'Internationalisation' is a key issue impacting on higher education today, but what is actually meant by this term and how does it relate to the notion of 'global citizenship', which also features prominently on the higher education agenda? How does the promotion of foreign language learning and intercultural communication help inform the pursuit of internationalisation? And, as the twenty-first century progresses, how are universities meeting the challenges of developing languages-based curricula that reflect the requirements of an increasingly global marketplace? This book brings together ten interconnected chapters from an international group of scholars who explore how language teaching and learning strategies and cross-cultural understanding support the cause of internationalisation in the modern higher education arena. The book will be of interest to both managers and practitioners who require an understanding of how the promotion of languages and intercultural knowledge informs the cause of internationalisation at strategic and operational levels within contemporary higher education.

Dieser Band dokumentiert eine Reihe von Beitragen der XIX. Internationalen wissenschaftlichen Konferenz Bildungsreform und Lehrerausbildung zum Thema Bildungswissenschaft auf der Suche nach globaler Identitat, die vom Ministerium fur Bildung und Wissenschaft der Republik Litauen, der Litauischen Universitat fur Bildungswissenschaften in Vilnius und der Padagogischen Hochschule Heidelberg - University of Education gemeinsam konzipiert und veranstaltet wurde. Das Hauptthema der Konferenz waren Bildungs- und Qualitatsstandards der Hochschul- und Schulbildung. Dieses Qualitatsmanagement setzt somit den Erwerb interaktiver Kompetenzen im Bildungs-, Erziehungs- und Sozialisationsbereich voraus, gewissermassen als innere Krafte fur Basiskompetenzen, die im Hinblick auf die Herausforderungen der Gesellschaft des kommenden Jahrzehnts die Befahigung zu Identitat ermoeglichen. This volume presents a series of contributions from the XIX. International Scientific Conference on The Reform of Education and Teacher's Training on the topic Educational Sciences in Search of Global Identity which was conceived and organized by the Ministry of Education and Science of the Republic of Lithuania, Lithuanian University of Educational Sciences and Heidelberg University of Education (Germany). Main topics of the conference were educational quality standards of Higher and Secondary Education. This kind of quality management relies on the acquisition of interactive competence in socialization and the educational sector. The development of these basic skills is prerequisite for achieving an identity in order to meet the challenges of our society in the coming decade.

This edited book provides readers with a guide for implementing self-assessment and self-evaluation that is based on a model implemented successfully in a diverse range of teacher education courses. Educators from disciplines as diverse as theater arts, early childhood, psychology, mathematics, and science education have adopted a model of self-assessment and self-evaluation that supports the individual ongoing assessment of learning throughout a course as well as the final synthesis of individual learning in the course. Self-assessment and self-evaluation are presented here as a means to help students and teachers reinvent the learning process as co-constructed, powered by evidence and agency in order to lift thinking beyond the mere attainment of an end-point grade; to help students own their learning in new ways they may not have experienced before; to think about teaching and learning that will carry them beyond their formal schooling years; and to value new questions as evidence of learning.

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

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 book validates the prolific contribution of Dr. Vera John-Steiner to the social sciences and extends her scholarship, teaching, and mentoring to a new generation of thinkers. Compiled as a companion volume to her Selected Works, the text highlights this scholar's gifts to psychology, education, linguistics, and the arts through a collection of letters composed by students, colleagues, collaborators, and mentees. In keeping with Dr. John-Steiner's collaborative and innovative approach, the epistolary genre invites readers into a larger thought community through personal connections, biographical vignettes, and academic expansions of her work. In sharing her commitment to social justice, readers will find themselves compelled to join the collective initiatives established by this notable scholar during the past fifty years to achieve an equitable, enriched education for all.

This book validates the prolific contribution of Dr. Vera John-Steiner to the social sciences and extends her scholarship, teaching, and mentoring to a new generation of thinkers. Compiled as a companion volume to her Selected Works, the text highlights this scholar's gifts to psychology, education, linguistics, and the arts through a collection of letters composed by students, colleagues, collaborators, and mentees. In keeping with Dr. John-Steiner's collaborative and innovative approach, the epistolary genre invites readers into a larger thought community through personal connections, biographical vignettes, and academic expansions of her work. In sharing her commitment to social justice, readers will find themselves compelled to join the collective initiatives established by this notable scholar during the past fifty years to achieve an equitable, enriched education for all.

The possibilities that online platforms and new media technologies provide, in terms of human connection and the dissemination of information, are seemingly endless. With Web 2.0 there is an exchange of messages, visions, facts, fictions, contemplations, and declarations buzzing around a network of computers that connects students to the world - fast. Theoretically this digital connectivity, and the availability of information that it provides, is beneficial to curriculum development in higher education. Education is easily available, democratic, and immersive. But is it worthwhile? Is the kind of education one can get from new media platforms and social media resources, with their click-on videos, rollover animations, and unfiltered content, of sufficient quality that educators should integrate these tools into teaching? This book examines the use of new media in pedagogy, as it presents case studies of the integration of technology, tools, and devices in an undergraduate curriculum taught by the author, at an urban research university in the United States.

This edited volume examines aspects of teaching and learning in situations where community or ethnic division may impact negatively on classroom experience and behaviour in tertiary education. The book considers cases from four locations where marked divisions in the wider society exert a continuing influence on the student body: Northern Ireland, England, France and the United States of America. All of these countries share certain underlying principles of governance and freedom as well as historical interconnections, but have within them particular groups characterized by various levels of separation and distrust. The sociohistorical context relevant to each case is outlined, followed by a discussion of the attitudes, opinions and reactions of the learners concerned. The volume concludes with a consideration of pedagogical approaches that may help to bridge difference and foster a more positive atmosphere. Although this study focuses on particular community environments, the techniques highlighted by contributors may be useful in any classroom setting where a heterogeneous mix of individuals has the potential to lead to dissension and conflict.

The possibilities that online platforms and new media technologies provide, in terms of human connection and the dissemination of information, are seemingly endless. With Web 2.0 there is an exchange of messages, visions, facts, fictions, contemplations, and declarations buzzing around a network of computers that connects students to the world - fast. Theoretically this digital connectivity, and the availability of information that it provides, is beneficial to curriculum development in higher education. Education is easily available, democratic, and immersive. But is it worthwhile? Is the kind of education one can get from new media platforms and social media resources, with their click-on videos, rollover animations, and unfiltered content, of sufficient quality that educators should integrate these tools into teaching? This book examines the use of new media in pedagogy, as it presents case studies of the integration of technology, tools, and devices in an undergraduate curriculum taught by the author, at an urban research university in the United States.

Today's colleges and universities face countless uncharted challenges and possibilities. They are often prized as national treasures, yet, in tough economic times, they are becoming a major focus of contestation and controversy. This richly comprehensive survey takes a frank look at both polarities of the puzzles of academe. Presenting multiple perspectives on a wide array of crucial issues, the book features realistic representations of students, faculty, curriculum, administration, and the socio-cultural conditions that shape higher education. The incisive essays are written by practitioners on the front lines of the academy's battle to validate and sustain its core principles in a complex, rapidly evolving world. They afford valuable insights into the postsecondary scene for all who seek to nurture its development in these uncertain, troubled times. The text will appeal to students, faculty, administrators, student life professionals, and policymakers who shape human potential. In the end it will leave them with sobering thoughts about the present and future of higher education, an institution that still warrants their constant care and vigilance.

Student Success: From Board Rooms to Classrooms analyzes the emerging body of scholarly research on student success in an accessible and readable way that community college leaders will find both interesting and relevant. To further illustrate the connections between research and practice, case studies are drawn from community colleges that are engaging in reform. Morest offers a three-pronged approach for community college leaders seeking to improve the success of their students. First, community college leaders need to look around at the technological transformation that has occurred in other service sectors and import some of these ideas to student services. Second, community college leaders need to explicitly socialize their students to become college students and to bond with their community college. Finally, improving the quality of teaching is particularly important with regard to developmental education, where students are attempting to master material that they have ostensibly been taught in the past.

This book grew out of the desire and necessity to understand just what went on in writing center tutoring sessions. Utilizing previous research - mostly dissertations that have not been widely read - the authors analyze the available data using a grounded theory approach. With information from over 50 sources, the resulting text is not only a resource, but illuminates for the first time just what happens in writing center tutoring sessions. From their grounded theory analysis, the authors identify the dimensions impacting a tutoring session, such as personal characteristics, outside influences, communication, the emotions and temperament of the interlocutors, and the ultimate outcomes. An analytic conclusion ties the grounded theory data to other published research and theory.

This book grew out of the desire and necessity to understand just what went on in writing center tutoring sessions. Utilizing previous research - mostly dissertations that have not been widely read - the authors analyze the available data using a grounded theory approach. With information from over 50 sources, the resulting text is not only a resource, but illuminates for the first time just what happens in writing center tutoring sessions. From their grounded theory analysis, the authors identify the dimensions impacting a tutoring session, such as personal characteristics, outside influences, communication, the emotions and temperament of the interlocutors, and the ultimate outcomes. An analytic conclusion ties the grounded theory data to other published research and theory.

Many universities have adopted criticality as a general aim of higher education, in order to meet the demands of an increasingly globalised world. But what is criticality, and how does it develop in practice? This book explores the concept in detail and considers how it can be systematically developed in practical ways through foreign language education. Taking a practice-first rather than a theory-first approach, the book presents two case studies based on action research in order to investigate criticality development through foreign language education. One study was conducted in beginner level Japanese language classes at a British university by a Japanese teacher-researcher, and the other was conducted in upper-intermediate English language classes at a Japanese university by a British teacher-researcher. The two studies illuminate the complex experiences of students and teachers as criticality starts to develop in both planned and unplanned ways, from beginner-level to more advanced levels of foreign language learning. The authors also suggest a range of practical teaching approaches which can be used to develop criticality through targeted instruction.

This book analyzes the sociobiology debate and details a number of contested issues that have emerged. These issues focus on the interpretations and emphases that both sides have placed on the role of adaptation in evolution; the importance of evolution at the level of the gene versus at the level of organisms and populations; reductionism as a research method; simple Mendelianism versus more complex understandings of the relationship between genotype and phenotype; and ultimately, the nature of science itself. The book includes textual analyses of a selection of university-level introductory biology textbooks written between 1990 and 2010, examining the ways these texts - with their photos, inserts, and various rhetorical devices - cover sociobiology specifically, and animal behavior in general; evolutionary theory; genetic theory; and the nature of science. Biology After the Sociobiology Debate shows how, over the last two decades, sociobiology and the ensuing debates have influenced biological theory about the natures of science and the behavior of organisms, and how that influence is expressed in introductory textbooks. This book is important not just as a sociology of knowledge study, but also because of the ways in which continued biodeterminist discourses may influence debates and policy that are emerging around a new liberal or consumer-based eugenics movement.

The paradigmatic values underlying British and German higher education emphasise personal growth, the wholeness of the individual, intellectual freedom and the pursuit of knowledge, which cumulatively can be viewed as a form of academic essentialism. However, these concepts were generated within a particular cultural and historical context which has largely been supplanted by neoliberalism. This book studies the emergence over the last twenty years of trends that define themselves in opposition to the traditional university ethos. It addresses the first experiments with private universities in both the United Kingdom and Germany, the instigation of bidding and competition for funding, the assertion of a practical over a theoretical focus in British teacher education and the contrasting views of their institutions held by British and German students and staff. It shows how the antithesis of a neoliberal university system, that of the former German Democratic Republic, was transformed under the impact of unification policies. The author also analyses important social issues, such as gender, in relation to the academic profession, highlighting how the individual may feel atomised despite a discourse of equality. Finally, the two higher education systems are examined within the context of the Bologna Process, which in many respects embraces academic capitalism - the epitome of neoliberalism. The book encompasses both qualitative and quantitative research spanning two decades of scholarship, and reflects the author's profound engagement with universities and with British and German academic culture.

This collection of essays initiates a conversation about the educational interests of the young and considers the potential for pedagogical transformation. Organized into three parts, dealing with the pedagogy of care, child honouring and telling children the truth, respectively, the volume engages with some of the key ethical challenges involved in educating young people. Through the diverse perspectives and approaches of sixteen authors, the book examines conflicting educational ideologies through a critical pedagogical lens. These authors consider poetic, aesthetic, inspiring, historical, political and ethical ways of both educating and being educated by the young. The volume aims to provoke further thought and debate among those who wish to consider the complex nature of educating the young with honesty, honour and care.

This edited volume is dedicated to contemporary teachers. Its goal is to provide a practical book for in-service and pre-service teachers of bilingual/bicultural children. The authors, each of whom is herself bilingual/bicultural, share personal wisdom garnered from working in classrooms with bilingual/bicultural learners. This book provides practical knowledge for teachers who are struggling to meet the needs of increasingly diverse classrooms.

This book documents the academic and social success of Black women undergraduates as they negotiate dominant educational and social discourses about their schooling lives. Starting with the premise that Black women undergraduates are not a homogenous group and that they are being successful in college in greater numbers than Black men, this book examines the ways they navigate being traditionally underprepared academically for college, the discourse of «acting white, and oppressive classroom settings and practices. This work expands the theoretical concept of cultural capital by identifying the abundant and varied forms of cultural capital that Black women undergraduates provide, develop, and utilize as they make their way through college. The discussion of their raced, classed, and gendered experiences challenges the academy to make use of this understanding in its work towards educational equity. This movement has wide-reaching implications for ethos, policy, and practice in higher education.

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.

Public junior colleges grew rapidly between 1900 and 1940. During that time, nationally prominent leaders maintained that the junior college should provide a terminal education and prepare students for semiprofessional careers. But students used the junior college as a means to further education and greater professional opportunities. Frye argues that the national vision of the junior college had little impact on its development, and that the junior college evolved to meet the professional goals and aspirations of its students.

Frye begins by defining the junior college and the ideology promulgated by leading educators during the first half of the twentieth century. He then places this ideology within the context of the social changes which took place between 1900 and 1940, and examines how the vision of the local junior college conflicted with the national vision. This study offers a valuable overview of the impact of shifting demographic patterns and changing social values on the development of the public junior college in its early years. Educators, historians, and all those interested in community/junior colleges will find this work remarkably lucid and insightful.

This book addresses the disparity between transformative learning theory as espoused and practiced in the classrooms of the academy, and its application beyond. It articulates new models of transformative education that integrate transformative learning theory with other models of change and development. The three editors and eleven contributors draw on both theory and practice to illustrate how transformative learning has been introduced to a variety of settings and cultures, and synergistically integrated with theories of communication, participatory action research, and communities of inquiry and practice. Organized around the themes of creating space for learning; looking though the lenses of culture, diversity, and difference; and animating awareness through the expressive and performative arts, this collection will broaden awareness and aid scholars, students, and practitioners in using transformative learning as an approach to adult learning and social and organizational change in a range of settings.

This book documents the critiques and theorizings that working-class African-American women have drawn from their educational experiences. Based on a study of five African-American females enrolled in an employer-sponsored workplace speech and language training program, the book presents lessons learned from participants' efforts to negotiate effects of race, class, and gender discrimination both in and out of school. Particularly relevant to the field of education, participants provide insight - on the roles of teachers and schools, instruction, expectations, motivation, race and education, educational experiences at work, and relevant education - to inform and help effect change. Because of its interdisciplinarity, Sisters of Hope, Looking Back, Stepping Forward is an asset for a variety of courses that seek to be inclusive of the educational experiences and theorizings of marginalized groups. Its insights on race, class, gender, marginalization, and inequality are relevant to courses in areas such as African-American studies, women's studies, ethnic studies, multicultural education, sociolinguistics - black Englishes, history, oral history/autobiography, communication, and religion.

This book attempts to present both theoretical and practical perspectives on school and university partnerships that focus on the preparation and retention of urban teachers. In particular, the book focuses on (a) theoretical and historical underpinnings of partnering to prepare urban teachers as social activists; (b) stories from the field, explored through the voices and actions of students, families, teacher educators, and preservice and in-service teachers; and (c) a critical analysis of this work. The research presented is situated in urban settings that mirror those across the United States and represents partnerships in Boston, Chicago, Cleveland, Los Angeles, and Wilmington, where school, city, and teacher education communities collaborate to prepare and keep teachers in hard-to-staff, high-needs schools. Case studies included in the text explore multiple perspectives on partnering to prepare urban teachers - including those of urban schoolchildren and their teachers, teacher educators and teachers becoming teacher educators, and parents. Combined, the chapters theoretically and practically detail the layers and conundrums, tribulations and triumphs, contexts and voices of the challenges facing urban teachers, teacher educators, community members, and administrators who work collaboratively to prepare and support teachers as social activists.