Blended learning is firmly established in universities around the world, yet to date little attention has been paid to how students are enaging with this style of learning. Presenting a theoretically-based and empirically-validated model of engagement, this book examines the application of the model to improve the quality and productivity of university education. Covering the key qualities of blended learning, it analyses how online learning influences campus-based education, develops the student perspective of online learning, examines online learning systems as agents of change, provides insights and guidance for educational developers and administrators attempting to improve quality of learning, and considers how institutions can maximise educational returns from large investments in online learning technologies. Illustrated with case studies and developing ideas for practice, this book will be valuable reading for researchers and developers keen to improve their understanding of the emerging dynamics of contemporary student engagement with online learning.

As a social justice endeavour, one of the goals of inclusive education is to bolster the education of all students by promoting equal opportunities for all, and investing sufficient support, curriculum and pedagogy that cultivates high self-concepts, emphasizes students' strengths rather than weaknesses, and assists students to reach their optimal potential to make a contribution to society. Dedicated to the identification of international strategies to achieve this goal, Inclusive Education for Students with Intellectual Disabilities presents examples of theory, research, policy, and practice that will advance our understanding of how best to educate and more generally structure educational environments to promote social justice and equity. Importantly, this discussion transcends research methodology, context, and geographical locations and may lead to far-reaching applications. As such, the focus is placed on research-derived educational and psycho-educative practices that seed success for students with intellectual disabilities in inclusive educational settings and the volume showcases new directions in theory, research, and practice that may inform the education and psychosocial development of students with intellectual disabilities globally. The chapter contributors in this volume consist of 31 scholars from ten different countries, and they come from a great variety of research areas (i.e., teacher education, educational psychology, special education and disability policy, special needs and inclusive education, health sciences). This volume, with a series of subsections, offers insights and useful strategies to promote meaningful advances for students with intellectual disabilities globally.

To the unsuspecting, wearing a stethoscope could not be more easy. You pick it up, place it around your neck and...hey presto...you look like you know what you are doing and people think you are a doctor...This is the no-nonsense guide to the reality of medical student life. Everything you need to know is here. What are my chances of delivering a baby? How many questions should I ask? How do I insert a nasogastric tube without the patient knowing it's my first time? Where will I live when I'm on clinical rounds? Why can't I wear trainers? Will patients like me? What is a patient's 'pack year' history? How do I break bad news? How can I get more sleep? And much, much more.

Conceived at the same conference that produced the Student NonviolentCoordinating Committee (SNCC), the Student Interracial Ministry (SIM)was a national organisation devoted to dismantling Jim Crow while simultaneouslyadvancing American churches' approach to race. In this book, DavidP. Cline details how, between the founding of SIM in 1960 and its dissolutionat the end of the decade, the seminary students who created and ranthe organisation influenced hundreds of thousands of community membersthrough its various racial reconciliation and economic justice projects. Frominner-city ministry in Oakland to voter registration drives in southwesternGeorgia, participants modeled peaceful inter racialism nationwide. By tellingthe history of SIM-its theology, influences, and failures-Cline situates SIMwithin two larger frameworks: the long civil rights movement and the evenlonger tradition of liberal Christianity's activism for social reform. Pulling SIM from the shadow of its more famous twin, SNCC, Clinesheds light on an understudied facet of the movement's history. In doing so,he provokes an appreciation of the struggle of churches to remain relevantin swiftly changing times and shows how seminarians responded to institutionalconservatism by challenging the establishment to turn toward politicalactivism.

Originally published in 1971. On May 4th, 1970, shots fired by the Ohio National Guard at Kent State University were heard around the world. People were either outraged by the killings or outraged at the students. Instant experts rendered the judgment that it was all a problem of communication. This book tested that hypothesis as it presents the result of an in-depth series of interviews both within and outside the university soon after the tragic event. The book includes a narrative of an initial understanding of the incidents but admits its limit in full information as it outlines the results of the study, which looked at systems and subsystems of information flow. This book adds to the understanding of problems of communication in large organisations and particularly education establishments as well as being a cautionary tale of a specific event.

'Antisemitism on the Campus: Past & Present', edited by Eunice G. Pollack, is the first book of a multidisciplinary series on Antisemitism in America to be published by Academic Studies Press. In this volume, twenty-one leading scholars explore the roots and manifestations of antisemitism and anti- Zionism and the efforts to combat them at American, British, and South African colleges and universities in the 20th and 21st centuries. Topics such as antisemitism and anti-Zionism on individual campuses, in black militant groups, on the Far Left, and in academic organizations; students' exposure to antisemitism and anti-Zionism through popular culture and the internet; discrimination against Jewish faculty, students and organizations; the anti- Israel boycott/divestment movement, among others, are covered. Eunice G. Pollack (PhD Columbia University) is a professor of History and Jewish Studies at the University of North Texas. She is a member of the Academic Council of the David S. Wyman Institute for Holocaust Studies. Her published works include "The Childhood We Have Lost: When Siblings Were Caregivers, 1900-1970" and the prize-winning Encyclopedia of American Jewish History, which she co-edited with Professor Stephen H. Norwood (2008).

Students of Color and the Achievement Gap is a comprehensive, landmark analysis of an incontrovertible racialized reality in U.S. K-12 public education---the relentless achievement gap between low-socioeconomic students of color and their economically advantaged White counterparts. Award winning author and scholar Richard Valencia provides an authoritative and systemic treatment of the achievement gap, focusing on Black and Latino/Latina students. He examines the societal and educational factors that help to create and maintain the achievement gap by drawing from critical race theory, an asset-based perspective and a systemic inequality approach. By showing how racialized opportunity structures in society and schools ultimately result in racialized patterns of academic achievement in schools, Valencia shows how the various indicators of the achievement gap are actually symptoms of the societal and school quality gaps. Following each of these concerns, Valencia provides a number of reform suggestions that can lead to systemic transformations of K-12 education. Students of Color and the Achievement Gap makes a persuasive and well documented case that school success for students of color, and the empowerment of their parents, can only be fully understood and realized when contextualized within broader political, economic, and cultural frameworks.

Interactive Student Centered Learning: A Cooperative Approach to Learning concentrates on Student Centered Learning (SCL) which encompasses Active Learning (AL), Cooperative Learning (COL), Collaborative Learning (COLL), and occasionally Constructivism Learning (CONS) teaching methodologies. This book delves into a review of the theories of learning, providing insight into current research regarding how students learn as well as a review of traditional, teacher-centered learning and teaching theories. This book also includes three interactive student centered learning segments; a review of the process, an instructional development process, and an organizational curriculum for educators to utilize an (I/SCL) program. The handbook in the appendices provides teachers with knowledge and information on how to develop an (ISCL) curriculum for teaching students effectively in almost all subjects at the secondary and college level.

This is the first book to analyze the important phenomenon of South-South development initiatives. Drawing on critical theories and insights from intersectional analysis, the book examines the experiences and impacts of Middle Eastern and North African (MENA) youth's participation in South-South higher education programmes designed to maximise self-sufficiency. As one of a range of South-South scholarship programmes, the book focuses in particular on Cuba's scholarship system which has offered a free secondary and tertiary education to over 50,000 students from 120 countries since the 1960s. This case-study is explored through multi-sited and multi-lingual research conducted with MENA citizens and refugees during their studies in Cuba and following their return to their places of origin (including both desert-based and urban refugee camps).The book also features primary research about refugees' participation in the Libyan and Syrian Pan-Arabist education programme, providing the foundation for a comparative examination of the significance of individual and collective identities in access to South-South scholarship programmes, and the diverse challenges and opportunities arising from participation. In addition to analysing MENA students' experiences of studying in Cuba, Libya and Syria and of returning to their refugee camp homes and countries of origin, the book critically assesses the impact of diverse policies designed to maximise self-sufficiency, and to reduce both brain drain and ongoing dependency upon Northern aid providers. It therefore explores the extent to which South-South scholarship systems such as the Cuban programme have challenged the power imbalances which typically characterise North to South development models. This book is a significant resource for students, researchers and practitioners in the areas of migration studies, refugee studies, comparative education, development and humanitarian studies, international relations, and regional studies (Latin America, Middle East, and North Africa).

This book constitutes a collection of case studies that explore issues faced by new professionals in student affairs, with the scenarios designed to develop ACPA/NASPA Professional Competencies. These cases provide opportunities to create meaningful learning experiences for courses, training programs, and the mentoring new professionals, giving them exposure to the kinds of dilemmas they will encounter as they assume their leadership roles or start out on supervisory positions. The cases are derived from interviews with current student affairs professionals, are based on real life dilemmas, reflect contemporary issues on our college campuses, and are designed to be easily used or adapted across all institutional types. The cases cover the areas of advising and helping; assessment, evaluation and research; equity, diversity, and inclusion; ethical professional practice; history, values, and philosophy; human and organizational resources; law, policy, and governance; leadership; personal foundations; and student learning and development, and vary in length to allow for multiple uses. Shorter cases can be role-played and discussed in leadership training workshops, while longer cases can be used as take-home assignments or debated during longer training sessions. The book begins with advice on how to use the cases and concludes with general advice provided by current professionals in the field.

EPDF and EPUB available Open Access under CC-BY-NC-ND licence. Amid debates about the future of both higher education and Europeanisation, this book is the first full-length exploration of how Europe's 35 million students are understood by key social actors across different nations. The various chapters compare and contrast conceptualisations in six nations, held by policymakers, higher education staff, media and students themselves. With an emphasis on students' lived experiences, the authors provide new perspectives about how students are understood, and the extent to which European higher education is homogenising. They explore various prominent constructions of students - including as citizens, enthusiastic learners, future workers and objects of criticism.

Reform in education has focused mainly on development of new programs and procedures to increase the achievement of the student in the classroom. Teacher evaluations are now based on how students perform in their classrooms on yearly standardized tests. The advent of integrating students with special needs into the regular classroom has brought both benefits and concerns for average and above average students. Special education in the United States has evolved from institutional and segregated environments to inclusion in the regular education classrooms. We examine how the practice has affected all students and question whether this change has created equal opportunity for those students without special education needs. This book researches and reports on issues of current practice: e.g., teacher preparation, placement of students with special needs, implications for the average and above in the classroom and the financial costs driving placement decisions in the education system. We examine the lowering of standards so all can pass tests, report on loss of engagement of students by middle school, and mourn the squandering of creativity to appease a mandate. Sir Ken Robinson relates that, "Education is meant to take us into a future we cannot even grasp." Yet we continue on a road that lowers our educational ranking internationally. We recommend to provide services for all students, and take the system from its current state to one that provides a "Free and appropriate education for all!"

Are you a happy, motivated student? Or do you drag yourself to class every morning? In The Happy Student, Daniel Wong describes the five key steps you need to take in order to become both a successful and happy student. Wong scored straight A's all through college and received numerous academic honors and awards, but he didn't find fulfillment in his achievements until he discovered the five steps. Wong draws on his personal journey-from unhappy overachiever to happy straight-A student-to guide you through your own transformational process. If you're a high school or college student who has begun to question what the true purpose of education is, The Happy Student will lead you to the right answer. If you're a teacher or parent, The Happy Student will explain how you can help your students become intrinsically motivated. "You must become purpose-driven rather than performance-driven," says Wong. "You must ask the 'why' questions before you ask the 'how' questions. You must learn how to climb the ladder more effectively, but only after you've made sure that the ladder is leaning against the right wall." In The Happy Student, Wong shows you how to: Enjoy a new sense of purpose in your academics Keep your motivation levels high every day using practical strategies Conquer your fear of failure Set meaningful goals and achieve them Increase your self-confidence Deal with the expectations of parents and teachers Fall in love with learning again Don't leave your happiness to chance. The Happy Student can make the difference between frustration and fulfillment in your academics.

This multidisciplinary, multi-voiced book looks at the practice and pedagogy of generic, across-campus support for doctoral students. With a global imperative for increased doctoral completions, universities around the world are providing more generic support. This book represents collegial cross-fertilisation focussed on generic pedagogy, provided by contributors who are practitioners working and researching at the pan-disciplinary level which complements supervision. In the UK, funding for two weeks annual training in transferable skills for each doctoral scholarship recipient has caused an explosion of such teaching, which is now flourishing elsewhere too; for example, endorsed by the Carnegie Initiative on the Doctorate in the USA and developed extensively in Australia. Generic doctoral support is expanding, yet is a relatively new kind of teaching, practised extensively only in the last decade and with its own ethical, practical and pedagogical complexities. These raise a number of questions: How is generic support funded and situated within institutions? Should some sessions be compulsory for doctoral students? Where do the boundaries lie between what can be taught generically or left to supervisors as discipline-specific? To what extent is generic work pastoral? What are its main benefits? Its challenges? Its objectives? Over the last two decades supervision has been investigated and theorised as a teaching practice, a discussion this book extends to generic doctoral support. This edited book has contributions from a wide range of authors and includes short inset narratives from academic authorities, accumulatively enabling discussion of practice and the establishment of a benchmark for this growing topic.

In their first edition, authors Chad Mason and Karen Brackman examined and explained the difficulties associated with attempting to successfully educate today's, often, over-indulged and narcissistic student population. The proliferation of narcissistic tendencies had consequences reaching every aspect of the educational environment from student achievement to the spate of school shootings across the United States. Included in the original edition were signs to observe of narcissistic traits and steps educators could take to alleviate the negative repercussions of students exhibiting those tendencies. The second edition not only reviews many of those same aspects from the first edition but seeks to add additional information based on further research, additional observations of contemporary incidents across the United States, and updated strategies educators can utilize when faced with over-indulged and narcissistic students who affect their already busy and difficult educational tasks. New material includes a greater in-depth examination into the history and growth of narcissism in the United States, the state and federal government's roles in fueling the narcissistic fire, and additional material regarding social media's role and how to effectively navigate that medium when educating students. This is a must-read book for all educators who work with today's 'me-driven' society and parent population. In an easy-to-read format, Mason and Brackman zero in on the problem, describe the consequences for failing to act, and provide practical solutions for those individuals in the educational trenches.

This book presents an ethnographic study of the experiences of teenage boys in an Australian high school. It follows a group of thirteen to fifteen year olds over a period of more than two years, and seeks to understand why so many boys say they hate school yet enjoy being with one another in their daily confrontations with the formal school. The study acknowledges the ongoing significance of the "boys' debate" to policy-makers and the media, and therefore to teachers and parents, but moves it on from issues of gender construction and the panic about achievement to the broader question of what it is to experience being schooled as a boy in the new liberal educational environment.

In the current economic climate, more than ever, international students provide an important income to universities. They represent much-needed funds for many institutions, but they also come with their own diverse variety of characteristics and requirements.

This insightful book offers a critical stance on contemporary views of international students and challenges the way those involved address the important issues at hand. To do this, the authors focus specifically on giving voice to the student experience. In particular, the authors show how international student experience can be a ready asset from which to glean valuable information, particularly in relation to teaching and learning, academic support and the formal and informal curriculum. In this way, the issues affecting international students can be seen as part of the larger set of difficulties that face all students at university today.

Integrating contributions from a academics and student voices from a range of backgrounds issues raised include:

• Academic Writing for International Students
• The Internationalisation of the Curriculum
• Identities: The use of stereotypes and auto-stereotypes
• International Students Perceptions of Tutors, and
• The system in reverse, English speaking learners as 'international students'.

This book will be of interest to education management and administrators, higher education professionals, especially those working or training to teach large numbers of international students, to which it offers a unique opportunity to understand better the students point-of-view. Because of this the book will likely appeal to academics in all English speaking countries that recruit significant numbers of international students, as well as the growing number of European universities which teach in English and those in the Indian sub-continent that send large numbers of international students to the UK, Australia, New Zealand and the US.

How do American girls compose and amend their identities? In this text, prominent scholars in their respective fields examine the complex social and cultural constructions that shape girls lives both in and out of school. The book looks at matters ranging from embedded issues of class, race, ethnicity, immigrant status, and sexuality to popular culture and personal histories.

Exploring the scholarly literature on gender and education, the successes and failures of feminist pedagogy, and girls practices with both traditional and non-traditional texts, as well as the primary sources of a material culture, the authors expose the myriad forces that script girls gender, identity, and literacy. The distinctive contribution of this book is to open up new discussions of girls in American classrooms today and to critically examine their experiences as they navigate preconceived notions of who they are while forming their personal and public identities, thereby helping teachers to better understand and create classroom experiences that make girls visible to themselves and to others.

Many colleges and universities have not engaged in the critical self-examination of their campuses necessary for effectively serving racially diverse student populations. This timely edited collection provides insights into how campus cultures can and do shape the experiences and outcomes of their increasingly diverse college student populations. By cultivating values, beliefs, and assumptions that focus on including, validating, and creating equitable outcomes among diverse undergraduate students, an institution can foster their success.While attention to campus climate is critical for gauging the nature of an institution's culture and how students are experiencing the campus environment, changes in climate alone will not lead to holistic and deep rooted institutional transformation. Moving beyond previous explorations of campus racial climates, Creating Campus Cultures addresses the considerable institutionally embedded obstacles practitioners face as they attempt to transform entrenched institutional cultures to meet the needs of diverse student bodies. A broad range of chapters include voices of students, new research, practical experiences, and application of frameworks that are conducive to success. This book will help student affairs and higher education administrators navigate this increasingly difficult terrain by providing practical advice on how to foster success among racial minority students and enact long-term, holistic change at any institution.

Many colleges and universities have not engaged in the critical self-examination of their campuses necessary for effectively serving racially diverse student populations. This timely edited collection provides insights into how campus cultures can and do shape the experiences and outcomes of their increasingly diverse college student populations. By cultivating values, beliefs, and assumptions that focus on including, validating, and creating equitable outcomes among diverse undergraduate students, an institution can foster their success.While attention to campus climate is critical for gauging the nature of an institution s culture and how students are experiencing the campus environment, changes in climate alone will not lead to holistic and deep rooted institutional transformation. Moving beyond previous explorations of campus racial climates, Creating Campus Cultures addresses the considerable institutionally embedded obstacles practitioners face as they attempt to transform entrenched institutional cultures to meet the needs of diverse student bodies. A broad range of chapters include voices of students, new research, practical experiences, and application of frameworks that are conducive to success. This book will help student affairs and higher education administrators navigate this increasingly difficult terrain by providing practical advice on how to foster success among racial minority students and enact long-term, holistic change at any institution.

College campuses have become rich sites of hip-hop culture and knowledge production. Despite the attention that campus personnel and researchers have paid to student life, the field of higher education has often misunderstood the ways that hip-hop culture exists in college students? lives. Based upon in-depth interviews, observations of underground hip-hop spaces, and the author's own active roles in hop-hop communities, this book provides a rich portrait of how college students who create hip-hop?both male and female, and of multiple ethnicities?embody its principles and aesthetics on campuses across the United States. The book looks beyond rap music, school curricula, and urban adolescents to make the empirical argument that hip-hop has a deep cultural logic, habits of mind, and worldview components that students apply to teaching, learning, and living on campus.

Hip-Hop Culture in College Students? Lives provides critical insights for researchers and campus personnel working with college students, while pushing cultural observers to rethink the basic ways that people live hip-hop.

Homeless youth face countless barriers that limit their ability to complete a high school diploma and transition to postsecondary education. Their experiences vary widely based on family, access to social services, and where they live. More than half of the 1.5 million homeless youth in America are in fact living "doubled-up," staying with family or friends because of economic hardship and often on the brink of full-on homelessness.

Educational Experiences of Hidden Homeless Teenagers investigates the effects of these living situations on educational participation and higher education access. First-hand data from interviews, observations, and document analysis shed light on the experience of four doubled-up adolescents and their families. The author demonstrates how complex these residential situations are, while also identifying aspects of living doubled-up that encourage educational success. The findings of this powerful book will give students, researchers, and policymakers an invaluable look at how this understudied segment of the adolescent population navigates their education.

Homeless youth face countless barriers that limit their ability to complete a high school diploma and transition to postsecondary education. Their experiences vary widely based on family, access to social services, and where they live. More than half of the 1.5 million homeless youth in America are in fact living "doubled-up," staying with family or friends because of economic hardship and often on the brink of full-on homelessness.

Educational Experiences of Hidden Homeless Teenagers investigates the effects of these living situations on educational participation and higher education access. First-hand data from interviews, observations, and document analysis shed light on the experience of four doubled-up adolescents and their families. The author demonstrates how complex these residential situations are, while also identifying aspects of living doubled-up that encourage educational success. The findings of this powerful book will give students, researchers, and policymakers an invaluable look at how this understudied segment of the adolescent population navigates their education.

Runner-up, Ramirez Family Award for Most Significant Scholarly Book, 2021 The first book on the history of escuelitas, Reading, Writing, and Revolution examines the integral role these grassroots community schools played in shaping Mexican American identity. Language has long functioned as a signifier of power in the United States. In Texas, as elsewhere in the Southwest, ethnic Mexicans' relationship to education-including their enrollment in the Spanish-language community schools called escuelitas-served as a vehicle to negotiate that power. Situating the history of escuelitas within the contexts of modernization, progressivism, public education, the Mexican Revolution, and immigration, Reading, Writing, and Revolution traces how the proliferation and decline of these community schools helped shape Mexican American identity. Philis M. Barragan Goetz argues that the history of escuelitas is not only a story of resistance in the face of Anglo hegemony but also a complex and nuanced chronicle of ethnic Mexican cultural negotiation. She shows how escuelitas emerged and thrived to meet a diverse set of unfulfilled needs, then dwindled as later generations of Mexican Americans campaigned for educational integration. Drawing on extensive archival, genealogical, and oral history research, Barragan Goetz unravels a forgotten narrative at the crossroads of language and education as well as race and identity.

This book presents an ethnographic study of the experiences of teenage boys in an Australian high school. It follows a group of thirteen- to fifteen-year-olds over a period of more than two years, and seeks to understand why so many boys say they hate school yet enjoy being with one another in their daily confrontations with the formal school. The study acknowledges the ongoing significance of the "boys' debate" to policy-makers and the media, and therefore to teachers and parents, but moves it on from issues of gender construction and the panic about achievement to the broader question of what it is to experience being schooled as a boy in the new liberal educational environment.