Teaching Information Literacy for Inquiry-Based Learning is highly beneficial to those who teach or train people and need to develop systematic ways of using information sources and tools to help them participate in inquiry based learning. Whether at school, college, university or work people need to use the wealth of information around them effectively. They need to find things out, assemble, process, evaluate, manage as well as communicate information. Increasingly a fundamental part of being information literate and an independent learner is being e-literate. This book helps the trainer understand the learner and use appropriate methods to help them explore and engage with being information and e-literate. It also helps the learner to be conscious of what it means to be information and e-literate and to use information effectively.
Written by two leading experts in information literacyDraws on extensive personal experience of training learners and trainers in information literacy and information retrievalUses examples of best practice from the educational context and the workplace

This is one of the very few books that systematically explores the characteristics of scholarly communication outside the West. Over the last decade the advances in information technology have remodelled the foundation of scholarly communication. This book examines how countries/regions in East Asia (China, Japan, Korea and Taiwan) have reacted to the innovations in the conduct of research and in the exchange of ideas. It outlines the traditional systems of scholarly exchange in China, Japan, Korea and Taiwan, and then concentrates on the efforts of these countries/regions to provide revolutionary ways of writing, publishing, and reading of information produced by members of the academic community. It also discusses the achievements as well as challenges in the process of technology innovations, highlighting the uniqueness of practices in scholarly communication in this part of the world.
The first book on this topicChapters written by experts from each country and region coveredComprehensive introduction with historical view and critical perspective

Teaching Primary English is a comprehensive, evidence-informed introduction designed to support and inspire teaching and learning in the primary school. Written in a clear and accessible way, it draws on the very latest research and theory to describe and exemplify a full and rich English curriculum. It offers those on teacher training courses, as well as qualified teachers who are looking to develop their practice, subject knowledge and guidance for effective, enjoyable classroom practice. Advice and ideas are supported by explicit examples of good teaching linked to video clips filmed in real schools, reflective activities, observational tasks and online resources. Each chapter includes suggestions for great children's literature, considers assessment throughout and offers support planning for diversity and special educational needs. Key topics covered include: spoken language for teaching and learning storytelling, drama and role play reading for pleasure early reading, including phonics poetry writing composition spelling and handwriting grammar and punctuation responding to and assessing writing multimodal, multimedia and digital texts. With a focus on connecting all modes of English, the global and the local, and home and school experience, this detailed, uplifting book will support you in developing a curious, critical approach to teaching and learning English. Additional content can be found on the fantastic supporting website. Features include: video clips from within the classroom to demonstrate English teaching techniques audio resources, including an interactive quiz, to check understanding and provide real-life examples and case studies downloadable resources to support teaching and incorporate into lesson plans.

Ndangwa Noyoo was Head of the Department of Social Development at UCT from 2018-2020.

This book exposes corruption and malpractices at UCT, which the author witnessed during his tenure as HoD there, before he was ousted by a group of lecturers in his department. The former had been aided and abetted by senior administrators at the faculty level.

It is a personal account that is evidence-based, as the claims the author makes in the book are documented in various reports, communications and eye-witness accounts that span a period of five and a half years.

In this one-stop resource for middle and high school teachers, Kristina J. Doubet and Jessica A. Hockett explore how to use differentiated instruction to help students be more successful learners - regardless of background, native language, learning style, motivation, or school savvy. They explain how to: Create a healthy classroom community in which students' unique qualities and needs are as important as the ones they have in common. Translate curriculum into manageable and meaningful learning goals that are fit to be differentiated. Use pre-assessment and formative assessment to uncover students' learning needs and tailor tasks accordingly. Present students with avenues to take in, process, and produce knowledge that appeal to their varied interests and learning profiles. Navigate roadblocks to implementing differentiation. Each chapter provides a plethora of practical tools, templates, and strategies for a variety of subject areas developed by and for real teachers. Whether you're new to differentiated instruction or looking to expand your repertoire of DI strategies, Differentiation in Middle and High School will show you classroom-tested ways to better engage students and help them succeed every day.

Critiques and calls for reform have existed for decades within music education, but few publications have offered concrete suggestions as to how things might be done differently. Motivated by a desire to do just that, College Music Curricula for a New Century considers what a more inclusive, dynamic, and socially engaged curriculum of musical study might look like in universities. Editor Robin Moore creates a dialogue among faculty, administrators, and students about what the future of college music instruction should be and how teachers, institutions, and organizations can transition to new paradigms. Including contributions from leading figures in ethnomusicology, music education, theory/composition, professional performance, and administration, College Music Curricula for a New Century addresses college-level curriculum reform, focusing primarily on performance and music education degrees, and offer ideas and examples for a more inclusive, dynamic, and socially engaged curriculum of applied musical study. This book will appeal to thoughtful faculty looking for direction on how to enact reform, to graduate students with investment in shaping future music curricula, and to administrators who know change is on the horizon and seek wisdom and practical advice for implementing change. College Music Curricula for a New Century reaches far beyond any musical subdiscipline and addresses issues pertinent to all areas of music study.

Although much has changed in schools in recent years, the power of differentiated instruction remains the same-and the need for it has only increased. Today's classroom is more diverse, more inclusive, and more plugged into technology than ever before. And it's led by teachers under enormous pressure to help decidedly unstandardized students meet an expanding set of rigorous, standardized learning targets. In this updated second edition of her best-selling classic work, Carol Ann Tomlinson offers these teachers a powerful and practical way to meet a challenge that is both very modern and completely timeless: how to divide their time, resources, and efforts to effectively instruct so many students of various backgrounds, readiness and skill levels, and interests. With a perspective informed by advances in research and deepened by more than 15 years of implementation feedback in all types of schools, Tomlinson explains the theoretical basis of differentiated instruction, explores the variables of curriculum and learning environment, shares dozens of instructional strategies, and then goes inside elementary and secondary classrooms in nearly all subject areas to illustrate how real teachers are applying differentiation principles and strategies to respond to the needs of all learners. This book's insightful guidance on what to differentiate, how to differentiate, and why lays the groundwork for bringing differentiated instruction into your own classroom or refining the work you already do to help each of your wonderfully unique learners move toward greater knowledge, more advanced skills, and expanded understanding. Today more than ever, The Differentiated Classroom is a must-have staple for every teacher's shelf and every school's professional development collection.

Out of the 2015/16 nationwide student protest action has come the long-overdue challenge for academia to assess and reconsider critically the role academics play in maintaining and perpetuating exclusive social structures and discourse in schools and faculties in the higher education landscape in South Africa. Decolonisation and Africanisation of Legal Education in South Africa proposes possible starting points on the subject, and the roles, challenges and questions that legal academia face in the quest to decolonise and Africanise legal education in South Africa. It explores the potential role of the Constitution in decolonising and Africanising legal education. Furthermore, the book discusses important contextual factors in relation to decolonising clinical legal education. Decolonisation and Africanisation form a much more nuanced project in the continuous process of development and reflection to be undertaken by all law academics together with their relevant institutions and students. The book ultimately highlights the importance of decolonising the law itself. This timely and important work lays a foundation that will hopefully inspire many more publications and debates aimed at transforming our legal education.

In 1794, two years before Tennessee became a state, the legislature of the Southwest Territory chartered Blount College in Knoxville as one of the first three colleges established west of the Appalachian Mountains. In 1807, the school changed its name to East Tennessee College. The school relocated to a 40-acre tract, known today as the Hill, in 1828 and was renamed East Tennessee University in 1840. The Civil War literally shut down the university. Students and faculty were recruited to serve on battlefields, and troops used campus facilities as hospitals and barracks. In 1869, East Tennessee University became the states land-grant institution under the auspices of the 1862 Morrill Act. In 1879, the state legislature changed the name of the institution to the University of Tennessee. By the early 20th century, the university admitted women, hosted teacher institutes, and constructed new buildings. Since that time, the University of Tennessee has established campuses and programs across the state. Today, in addition to a rich sports tradition, the University of Tennessee provides Tennesseans with unparalleled opportunities.

At the turn of the twentieth century, colleges and universities in the U.S. (and in many other places) were convulsed with change, a change induced by the creation of the modern set of academic disciplines. Their emergence at that time fundamentally altered how universities were constructed and how they did their business. It is the model on which the academy of the twenty-first century operates. Very shortly after the creation of the disciplinary-based academy, pressures began to build, both in the academy and in the society that looked to the academy to help solve pressing social problems, to develop interdisciplinary approaches to address problems that fit poorly within the disciplinary structure. These external and internal forces never fully abated, but peaked in the aftermath of the Second World War (and especially at the rise of a bipolar international system) and peaked again more recently. The contemporary college and university is therefore a rich amalgam of disciplinary and interdisciplinary units, problems, approaches, and structures. Interdisciplinarity examines the contemporary academy from this mixture of its disciplinary-based structure and its burgeoning interdisciplinary focuses. Part I looks at the value of the disciplinary structure in the contemporary university alongside the motivations that lead to calls for greater interdisciplinary approaches. Part 2 traces the development of external forces, particularly the private and public foundation, that shaped the development of interdisciplinary scholarship in the twentieth century. The final two sections examine in detail interdisciplinary teaching and learnings and the organization of university-based interdisciplinary research.

Clinical legal education (CLE) is a springboard for entry into legal practice, preparing students for the professional challenges they will face after completing their studies and embarking on their legal careers. In her eight years of conducting research on CLE in South African universities, the author has found that the most urgent needs are in the area of student assessment. Designing a curriculum with assessable content is therefore essential for clinicians who, in certifying students' capabilities, are the gatekeepers to practice. This book identifies curriculum requirements across a number of jurisdictions, and proposes a menu of assessment methods, which may enhance the choices of assessment methodologies available to South African university law clinics. It also covers the setting of parameters for assessment, grading, grade descriptors and moderation systems, and discusses different forms of tests, assignments, essay- and oral-examinations, as well as self- and peer-evaluation, peer editing, case portfolios, and trial advocacy skills. The book addresses challenges such as clinicians' heavy workloads and differing levels of experience in supervision and assessment. It discusses challenges students face and presents solutions enabling clinicians to help them depending on their individual experience and needs. Also discussed are the potential conflicts between the needs of students and those of the local community being served by the law clinic. Although the aim of this book is to find appropriate assessment methods for CLE, the effectiveness of an assessment programme can only be determined when measured against a curriculum. The proposed curriculum is therefore measured against the identified assessment criteria. CLE Lecturers can download assessment forms, checklists and rubrics from the Juta Law website - visit https://juta.co.za/support-material/detail/clinical-legal-education for details.

A fascinating account of the range of teaching, assessing and feedback strategies used by individual 'expert' teachers. The book describes:
*the most common lesson patterns, why and when they are used
*how teaching strategies are varied according to subjects
*how assessment and feedback information can encourage pupils to learn
*the differences in teaching seven year olds and eleven year olds

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.

In this inspiring and thought-provoking follow-up to his 2009 best-seller Motivating Black Males to Achieve in School and in Life, Baruti Kafele makes the case that the ""attitude gap"" that often affects underperforming students can only be closed if educators first help students develop the will to strive for excellence. According to Kafele, educators can achieve remarkable results by focusing on five key areas: The teacher's attitude toward students. The teacher's relationship with students. The teacher's compassion for students. The learning environment. The cultural relevance of instruction. Replete with practical strategies and illustrative anecdotes drawn from the author's 20-plus years as a teacher and principal in inner-city schools, Closing the Attitude Gap offers a wealth of lessons and valuable insights that educators at all levels can use to fire up their students' passion to learn.

A captivating and insightful account of Dr Max Price’s journey at the helm of a major South African university during a period of immense upheaval.

As Vice-Chancellor of the University of Cape Town for two terms from 2008 to 2018, he offers a candid look at the challenges he faced during his time including transformation, rights of artistic expression, institutional culture, clemencies and amnesties, restorative justice and ethical decision, and of course, #FeesMustFall protests – which shook the country's higher education sector to its core.

Drawing on his experiences, Price delves into the complexities of multi-stakeholder decision-making, crisis management, and the importance of values such as academic freedom in an increasingly polarised world. Part memoir, part insider's view of history, and part leadership guide, Statues and Storms is a must-read for anyone interested in higher education, South African history, or the art of leadership during times of crisis.

Old habits die hard, particularly when they are part of the unexamined norms of schooling. In Why Are We Still Doing That?, the best-selling authors of Total Participation Techniques lead a teacher-positive, empathetic inquiry into 16 common educational practices that can undermine student learning: * Round robin reading * Teaching to learning styles * Homework as the default * Using interim assessments as "formative assessments" * Asking, "Does everybody understand?" * Traditional Q&A * Data-driven everything * Publicly displayed data walls * Content breadth over depth * Adhering to rigid pacing guides * Teaching to test samplers * An analysis-only approach to reading * Elevating English language arts and mathematics over all other subjects * Ignoring curriculum experts * Using behavior charts * Withholding recessPErsida Himmele and William Himmele provide straightforward, research-informed accounts of what makes each of these practices problematic. And they share easy-to-implement instructional, assessment, and classroom management strategies you can use to meet the goals those problematic practices are intended to achieve . . . without the downsides or the damage. This book is for K-12 teachers at all stages of their career, including preservice teachers who will be educating the next generation of students. Read it and reflect on it with colleagues. Use it to focus your own inquiry into what is and is not working for your students and to replace ineffective and potentially harmful habits with more positive and effective ones.

In this book, Gretchen Oltman and Vicki Bautista walk you through the eight steps necessary to craft a personal leadership philosophy: a reflective explanation of the leadership style, core values, mindset, and real-life experiences that make you the leader you are today.When you can authentically tell your story, your school community will know you, what you value, and why you make decisions the way you do. You will rediscover a sense of purpose, renewal, and inspiration that may have slipped away amid the chaos of life-and you can build a stronger connection with those you lead and work beside. Leading in a school setting does not mean you need to lose your individual identity. You became a school leader by following your own unique path. You possess talents that set you apart from others. By working purposefully to share your personal leadership philosophy, you can create a new expectation of what school leaders should be and counter the unrealistic assumptions that others may hold. You can be more than your title. What's your leadership story?

What does it take to be a good school principal? No two principals work exactly the same way, but research shows that effective principals focus on a core set of factors critical to fostering success among all students.In this second edition of Qualities of Effective Principals, James H. Stronge and Xianxuan Xu delineate these factors and show principals how to successfully balance the needs and priorities of their schools while continuously developing and refining their leadership skills. Throughout the book, the authors provide practical tools and extensive research that will help principals * Assess, exhibit, and harness instructional leadership to meet a school's goals. * Foster and sustain an effective school climate for learning. * Select, support, and retain high-quality teachers and staff. * Manage school resources effectively and efficiently. * Create, maintain, and strengthen internal and external community relationships. * Define their role in student achievement. This book also includes practical skills checklists, along with quality indicators and red flags for effective leadership. Qualities of Effective Principals, 2nd Edition, is an excellent resource for both experienced and new principals committed to developing and leading strong schools that help all students succeed.

One of the best ways to learn how to be a better teacher is by watching, listening to, and experimenting with the practices of great teachers, including those in your own school.The PD Curator is about how professional learning experiences can become more inclusive, participatory, cohesive, and effective-and about the role teachers and leaders can play in creating those experiences. That role isn't so much administrative as it is curatorial. Just as art curators can legitimize artists by including their work in a gallery or exhibit, PD curators have the power to legitimize the work of an array of teachers. They help create immersive intellectual, emotional, and social experiences-all while caring for the professionals and the profession. In this book, Lauren Porosoff explains how PD curators * Structure teachers' schedules to make time for in-house professional learning. * Select content and create a process for how people interact with it. * Fit the often disparate pieces together into a meaningful whole. * Discover whether the event has been successful. The practical tools and protocols in each chapter will help you plan professional learning that taps into the expertise and interests of a diverse staff. Canned sessions that don't connect with teachers' actual needs will be a thing of the past. Instead, you'll discover ways to support teachers in sharing ideas and trying out new practices that advance student learning. In doing so, you'll empower teachers and students alike.

The moment is right for critical reflection on what has been assumed to be a core part of schooling. In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K-12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.

Megan Kortlandt, Carly Stone, and Samantha Keesling have developed a flexible structure for collaborative professional learning that they call the principal lab, in which K-12 principals learn with and from each other to become better instructional leaders. Each chapter walks through the foundational components of a successful principal lab-relationship building, anchoring experiences, observations, and feedback-and then discusses how to lay the groundwork, figure out logistics, and plan and structure labs.Principal Labs: Strengthening Instructional Leadership Through Shared Learning combines the latest research in adult learning with the authors' practical experience to discuss the qualities of a successful principal lab and provide the tools to build your own. It's easy to get started with downloadable reflection and observation templates based on the examples in each chapter. As a school principal you have many responsibilities, and finding time for your own professional development can be a challenge. The approach in this book will help you effectively use your time to connect with other principals, practice and develop feedback skills, and ultimately make informed decisions for instructional improvement in your school.

This exhaustive analysis of Historically Black Colleges and Universities (HBCUs) throughout history discusses the institutions and the major events, individuals, and organizations that have contributed to their existence. The oldest HBCU, Cheyney University of Pennsylvania, was founded in 1837 by Quaker philanthropist Richard Humphreys as the Institute for Colored Youth. By 1902, at least 85 such schools had been established and, in subsequent years, the total grew to 105. Today approximately 16 percent of America's black college students are enrolled in HBCUs. Historically Black Colleges and Universities: An Encyclopedia brings the stories of these schools together in a comprehensive volume that explores the origin and history of each Historically Black College and University in the United States. Major founders and contributors to HBCUs, including whites, free blacks, churches, and states, are discussed and distinguished alumni are profiled. Specific examples of the impact of HBCUs and their alumni on American culture and the social and political history of the United States are also examined. In addition to looking at the HBCUs themselves, the book analyzes historical events and legislation of the past 174 years that impacted the founding, funding, and growth of these history-making schools. A complete timeline of events extending from the founding of the first HBCU in 1837 through the 21st century Photographs of HBCUs and key figures in their histories over a 150-year period Presidential executive orders and transcripts of major legislation that have impacted HBCUs An exhaustive list of over 1,000 prominent alumni of HBCUs and short, professional biographies of each Biographical information on major figures and organizations that have supported HBCUs A bibliography, including online resources and DVDs