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Books > Social sciences > Education > Organization & management of education > General
Discussions and research related to the salience of Black male
student needs and development in relation to their general success
and well?being is well?documented in many fields. Indeed, many
studies have found that healthy masculine identity development is
associated with a number of positive outcomes for males in general,
including Black males. In school counseling literature, however,
this discussion has been relatively absent-particularly regarding
those students living in urban contexts. Indeed, research devoted
to the study of Black males in the school counseling literature
focuses almost exclusively on race and issues associated with its
social construction with only cursory, if any, attention given to
their masculine identity development as a function of living in
urban communities and attending urban schools. Based on this lack
of information, it is probably a safe assumption that intentional,
systematic, culturally relevant efforts to assist Black males in
developing healthy achievement and masculine identities based on
their unique personal, social, academic experiences and future
career goals are not being applied by school counselors concerned
with meeting students' needs. School counselors are in a unique
position, nonetheless, to lend their considerable
expertise-insights, training and skills-to improving life outcomes
among Black males-a population who are consistently in positions of
risk according to a number of quality of life indicators. Without
knowledge and awareness of Black males' masculine identity
development in urban areas, coupled with the requisite skills to
influence the myriad factors that enhance and impede healthy
development in such environments, they are missing out on
tremendous opportunities which other professions appear to
understand and, quite frankly, seem to take more seriously. As
such, this book proposes to accomplish two specific goals: 1.
Highlight the plight of Black males with specific emphasis on the
ecological components of their lives in relation to current school
culture and trends. 2. Encourage school counselors to give more
thought to Black male identity development that takes into
consideration differential experiences in society as a whole, and
schools in particular, as a function of the intersection of their
race, as well as their gender. The first rationale for this book,
then, is to highlight the plight of Black males with specific
emphasis on the ecological components of their lives in relation to
current school culture and trends (e.g., standards?based
accountability practices) in urban environments. However, I
recognize the role of school counselors has never been fully
integrated into educational reform programs. As such, their
positions are often unregulated and determined by people in
positions of power who do not understand their training,
job?specific standards and, thus, potential impact on the lives of
Black male students. As a result, their vast potential to develop
strong interventions designed to address the myriad racial and
masculine factors that serve to enhance and impede Black males'
academic achievement is often unrealized. Therefore, the second
reason for this special issue is to include the scholarship of
professional school counselors and counselor educators with policy
change in mind. Scholars will be invited to contribute manuscripts
that explore race, masculinity and academic achievement in relation
to the role of school counselors. This is designed to encourage
school counselors and counselor educators to give more thought to
Black male identity development that takes into consideration
differential experiences in society as a whole, and schools in
particular, as a function of the intersection of their race, as
well as their gender.
This book enriches the discourse around Global Citizenship
Education in teacher education through the example of a teacher's
experience in a Canada-China Sister School reciprocal learning
landscape. Instead of positioning global citizenship teaching and
learning as a set of fixed goals to be attained by teachers alone,
this book approaches global citizenship teaching and learning as
unfinished lifework in progress and as situated curriculum problems
to be inquired together by university researchers, school teachers,
and students under the spirit of reciprocity and community. This
reimagination of narratives, theory, and action start from
collaborative and reciprocal learning partnerships among Chinese
and Canadian researchers and teachers in the practicality of
re-searching and re-enacting the purpose and meanings of
twenty-first century education in a Canada-China Sister School
setting.
![Pine Needles [serial]; 1956 (Hardcover): North Carolina College for Women, Woman's College of the University of,...](//media.loot.co.za/images/x80/6797144467609179215.jpg) |
Pine Needles [serial]; 1956
(Hardcover)
North Carolina College for Women, Woman's College of the University of, University of North Carolina at Green
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R837
Discovery Miles 8 370
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Ships in 18 - 22 working days
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Index; 1932
(Hardcover)
University of Massachusetts at Amherst
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R837
Discovery Miles 8 370
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Ships in 18 - 22 working days
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As the number of adjunct faculty teaching online courses remotely
for their institutions continues to increase, so do the unique
challenges they face, including issues of distance and isolation as
well as problems pertaining to motivation, time, and compensation.
Not only are these higher education faculty geographically isolated
from each other and their colleagues at flagship campuses, but they
also lack adequate institutional support and resources necessary to
perform their roles. As institutions continue to rely heavily on
this group of under-supported and undertrained instructors who
teach the majority of online courses offered across the country,
institutions need models and strategies to tap the expertise and
perspectives of this group not only to improve teaching and
learning in online programs but also to retain this critical talent
pool. More consideration is needed to create institutional affinity
and organizational commitment, build community, and create
opportunities for remote adjunct faculty to be included as an
integral component to their academic departments. The Handbook of
Research on Inclusive Development for Remote Adjunct Faculty in
Higher Education is a comprehensive reference work that presents
research, theoretical frameworks, instructor perspectives, and
program models that highlight effective strategies, innovative
approaches, and unique considerations for creating professional
development opportunities for remote adjunct faculty teaching
online. This book provides concrete practices that foster
inclusivity among contingent faculty teaching online as well as
tangible practices that have been successfully implemented from
faculty developers and academic leaders at institutions who have a
large population of, and heavy reliance on, remote adjunct
instructors. While addressing topics that include faculty
engagement, mentoring programs, and instructor resources, this book
intends to support remote instructors in the post-pandemic world.
It is also beneficial for faculty development professionals;
academic administrative leaders; higher education stakeholders; and
higher education faculty, researchers, and students.
Despite the many strides that have been made in diversity, equity,
and inclusion, many educational systems across the world continue
to struggle with equality in education for all students regardless
of race, gender, or socioeconomic status. This struggle within
education inevitably negatively impacts society, as only select
groups are given the opportunity to excel. It is essential for
school systems to be proactive when dealing with student learning
outcomes and student retention for all student populations. Using
Self-Efficacy for Improving Retention and Success of Diverse
Student Populations discusses the best practices in supporting
students during their educational journey and examines the current
efforts to improve student retention. Covering topics such as
computing education, academic counseling, and student success
prediction, this premier reference source is an excellent resource
for faculty and administrators of both K-12 and higher education,
pre-service teachers, teacher educators, school counselors,
sociologists, librarians, researchers, and academicians.
Skill formation in Central and Eastern Europe. A search for
patterns and directions of development offers holistic analytical
insight into skill formation processes and institutions in Central
and Eastern European countries by referring to the timeframe of
historical development of skill formation from the fall of
communism to the present time and future development trends.
Leading researchers of skill formation from Lithuania, Latvia,
Estonia, Poland, the Czech Republic, Slovakia, Hungary, Slovenia,
Croatia, Bulgaria, Romania and Ukraine refer to critical junctures
and the findings are compared and discussed in five concluding
chapters focused on important cross-cutting topics: development of
social dialogue over skill formation, qualifications policy and
development of qualifications systems, implications of European
integration and EU policies for governance and institutional reform
of skill formation, features and implications of policy borrowing
and policy learning from the Anglo-Saxon and German speaking
countries, respectively.
With the resurgence of race-related incidents nationally and on
college campuses in recent years, acts of overt racism, hate
crimes, controversies over free speech, and violence continue to
impact institutions of higher education. Such incidents may impact
the overall campus racial climate and result in a racial crisis,
which is marked by extreme tension and instability. How
institutional leaders and the campus community respond to a racial
crisis along with the racial literacy demands of the campus leaders
can have as much of an effect as the crisis itself. As such, 21st
century university leaders must become more emotionally intelligent
and responsive to emergent campus issues. Improving campus climate
is hard, and to achieve notable gains, higher education
professionals will have to reimagine how they approach this work
with equity-influenced practices and transformative leadership. The
Handbook of Research on Leading Higher Education Transformation
With Social Justice, Equity, and Inclusion offers a window into
understanding the deep intersections of identity and professional
practice as well as guideposts for individual leadership
development during contested times. The chapters emphasize how
identity manifests in the way we lead, supervise, make decisions,
persuade, form relationships, and negotiate responsibilities each
day. In this book, the authors provide insight, examples, and
personal narratives that explore how their identities, lens, and
commitments shaped their leadership and supported their courageous
acts for equity and social justice. It provides practical tools
that leaders can draw on to inform sustainable equity and
inclusion-focused practices and policies on college campuses and
will discuss important campus climate issues and ways to address
them. This book is a valuable reference work for higher education
administrators, policymakers, leaders, managers, university
presidents, social justice advocates, practitioners, faculty,
researchers, academicians, and students who are interested in
higher education leadership practices that support and promote
social justice, equity, and inclusion.
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