Remember the housing bubble that collapsed in 2008? The causes look obvious in hindsight: easy credit overheated demand that lead to unsustainably high prices with catastrophic results. The same thing is happening in college education. In The College Myth, Gene Kelly exposes higher education as an over-inflated bubble built on misinformation and debt. The truth is that college is not necessary to achieve success, and in many cases, it is an obstacle to success. The College Myth might just be the pin that bursts this bubble. In the 21st century, the sure-fire route to financial success is learning the trades. Kelly shows how colleges are failing our young people by not teaching them the skills that will be in-demand in the 21st century as the United States fixes its infrastructure, and instead piling debt on students while preparing them for "knowledge-worker" jobs that are disappearing fast.

Powerful tools for facilitating teachersAE professional development and optimizing school improvement efforts! This step-by-step guide presents specific strategies for coaches who work with professional learning communities (PLCs) that practice action research, better known as 'inquiry-oriented PLCs.' This resource illustrates how incorporating action research can significantly influence professional development practices and provides coaches with lessons learned from facilitators of inquiry-oriented PLCs. This research-based book also offers: The 10 essential elements for a healthy PLCSample inquiry projects and case studies of actual inquiry-based PLCs12 lessons to help good coaches become great coachesReflection prompts in each chapter for study groups

Organizations succeed when staff are doing their jobs effectively. For this to occur, employees must be well-trained. Group training, involving two or more people, enables a collaborative approach to working and problem-solving, and ensures that participants share best practice and a consistent learning experience. Now in its third edition, The Group Trainer's Handbook is a condensed source of practical advice for anyone involved in group training. Updated with the latest thinking in group training methods, it is particularly useful for managers who are responsible for a team's professional development. It breaks down the stages of designing and developing a successful training course and all the key skills needed to deliver effective group training. Formerly published as Designing and Delivering Training for Groups .

Originally published in 1955. This book, written by two men with experience of teaching management under both British and American conditions, examines various tried and tested techniques of management education. Its primary focus is on the case study approach to management education, including the writing of case studies and running a case study session, as a means of stimulating students to take an active part in the learning process.

Many middle-income countries (MICs) that saw rapid growth in the 1990s and 2000s have been facing the danger of remaining in the 'middle-income trap' unless they shift from labour-intensive, low value-added production to higher value-added activities that require more advanced skills. Intermediate skills and vocational education and training (VET) systems that generate these skills are critical for addressing the challenges for MICs in achieving high-road development. This book examines the skill systems in Mexico and Turkey, with a focus on auto parts producers, and the implications of these systems for these countries' development. It adopts a multi-layered understanding of the term 'skill system', which comprises firm-level hiring and training practices as well as the national and global dynamics that influence these practices. Drawing on discussions around globalization and the convergence of economic activity vs. national institutions and divergence, as well as interviews with auto parts producers and stakeholders of the skill systems, the book examines how the participation of local firms in global supply chains and these firms' institutional environment affect the firm-level skilling practices. It highlights key differences in the role of the state in the skills systems of Mexico and Turkey and investigates the implications of skilling practices for the high/low-road development prospects of both nations.

Written by renowned author, Jodi Reiss, 120 Content Area Strategies for Teaching English Language learners offers practical instructional and assessment strategies built on a strong foundation of second language acquisition theories and principles that you can easily incorporate into your daily classroom instruction. These strategies address how to build background knowledge and learning strategies, read for comprehension, give clear instructions, assess learning, consider culture & its impact on learning, and more. All 120 strategies are concise and easy to follow with helpful guides to help you maximize your secondary students' performance potential in the content areas at every level of English language development. New to this Edition:

• 15 new practical applications
• Substantial additions in areas of reading the textbook, review techniques and products, and questioning techniques for increased participation
• Expanded and updated TechConnection websites
• Book Club section with questions for self-directed discussion
• Chart of select strategies cross-referenced with core content areas in addition to previously included chart of strategies that support the four language skills

Right now, holding in your hands, you have a copy of "the best" summary on the market today of the characteristics of students with diverse learning and curricular needs, and a critical examination of pressing, current issues in education. If you're currently an educator, studying to be a teacher, or just interested in how students with a wide-array of needs succeed at being students, well then you've found the right book by the right author team "Effective Teaching Strategies that Accommodate Diverse Learners," Fourth Edition, "the teaching, instruction, and curricula required to meet the needs of diverse learners, who by virtue of their experiential, cultural, and socioeconomic backgrounds, challenge traditional curriculum and instructional programs."The majority of the text is dedicated to effective strategies and recommendations for teaching reading, comprehension, writing, mathematics, science, and social studies to ensure that diverse learners succeed in the classroom." "This edition features new updates that enhance the value of this book and it's meaning to you as an educator in today's classroom environment. The authors have been careful to include: the most current research inroads and the implications for diverse learners; new results from assessment of student achievement and progress; the most current trends and changing demographics; and updated policy and practice and how these affect implementation of curriculum and instruction for diverse learners in today's schools.

Data is constantly increasing and data analysts are in higher demand than ever. This book is an essential guide to the role of data analyst. Aspiring data analysts will discover what data analysts do all day, what skills they will need for the role, and what regulations they will be required to adhere to. Practising data analysts can explore useful data analysis tools, methods and techniques, brush up on best practices and look at how they can advance their career.

In 2006, Social Work Education produced the first special edition (vol. 25, no. 4) on service user and carer involvement in social work education, with all of the articles coming from the United Kingdom. In 2015, a mixed group of service users and social work academics wondered how, and if, the field had moved on since 2006. This publication confirms that it has. Since 2006, service user and carer involvement in social work education has become embedded internationally - this book contains contributions from Australia, Israel, Italy, Norway, Slovenia, the Republic of Ireland and Sweden, as well as all four nations of the United Kingdom. Many of the contributions are jointly written with service users and carers, highlighting the innovative practices which challenge social work academics, students, social workers and managers to think how we can all benefit from learning with, and from, service users and carers. This book ably demonstrates that service users and carers can be effectively involved in social work curriculum planning, delivery, assessment and management. This is not to say that these issues are not without their tension, challenges or struggles, but working with these helps to ensure that the social workers and managers of the future can practice more effectively, meeting service user and carer priorities and needs. The chapters in this book were originally published as a double special issue of Social Work Education.

Action Learning is based on the simple idea that leaders and managers learn best by working together in a group, helping each other find solutions to real work problems through discussions. "Facilitating Action Learning" is a clear, concise and straightforward guide to this well-established leadership and management development technique.

The role of the facilitator is to provide guidance in the action facilitation process. In this practical guide, Mike Pedler and Christine Abbott present a new threefold model of the facilitator's role - as initiator, set adviser and facilitator of organizational learning.

Supported by many real life cases and practical examples, this superbly practical book shows you how - as a manager, business coach, trainer or facilitator - you can add to your repertoire of skills and abilities, and enhance your effectiveness as a leader and developer.

Suitable as the course text for ILM Level 5 and 7 qualifications in Action Learning Facilitation.

""Christine Abbott and Mike Pedler are to be congratulated for their exceptional and comprehensive guide to Action Learning facilitation. It will be of great help to those just starting out with Action Learning as well as to those who are seasoned practitioners. I am also certain that the pioneer of Action Learning, the late Reg Revans, would have been pleased to see his principles and practices, and those of his closest collaborators, so clearly conceptualized and articulated. A 'must read' book providing a very practical method and approach for all those interested and passionate about helping people help themselves, and in optimizing Action Learning."
Dr Yury Boshyk, Chairman, The Global Executive Learning Network, and the Annual Global Forum on Executive Development and Business Driven Action Learning, Canada

"Packed with useful models and thought provoking explorations of hot topics such as critical action learning, this is a rich and thoughtful companion for the busy practitioner involved in organisational transformation It tackles head on the thorny issues of facilitation in action learning and presents a helpful framework encompassing a more expansive view, holding together individual and organisational learning. This book best reflects my lived experience of integrating learning and change in a large complex organisation; reading it was like coming home "
Mandy Chivers, Assistant Chief Executive, Mersey Care NHS Trust, UK

"This is a superb, well-crafted book. In fewer than 200 pages it manages to cover all the essentials while including many important but often-neglected topics. Because of its simplicity and clarity I would readily endorse it for use by novices. Yet it is sufficiently nuanced that I would have no hesitation recommending it to experienced users. While remaining true to the values of Reg Revans' original approach it addresses new developments. It is non-doctrinaire, intelligently acknowledging the current controversies and the variations in present practice. It integrates theory and practice. The balance it achieves between conveying the spirit of action learning while providing concrete and practical tools is exemplary."
Bob Dick, independent scholar, Australia

"With this book, Christine and Mike have brought a significant maturity to the field of action learning. They link theory to practice and vice versa, in an entertaining, challenging and supportive way - as you would expect. This book will go some way in helping action learning advisors improve their craft. An important contribution."
Professor Jeff Gold, Leeds Business School, UK

"Pedler and Abbott have done a masterful job in presenting and analyzing the wide array of roles and responsibilities that one can undertake in facilitating action learning groups. Their understanding of Reg Revans as well as their insights into the history and principles of action learning provide an amazing fabric for this great book."
Michael Marquardt, President, World Institute for Action Learning, USA

"Pedler and Abbot pack lifetimes of experience into this book - which shine through in the depth, breadth, and practicality of its coverage. They map the territory and scaffold the journey a facilitator would follow in building proficiency in Revans' Action Learning from novice to expert in three roles critical to success. Emphasizing systems learning, they also position Action Learning as a natural learning process for social and organizational change, and for developing leadership, partnerships and networks beyond programs. Reflective tools accompany the reader throughout to help practitioners develop their own thinking and practice of Action Learning. This is a must-have for both practitioner and scholar resource libraries "
Victoria J. Marsick, Professor, Columbia University, Teachers College, New York, USA"

""The authors have written a book that is engaging, inspiring and practical - a book to make you think also about learning relationships as constructionist practice; which they put forth as the correct approach and warn against action learning for power, influence and dominance. It is practical enough to give examples of really difficult and 'wicked' puzzles and problems, cases where there are no right or wrong solutions but rather a spectrum of possible scenarios."
Paul Olson

This is an extremely significant contribution to understanding and developing practices in action learning. It will add value, provide direction and stimulate practitioners and academics in equal measure."
Brian Milsom, University of Hull, UK"

Build teams that move mountains!

Activity participants enjoy a simulated mountain adventure. In this imaginary setting, they must arrive at consensus in order to succeed, and they experience the magic of group power: synergy. Participants face fatigue, dehydration, an avalanche, and more. First, they make decisions on their own. Then, joining the group, they compare answers and attempt to agree on the best course of action.

Participants will:

Am I My Brother's Keeper? provides a powerful cautionary tale about the challenges involved in enacting large-scale educational change. The book, chronicling the Expanded Success Initiative (ESI), a four-year study focused on improving the educational outcomes of 15,000 Black and Latinx males in New York City public high schools, covers what worked, what didn't, and what we can learn from the experience. The ESI model, a precursor to President Obama's My Brother's Keeper, highlights the ways that school districts can embed educational equity into the principles and policies that guide their work with students, in contrast to implementing stand-alone initiatives that may come and go. Through the voices of students, teachers, and administrators, the book informs the implementation of other large-scale district-community partnerships designed to improve opportunities and outcomes for young people who have systematically been denied both. Most critically, the book provides policy, practice, and research recommendations to inform the next generation of work with this student population. As sustained protests across the United States call attention to the ravages of systemic racism, Am I My Brother's Keeper? highlights concrete steps that school districts can take to confront racist structures and support young people of color.

Trauma-Responsive Schooling outlines a novel approach to transforming American schools through student-centered, trauma-informed practices. The book chronicles the use of an innovative educational model, Trauma-Responsive Equitable Education (TREE), as part of a multiyear research project in two elementary schools in rural Maine. In this model, Lyn Mikel Brown, Catharine Biddle, and Mark Tappan endorse whole-school change, encouraging educators to upend traditional classroom power dynamics by listening foremost to student voices, validating student experiences, and promoting student agency. The authors provide complex real-life examples of student involvement in the creation and implementation of trauma-responsive and equitable practices. Their work offers readers concrete, actionable examples of such practices, which include supporting the whole child by promoting social and emotional learning (SEL) as well as academic achievement; providing access to basic needs such as food, clothing, and health care; and meeting the instructional requirements of dual-language learners. Many rural schools in the United States experience low student achievement and high absenteeism rates as their geographically isolated communities struggle with poverty, substance abuse, and other significant stressors. Yet, as the authors demonstrate, supportive learning environments, even in under-resourced rural schools, are able to mitigate adversity, stress, and trauma-and thus promote healing. This heartening work illustrates that, when educators and school leaders put student needs and interests at the core of school life, long-lasting change for all students is possible.

The Job Corps program is a job training and academic program for youth ages 16 to 24 who are low-income and have a barrier to employment, such as having dropped out of high school. It is administered by the Employment and Training Administration's (ETA's) Office of Job Corps in the U.S. Department of Labor (DOL). Job Corps seeks to provide disadvantaged youth with the skills needed to obtain and hold jobs, enter the Armed Forces, or enroll in advanced training or higher education. Job Corps is the nation's largest residential, educational, and career training program for economically disadvantaged youth. This book examines how ETA selected the measures it implemented to address Job Corps' financial challenges; the timeliness and completeness of ETA's communications to contractors, including centre staff, and Congress; how spending cuts affected applicants and students; and steps ETA has taken since to improve Job Corps' financial management.

Accounting sustainably involves accounting for and to the natural environment, and accounting for and to society, including groups currently oppressed or disadvantaged by unsustainable processes and practices. This book creates a compelling case for the inclusion of sustainability at the heart of accounting educational programmes, offering critical lessons and identifying risks to avoid when designing accounting programmes and courses. Accounting sustainability has moved from the side-lines of policy discourses, accounting institutions, professional accounting practices, and research activities into the mainstream. The chapters in this proposed book engage in a critical dialogue to facilitate change in accounting education for sustainability. They dispel the myth that accounting for sustainability is an oxymoron, bad for business, unrelated to practice, or contrary to professional accounting bodies' accreditation requirements. This book was originally published as a special issue of Accounting Education.

From its origination, Arlington National Cemetery's history has been compellingly intertwined with that of African Americans. This book explains how the grounds of Arlington House, formerly the home of Robert E. Lee and a plantation of the enslaved, became a military camp for Federal troops, a freedmen's village and farm, and America's most important burial ground. During the Civil War, the property served as a pauper's cemetery for men too poor to be returned to their families, and some of the very first war dead to be buried there include over 1,500 men who served in the United States Colored Troops. More than 3,800 former slaves are interred in section 27, the property's original cemetery.

On 30 January 2014, President Barack Obama directed Vice President Joseph Biden to lead a Government-wide review of Federal programs in the workforce and training system to ensure they are designed to equip the nation's workers with skills matching the needs of employers looking to hire. The review culminated in an action plan to make the system more job-driven, integrated, and effective. To inform the development of the action plan, agencies were asked to summarise the evidence on adult and youth job training strategies and programs to "determine what information is lacking and identify future research and evaluation that can be undertaken to ensure the Federal programs invest in effective practices". This book, prepared by the Secretaries of Labor, Commerce, Education and Health and Human Services, with input from several other Federal agencies and staff, presents the results of that evidence summary.

As technological change and digital disruption becomes normalized in the fourth industrial revolution, workplace leaders are seeking new solutions to evolving problems. Managing Technology and Middle- and Low-Skilled Employees is an illuminating study of workplace leadership for improving the employee experience and adjusting the organizational culture to reduce tensions between technology and people at work. Reliance on artificial intelligence has created apprehension and anxiety among some employees and the general public as they try to understand whether or not employees will be replaced by new technologies. This book examines technological developments, such as artificial intelligence and big data, and reveals the practical implications of how people and new technologies can co-exist, harmoniously, within the workplace through virtual teams. Managing Technology and Middle- and Low-Skilled Employees offers routes to new solutions for scholars and professionals in the fields of business, human resource development, human resource management, information systems, and workforce development.

This book provides a single source of reference for educators interested in understanding how industry-based ideas have been adapted into different educational contexts, and supports their utilisation in practice. The link between industry-based ideas and their application in education has enabled educators to develop engaging, collaborative, and creative learning environments, as well as better preparing their students for an increasingly complex and dynamic global environment. This book includes contributions from educators, researchers, and practitioners, who have integrated industry-based ideas into their teaching, and explores how these concepts and practices support the creation of effective learning environments. Through these diverse, international contributions, this book enables wider engagement with, and critical analysis of, the application of industry practices, processes and techniques in the development of collaborative and creative learning environments.

Career and Technical Education (CTE), often referred to as vocational education, provides occupational and non-occupational preparation at the secondary, post-secondary, and adult education levels. CTE is an element of the nation's workforce development system. As such, CTE plays a role in reducing unemployment and the associated economic and social ills. This book provides a primer on CTE to support congressional discussion of initiatives designed to rationalise the workforce development system.

Here are 150 activities that provide just the right "pick-me-up" for any workshop, conference, course, or training program
Use these activities to: foster interaction * begin sessions with impact * stimulate creative thinking * challenge basic assumptions * illustrate new concepts * re-energize participants * introduce material . . . and more
The activities are divided into six categories:
* Energizers and Tension Reducers
* Feedback and Disclosure
* Games and Brainteasers
* Getting Acquainted
* Openers and Warm-Ups
* Professional Development Topics
Almost all of the icebreakers in this invaluable resource require less than 30 minutes, demand little--if any--advance preparation, are simple to implement, and are flexible enough to be used with an unlimited range of topics.

The increasing digitization of the world of work is associated with accelerated structural changes. These are connected with changed qualification profiles and thus new challenges for vocational education and training (VET). Companies, vocational schools and other educational institutions must respond appropriately. The volume focuses on the diverse demands placed on teachers, learners and educational institutions in vocational education and training and aims to provide up-to-date results on learning in the digital age.

In 2014 the National Board began revising and streamlining the National Board Certification Process. This new 3.0 version of the WHAT WORKS! series reflects the revisions to Components 3 and 4. WHAT WORKS! Successful Strategies for Pursuing National Board Certification Version 3.0, Components 3 and 4 includes dozens of strategies to guide candidates to successful certification. The chapters draw a roadmap showing how to provide evidence of the National Board Standards. There are tips for understanding the prompts, making videos, and for writing clearly, consistently, and convincingly in the "National Board Style".

The inspiration for this timely book is the pressing need for fresh ideas and innovations in U.S. higher education. At the heart of the volume is the realisation that higher education must evolve in fundamental ways if it is to respond to changing professional, economic, and technological circumstances, and if it is to successfully reach and prepare a vast population of students-traditional and non-traditional alike-for success in the coming decades. This collection of provocative articles by leading scholars, writers, innovators, and university administrators examines the current higher education environment and its chronic resistance to change; the rise of for-profit universities; the potential future role of community colleges in a significantly revised higher education realm; and the emergence of online learning as a means to reshape teaching and learning and to reach new consumers of higher education. Combining trenchant critiques of current conditions with thought-provoking analyses of possible reforms and new directions, Reinventing Higher Education is an ambitious exploration of possible future directions for revitalised American colleges and universities.