVISITED. Exercises. Other Resources. 4. Sound Systems of Language: Phonology. What Do You Think? Introduction: Sounds in the Mind. Phonological Rules and Their Structure. Syllables and Syllable Structure. Stress. Syllables and Stress in Phonological Processes. Morphology and Phonology Interaction: Allomorphy. From Lexical Entries to Surface Realizations: What the Brain Knows. Summary. What Do You Think? REVISITED. Exercises. Other Resources. 5. The Structure and Function of Phrases and Sentences: Syntax. What Do You Think? Introduction. Constituency. Major Constituents of Sentences: Noun Phrases and Verb Phrases. Phrase-Structure Expansions. Grammatical Relations: Subject, Direct Object, and Others. Surface Structures and Underlying Structures. Types of Syntactic Operations. Functions of Syntactic Operations. Recursion and Novel Sentences. Summary. What Do You Think? REVISITED. Exercises. Other Resources. 6. The Study of Meaning: Semantics. What Do You Think? Introduction. Linguistic, Social, and Affective Meaning. Word, Sentence, and Utterance Meaning. Lexical Semantics. Function Words and Categories of Meaning. Semantic Roles and Sentence Meaning. Semantic Roles and Grammatical Relations. Summary. What Do You Think? REVISITED. Exercises. Other Resources. 7. Language Universals and Language Typology. What Do You Think? Similarity and Diversity Across Languages. Phonological Universals. Syntactic and Morphological Universals. Types of Language Universals. Explanations for Language Universals. Language Universals, Universal Grammar, and Language Acquisition. Summary. What Do You Think? REVISITED. Exercises. Other Resources. Part 2: LANGUAGE USE. 8. Information Structure and Pragmatics. What Do You Think? Introduction: Encoding Information Structure. Categories of Information Structure. Information Structure: Intonation, Morphology, Syntax. The Relationship of Sentences to Discourse: Pragmatics. Summary. What Do You Think? REVISITED. Exercises. Other Resources. 9. Speech Acts and Conversation. What Do You Think? Language in Use. Sentence Structure and the Function of Utterances. Speech Acts. The Cooperative Principle. Violations of the Cooperative Principle. Politeness. Speech Events. The Organization of Conversation. Cross-Cultural Communication. Summary. What Do You Think? REVISITED. Exercises. Other Resources. 10. Language Variation Across Situations of Use: Registers and Styles. What Do You Think? Introduction. Language Varies Within a Speech Community. Speech Situations. Registers in Monolingual Societies. Similarities and Differences Between Spoken and Written Registers. Two Registers Compared. Summary. What Do You Think? REVISITED. Exercises. Other Resources. 11. Language Variation Among Social Groups: Dialects. What Do You Think? Language or Dialect: Which Do You Speak? How Do Languages Diverge and Merge? National Varieties of English. Regional Varieties of American English. The Atlas of North American English. Ethnic Varieties of American English. Ethnic Varieties and Social Identification. Socioeconomic Status Varieties: English, French, and Spanish. The Language Varieties of Women and Men. Why Do Stigmatized Varieties Persist? Summary. What Do You Think? REVISITED. Exercises. Other Resources. Part 3: LANGUAGE CHANGE, LANGUAGE DEVELOPMENT, AND LANGUAGE ACQUISITION. 12. Language Change Over Time: Historical Linguistics. What Do You Think? Do Living Languages Always Change? Language Families and the Indo-European Family. How to Reconstruct the Linguistic Past. What Are the Language Families of the World? .Languages in Contact. Summary. What Do You Think? REVISITED. Exercises. Other Resources. 13. Historical Development in English. What Do You Think? Old English: 700���1100. Companions of Angels: A Narrative in Old English. Middle English: 1100���1500. Where Men and Women Go All Naked: A Middle English Travel Fable. Modern English: 1500���Present. Summary. What Do You Think? REVISITED. Exercises. Other Resources. 14. Acquiring First and Second Languages. What Do You Think? Introduction. Acquiring a First Language. How Do Researchers Study Language Acquisition? Acquiring a Second Language. Summary. What Do You Think? REVISITED. Exercises. Other Resources. Glossary. Index. Index of Languages. Index of Internet Sites, Films, and Videos. Credits.

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Book SynopsisEveryone in academia stresses quality. But what is it, and how do professors identify it? Lamont observed deliberations for fellowships and grants, and interviewed panel members. Here, she reveals her discoveries about this world, illuminating the confidential evaluation process and pushing gatekeepers to better understand and perform their role.Trade ReviewThis fair-minded and reader-friendly book might just help produce the trust, respect, and tolerance necessary for academic community. By closely examining scholarly evaluation and identifying distinctive disciplinary definitions of quality among the humanities and social sciences, Michèle Lamont shows that academic culture, far from being a hierarchy declining from supposedly more "rigorous" and demanding disciplines to those less so, is constituted of many different excellencies. -- Thomas Bender, author of Intellect and Public LifeA masterpiece. Lamont starts with her greatest accomplishment: a nuanced account of the epistemic cultures that dominate social sciences and humanities. Their differences show the problem of building a culture of discourse in multidisciplinary review, so that committees can decide which standard is best. Lamont breaks new ground in showing how personal preferences, disciplinary, gender, and ethnic diversity, and elitist and populist impulses are incorporated in such decisions. -- Arthur Stinchcombe, author of The Logic of Social ResearchProfessors pride themselves on objectivity, or failing that, fairness to competing views, or failing that, at least the capacity for neutral analysis. But based on her ground-breaking study of peer review, Michèle Lamont argues that professorial pride is excessive, that the outcomes of peer review are shaped by institutional mechanics as much as by reason, and that reviewers favor work that looks like their own much more than they realize they do. But Lamont also shows that that reviewers are serious about trying to identify the best proposals and trying to overcome their own biases, and that their commitment to the review process itself makes the outcomes more fair. How Professors Think will be eye-opening for those who run peer review, those who participate in it, and those interested in a sociology of expert judgment. -- Craig Calhoun, Social Science Research CouncilIn this ingenious study, the first of its kind, Michèle Lamont opens an important and mysterious black box--how professors arrive at "fair evaluations". Lamont brilliantly shows us not only the interpersonal processes that make review panels work, but also how disciplinary cultures affect academic judgment, and what the political and knowledge consequences are of the way we judge excellence. It will be enlightening for everyone in academia. -- Karin Knorr Cetina, University of Chicago and University of KonstanzAll the deans and provosts who fret about their rankings and grant money should read this first hand account of how scholars and social scientists are evaluated in practice. -- Bruno Latour, author of Politics of Nature: How to Bring the Sciences into DemocracyBalanced, informative and largely persuasive. -- Adam Kuper * Times Literary Supplement *How Professors Think: Inside the Curious World of Academic Judgment gives the reader keen insight into the decision-making process behind the awarding of prestigious fellowships. Lamont's book is an enjoyable read, even a bit of a page turner at times...It is a "must-read" for graduate students and new professors. -- Marybeth Gasman * Academe *Table of Contents* Contents * Opening the Black Box of Peer Review * How Panels Work * On Disciplinary Cultures * Pragmatic Fairness: Customary Rules of Deliberation * Recognizing Various Kinds of Excellence * Considering Interdisciplinarity and Diversity * Implications in the United States and Abroad * Appendix: Methods and Data Analysis * Notes * References * Acknowledgments * Index

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Book SynopsisA life-saving illustrated guide to making student life easier, more productive and more fun. With shortcuts to academic success, tips for making the most of the student experience and - most importantly - hangover hacks to make things better the next day.Welcome to the world of being a student! Where gaining knowledge is top priority and partying follows closely behind. The majority of your time in higher education will be spent moaning about lectures, then about exams and assignments, and then about how broke you are every month. Luckily this fully illustrated manual is here to solve your everyday dilemmas, with low-budget tips and tricks on all aspects of student living, including:- Ways to make your student loan stretch further - Tips to help you get out of bed in time for class - Study, exam and revision hacks, including how to listen to your lectures in half the time - How to open a bottle of wine without a corkscrew - and how to get wine stains out of the carpet - A trick for changing those pesky duvet covers - How to store your beer bottles in the fridge without them toppling over - Drawer and wardrobe space maximizers - Party hacks - Food and drink hacks to use up leftovers and make the most of whatever's hiding in your fridge Whether you're a fresh-faced fresher or a seasoned student searching for shortcuts, this trusty guide will be your go-to for all occasions, helping to make your student years gloriously hassle-free.

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Book SynopsisBe prepared for exam day with Barron's. Trusted content from AP experts! Barron's AP Physics 2 Premium, Fourth Edition is fully revised for the latest course and exam updates and includes in-depth content review and practice. It's the only book you'll need to be prepared for exam day. Written by Experienced Educators Learn from Barron's--all content is written and reviewed by AP experts Build your understanding with comprehensive review tailored to the most recent exam Get a leg up with tips, strategies, and study advice for exam day--it's like having a trusted tutor by your side Be Confident on Exam Day Sharpen your test-taking skills with 4 full-length practice tests2 in the book and 2 more onlinethat mirror the latest exam format and question types plus detailed answer explanations for all questions Strengthen your knowledge with in-depth review covering all recent course updates and the latest units on the AP Physics 2 exam Determine what your strengths are by taking a short

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Book SynopsisThe transition from young layman aspiring to be a physician to the young physician skilled in technique and confident in his dealings with patients is slow and halting. To study medicine is generally rated one of the major educational ordeals of American youth. The difficulty of this process and how medical students feel about their training, their doctor-teachers, and the profession they are entering is the target of this study. Now regarded as a classic, Boys in White is of vital interest to medical educators and sociologists.By daily interviews and observations in classes, wards, laboratories, and operating theaters, the team of sociologists who carried out this firsthand research have not only captured the worries, cynicism, and basic idealism of medical students—they have also documented many other realities of medical education in relation to society. With some sixty tables and illustrations, the book is a major experiment in analyzing and presenting qual

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Book SynopsisThis compact, accessibly written text prepares students for their experience of community-based learning. It is designed for students to read and reflect on independently or to foster discussion in class on their motivations and dispositions toward community engagement and service learning. It prepares students to work with diverse individuals, groups, and organizations that may be outside their prior experience. Faculty can use the book as a tool to deepen the educational experience of the course and enrich community engagement. This text is a guide to what’s involved in community-engaged learning, from understanding the pervasiveness of social, economic and environmental problems, to learning about how individuals and organizations in communities work to overcome them. Students will discover through a process of reflection how service connects to personal development and the content of their courses, builds their ability to engage with people different from themselves, and develops new life skills, all in the context of working with communities to overcome systemic injustice.Critical questions woven into each chapter prompt students to reflect on ideas and perspectives about social justice, community development, and their role in fostering them.The book concludes with case studies of students who have experienced the transformative power of community-engaged learning. The stories illustrate common themes inherent in the student experience, including listening to understand, challenging stereotypes, learning the nature of their role, and seeing the world through a new lens.A special feature of this book is the embedded QR codes that provide access, as students read the text, to online resources, and original and public videos that explore particular themes or perspectives more deeply. The authors also include text directed to faculty to provide ideas about framing their community-engaged course and integrating the book.Trade Review"Engaging students in a familiar voice and pulling them into deeper conversation through embedded digital content, The Student Companion walks students through decades of wisdom and insight about community engagement. For students, the book can be a macro-reflection - encouraging careful critical examination of engagement while honoring the challenging emotional terrain and power dynamics embedded, yet often ignored, in community engagement. Most importantly the volume honors the beauty, complexity, and strength of communities as rich resources for the world, and for students. The Companion is a key resource for students and higher education."Mathew Johnson, Associate Dean of the College for Engaged ScholarshipExecutive Director of the Howard R. Swearer Center, Brown University"If Thich Nhat Hanh, Parker Palmer, adrienne maree brown, and Nadinne Cruz had a dinner party about community engagement and higher education, this book might be a map of that imagined conversation. This book provides an important container for students, faculty, and community partners to grapple with the complexities and promise of community-engaged learning: intellectual rigor, ethical relationships, different kinds of knowledges, and the unfolding process of learning with and across differences. In an accessible yet nuanced way, the authors provide scaffolding on how to avoid the intellectual potholes of community-engaged learning (e.g. us/them, good/bad, cognitive/affective, thinking/doing, listening/responding, professionalism/humility, goals/process). The authors skillfully guide readers through the dialogical process of community-based-learning as an authentic, courageous, and conscientious approach to intellectual inquiry."Kathleen S. Yep, Associate Dean of Faculty in Academic Affairs Professor, Asian American StudiesPitzer College"This book is a powerful tool for the field and for inviting students to be community engaged learners. We’ve been waiting for a tool like this to use with students. This book is a guide, a companion, and a way to prepare students to be engaged in the community in critical ways that address the macro and micro issues that we confront in community engaged learning and social change."Marisol Morales, Vice-President for Network LeadershipCampus Compact“The authors face head on the most urgent issues that affect communities, and encourage us to embrace the notion that it is through reciprocal relationships that one earns the privilege of working alongside leaders in the community not as saviors but as partners. As you begin your journey in the community, this book will serve as a meditative companion and roadmap. When used as a guide, this book will help you develop a daily practice of discovering assets in yourself and your community, and lead you to a destination that experiences community engagement as ‘desire-centered’ work."Chris Nayve, Associate Vice President for Community Engagement & Anchor InitiativesMulvaney Center, University of San DiegoTable of ContentsForeword—Tania D. Mitchell Acknowledgements Introduction Intentions. The Role of the Student Companion in Community-Engaged Learning1. Imperatives. Why We Do Community-Engaged Learning 2. Benefits. What We Gain From Community-Engaged Learning 3. Dispositions. Who Are We Called to Be as Community-Engaged Learners 4. Responsibilities. What We Need to Do as Community-Engaged Learners 5. Transformations. How Community-Engaged Learning Changes Us Afterword—Chris Nayve A Letter to our Faculty Colleagues References About the Authors Index

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Book SynopsisAn important challenge to what currently masquerades as conventional wisdom regarding the teaching of writing. There seems to be widespread agreement thatwhen it comes to the writing skills of college studentswe are in the midst of a crisis. In Why They Can't Write, John Warner, who taught writing at the college level for two decades, argues that the problem isn't caused by a lack of rigor, or smartphones, or some generational character defect. Instead, he asserts, we're teaching writing wrong. Warner blames this on decades of educational reform rooted in standardization, assessments, and accountability. We have done no more, Warner argues, than conditioned students to perform writing-related simulations, which pass temporary muster but do little to help students develop their writing abilities. This style of teaching has made students passive and disengaged. Worse yet, it hasn't prepared them for writing in the college classroom. Rather than making choices and thinking critically, aTrade ReviewThat title sounds as if it will be a grumpy polemic, but it's actually an inspiring exploration of what learning to write could be, framed by an analysis of why it so often is soul-destroying for both students and their teachers.—Barbara Fister, Inside Higher EdArticulates a set of humanist values that could generate rich new classroom practices and, one hopes, encourage teachers, parents, and policymakers to rethink the whole idea of School and why it matters to a society. Warner is pragmatic, not programmatic, and hopeful without being naïve . . . I hope teachers, parents, and administrators across the United States read his trenchant book. We are the reformers we have been waiting for.—Ryan Boyd, University of Southern California, LA Review of BooksWhy They Can't Write dissects the underlying causes of why so much writing instruction fails in the American system and it provides tested, practical solutions for doing better. The book is more than a how-to-teach guide, however. It diagnoses several important structural problems in American education, including standardized testing, the allure of educational fads, the abuses of technology-driven solutions, and cruel working conditions for teachers.—Danny Anderson, Sectarian ReviewI wanted direction on how to better teach writing, and I got it—sample assignments that I can tweak to fit my classroom and discipline in marvelous ways. But I got so much more. I closed the book feeling energized and motivated to go back to the classroom and make changes. In fact my first reaction, as I finished, was 'I have to go write about this!' Which so perfectly encapsulates so much of what John would like to see us do as learners that I couldn't help but laugh.—Cate Denial, Director, Bright Institute, Knox CollegeWhat is to blame for students' bad writing? According to Warner, the entire context in which it is taught. He rails against school systems that privilege shallow "achievement" over curiosity and learning, a culture of "surveillance and compliance" (including apps that track students' behaviour and report it to parents in real time), an obsession with standardized testing that is fundamentally inimical to thoughtful reading and writing, and a love of faddish psychological theories and worthless digital learning projects.—Irina Dumitrescu, University of Bonn, Times Literary SupplementTable of ContentsPart I: IntroductionOur Writing "Crisis"Johnny Could Never WriteThe Writer's PracticeThe Five-Paragraph EssayPart II: The Other NecessitiesThe Problem of AtmosphereThe Problem of SurveillanceThe Problem of Assessment and StandardizationThe Problem of Educational FadsThe Problem of Technology HypeThe Problem of FolkloreThe Problem of PrecarityPart III: A New FrameworkWhy School?Increasing RigorThe Writer's PracticeMaking Writing Meaningful by Making Meaningful WritingWriting ExperiencesIncreasing ChallengesPart IV: Unanswered QuestionsWhat about Academics?What about Grammar?What about Grades?What about the Children?What about the Teachers?In ConclusionAcknowledgmentsAppendixNotesIndexAbout the Author

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Book SynopsisTrade Review"A Financial Times Best Summer Book""A Financial Times Best Book of the Year- Politics""Bell places the minutiae of academic administration in the context of China’s post-Cultural Revolution attempt to reinstate a ‘complex bureaucratic system informed by the ideal of political meritocracy.’ His depiction of this goal’s uneven achievement is enriched by anecdotes about censorship, corruption, the importance of seemingly frivolous aesthetic matters, Shandong’s drinking culture, and the occasionally comic failures of Chinese institutions to convey their aims abroad." * New Yorker *"Fascinating insight into life in China from the perspective of a non-Chinese academic. Bell offers a frank assessment of the realities of being a scholar in China. . . . Highly recommended for anyone interested in academia in present-day China." * Library Journal *"The Dean of Shandong wonderfully weaves together Bell’s deep knowledge of Chinese thought, political institutions, and everyday life in an extremely accessible style."---Paul J. D’Ambrosio, Los Angeles Review of Books"An insightful memoir of the author’s time as an administrator at a Chinese university. . . .at times frank, perceptive and wryly amusing. . . .those like Bell who write about [China] with wit and insight, deserve to be listened to."---James Crabtree, Financial Times"[A] terrific book. . . . [The Dean of Shandong] is a very entertaining and insightful short memoir of what it’s like to run part of a university, being neither a Chinese citizen nor a member of the Party, and having to deal with issues that are the kind of issues that administrators all over the world deal with — drinking, for example, not just by students, but mostly by administrators, and other issues as well. . . Dean of Shandong is a cool book."---William Kirby, The Sinica Podcast"[Bell] wants to encourage “understanding and sympathy” for a people who have made extraordinary economic and social gains in only a few decades, who are mainly extremely hard working, and who share similar hopes for their families and futures as we do. We must certainly be vigilant. But, as Bell suggests, our vigilance should be tempered by humanity and the desire for engagement, not ostracism."---Richard Horton, The Lancet"Perceptive and often funny."---Gideon Rachman, Financial Times"An enjoyable read. . . . [The Dean of Shandong] gives the reader a firsthand account of living in a country/civilization that is impossible to find in the Western media."---Saralee Turner, iAffairs"[Confucianism], little understood in the West, is the focus of Daniel Bell’s illuminating analysis of the Chinese political system today in The Dean of Shandong: Confessions of a Minor Bureaucrat at a Chinese University."---Mal Warwick, Mal Warwick on Books"Bell gives nuanced and sophisticated details about the logic of the daily functioning of the Chinese political meritocracy. . . . Bell also shares his experience of daily collective leadership at Shandong University and offers perceptive insider viewpoints. . . . Overall, this is a very readable book written from a ’progressive conservative perspective.’"---Haimo Li, Dao"Daniel A. Bell was the first foreign dean of a politics faculty in a mainstream, mainland Chinese university; he therefore has a unique story to tell. It is a revealing story, combining Bell’s recollections with his analysis of what went on under the surface in a specific Chinese organisation, together with other topics that are part of the life of a dean in any university. . . .Overall, this book brings to life many aspects of organisational life in China as well giving an insight into the personal career of a leading scholar of China when faced with a unique opportunity and challenge."---Martin Lockett, Asian Affairs"[A] riveting, unapologetically humorous read . . . . Bell takes a remarkably nuanced approach in his social commentary - which is neither bombastic nor patronising. . . . On topics such as corruption and accountability mechanisms, Bell offers more sophisticated musings than can be found across much of the reductionist, existing discourse."---Brian Wong, China-US Focus"A new memoir from a Westerner living as a bureaucrat in China's education system has important lessons for America. . . . [Bell] gives Western readers a unique vision into the new China."---Jesse Russell, American Conservative"Daniel A. Bell’s The Dean of Shandong. . . is a unique contribution to our understanding of China’s higher education system and to the field of Chinese studies more generally."---Terry Bodenhorn, The China Quarterly"Informative, enlightening. . . . Highly recommended. General readers through faculty." * Choice Reviews *"Fair and honest in its judgments, [The Dean of Shandong] offers readers a sympathetic but objective view of academic and social life in China and is a welcome corrective to the unhinged narratives about China that pass for the norm today."---Shuchen Xiang, Philosophy East and West"Bell’s account is amusing and enjoyable, from his description of the use of emojis in messages between colleagues, to his decision to dye his hair in order to fit in. Bell offers useful insights into ideology, politics and how China might be better understood. . . .Highly readable and informative."---Tim Summers, International Affairs ​​​​​​​"A perceptive and often funny account of operating inside the [Chinese political] system."---Gideon Rachman, Financial Times

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Book SynopsisUsing Generative AI Effectively in Higher Education explores how higher education providers can realise their role and responsibility in harnessing the power of generative artificial intelligence (GenAI) ethically and sustainably.This rich collection of established and evaluated practices from across global higher education offers a practical guide to leading an agile institutional response to emerging technologies, building critical digital literacy across an entire institution, and embedding the ethical and sustainable use of GenAI in teaching, learning, and assessment. Including reflections from stakeholders testifying to the value of the approaches outlined, the book examines how higher education can equip staff and students with the critical-digital literacy necessary to use GenAI in work, study, and social life responsibly and with integrity. It provides an evidence-based resource for any kind of higher education (HE) provider (modern, college-based, and research

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Book SynopsisTrade Review"A sweeping study of the rise of rigid certainty in politics, economics and literature, and the threat it presents to democracy, which requires open-mindedness and compromise."---Bill Clinton, The Guardian"“Morson and Schapiro are surely right to point out that in recent years we have… seen new fundamentalisms generate solidarity through distrust, disinformation and angry resentment. Their book reminds us that we need to aspire to create communities open to learning, to conversation and to recognizing one's own errors. That's what we want, after all, from our campuses and from our democracy.” --Michael Roth, Wall Street Journal""Their argument on the whole is compelling, and one can only hope society listens to it."---Nat Brown, National Review"Gary Saul Morson and Morton Schapiro are professors at Northwestern University in such disparate fields as Slavic languages and literatures and Economics. The book is a seamless fusion of their learning, observation, analysis, and wisdom. They are experienced collaborators and we are their beneficiaries. ... Defending politics and democracy is difficult although preferable to the alternatives. The same applies to other fields vulnerable to fundamentalism. Moderation is not easy, and thinking is strenuous. However, minds wide shut hurt more. ... Minds Wide Shut ... is solemnly and enthusiastically recommended."---Linda Quest, International Social Science Review"Minds Wide Shut issues a devastating indictment of the ideological extremism so characteristic of fundamentalism." * Chronicles *"Elegantly written, thought-provoking, and timely work, enhanced by dazzling references to literature, philosophy, theology and intellectual history. [The book] is to be recommended to all scholars, senior students and even seasoned general readers concerned by the regressive forces active across the political spectrum, forces that are antithetical to a healthy democratic society."---Karl W. Schweizer, The European Legacy

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Book SynopsisWhat is a university? What is the University? How have universities evolved over the centuries? How might they change over the coming decades as the physical and organisational entity most identified with ''higher education'' being delivered to over 250 million students? What will be the impact of digital- and distance-learning, of commercial for-profit new entrants to the higher education market, of government austerity, of globalization, of student consumerism? Exploring the origins and the concept, the idea and the ideal, of the university, this Very Short Introduction discusses one of the world''s oldest, most resilient, and most adaptable institutions. David Palfreyman and Paul Temple consider the links between universities and the economy, and the role of universities within society. Highlighting some of the key questions surrounding the position of universities, they ask how the university can be politically accountable for its taxpayer funding, if it needs to be autonomous to function effectively as a public good. Are professors professional enough in their teaching practices at a time that increasing tuition fees transform students more and more into consumers? And just what does ''academic freedom'' for university faculties really entail? ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.Trade ReviewThe book provides a rich and nuanced picture of a very varied scene. * Matthew Reisz, Times Higher Education *Table of ContentsPREFACE; LIST OF ILLUSTRATIONS; REFERENCES; FURTHER READING; INDEX

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Book SynopsisIs the University as we know it dead? Monika Kostera thinks not, but across the globe universities are under attack, be it by external forces or from within. Will they survive? Our civilisation requires that they must: planetary survival and sustainability depend on them. This book provides vital resources to give us all - professional academics, students, and university administrators - hope that universities will emerge renewed out of the current crisis. As this inspiring work shows, the practice of academic virtues can enable us to cultivate the awareness of the common good that academia serves: the preservation and development of humanity''s potential of knowledge. Drawing on a rich variety of ideas, theories, empirical cases, real and fictitious stories, as well as examples and images from art and literature, Monika Kostera demonstrates the splendid complexity of academic ecosystems. It is through looking for hope for the university that we find hope for society and the planet. In

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Book SynopsisThis no-nonsense book translates mathematics education research-based insights into practical advice for a student audience. It covers every aspect of studying for a mathematics degree, from the most abstract intellectual challenges to the everyday business of interacting with lecturers and making good use of study time.Trade Reviewone of the best books that a budding mathematician could read before going to university ... they will have a distinct advantage over those who don't bother to read it ... it is a very good and enjoyable read * Graham Storr, The Mathematical Gazette *Alcock's work will definitely join my list of recommended books for maths undergraduates during their first year. * Noel-Ann Bradshaw, Times Higher Education *I would recommend this book to all students who are starting their studies of Mathematics as a major, but also those who are still in school and thinking about their choice of university subjects. It is a small, useful book. * Zuzana Hucki, London Mathematical Society *I do recommend this book - it is an excellent source of information and advice for new and existing students about what to expect from a typical mathematics degree, and how and why they should be prepared. * Ken P. O'Neill AMIMA, Mathematics Today *I suspect anyone reviewing this book will say they wished it had been available back in their day (indeed, the two quotes on the cover of my copy do exactly that). I, however, will go slightly further and say that not only do I wish this book had been available ten years ago, I also wish I would have had the sense to read it. The time between finishing school and starting university is short, and in all the excitement of buying your own kettle and secretly thinking how much you'll miss your old bedroom, it's easy to forget the main reason you're going. Reading one maths book won't ruin your whole summer (I hope!), and How to Study for a Mathematics Degree is a fairly short and rather enjoyable read which could give you a head-start in university life that pays off for years to come. * Michael Wallace, Significance *I wish I had a book like this 20 years ago. It would have helped me manage my time and learn a lot more than I did at that age! * Dr Magdalena D. Toda, Director of Undergraduate Studies Dept. of Mathematics and Statistics, Texas Tech University, USA *This is an excellent book, which will be of great value to any sixth-former intending to embark on a mathematics-related university course, as well as to undergraduates already doing so. I cannot imagine a better book than this one for helping students to bridge the school-university gap. It would make an excellent gift for anyone thinking of studying mathematics at university and it belongs on every university reading list and in every school and university library. * Colin Foster, July Mathematical Gazette *Making the transition from school-level to University-level mathematics is hard, in terms of the complexity of the subject matter, the rigour of thought, and the need to be able to study much more independently. This excellent and wide-ranging book engages with all these issues and more, giving a very helpful insight into what is coming for beginning undergraduates in mathematics or mathematics-related disciplines. I just wish this book had been available in my day! * Dr Geoff Tennant, Senior Lecturer in Mathematics Education, Institute of Education, University of Reading, UK *Great advice for students who want to study math. Actually, good advice for all students. And, good advice for adults and professionals too. Alcock's straightforward writing style and practical tips make the tallest mountains seem climbable with small steps. * Matthew Leingang, Courant Institute of Mathematical Sciences, New York University *Table of ContentsPART 1: MATHEMATICS; PART 2: STUDY SKILLS

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Book SynopsisEducation is of relevance to everyone, but it involves specialized terminology which may be unfamiliar or opaque. The second edition of this UK-focused dictionary - with around 1,100 authoritative entries - provides clear and accessible definitions of the terms, organizations, qualifications, statutes, and much more, involved in education today.Table of ContentsPreface ; Notes on the Contributors ; Abbreviations ; The Dictionary ; Appendix 1: Time Line ; Appendix 2: Educational Provision in Some Other English-Speaking Countries ; Appendix 3: International Comparisons of Qualifications

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Book SynopsisTrade Review"What drives student politics at the American university? And why do so many students-on both sides of the political aisle-seem to shout past each other? Amy Binder and Jeff Kidder have produced a fresh set of answers. Whether you sit on the left or the right-or somewhere in between-you should read this smart book. It might change where you stand." -- Jonathan Zimmerman, author of The Amateur Hour: A History of College Teaching in AmericaTable of Contents1 The Channels of Student Activism 2 Generation Z and Campus Politics (with Ellen Stolzenberg) 3 Doing Campus Politics 4 The Conservative Channel—Pulled Outside from the Right (with Zosia Sztykowski) 5 The Progressive Channel—Pushed Inside from the Left 6 The Politics of Speech on Campus 7 Genuine Openness in Polarizing Times and a Look toward the Future Acknowledgments Notes References Index

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Book SynopsisAn illuminating history of the reform agenda in higher education. For well over one hundred years, people have been attempting to make American colleges anduniversities more efficient and more accountable.Indeed, Ethan Ris argues in Other People's Colleges, the reform impulse is baked into American higher education, the result of generations of elite reformers who have called for sweeping changes in the sector and raised existential questions about its sustainability. When that reform is beneficial, offering major rewards for minor changes, colleges and universities know how to assimilate it. When it is hostile, attacking autonomy or values, they know how to resist it. The result is a sector that has learned to accept top-down reform as part of its existence. In the early twentieth century, the academic engineers, a cadre of elite, external reformers from foundations, businesses, and government, worked to reshape and reorganize the vast base of the higher education pyramid. TheiTrade Review“Other People's Colleges provides critical insights for understanding contemporary calls for reform. The book provides a careful tracing of the lasting impact that came not only from the efforts of these philanthropists and their foundations to create reform, but also the coalitions that emerged to resist them. An important and timely read for those interested in higher education history, philanthropy, governance, and policy.” -- Laura Perna, author of "Taking It to the Streets: The Role of Scholarship in Advocacy and Advocacy in Scholarship"“For too long, historians have tended to treat the massification and differentiation of higher education, as well as the systems and structures that emerged during that period, as products of inevitable forces that reshaped higher education as institutional reformers sought to keep pace with the invisible hand of growth. This book, however, is poised to deepen our understanding of the philanthropists, reformers, and bureaucrats that worked to control and guide these changes by employing the logic of industrial production to universities during this critical time of transformation in higher education.” -- Nathan Sorber, author of "Change and Continuity in American Higher Education: Lessons from Nineteenth and Twentieth Century Innovations"“This book makes important and useful contributions to the field. Through its considerations of how academic outsiders worked to structure and restructure higher education, it provides insight into a crucial era that has relatively few book-length works devoted to it. It is well researched, compellingly written, and will have wide appeal to scholars interested in higher education, reform, and philanthropy.” -- Timothy Cain, author of "Establishing Academic Freedom: Politics, Principles, and the Development of Core Values""Remarkably researched and well-written. . . Ris’s book should be required reading for anyone interested in today’s discussions about the past and future of higher education." * Choice *"The achievements of Ethan Ris’s first book, Other People’s Colleges: The Origins of Higher Education Reform, are numerous . . . he not only offers snapshots of interesting moments in higher education that have transcended their time and place, but also presents an original theory of institutional change." * History of Education Quarterly *Table of ContentsIntroduction Part One: The Ethos of Reform 1 The Academic Engineers 2 Toward System Part Two: The Program of Reform 3 The Higher Education Pyramid 4 “The Practical Life” 5 Separate and Unequal Part Three: The Decline of Reform 6 The Counter-Reformation 7 Organized Resistance 8 A New Consensus and a New Ethos Conclusion: Four Legacies Acknowledgments Appendix Notes Index

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Book SynopsisTable of Contents1. Virtual exchange: Expanding access to global learning 2. A framework for distanced e-learning in digitally constrained communities using WhatsApp 3. Lightboard streaming technology for teaching and learning: Responding to student wellbeing and enhancing onlinelearning 4. Mobilising screencast technology and ipsative design to transform feedback practices 5. Instructional approaches to increase students’ engagement in the new normal learning setting 6. Gamification as an engagement, learning and interaction strategy for distance education in Mozambique 7. Upping our game—Increasing online engagement through gamified e-learning 8. Participatory learning culture: From spectators to creators in online learning environments 9. Online STEM teaching of practical chemistry: Challenges and possibilities 10. Pandemic-proof teaching: Blended learning infrastructure to support pivot to online/hybrid pedagogy 11. Online teaching and learning of Hindustani classical vocal music: Resistance, challenges, and opportunities 12. Assessment in higher education during troubled times: The case of a South African arts module 13. COVID-19 and the move to online teaching in a developing country context: Why fundamental teaching and assessment principles still apply? 14. Application of trauma-informed teaching and learning principles in a blended learning environment 15. Student-centred learning, collaborative learning, and a pedagogy of care in an online foreign language teacher education course 16. Comparative reflections on the transition to online delivery in higher education during the COVID-19 pandemic 17. Skillsets and attributes for enhanced teaching–learning outcomes at higher educational institutions in disruptive times 18. COVID-19 consequences—Aligning learning outcomes with realigned teaching activities 19. Covid-19, community psychology and some thoughts on teachingand learning 20. HERDSA TATAL tales: Reflecting on academic growth as a Community for Practice 21. Rapidly orienting academic staff for emergency remote teaching: Responsive approaches for academic professional learning 22. Teaching adaptability in higher education institutions: A case study of a private Indian university 23. Faculty perspectives on Moodle migration during COVID-19: A view from the global South 24. Challenges and silver linings: Our reflections on delivering experiential learning online during Covid-19 25. Disruptions and delays: Lecturers’ experiences of moving an information systems module online 26. Assessing the relationship between academic communities of practice and collegial learning: Case: Universit'e des Mascareignes 27. The use of eLearning by South African lecturers: Experiences during the COVID-19 pandemic 28. Intersections of the mental, social, economic, and physical burdens of COVID-19 on women in academia 29. A metabletic investigation on the impact of living, learning, and leading university reform in the pandemic shadow 30. Towards authentic online assessment in higher education: Lessons learnt during the COVID-19 period 31. The voices of online students in the quality assurance process 32. Resit exams in Australian higher education: Lessons from a novel COVID-19 assessment trial 33. Prevalence of online cheating during the COVID-19 pandemic 34. The ‘futurist’ voice of academia 35. Unbound education: Curriculum no longer confined by time and space 36. Meet Lisa: The robot who stole your job 37. Doctoral supervision: Let us dream about thesis defence! 38. The relevance of digital transformation in Africa in the wake of COVID-19: An uBuntu prospective 39. Resurgence or retrofit? A chance to humanise student teachers in crisis-ravaged Chile

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Book Synopsis***** Amazon reviews for the second edition:"Again, Rowena Murray nails it! A perfectly balanced guide outlining truly useful tips to getting through your viva from someone who knows." "This is an excellent book. I found the book helpful in giving me a good understanding of what to expect, how to start with focusing on the specific areas suggested and how to develop my own style in marking up my thesis ... It certainly reduced my nerves going in knowing I had suggested areas fully prepared. A must have for anyone doing a viva!"How to Survive Your Viva 3e is a concise, practical introduction that equips students with the skills they need to defend their thesis or dissertation. The oral examination requires the highest standard of communication skills. The book ensures you are ready for what can be a complex and intimidating experience, telling you what to expect, how to practise and prepare, what questions you might be asked and how to ensure your responses suppoTable of ContentsWhat is a viva? Orientation Roles and responsibilitiesQuestionsAnswersInteractingPractisingCountdown to the examinationOutcomesEndnoteBibliographyIndex

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Book SynopsisThis book provides an overview of ninety key concepts which often trouble those who are new to researching within the social sciences. It covers theories of knowledge, methodologies and methods. Each entry offers a definition of a concept, shows how researchers have used that concept in their research and discusses difficulties that the concept presents. The book supports those undertaking their own social research projects by providing detailed critical commentary on key concepts in a particularly accessible way.In exploring these concepts, a wide range of research reports across many different fields are described. These include not only classic accounts, but also a broad selection of recent studies, some written by new researchers. The book will be useful for higher-education students carrying out projects within social science faculties at the end of their first degree or during a master''s programme, though it will also be helpful for those undertaking doctoral reseTable of ContentsList of key concepts Preface THE KEY CONCEPTS Short bites

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Book SynopsisFocused on developing professional academic skills for supporting and supervising student learning and effective teaching, the fifth edition of A Handbook for Teaching and Learning in Higher Education recognises the complex demands of teaching, research, scholarship and academic management in higher education institutions. Fully updated to reflect changes in practice and policy, this new edition has been written to enhance excellence in teaching and learning design and support all involved in facilitating a world-class inclusive education. Offering plentiful and rich practical advice, this rigorous and sound introduction to the basics of teaching and learning in higher education draws together a large number of expert authors and a range of global case studies. A definitive guide for anyone working in higher education, this edition: Offers new chapters covering an inclusive curriculum, the importance of student well-being and the scholarship of teaching aTrade ReviewThis fifth edition of A Handbook for Teaching and Learning in Higher Education is a thoroughly updated version of this popular and influential work. As always, the book provides not only a firm foundation in the field required by those new to the profession; it also offers thought-provoking materials that are of interest to teachers more established in higher education. Drawing upon multiple disciplinary, institutional, national and cultural perspectives, and written in a very open and user-friendly way, this book serves as the perfect pre-service and in-service companion to those involved in teaching and learning in higher education. Grahame T Bilbow, Director, Centre for the Enhancement of Teaching and Learning, The University of Hong Kong Table of ContentsList of illustrations; List of case studies; List of contributors and case study authors; Acknowledgements; Foreword by Patrick Deane; A user’s guide; Part 1 The current world of teaching and learning in higher education; 1. Global perspectives on teaching and learning in HE; 2. National approaches to teaching and learning in HE; 3. Success as a university lecturer; Part 2 Education, assessment and student support; 4. Lectures, seminars and academic advising; 5. Assessment: new developments in design, marking and feedback; 6. Assessment: understanding the basics; 7. Student-staff partnerships in teaching and learning; 8. Blended learning; 9. The inclusive curriculum; 10. Embedding skills development into the curriculum; 11. Supervising undergraduate dissertations; 12. Maximising student learning gain; 13. Student well-being; 14. The Scholarship of Teaching and Learning (SoTL); Part 3 Teaching and learning in the disciplines; 15. The experimental sciences; 16. Learning and teaching in chemistry; 17. Mathematics and statistics; 18. The new engineering; 19. The performing arts: dance, drama and music; 20. Best practice and innovations in economics education; 21. Psychology; 22. Teaching business, management and accountancy; 23. Law; 24. Quantitative methods in the social sciences; 25. History; 26. Health and social care professions; Glossary; Index

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Book SynopsisStatistical ConceptsâA First Course presents the first 10 chapters from An Introduction to Statistical Concepts, Fourth Edition. Designed for first and lower-level statistics courses, this book communicates a conceptual, intuitive understanding of statistics that does not assume extensive or recent training in mathematics and only requires a rudimentary knowledge of algebra.Covering the most basic statistical concepts, this book is designed to help readers really understand statistical concepts, in what situations they can be applied, and how to apply them to data. Specifically, the text covers basic descriptive statistics, including ways of representing data graphically, statistical measures that describe a set of data, the normal distribution and other types of standard scores, and an introduction to probability and sampling. The remainder of the text covers various inferential tests, including those involving tests of means (e.g., t tests), proportions, variances, and correlations.Providing accessible and comprehensive coverage of topics suitable for an undergraduate or graduate course in statistics, this book is an invaluable resource for students undertaking an introductory course in statistics in any number of social science and behavioral science disciplines.Trade Review"This edition delivers on many fronts and sets this book apart from the rest. The clear and conversational style emphasizes the applied and practical without compromising the theoretical and conceptual underpinnings. The parallel use of SPSS and R that walks the reader step-by-step through the procedures coupled with fully annotated interpretation of printouts are very appealing to both novice and more seasoned applied researchers. Rather than treating subjects like power and effect size or verification of assumptions in isolation, the authors do a fantastic job of blending them with the analyses to make the story behind the numbers more compelling and complete. The abundance of visuals and APA style write-ups all contribute to simplify and enhance the learning experience." - Devdass Sunnassee, Assistant Clinical Professor, University of North Carolina, USA. "I have relied on previous versions of this textbook to bring to life statistical concepts in my beginning and intermediate level graduate classes. I also share this valuable resource with students who ask questions when working on quantitative projects. This fourth edition brings enhanced materials, explanations, and examples to aid students in gaining basic proficiency in foundational statistical concepts. The detailed and numerous practical examples demonstrate the inner workings of basic statistical methods in the social and behavioural sciences. I look forward to sharing this enhanced edition with our graduate program" -Brian F. French, Washington State University, USA. "Combining theory and mathematical accessibility with examples in various fields of behavioral sciences, SPSS and R applications, APA style write-ups, after-chapter conceptual and practice problems for students, online pedagogical aids, this is a valuable book for introductory statistical courses in behavioral sciences. It has a broad coverage of topics, and the addition of the new chapter on mediation and moderation adds to its value as a classroom text or as a reference for applied researchers." -Feifei Ye, RAND Corporation, USA."Anyone familiar with previous editions of Statistical Concepts from Lomax and Hahs-Vaughn recognize and appreciate the pedigagogically sound treatment of statistical methods comprising introductory and intermediate topics found in many quantitative methods graduate programs. In addition to enhancements found in the past versions such as APA-style write-ups of statistical results and the numerous screen shots depicting both annotated SPSS input commands and output; the fourth edition begins each chapter with a concrete research scenario to motivate the particular statistical method. Another new feature that will resonate with instructors and graduate students are the insightful Stop and Think boxes that offer moments to reflect and to make connections between statistical ideas, data, and the software. Clearly, Lomax and Hahs-Vaughn are committed to preparing the next generation of researchers and practitioners, and the latest edition of Statistical Concepts is a must-have reference for those seeking this type of comprehensive quantitative methods training." - Jeffrey R. Harring, University of Maryland, College Park, USA. "I have required this textbook for my introductory and intermediate-level students throughout multiple editions, and it has continued to get better and better. This new edition continues to emphasize the development of statistical understanding while also providing readers with valuable information on how to perform a variety of procedures using SPSS and R. The authors have added a terrific new chapter on mediation and moderation that reviews concepts and procedures that are often not a point of emphasis in traditional (textbook) coverage of multiple regression (but that are crucial for more modern data analysis). This is a book that not only is a wonderful learning resource for students, but also one they will want to keep in their personal libraries to reference when carrying out their own future research." - H. Michael Crowson, The University of Oklahoma, USA.Table of Contents PrefaceAcknowledgements1. INTRODUCTION2. DATA REPRESENTATION3. UNIVARIATE POPULATION PARAMETERS AND SAMPLE STATISTICS4. THE NORMAL DISTRIBUTION AND STANDARD SCORES5. INTRODUCTION TO PROBABILITY AND SAMPLE STATISTICS6. INTRODUCTION TO HYPOTHESIS TESTING: INFERENCES ABOUT A SINGLE MEAN7. INFERENCES ABOUT THE DIFFERENCE BETWEEN TWO MEANS8. INFERENCES ABOUT PROPORTIONS9. INFERENCES ABOUT VARIANCES10. BIVARIATE MEASURES OF ASSOCIATION AppendixReferencesName Index Subject Index

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Book SynopsisCampus Crisis Management is a practical resource that helps campus administrators evaluate, revise, or establish a comprehensive crisis management plan appropriate for their college or university. Filled with examples, assessment tools, and checklists, this book describes the individuals who should be involved in developing a campus plan, what a plan should include, as well as a variety of crisis events and issues that should be addressed in a comprehensive crisis management plan. Including contributions from renowned practitioners at all levels, this fully revised, new edition contains the must-have information on crisis management, such as: How to develop a comprehensive crisis management system The different types of crises using the crisis matrix The structure, operation, and training of a crisis team Strategies for working with the media New chapters addressing behavioral intervention teams, active shooter situations, Title IX guidance, campus demonstrations, outbreaks of infectious and contagious diseases, and special event management. From a senior administrator working with an institution-wide emergency operations team, to a new professional looking to develop plans and protocols to respond to critical incidents, Campus Crisis Management is a comprehensive guide to planning and preparing for campus emergencies of any scale.Table of ContentsPART I: Foundations of Crisis Management 1. The Impact of Crisis 2. The Crisis Matrix PART II: Crisis Management Systems 3. Crisis Management Teams 4. Developing a Crisis Management Plan 5. Crisis Communications 6. Working With Emergency Personnel and Outside Agencies 7. Psychological First Aid in the Aftermath of Crisis 8. Crisis Training PART III: Contemporary Crisis Management Issues 9. Behavioral Intervention Teams 10. Comprehensive Active Shooter Training Program 11. Title IX, High-Risk Drinking Behaviors, and Hazing 12. Managing Expressive Activity 13. Special Event Management 14. Infectious and Contagious Diseases PART IV: Sustaining Campus Preparedness Into the Future 15. Lessons Learned 16. Where Do We Go From Here?

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Book SynopsisThis comprehensive guide offers a rich introduction to research methods, experimental design and data analysis techniques in developmental science, emphasizing the importance of an understanding of this area of psychology for any student or researcher interested in examining development across the lifespan. The expert contributors enhance the reader's knowledge base, understanding of methods, and critical thinking skills in their area of study. They cover development from the prenatal period to adolescence and old age, and explore key topics including the history of developmental research, ethics, animal models, physiological measures, eye-tracking, and computational and robotics models. They accessibly explore research measures and design in topics including gender identity development, the influence of neighborhoods, mother-infant attachment relationships, peer relationships in childhood, prosocial and moral development patterns, developmental psychopathology and socTable of ContentsPrefaceList of Contributors1. A Century of Research in Child Development: The Emergence of a New Science John W. Hagen, Carly A. Lasagna, and Sherri E. Packett2. Overimitation across Development: The Influence of Individual and Contextual FactorsBruce Rawlings, Natália Dutra, Cameron Turner, and Emma Flynn3. Ethics in Developmental ResearchDiana J. Meter and Marion K. Underwood4. Prenatal Animal Models of Behavioral Development Gale A. Kleven and Seanceray A. Bellinger5. Physiological and Behavioral Research Methods across Prenatal and Infant Periods Nancy Aaron Jones and Krystal D. Mize6. Studying Perceptual Development in InfancyFabrice Damon, Nicholas J. Minar, And Anne Hillairet De Boisferon7. Studying Children’s Verb Learning across DevelopmentJane B. Childers, Sneh Lalani, Blaire Porter, Sophia Arriazola, Priscilla Tovar-Perez, and Bibiana Cutilletta8. Developmental Robotics for Language Learning Angelo Cangelosi and Matthew Schlesinger9. Attachment Theory and Research in a Developmental FrameworkPatricia Crittenden and Susan Spieker10. Social Ecological Influences: The Role of Residential Neighborhoods in the Development of Children and YouthMargaret O’brien Caughy*11. Measuring Peer Relationships During Childhood: Exploring the Benefits of Using Peer NominationsChristopher D. Aults12. Gender Identity DevelopmentMadhavi Menon and Sara M. Gorman13. Methodological Issues in Cross-Cultural Research on Prosocial and Moral DevelopmentGustavo Carlo and Sahitya Maiya14. Translational Science: Developmental Psychopathology and Social PolicyRoss A. Thompson15. Methodological Considerations in Collaborative Memory and Aging Research Michelle L. Meade, Summer R. Whillock, and Katherine M. HartIndex*Dr. Tammy Leonard contributed the activities/supplemental materials that are a part of this chapter and included on the Taylor and Francis website.

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Book SynopsisExtensive Reading is an innovative resource bridging theory and practice for those seeking to learn about extensive reading (ER) for L2 students' language development, including ways to motivate students to read extensively and to assess learning. Grounded in contemporary theory and the latest research both on ER and motivation, experts Sue Leather and Jez Uden offer a rich array of original activities to help teachers in the classroom and beyond with this effective but difficult-to-implement pedagogical tool. Advanced students, researchers, teacher trainers, and pre- and in-service teachers â and ultimately their students themselves â will benefit from this book.Table of ContentsPart 1: From Research to ImplicationsPart 2: From Implications to ApplicationPart 3: From Application to ImplementationPart 4: From Implementation to Research Conclusion References Illustrations

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

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Book SynopsisDesigning Personalized Learning Experiences offers theoretically grounded and pragmatic approaches to designing personalized learning initiatives for higher education and organizational contexts. With current research concluding that a multitude of variables can enable learners to direct their own experiences and achieve their goals, new guidance is needed to hone the range of instructional approaches, activities, and interactions available to support adult learners. This book offers practical strategies on how to design and implement effective personalized learning interventions, advance learning and engagement, encourage ownership over the learning process, and decrease attrition.Professionals in instructional design, learning and development, organizational development, consultancies, and beyond will be emboldened by the work to leverage a mix of technology-enabled social and content interactions.Table of Contents1. The History of Personalized Learning 2. Approaches to Personalized Learning 3. Designing Personalized Learning Experiences Using the PL Interaction Framework (PLiF) 4. Designing for Learner–Content Interaction 5. Designing for Learner–Learner Interaction 6. Designing for Learner–Small Group Interaction 7. Designing for Learner–Mentor, Coach, or AI Interaction 8. Designing for Learner–Social Network Interaction 9. Evaluating Personalized Learning Designs 10. Empowering Learners to Engage in Personalized Learning Experiences

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Book SynopsisThis book provides the basics of student self-assessment and implementation challenges, and it offers practical solutions and examples for navigating the use of student self-assessment in various subject disciplines in primary schools, secondary schools and higher education. It provides an informed approach for educators to understand the complexities and subtleties involved in implementing self-assessment, and how this might include and impact on teachers and students.Involving students in assessment is not a new idea nor is student self-assessment a new assessment tool in schools. Despite the advantages and the necessity for including it in our pedagogic processes explicitly, the use of student self-assessment has been far from commonplace and consistent in classrooms, schools and universities. This book makes clear the choices of what, how and why student self-assessment is important and usable in the classroom.This book is designed for educators at different levelsTrade Review"Maddalena Taras provides is a highly personal reflection on the nature of self-assessment, but one which does not shy away from the necessity of students making judgments about their work and learning against disciplinary, vocational, or professional standards and norms. The book brings together her work with that of the co-author Hwei Ming Wong, and Singapore colleagues who describe self-assessment use from primary schooling to higher education contexts. The emphasis is on practical 'how to' applications of self-assessment. The introductory chapters give Taras' perspectives, from her long experience, on student self-assessment. Readers can dip into various chapters to find suggestions for implementing student self-assessment in their own context."Gavin T L Brown, Professor, The University of Auckland, New Zealand"A thorough introduction to student self-assessment—a form of assessment rarely discussed and even more rarely used in the worlds’ education systems. My thinking about assessing my students has been substantially changed by this book, and it certainly made me wonder why I was never exposed to such good ideas before! I strongly recommend this book to educators around the world. Here, Taras and Wong convincingly argue that student self-assessment has worthwhile benefits that are different from and certainly as important as those associated with more traditional forms of assessment. The authors make clear that student self assessment has distinct benefits for both students and teachers that are not found in contemporary assessment practices. Self assessment offers a much greater likelihood that closer and more respectful relationships between students and their teachers will be developed. Moreover, students learn skills that should help them in the world of work, after graduation. The authors provide school administrators and teachers with novel and creative ideas to rethink classroom assessment. Their ideas can redefine contemporary assessment practices, and improve teacher student relationships at the same time!"David C. Berliner, Regents’ Professor Emeritus, Arizona State University and Past President of the American Educational Research AssociationTable of ContentsSection 1: Exploring (Fundamentals of) Student Self-Assessment 1: Student Self-Assessment: what it is, why it is important and why educators should use it explicitly 2. Student Self-Assessment in Practice, what are the choices: models, strategies/techniques 3: Implementing Student Self-Assessment – conditions and climate 4. Student Self-Assessment and Feedback Section 2: Student Self-Assessment in Practice 5. Enhancing Student Self-Assessment Using Technology 6. Student Self-Assessment in Primary Schools 7: Student Self-Assessment in Secondary Schools 8. Student Self-assessment in Higher Education Section 3: Challenges and Future of Student Self-Assessment 9. Using Student self-assessment to best effect 10. Unresolved Dilemmas in Self-Assessment: Looking to the Future

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Book SynopsisThe 60-Year Curriculum explores models and strategies for lifelong learning in an era of profound economic disruption and reinvention. Over the next half-century, globalization, regional threats to sustainability, climate change, and technologies such as artificial intelligence and data mining will transform our education and workforce sectors. In turn, higher education must shift to offer every student life-wide opportunities for the continuous upskilling they will need to achieve decades of worthwhile employability. This cutting-edge book describes the evolution of new modelscovering computer science, inclusive design, critical thinking, civics, and moreby which universities can increase learners' trajectories across multiple careers from mid-adolescence to retirement. Stakeholders in workforce development, curriculum and instructional design, lifelong learning, and higher and continuing education will find a unique synthesis offering valuable insights and actionable nextTrade Review"This book is a must read. It is our future."—Distance Education"We need to start thinking strategically about lifelong learning as a response to rapid change in the global economy and emerging demographic shifts. These changes are happening right in front of us, and our colleges and universities need to think about whether their current programs and modes of operation need to be re-imagined and redesigned. This book will help. With some case examples and insightful commentary, the collection of readings will inspire and encourage a healthy conversation about ‘what’s next?’."—TeachOnline.ca, "2020 Top Ten Books on Online Learning"Table of Contents1. Introduction: Reconceptualizing Higher Education and Lifelong Learning in the Era of the Synergistic Digital EconomyChris Dede2. Education, Age, and the MachineAndrew Scott3. Are We Ready for the Jobs That the Digital Economy Will Offer to Us?Michel Servoz4. Employing the 60-Year Curriculum as a Strategic ApproachAnn M. Brewer5. Creating the Next in Higher Education at Georgia TechStephen W. Harmon and Nelson C. Baker6. Known for Whom We Include: Designing Models for Lifelong Education at Arizona State UniversityPunya Mishra and Jacqueline Smith7. Market-Driven Education: The Imperative for Responsive Design and ApplicationJason Wingard and Christine Farrugia8. The Role and Potential of University-Based Executive Education and Professional Development Programs in the 60-Year Curriculum: A Case Example of an Intensive Residential Program for Higher Education LeadersJames P. Honan9. Implementing 60YC Learning at the Harvard Division of Continuing EducationHuntington D. Lambert and Henry H. Leitner10. Assessment of the Current State of the 60YC and Research Agenda for the FutureJohn Richards

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Book SynopsisA groundbreaking study that transforms how we see and address the most misunderstood problem on college campuses: widespread sexual assault.

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Book SynopsisIn this informative guide, Thomas Dixon argues that you do not have to be a genius to get a first at university. He sets out to de-mystify first-class degrees in the arts, humanities and social sciences, clearly articulating the difference between the excellent and the merely competent in undergraduate work.This concise, no-nonsense guidebook will give prospective and current students advice on teaching and learning styles that prevail in university and on how to manage their two most important resources - their time and their lecturers. In an accessible and entertaining style, the author looks at subjects such as: making the transition from school to university developing transferable skills making use of lectures and seminars using libraries and the Internet note-taking, essays, seminars and presentations common mistakes to avoid writing with clarity and style revision and examinations. Illustrated with many examples from a range of academic disciplines, How to Get a First is an all-purpose guide to success in academic life. Visit the companion website www.getafirst.comTrade Review'[How to Get a First] is the title of an excellent guide by Thomas Dixon ... it is a compilation of what he wishes he had known before he went to university.' - John Clare, The Daily Telegraph'Do you want to know how to write an essay, make the most of your lectures, take useful notes, use the library, manage your time?Indeed, would you like to know "how to get a first"? That is the title of an excellent guide by Thomas Dixon, who has supervised undergraduates at Cambridge and now teaches history at Lancaster. It is a compilation of what he wishes he had known before he went to university.The point of lectures, he says, is not to give students the answers but to alert them to the important questions. Essays should be well-informed, argumentative, written in plain English and backed up with evidence. Writing a good one, he says, is "the most underrated and underdeveloped, and yet the most important of academic skills.' - John Clare, The Daily Telegraph'[How to Get a First] is the title of an excellent guide by Thomas Dixon ... it is a compilation of what he wishes he had known before he went to university.' - The Daily Telegraph'This is not some sort of get rich (top grades) quick scheme but a collection of good advice.' - Physical Sciences Educational ReviewsTable of Contents1. Introduction 2. Taking Aim: The Task and the Resources 3. Lectures, Classes and Seminars 4. Libraries and Reading Lists 5. Reading and Taking Notes from Books and Articles 6. Using the Internet 7. Planning Essays, Presentations and Dissertations 8. Giving a Presentation 9. Writing Essays and Dissertation I: The Basics 10. Writing Essays and Dissertations II: Arguing with Style 11. Revision and Exams 12. How to Get a First

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Book SynopsisThe demand for work-ready graduates, who are familiar with organizational practices in the workplace is increasing, and so the need for greater work integrated learning (WIL) is a growing concern for the education sector. With the globalization of higher education and the cultural and linguistic challenges this brings, WIL has become a core strategic issue for many organizations. Examining WIL as a process of integration between workplaces, higher education institutions, government, business and industry, this book includes: Strategies for managing work integrated learning experiences The what, when, where, why and who of WIL across professions Advice on building relationships between higher education and the workplace Guidance on preparing learners effectively for work Practical case studies from firsthand experience Direct information and instruction on the use of WIL Work Integrated Learning is a practical guide that can be used by the education sector and employers alike. An integrated resource, applicable to all involved in work integrated learning, it will also appeal to pro-Vice Chancellors of teaching and learning, WIL coordinators, careers services, and all those involved with standards and competency.Trade Review'It is well written, organised and presented in an engaging style. It has been well researched, draws upon the reflections of the three authors, who are experts in this field and as such provide helpful insights and considerations for those who are less experienced and are now confronted with the task of providing students with effective work integrated learning experiences.' - Stephen Billett, Vocations and Learning Journal, 2011Table of ContentsAcknowledgements The Authors Introduction 1. The New Higher Education Enterprise 2. A Conceptual Framework For Work Integrated Learning 3. Working To Learn, Learning To Work 4. Teaching In Work Integrated Learning 5. Assessing Work Integrated Learning 6. Supervision 7. Managing Difficult Situations 8. The Work Integrated Learning Process Appendix 1: Workplace Literacies - Knowledge, Skills And Attributes Appendix 2: Specific Risks And Difficulties Encountered In The Workplace Glossary References

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Book SynopsisTeaching, Learning and Research in Higher Education offers a combination of critical perspectives and practical advice that is ideally suited for individuals interested in enhancing their practice through analysis and critique. The aim is to promote a critical understanding of one's own practices: to foster personal and professional formation through a reflexive engagement with one''s environment and circumstances. At a practical level this means to continuously think about how to adjust practice rather than following a formulaic approach derived from any particular educational theory.Teaching, Learning and Research in Higher Education argues that academics can find space for their own agency in the midst of institutional policies and practices that serve to frame, as well as delimit and constrain, what counts as good academic work in teaching and research. This text bridges a gap between those books that provide a high-level analysis of contemporary higher education, Trade Review"The role of universities in today’s world and how they relate—or should relate—to governments, economies, communities, and industries is the subject of wide debate. The outcomes of that debate will influence the working lives of academics. Rather than passively await those outcomes, Teaching, Learning, and Research in Higher Education: A Critical Approach inspires academics to become agents of change. The book provides concrete suggestions and encouragement for how academics might “catch up” and prosper in this new reality."—The Review of Higher EducationTable of ContentsIllustrationsPreface1. Introduction2. Perspectives on Quality Teaching3. Reconceptualising the Development of University Teaching Expertise4. Framing Teacher-Learner Relationships5. Learning Groups6. Teaching for Diversity7. Assessment8. Promoting Workplace-Oriented Learning9. Learning in the Digital Age10. Postgraduate Research Education 11. Teaching and ResearchReferencesIndex

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Book SynopsisIncludes 65 common academic literacy terms and explores how they relate to genres, writing conventions, and language use. Each entry briefly defines the term, identifies variations and tensions about its use across disciplines, provides examples, and includes reflection questions. An appendix lists further readings for each entry.

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The third edition of this classic text has been fully revised with the requirements of S/NVQ level 2 in hairdressing. It covers only those aspects of the science which are relevant to hairdressing, and integrates these with hairdressing topics.

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Book SynopsisThe remarkable history of how college presidents shaped the struggle for racial equalitySome of America's most pressing civil rights issues-desegregation, equal educational and employment opportunities, housing discrimination, and free speech-have been closely intertwined with higher education institutions. Although it is commonly known that coTrade 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 SynopsisTrade Review"A Behavioral Scientist's Notable Book""A sweeping study of the rise of rigid certainty in politics, economics and literature, and the threat it presents to democracy, which requires open-mindedness and compromise."---Bill Clinton, The Guardian"“Morson and Schapiro are surely right to point out that in recent years we have… seen new fundamentalisms generate solidarity through distrust, disinformation and angry resentment. Their book reminds us that we need to aspire to create communities open to learning, to conversation and to recognizing one's own errors. That's what we want, after all, from our campuses and from our democracy.” --Michael Roth, Wall Street Journal""Their argument on the whole is compelling, and one can only hope society listens to it."---Nat Brown, National Review"Gary Saul Morson and Morton Schapiro are professors at Northwestern University in such disparate fields as Slavic languages and literatures and Economics. The book is a seamless fusion of their learning, observation, analysis, and wisdom. They are experienced collaborators and we are their beneficiaries. ... Defending politics and democracy is difficult although preferable to the alternatives. The same applies to other fields vulnerable to fundamentalism. Moderation is not easy, and thinking is strenuous. However, minds wide shut hurt more. ... Minds Wide Shut ... is solemnly and enthusiastically recommended."---Linda Quest, International Social Science Review"Minds Wide Shut issues a devastating indictment of the ideological extremism so characteristic of fundamentalism." * Chronicles *"Elegantly written, thought-provoking, and timely work, enhanced by dazzling references to literature, philosophy, theology and intellectual history. [The book] is to be recommended to all scholars, senior students and even seasoned general readers concerned by the regressive forces active across the political spectrum, forces that are antithetical to a healthy democratic society."---Karl W. Schweizer, The European Legacy

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Book Synopsis"Those who find themselves living in the Americas, no matter what their ethnic, educational, or economic background, must ultimately 'become their own personalities,' melding their point of view with their points of origin and their places of...Trade Review"As wonderfully diverse and complex as life itself, these narratives crafted by Asian American college students and their guides unfold in the reading, and reveal identity and community, like memory and history, to be situated and fragmentary formations." -- Gary Y. Okihiro, Columbia University, author of The Columbia Guide to Asian American History

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

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Book SynopsisProvides a detailed analysis of LSU's beginnings and early development, starting well before it first opened its doors in Pineville, Louisiana, in 1860. Paul Hoffman reveals how political and ideological contests in areas of governance, curriculum, finances, discipline, and student life influenced the early identity and development of the school.

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Book SynopsisThis core text provides comprehensive support for pre-service and in-service trainee teachers in the Lifelong Learning Sector covering all they need to know to achieve QTLS status. Supporting trainees through all stages of their professional development, the text takes the reader through the theoretical background underpinning teaching and learning and offers practical guidance on day-to-day challenges. This fourth edition has been fully revised and updated and includes a new chapter on teaching practice with notes on observation and lesson planning. New information on behaviour management has been added to support trainees in an aspect of teaching that many find challenging.Trade Review"Invaluable…I enjoyed reading it. Practical, amusing, relevant and presents a clear and honest insight into life at an FE college" (Consultant, Tameside LEA)Table of ContentsIntroduction The reflective practitioner Communication, tutoring and teamwork Recognising diversity and supporting equality Lifelong Learning: the organisational, local and national context Professionalism and scholarship 1: values and ethics Professionalism and scholarship 2: being a subject specialist Theories of learning Planning for learning 1: planning your lessons Planning for learning 2: evaluation and resources Learning and teaching 1: methods and styles of teaching Learning and teaching 2: extending your range Assessment for learning 1: assessing needs, supporting access and progression Assessment for learning 2: assessing learner achievement Managing behaviour and motivating learners Learning and teaching 14-19 Professionalism and scholarship 3: reading critically and reflectively Achieving your teaching qualification in the Lifelong Learning Sector Appendices Index

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