Higher education, tertiary education Books

Book SynopsisHow are the human and institutional systems fundamental to succeeding in academia?In graduate school we are trained how to be scholars, and maybe how to be effective teachers. But there is much more to being a college or university faculty member--and most of it is left to figure out on one''s own. This job isn''t hard because the core scholarship is hard, but because of the complex mix of activities that scholars must figure out how to juggle. These are dominated by human and institutional structures within departments, universities, societies, and professional communities. Succeeding and thriving as an academic calls for developing wider, non-academic insights and skills into how these operate and how to operate effectively with, and within, them. Functioning as an academic is about the relationships we develop with our communities of students, campus colleagues, professional peers, and our university administrative and support staff--the people who enable faculty members to functionTable of ContentsTitle Page Dedication Table of Contents Preface Acknowledgments Introduction: The Nature of Academe Section 1 Intro: Your Individual Path as an Academic 1 Postdoc: A Postdoc's Job Is to Get a Job 2 Assistant Professor: Making It to Tenure 3 Success: Tenure 4 Thriving in Academe When You Are Not a White, Heterosexual Man 5 Non-tenure Track Teaching Faculty Section 2 Intro: University Operations 6 University Administrative Systems 7 Working with the Staff Section 3 Intro: The Next Generation 8 Mentoring 1: Vision and Philosophy 9 Mentoring 2: Specific Challenges 10 Teaching: Being Good While Surviving Section 4 Intro: Professional Communities 11 Publishing Ecosystems 12 Who Put the Peer in Peer Review--Being Part of the System 13 Professional Communities 14 Conclusion: Thriving in Academe Appendix 1: Useful Resources Appendix 2: Mottoes for Memorable Mentoring Literature Cited

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Book SynopsisTrade ReviewDeveloping Scholars makes an important intervention in scholarship on college access policies by centering the social movements which produced college access for Black and Brown students, while also shining a light on the many ways these programs have been restrained and stripped of their power through the implementation of secondary admissions criteria and defunding. Importantly, this book illustrates that for many Black and Brown students, higher education is not an individual pursuit, but rather a collective undertaking made possible by social movements and continually sustained by community members. This book should be read by scholars of higher education and social movements. * Amaka Okechukwu, author of To Fulfill These Rights: Political Struggle Over Affirmative Action and Open Admissions *Higher education has long been considered a trusted pathway to equal opportunity and upward socioeconomic mobility; yet in this extraordinary book, Domingo Morel offers a bold and rigorous intervention demonstrating that this pathway is neither simple nor certain. Morel's rich analysis of Rhode Island's Talent Development program and its innovative approach to affirmative action expands our understanding of the complex set of institutional, programmatic, and political forces that can determine the effectiveness and fate of policy interventions. A must-read for anyone interested in the role that race and politics have played in the history of educational opportunity, and those looking to develop clear-eyed strategies for expanding equal opportunity through social policy. * Deondra Rose, author of Citizens By Degree: Higher Education Policy and the Changing Gender Dynamics of American Citizenship *Recommended. Faculty and professionals. * Choice *Table of ContentsList of Tables Introduction: Graduation Day Part I Social Movements for College Access Chapter 1: Rebellion and College for All: Community-Centered Affirmative Action and the Role of Violent Protest in Policy Formation and Policy Maintenance Chapter 2: Creating TD Nation: Community Action, Protest, and a Program for "Disadvantaged" Youth Chapter 3: Resisting Retrenchment Chapter 4: The Work of Developing Scholars Part II Reproducing Restriction to College Access Chapter 5: Emergence of Hidden Forms of Restriction: The Myth of "Major of Choice" Chapter 6: Shifting the Politics of College Access from the Public to Private Sphere Chapter 7: A Developing Scholars Approach Epilogue: Protest as Policy Feedback Acknowledgments Appendix A (Special College Access Programs 1966-1972) Appendix B (Data Sources for GPA Statistical Analysis) References Index

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Book SynopsisThis annual volume of periods of university history consists of 11 articles devoted to the period 1760-1848, ranging from the study of particular faculties to the role of government in higher education and the concept of a liberal education.Trade Review'handsomely produced volume ... There is much to interest non-specialist historians in this volume.' Janet Howarth, St Hilda's College, Oxford. Journal of Educational Administration and HistoryTable of ContentsARTICLES ; RESEARCH IN PROGRESS ; CONFERENCE REPORTS ; BOOK REVIEWS ; INDEX TO THE BIBLIOGRAPHY ; HISTORY OF UNIVERSITIES VOLUME VIII

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Book SynopsisGlobally, private universities enrol one in three of all higher education students. In Japan, which has the second largest higher education system in the world in terms of overall expenditure, almost 80% of all university students attend private institutions. According to some estimates up to 40% of these institutions are family businesses in the sense that members of a single family have substantive ownership or control over their operation. This updated edition of Family-Run Universities in Japan offers a detailed historical, sociological, and ethnographic analysis of this important, but largely under-studied, category of private universities as family business. It examines how such universities in Japan have negotiated a period of major demographic decline since the 1990s: their experiments in restructuring and reform, the diverse experiences of those who worked and studied within them and, above all, their unexpected resilience. It argues that this resilience derives from a number of ''inbuilt'' strengths of family business which are often overlooked in conventional descriptions of higher education systems and in predictions regarding the capacity of universities to cope with dramatic changes in their operating environment. This book offers a new perspective on recent changes in the Japanese higher education sector and contributes to an emerging literature on private higher education and family business across the world.Trade ReviewThe authors give a thorough historical overview of Japanese private university management and use statistical data to get to the heart of the problem. * Hirochika Nakamaki, National Museum of Ethnology, Japan, Journal of Royal Anthropological Institute *This book is much more than its rather prosaic title. It is a comprehensive and illuminating analysis of private higher education in Japan and worldwide, a focus on the understudied phenomenon of family-owned universities in Japan, a case study of Japanese family-owned university, and a discussion of the likely future of Japanese private higher education. All of this is cogently argued, engagingly written, and packaged into a 223 page volume. * Philip Altbach, Boston College, USA, Japanese Studies *The authors' main argument that the resilience of family-run universities plays a significant role especially in the face of the many challenges may meet the demand of family-run universities in Asia-Pacific region because the authors have successfully integrated comparative perspectives of family business both in Japan and other regions, and thus made generalization of the core concept of the strength of family-run universities, stemmed from the inbuilt resilience... Even though the book is about family-run universities in Japan, their findings and conclusion give courage, confidence, and hope to those who are involved in governance, management, and administration of those in Asia-Pacific region. * Kazuhito Obara, Asia Pacific Journal of Education *Overall, Family-Run Universities in Japan is well-written, exceptionally researched, and provides much food for thought. It offers a wealth of data, insights, and micro-level theorizations that will provide numerous jumping off points for further study in a range of different fields. * Christopher D. Hammond, Higher Education *An enormously profound picture of the Japanese higher education system ... An enormous wealth of information on higher education and society in a single country -- discussed as well as being not just typical for a single country -- is well collected and convincingly presented with a lesson: a specific social phenomenon can be understood well, if one is ready for the adventure of getting to know in detail the enormous complexity of conditions. * Ulrich Teichler, Contemporary Japan *It provides perhaps the most succinct depiction of contemporary Japanese higher education available in English, and it illuminates the little-known phenomenon of family-run educational enterprises. The unique dynamics described by the authors illuminate facets of higher education in Japan and in private sectors worldwide. * Roger L. Geiger, Higher Education Quarterly *Table of ContentsIntroduction: The 'Puzzle' of Japan's Resilient Private Universities 1: The Predicted Implosion of Japan's Private Higher Education System 2: Japanese Private Universities in Comparative Perspective 3: A University under Fire: A Short Ethnography of MGU 1992-2007 4: MGU 2008-2018: The Law School and Other Reforms 5: The Resilience of Japan's Private Universities 6: Private Universities as Family Business

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Book SynopsisMore people than ever are going to graduate school to seek a PhD these days. When they get there, they discover a bewildering environment. The author offers a clear and user-friendly map to this maze. Drawing on decades of experience in academia, he provides a comprehensive, empirically grounded practical guide to academic life.Trade Review"A lot of academics are going to find in this book just what they need to stimulate their own thinking and assessment of their career, whatever stage they're in. Everyone who has worked in an academic position knows what these problems are, sort of, but a large number of professors and scholars refuse to think about them or to consider, calmly and with some reference to realities, what they should do about them. Behind the Academic Curtain will help them sort out what's important to them. It provides a humane perspective on the insoluble dilemmas that inform a scholarly life." -Howard S. Becker, author of Writing for Social Scientists"

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Book SynopsisThis volume offers an explanation of copyright and the ambiguous concept of fair use as they affect and are affected by higher education. Kenneth D. Crews surveys the copyright policies of 98 American research universities.

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Book SynopsisThe recent financial crisis had a profound effect on both public and private universities. Universities responded to these stresses in different ways. This volume presents new evidence on the nature of these responses and how the incentives and constraints facing different institutions affected their behavior.

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Book SynopsisIs romance more important to women in college than grades are? Why do so many women enter college with strong academic backgrounds and firm career goals but leave with dramatically scaled-down ambitions? Dorothy C. Holland and Margaret A. Eisenhart expose a pervasive culture of romance on campus: a high-pressure peer system that propels women into a world where their attractiveness to men counts most.

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Book SynopsisAll of humanity'sproblems stem fromman'sinability to sit quietly in a room alone, Blaise Pascal wrote in 1654. But then there's Walt Whitman, in 1856: Whoever you are, come forth! Or man or woman come forth! / You must not stay sleeping and dallying there in the house. It is truly an ancient debate: Is it better to be active or contemplative? To do or to think? To make an impact, or to understand the world more deeply? Aristotle argued for contemplation as the highest state of human flourishing. But it was through action that his student Alexander the Great conquered the known world. Which should we aim at? Centuries later, this argument underlies a surprising number of the questions we face in contemporary life. Should students study the humanities, or train for a job? Should adults work for money or for meaning? And in tumultuous times, should any of us sit on the sidelines, pondering great books, or throw ourselves into protests and petition drives? With Action versus ContemplatioTrade Review“Engaging. . . . Not guidance counselors but intellectual guides, Summit and Vermeule trace their students’ predicament to the origins of Western philosophy. ‘The rhetoric of action and contemplation,’ they proclaim, ‘is nothing less than the unacknowledged medium of self-understanding in the modern world.’ In their telling, it becomes a medium in which to understand, and criticize, not just the culture of fuzzies and techies at Stanford, but the nature of stress, the appeal of cowboy politicians, the point of education, and the search for meaningful work.” * LA Review of Books *“Summit and Vermeule taught a course at Stanford on this dichotomy between the cultivation of wisdom and the demonstration of skills. Action Versus Contemplation: Why an Ancient Debate Still Matters begins with an appeal for balance rather than conflict when these two realms are juxtaposed. . . . Activity without leisure proves meaningless; downtime without engagement turns purposelessness. Summit and Vermeule, trained as literary critics, aim this brief book towards those who seek to recover a wise balance while never dismissing the life of the mind.” * PopMatters *"Though the book will be valuable to a wide readership, the recurring theme of current trends in education makes it particularly important within the academy. This engaging and clever book will generate important conversations. Highly recommended." * Choice *Shortlist * Phi Beta Kappa: Ralph Waldo Emerson Award *"A fascinating and inspiring tour of big ideas--worth both contemplating and acting on." -- Sarah Bakewell, author of At the Existentialist Cafe"Action versus Contemplation brings a cooling sense of balance to a whole range of important and often highly polarized arguments about technology, work, education, and more. How liberating to discover that we don’t need to choose between nostalgia and philistinism, Captain Ludd and Dr. Pangloss. Even better, the authors give us not just historical elaborations of the theoretical complementarity of action and contemplation, but actual, already-existing examples of the middle position at work today. They show us that, no matter how 'soulless' society seems to become, meaning-seeking behavior does and always will continue." -- William Deresiewicz, author of Excellent Sheep"This is a very subtle and surprising book that nevertheless goes down easy because you expect it to take a side in a binary (i.e., to take your side), but instead it seeks to transcend that binary. There's great generosity of spirit in their writing and thinking, and that generosity will have a salutary effect on all those whose thinking this book will touch. Action versus Contemplation is itself a contemplative document meant to intervene in the world it addresses, to get us to rethink practical matters, and to act in ways that will promote thinking. It urges action as a way of thinking, and thinking as a way of acting, and is a model of what it advocates for." -- William Flesch, Brandeis University"Action Versus Contemplation grew out of an Introduction to Humanities course the authors co-taught at Stanford. They saw beneficial effects in both students’ lives and their own when that 'versus' gave way to an 'and.' They also see evidence—in student surveys, 'locavore' movements, and emerging workplace cultures—that people are searching for new syntheses of action and contemplation. They make keen suggestions throughout the study about how the university should facilitate that search." * Commonweal *"This book will surely appeal to so many categories of intellectuals, from the humanities as well as the sciences, university faculty as well as administrators, and even ordinary people who are [in] search of overcoming the uneasy features of a one-sided life." * Philosophia *Table of ContentsIntroduction1. From Action and Contemplation to Stress and Relaxation2. The Action Bias and the Human Condition3. Science and Humanities4. Work and Leisure5. Public and Private6. A Life of Meaning in a Market WorldConclusion: The University and the WorldAcknowledgmentsNotesBibliography

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Book SynopsisEven as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. This work offers administrators a coherent framework with which to develop and implement programs to promote completion.Trade Review"The best compendium of information on organizational development related to colleges and universities and their students around. It is thoughtful, thorough, and focused on a limited number of areas where a huge number of factors are involved." -John Bean, Indiana University "A valuable, useful guide for institutional dialogue and planning around student retention. Completing College will be welcomed by countless retention committees struggling with the magnitude of their charge and wondering where to start." -David Kalsbeek, DePaul University"

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

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Book SynopsisTrade Review"Reading across the Disciplines truly cuts across disciplines and approaches and shows explicitly why teaching reading should be an integral part of every course. Its exploration of the intersection of reading instruction (and its importance) and SoTL makes this a wonderful book for a general and transdisciplinary audience."—Nicole Simmons, Brock University"Reading across the Disciplines offers a useful set of chapters detailing a range of approaches to dealing with students' reading needs at the college level. As the Introduction points out, there is a real need for instructors across the curriculum to work on reading in every course along with a great deal of resistance to doing so. The more faculty members in all disciplines see a variety of ways to help students with reading, the more likely they are to begin to adopt some of these approaches in their classrooms regardless of their subject areas, a development urgently needed everywhere."—Alice S. Horning, Oakland UniversityTable of ContentsForeword, by Pat HutchingsReading across the Disciplines: An Introduction, by Karen ManarinWays of Reading1. Exploring Readerly Diversity, by Margaret Mackey2. Understandings of Reading, by Nelson Graff, Rebecca Kersnar, Daniel Shapiro, and Ryne Leuzinger3. "Mind the Gap", by Heather C. Easterling and John Eliason4. Understanding how Students across the Disciplines Read Images, by Dana Statton Thompson5. Student Reading of Documentary and Fiction Film, by Elizabeth MarquisReading in Specific Contexts6. Reading-to-Write, by Rosemary Green7. Embedding Scaffolded Reading Practices into the First-Year University Science Curriculum, by Neela Griffiths and Yvonne Davila8. Reading and Relationships in Organic Chemistry, by Brett McCollum and Layne A. Morsch9. Teaching Analytical Reading in Psychology at Alverno College, by Joyce Tang Boyland, Kris Vasquez, Rachel Henry, and Jordan R. Donovan10. Strategies to Promote Reading Compliance and Student Learning in an Introductory Child Development Course, by Trent W. Maurer and Catelyn Shipp11. Read Literature, Read the World, by Angela Zito and Jakob T. Zehms12. Capturing Confusion, by Aimee Knupsky and M. Soledad CaballeroIndex

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

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

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

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

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

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Book SynopsisThis book is an indispensable how-to guide on flourishing when studying abroad, and how to use an international education to begin a fulfilling career after graduation.Written in an engaging and accessible style, using many examples, case studies, and links to resources, the book reduces the stress of studying abroad. Covering all aspects of the international student experience â inside and outside the classroom â the book encourages young people to perform their very best and succeed in their new environment. International students preparing for cross-cultural learning and recent graduates looking for employment will find this book both practical and inspiring.Trade Review"In over 20 years of working with international students I haven’t seen a book that is so tailored to their needs. Studying overseas is challenging but ultimately rewarding. This guide is an A to Z of how to study, work and live abroad successfully. It should be mandatory reading for all international students." — Jane Barrett, co-author of Taking Charge of Your Career"As a university professor who has both studied and taught in several different countries, I strongly recommend A Guide to Studying Abroad, which does exactly what its title promises. Clearly written and accessible, the book features precious insight on how to apply successfully to international programs, adjust to life in a foreign land, ace tests and exams and, finally, on how to get ready for the job market and prepare a winning resume. A must read for current and potential international students from all over the world." — Daniel Béland, Professor, Department of Political Science, McGill University, Montreal, Canada"The Essential Guide to Studying Abroad is an amazing book that answers just about every possible question you might have about studying overseas. It is the "Lonely Planet" for the journey of international students. The book gives practical information for the entire student journey including the step into the job market." — Jelda Veninga, Senior Career Consultant, TIAS School for Business and Society, Netherlands"As a former international student myself and now an international educator who cares deeply about the internationalization of academia, I highly recommend the book. This is an invaluable manual for international students and valuable resource for anyone interested in the success of young people studying abroad." — Naim Kapucu, Professor and Director, School of Public Administration, University of Central Florida, USA"As a university career management professional, working in an increasingly global environment, I find this book immensely helpful. We’re constantly looking for new ways to support our growing body of international students. This book presents inspirational as well as hands-on practical advice." — Cecilia Frietsch, Head of Career Management and Professional Development, Stockholm School of Economics, Sweden"With advice for every step of the way, from considering studying abroad through to completion and next steps, this book provides useful insights and signposts to resources that will aid students to make the most of their international adventure. It is easy to dip in and out of the chapters which cover topics relevant to both prospective and current international students. As a higher education professional advising, teaching and supporting international students, I found it an interesting read and a useful reminder of the whole international student experience." — Julie Blant, Postgraduate Careers Manager, Nottingham University Business School, UK"The guidance this volume offers is based on a full understanding of both the benefits and challenges of studying abroad. The book provides experience-based, practical guidance for getting effectively and strategically prepared to navigate the internationalized higher education and job market. Not only educators and administrators but also tomorrow's international students are strongly encouraged to read this volume." — Masa Higo, Professor, International Student Center, Kyushu University, Japan"With an increasing number of international students in an ever-globalizing world, this book serves as a useful guide for the challenging journey of international students from application to graduation. The book can read section by section tailored to individual needs. Current students will learn how to improve their classroom skills while those soon to graduate will find practical tips for writing resumes and preparing for job interviews. A book that helps every prospective and current international student." — Yunjeong Yang, Professor, Graduate School of International and Area Studies, Hankuk University of Foreign Studies, South Korea"This book is a roadmap for studying abroad, bringing together a wide variety of techniques and skills from academic preparation to securing employment after graduation. Highly recommended for all students seeking international exposure and experience." — Nopraenue Dhirathiti, Acting Vice President for International Relations, and Associate Professor, Faculty of Social Sciences and Humanities, Mahidol University, Thailand"As a former international student, I strongly recommend this book to help international students navigate their way to success." — Irene Blackberry, Chair and Director, John Richards Centre for Rural Ageing Research, La Trobe University, Australia"In over 20 years of working with international students I haven’t seen a book that is so tailored to their needs. Studying overseas is challenging but ultimately rewarding. This guide is an A to Z of how to study, work and live abroad successfully. It should be mandatory reading for all international students."— Jane Barrett, co-author of Taking Charge of Your Career"As a university professor who has both studied and taught in several different countries, I strongly recommend A Guide to Studying Abroad, which does exactly what its title promises. Clearly written and accessible, the book features precious insight on how to apply successfully to international programs, adjust to life in a foreign land, ace tests and exams and, finally, on how to get ready for the job market and prepare a winning resume. A must read for current and potential international students from all over the world." — Daniel Béland, Professor, Department of Political Science, McGill University, Montreal, Canada"The Essential Guide to Studying Abroad is an amazing book that answers just about every possible question you might have about studying overseas. It is the "Lonely Planet" for the journey of international students. The book gives practical information for the entire student journey including the step into the job market." — Jelda Veninga, Senior Career Consultant, TIAS School for Business and Society, Netherlands"As a former international student myself and now an international educator who cares deeply about the internationalization of academia, I highly recommend the book. This is an invaluable manual for international students and valuable resource for anyone interested in the success of young people studying abroad." — Naim Kapucu, Professor and Director, School of Public Administration, University of Central Florida, USA"As a university career management professional, working in an increasingly global environment, I find this book immensely helpful. We’re constantly looking for new ways to support our growing body of international students. This book presents inspirational as well as hands-on practical advice." — Cecilia Frietsch, Head of Career Management and Professional Development, Stockholm School of Economics, Sweden"With advice for every step of the way, from considering studying abroad through to completion and next steps, this book provides useful insights and signposts to resources that will aid students to make the most of their international adventure. It is easy to dip in and out of the chapters which cover topics relevant to both prospective and current international students. As a higher education professional advising, teaching and supporting international students, I found it an interesting read and a useful reminder of the whole international student experience." — Julie Blant, Postgraduate Careers Manager, Nottingham University Business School, UK"The guidance this volume offers is based on a full understanding of both the benefits and challenges of studying abroad. The book provides experience-based, practical guidance for getting effectively and strategically prepared to navigate the internationalized higher education and job market. Not only educators and administrators but also tomorrow's international students are strongly encouraged to read this volume." — Masa Higo, Professor, International Student Center, Kyushu University, Japan"With an increasing number of international students in an ever-globalizing world, this book serves as a useful guide for the challenging journey of international students from application to graduation. The book can read section by section tailored to individual needs. Current students will learn how to improve their classroom skills while those soon to graduate will find practical tips for writing resumes and preparing for job interviews. A book that helps every prospective and current international student." — Yunjeong Yang, Professor, Graduate School of International and Area Studies, Hankuk University of Foreign Studies, South Korea"This book is a roadmap for studying abroad, bringing together a wide variety of techniques and skills from academic preparation to securing employment after graduation. Highly recommended for all students seeking international exposure and experience." — Nopraenue Dhirathiti, Acting Vice President for International Relations, and Associate Professor, Faculty of Social Sciences and Humanities, Mahidol University, Thailand"As a former international student, I strongly recommend this book to help international students navigate their way to success." — Irene Blackberry, Chair and Director, John Richards Centre for Rural Ageing Research, La Trobe University, AustraliaTable of ContentsList of illustrations. Preface.1. Introduction: optimizing success as an international student.Part I: Succeeding in your studies: applying, adjusting, and mastering2. Preparing for international learning. 3. Adjusting to your new environment. 4. Essential classroom skills (I): Exams and essays. 5. Essential classroom skills (II): oral presentations, group work, and becoming a proactive learner.Part II: The Triple M career roadmap: me, market, and match6. Me and market: knowing yourself and potential employers. 7. Match (I): the résumé. 8. Match (II): the interview. 9. Lasting achievements.About the authors.

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Book SynopsisOffering interdisciplinary, evidence-informed discussion and practical resources for using observation as a tool of educational inquiry to enhance understanding and the quality of teaching and learning in higher education, this book draws on forward-thinking, contemporary research.Illustrated with real examples and case studies of collaborative observation from a range of subject areas, it provides a conceptual and practical guide for harnessing observation to better understand the relationship between teaching and learning.This is a must-read book for all those interested and involved in using observation to understand, develop and improve the quality of teaching and learning in higher education.Table of ContentsContentsCover pageList of illustrationsAcknowledgementsChapter 1 – IntroductionChapter 2 – Contextualising the importance of teaching and learning in higher educationChapter 3 – Understanding teaching and learning in higher educationChapter 4 – Developing a scholarly approach to higher education teaching and learningChapter 5 – A review of the role of observation in teaching and learningChapter 6 – Designing and implementing a collegial peer observation schemeChapter 7 – Developing observation and coaching skillsChapter 8 – Collaborative observation between students and staff as a catalyst for meaningful improvementChapter 9 – Unseen observation: an alternative approach to thinking about academics’ professional learningChapter 10 – Concluding commentsIndex

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Book SynopsisExploring what academic podcasting is and what it could be, this book is the first to consider the why, what, and how academics engage with this insurgent, curious craft.Featuring interviews with 101 podcasting academics, including scholars and teachers of podcasting, this book explores the motivations of scholarly podcasters, interrogates what podcasting does to academic knowledge, and leads potential podcasters through the creation process from beginning to end. With scholarship often trapped inside expensive journals, wrapped in opaque language, and laced with a standoffish tone, this book analyses the implications of moving towards a more open and accessible form. This book will also inform, inspire, and equip scholars of any discipline, rank, or affiliation who are considering making a podcast or who make podcasts with the background knowledge and technical and conceptual skills needed to produce high-quality podcasts through a reflexive critique of current practiTrade Review'Scholarly Podcasting: An Insurgent, Curious Craft reminds me of a quilt, lovingly stitched together from the scraps of over a hundred sources. The sources, in this case, are not threadbare shirts and bedsheets but academics who make podcasts, interviewed about why we podcast, what we podcast, and how we podcast. But the art of the book comes from the way the author has stitched these interviews together, letting resonant or discordant perspectives sit side by side and thus resisting a single, authoritative account of a still-emerging scholarly practice.'Hannah McGregor, Associate Professor, Co-Director of the Amplify Podcast Network'A fascinating and practical guide to why and how academics use podcasting to invigorate learning, spread knowledge to a much wider audience, and share the passion that made them scholars in the first place! The oral nature of the interviews is refreshing and relatable, and reflects the accessibility and intimacy that are such valued characteristics of the podcast medium.'Siobhán McHugh, award-winning podcaster and author of 'The Power of Podcasting: Telling Stories Through Sound''What a resource. More than 100 pages of conversations related to academic podcasting. Ian did a great job of corroborating this nuanced insight for those who say podcasting is easy. The book, though focused on scholarly podcasts, highlights all of the layers that are necessary to have a near perfect podcast, which is applicable to anyone producing a podcast. Thanks a mil!'Kim Fox, Founder of PodFest Cairo, Executive producer of Ehky Ya Masr Podcast and Professor at the American University in Cairo'Drawn from the experience of exceptional roster of academics, Ian M. Cook’s synthesises a conceptually insightful and practically useful exploration of scholarly podcasting. Extensive quotations are thematically organised to explore podcasting’s pedagogic and research applications. His interviewees discuss how their scholarly identities are shaped through creative practice along with reflecting on podcasting’s potential disruption of text-based knowledge production and dissemination traditions. Scholarly Podcasting: Why, What, How? is an important addition to "podcast studies" research and is required reading for scholars wanting to enter the sound field of scholarly podcasting.'Dr Dario Llinares, The Cinematologists Podcast and The Podcast Studies Podcast.Table of Contents1. Introduction 2. Why? Because It’s Insurgent 3. What? A Curiosity Generator 4. How? With Craft 5. Annexes

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Book SynopsisThe Theoretical Framework in Phenomenological Research: Development and Application is an introduction to phenomenology in which the authors overview its origin, main ideas and core concepts. They show the application and relevancy of phenomenological tenets in practical qualitative research, as well as demonstrate how aligning theory and method enhances research credibility.In this detailed but digestible explanation of phenomenological theories, the authors explore the ideas of the main founders pertaining to the meaning of perceived reality and the meaning of being, and how these founders articulated their methodologies. In doing so, The Theoretical Framework in Phenomenological Research fills the well-documented gap between theory and practice within phenomenology by providing a much-needed bridge between the foundational literature and applied research on the subject, focusing equally on theory and practice. The book includes practical demTable of Contents1. Pragmatic Perspectives on Phenomenology in Social Research Methods 2. Understanding the Phenomenological Theory of Experience (Consciousness, Intentionality and Essence) 3. Understanding Epoché and Bracketing 4. Navigating Through the Tenets of Phenomenology 5. Understanding the Rationale and Role of Developing Theoretical/Conceptual Framework 6. Developing Theoretical/Conceptual Framework 7. Applying Theoretical/Conceptual Framework (At the Data Analysis Phase) 8. A Guide for Designing Phenomenological Research

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Book SynopsisNegotiating the Complexities of Qualitative Research in Higher Education illuminates the complex nature of qualitative research, while attending to issues of application. This text addresses the essentials of research through discussion of strategies, ethical issues, and challenges in higher education. In addition to walking through the methodological steps, this text considers the conceptual reasons behind qualitative research and explores how to conduct qualitative research that is rigorous, thoughtful, and theoretically coherent. Seasoned researchers Jones, Torres, and Arminio combine high-level theory with practical applications and examples, showing how research in higher education can produce improved learning outcomes for students, especially those who have been historically marginalized. This book will help students in higher education graduate programs to cultivate an appreciation for the complexity and ambiguity of the research and the ways to think through queTable of Contents1. Situating the Research: First Steps 2. Using Theory and Literature to Conceptualize Qualitative Research 3. Designing a Qualitative Study 4. Methodological Approaches 5. Understanding Sampling 6. Challenges in Data Collection 7. Analyzing and Interpreting Data 8. Researchers’ Ethical Responsibilities 9. Researchers’ Obligations to High Quality Research 10. Writing Findings 11. Epilogue: Reflections for the Future

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Book SynopsisThis book is about SOARing to Success: a pedagogy that engages individuals in a structured and supported process of personalised learning, leading to the development of transferable career management and employability skills. The SOAR model (as it has come to be known and used) provides tried and tested ways for educators to implement Personal Development Planning (PDP), Career Development Learning (CDL) and employability agendas. The theoretical concepts and practical activities that are interpreted and integrated within SOAR require all learners to make meaningful dynamic connections within and between Self, Opportunity, Aspirations and Results, through inbuilt requirements for self-reflection, action and interaction, research, analysis and synthesis.Especially relevant for regeneration in the post-pandemic world, this fully updated edition emphasises and addresses the needs to: focusTrade ReviewPraise for the First Edition "This book addresses a key and continuing need: how we support the transition from student to graduate, and lay the foundations for sustainable employability and a fulfilling life in an increasingly competitive world. Arti's book delivers both understanding and practical 'tools' for enabling the shift our students need to make."-Rob Ward, Director, the Centre for Recording Achievement "I found Arti Kumar's book stimulating and refreshing and believe the model would have enabled me to adapt my own teaching in ways that would have greatly enriched my students' learning. I recommend this book to all academics. The tool will certainly make you reflect on your teaching and foster a foundation for lifelong learning in your students."-Michael Pittilo, Principal and Vice-Chancellor of The Robert Gordon University Table of ContentsPART 1: A theoretical and practical approach: integrating and enabling personal, social, academic and career development 1. Introduction: key concepts and aims driving the evolution of SOAR 2. Realizing the potential of SOAR: essential principles of pedagogy 3. Module examples and assessment regimes PART 2: ‘Self’ in the SOAR process: building a MAP for the journey through life 4. Building a ‘Self-MAP’: Who am I? 5. Motivation in the Self-MAP: What are my values, interests and priorities? 6. Ability in the Self-MAP: Which am I capable of achieving? 7. Personality in the Self-MAP: How do I interact with others and with my environment? PART 3: ‘Opportunity’ in the SOAR process 8. Researching and engaging with ‘Opportunity’ 9. Understanding, adapting and creating the changing world PART 4: ‘Aspirations’ in the SOAR process 10. Aspirations: making decisions, solving problems, setting goals and making plans to implement aspirations PART 5 ‘Results’ in the SOAR process 11. Demonstrating results: enhancing competencies for transition beyond HE 12. Evaluating results: learning from feedback and assessing achievements

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Book SynopsisTransforming Learning Through Tangible Instruction offers a transformative, student-centered approach to higher education pedagogy that integrates embodied cognition into classroom practice. Evidence across disciplines makes clear that people learn with their bodies as well as their brains, but no previous book has provided evidence-based guidance for adopting and refining its practice in colleges and universities. Collecting findings from cognitive science, educational neuroscience, learning theories, and beyond, this volume's unique approachradical yet practical, effective yet low-costwill have profound implications for higher education faculty and administrators engaged in teaching and learning. Seven concise chapters explore how physical objects, hands-on making, active construction, and other elements of body and environment can enhance comprehension, memory, and individual and collaborative learning.Trade Review"Well-crafted . . . the book’s analysis supported by basic research and informed by personal experience of what can and should be achieved in higher education classrooms offers powerful arguments for teachers in any discipline, but especially those devoted to the enhancement of teaching and learning through creativity and innovation."—Damian Ruth, Senior Lecturer at Massey University, New Zealand, for Innovations in Education and Teaching InternationalTable of ContentsAcknowledgements Chapter 1. Unnatural Acts: The problem with what we do nowInterlude A: The Crocheted Hyperbolic Plane Chapter 2. The Embodied Learner: Thinking with the whole selfInterlude B: Molecular Models Chapter 3. Thinking With ThingsInterlude C: Diagrams Chapter 4. How Things Shape Our Thinking Interlude D: Qualitative Research SoftwareChapter 5. Abstraction Reconsidered Interlude E. Designing the Future WorldChapter 6. Embodiment RevisitedInterlude F: The Laboratory for Interdisciplinary Design Chapter 7. A Vibrant Learning Ecosystem

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Book SynopsisThis book explores the multicultural and non-Western contexts behind the approaches, problems, and issues that arise in research methodologies when used in relation to educational administration and leadership.This volume argues that increasing internationalisation and diversity of the field requires research methods that better reflect the values, cultures, political systems, and conditions of non-Western communities and countries. Discussing the research methods, data collection practices, interpretive approaches, and research ethics that produce more accurate and authentic results, the book looks at a number of theoretical frameworks and epistemological approaches that inform the development of such methodologies. Traditional methods like sharing circles and storytelling are explored, as well as an examination of social space' in designing methodology aimed at spatial justice' and an exploration of methods for Indigenous communities in East Asia. A valuable resourceTable of ContentsIntroduction: exploring culturally sensitive and Indigenous research methods Part I: Foundational theories and approaches 1. Research traditions of local populations: towards an Islamic research paradigm for Muslim communities 2. Exploring the significance of ‘place’ for culturally sensitive research 3. Ethical, epistemic, relational, and emotional concerns in educational administration and leadership research with Indigenous and minority peoples 4. Meaningful discourse in an undergraduate Spanish capstone class: using critical race theory as a research frame and a bridge to graduate school Part II: Researching, teaching, and individual methods 5. An autoethographic journey into teaching qualitative research methods in the UAE: experiential, curricular and pedagogic, and societal dimensions 6. Collaborative autoethnography as a bricolage: an authentic approach to constructing the eastern-western bridge in educational research Part III: Contemporary and international issues and cases 7. Interviewing medical education leaders: methodological considerations for a Saudi Arabian context 8. Culturally sensitive imperatives for educational administration, leadership, and policy research: for the undocumented in the United States 9. Kia tūhonohono i a tātou: Indigenous research methodologies - early childhood research perspectives and policy initiatives underpinning educational administration and leadership in Aotearoa New Zealand 10. Conclusion: decolonising educational administration and leadership research to protect social institutions, culture, and identity

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Book SynopsisThis book proposes a relational turn in higher education by conceptualizing knowledge and pedagogy as relational and multimodal, analyzed through three dimensions of relationality: social, technological, and environmental.The volume draws on interdisciplinary approaches that make a case for integrating these interconnected and distinct dimensions in higher education theory and practice. Its novelty lies in combining such a variety of perspectives with Peircean semiotics to explore what it means to learn and live relationally. It emphasizes the importance of critical reflection, rooted in an environmental understanding of knowledge and digital media. This approach integrates materiality, place, and space in higher education, positioning caring, critically reflective and imaginative interactions and interpretations as central for knowledge growth. The volume features practical case studies of relational pedagogy through dialogues with diverse higher education practitioners, which embrace expression and creation through more than one dominant modality of communication and being. The book envisions students and educators as relational agents, with relational awareness and responsibility, aware of their multimodal identities. It highlights how a relational multimodal paradigm can serve as a way forward for universities to address global challenges concerning social, (post)digital, and environmental futures.This innovative book will be of interest to scholars, students, teachers, and policymakers in higher education, semiotics and multimodality, as well as postdigital, sociomaterial and futures studies.

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Book SynopsisThis book lays out the principles and practices of transformative sustainability education using a relational way of thinking and being.Elizabeth A. Lange advocates for a new approach to environmental and sustainability education, that of rethinking the Western way of knowing and being and engendering a frank discussion about the societal elements that are generating climate, environmental, economic, and social issues. Highlighting the importance of Indigenous and life-giving cultures, the book covers educational theory, transformation stories of adult learners, social and economic critique, and visions of changemakers. Each chapter also has a strong pedagogical element, with entry points for learners and embodied practices and examples of taking action at micro/meso/macro levels woven throughout. Overall, this book enacts a relational approach to transformative sustainability education that draws from post humanist theory, process thought, relational ontology, decolonizationTable of Contents1 Seeding Life-Giving Cultures 2 How Did We Get Here? 3 Waves of Environmentalism, Development, and Backlash 4 Environmental Education 5 Sustainability Education 6 Transformative Sustainability Education 7 The Modern Story of Education 8 Our Great Work: Reimagining Education and our Future

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Book SynopsisThis innovative book problematises the internal relationships within and between the intercultural and the political in education. It engages in a critical dialogue with current practices and discourses, and the focus on the political' offers an alternative trajectory to explore interculturality within education.Drawing on international research and consolidated with application of top interdisciplinary theories in the field, Dervin and Simpson alert us to the current dangers of treating interculturality loosely in education. The authors engage in a dialogue to encourage readers to examine the meaning of interculturality and the state of research in education today, suggesting that we move beyond merely rehearsing theories, concepts and methods. More importantly they urge researchers, teachers and students to question Western-centric ideologies of interculturality.Intercultural and the Political Within Education is a must read for those who arTable of Contents1. Characterising Interculturality 2. Who was influential in the ways we understand interculturality? 3. How does intercultural research and education influence experiences of interculturality? 4. Can we prepare / get prepared for interculturality? 5. What is the state of research on interculturality today? 6. The intercultural is always ideological and political

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Book SynopsisDrawing on a wide range of international research, reflections and experiences of univeristy historians, this book links theory and practice and examines how high quality history teaching and learning can be acheived today in universities world wide.Table of ContentsChapter 1 Introduction; Chapter 2 Learning History For Understanding; Chapter 3 History Learning From The Student Perspective; Chapter 4 Approaches to Teaching History; Chapter 5 Creating a Context for Learning; Chapter 6 Strategies for Active Learning in the History Classroom; Chapter 7 Promoting Independence in Learning; Chapter 8 Assessing for Understanding; Chapter 9 Developing Understanding of Teaching;

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Book SynopsisThis is a book about the ethics of teaching in the context of higher education. While many books focus on the broader socially ethical topics of widening participation and promoting equal opportunities, this unique book concentrates specifically on the lecturer's professional responsibilities. It covers the real-life, messy, everyday moral dilemmas that confront university teachers when dealing with students and colleagues - whether arising from facilitated discussion in the classroom, deciding whether it is fair to extend a deadline, investigating suspected plagiarism or dealing with complaints. Bruce Macfarlane analyses the pros and cons of prescriptive professional codes of practice employed by many universities and proposes the active development of professional virtues over bureaucratic recommendations. The material is presented in a scholarly, yet accessible style, and case examples are used throughout to encourage a practical, reflective approach.Teaching With IntTrade Review'Overall, this is an enjoyable book written in a lucid style with clear guidelines, supported by case studies ... Put forward as fresh thought on the processes and contexts of higher education teaching, the book provides practical guidance on professional and ethical aspects of university teaching and is a reminder to senior university management of the intrinsically valuable and difficult task of teaching in a mass higher education context.' - William Scarff, University of Wolverhampton Business School, UKReviewed in the Times Higher Education Supplement 'Ethics means a degree of trust' - '[Bruce Macfarlane] argues that in order for learners to think critically and challenge conventional wisdom, the lecturer's first ethical consideration must be to protect and foster student academic freedom.' Table of ContentsPart 1: The professional and ethical context 1. The pedagogic gap 2. The lost dimension 3. The case method Part 2: Professional practice 4. Teaching 5. Assessing 6. Evaluating 7. Managing Part 3: Identifying the virtues 8. Points of departure 9. Teaching with integrity 10. Virture under pressure

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Book SynopsisResearchers in education are interested in the study of learners, teachers, professional support staff, parents and other participants in schools and other educational institutions. To be effective, research needs to be carried out in a systematic way and should contribute to what is known. If you are interested in education research and want to learn how to become an effective researcher, then this step-by-step guide is for you. For many students the first research project is the most daunting but this book will help ensure its success. Beginning Research is a practical toolkit of resources that will enable students to plan, conduct and follow up research effectively. It contains information on the range of methods available to researchers and introduces some of the key concepts associated with education research and the theoretical background against which it currently takes place. Designed for anyone working in an education setting, by reading through eaTrade Review'In Beginning Research the author has succeeded in her mission to provide a practical resource which demystifies the research process and puts the tools of research firmly in the hands of the practitioner. Highly recommended.' - Early Years Update'An extremely useful and practical book for foundation degree students. Highly recommended.' - Dr Les Garner, University of Greenwich, UKTable of Contents1. Introduction: What is Research and Why Should We Do It? 2. Ethical Issues in Research 3. Your Personal Research: Framing Your Research 4. Before Research: Using the Literature and Other Sources 5. Looking at Research: Questionnaires 6. Doing Research: A Practical Guide to Questionnaire Design 7. Looking at Research: Observations 8. Doing Research: Managing Observations 9. Looking at Research: Interviews 10. Doing Research: Successful Interviewing 11. Analysing Research 12. Presenting Research Findings: Putting it all Together

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Book SynopsisThis book addresses a set of interlocking and overlapping big questions that ‘sit’ behind the plethora of doctoral advice texts and run through the practice of knowledge/identity work.Table of ContentsPart I Introduction Why the doctoral companions? Pat Thomson & Melanie Walker 1. The changing nature of the doctorate and doctoral students Pat Thomson & Melanie Walker Part II Becoming and being a doctoral student 2. Ignorance in educational research - How not knowing shapes new knowledge? Jon Wagner 3. When qualitative meets quantitative: Conversations about the nature of knowledge Erica McWilliam & Jennifer Pei-Ling Tan 4. Interdisciplinarity and transdisciplinarity - Diverse purposes of research: theory-oriented, situation-oriented, policy-oriented Des Gasper 5. The necessity and violence of theory Stephen J. Ball 6. Bringing theory to doctoral research Kalervo N. Gulson & Robert J. Parkes 7. Seeking the single thread: the Conceptual Quest Feng, Su, Jon Nixon and Bob Adamson 8. Theory and narrative in the production of knowledge Jean Barr 9. Making sense of supervision: Deciphering feedback Anthony Paré 10. Entering the gates of the elect: obtaining the doctorate in education in South Africa Crain Soudien 11. Weaving the threads of doctoral research journeys Jerry Wellington Part III Coming to terms with research practice 12. Its been said before and we’ll say it again – research is writing Pat Thomson & Barbara Kamler 13. Getting to grips with research in education and the social sciences - Research questions: what’s worth asking and why? John Pryor 14. Research questions: What’s worth asking and why? Andrew Brown 15. There is no golden key’: overcoming problems with data analysis in qualitative research Helen Colley 16. Dealing with analysis Ann-Marie Bathmaker 17. Researching with large datasets: learning to think big when small is beautiful Andy Noyes 18. Doing data analysis Stephen Gorard 19. Argumentation and the Doctoral Thesis: theory and practice Monica McLean 20. Writing research Maria Piantanida & Noreen B. Garman 21. 'Guilty knowledge' - the (im)possibility of ethical security in social science research- qualitative research: ethics in the swamplands Kevin Williams 22. Dangerous reflexivity: rigor, responsibility, and reflexivity in qualitative research Wanda S. Pillow 23. Emotions and being a doctoral student Chaya Herman Part IV Making a contribution to knowledge 24. Quality agenda and doctoral work: The tactic, the new agendas, the changing contexts Lyn Yates 25. Generating practitioner knowledge through practitioner action research: moving from local to public knowledge Gary L. Anderson & Kathryn Herr 26. Coyote and Raven talk about equivalency of other/ed knowledges in research Peter Cole & Pat O’Riley 27. Knowledge in context: Whose knowledge and for what context? Qing Gu 28 . Open access and the ongoing transformation of scholarly publishing: A guide for doctoral students Robert Lucas & John Willinsky 29. Inner university, knowledge workers, and limitality Tomasz Szkudlarek 30. Global students for global education research? Ian Menter, Joana da Silveira & Radhika Gorur 31. The impact of research on education policy: the relevance for doctoral researchers Bob Lingard Part V Conclusion 32. Last words: why doctoral study? Pat Thomson & Melanie Walker

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Book SynopsisProviding a comprehensive guide for understanding, interpreting and synthesizing qualitative studies, An Introduction to Qualitative Research Synthesis shows how data can be collated together effectively to summarise existing bodies of knowledge and to create a more complete picture of findings across different studiesThe authors describe qualitative research synthesis and argue for its use, describing the process of data analysis, synthesis and interpretation and provide specific details and examples of how the approach works in practice. This accessible book: fully explains the qualitative research synthesis approach; provides advice and examples of findings; describes the process of establishing credibility in the research process; provides annotated examples of the work in process; references published examples of the approach across a wide variety of fielTrade Review"[This] is a book well worth reading due to the strong content and the valuable procedures which Major and Savin-Baden provide….a qualitative researcher has an excellent toolbox in this text….a strong book and a good read for anyone who is interested in qualitative research synthesis."--The Qualitative Report "This text will serve as a benchmark in the development of this nascent methodological approach and is for all who rely on the findings of qualitative research studies in their own research....Highly recommended."--CHOICE Table of Contents@contents: Selected Contents: Introduction Part 1: Arguing for qualitative research synthesis 1. Making the case for qualitative research synthesis 2. Comparing qualitative research synthesis with other approaches Part 2: Doing qualitative research synthesis 3. Designing the synthesis 4. Analyzing, synthesizing and interpreting studies 5. Establishing plausibility in qualitative research synthesis 6. Presenting the synthesis Conclusion Part 3: Resources Examples of studies using qualitative research synthesis Sample article, Annotated Qualitative research synthesis bibliography, texts and studies End matter Works Cited Index Glossary

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Book SynopsisNecessary Conditions of Learning presents a research approach (phenomenography) and a theory (the variation theory of learning) introduced and developed by Ference Marton and taken up by his wide and varied following around the world—together with their practical applications in educational contexts. Trade Review"Marton has provided an outstanding exposition of his lifetime’s thought. Through describing research and teaching in a variety of subjects he exemplifies the theory of learning through discernment of variation. This stimulating and scholarly book acts both as a handbook for design of teaching and teaching materials, and as a basis for understanding more about learning in educational contexts."Anne Watson, University of Oxford, UK Table of ContentsPreface1. What makes humans human? Cultural evolutionThe species that teaches its offspringThe origin of pedagogyLearning from othersLearning as a by-product and learning as an aim"De-pedagogizing" learningPedagogies of learningTeachers’ professional knowledgeWhat this book is about2. What is to be learned? What matters? Organizing learningWhat is to be learned? Learning as differentiationDifferent meanings of what is to be learned3. Sameness and difference in learningThe problem with direct referenceDiscerning features that have been discerned previouslyDiscerning features that have not been discerned previouslyWe do have to learn to discern features whether or not they are innateLearning to discern novel features and aspectsDimensions of variation, and values* Neither from the specific to the general, nor the other way aroundPatterns of variation and invarianceThe path of learningCritical aspects and critical features againWhy is the experience of difference, against a background of the experience of sameness, necessary for learning to discern novel features and novel aspects?DelimitationGroupingDifferences and experienced differencesDiscernment, difference, simultaneityDiscerning and learning to discernUsing the known to prepare for the unknownThe transfer of learning4. What does the world look like to others? The revelation of Jonas EmanuelssonWhat is to be learned, again: Ways of seeingFinding critical aspectsThe learner’s perspective and the observer’s perspectiveLogic and understandingAsking questionsAnalyzing answersThe idea of phenomenographyQualitative differences in learning, specific to specific objects of learning5. The art of learningLearners generating patterns of variation and invarianceDiscoveries as discernmentsInnovations and the opening up of new dimensions of variationFinding novel meanings6. Making learning possibleThree faces of the object of learningNecessary conditions of necessary conditions of learningThe origin of differencesAnalysing lessonsComparing teachingRelating learning and teaching to each otherBringing about learning: Patterns of variation and invariance as tools for planning and conducting teachingBringing learning about: Implementing patterns of variation and invarianceBringing about learning: The order of thingsHierarchical and sequential structure in reading and writingCan the "art of learning" be learned?There are no teaching experimentsPutting conjectures to the testThe Chinese connection7. Learning to help others to learnWhat teachers have to be good at

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Book SynopsisTeaching is changing. It is no longer simply about passing on knowledge to the next generation. Teachers in the twenty-first century, in all educational sectors, have to cope with an ever-changing cultural and technological environment. Teaching is now a design science. Like other design professionals â architects, engineers, programmers â teachers have to work out creative and evidence-based ways of improving what they do. Yet teaching is not treated as a design profession. Every day, teachers design and test new ways of teaching, using learning technology to help their students. Sadly, their discoveries often remain local. By representing and communicating their best ideas as structured pedagogical patterns, teachers could develop this vital professional knowledge collectively.Teacher professional development has not embedded in the teacherâs everyday role the idea that they could discover something worth communicating to other teachers, or build on each othersâ ideas. Could the culture change? From this unique perspective on the nature of teaching, Diana Laurillard argues that a twenty-first century education system needs teachers who work collaboratively to design effective and innovative teaching.Trade ReviewAll the national and international accolades that appear in the book and on the back cover of Teaching as a Design Science are justly deserved; this is an innovative endeavor by a visionary author, Diana Laurillard. This text is rich in research studies and the use of digital technologies to enhance learning." —Teachers College Record "The book is written for teachers at all levels, although it will probably be of primary interest to higher education faculty who have the time and resources to explore the ideas presented. It will also be valuable to educational researchers for [Laurillard’s] very thorough summary and synthesis of the literature pertaining to teaching, technology, and the design of instruction."—Educational TechnologyTable of ContentsChapter 1: Teaching as a design science The role of technology Learning about teaching Education as a design science Design patterns for learning The foundations for teaching as design Chapter 2: What is formal learning? Introduction The view from the educational establishment The view from the workplace The view from educational theorists Teachers’ views of formal learning Concluding points Chapter 3: What students bring to learning Introduction Student engagement Intellectual characteristics Formal and informal learning contexts Summary Chapter 4: What it takes to learn Introduction What happens in learning Making learning happen Summary Chapter 5: What it takes to teach Introduction Factors infulencing the design of teaching Approaches to designing for learning Aligning goals, activities and assessment Monitoring alternative conceptions Scaffolding theory-generated practice Fostering conceptual change Encouraging metacognition Teaching as design A principled approach to designing for learning Summary Chapter 6: Motivating and enabling the learning cycle Introduction The under-performance of learning technologies A framework for analysing formal learning Technologies for teaching-learning activities The framework as a design analysis tool The idea of pedagogical patterns Summary Chapter 7: Learning through acquisition Introduction Learning through acquisition Teaching using narrative presentation Structuring a narrative presentation How can digital technologies help? Preparing students for learning through acquisition Capturing pedagogical patterns Summary: designing for learning through acquisition Chapter 8: Learning through inquiry Introduction Learning through inquiry Inquiry learning in the Conversational Framework How can digital technologies help? Pedagogical patterns for inquiry learning Summary: designing for learning through inquiry Chapter 9: Learning through discussion Introduction Learning through discussion Discussion-based methods How can digital technologies help? The pedagogy of learning through discussion Pedagogical patterns for discussion learning Summary: designing for learning through discussion Chapter 10: Learning through practice Introduction Learning through practice Learning through practice in formal education How can digital technologies help? Pedagogical patterns for learning through practice Summary: designing for learning through practice Chapter 11: Learning through collaboration Introduction Learning through collaboration How can digital technologies help? Pedagogical patterns for collaborative learning Summary: designing for learning through collaboration Chapter 12: Teaching as developing pedagogical Patterns Introduction Requirements for a design science Representing patterns for learning Exploring the idea of pedagogical patterns Learning design tools and resources Collaborative learning for teachers Concluding points. References

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Book SynopsisEssential Actions for Academic Writing is a writing textbook for all beginning academic students, undergraduate or graduate, to help them understand how to write effectively throughout their academic and professional careers.

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Book SynopsisThis scrupulously researched and entertaining study of women's education at Cambridge is a book for the general reader as well as the specialist. It reveals a sorry tale of academic intrigue and prejudice. Picking her way through the complicated paths of university politics, the author enlivens her story with accounts of the many characters who were caught up in the battle. First published by Gollancz in 1975, this book is now reissued in paperback, with an extended new Introduction by Gillian Sutherland, to commemorate the fiftieth anniversary of the first formal admission of women to degrees at Cambridge.Trade Review'… an admirably well written account of a long, involved and deplorable story ... the author remains remarkably cool and objective throughout the book.' T. B. Howarth, The Times Educational Supplement'… a model of what such a study should be'. Barbara Wootton, he Freethinker' … the story is a fascinating one … Tullberg unravels the most complicated web of issues and alliances'. CambridgeTable of ContentsIntroduction to the revised edition of Women at Cambridge Gillian Sutherland; Preface to the revised edition; Notes on research material; 1. Introduction; 2. Local examinations; 3. The Schools Enquiry Commission and plans for a college for women; 4. The foundation of the Cambridge colleges for women; 5. 1881 admission to examinations; 6. 1887 the damp squib; 7. Interlude; 8. A new campaign; 9. A temporary wave of reaction?; 10. A men's university: round four; 11. Epilogue: the raising of a Proctor's hat; Appendices; Bibliography.

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Book SynopsisAn accessible, example-based guide to effective strategies for exciting, modern and successful academic and business lectures. The author, who has received numerous institutional, provincial, and international teaching and lecturing awards, draws from his experiences. Further resources including lecture slides and videos of presentations available through www.cambridge.org/9780521876100.Table of ContentsPreface; 1. Introduction; 2. The lecturing mindset; 3. Old school basics; 4. General lecturing principles; 5. At the beginning of the lecture; 6. Things you should be aware of during the lecture; 7. Effective tools/tricks to energize your lecture; 8. Common mistakes that turn good lectures into disasters; 9. At the end of the lecture; 10. The art of academic lecturing; 11. Making lectures come to life through labs; 12. Lecturing in non-academic contexts; 13. The mechanics of professional presentations; 14. Final words; Appendix; References; About the author; Index.

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Book Synopsis

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Book Synopsis

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