Carmen Kynard locates literacy in the twenty-first century at the onset of new thematic and disciplinary imperatives brought into effect by Black Freedom Movements. Kynard argues that we must begin to see how a series of vernacular insurrections protests and new ideologies developed in relation to the work of Black Freedom Movements have shaped our imaginations, practices, and research of how literacy works in our lives and schools.
Utilizing many styles and registers, the book borrows from educational history, critical race theory, first-year writing studies, Africana studies, African American cultural theory, cultural materialism, narrative inquiry, and basic writing scholarship. Connections between social justice, language rights, and new literacies are uncovered from the vantage point of a multiracial, multiethnic Civil Rights Movement."

This book argues against the conventional idea that Protestantism effectively ceased to play an important role in American higher education around the end of the 19th century. Employing Princeton as an example, the study shows that Protestantism was not abandoned but rather modified to conform to the educational values and intellectual standards of the modern university. Drawing upon a wealth of neglected primary sources, Kemeny sheds new light on the role of religion in higher education by examining what was happening both inside and outside the classroom, and by illustrating that religious and secular commitments were not neatly divisible but rather commingled.

Higher Education is a vibrant, changing field of study. With roots in multiple disciplines, these degree programs prepare the administrators, faculty, and policy makers who direct the current and future higher education enterprise. At a time when higher education is changing rapidly, these programs are poised to frame the future of an educated society. This book examines all aspects of how Higher Education programs operate - from their marketing, focus on student affairs and community colleges, the emergence of online programs and core curricula. Authors from a broad and diverse spectrum of institutions map the current setting of Higher Education programs with an eye on future directions for their livelihood and survival.

Individual librarians and their personal leadership are contributing to changes in the library profession and the expanding career opportunities available to academic librarians. Not long ago many librarians saw their careers as limited to the confines of their library's four walls. There is a growing range of opportunities for librarians to hold influential positions outside of the library.

Libraries have been an integral part of American higher education since 1636, when the Massachusetts Bay Colony's college at Cambridge was founded and then, two years later, took the name of John Harvard in recognition of the bequest of his library. Today the more than 3500 colleges and universities in the United States have collections that total many millions of volumes. In the intervening years, libraries have functioned in varying ways, depending upon the changing and developing purposes and policies of the institutions they have served. During this time the role of the librarian has changed from that of keeper of books to one of broad responsibilities for sophisticated information services. The academic librarian of today is a consummate professional, responsible for providing information services to faculty and students using every available technology.

The integration of technology has become so deeply rooted into modern society that the upcoming generation of students has never known a world without such innovations. This defining trait calls for an examination of effective methods in which to support and motivate these learners. The Handbook of Research on Engaging Digital Natives in Higher Education Settings focuses on the importance of educational institutions implementing technology into the learning and teaching process in order to prepare for students born into a digital world. Highlighting relevant issues on teaching strategies and virtual education, this book is a pivotal reference source for academicians, upper-level students, practitioners, and researchers actively involved in higher education.

This collection provides the first in-depth, interdisciplinary and over-arching review of higher education in Ireland, situating higher education within the socio-cultural, political and historical context of the country over the past 40 years and the development of European and national policies.

This book examines the transformations of epistemic governance in education, the way in which some actors are shaping new knowledge, and how that new knowledge impacts other actors in charge of implementing this knowledge in the context of the decision-making process and practice. The book describes knowledge-based and evidence-based technologies that produce new modes of representation, cognitive categories, and value-based judgements which determine and guide actions and interactions between researchers, experts and policy-makers. It explores several major social theories and concepts, analysing the transformation of the relationship between educational and social sciences and politics. In the light of epistemic governance being linked to transformations of academic capitalism, the book describes the ways in which academics engaged in heterogeneous networks are capable of developing new interactions as well as facing new trials imposed on them by the changing conditions of producing knowledge in their scientific community and within their institutions. Knowledge is power. It is materialized in metrics, policy instruments and embedded in networks. The governance of European higher education, insightfully argues Romuald Normand, is not structured by hierarchical public policies, by governmental exercise of authority or heroic decision making. Normand makes a sophisticated intellectual argument, building upon the work of Foucault, Latour (Sociology of science), and the pragmatic sociology of Boltanski and Thevenot (sociology of justification) in order to precisely analyse Europe's higher education through the circulation of ideas and instruments. Based upon precise research, the book is a major contribution to the understanding of high education in a capitalist Europe, beyond the simple idea of neo liberalism. Normand, provocatively, even suggests the making of a European Homo Academicus. This is an innovative and important book for public policy, European Studies and the sociology of Education. Patrick le Gales, FBA, CNRS Research Professor, Centre d'Etudes Europeennes, Sciences Po, Paris, France

Today, globalization highlights the importance of cultural diversity within countries, communities, and institutions while providing a better understanding of individuals and groups. By encouraging a focus on international perspectives in learning, teaching, and recruitment, educational institutions are able to adapt to a globalized society. Policies and Initiatives for the Internationalization of Higher Education in Developing Nations provides emerging research exploring the theoretical and practical aspects of implementing the processes of internationalization, as well as its political, economic, historic, and organizational barriers. Featuring coverage on a broad range of topics such as systems theory, student mobility, and risk management, this publication is ideally designed for education researchers, academicians, policymakers, graduate-level students, and administrators seeking current research on the policies and initiatives practiced by institutions and individuals in order to compete with the influences of globalization.

In higher education, case studies can be utilized to have students put themselves into problems faced by a protagonist and, by doing so, address academic or career-related issues. Working through these issues provides students with an opportunity to gain applied perspective and experiences. Professors in higher education who choose this method of teaching require navigational tools to ensure that students achieve stated learning objectives. Case Study Methodology in Higher Education is an essential research publication that focuses on the history and theories relating to case study methodology including techniques for writing case studies and utilizing them in university settings to prepare students for real-life career-related scenarios. This publication features a wide range of topics such as educational leadership, case writing, and teacher education. It is essential for educators, career professionals, higher education faculty, researchers, and students.

This book examines faculty mobility in the 1980s from the perspective of process and market environment, and makes comparisons between current research findings and those reported by Theodore Caplow and Reece McGee in 1958 in The Academic Marketplace. The present study, like the earlier one, encompasses faculty recruitment, including search and selection procedures and effect, and the circumstances of termination, such as denial of tenure, voluntary resignation, retirement, and death. The research findings are based on data obtained from 306 faculty members in personal and telephone interviews conducted during the period from December 1985 to April 1986 and mail response; the sample universities were six of those used in the earlier survey. The findings are discussed in comparison to human resource management in the nonacademic sector and implications for the practice of human resource management in academic settings, contributing to an organizational culture. An important feature of this book is the introduction of management techniques and management thinking at the departmental level that did not exist in the 1950s. The author contends, however, that new management strategies appear to have little effect on the recruitment and termination processes, and that these processes have remained traditionally based while the organization is changing under environmental influences. This unique and timely work will be of interest to a broad academic population, providing new insights into the academic world for anyone interested in the present state of higher eduation, and will be a welcome addition in the research and study of sociology, nonprofit management, and university organization.

A volume in Educational Design and Technology in the Knowledge Society Series Editors Stewart Marshall and Wanjira Kinuthia The field of educational technology is one that requires a high level of problem solving critical thinking, and interpersonal skills to solve problems that are often complex and multi-dimensional. Analyzing cases provides an opportunity to explore professional issues through an environment that allows action researchers, practitioners and students to analyze and reflect on relevant theories and techniques to understand a real problem, ponder solutions and consequences, and develop responses. Hence, this book seeks to provide relevant authentic and realistic cases for such exploration. This book is guided by the premise that the cases presented will serve as a platform for researchers, practitioners and students to share experiences and best practices in both developing and developed contexts, in an endeavor to bridge the knowledge divide. Throughout the book, various challenges are addressed and educational technology tools and strategies are subsequently employed in an effort to minimize the issues. Notwithstanding, the book also highlights successes and accomplishments in areas and contexts in which educational technology is being harnessed, including reaching more learners, providing more affordable options, and building capacity. Because of the interdisciplinary and multidisciplinary nature of the field and the cases, this book is useful not only in educational technology, but also in other fields. A "Facilitator Guide" is provided for each chapter for educators with their learners.

Leaving school, whether to move on to training, work or education, is a fundamental rite of passage the world over. This volume draws on a wealth of international sources and studies in its analysis of the 'transitions' young students make as they move on from their secondary schooling. It identifies how these transitions are planned for by policymakers, enacted by school staff and engaged with by students themselves. With data from a range of nations with advanced industrial economies, the book delineates how the policies relating to these transitions need to be conceived and implemented, how the transitions themselves are negotiated by young people, and how they might be shaped to meet the varied needs of the students they are designed to help. The authors argue that the relationship, often complex, between what schools provide in the way of preparation, and the ways in which students take up what is on offer, is the crucial nexus for understanding the experience of transitions by young people, and for enhancing that experience. With a host of case studies of transition policies themselves, as well as evaluative data on how they were received by the school leavers whom they were designed for, this valuable addition to the educational literature deserves to be read by all those with roles in preparing the young for their journey into a complex adult world full of pitfalls as well as opportunity.

A survey of the evolution of student rights, from children as property to free speech, prayer in the classroom, compulsory flag salutes, school searches, drug testing, and the right to equal education. This fascinating survey provides a comprehensive introduction to student rights, tracing the legal status of children as their father's property to their current status as citizens entitled to constitutional rights. Written by Patricia Hinchey, Student Rights: A Reference Handbook chronicles the landmark legislation and court decisions that have enabled the gradual transformation of students' rights. This book explains issues surrounding mandatory education and education as a property right, examines various inequities such as the segregation of minority students, and discusses bilingualism (notably the Ebonics, or Black English, controversy in Oakland, California). It describes the persistent tension regarding religion and education, and explores current controversies such as the widespread use of strip searches in schools by nonuniformed officials. Provides a chronology of selected legislation and Supreme Court cases from the Bill of Rights in 1791 to the 2000 ruling in Santa Fe Independent School District v. Doe, which struck down a Texas high school policy allowing student-led prayers at football games Includes a diverse directory of organizations and Internet resources from the ACLU and Christian Coalition of America to the Internet Free Expression Alliance and the official Teen Rights home page

This book focuses on the changes in academic careers and their implications for job attachment and the management of academic work. Against the background of an ageing profession, with different demands on academic staff, increasing insecurity, accountability and internationalisation, it discusses important, common themes in detail. This book examines such aspects as the nature of academic careers and recent changes in careers, changing biographies, rewards of academic work such as income and job satisfaction, internationalisation of the academy, and the organisation and management of academic work sites. This book is the second of two books highlighting findings from research on the academic profession, notably, the Changing Academic Profession Study and the European project supported by the European Science Foundation on changes in the academic profession in Europe (EUROAC). An adapted version of the CAP questionnaire has been used to carry out the survey in those countries that had not been involved before in the CAP survey. Altogether 19 countries are covered by the CAP project and an additional seven European countries are covered by EUROAC.

Sponsored by Manpower Demonstration Research Corporation
Looks at a wide array of the most promising school-to-work efforts and offers practical insights for both educators and employers on how to make these programs more effective.

As technology expands and becomes more powerful and pervasive, there is growing discussion of the innovative ways that technology can be used. While it is obviously important to consider the technical aspects of any new technology, there is a critical need for more discussion related to the social and organizational aspects of technology in higher education. Technology Integration in Higher Education: Social and Organizational Aspects provides a sound overview of the ways that technology influences the human and organizational aspects of higher education. Aimed at researchers and professionals working in higher education, this text explores how technology is changing the relationship between faculty and students, higher education experience, and the role of colleges and universities within society as a whole.

Global awareness and competency has become an essential part of higher education and professional development. Expanding beyond the traditional ideas of learning and education, it is important to provide research that will help students prepare for the global future. The Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work is a pivotal reference source that provides vital research on the intersection of life and work skills in higher education and professional development. While highlighting topics such as research engagement, learning assessment, and multicultural competence, this publication explores the preparation of twenty-first century learners, as well as the methods of promoting critical and creative thinking. This book is ideally designed for educators, academicians, education administrators, researchers, and upper-level students seeking current research on global knowledge and skills in contemporary education and organizations.

Liberal education has always had its share of theorists, believers, and detractors, both inside and outside the academy. The best of these have been responsible for the development of the concept, and of its changing tradition.
Drawn from a symposium jointly sponsored by the Educational Leadership program and the American Council of Learned Societies, this work looks at the requirements of liberal education for the next century and the strategies for getting there. With contributions from Leon Botstein, Ernest Boyer, Howard Gardner, Stanley Katz, Bruce Kimball, Peter Lyman, Susan Resneck Pierce, Adam Yarmolinsky and Frank Wong, Rethinking Liberal Education proposes better ways of connecting the curriculum and organization of liberal arts colleges with today's challenging economic and social realities. The authors push for greater flexibility in the organizational structure of academic departments, and argue that faculty should play a greater role in the hard discussions that shape their institutions. Through the implementation of interdisciplinary and collaborative approaches to learning, along with better integration of the curriculum with the professional and vocational aspects of the institution, this work proposes to restore vitality to the curriculum.
The concept of rethinking liberal education does not mean the same thing to every educator. To one, it may mean a strategic shift in requirements, to another the reformulation of the underlying philosophy to meet changing times. Any significant reform in education needs careful thought and discussion. Rethinking Liberal Education makes a substantial contribution to such debates. It will be of interest to scholars and students, administrators, and anyone concerned with the issues of modern education.

This book offers new insights and perspectives on internationalization and trans-national higher education (TNHE) with contributions from three continents. These include the student experience in Malaysia, China, Japan and India as well as institutional perspectives and pedagogical implications of new research.