This is an invaluable guide to making sense of the myriad of issues surrounding diversity and inclusion in FE. The authors, all experts in their field, provide readers with helpful hints and practical strategies for teaching a wide variety of students, including: refugees; those with Special Educational Needs (in particular, dyslexia and ASD); those for whom English is a second language; young learners (14-16); and those with behavioural difficulties. This should prove essential reading for lecturers everywhere.

In this second edition of Getting Beyond the Facts, Kincheloe presents a comprehensive view of complex-democratic social studies in the 21st century. He argues that the reform of social studies education requires a corps of rigorous social science scholars who understand the historical origins of the social studies, the conceptual foundations of the field, its strengths and weaknesses, and modes of social theoretical analysis and takes students through numerous intellectual encounters in social studies and the contexts that inform it. Focusing on the importance of knowledge production and interpretation, Kincheloe calls for the education of social studies teachers as researchers who can critique and reconstruct curriculum as they expose the covert, ideological functions of contemporary educational reforms and top-down standards-driven social studies subject matter. In an era of depoliticization and induced political illiteracy, Kincheloe calls for a new form of social studies/social sciences scholarship to counter such alarming trends.

`This is a distance-learning text for a university MBA course but it is easy to recommend it also as a free-standing, clearly written and comprehensive induction to the subject. NPQH candidates should grab it' - Management in Education This textbook deals with current theories of the management of people employed in schools and colleges, recent developments and emerging trends. The authors focus on issues relevant to the whole organization and the the specifics of managing a school or college and its employees. They also cover the application of good practice to management processes such as selection, induction, performance management, appraisal and staff development. It is relevant to teachers and managers working in schools of all phases, and in further education colleges, including those aspiring to more senior positions. It is also directly relevant to the requirements of the NPQH.

This is a savvy, straightforward, and smart book. It tells you the things you need to know--from how not to look bad on television--to how not to look stupid in any medium. I liked its pragmatic approach. I work part time as an on-air news commentator at our local CBS affiliate (KIRO-TV), and I see a lot of academics try to get their point across and fail miserably. Or worse, they never get the media interested enough to put them on. I really think this book will help them. In fact, I think the authors should get these stations to send this book to their guests. It would definitely help both parties! --Pepper Schwartz, University of Washington Do you know the "rules of the game" when dealing with the media? How do you get your views on the New York Times Op-Ed page? When the local newspaper calls, asking for a quote on a topic on which you are only marginally familiar, how do you respond? Why do you repeatedly see the same colleagues on television? Many scholars like yourself will come into contact with the media during the course of their careers. But, few know enough about the inner workings of the media to ensure that their views are not distorted or left on the cutting room floor. Noted criminologists/sociologists James Alan Fox and Jack Levin demystify the workings of the press and other media and give you concrete, practical advice on how to effectively work with them in this handy book. The authors have extensive media experience--their own NPR radio program, voluminous op-ed columns and quotes in the papers, and stints on TV shows from Geraldo to Face the Nation. Their wealth of knowledge will help you, the scholar, know what to say and how to say it the next time CNN or the Washington Post calls.

Founded in 1770, the College of Charleston has evolved over time, like the historic port city in which it is situated, to preserve the best elements of its heritage while growing to meet the challenges of the present and future. This history of the college in the modern era surveys its responses to the challenges of the civil rights era, its expansions during a period when enrollment grew from fewer than five hundred to more than ten thousand, and its developments in the midst of transformative changes in higher-education administration and funding.
From nearly closing its doors while resisting integration in the 1960s to its monumental growth during the 1970s to the 1990s, the College of Charleston remade itself several times while continuing to offer a high-caliber education in the sciences and humanities. In 1970 the college became part of the South Carolina state-sponsored higher-education system, which also includes the University of South Carolina, Clemson University, the Citadel, and other institutions. As a state school, the college expanded its facilities throughout the Charleston peninsula and across the Ashley and Cooper rivers as well. Now a robust university with a diverse student body seeking undergraduate and graduate degrees, the college maintains its hard-won reputation through enriching student experiences in classroom and laboratory instruction, enhanced curricula, and cultural opportunities offered by its historic host city.
"Knowledge itself is liberty," promises the seal of the College of Charleston. Now with nearly fifty thousand alumni representing all fifty states and more than seventy nations, the college continues to excel at graduating a manifold student body eager to realize intellectual potential through original inquiry and creative expression. Enhanced with thirty-nine illustrations, this briskly paced narrative highlights the activities of students, faculty, and alumni over the last eight decades while also sharing stories of the events and personalities that have helped shape the modern history of the College of Charleston.

This book addresses the pivotal role American institutions of higher education must play if the United States is to succeed in a global society and economy. Containing papers presented at a symposium held in late 1992 at MIT, this important book identifies three critical resources: human capital, financial capital, and intellectual capital. All 11 chapters focus in some way on the use of these resources toward effective functionality of U.S. colleges and universities in a global environment. The book also personalizes this discussion with instructive examples of comprehensive international strategy drawn from internationalizing the curriculum experiences at Carleton College, MIT, and the University of Pennsylvania. This enlightening and thought-provoking volume is for college and university presidents, administrators, and trustees, and for policymakers in federal government agencies.