Book 2 Each year thousands of immigrants, students, and business people come to the United States. They come with hope, desire, and anticipation of new opportunities. They all strive to learn the language and the culture in an effort to reach their goals. The essays in this series, One World Many Voices, provide a unique view of the diverse aspects of life in the voices of language learners, from their experience, their knowledge, and their creativity. Discover their efforts, surprises, and frustrations and enjoy their unique perspectives. See into the hearts and minds of these student authors as you join a community of readers, discover yourself in the experiences of others, and expand your understanding of the This collection of essays, World Holidays, about unique cultural, religious, and national holidays, is the second book in One World Many Voices. This series of language learner literature stems from an effort to provide easy and interesting extensive reading material for students in the English as a Second Language program at Las Positas College. The essays are edited for length, sentence structure, and vocabulary according to language proficiency levels. This is the high-beginning level in a series of five books.

Book 3 Each year thousands of immigrants, students, and business people come to the United States. They come with hope, desire, and anticipation of new opportunities. They all strive to learn the language and the culture in an effort to reach their goals. The essays in this series, One World Many Voices, provide a unique view of the diverse aspects of life in the voices of language learners, from their experience, their knowledge, and their creativity. Discover their efforts, surprises, and frustrations and enjoy their unique perspectives. See into the hearts and minds of these student authors as you join a community of readers, discover yourself in the experiences of others, and expand your understanding of the This collection of essays, Book of Firsts, featuring a wide range of first experiences, is the third book in One World Many Voices. This series of language learner literature stems from an effort to provide easy and interesting extensive reading material for students in the English as a Second Language program at Las Positas College. The essays are edited for length, sentence structure, and vocabulary according to language proficiency levels. This is the intermediate level in a series of five books.

Book 4 Each year thousands of immigrants, students, and business people come to the United States. They come with hope, desire, and anticipation of new opportunities. They all strive to learn the language and the culture in an effort to reach their goals. The essays in this series, One World Many Voices, provide a unique view of the diverse aspects of life in the voices of language learners, from their experience, their knowledge, and their creativity. Discover their efforts, surprises, and frustrations and enjoy their unique perspectives. See into the hearts and minds of these student authors as you join a community of readers, discover yourself in the experiences of others, and expand your understanding of the This collection of essays, Living in the USA, about living in a new culture and in a new language, is the fourth book in One World Many Voices. This series of language learner literature stems from an effort to provide easy and interesting extensive reading material for students in the English as a Second Language program at Las Positas College. The essays are edited for length, sentence structure, and vocabulary according to language proficiency levels. This is the high-intermediate level in a series of five books.

Seven thousand students drop out of school every day. Many parents are desperate to keep their teens from dropping out. Unfortunately, once students begin to fail and the downward spiral begins, it is very difficult to reverse the situation. Graduation: A Parents Manual for Keeping Teens From Dropping Out of School is written with those parents in mind. Dr. George Kenney has 27 years of experience in working with teens who are failing to succeed. His experience in addressing the multifaceted problem of underachieving students is invaluable to help guide parents through difficult times. Written in clear language, utilizing good parenting techniques and common sense, this book takes the high emotion out of the family situation and provides valuable insight into parents' abilities to improve their teen's chances of completing school.

Since the 1980s, strategies for improving public education in America have focused on either competition through voucher programs and charter schools or standardization as enacted into federal law through No Child Left Behind. These reforms, however, have failed to narrow the performance gap between poor urban students and other children. In response, parents have begun to organize local campaigns to strengthen the public schools in their communities. One of the most original, successful, and influential of these parent-led campaigns has been the Community Collaborative to Improve District 9 (CC9), a consortium of six neighborhood-based groups in the Bronx. In Organizing for Educational Justice, Michael B. Fabricant tells the story of CC9 from its origins in 1995 as a small group of concerned parents to the citywide application of its reform agenda-concentrating on targeted investment in the development of teacher capacity-ten years later. Drawing on in-depth interviews with participants, analysis of qualitative data, and access to meetings and archives, Fabricant evaluates CC9's innovative approach to organizing and collaboration with other stakeholders, including the United Federation of Teachers, the NYC Department of Education, neighborhood nonprofits, and city colleges and universities. Situating this case within a wider exploration of parent participation in educational reform, Fabricant explains why CC9 succeeded and other parent-led movements did not. He also examines the ways in which the movement effectively empowered parents by rigorously ensuring a democratic process in making decisions and, more broadly, an inclusive organizational culture. As urban parents across America search for ways to hold public schools accountable for their failures, this book shows how the success of the CC9 experience can be replicated elsewhere around the country.

Congratulat ions, graduate You did it You're finally out on your own. But as you walk off the stage and into the Real World, you're going to need more than a diploma to survive. Suddenly, for the first time, you're facing questions like How do I get a job? What do I do with all this laundry? What's a "major"-and how do I pick one? How do I go grocery shopping? And what's for dinner? What's a budget, anyway- and do I need one? How do I set up a bank account? Where should I live? Don't panic, help is on the way Author Autumn McAlpin gives you the common-sense advice and reassurance you'll need to tackle just about any challenge with style, grace, and enough humor to make the whole thing fun. From cap and gown to total independence, Real World 101 is the only graduate guide you'll ever need

Autumn McAlpin is a humor and entertainment columnist for the Orange County Register. A former high school teacher, she knows how unprepared some high school graduates are for the real world- and has taken matters into her own hands With her sharp wit and hilarious anecdotes, she is a favorite speaker for youth audiences

Joining the Army in his junior year at the University of Michigan, 21 year old Carl Dahlstrom was assigned to a truck convoy taking artillery shells to the front and hauling wounded to the rear at WWI battles on the Western Front.

Student activism in Africa, at least since the early 1990s, has been preoccupied with popular struggles for democracy in both their respective countries and institutions of higher learning. The changing socio-economic and political conditions in many African countries, characterized by the decline in economic growth and the introduction of multi-party politics, among several other factors, have had different impact on students and student political organizations in African universities. This book recounts the responses of students to these changes in their attempt to negotiate better living and studying conditions. The four case studies contained in the book - Cameroon, South Africa, Zimbabwe and Eritrea - clearly reveal the very important aspects of the situation in which African students find themselves in many countries, and underscores the need to understand the character and development of higher education on the continent. Ministries of Higher Education, Vice Chancellors, Deans of Students, Student Unions and parents will find this book very useful in terms of understanding the tensions that often arise at institutions of higher learning and why solutions seem to be elusive.

There is a comforting tale that heads of higher education institutions (HEIs) like to tell each other. "Go around your university or college," they say, "and ask the first ten people who you meet how their morale is. The response will always be 'rock-bottom.' Then ask them what they are working on. The responses will be full of life, of optimism and of enthusiasm for the task in hand." The moral of the story is that the two sets of responses don't compute; that the first is somehow unthinking and ideological, and the second unguarded and sincere.

The thesis of this book is that the contradictory answers may well compute more effectively than is acknowledged: that the culture of higher education and the mesh of psychological contracts, or "deals," that make it up make much of the current discourse about happiness and unhappiness in contemporary life look simplistic and banal.

In particular, the much-vaunted "science of happiness" may not have much to say to us. There is also a potential link between the Manichean discourse about morale and our wider culture's approach to happiness. Both normally deal in extremes, and much more rarely in graduations.

Why is so much discourse about contemporary higher education structured around (real and imagined) unhappiness? How does this connect with the realities of life within (and just outside) the institutions? Does it matter, and, if so, what should we be doing about it? Based on historical, sociological and philosophical analysis, this book offers some answers to these questions.

This unique book presents lessons a straight principal-turned-professor has learned through personal experience and research with gay and lesbian high school students. It begins with a young principal acknowledging that he, nor his administrative education program, had given any thought to issues surrounding students' sexual orientation. However, when a senior in his tiny rural high school came out, the principal started down an unexpected path that would change his outlook on school leadership - and transform his practice. Presented in eight unique stories in students' own words, we experience their challenges, fears, and triumphs - and see how their schools and the people in them both helped and hurt. Through their poignant, honest, familiar, and often surprising stories, we see how these eight students navigate what Unks (2003, p. 323) calls 'the most homophobic institutions in American society'. Their stories also reveal an unexpected, yet vital lesson for educators, policy makers, and all those concerned with meeting students' needs - that being gay or lesbian in high school does not automatically lead to bad outcomes. The students' firsthand accounts, along with lessons learned by the once apprehensive principal, show that there is a much more positive, optimistic, and seldom-told story. The book challenges practicing and aspiring school leaders to: move beyond what we think we know about gay and lesbian students and see them as unique people with strengths and struggles, gifts and challenges; examine the unique context of their schools and see how one size solution doesn't fit all; understand agency, agendas, and how gay-straight alliances can benefit all students; and, summon the courage to transform our mission statements from slogans and live them everyday.

A vital inquiry into trans issues in education, this compelling work argues for the design of education research, policies, and environments that honor all gender experiences and identities. Edited by two prominent figures in trans studies, Mario I. SuArez and Melinda M. Mangin, Trans Studies in K-12 Education brings together scholars and professionals representing a range of academic traditions, research methodologies, and career backgrounds to explore why and how schools should affirm gender diversity and challenge gender-based inequities. The collection offers a comprehensive examination of how gender is manifested in the educational context. Gathering a wealth of evidence, the book's contributors expose the prevailing norm of gendered environments, which are entrenched in the very design and execution of educational research. The collection also lays out a critical overview of US laws and policies related to gender equity, gender identity, and gender expression and how these frameworks impact educational environments. These findings draw attention to deficit-oriented, pathologizing ideologies that surround nonconforming gender identities and the detrimental, often traumatizing effects on transgender students and educators. Throughout, the contributors recommend methods for establishing gender-affirming research, policy, and practice. They outline the sociopolitical and legal pathways that trans and nonbinary students and school employees may use to secure education and workplace rights. They discuss the positive gains made by professional development for teachers, LGBTQ+ advocacy, and community programs that successfully support transgender and gender-nonconforming individuals. Ultimately, the volume highlights the promise of creating K-12 education spaces that are liberating rather than constraining.

Based on his extensive research in private documents and long-out-of-print publications, the author provides an intimate look at the early history of the college fraternity known as KA. The book chronicles KA's founding at Washington College in Lexington,

Each year, tens of thousands of students enroll in doctoral programs across the United States. The experience can be formative, uplifting, fulfilling, and inspiring. It is also often intense, frustrating, demoralizing and at times even infuriating. While many students are destined to be productive researchers, attentive educators and respected thought leaders, others are destined for failure. With the benefit of hindsight, many of those who leave graduate school without the coveted degree realize they were unprepared for the program and ignorant of the realities of the academic world. "Is a PhD for Me?" is designed to help you, the aspiring doctoral student, in two ways. First, it is meant to help you make an enlightened decision about whether it is in your best interest to pursue a PhD degree. Second, in the event you do decide to pursue the advanced degree, the book is designed to help you anticipate and negotiate the trials and tribulations of the program. Embarking on a PhD program is a significant challenge, and one that should not be entered into lightly. This book will help you determine whether you have the unwavering passion, sustained commitment, and realistic understanding of the challenges, to thrive and succeed.

Owing to the leadership roles young people are assuming in this technological age, universities and other institutions of higher learning have intensified the leadership development of their students. However, in spite of the growing need for student leadership development programs, there are inadequate reading materials on the subject. This book seeks to bridge this gap. It explores the curricula and non curricula programs that institutions of higher learning have established to develop their students' leadership skills and more particularly for African students studying in the United States universities. In addition, this book identifies campus community service activities that students in US universities and colleges are involved in that help to build their leadership abilities. Further, the book analyses the environments within institutions of higher learning that foster better college students' educational outcomes ultimately providing a framework for the development of policies geared toward student leadership development and campus community service. This book is an invaluable resource for college student personnel, policy makers, and faculty interested in college students' leadership development, campus community service, college student development, student affairs, higher education administration, and internationalization of higher education.

Today's educators face challenges unparalleled by previous generations of teachers. A typical classroom is comprised of students from diverse backgrounds, varying languages and unique backgrounds. In order for educators to meet the needs of the individual students within their classes, they must have a grasp on the challenges facing their students. Currently in education, the focus is on marginalized students and the impact their circumstances have on their ability to learn. This book is designed to make the various hardships encountered by many students more personal in order to give teachers insight into the very real needs of today's students. Educators are familiar with the data regarding students; however, it is through the individual story of students that teachers are reminded of their vital role in nurturing and educating the students that fill their desks each year. This book will pair student narratives with brain research to provide valuable insights to K-12 educators and university professors.

Science learning may be perceived difficult because of complex content of some concepts. Can development and quality of socio-cultural interaction with adults and capable peers enable students to more easily construct an understanding of science following standards? This research investigates students' conceptual understanding of ecological interdependency in food chains, pollination, and seed dispersal across k-12 and college using a constructivist theoretical framework. Responses to interview questions were categorized as either everyday or scientific concepts and as a transition through Lev Vygotsky's Zone of Proximal Development (ZPD). The research should help answer the following: Did students vary across concepts and grade levels? What is the dynamic nature of the ZPD continuum that enables teachers to plan in order to individualize instruction? How can teachers engage students to reflect and reconstruct understanding through formal concepts and socio-cultural interactions? How can teachers help students use tools, such as language and thought, to increase cultural capital in the form of enhanced understanding and problem solving? This book is directed primarily to professionals in biology and science education and other interested educators.

This study has its rational basis in the proliferation of technology throughout every aspect of the contemporary world. Specifically, the purpose of this study is to explore the perceptions, attitudes and knowledge of preservice teachers as they pertain to technology in social studies education. This investigation examines whether preservice teachers want to use computer technology in social studies, their motivations and how they plan to employ computer technology in social studies instruction. In addition, the factors that influence social studies preservice teachers' use of computer technology will be explored and described. The value of this study lies in three areas: 1) Growing interest technology's use in classrooms and limited research illustrate the importance of examining integration of information technology as teaching and learning tools on the attitudes and practices of preservice teachers. 2) Adding to the body of knowledge in preservice teacher education and information technology integration is important for methods courses. 3) And, the prescriptive findings of this research provide an effective model for integrating information technology in social studies teacher education. The book is addressed to researchers in education, teachers and preservice teachers, especially in social studies.

"Calm college student stress with the 10 mindsets to authentic success and happiness ... in school and in the real world." The college student's step-by-step blueprint teaches you how to find 'campus calm' at any university and embrace the new paradigm of success characterized by joy, passion and purpose. You will discover how rewarding it is to: [ Manage college stress and still excel in demanding academic environments. [ Ditch your inner perfectionist and embrace lifelong learning. [ Tap your inner Picasso & be marketable to any employer no matter what your college major or degree. [ Eliminate confusion by looking inside for answers when the rest of the world is telling you that you should be headed down a different path. [ Use your unique strengths to transform your world on your own terms. [ Uncover the most important mindset shared by all happy, stress resistant people and learn why you can never be truly successful without it.

Boys Should Be Boys: A Headmaster's Reflections By Brian R. Walsh "Over the last quarter century, much has been written about feminism and women's rights, and that's as it should be. But what has been so interesting to me is to see how different women and men are when it comes to processing information and how boys are sometimes an unfathomable enigma to women - especially their mothers." These are the conclusions of a headmaster from thirty years of running two independent kindergarten-ninth grade schools, one coeducational and the other all boys. In Boys Should Be Boys these observations are presented through anecdotes of actual school situations and, more significantly, through the voices and actions of the boys themselves. "This book is not only an essential operating manual for educators; it is a highly entertaining and valuable guide for all parents of boys. In an unstuffy clear fluid prose, laced with many anecdotes, he provides real insight into the educating of boys and their unique and very different ways of learning." John F. Lehman Jr., former Secretary of the United States Navy and member of the 9/11 Commission. Author of Command of the Seas "As the mother of two sons who benefited from Brian Walsh's wisdom, I am delighted that he is finally sharing his insights with a wider audience. Every page of Boys Should Be Boys reflects Brian's understanding of the special nature of boys from early childhood through adolescence. With clarity and great sensitivity, he tells stories that can help parents and educators alike nurture the best of boys and help them reach their full potential." Sally Bedell Smith, author of For Love of Politics: Bill and Hillary Clinton: The White HouseYears