If you are looking for the intersection of past practices, current thinking, and future insights into the ever-expanding world of Entrepreneurship education, then you will want to read and explore the third volume of the Annals of Entrepreneurship Education and Pedagogy. Prepared under the auspices of the United States Association for Small Business and Entrepreneurship (USASBE), this compendium covers a broad range of scholarly, practical, and thoughtful perspectives on a compelling range of entrepreneurship education issues. The third volume spans topics ranging from innovative practices in facilitating entrepreneurship teaching and learning inside and outside the classroom, learning innovation, model programs, to the latest research from top programs and thoughts leaders in Entrepreneurship. Moreover, the third volume builds on those previous as it continues to investigate critical issues in designing, implementing and assessing experiential learning techniques in the field of entrepreneurship. This updated volume provides insights and challenges in the development of entrepreneurship education for students, educators, mentors, community leaders, and more. Annals of Entrepreneurship Education and Pedagogy - 2018 is a must-have book for any entrepreneurship professor, scholar or program director dedicated to advancing entrepreneurship education in the U.S. and around the world. Contributors include: S. Ahluwalia, N. Alabduljader, S. Alpi, B. Aulet, C. Bandera, S.H. Barr, L. Bercot, T. Best, C. Bodnar, C. Brush, K. Byrd, J.C. Carr, B.J. Cowden, P. Dickson, M. Dominik, K. Ellborg, A. Eminet, Y.J. English, G. Gonzalez, B. Graham, L. Gundry, A. Hargadon, J. Hart, G. Hertz, T.R. Holcomb, B. Honig, A. Huang-Saad, J.A. Katz, E. Koester, S. Kogelen, P. Kreiser, A. Kukreti, Y. Lee, J. Libarkin, E. Liguori, R.V. Mahto, C.H. Matthews, W. McDowell, T.L. Michaelis, P. Mitra, K. Passerini, L. Pittaway, J.M. Pollack, K. Pon, R.S. Ramani, J. Reid, L. Ross, Y. Rubin, N. Sebra, S. Sen, L. Sheats, P. Shekhar, B.R. Smith, G.T. Solomon, S. Solomon, S. Terjesen, S.W. Thiel, B. Thomsen, O. Voula, M.K. Ward, A.H. Wrede, L.J. Zane, Y. Zhang, A. Zimbroff

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.

This edited volume expands on the existent research on anti-racist educational leadership by identifying what type of capacity building is needed for school administrators to facilitate anti-racist change in their schools. Racial inequities in education persist in part because the solutions that districts and schools choose to employ largely ignore why and how institutional and structural racism is the root cause of inequities in education. Yet, racial inequities in schooling can be redressed if districts and schools have leaders who are deeply committed to combatting racism in their daily practice and structures of schooling. This book underscores why we need more educational leaders who adopt an anti-racist stance in how they lead and are prepared to work toward racial justice and equity in a society so entrenched in racism. Through diverse perspectives and voices, including scholars in the field of educational leadership, sociologists of education, school and district administrators, and grassroots community members and activist groups, this book addresses issues related to anti-racist educational leadership at various levels.

500 Ways to Achieve Your Highest Score

We want you to succeed on the Math sections of the ACT. That's why we've selected these 500 questions to help you study more effectively, use your preparation time wisely, and get your best score. These questions are similar to the ones you'll find on the ACT, so you will know what to expect on test day. Each question includes a concise, easy-to-follow explanation in the answer key for your full understanding of the concepts. Whether you have been studying all year or are doing a last-minute review, "McGraw-Hill's 500 ACT Math Questions to Know by Test Day" will help you achieve the high score you desire.

Sharpen your subject knowledge, and build your test-taking confidence with: 500 ACT Math questions Full explanations for each question in the answer key A format parallel to that of the ACT exam

Quality accreditation in higher education institutions (HEIs) is currently a buzzword. The need to maintain high-quality education standards is a critical requirement for HEIs to remain competitive in the market and for government and regulatory bodies to ensure the quality standards of programs offered. From being an implicit requirement that is internally addressed, quality assurance activities become an explicit requirement that is regularly audited and appraised by national and international accreditation agencies. HEIs are voluntarily integrating quality management systems (QMS), institutional and program-specific, in response to the political and competitive environment in which it exists. Through its higher education department or by creating non-profitable accreditation bodies, many governments have implemented a quality framework for licensing HEIs and invigilates its adherence based on which accreditation statuses are granted for HEIs. Global Perspectives on Quality Assurance and Accreditation in Higher Education Institutions provides a comprehensive framework for HEIs to address quality assurance and quality accreditation requirements and serves as a practical tool to develop and deploy well-defined quality management systems in higher education. The book focuses on the critical aspects of quality assurance; the need to develop a concise and agile vision, mission, values, and graduate attributes; and to develop a system that effectively aligns the various activities of the HEI to the attainment of the strategic priorities listed in the institutional plans. The chapters each cover the various facets of the quality assurance framework and accreditation agencies' requirements with practical examples of each. This book is useful for HEI administrators, quality assurance specialists in HEIs, heads of academic departments, internal auditors, external auditors, and other practitioners of quality, along with stakeholders, researchers, academicians, and students interested in quality assurance and accreditation in higher education.