--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.

--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.

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.

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.

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.

In 2017 Barnaby Lenon, previously the head master of Harrow School, wrote a best-selling book about high-achieving state schools in England (Much Promise). Later that year he went on a tour of Further Education colleges and started to research the fortunes of those who do less well at school. In Other People's Children he writes about the state of vocational education in England and the implications of his findings for a post-Brexit economy.

Helps teachers find imaginative and innovative methods for teaching in the 14-19 age range
*Tackles problems teacher face, from selecting teaching methods to measuring success through appropriate assessment
*How to improve job satisfaction by exercising creativity in teaching
A thought-provoking and practical book which is an essential and accessible text for new teachers and others who want to make sure that their work with students is innovative and exciting. It is written with new teachers of the 14-19 age range in mind, though there is much to interest those with more experience, as well as those with a role in the development of their colleagues. Setting creativity within a context of reflective practice, the book explores how teachers can choose appropriate teaching methods, decide when and how to use groups in the classroom, and find appropriate forms of assessment for their teaching. It gives full consideration to the nature and implications of professionalism in teaching, to the implications of current ideas in management, to opportunities for creativity as well as issues of quality, equality and stakeholding. Case studies, enquiry tasks and invitations to reflect on specific points are used to aid understanding.

The European higher education sector is moving online, but to what extent? Are the digital disruptions seen in other sectors of relevance for both academics and management in higher education? How far are we from fully seizing the opportunities that an online transition could offer? This insightful book offers a broad perspective on existing academic practices, and discusses how and where the move online has been successful, and the lessons that can be learned. Higher Education in the Digital Age offers readers a comprehensive overview of the ways in which a move into online academia can be made. Analysing successful case studies, the original contributions to this timely book address the core activities of an academic institution - education, research, and research communication - instead of focusing only on online learning or digital strategies relevant for individual academics. Chapters cover online and networked learning, as well as the myriad ways in which the digital age can improve research and knowledge exchange with experts and society more widely. Academics, managers and policy makers in higher education institutions will greatly benefit from the up-to-date case studies and advice outlined in this book. Academic administrators and academic project leaders will also find this a useful tool for improving the accessibility of their work. Contributors include: D. Bernardo, A. Birdi, P. Bryant, C. Canestrini, C. Gilson, J.- M. Glachant, J. Haywood, L. Marr, I. Pena-Lopez, G. Porcaro, S. Sissonen, B. Stewart, S. Williams, A. Zorn

There are two key questions at the heart of the ongoing debate about education and training for all young people, irrespective of background, ability or attainment:

• What counts as an educated 19 year old today?
• Are the models of education we have inherited from the past sufficient to meet the needs of all young people, as well as the social and economic needs of the wider community?

Education for All addresses these questions in the light of evidence collected over five years by the Nuffield Review of 14-19 Education and Training: the most rigorous investigation of every aspect of this key educational phase for decades. Written by the co-directors of the Nuffield Review, Education for All provides a critical, comprehensive and thoroughly readable overview of 14-19 education and training and makes suggestions for the kind of education and training that should be provided over the coming decade and beyond.

The authors acknowledge that much has been achieved by the respective governments massive investment in resources; closer collaboration between schools, colleges, training providers, voluntary agencies and employers; recognition and promotion of a wider range of qualifications. They are also optimistic about the good things that are going on in many secondary classrooms enormous amounts of creativity; courageous efforts to meet problems; a deep concern and caring for many young people otherwise deprived of hope and opportunity. But they argue for a radical reshaping of the future in the light of a broader vision of education a greater respect for more practical and active learning; a system of assessment which supports rather than impoverishes learning; respect for the professional expertise of the teacher; a more unified system of qualifications ensuring progression into higher education and employment; the creation of strongly collaborative and local learning systems; and a more reflective and participative approach to policy.

Education for All should be read by everyone working in or with an interest in secondary-level education in England and Wales and beyond.

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.

The emergence of the new 14-19 sector raises huge learning and teaching issues for both schools and colleges of further education. A new generation of skilled and flexible professionals will need to be trained and re-trained. Teachers in both sectors are understandably nervous about the impending changes. Covering everything a teacher needs to know about learning and teaching across these phases, this book:

• supports recent government policy initiatives for the 14-19 sector
• covers how to teach the 14-19 age phase in both schools and colleges
• addresses issues of concern for both teachers and college lectures
• helps both groups appreciate the background and rationale of the other sector.

With a FAQ format, lots of practical advice and illustrative case studies, this book will be vital for all practitioners, experienced and trainee, in both secondary and post-compulsory education.

With an emphasis on developing higher-order learning skills, such as reflection, critical evaluation and action research, this book provides a comprehensive guide to contemporary and contextual issues within post-compulsory education. This book:

* Helps students fulfill Qualified Teacher in Further Education (QTFE) criteria

* Provides information and advice on provision for the 14-19 sector

* Is structured specifically around the FENTO values

* Includes mind-maps charting links to FENTO standards

* Provides help with assignments through reflective questions and discussion points

Originally published in 1997. This book provides people moving into management roles in Further Education with an understanding of management theory applied specifically to Further Education colleges. Good management skills have been identified by the inspectorate as crucial to the future of this sector and this text tackles the unique problems of management in FE colleges. The author discusses the interrelated topics of People, Operations, Resources and Information, using examples and case studies from colleges to demonstrate the implications of putting theories into practice.

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.

This text presents a history of PE in specialist women's colleges. Taking Chelsea College as an extended case study, the book looks back at 100 years of social, political and educational development comparing six women's colleges and tracing their impact on PE teaching. The book also looks at the Heads of colleges, the impact on women's rights with regard to training and professional careers, the development of the PE curriculum, and more the diversification of courses such as sports science and leisure studies.

eBook available with sample pages: 020348746X

Management of premises can seem like the most complex and onerous of all tasks facing FE / HE college principals. In fact, this test argues, the resposibility offers a whole host of challenges and opportunities. This text provides practical guidance to management staff on how to avoid the pitfalls and make the most of opportunities, including: rationalizing sites; developing properties; and buying and selling land or buildings. Written by the principal of one of the largest FE colleges in England, this book is informed by first-hand experience of the problems involved in college estates management, and offers advice that has been tried and tested.

Why is it that in many universities the number of women professors can literally be counted on the fingers of one hand while the number of men number in the hundreds? Why are women academics so relatively disadvantaged and men so firmly in control?
In an attempt to find answers to these questions Negotiating the Glass Ceiling gathers together the unique personal reflections of 16 eminent women working in higher education across the world. These personal reflections document some of the changing patterns of women's lives in higher education since the war, a time of massive social change within education itself, as well as in women's lives outside higher education. They also illustrate that the changes that have occured have been hard won and not without consequences for the women involved.

Why is it that in many universities the number of women professors can literally be counted on the fingers of one hand, while the number of men number in the hundreds? Why are women academics so relatively disadvantaged and men so firmly in control?
In an attempt to find answers to these questions "Negotiating the Glass Ceiling"gathers together the unique personal reflects of 16 eminent women working in higher education across the world. These personal reflections document some of the changing patterns of women's lives in higher education since the war, a time of massive social change within the education itself, as well as in women's lives outside higher education. They also illustrate that the changes that have occurred have been hard won and not without consequences for the women involved.

The management of quality has emerged as the key development issue for education in the 1990s and beyond. In the context of education, quality is an ellusive concept and difficult to define. This text offers practical ideas and suggestions from which the reader can choose to meet their own particular needs in a field where there are seemingly an infinite number of possible approaches.

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.

Assessment and accreditation of prior learning systems are now widely used in colleges to open up access for potential students by harnessing their prior learning, knowledge and skills. But one major issue, language and literacy, has not yet been adequately addressed, and our education system still presents many barriers for non-native speakers of English. "APL and the Bilingual Learner" focuses on practical and pro-active ways of approaching these problems.
Meena Wood explores both ways of resourcing APL systems and also how to integrate them into the college's organizational structures. The central chapters look in detail at model systems for assessing prior linguistic ability, accrediting evidence from overseas qualifications, and also explore the role of the guidance advocate worker. There is a strong focus on teaching and learning skills, and case studies and examples illustrate how APL systems can be of benefit to all students.

This new text is the only resource out there to address the needs of todays early years students/trainees and support them through every stage of the early years research process. Research in the Early Years contains case study material in the form of four fictional students experiences, which run through the book. Readers follow these example students through their dissertation module as they address common problems, issues and pitfalls. Clear explanations and a step-by-step approach are balanced with sufficient depth and rigour to challenge those on undergraduate courses or following graduate programmes such as EYPS.

Twelve chapters present a wide range of theory and method. Case examples throughout. Annotation copyright Book News, Inc. Portland, Or.

For anyone who practices marriage and family therapy the author says they have one kind of client population that seems to be a modal or predominating type. For three decades he has experienced more marital situations where one of the couple wants "out" of the marriage and the other wants to "stay in" than any other type. The idea for this collection of first-person therapy methodologies developed after two successive national meetings of the American Association for Marriage and Family Therapy (AAMFT), in New York (1985) and Orlando (1986). The cases that were discussed were characterized by the presence of alcoholism, and drug and other addictions, rather than presentations that dealt with a polarized couple wherein the marriage had simply become a devitalized, ho-hum relationship. This volume seeks to address the balance.

This new text is the only resource out there to address the needs of today's early years students/trainees and support them through every stage of the early years research process. Research in the Early Years contains case study material in the form of four fictional students' experiences, which run through the book. Readers follow these example students through their dissertation module as they address common problems, issues and pitfalls. Clear explanations and a step-by-step approach are balanced with sufficient depth and rigour to challenge those on undergraduate courses or following graduate programmes such as EYPS.