Entry Points To Us Education
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| Author | : Jing Luan |
| Publisher | : STAR SCHOLARS PRESS |
| Total Pages | : 372 |
| Release | : 2024-05-27 |
| Genre | : Education |
| ISBN | : 1957480327 |
Entry Points to US Education: Accessing the Next Wave of Growth focuses on the imperative need to modernize international education as a result of the changes in international student mobility. Centered around the ten entry points, the book looks into the distinct preferences and approaches of Generation Z (Gen Z) students, offering data-driven strategies to navigate the ten entry points to U.S. undergraduate degrees. This book also provides actionable strategies and model practices and encourages a national dialogue around student engagement to enhance (in the context of) global mobility. Editors Jing Luan is Provost Emeritus of San Mateo Colleges of Silicon Valley (San Mateo County Community College District) and former President of the Association of International Enrollment Management. Leilt Habte is the Associate Director of the Transfer Center at the University of California Berkeley Center for Educational Partnership. David L. Di Maria is a Senior International Officer and Associate Vice Provost for international education at the University of Maryland, Baltimore County. Krishna Bista is a Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University, Baltimore, Maryland. Paperback available on Amazon https://www.amazon.com/dp/1957480327
| Author | : Ana M. Martínez-Alemán |
| Publisher | : JHU Press |
| Total Pages | : 342 |
| Release | : 2015-06-01 |
| Genre | : Education |
| ISBN | : 1421416662 |
An essential guide to incorporating critical research into higher education scholarship. Winner of the Outstanding Publication Award of the Post-secondary Education Division of the American Educational Research Association Critical theory has much to teach us about higher education. By linking critical models, methods, and research tools with an advocacy-driven vision of the central challenges facing postsecondary researchers and staff, Critical Approaches to the Study of Higher Education makes a significant—and long overdue—contribution to the development of the field. The contributors argue that, far from being overly abstract, critical tools and methods are central to contemporary scholarship and can have practical policy implications when brought to the study of higher education. They argue that critical research design and critical theories help scholars see beyond the normative models and frameworks that have long limited our understanding of students, faculty, institutions, the organization and governance of higher education, and the policies that shape the postsecondary arena. A rigorous and invaluable guide for researchers seeking innovative approaches to higher education and the morass of traditionally functionalist, rational, and neoliberal thinking that mars the field, this book is also essential for instructors who wish to incorporate the lessons of critical scholarship into their course development, curriculum, and pedagogy.
| Author | : Carl Mirra |
| Publisher | : McFarland |
| Total Pages | : 237 |
| Release | : 2008-03-31 |
| Genre | : Political Science |
| ISBN | : 0786433213 |
In light of the United States' "age of terrorism" and the controversial involvement in the war in Iraq, U.S. policies toward diplomatic peace education are coming under increasing scrutiny. This book evaluates the prospects for effective U.S. peace education in the context of post-1945 U.S. foreign policy. The work first documents the disparity between U.S. pronouncements about protecting human rights and the country's systematic erosion of those rights in the international arena. Second, it evaluates the challenges that the war on terrorism poses for peace education and explores the importance of international treaties in upholding security. A final section explores new ways of thinking and relating that are ultimately necessary for the realization of nonviolent peacekeeping efforts. Designed as a resource text for U.S. educators, the text offers concrete proposals for addressing contentious foreign policy issues in the classroom and includes an appendix of primary documents and sample questions for easy use.
| Author | : |
| Publisher | : |
| Total Pages | : 700 |
| Release | : 1969 |
| Genre | : Federal aid to higher education |
| ISBN | : |
| Author | : United States. Congress. Economic Joint Committee |
| Publisher | : |
| Total Pages | : 712 |
| Release | : 1969 |
| Genre | : Federal aid to higher education |
| ISBN | : |
| Author | : Marguerite Lukes |
| Publisher | : Multilingual Matters |
| Total Pages | : 219 |
| Release | : 2015 |
| Genre | : Education |
| ISBN | : 1783093439 |
This book provides an accessible and academically rigorous commentary on immigrant young adults' educational experiences. With a particular emphasis on Latino immigrants, this book is the first of its kind to present research on dropouts from this community as a unique subgroup, making it relevant to policy-makers, academics and practitioners.
| Author | : United States. Congress. House. Committee on Education and the Workforce. Subcommittee on 21st Century Competitiveness |
| Publisher | : |
| Total Pages | : 62 |
| Release | : 2004 |
| Genre | : Education |
| ISBN | : |
| Author | : Alison Fuller |
| Publisher | : Routledge |
| Total Pages | : 193 |
| Release | : 2011-04-26 |
| Genre | : Education |
| ISBN | : 1136726462 |
Extending the chance for people from diverse backgrounds to participate in Higher Education (HE) is a priority in the UK and many countries internationally. Previous work on widening participation in HE however has focussed on why people choose to go to university but this vital new research has focussed on looking at why people choose not to go. Moreover, much of the extant literature concentrates on the participation decisions of teenagers and young adults whereas this book foregrounds adult decision-making across the life-course. The book is also distinctive because it focuses on interview data generated from across the membership of inter-generational networks rather than on individuals in isolation, in order to explore how decision-making about educational participation is a socially embedded, rather than an individualised, process. It draws on a recent UK-based empirical study to argue that this network approach to exploring educational decision making is very productive and helps create a comprehensive understanding of the historically dependent, personal and collective aspects of participation decisions. This book examines, therefore, the ways in which (non-) decision-making about HE is embedded within a range of social networks consisting of family, partners and friends, and to what extent future participation in HE is conceived as within the bounds of possibility. It: provides a conceptual framework for understanding the value of network-based decision-making about participation in HE, in the light of the changing historical and policy contexts in which it is always located; highlights the importance of researching the socially embedded narratives of ‘ordinary people’ in order to critique the deficit discourse which dominates debates about widening participation in HE; discusses the policy and practice implications of the network-based approach for widening participation and educational institutions.
| Author | : Kristi L. Bowman |
| Publisher | : Oxford University Press |
| Total Pages | : 761 |
| Release | : 2021 |
| Genre | : Law |
| ISBN | : 0190697407 |
This handbook is currently in development, with individual articles publishing online in advance of print publication. At this time, we cannot add information about unpublished articles in this handbook, however the table of contents will contunue to grow as additional articles pass through the review process and are added to the site. Please note that the online publication date for this handbook is the date that the first article in the title was published online.
| Author | : Tracey Tokuhama-Espinosa |
| Publisher | : Teachers College Press |
| Total Pages | : 129 |
| Release | : 2021 |
| Genre | : Education |
| ISBN | : 0807779652 |
This practical resource draws on the best of neuroscience to inform decision-making about digital learning. We live in unprecedented times that have pushed schools to make many decisions that have been postponed for years. For the first time since the inception of public education, teachers have been invited to redesign the learning landscape by integrating an intelligent selection of digital educational resources and changing pedagogical approaches based on information from the learning sciences. This handbook will help teachers make the most of this opportunity by showing them how to use digital tools to differentiate learning, employ alternative options to standardized testing, personalize learning, prioritize social-emotional skills, and inspire students to think more critically. The author identifies some gems in quality teaching that are amplified in online contexts, including 40 evidence-informed pedagogies from the learning sciences. This book will help all educators move online teaching and learning to new levels of confidence and success. Book Features: Provides quick references to key planning tools like decision-trees, graphics, app recommendations, and step-by-step directions to help teachers create their own online learning courses.Guides teachers through a 12-step model for instructional design that meets both national and international standards.Shows educators how to use an all-new Digital Resource Taxonomy to select resources, and how to research and keep them up to date.Explains why good instructional design and educational technology are complementary with best practices in learning sciences like Mind, Brain, and Education Science.Shares ways teachers can leverage technology to create more time for the personalized aspects of learning. Shows educators how to design online courses with tools that let all students begin at their own starting points and how to differentiate homework.Offers evidence-informed pedagogies to make online intimate and authentic for students.
