- Delivers a unique and original perspective that explores how students navigate elite universities by focussing on their race and class backgrounds. - It provides an original, comparative account of how students are positioned as graduates in elite universities. It will specifically highlight how students' prior experiences have had a significant impact on their experiences at elite universities. - By using Bourdieu and CRT, the book will provide a unique theoretical perspective on how inequalities are reproduced and perpetuated for some groups and not others.

Practical Teaching: A Guide to Teaching in the Education and Training Sector is the perfect companion for those studying or teaching the new Award, Certificate and/or Diploma in Education and Training, PGCE, Cert Ed and all Initial Teacher Training Qualifications. This comprehensive new title is the ultimate handbook for the student teacher wishing to pursue the next stage of training in the Further Education Sector, and it follows the success of Linda Wilson's previous Practical Teaching guides. Drawing on years of experience in the field, Linda Wilson takes readers through all aspects of teaching and learning; from the initial interviews and inductions through the learning process, to assessment and finally reflection, offering helpful and workable tips for success along the way. Her book offers practical ideas for teaching in an easy-to-read style. Essential theory is introduced on a need-to-know basis, and is set in the context of its application within the classroom. This text is also updated to include strategies for improving teaching and learning in line with guidance from the Common Inspection Framework, and it is a useful tool to provide CPD for qualified teachers.

This book makes a fresh contribution to the field of research ethics by considering research issues through relatable autobiographical narratives. The book's core offers narratives by novice second language education researchers who are completing PhD degrees using data from international research participants. These narratives expose challenges regarding the ethical identity of researchers working across diverse value and belief systems. The narrative chapters are followed by four chapters of commentaries from a line-up of international scholars with various academic, linguistic, and cultural backgrounds. The case study approach reports the experiences and reflections of research students before, during, and after the data collection phase of their projects, and offers insights into the recruitment of participants; acquiring and maintaining access; interpretations of the notion of informed consent; incentivising participants; the implications of ensuring anonymity and confidentiality; the right to withdraw participation and data; the positioning of the researcher as insider or outsider; potential conflicts of interest; the potential harm to participants and researcher; and the dissemination of findings. This practical and relatable book is aimed at research students and their supervisors in fields such as applied linguistics and education, as well as those following methods courses, to help illustrate the ethical challenges faced by researchers in the process of collecting qualitative data.

This global collection brings a new perspective to the field of comparative education by presenting trust, capacity and accountability as the three building blocks of education systems and education system reform. In exploring how these three factors relate to student learning outcomes across different international contexts, this book provides a powerful framework for a more equal system. Drawing upon research and case studies from scholars, policymakers and experts from international agencies across five continents, this book shows how trust, capacity and accountability interact in ways and with consequences that vary among countries, pointing readers towards understanding potential leverage points for system change. Trust, Accountability, and Capacity in Education System Reform illuminates how these three concepts are embedded in an institutional context temporally, socially and institutionally and offers an analysis that will be of use to researchers, policymakers and agencies working in comparative education and towards education system reform. Chapter 11 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution 2.0 Generic license available at http://www.taylorfrancis.com/books/e/9780429344855

Everyone wants their research to be read and to be relevant. This exciting new guide presents a broad range of ideas for enhancing research impact and relevance. Bringing together researchers from all stages of academic life, it offers a far-reaching discussion of strategies to optimise relevancy in the modern research environment. This book is crucial reading for advanced masters students, doctoral students and researchers in the social sciences wishing to grow the relevance of their research beyond academia. Senior researchers and educators offering doctoral courses will also benefit from its insight into the development of a generation of young researchers in the contemporary academic environment. Contributors include: T. Alfahaid, A. Aljarodi, C. Alvarez, S. Aparicio, E. Breit, A. Buhrandt, D. de Castro Leal, K. Ettl, S. Feldermann, I. Haase, J. Janisch, P. Koehn, T. Lopez, A. Loescher, A. Muller, M. Paschke, P.J. Ruf, J. Schnittker, C. Soost, D. Urbano, C. Weigel, F. Welter

This timely volume brings together a range of international scholars to analyse cultural, political, and individual factors which contribute to the continued global issue of female underrepresentation in STEM study and careers. Offering a comparative approach to examining gender equity in STEM fields across countries including the UK, Germany, the United States, Hong Kong, Taiwan, South Africa, and China, the volume provides a thematic breakdown of institutional trends and national policies that have successfully improved gender equity in STEM at institutions of higher education. Offering case studies that demonstrate how policies interact with changing social and cultural norms, and impact women's choices and experiences in relation to the uptake and continuation of STEM study at the undergraduate level, the volume highlights new directions for research and policy to promote gender equity in STEM at school, university, and career levels. Contributing to the United Nations' (UN) 2030 Agenda for Sustainable Development, this text will benefit researchers, academics, and educators with an interest in science education, higher education, and gender equity in STEM fields. The text will also support further discussion and reflection around multicultural education, educational policy and politics, and the sociology of education more broadly.

This book examines the interactions and dynamics between one cross-border joint-university and its social environment in the process of institutional transplantation and organizational adaptation. This study specifically demonstrates the interplays between the joint-university and its key players, including partners, government, market, parents, and the general public. By examining a variety of tensions between the joint-university and its key social actors, this research suggests a concept of "organizational dilemma" to capture the characteristics embedded in cross-border joint-universities in mainland China, and as an analytical model to unpack the tensions giving rise to the dilemmatic feature.

This volume narrates and shares the often-unheard voices of students, parents, and educators during the COVID-19 pandemic. Through close analysis of their lived experiences, the book identifies key patterns, pitfalls, and lessons learnt from pandemic education. Drawing on contributions from all levels of the US education system, the book situates these myriad voices and perspectives within a prismatic theory framework in order to recognise how these views and experiences interconnect. Detailed narrative and phenomenological analysis also call attention to patterns of inequality, reduced social and emotional well-being, pressures on parents, and the role of communication, flexibility, and teacher-led innovation. Chapters are interchanged with interludes that showcase a lyrical and authentic approach to understanding the multiplicity of experience in the text. Providing a valuable contribution to the contemporary field of pandemic education research, this volume will be of interest to researchers, academics, and educators with an interest in the sociology of education, online teaching and eLearning, and those involved with the digitalization of education at all levels. Those more broadly interested in educational research methods and the effects of home-schooling will also benefit.

Presenting comprehensive research conducted with learners and educators in a range of settings, this volume showcases self-reflection as a powerful tool to enhance student learning. The text builds on empirical insights to illustrate how language professionals can foster critical self-reflection amongst learners of English as an additional language. This text uses ecologically sensitive practitioner research that addresses issues of both practical and pedagogical significance in the fields of TESOL, language teaching and learning, and teacher education. By synthesizing interdisciplinary research and theory, chapters show how various types of self-reflection-including guided and non-guided; group and individual forms; and written, oral, and technology-mediated reflection-can promote autonomous, self-regulated learning amongst students at various levels. Whilst offering readers a strong grounding in the theoretical and empirical knowledge that supports self-reflection, the volume gives constant attention is given to praxis, with a focus on effective pedagogical strategies and tools needed to implement, encourage, and evaluate critical learner reflection in readers' own teaching or research. This volume will be a critical resource for language-teaching professionals interested in critical learner reflection, including in-service, pre-service, and teacher educators in the field of TESOL. Scholars and researchers in the fields of applied linguistics and language education more broadly will find this volume valuable.

Presenting original studies and rich conceptual analyses, this volume explores how cognitive and affective metrics can be used to effectively assess, modify, and enhance learning and assessment outcomes of simulations and games used in education and training. The volume responds to the increasing use of computer-based simulations and games across academic and professional sectors by bringing together contributions from different research communities, including K-12 and postsecondary education, medical, and military contexts. Drawing on empirical results, the chapter authors focus on the design and assessment of educational simulations and games. They describe how quantitative and qualitative metrics can be used effectively to evaluate and tailor instructional resources to the cognitive and affective needs of the individual learner. In doing so, the volume enhances understanding of how games and simulations can intersect with the science of learning to improve educational outcomes. Given its rigorous and multidisciplinary approach, this book will prove an indispensable resource for researchers and scholars in the fields of educational assessment and evaluation, educational technology, military psychology, and educational psychology.

This authoritative edited volume examines the drivers of higher education in the Gulf region. It offers insightful analyses and examines contemporary pedagogical, management, strategic, and relevant issues on quality education that confront higher education institutions. Written by higher education specialists, curriculum developers, and policy makers from diverse international backgrounds, the book analyses issues affecting the Gulf Cooperation Council (GCC) region, with a particular focus on Oman and Saudi Arabia. It is divided into regional and non-regional drivers and considers drivers as potent enablers of a management system and educational structure at the intersection of quality education and quality management in higher education. Chapters include discussion of organisational, management, and policy issues including strategic innovation, internationalisation, quality assurance, and global rankings of higher education institutes. The book includes discussion of the challenges posed by the COVID-19 pandemic on teaching and learning policies, practices, and programmes. This book will serve as an essential reference for quality management in higher education institutions in the Gulf, and will be highly relevant reading for academics, researchers, and students of higher education, education management, and quality education in the Gulf region.

This text offers an in-depth case study of the development of an experimental community college established by City University of New York with the aim of increasing two-year completion rates. By detailing academic and administrative reforms undertaken at Guttman Community College since 2007, the text illustrates the implementation of innovative practices in developmental education, advising, and experiential education and offers critical commentary on why reforms failed to bring the expected results. In a series of comprehensive and insightful chapters, Jordan maps the process of implementation and reform at Guttman Community College. In doing so, he explores the shortcomings of the Guttman enterprise, and offers in-depth analysis of the causes and implications of a failure to account for the local context and student population in planning and implementation phases. This unique, historical narrative thus offers important insights into pitfalls and best practices around issues of racial inequity, governance and leadership, curriculum development, student support services, and data-driven decision making. Each chapter concludes with a section focusing specifically on implications for the post-secondary system more broadly to inform effective, appropriate, and inclusive college reform. This book will be of interest to postgraduates and researchers exploring the history and governance of postsecondary education in the United States, as well as academic administrators, faculty, and policymakers. Jordan speaks to the myriad lessons that can be valuable for a higher education landscape that is hungry for innovation and reform.

Lesson Study has been shown to be a systematic way of building teachers' knowledge by allowing them to share their knowledge with each other. While much has been written about the benefits of Lesson Study in science and mathematics education, this book analyses its impact on education for children with special needs. It studies the ways in which the Lesson Study process is implemented in different educational contexts in the Netherlands, Singapore, the UK, and Sweden-countries which propagate more inclusive learning environments regardless of varying degrees of student capacities. In addition to making transcultural comparisons regarding concepts, procedures, and instruments in the use of Lesson Study in these four countries, this book will provide practice-based suggestions for teachers to formulate collaborative lesson plans.

This volume offers a critical examination of educational policy in Ontario, Canada, and critiques the success of such policies in ensuring diversity and equity of access in teacher hiring. Providing comprehensive coverage of historical marginalization in the Canadian education system, the book explains the rationale and objectives of policies enacted with the aim of ensuring "bias-free", or "colourblind" hiring. Drawing on qualitative data to illustrate how educators' lived experiences often sit at odds with the inclusivity that such policies claim to achieve, the book presents the "Equity Hiring Toolkit" as a practical framework enabling educational administrators to recognize how unconscious biases and relative positions of power can implicate hiring decisions. This text will benefit researchers, doctoral students, and academics in the fields of teacher education, educational policy, and multicultural education more broadly. Those interested in the school leadership and management, as well as race and ethnic studies will also enjoy this volume.

This volume provides unique insight into how American colleges and universities have been significantly impacted and shaped by college football, and considers how U.S. sports culture more generally has intersected with broader institutional and educational issues. By documenting events from the nineteenth and twentieth centuries including protests, legal battles, and policy reforms which were centred around college sports, this distinctive volume illustrates how football has catalyzed broader controversies and progress relating to race and diversity, commercialization, corruption, and reform in higher education. Relying foremost on primary archival material, chapters illustrate the continued cultural, social, and economic themes and impacts of college athletics on U.S. higher education and campus life today. This text will benefit researchers, graduate students, and academics in the fields of higher education, as well as the history of education and sport more broadly. Those interested in the sociology of education and the politics of sport will also enjoy this volume.

This edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including 'translanguaging', or the use of multiple languages - and especially African languages - for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language. The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student's languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond. Chapter 3 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com.

Grounded in key sociological theory on the concepts of boundaries, power and control, this text addresses the question of whether the university is thriving or merely surviving. Using a sociological lens to consider how institutions must engage in boundary transactions in order to maintain their unique position and identity, this book explores how these transactions also have the potential to undermine academic boundaries. Including a detailed analysis of the activities, organisation and outputs of academic research in the context of science, technology, engineering, mathematics and medicine (STEMM) departments of UK universities, the arguments presented have implications for universities and their stakeholders not only in the United Kingdom, but wherever universities face challenges of purpose and identity, particularly where these are shaped by neoliberal modes of governance and management. Insights into how universities must balance the ideas of themselves as teaching institutions, research institutions and their broader societal importance and impact make this important reading for higher education scholars and postgraduate students, sociological theorists and all those interested in the future of the university.

This text responds to the growing need for speech-language pathologists in school settings by asking how factors including people, work, pay, opportunities for promotion, and supervision impact the overall job satisfaction of school-based speech-language pathologists. Drawing on data from a quantitative study conducted in schools in the US, the text foregrounds the experiences and perspectives of speech-language pathologists working in the public school sector, and illustrates the critical role of effective and supportive educational leadership and administration in ensuring effective recruitment, retention, and job satisfaction amongst these much needed professionals. The text highlights growing responsibilities of speech-language pathologists in schools and considers recruitment and challenges in the sector can be remedied by greater understanding of how job satisfaction relates to speech-language pathologists' experiences and perspectives on pay, work, opportunities for promotion, and support from a supervisor. This short text is aimed at researchers, scholars, and administrators in meeting the growing needs of children and students with speech and language difficulties in Early Childhood, Elementary, and Secondary education settings . The text will be particularly valuable for school leaders looking to support speech-language pathologists in their setting.

There is a growing body of research on English-medium Instruction (EMI) in Asian contexts, and much of this research points out difficulties experienced by stakeholders. This volume takes up the issue of support for EMI, which is, and which can be, offered to students outside of the classroom in order to help them succeed academically in an EMI environment. Dr Ruegg's book demonstrates the effectiveness of such support in the Japanese context. It begins by examining the support currently available for students in English-medium full degree programmes then goes on to examine one successful support service in more detail in order to determine the kinds of effects that can be achieved by establishing such a centre. The research reported in this book was conducted in Japan, but the findings will apply in other locations, especially in other Asian countries. The information provided in the book is expected to inform institutions who are looking to either establish an English-medium degree programme or improve on an existing programme by sharing information about the practices of other institutions.

This book brings together key perspectives from scholars in the Global South and Global North to illustrate diverse ways in which the UN's Global Citizenship Education (GCED) agenda can promote social justice and be used as a vehicle for negotiating and learning about diverse and shared objectives in education and the global public sphere. Recognizing the historical function of education as a prominent public sphere site, this book addresses questions around how forms of global education can serve as public sphere sites in various contexts today and in the future. Specifically, it questions established notions of education and proposes new interpretations of the relationship between practices of education and the public sphere to meet the needs of our contemporary turbulent era and a post-2020 world. By offering conceptual analyses, examples of policy and educational practices which promote global learning, democratic citizenship, common good, and perspective-taking, the text offers new critical understandings of how GCED can contribute to the public responsibilities and roles of education. Chapters consider examples such as non-formal adult education at the Mexico-US border, teachers' responsibilities in Japan and Finland, developments in education policy and practices in Brazil, civic religious teachings in Canada, online learning in the United States and China, and support to the participation of women in higher education in Pakistan. Given its unique approach, and the range of case studies it brings together, this book is a timely addition to the literature on education in the global public sphere. It will prove to be an invaluable resource for scholars working at the intersections of global education and transnational education policies, and for teachers involved in global education.

The education of young people is context bound. This edited volume explores the contexts that characterise South and South East Asia and their influence on social studies education. There is not a single context across this broad geographical expanse, rather different religions, different political systems and different values exert influences that create distinctive programmes that characterise different countries. Yet there are also commonalities such as the post-colonial nature of most of the countries portrayed in this book, determined efforts at establishing new national communities and multiple value systems that lead to distinctive local priorities. There are also voices of resistance in these chapters, recognising the realities of local contexts but also recognising the need for change. Social studies education in these contexts may well be descended from its origins in North America, but in South and South Asian contexts, it has taken on new purposes, new forms and new values. Education researchers, policymakers and postgraduate students in comparative education will find the volume useful in its exploration and comparison of the social studies curricular and reforms that shaped them.

This analytical volume uses qualitative data, quantitative data, and direct employee experiences to aid understanding of why workplace bullying occurs in universities throughout the US. To address higher education workplace bullying, this text offers data-driven interventions for human resource staff and departments to effectively tackle this destructive phenomenon. Drawing on Hollis' first-hand research which is supported by findings from a 2019 Human Resources data collection, this text identifies populations which are most vulnerable to discrimination within academia. The data shows how human resource departments, executive leadership, and faculty might proactively intervene to prevent workplace bullying. Divided into two parts, the book offers empirical analysis of structural interventions for human resource efforts to combat workplace bullying in higher education. Second, the book puts forth solutions based on empirical findings for organizations and human resources to combat workplace aggression and civility which hurts higher education. Further, the author examines the specific effect of workplace harassment and cyberbullying on women of color, junior faculty, women, and the LGBTQ community. This text will benefit researchers, doctoral students, and conducting higher education research. Additionally, the book focusses on structural issues which interfere with multicultural education more broadly. Those interested in Human Resource Management, the sociology of education, and gender and sexuality studies and will also enjoy this volume.

By showcasing asset-based approaches inspired by individual reflection, research, and experience, this volume offers a fresh and timely perspective on grief and trauma within higher education and illustrates how these approaches can serve as opportunities for hope and allyship. Featuring a broad range of contributions from scholars and professionals involved in educational research and academia, Humanizing Grief in Higher Education explores the varied ways in which students, scholars, and educators experience and navigate grief and trauma. Set into four distinct parts, chapters deploy personal narratives situated within interdisciplinary and transdisciplinary research frameworks to illustrate how issues such as race, gender, socio-economic class, and politics intersect with experiences of personal and professional grief in the academy. A variety of intersectional fields of study - from positive psychology, counselling, feminist and queer theories, to trauma theory and disability studies - inform an interdisciplinary framework for processing traumatic experiences and finding ways to hope. These narrative explorations are positioned as key to developing a sense of hope amongst the grieving and those supporting them. This text will benefit researchers, doctoral students, and academics in the fields of Higher Education, teacher education, trauma studies, and mental health education. Those interested in positive and educational psychology, as well as grief counselling in adults, will also enjoy this volume. Finally, this collection serves as a companion for those who find themselves grappling with losses, broadly defined.

This book, written by three generations of rankings academics with considerable experience from three very different regions of the globe, lifts the lid on the real impact of higher education ranking systems (HERS) on universities and their stakeholders. It critically analyses the criteria that make up the 'Big Three' global ranking systems and, using interviews with senior administrators, academics and managers, discusses their impact on universities from four very different continents. Higher education continues to be dominated by a reputational hierarchy of institutions that sustains and is reinforced by HERS. Despite all the opinions and arguments about the legitimacy of the rankings as a construct, it seems experts agree that they are here to stay. The question, therefore, seems to be less about whether or not universities should be compared and ranked, but the manner in which this is undertaken. Delivering a fresh perspective on global rankings, this book summarizes the development of HERS and provides a critical evaluation of the effects of HERS on four different major regions - South Africa, the Arab region, South East Asia, and Australia. It will appeal to any academic, student, university administrator or governing body interested in or affected by global higher education ranking systems.

By drawing on quantitative data and qualitative analyses of five major national education policies implemented in India over the last 15 years, this comprehensive volume explores their impact on teacher quality and perceived effectiveness, explaining how this relates to variations in student performance. Responding to a national agenda to increase the quality of the Indian teacher workforce, Teacher Quality and Education Policy in India critically questions the application of human capital theory to Indian education policy. Chapters provide in-depth and strategically structured analyses of five national policies - including the recently approved National Education Policy (NEP) 2020 - to see how Indian policymakers use teacher quality as a driver and measurement of education and national economic development. Ultimately, the text offers evidence-based policy recommendations to improve teacher quality in India, suggesting that while all five policies have contributed significant frameworks and recommendations for teacher quality reform, they have failed to move beyond a symbolic function. Given its rigorous methodological approach, this book will be a valuable addition to the under-researched question of education policymaking in postcolonial contexts. It will be an indispensable resource not only for scholars working on policymaking in the Indian context, but also for those working at the intersection of education, teacher development, and policymaking in developing countries.