Critiques and calls for reform have existed for decades within music education, but few publications have offered concrete suggestions as to how things might be done differently. Motivated by a desire to do just that, College Music Curricula for a New Century considers what a more inclusive, dynamic, and socially engaged curriculum of musical study might look like in universities. Editor Robin Moore creates a dialogue among faculty, administrators, and students about what the future of college music instruction should be and how teachers, institutions, and organizations can transition to new paradigms. Including contributions from leading figures in ethnomusicology, music education, theory/composition, professional performance, and administration, College Music Curricula for a New Century addresses college-level curriculum reform, focusing primarily on performance and music education degrees, and offer ideas and examples for a more inclusive, dynamic, and socially engaged curriculum of applied musical study. This book will appeal to thoughtful faculty looking for direction on how to enact reform, to graduate students with investment in shaping future music curricula, and to administrators who know change is on the horizon and seek wisdom and practical advice for implementing change. College Music Curricula for a New Century reaches far beyond any musical subdiscipline and addresses issues pertinent to all areas of music study.

This textbook for in-service and pre-service training uses the "reflective teaching" approach as popularized by Andrew Pollard. The book is written to coincide with the introduction of Further Education National Training Organisation (FENTO) standards - every tutor will have to demonstrate that s/he can meet these standards. Covering both further and adult education, the textbook is written in a variety of styles to suit different kinds of readers: each chapter contains narrative/description of typical issues and incidents, theoretical explanation, practical advice (with checklists) and questions. It is designed to suit both course adoption and individual learning.

The only overview of research on the uniquely American community college system, which is increasingly becoming the site of entry for students seeking a higher education. This new volume shows why America's community colleges increasingly find themselves at the epicenter of social conflict, surrounded by unresolved questions such as: In a country based on the notion of equal opportunity, shouldn't all high school graduates have access to higher education? Are access and excellence really compatible? What is the real work of community colleges? Is it to provide transfer programs for students going on to baccalaureate colleges or training workers for careers in business and industry? In this comprehensive guide, readers will find not only a solid grounding in the latest research on these difficult questions but also a thoughtful analysis of the social forces that gave rise to American community colleges and still shape them today. Five narrative chapters address the history, evolution, and current issues facing community colleges Three additional chapters include a chronology; a listing of organizations, associations, and agencies; and an annotated listing of print and nonprint resources

Mark Van Doren, the noted literary scholar, once remarked, "The college is meaningless without a curriculum, but it is more so when it has one that is meaningless." Many current critics of undergraduate curricula in America assent to the crucial need for programmatic renewal in our colleges and universities. They bemoan the cookie-cutter sameness in far too many of them. The oddity is that U.S. colleges have long touted their "diversity" while largely holding fast to rather traditional pathways. This illuminating volume goes beyond formulaic nuts-and-bolts recipes for constructing curriculum: it seeks to interpret and analyze the contemporary landscape of college curriculum. Yet it also hopes to heighten pedagogic horizons in more imaginative, innovative ways by presenting actual curricula from more distinctive academic offerings. This book will stimulate vitally needed "out-of-the-box" thinking about curricula among faculty, administrators, and students, and ultimately invite the emergence of more radically diverse visions and realities for today's college curriculum.

This volume brings together a breadth of new research on how service-learning - combining community-based experiential learning with classroom instruction - can best be employed at community colleges. It discusses outcomes and best practices for all involved, covers both theory and practice, and draws on both qualitative and quantitative methods.

This book is located at the interface of online learning within a context of English language studies and academic literacy and is underpinned, from a critical theoretical perspective, by an understanding of the implications of the digital divide for developing countries worldwide. The work is an exploration of online learning in an undergraduate English language and academic literacy classroom at a university in South Africa, and theorises the need for technology in developing countries as a means of social inclusion. The aim is to explore the extent to which communities of practice are enabled in an online environment, among English non-mother tongue speakers from technologically under-resourced backgrounds. This study examines the extent to which the students participate, negotiate meaning, and construct identities in online spaces. From a sociocultural perspective this book locates learning as a form of interaction and co-participation, and argues that learning occurs within specific contexts, hence the focus on how individuals become members of 'communities of practice'.

This book documents how preservice and inservice English teachers negotiate the transfer of the social justice pedagogies they learn in university methods classes to their own work as beginning full-time teachers. Based on a set of teacher narratives, this critical and evidence-based view of English teachers' interpretations of, responses to, and embodiments of social justice explores the complex shifts and concessions that English teachers often make when transitioning between preservice and inservice spaces - shifts which cause teachers to embrace and negotiate a social justice agenda in their classrooms, or for some, to modify, or even abandon it altogether. This work also offers a fresh perspective on the specific, context-dependent pathways and mechanisms through which English teachers enter school culture and respond to their own racial, sexual, and financial positions in relation to the gendered, raced, and classed positions of their schools, students, and classrooms. The book will be useful to social justice researchers, English teacher educators, inservice and preservice teachers, policymakers, cross-disciplinary teacher education fields, and interdisciplinary audiences, particularly in the fields of anthropology, sociology of education, philosophy, and cultural studies.

According to the findings of this study, college women do not typically use drugs simply for the sake of taking drugs. Drug use was viewed as a part of relationships, and for some of these women, a very important part. Within their relationships, these women socially constructed drugs in traditional (i.e., using discourses of morality, legality, and health/personal safety) ways. They also tended to arrange drugs hierarchically--they created what the author labels an individualized drug acceptability ranking that helped them determine their drug using limits.

This study suggests that the decisions to use drugs are more complicated than previous literature has suggested. Studies attempting to find correlations between college student drug use, personality traits of drug abusers, gender differences, racial differences, parental influences and educational influences continue to dominate the literature on college student drug use. This book provides a starting point and an invitation to listen to more voices to determine other factors that influence one's drug using decisions.

A volume in Science & Engineering Education SourcesSeries Editor Calvin S. Kalman, Concordia UniversityThis book is intended to offer college faculty members the insights of thedevelopment of reasoning movement that enlighten physics educators in thelate 1970s and led to a variety of college programs directed at improving thereasoning patterns used by college students. While the original materials weredirected at physics concepts, they quickly expanded to include other sciencesand the humanities and social sciences. On-going developments in the fieldwill be included.The editors have introduced new topics, including discussions of Vygotsky's ideas in relation to those of Piaget, of science education research progress since 1978, of constructivist learning theory applied to educationalcomputer games and of applications from anthropology to zoology. These materials are especially relevant forconsideration by current university faculty in all subjects.

This intriguing book reflects on the conditions on college campuses that give rise to words and acts of hate, on the consequences of these episodes, and on strategies intended to improve intergroup harmony. Using the speech given by Nation of Islam spokesperson Khalid Abdul Muhammad at Kean College in 1993, the book begins with a consideration of the societal trends affecting today's college student, including the increasing economic uncertainty that characterizes their future and the hostility and fragmentation that characterizes their present. Attitudinal changes have proven to be widespread, as more Americans have begun to view the world through the lenses of political, social, and economic self-interest, calling prevailing equity policy into question and giving new life to identity politics. Since issues of affirmative action, multiculturalism, and political correctness are at the core of the national debate and command the attention of college students, each is addressed in detail. A discussion of what prompted Kean students to invite Muhammad follows a consideration of the current status of intergroup relations on campuses across the nation. This examination covers the inescapable conclusion that, despite the desires of most students for positive relations with people of other groups, there are serious gaps to be bridged.

Shemlan, a small, once unknown village in the hills overlooking Beirut, became notorious throughout the Middle East when Bertram Thomas chose it as the location for the Middle East Centre for Arab Studies (MECAS) in 1947. The knowledge that a western government was taking pains to teach its citizens Arabic and inform them of Arab history, society and religion made the Arabs suspicious. The success of MECAS in producing specialists who were the envy of other governments produced doubt and anxiety. The power of MECAS to attract British but also foreign diplomats and businessmen should have made it a profitable enterprise; instead there was constant penny-pinching and reluctance to invest. In retrospect it looks like an excellent idea developed by improvisation through its early troubles which was then allowed to die in its prime. Was it yet another example of a British invention unexploited?

Never before have the women of the Capetian royal dynasty in France been the subject of a study in their own right. The new research in Capetian Women challenges old paradigms about the restricted roles of royal women, uncovering their influence in social, religious, cultural, and even political spheres. The scholars in the volume consider medieval chroniclers' responses to the independent actions of royal women as well as modern historians' use of them as vehicles for constructing the past. The essays also delineate the creation of reginal identity through cultural practices such as religious patronage and the commissioning of manuscripts, tomb sculpture, and personal seals.

Central Asia is a region singularly marked by attempts to transform social life by transforming place. Drawing together established scholars and a new generation of historians, geographers and anthropologists, this volume brings empirical specificity and theoretical depth to debates about the politics of place-making in this diverse region, making an important contribution to Central Asian studies and a distinctive regional comparison to the 'spatial turn' in social analysis. Case studies draw on archival research and oral history to explore the workings-and unintended consequences-of policies aimed at sedentarizing, collectivizing and resettling populations as a means to fix and territorialize space. The book also examines ethnographic studies attuned to the role of movement in sustaining social life, from Soviet-era trade networks that linked rural Central Asia and the Russian metropolis, to pilgrimage routes through which 'kazakhness' is articulated, to the contemporary moralization of migration abroad in search of work. Rather than analysing 'flows' as abstract processes, the book enquires about effortful activity, material infrastructures, political relations and social habits through which people, ideas, knowledge, skills and material objects move or are prevented from moving. As such, it offers new insights into the complex intersections of movement, power and place in this important region over the last two centuries. This book was originally published as a special issue of Central Asian Survey.

A highly readable overview of the rich past of historically black colleges and universities, and how their role in higher education is evolving for the future. Historically black colleges and universities (HBCUs) have influenced African American lives and communities since 1837. Historically Black Colleges and Universities provides a past and present look at their role in higher education. This volume addresses why these institutions exist, how effective they've been, and if today's 103 HBCUs are still necessary. Special attention is given to the years since 1954 and to desegregation cases such as Brown v. Board of Education, United States v. Fordice, and other judicial decisions. The volume highlights government relations, leadership, and philanthropy as they apply to HBCUs. Also, a chapter provides a case study of the Historically Minority Universities Bioscience and Biotechnology Program Initiative, and a final chapter suggests research agendas for the 21st century. Six narrative chapters covering the history, purpose, and legacy of these institutions and how they relate to the government and the international community Directory of national organizations, associations, and federal agencies associated with and proponents of historically black colleges and universities

Severe economic depression and the difficulty to acquire employment with adequate income have significant impact on a nation's social welfare. The need to provide ample educational opportunities is more imperative than ever, particularly in emerging economies. Technical Education and Vocational Training in Developing Nations is a comprehensive reference source for the latest literature on optimizing the implementation of curriculum development and instructional design strategies for technical and vocational education. Featuring innovative coverage across a range of relevant topics, such as curriculum deficiency, teacher competencies, and accessible learning, this book is ideally designed for policy makers, academicians, researchers, advanced-level students, technology developers, and educators interested in the improvement of professional learning programs.

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How do you pick the right college? Can you get in? And if you get in, how will you pay for it? Choosing a college is the most important—and daunting—decision facing today’s high school students. Unfortunately, when it comes time to narrow down the choices and throw the perfect admissions punch, young people are often left to navigate the tricky admissions process on their own.

Now, from the nation’s top African American college guidance service, comes help at last—a comprehensive, one-stop guide to finding the right college, getting in, paying the bill, and much more. With insider tips on the entire admissions process, including advice on choosing a school, getting into the elite colleges, writing a powerful essay, preparing for the SATs, and packaging the application, the book shows students how to package themselves. No wonder college counselors nationwide look to Black Excel for resource materials. A one-of-a-kind manual for success, African American Student’s College Guide also provides:

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This book is based on an in-depth ethnographic study of the National Adult Literacy Programme (NALP) in Malawi. It highlights the significance of exploring power and identity in literacy studies. Employing the concept of 'figured worlds' to study literacy as a social practice, the book focuses on understanding power relationships and identities in literacy practices. It illustrates how literacy identities and power relationships of some local community members continuously vary from one context to another and, in some cases, even within the same context. Using notions such as agency, artefact, resistance, shame and positioning, the book demonstrates the potential of the concept of figured worlds to address some of the questions raised within the New Literacy Studies - especially those concerning power and identity. The book also illustrates the value of an ethnographic approach in adult literacy studies, by exploring the challenges faced by the researcher in gaining access to community members' activities, and the opportunity to experience first-hand what instructors go through in facilitating adult literacy lessons.

--Demonstrates how educational practices based on equality, equity, and justice are more intentional and integral to the evolution of the work we do as educators. --Explores the value and ways of providing a true barrier-free learning environment for students, one that is attuned to justice. --The diversity of contributors' interests, as well as their range of topics, texts, methods, and perspectives, indicate just how rich and varied andragogical and pedagogical approaches to equity and justice can be.

In 2021, community college practitioners, scholars, researchers, and leaders documented the challenge of what worked, what did not work, and lessons learned during the era of the COVID-19 pandemic. This book summarizes the works of 39 authors who collectively wrote 14 peer reviewed papers in areas of leadership, curriculum, funding, social and racial tension, technology and digital access, self, family and community, and health and safety. Readers are challenged to embrace this era with innovative zeal and to continue to document community colleges' evolutionary changes during this pandemic era. The book will be useful to higher education practitioners, scholars, and leaders, as well as individuals in organizations who are interested in how community colleges responded to challenges of change during the COVID-19 pandemic. The chapters in this book were originally published as a special issue of the Community College Journal of Research and Practice.

--Demonstrates how educational practices based on equality, equity, and justice are more intentional and integral to the evolution of the work we do as educators. --Explores the value and ways of providing a true barrier-free learning environment for students, one that is attuned to justice. --The diversity of contributors' interests, as well as their range of topics, texts, methods, and perspectives, indicate just how rich and varied andragogical and pedagogical approaches to equity and justice can be.

This book is a guide for all teachers in the FE and Skills Sector, regardless of their discipline. It explores how FE teachers can address the mathematics and English needs of all learners, to redress the skills gap that is a current focus. The text explores what works in the sector, examining the barriers to learning and how all learners can be included. It takes a focused look at what works for the vocational learners who have not succeeded in a school setting, and helps tackle the problem of low motivation in learners. The text goes beyond simply providing strategies to follow and includes background theory and detailed case studies to enhance your understanding of different approaches.

Taking on the cherished principle that community colleges should be open to all students with a high school education, Scherer and Anson argue that open access policies and lenient federal financial aid laws harm students and present the case for raising the minimum requirements for community college entry.

Law, policy, and practice in the United States has long held that students with disabilities - including those with intellectual disabilities - have the right to a free and appropriate public education, in a non-restrictive environment. Yet very few of these students are fully included in general education classrooms. Educational systems use loopholes to segregate students; universities regularly fail to train teachers to include students; and state regulators fail to provide the necessary leadership and funding to implement policies of inclusion. Whatever Happened to Inclusion? reports on the inclusion of students with intellectual disabilities from national and state perspectives, outlining the abject failure of schools to provide basic educational rights to students with significant disabilities in America. The book then describes the changes that must be made in teacher preparation programs, policy, funding, and local schools to make the inclusion of students with intellectual disabilities a reality.

Originally published in 1973, the nature of the sixth form and the objectives of sixth-form schooling were important issues in the field of education at the time. The author here provides a searching analysis of the changing structure and composition of the sixth form. He surveys the continued expansion in sixth-form numbers and suggests ways in which the curriculum could be improved. He examines critically a number of myths about the actual practice of sixth-form education, and considers the case for sixth-form 'blocks' or colleges. In a final chapter the author discusses the mechanism of change in this crucial area of education.