This book was written to demonstrate as a society, how self-absorbed we have become. How this self-absorption has affected our relationships at home and in life. How high school students have become consumed with instant gratification and have lost sight of selfless deeds. Social media is here to stay, and we must address the negative effects and lead our youth in a direction of selfless service. Thousands of children in schools across the country suffer from low self-esteem and this book will explain how we can improve a child's opinion of themselves. This book will provide a plan and the path to seeing this accomplished.

This book will introduce fourteen of the most important soft skills in the field of education. It will explain how each skill is used in teaching as well as ideas for how to model and explain them in college classrooms, field experiences, and student teaching. The chapters also contain ideas for administrators and mentor teachers who are working with beginning teachers. Hopefully, by learning the soft skills of teaching, pre-service education students and beginning teachers will become successful instructors and models of good citizenship in future classrooms.

Identity and Schooling among the Naxi examines the identity construction of Naxi students in Lijiang No.1 Senior Secondary School in China, focusing on the changing roles of school, community, and family in the identity construction of the students. Through participant observation, interviews, and student essays, Yu finds that Naxi students of the school retain a strong Naxi identity while also managing to fit into mainstream culture through a process she characterizes as "harmonious creative identity engagement." Three main forces affecting the identity construction of the Naxi students are highlighted: the state and the school, Naxi intellectuals, and socialization in the family and community. As an institution of the state, the school conveys national ideology and instills a sense of ethnic unity and an understanding of the culture of the Chinese nation. However, the school also takes an active role in ethnic identity construction of the Naxi students. At the same time, Naxi intellectuals, through their research publications and responses to state policies, preserve and revitalize Naxi culture. Socialization within the community and family allows the Naxi students to learn about their heritage. These factors result in both an asserted and assigned identity of the Naxi.

Old and new media are adversely effecting children in many ways. The doctors in this volume discuss their thoughts on the subject.

Originally published in 1984 The Student Experience of Higher Education provides a detailed analysis of the student experience, based on first hand discussion and observation. Information taken from interviews with a wide variety of students is used to explore the way in which new, overseas, and female physics students in particular experience university education and relates to their reactions to the organised learning which the university provides. The study focuses on an understanding of how various aspects of the official perspectives of academic staff contrive to limit the educational development of the undergraduate. This detailed picture of the university world is in contrast to previous methods of research in this area. By showing the benefits to be derived from an analysis of the experiences of students within one small campus based university this book is related to critical American studies previously unparalleled in the British university research tradition.

This book was written as a resource guide for educational and mental health professionals and policymakers, as well as families and communities seeking to develop programming to reduce school violence and promote safe, engaging, and effective schools. This book explores the growing crisis in school safety and security through the lens of the roles that mental health and student and community well-being play in creating environments that are resistant to violent and antisocial behavior. The book gives practical information and research on school, classroom or community applications, the latest trends and issues in the field, and best practices for promoting student health and well-being. It also covers violence prevention measures and protocols to follow in crisis intervention situations. Issues of culture, gender and society are specifically addressed.

Indigenous people have often been confronted with education systems that ignore their cultural and historical perspectives. Largely unsuccessful projects of assimilation have been the predominant outcome of indigenous communities' encounters with state schools, as many indigenous students fail to conform to mainstream cultural norms. This insightful volume is an important contribution to our understanding of indigenous empowerment through education. The contributors to this volume work in the fields of education, social development and community empowerment among indigenous communities around the world. Their essays create a new foundation for implementing specialized indigenous/minority education worldwide, and engage the simultaneous projects of cultural preservation and social integration. This work will be vital for scholars in Native American studies, ethnic studies, and education.

In today's economy, where getting a good education has never been more important and school resources are stretched beyond points that most of us can remember, it is imperative that parents be fully engaged in their child's education, both at home and at school. Parents play an integral role regardless of their ability to assist their children in specific subject areas or skills by encouraging their student to promote competence, control, and positive attitudes towards academics. Whether you are an educator or a parent, this book discusses barriers and methods to overcome them in order to build parental awarenesss while partnering with effective school communication to better become involved in the learning of their children.

Every child should have access to an education that works. The Quest for a Meaningful Special Education follows the educational journeys of nine students with a language-based learning disability (LBLD) who, through a combination of parental advocacy and luck, were removed from a debilitating learning situation and enrolled in a school designed to address their particular learning needs. In the process of following their journeys, the book explores the role of cultures within and outside the school and examines some of the ways that the construction of special education has affected student learning. In the context of the ongoing national conversation about student academic success, high school dropout rates, the disproportionate number of prison inmates with learning disabilities, the costs of educating students, and the controversy over the placement of minorities in special education, The Quest For a Meaningful Special Education is a timely book that will add a new perspective to current debates.

Note from the publisher: Each copy of Exploring Leadership, Third Edition comes with an access code so students can take the Clifton StrengthsFinder, a 30-minute online assessment which has helped more than eight million people around the world discover their talents. After they take the self-assessment, they'll receive a customized report that lists their top five talent themes, along with action items for development and suggestions about how they can use their talents to achieve academic, career, and personal success. In the book, the authors discuss the importance of understanding oneself, and how using the StrengthsFinder assessment will help one do so. (E-book customers must prove they have purchased the book to obtain their StrengthsFinder access code from Wiley Customer Service. If you rent or purchase a used book, the access code may have been redeemed previously and will no longer work.) This third edition is a thoroughly revised and updated version of the bestselling text for undergraduate leadership courses. This book is designed for college students to help them understand that they are capable of being effective leaders and guide them in developing their leadership potential. The Relational Leadership Model (RLM) continues as the major focus in this edition, and the book includes stronger connections between the RLM dimensions and related concepts, as well as visual applications of the model. The third edition includes new student vignettes that demonstrate how the major concepts and theories can be applied. It also contains new material on social justice, conflict management, positive psychology, appreciative inquiry, emotional intelligence, and new self-assessment and reflection questionnaires. For those focused on the practice of leadership development, the third edition is part of a complete set that includes a Student Workbook, a Facilitation and Activity Guide for educators, and free downloadable instructional PowerPoint(R) slides. The Workbook is a student-focused companion to the book and the Facilitation and Activity Guide is designed for use by program leaders and educators.

Across the country, women are pursuing doctoral degrees at a rate higher than males. While the data indicates that women are now more likely to pursue this advance degree, limited research addresses the real experiences of diverse women who are pursuing a doctoral degree. This book highlights the lived experiences of diverse women who are progressing through a doctoral degree program and the challenges as well as opportunities that they face. These women share unique and transparent experiences of progressing through a doctoral program. Through a narrative approach, Conquering Academia Transparent Stories of Diverse Women Doctoral Students, addresses themes of intersectionality, lived experiences, challenges and opportunities, and adopting an academia mindset. Featured in the Contemporary Perspectives on Access, Equity, and Achievement series, this book shares perspectives of diverse women doctoral students and how their cultural identities assist them with navigating the academic landscape. It also provides insight for current female doctoral students about strategic positioning as a student within the doctoral program and personal necessary transformation in academia. It informs faculty and staff in academia about the experiences of diverse women and how to support their progression and overall retention.

Systems of state education are a crucial means for realizing the state s focal aspiration of guaranteeing solidarity and civil loyalty (Van Kemenade, 1985 pp. 854ff. ). The means at hand include the state s structuring and organization of schooling, determination of what education is compulsory, examinations that decide admittance to institutions of secondary and tertiary education, the design of educational aids, curricula, textbooks, didactic methods, and the general distribution of resources to schools. A further apparatus is that of teacher education and the regulations for appointment to the schools and remuneration (van Kemenade, 1985, p. 850). There are indications that the issue of equality and equity for all in education is a dilemma prevalent in systems of state education, among others, because the advancement of equity is liable to interfere with the state s main goal. It is highly likely that the failing does not derive from contingent misund- standings, but rather from systemic contradictions. With this in mind, this book suggests a broad-spectrum approach to understanding how state education gets done, so to speak, and what in the process seems to obstruct impartiality. The case that I will examine is that of the state system of education in Israel. Underlying the study is the sociological assumption that an analysis of how one state system works is likely to bear a message that can be generalized."

This book examines the challenges that Pakistani-American families have faced in their attempts to assimilate within the U.S. school culture since the September eleventh terrorist attack. Negative stereotyping has permeated into schools, and affected Pakistani-American students and their families. Reza examines this phenomenon from a parental lens in order to describe how 9/11 has altered the involvement of Pakistani-American parents in their children's schools, and whether or not schools are appropriately addressing these issues and concerns. Reza connects formal initiatives taken by U.S. schools to promote greater integration while encouraging multiculturalism, and relays the experiences of Pakistani-American parents to provide readers with a unique perspective on the challenges that this population faces in assimilating within the U.S. school culture. Recommendations are offered to policymakers and educators on how to promote greater Pakistani-American parental involvement in U.S. schools.

In 1990, under the direction of Ernest Boyer, the Carnegie Foundation for the Advancement of Teaching published a classic report on the loss of a meaningful basis for true community on college campuses-and in the nation. Now this expanded edition of Campus Life: In Search of Community reintroduces educational leaders to the Boyer report's proposals while offering up-to-date analysis and recommendations for Christian campuses today. Editors Drew Moser and Todd C. Ream have assembled pairs of academic and student-development leaders from top Christian colleges to offer a hopeful update on the practical contributions of Christian higher education to the practice of community. This volume includes new chapters, the long out-of-print Boyer report in its entirety, and a discussion guide to facilitate team conversations. Higher education now stands at a critical point, yet the contributors to this expanded edition of Campus Life see current challenges as an opportunity to revive Boyer's commitment to its formative power. Contributors include: Mark L. Sargent and Edee Schulze of Westmont College Randall Basinger and Kris Hansen-Kieffer of Messiah College Brad Lau and Linda Samek of George Fox University Stephen T. Beers and Edward Ericson III of John Brown University Paul O. Chelsen and Margaret Diddams of Wheaton College Doretha O'Quinn and Tim Young of Vanguard University Christian higher education now stands at a critical point, yet the contributors to this expanded edition of Campus Life see current challenges as an opportunity to revive Boyer's commitment to understanding the formative power of Christian higher education.

As a former teacher, school board chair, and state legislator, Kristen J. Amundson has spent decades answering parents' questions about school. This book highlights 81 questions, covering a child's school journey from preschool to postsecondary education. It includes some of the school secrets parents need to know-the often unwritten rules that can make a child's K-12 experience the best it can be. Should you "redshirt" your kindergartener (and hold them out for a year)? How much parent help on homework is too much? And why could playing in the band be a secret to getting your child into a good college? For parents who are struggling to teach their child at home during a pandemic-related school closure, there are lots of tips on how to do that while still keeping your sanity (and your own job). 81 Questions for Parents combines common sense, research, and a little humor to help parents support their child to get the best possible education.

A Revolutionary Subject: Pedagogy of Women of Color and Indigeneity is a call to radical educators, grassroots organizers, and others on the left to recognize the enormous historical legacy of and potential for revolutionary praxis that exists among Women of Color and Indigeneity. This book revitalizes Marx's dialectics to challenge class-reductionism, highlighting a class struggle that is also necessarily anti-racist, anti-sexist, and against all forms of oppression.

Wide-ranging, detailed content and relies on sound educational research Up to date, relevant, modern approach which will replace older, discredited research Written by two teachers with experience in teaching boys, both of whom run successful education/teaching blogs Appealing to a wide readership: secondary school teachers, leaders, pastoral positions; education students; trainee teachers

Originally published in 1984 The Student Experience of Higher Education provides a detailed analysis of the student experience, based on first hand discussion and observation. Information taken from interviews with a wide variety of students is used to explore the way in which new, overseas, and female physics students in particular experience university education and relates to their reactions to the organised learning which the university provides. The study focuses on an understanding of how various aspects of the official perspectives of academic staff contrive to limit the educational development of the undergraduate. This detailed picture of the university world is in contrast to previous methods of research in this area. By showing the benefits to be derived from an analysis of the experiences of students within one small campus based university this book is related to critical American studies previously unparalleled in the British university research tradition.

This book focuses on the struggle by Latin Americans to open and maintain Chicano/a Studies programs in institutions of higher education in California. It raises critical questions for social theory about multicultural democracy, dealing with topics such as immigration, affirmative action and civil rights. Mora explains the links between this social movement and the needs of the Chicano/a people, the changes taking place in higher education, and the trends in the overall ethnic-nationalist movements in the U.S. where Latinos have been playing an increasingly leading role.

Using a range of international examples to compare the reality, purpose and effect of student engagement in universities across the globe, Student Engagement and Quality Assurance in Higher Education argues that teachers and students need to collaborate to improve the quality of university education and student learning. The growing trend of assessing and assuring quality in higher education is incredibly complex, as there are so many variables affecting both experiences and measures. With case studies from ten countries, covering a variety of cultural and environmental settings, this book focusses on ways of working with students to produce applicable, implementable strategies for universities the world over. Internationally applicable, this book presents ideas from a range of cultures, which can be adapted to be implemented in a variety of cultures. The reader is provided with a range of approaches where both the advantages and disadvantages are clearly presented. The ten case studies consider the macro, meso and micro levels of each approach, allowing for an exploration of the growing area of research and practice that is student-staff partnerships, showcasing ways of working with students to enhance engagement and quality, which are vital for a long-term approach. Focussing on one of the main reform topics for universities, Student Engagement and Quality Assurance in Higher Education is essential reading for educational researchers, institutional leaders and all concerned with the implementation and progression of student engagement and quality assurance in higher education.

Student retention continues to be a vexing problem for all colleges and universities. In spite of the money spent on creating programs and services to help retain students until they achieve their academic and personal goals, and graduate, the figures have not improved over time. This is particularly true for minority students, who have a greater attrition rate than majority students. Demographic information shows that the minority population in the United States is growing at a faster rate than the majority. It is imperative that educational institutions find ways to help improve retention rates for all students but particularly minority students. Retention rates should not differ appreciably among different racial/ethnic groups."The Journal of College Student Retention: Research, Theory and Practice" is the only scholarly, peer-reviewed journal devoted solely to college student retention. It has published many articles on minority student retention, and this topic continues to garner much attention. This book is a compilation of the very best of these articles, selected on the basis of reviews by a cadre of experts in the education field. The articles discuss African American, Latino/Latina, Asian and Asian Pacific, Native American, and biracial students, and institutional commitments to retaining a diverse student population. For those interested in this vital area, the collection will teach and inspire them to achieve greater heights and pay additional attention to retaining minority students in our colleges and universities.

Over the course of ten years, this extensive qualitative study focused on the academic resilience phenomenon. The research delves into the educational resilience experiences of fifty low socioeconomic students of color from a variety of racial and ethnic backgrounds. In addition to chronicling specific protective factors and processes active in the students' lives, several symbiotic relationships between groups of protective factors are documented and explored. A Resilience Cycle theory, which was chronicled in previous works of the authors, is used as a framework to view essential elements of the students' academic success. Ultimately, the data and findings are used to propose practical suggestions for promoting academic resilience in at-risk youth nationwide. Furthermore, because one author specializes in education and the other in psychology, both of these disciplines are brought to bear on this crucial and understudied topic.

Kids in the Middle: The Micro-Politics of Special Education takes the reader on a fascinating journey through special education in the past, present, and future. On this journey, the micro-politics of special education are seen through the eyes and experiences of children with disabilities, their parents and advocates, adult educators, and school administrators. Supplementing these perspectives to develop an understanding of special education that goes beyond its administrative and political aspects, such as the Individuals with Disabilities Education Act (IDEA), are scholars with expertise in special education law, administration, severe and profound disabilities, ethics, finance, teaching, and disability rights. Together, these voices explain the micro-political issues that affect how children with disabilities are educated. Kids in the Middle promotes a new model of special education to help transform special education. Instead of perpetuating a system grounded in the concepts of promises, privilege, and power, this book considers how to build a system based on caring, compassion, and the common good, a system that will elevate the status of special education children who are lost in the middle.

First published in 1984, this book focuses upon pupil perspectives of schooling from first school to school leaver, taking their thoughts and feelings as accurate assessments of their experience. The study presents what was at the time new thinking and research findings on a wide range of important topics to provide an insight in