A wonderfully engaging and entertaining history of the great dons of the last two hundred years, by one of our leading historians of ideas. Rich in anecdote, and displaying all the author's customary mastery of his subject, The Dons is Noel Annan at his erudite, encyclopedic and entertaining best. The book is a kaleidoscope of wonderful vignettes illustrating the brilliance and eccentricities of some of the greatest figures of British university life. Here is Buckland dropping to his knees to lick the supposed patch of martyr's blood in an Italian cathedral and remarking, 'I can tell you what it is; it's bat's urine.' Or the granitic Master of Balliol, A.D. Lindsay, whose riposte on finding himself in a minority of one at a College meeting was, 'I see we are deadlocked'. But, entertaining as it is, The Dons also has a more serious purpose. No other book has ever explained so precisely - and so amusingly - why the dons matter, and the importance of the role they have played in the shaping of British higher education over the past two centuries.

The quarterback sends his wide receiver deep. The crowd gasps as he launches the ball. And when he hits his man, the team's fans roar with approval--especially those with the deep pockets. Make no mistake; college football is big business, played with one eye on the score, the other on the bottom line. But was this always the case? Brian M. Ingrassia here offers the most incisive account to date of the origins of college football, tracing the sport's evolution from a gentlemen's pastime to a multi-million dollar enterprise that made athletics a permanent fixture on our nation's campuses and cemented college football's place in American culture. He takes readers back to the late 1800s to tell how schools embraced the sport as a way to get the public interested in higher learning-and then how football's immediate popularity overwhelmed campuses and helped create the beast we know today. Contrary to conventional wisdom, Ingrassia proves that the academy did not initially resist the inclusion of athletics; rather, progressive reformers and professors embraced football as a way to make the ivory tower less elitist. With its emphasis on disciplined teamwork and spectatorship, football was seen as a ""middlebrow"" way to make the university more accessible to the general public. What it really did was make athletics a permanent fixture on campus with its own set of professional experts, bureaucracies, and ostentatious cathedrals. Ingrassia examines the early football programs at universities like Michigan, Stanford, Ohio State, and others, then puts those histories in the context of Progressive Era culture, including insights from coaches like Georgia Tech's John Heisman and Notre Dame's Knute Rockne. He describes how reforms emerged out of incidents such as Teddy Roosevelt's son being injured on the field and a section of grandstands collapsing at the University of Chicago. He also touches on some of the problems facing current day college football and shows us that we haven't come far from those initial arguments more than a century ago. The Rise of Gridiron University shows us where and how it all began, highlighting college football's essential role in shaping the modern university-and by extension American intellectual culture. It should have wide appeal among students of American studies and sports history, as well as fans of college football curious to learn how their game became a cultural force in a matter of a few decades.

Cognisant of the globalising context in which we find ourselves, as intellectuals we ought to ensure relevance in what we teach. This orientation, that prizes pedagogic relevance, has been raised as an objection to the decolonial call, being – at times – used to resist democratic change in the South African University. The contributions in this volume highlight the implications of the global relevance discourse through revealing the impact of decontextualised curricula.

Similarly, institutional democratisation and decolonisation ought not to be a turn to fundamentalist positions that recreate the essentialisms resisted through calls for decolonisation. As a critical response to such resistance to democratisation, this book showcases how decolonisation protects the constitutionally enshrined ideal of academic freedom and the freedom of scientific research. We argue that this framing of decoloniality should not be used to protect interests that seek to undermine the transformation of higher education. Concurrently, however, it is critical of decolonial positions that are essentialist and narrow in their manifestation and articulation.

Decolonisation as Democratisation suggests what is intended by a curriculum revisionist agenda that prizes decolonisation through bringing together academics working in South Africa and the global academy. This collaborative approach aims to facilitate critical reflexivity in our curriculum reform strategies while developing pragmatic solutions to current calls for decolonisation.

This extremely topical and updated second edition of Assessment of Prior Learning: A Practitioners Guide focuses on the methods of correctly documenting and comprehensively assessing evidence of prior learning at institutions, outside formal education or training or via previous careers which enables students to gain credits on an academic course of study. Fully in-line with the updated Nursing and Midwifery Councils standards, this accessible text provides a wealth of activities to promote reflective study, fully customisable diary and assessment records and new contributors providing an insight to Assessment of Prior Leaning from a wider international context.

The role, scale and expectations of higher education institutions have changed dramatically in recent times as knowledge-intensity has become a key determinant of economic competitiveness. Higher education institutions face increasing pressure to demonstrate their fitness to meet the needs of society and individuals. Questions about the quality, performance and productivity of higher education are central to these concerns, of relevance to society, governments and students. This Handbook brings together a group of international scholars to address these issues and propose how to move beyond them. This Handbook is the first comprehensive reference, laying out current research in the field, and bringing it up-to-date with cutting-edge theoretical and empirical contributions from leading international experts. Blending new research with richly contextualised national and regional examples, the authors give authoritative insights from around the globe on how best to understand, assess and improve quality, performance and accountability in higher education. This Handbook will become an invaluable tool for practitioners in higher education and education policy-making as well as researchers and students of social science and public policy. Contributors include: K.S. Adeyemo, K. Aleksandriyskaya, A. Amaral, S. Archer, I. Austin, E. Bell, P. Benneworth, C. Blanco, V. Borden, R. Bringle, R. Brown, H. Coates, G. Croucher, D. Dill, M. Dobbins, D. Edwards, A. Fryar, S. Fukahori, A. Gibson, F. Guo, M. Hanlon, L. Harvey, E. Hazelkorn, M. Hicks, N. Hillman, A.Y.-c.Hou, F. Huang, J. Huisman, Y. Ibrahim, R. Ismail, N. Jankowski, E. Jerez, G. Jones, B. Jongbloed, J. Jungblut, P. Kelly, R. King, K. Kinser, M. Klemencic, G. Kuh, J. Lane, L. Lange, M.C. Lennon, S.E. Lid, N.C. Liu, Y. Luo, M. Mahat, J. Marino, M. Martin, W.F Massy, A.C. McCormick, K. Moore, S. Moyo, P. Noonan, D. Orr, R. Shavelson, J. Shi, O.-J. Skodvin, B. Stensaker, F. Strydom, P. Teixeira, R. Tijssen, O. Troitschanskaia, A. Usher, F. van Vught, N.V. Varghese, H. Vossensteyn, M. Vukasovic, R. Wagenaar, C.D. Wan, E. Weber, H.P. Weingarten, W. Wen, D. Westerheijden, R. Williams, T. Yang, N. Zeeman, L. Zhang

Language has always been the medium of instruction, but what happens when it becomes a barrier to learning? In this book, Jane Hill and Kirsten Miller take the reenergized strategies from the second edition of Classroom Instruction That Works and apply them to students in the process of acquiring English. New features in this edition include: The Thinking Language Matrix, which aligns Bloom's taxonomy with the stages of language acquisition and allows students at all levels to engage in meaningful learning. The Academic Language Framework, an easy-to-use tool for incorporating language-development objectives into content instruction. Suggestions for helping students develop oral language that leads to improved writing. Tips for Teaching that emphasize key points and facilitate instructional planning. Whether your students are learning English as a second language or are native English speakers who need help with their language development, this practical, research-based book provides the guidance necessary to ensure better results for all.

What is most remarkable about the assortment of discipline programs on the market today is the number of fundamental assumptions they seem to share. Some may advocate the use of carrots rather than sticks; some may refer to punishments as "logical consequences". But virtually all take for granted that the teacher must be in control of the classroom, and that what we need are strategies to get students to comply with the adult's expectations. Alfie Kohn challenged these widely accepted premises, and with them the very idea of classroom "management", when the original edition of Beyond Discipline was published in 1996. Since then, his path-breaking book has invited hundreds of thousands of educators to question the assumption that problems in the classroom are always the fault of students who don't do what they're told; instead, it may be necessary to reconsider what it is that they've been told to do - or to learn. Kohn shows how a fundamentally cynical view of children underlies the belief that we must tell them exactly how we expect them to behave and then offer "positive reinforcement" when they obey. Just as memorizing someone else's right answers fails to promote students' intellectual development, so does complying with someone else's expectations for how to act fail to help students develop socially or morally. Kohn contrasts the idea of discipline, in which things are done to students to control their behaviour, with an approach in which we work with students to create caring communities where decisions are made together. Beyond Discipline has earned the status of an education classic, a vital alternative to all the traditional manuals that consist of techniques for imposing control. For this 10th anniversary edition, Kohn adds a new afterword that expands on the book's central themes and responds to questions from readers. Packed with stories from real classrooms around the country, seasoned with humor and grounded in a vision as practical as it is optimistic, Beyond Discipline shows how students are most likely to flourish in schools that have moved toward collaborative problem solving - and beyond discipline.

Scottish Gaelic in Twelve Weeks has been written both as a self-tuition course for beginners and also for use within the classroom. You may want to learn Gaelic because of a general interest in Celtic or Scottish history and culture, or because it was the everyday language of your ancestors. The cynical observer may wonder if the exercise is worthwhile, when only 1.5 per cent of Scotland's population speak the language. However, Gaelic is far from dead; in some parts of the Highlands and Western Isles it is the everyday language and it represents an important part of the United Kingdom's cultural mix. There are Gaelic-learning classes in almost every area of Scotland. Each lesson in the book contains some essential points of grammar explained and illustrated, exercises, a list of new vocabulary (with a guide to pronunciation, using the International Phonetics Alphabet), and an item of conversation. This new edition includes an audio download link.

"Biggs and Tang, now with Kennedy, have ensured this new edition remains an international leader for university teaching for the next decade." Denise Chalmers AM, Emeritus Professor, University of Western Australia, Australia "This book, a fifth edition, can truly be called a "classic" on the topic of teaching, learning and curriculum design in higher education." Michael Prosser, Honorary Professorial Fellow, Centre for the Study of Higher Education, University of Melbourne, Australia "You should be inspired to increase the quality of your teaching, your learning, and your learning about teaching." John R. Kirby, Professor Emeritus of Educational Psychology, Queen's University, Canada The concept of constructive alignment has supported generations of students and teachers within higher education. It is a 'backward design' method of teaching where the student outcomes are identified first and the teacher then designs teaching activities to enable students to achieve those outcomes, assessing how well they have been achieved. Each chapter outlines how to design the learning outcomes, teaching and assessments for success in learning. This updated edition of Teaching for Quality Learning at University: * Provides a comprehensive, research-based theory of teaching for teacher reflection * Outlines how educational technology can be used in constructively aligned teaching * Helps staff developers to provide support for staff and departments in line with institutional policies * Offers a framework for quality assurance and quality enhancement across a whole institution Teaching for Quality Learning at University continues to be used as a framework for designing higher education teaching systems globally and is essential reading for those in the field. John Biggs has held Chairs in Education in Canada, Australia, and Hong Kong. He has published extensively on student learning and the implications of his research for teaching. He developed his concept of constructive alignment at the University of Hong Kong, first outlined in Teaching for Quality Learning at University in 1999. Catherine Tang has over 15 years of teaching experience in tertiary education and is the former Head of the Centre for Learning, Teaching and Supervision at the Education University of Hong Kong (the then Hong Kong Institute of Education) and the Educational Development Centre at the Hong Kong Polytechnic University. Gregor Kennedy is the Deputy Vice-Chancellor (Academic) at the University of Melbourne, Australia and a Professor of Higher Education in the Melbourne Centre for the Study of Higher Education.

English language learners (ELLs) often face the difficult challenge of learning both a new language and new subject matter at the same time. In Teaching English Language Learners Across the Content Areas, Judie Haynes and Debbie Zacarian offer strategies, tools, and tips that teachers can use to help ELLs at all levels flourish in mainstream classrooms. This book will show teachers how to: Determine their ELLs' stages of English language acquisition. Modify assignments and assessments in different content areas for ELLs at different stages of language development. Ensure that all ELLs participate fully in lesson activities alongside their English-fluent peers. Communicate effectively with parents and guardians of students from diverse cultures. Real-life examples of lessons from elementary, middle, and high school that have been modified for ELLs in language arts, math, science, and social studies classes show how to effectively put the authors' recommendations into practice. A glossary of important ELL and ESL terms is included as well, for those who are new to teaching ELLs. Whether novice or veteran, all teachers of ELLs will benefit from this wonderfully practical guide to ensuring that ELLs learn English by learning content-and learn content while learning English.

* Contains over 100 tried and tested techniques that teachers and school leaders can use to drive improvements in teaching and learning. * Includes infographics and videos for every technique to show how it works in practice with additional audio commentary to spotlight each step and make it easier for teachers to replicate. * Codifying the key skills for every teacher to get better and for every school leader to drive improvements in their school, the Playbook covers: * The layout and approach takes into account research into memory and how we learn to make it easier for teachers to process the techniques.

Make powerful connections between what you're learning now and the skills you'll need for your future with Ellis' BECOMING A MASTER STUDENT: MAKING THE CAREER CONNECTION, 17th edition. Helping you successfully bridge the gap between college and career, tools like Career Connection, Practicing Critical Thinking and the Discovery and Intention Journal System give you a deeper knowledge of yourself and your power to be successful today and long term. Take advantage of MindTap activities like "How transferable are your skills?" activities, journal entries and "What would you do?" scenarios to gain self-knowledge and go from memorization to mastery in your course. With Cengage Infuse, complete Concept Checks and Chapter Quizzes to solidify your knowledge.

In this innovative fusion of practice and criticism, Jeremy Scott shows how insights from stylistics and linguistics can enrich the craft of creative writing. Focusing on crucial methodological issues that confront the practicing writer, this book introduces writers to key topics from stylistics, provides in-depth analysis of a wide range of writing examples and includes practical exercises to help develop creative writing skills. Thoroughly revised and expanded throughout, this updated edition more clearly lays out specialist ideas and technical terms within the field of linguistics, and features both greater focus on the creative process and more practical exercises to help writers engage with ideas in their work. Clear and accessible, this invaluable guide will give both students and writers a greater critical awareness of the creative possibilities of language.

Practical "you-can-do-it" steps help teens live out and grow in their faith. Stanley draws from his years of successful youth ministry to create a work that will have eternal impact.

Girls are beautifully and wonderfully made in God's image. This comprehensive collection of stories focused on 50 women of the Bible shows how God worked in their lives and continues to have a plan and a purpose for his beloved daughters today. In a world that too often tells girls that they are not enough, Her Story, Her Strength uses biblical retellings and reflections that include the historical context behind each story?to remind young women that they have a God who loves them deeply and empowers them to live and love like he does. For any girl ages 8 and up who is asking questions about her worth, identity, and place in the world and church, this colorful and engaging book provides a positive, loving, and scriptural lens that helps them interpret the messages they receive from their peers, media, and society. Girls who read Her Story, Her Strength will: come to a profound, unshakable understanding of God's love for them and their value in his eyes. see how they reflect God's image both innately and through the actions, words, and attitudes they choose each day. learn about biblical characters and events in a way designed specifically for them. In addition, Her Story, Her Strength: features readers' favorite women of the Bible as well as many less-well-known characters, showing God's consistent presence in the lives of women throughout Scripture. is divided into short sections that are both comprehensive and accessible, making it a wonderful tool for school or church lessons as well as family devotions or personal reflection. emphasizes how each woman reflects the image of her Creator, demonstrating the immense value God places on women and girls and pointing them back to him-all from a position rooted in biblical values. includes beautiful, full-color illustrations that help bring each woman to life.

The next decade will be transformative for the higher education sector. Government funding is decreasing. Through their marketing activities universities have created the 'student consumer.' The student consumer is prepared to shop around, compare prices and value, and once purchased expects a return on their investment. Disruptive innovations are challenging traditional forms of learning and in many cases are viewed as better alternatives to traditional learning in the classroom. Competition from private educational providers is increasing. Their cost base is lower, and their customer focus is superior. In short, universities around the world are facing a perfect storm. While experts don't expect the higher education sector to collapse under these challenges, they do believe that for some institutions the future looks bleak. If universities are to avoid closures or mergers, they will need to adopt a market-oriented approach. This timely book urges readers to view students as customers and focuses on how universities need to reinvent themselves in order to stay relevant. Striking a difference between market-oriented and marketing, the authors provide various examples of institutions around the world that are making efforts to reposition themselves. Additionally, this book delves into the issue of undervalued faculty, arguing that education practices are in desperate need of being reimagined due to the abundance of MOOCs and adaptive and experiential learning practices within universities these days. Both university and academic leaders alike, including presidents, provosts, deans, and faculty will find value in the instructional aspects of this book as they relate to their involvement with institutional advancement agendas as well as providing insight into the changing nature of higher education and the evolving definition of what an academic career now entails.

"Simple Truths" shows how you can make an incredible difference in your child's life through love, time, attention, and role-modeling. Author and educator Jan Dargatz says, "As a parent, you are better equipped to teach your child certain lessons relevant to your child's success. You can teach them better than any schoolteacher or caregiver."

The Brain-Based Classroom translates findings from educational neuroscience into a new paradigm of practices suitable for any teacher. The human brain is a site of spectacular capacity for joy, motivation, and personal satisfaction, but how can educators harness its potential to help children reach truly fulfilling goals? Using this innovative collection of brain-centric strategies, teachers can transform their classrooms into deep learning spaces that support their students through self-regulation and mindset shifts. These fresh insights will help teachers resolve classroom management issues, prevent crises and disruptive behaviors, and center social-emotional learning and restorative practices.

New Directions in the Economics of Higher Education provides an overview of the vibrant and growing field of the economics of higher education. The text assesses the full breadth of the topic, including the returns to higher education, college attendance and completion, higher education financing, educational production, and the market for higher education. This comprehensive literature review puts the collected papers into the perspective of developments in the wider literature on the economics of higher education over the past decade.

This book presents a remarkably broad yet detailed description and analysis of the various roles played by universities in the workings of modern economies, with a particular focus on Europe. It provides both a wide survey of research by others on the topics addressed, and an account of the authors' own important work. The complex policy issues are clearly drawn, and the authors informed pragmatic position on them clearly articulated. This is the best book on the subject that I have seen.' - Richard Nelson, Columbia University, US'This book, with its wealth of information and its broad perspective, goes a long way toward educating us in the United States about how research at European universities is conducted and funded and details differences between Europe and the US. It is a must-read for anyone who wants to have a broader perspective on the relationship between universities and the economy.' - Paula Stephan, Georgia State University and NBER, US The University and the Economy provides an in-depth exploration of the many ways in which universities contribute to economic development and growth. By providing readers with theoretical tools and evidence to explain the means by which university activities impact the economic system, the book offers a robust analysis of the strengths and weaknesses of specific university systems. In offering a solid foundation of conceptual and statistical knowledge, this book supports the current debate on the role of the university in the contemporary economy. It also offers insights to enhance understanding of why some university systems are not contributing to their economies as well as others. The book adopts an economic perspective, which allows the actions of universities, as well as the individuals who study and work within them, to be analyzed in the context of economic models of behavior. From this perspective, it explains the organization, governance and funding of universities' activities and explores how these could be structured to improve their efficiency and effectiveness. Academics, policymakers, managers and professionals working in universities will find a wealth of valuable information in this book. It will also be of interest to undergraduate and postgraduate students of science and technology policy, higher education economics and the economics and management of innovation.

The International Handbook on Teaching and Learning Economics provides a comprehensive resource for instructors and researchers in economics, both new and experienced. This wide-ranging collection is designed to enhance student learning by helping economic educators learn more about course content, pedagogic techniques, and the scholarship of the teaching enterprise. The internationally renowned contributors present an exhaustive compilation of accessible insights into major research in economic education across a wide range of topic areas including: - Pedagogic practice - teaching techniques, technology use, assessment, contextual techniques, and K-12 practices. - Research findings - principles courses, measurement, factors influencing student performance, evaluation, and the scholarship of teaching and learning. - Institutional/administrative issues - faculty development, the undergraduate and graduate student, and international perspectives. Teaching enhancement initiatives - foundations, organizations, and workshops. Grounded in research, and covering past and present knowledge as well as future challenges, this detailed compendium of economics education will prove an invaluable reference tool for all involved in the teaching of economics: graduate students, new teachers, lecturers, faculty, researchers, chairs, deans and directors.