Great Depression and the Middle Class: Experts, Collegiate Youth and Business Ideology, 1929-1941 explores how middle-class college students navigated the rocky terrain of Depression-era culture, job market, dating marketplace, prospective marriage prospects, and college campuses by using expert-penned advice and business ideology to make sense of their situation.

Be prepared to deal with campus situations that involve students in emotional crisis College Students in Distress provides college personnel with invaluable information on how to identify and refer emotionally troubled students for professional counseling. Dr. Bruce S. Sharkin, a staff psychologist at Kutztown University in Pennsylvania, addresses general warning signs of student distress, symptoms of specific psychological problems such as anxiety and depression, guidelines for interventions, and methods of making a referral for counseling. The book also examines current mental health issues for college students and provides an overview of common campus policies and procedures, such as psychological emergencies, withdrawal and readmission, and mandatory counseling. College Students in Distress provides the answers you need to manage difficultand potentially dangeroussituations on campus. Case examples based on real-life experiences give you a clear sense of what can happen when responding to students in emotional distress, particularly when dealing with specific issues and student populations, and will help in your efforts to review and/or revise the current practices of your school. This unique book is essential as a resource and referral guide that raises awareness of this growing national problem without being limited to the characteristics of a particular college or university. Topics examined in College Students in Distress include: the impact of mental health problems on academics the roles and functions of college counseling services indicators of emotional disturbance suicidal behavior self-inflicted harm eating disorders guidelines for intervention accommodations for students with psychological disabilities and much more College Students in Distress is a must-read for faculty and staff members, particularly those working in residential life, student health, and public safety, and for administrative offices within student services and student affairs.

This book, the first of its kind to treat Uganda, provides a historical analysis of the role of student voice in the development of Uganda's higher education. It not only chronicles incidents of student protests, but also explores and analyses their trigger points, the underlying issues as well as the strategies employed by the university, the government, and the students to manage or resolve those crises. In addition, the book highlights the role played by national politics in shaping student political consciousness, in particular their involvement in protests, riots and demonstrations. The book, therefore, limits its scope to the unfolding and impact of student crisis on the process of higher education. Byaruhanga recommends that colleges and universities need to increase communication with students, as well as promote student involvement in decision and policy making, among other things, in order to forestall future conflicts.
Most distinctively, the book aims to address the current paucity of research on student activism in Uganda's higher education, and highlights the critical need for research on higher education in Africa as a field of study. The book also may serve as a base for cross-national comparative analysis.

Kohan offers a transformative, revolutionary, and more radical alternative theory and practice of philosophy for children. He critiques the current state of philosophy for children and demonstrates alternative ways of thinking and practicing philosophy in childhood education.

You can take control of your well-being and mental health. Student life can be overwhelming, with so many issues to deal with including living away from home, workload, deadlines and exams, family pressures and challenging relationships. It is not surprising that you might struggle to cope sometimes. But there are simple and effective ways that you can take ownership of your mental health, meaning you stay stress free, enjoy your university experience and achieve academic success. This book guides you through your student journey from preparing to go to college or university, managing the academic pressures, finding a job, and everything in-between. Relevant scenarios are presented, linked to a series of topics that explore the challenges you might experience, along with self-enquiry reflections which help you to apply the theory to your own experience and key take-aways. The approaches and strategies outlined will help you improve your academic performance, enhance your social skills, learn to manage your emotions, reduce your anxieties, and help you to think in more empowering ways. Combining practical psychological and spiritual guidance, You've Got This is written in a down to earth, jargon-free way, helping you, the reader take responsibility over the most important thing of all - the way you think. Examples of topics covered: I am homesick and feel lonely I feel like I don't fit in I feel anxious about attending lectures I am scared to admit I am struggling at university I feel anxious about submitting my work I am worried if I don't get good grades, I won't get a good job I don't like attending lectures Why do I struggle with my mental health? I think I may have an eating disorder With over 100 topics providing solutions to common challenges faced by the university student, this book is a preventative tool, helping the student stay emotionally balanced allowing academic success. "...This book provides the kind of advice academic staff would want to offer if they could and gives boundless reassurance to parents who might be 'too' close to be able to help at the time. Perhaps most importantly, it offers students an immediate sense of not being alone, not being the only person to experience such fears, anxieties and stresses and instils the capacity to deal with the in ways that will, hopefully, provide them with learning for life." Professor Jonathan Parker, Bournemouth University

The portrayal of Scotland as a particularly patriarchal society has traditionally had the effect of marginalizing Scottish women, both teachers and students, in both Scottish and British history. "The Schooling of Working-Class Girls in Victorian Scotland "examines and challenges this assumption and analyses in detail the course of events which has led to a more enlightened system.
Education was, and is, seen as integral to Scottish distinctiveness, but the Victorian period saw anxious debate about the impact of outside influences at a time when Scottish society seemed to be fracturing. This book examines the gender-blindness of the educational tradition, with its notion of the 'democratic intellect', testing the claim of superiority for the Scottish system, and questioning the assumption that Scottish women were either passive victims or willing dupes of a peculiarly patriarchal ideal.
Considering the influences of the related ideologies of patriarchy and domesticity, and the crucial importance of the local and regional economic context, in focusing on female education, this book provides a much wider comparative study of Scottish society during a period of tremendous upheaval and a perceived crisis in national identity, in which women, as well as men, participated.

The portrayal of Scotland as a particularly patriarchal society has traditionally had the effect of marginalizing Scottish women, both teachers and students, in both Scottish and British history. "The Schooling of Working-Class Girls in Victorian Scotland "examines and challenges this assumption and analyses in detail the course of events which has led to a more enlightened system.
Education was, and is, seen as integral to Scottish distinctiveness, but the Victorian period saw anxious debate about the impact of outside influences at a time when Scottish society seemed to be fracturing. This book examines the gender-blindness of the educational tradition, with its notion of the 'democratic intellect', testing the claim of superiority for the Scottish system, and questioning the assumption that Scottish women were either passive victims or willing dupes of a peculiarly patriarchal ideal.
Considering the influences of the related ideologies of patriarchy and domesticity, and the crucial importance of the local and regional economic context, in focusing on female education, this book provides a much wider comparative study of Scottish society during a period of tremendous upheaval and a perceived crisis in national identity, in which women, as well as men, participated.

Exclusion rates of black children in the UK and around the world continue to rise, highlighting that something is very wrong with the way their teaching and learning is supported in today's schools. Teachers often blame parents, parents blame teachers, and an unhappy downward spiral ensues.
Drawing on her extensive teaching experience, Lorna Cork explores the day-to-day needs and expectations of black parents and their children in education. She focuses on contemporary situations and uses real-life case studies to emphasize the human consequences of the true issues behind the statistics.
This topical text offers a detailed look at five key organizations that exist to support black parents. It examines their home-school interventions and discusses the central issues arising out of their efforts. The fascinating evidence offers fresh perspectives on home-school interventions, providing much needed advice and guidance to all those seeking to improve co-operation between black families, schools and communities, who all share the goal of supporting the learning and attainment of the black child. Above all constructive in tone, examples of good practice and strategies that have been tried and tested are all provided here, as well as suggestions for further reading and additional sources of support.
Any education professional; teacher, student teacher or staff at an LEA, in addition to anyone with a serious interest in race issues, is sure to find this essential reading.

The pendulum is a universal topic in primary and secondary schools, but its full potential for learning about physics, the nature of science, and the relationships between science, mathematics, technology, society and culture is seldom realised.

Contributions to this 32-chapter anthology deal with the science, history, methodology and pedagogy of pendulum motion. There is ample material for the richer and more cross-disciplinary treatment of the pendulum from elementary school to high school, and through to advanced university classes.

Scientists will value the studies on the physics of the pendulum; historians will appreciate the detailed treatment of Galileo, Huygens, Newton and Foucaulta (TM)s pendulum investigations; psychologists and educators will learn from the papers on Piaget; teachers will welcome the many contributions to pendulum pedagogy.

All readers will come away with a new awareness of the importance of the pendulum in the foundation and development of modern science; and for its centrality in so many facets of society and culture.

"Taking Back the Academy! "is not only an historical look at activism on campus since the 1960s, but also an exploration of the ways in which the historian's craft leads to social change. Written against the current political wave that views liberal academics as treasonous and unpatriotic, these authors defend political dissent and powerfully document the importance of activism and public debate on college campuses. From the controversies surrounding the current war to continuing problems of identity politics on campus, "Taking Back the Academy!" covers a number of issues raging on today's university campuses.

This book contains the keynote papers delivered at the First World Environmental Education Congress (FWEEC) held in Espinho, Portugal in May, 2003. The FWEEC gathered participants from 38 countries, offering an international platform for educators, scientists, researchers, scholars, politicians, technicians, activists, media and teachers to present and debate world wide issues in environmental education. The themes it deals with include environmental policies and education, media and communication, environmental activism and citizenship, local activities, sustainable agriculture and tourism, economics and sustainability, communication, evaluation techniques, teacher training and general aspects of research. The papers offer an up-dated overview of various trends related to international environmental education, including aspects of research, teaching and project based work. Due to its nature and international scope, this publication is of special interest to educators, scientists, researchers, politicians, technicians, environment activists, teachers and others, interested in the ways environmental education is seen and practiced all over the world.

The book discusses the failed reform initiatives of the 20th century's "one size fits all" model for American education. A recommendation is made to adopt a systemic change in how, why, and what we teach, which takes the form of a new whole-child framework. This new educational narrative fosters a more learner-centered, constructivist, interdisciplinary, and meaningful approach to learning. Positive education offers educators new strategies to develop character strengths and promote well-being in their students.

'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).

In America, Christian adolescents and young adults have grown up with fiercely competing narratives about sex, relationships, and fulfillment. Within a Christian world of church services, formal religious education, and retreats, they have been warned about the dangers and sinfulness of premarital sex. All the while, popular culture has inundated them with a very different message: casual sex is fun, thrilling, expected, and no-big-deal. Popular culture's influence is perhaps nowhere more evident than on college campuses where hookups-casual sexual encounters devoid of commitment or emotional attachment-have become the norm for emerging adults. College Hookup Culture and Christian Ethics engages 126 college students as sober ethnographers whose task is to observe and analyze their own complex social reality. Part I reveals students' disillusionment with contemporary sexual and relational norms, challenging benevolent or even neutral views of hookup culture. Part II brings the students into conversation with Christianity's counter-cultural narrative of what it means to become fully human and experience genuine joy and fulfillment. The spokesperson for this vision is theologian Johann Metz, whose portrait of Jesus enduring his desert temptations and becoming fully human resonates profoundly with today's college students. Comparing Jesus' way of being in the world with their college culture's status quo, many undergraduates discover in "poverty of spirit" a hopeful, counter-cultural path to authenticity and happiness. Part III culminates in a call to action. Students explore obstacles to sexual justice on college campuses, identify key commitments necessary for change, and envision how undergraduates can work to create the college culture they truly desire and deserve.

Curricular peer mentoring is a programmatic approach to enrich student learning and engagement in postsecondary courses in which instructors welcome a more experienced undergraduate student into a credit course they are teaching. The student then serves as peer mentor to the students enrolled. Peer mentors can provide a variety of peer-appropriate, course-specific mentoring, tutoring, facilitation and leadership roles and activities that complement the roles of the course s instructor and teaching assistants both in classroom settings and beyond. A program provides training and ongoing support for a larger number of peer mentors and instructional teams and manages recruitment and program research and quality. This volume provides research findings, definitions, theories, and practical program descriptions as a foundation for program development and research of undergraduate curricular peer mentoring programs in higher education. This work builds on a long history of higher education program development and collects a significant amount of literature that has previously been scattered."

Complete the Agenda in Higher Education: Challenge Beliefs about Student Success is a bold call to action to do more than just improve college completion rates. This book is for community college board members, administrators, faculty and staff who also want to: (1) foster beliefs that will enable students to finish what they start; (2) empower students to overcome daily challenges and real adversity; and (3) transform human potential into achievement, for a lifetime. Courageous educators, foundations, associations and researchers made community colleges better than we were a decade ago. Completion rates have improved somewhat as a result, but too many students still do not finish because the Completion Agenda is incomplete. This book describes compelling reasons why a shift from a "completion-only-mindset" to the Beliefs Agenda (completion with GRIT) is critical for the future of America. It provides practical implementation methods, offers engaging teaching tactics, and proposes sensible strategies.

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.

The essence of this second edition, under the revised title Teacher as Traveler: Enhancing the Intercultural Development of Teachers and Students, is to examine the development of intercultural competence through various dimensions of student travel, study abroad and intercultural encounters. Cushner, who has traveled with students and teachers to all seven continents for more than 40 years, uses his firsthand experiences as the foundation to introduce essential concepts related to cross-cultural communication and intercultural interaction and to point out strategies educators can employ to enhance intercultural learning. This second edition reflects the considerable research that has occurred in recent years that has helped us better understand the impact and design of international travel experiences that have the potential to enhance intercultural development. In addition to updated research, the chapters examine new study abroad initiatives while looking closely at the critical role that guided teacher-led experience plays in facilitating intercultural growth and development.

This book provides background, strategies, and tips for higher education faculty and instructors interested in incorporating meditation in their classrooms. The work is based on research involving introducing brief meditation practices to college students and developing a detailed guide. Readers will learn how to develop their own meditation practice as an academic, to set the stage of introducing practice to students, to create ideal conditions for meditation in the classroom, specific, classroom-friendly meditation methods, ways to advance meditation practice with students and keep it interesting, and how to spread the culture of meditation across campus. A detailed script is provided.

Sociocultural Issues in Physical Education: Case Studies for Teachers is useful to a wide range of individuals interested in increasing their sociocultural awareness and knowledge in order to consider how students experiences are shaped in and through physical education classes. This book may be especially useful to teacher candidates and as a professional development tool. What happens in physical activity learning spaces is of great significance to the learners that occupy those spaces. Broadly speaking, one cannot deny that education is rife with error, nor can one ignore the presence of global-level issues in physical education. Using a case study approach, this book addresses social and cultural issues that can and do arise in physical education. This book offers a tool for studying and better understanding how social and cultural issues impact student learning in physical education. Chapter authors point toward possibilities for better understanding sociocultural issues in physical education settings."

There are three critical characteristics to know about poverty and education: The devastating effects of poverty are accelerating. Poverty affects both you and your students in multiple adverse ways. You have the power to reverse the academic impact poverty has on your students, and this comprehensive resource will show you how. In this revised and updated edition, two of Eric Jensen's top-selling books (Poor Students, Rich Teaching and Poor Students, Richer Teaching) have been merged into one must-read resource on poverty and education. Dr. Eric Jensen clearly defines seven mindsets essential for reaching economically disadvantaged students and shares corresponding strategies for overcoming adversity and ensuring college and career readiness for all learners, regardless of socioeconomic status. Motivate students to learn in the face of poverty using mindsets in the classroom: Understand the urgency of poverty in the United States and how poverty affects education, student engagement, and academic achievement. Learn how creating a positive school culture and a growth mindset for students can be beneficial in overcoming adversity. Gain seven high-impact mindsets that bring change: the relational mindset, achievement mindset, rich classroom climate mindset, engagement mindset, positivity mindset, enrichment mindset, and graduation mindset. Build effective teacher-student relationships, and help students see college and career readiness as a reachable target. Create a welcoming classroom climate where all students love to learn, and drive student engagement, motivation, and success. Contents: Part One: Why the Relational Mindset? Chapter 1: Personalize the Learning Chapter 2: Connect Everyone for Success Chapter 3: Show Empathy Parting Wisdom: Lock in the Relational Mindset Part Two: Why the Achievement Mindset? Chapter 4: Set Gutsy Goals Chapter 5: Give Fabulous Feedback Chapter 6: Persist With Grit Parting Wisdom: Lock in the Achievement Mindset Part Three: Why the Positivity Mindset? Chapter 7: Boost Optimism and Hope Chapter 8: Build Positive Attitudes Chapter 9: Change the Emotional Set Point Parting Wisdom: Lock in the Positivity Mindset Part Four: Why the Rich Classroom Climate Mindset? Chapter 10: Engage Voice and Vision Chapter 11: Set Safe Classroom Norms Chapter 12: Foster Academic Optimism Parting Wisdom: Lock in the Rich Classroom Climate Mindset Part Five: Why the Enrichment Mindset? Chapter 13: Manage the Cognitive Load Chapter 14: Develop Better Thinking Skills Chapter 15: Enhance Study Skills and Vocabulary Parting Wisdom: Lock in the Enrichment Mindset Part Six: Why the Engagement Mindset? Chapter 16: Engage for Maintenance and Stress Chapter 17: Engage for Setup and Buy-In Chapter 18: Engage to Build Community Parting Wisdom: Lock in the Engagement Mindset Part Seven: Why the Graduation Mindset? Chapter 19: Support Alternative Solutions Chapter 20: Prepare for College and Careers Parting Wisdom: Lock in the Graduation Mindset

This reference text surveys postcolonial African literature. It begins with an introductory essay on postcolonial criticism and African writing. The volume then presents alphabetically arranged profiles of some 60 writers, including Chinua Achebe, Ama Ata Aidoo, Tsitsi Dangarembga, Buchi Emecheta, Nadine Gordimer, Bessie head, Tabar Ben Jelloun, Doris Lessing, Peter Nazareth, Gabriel Okara, Femi Osofisan and Efua Theodora Sutherland. Each entry includes a brief biography, a discussion of major works and themes that appear in the author's writings, and overview of the critical response to the author's works, and a bibliography of primary and secondary sources. The volume concludes with a selected bibliography of the most important critical works in the field..

The experiences of first-generation college students are not monolithic. The nexus of identities matter, and this book is intended to challenge the reader to explore what it means to be a first-generation college student in higher education. Designed for use in classrooms and for use by the higher education practitioner on a college campus today, At the Intersections will be of value to the reader throughout their professional career.The book is divided into four parts with chapters of research and theory interspersed with thought pieces to provide personal stories to integrate the research and theory into lived experience. Each thought piece ends with questions to inspire readers to engage with the topic. Part One: Who is a First-generation College Student?provides the reader an entree into the topic, with up-to-date data on both four-year and two-year colleges. Part One ends with a thought piece that asks the reader to pull together some of the big ideas before moving on to look more closely at students' identities. Part Two: The Intersection of Identity shares the research, experience and thoughts of authors in relation to the individual and overlapping identities of LGBT, low-income, white, African-American, Latinx, Native American, undocumented, female, and male students who are all also first-generation college students. Part Three: Programs and Practices is an introduction to practices, policies and programs across the country. This section offers promise and direction for future work as institutions try to find a successful array of approaches to make the campus an inclusive place for the diverse population of first-generation college students.

Title IX prohibits federally funded educational institutions-- from elementary to university level-- from discriminating against students or employees based on sex. Title IX applies to pregnant and parenting students. It prohibits discrimination against pregnant and parenting students and protects their right to an education equal to their peers. Although Title IX has improved opportunities for female students and is credited with decreasing the dropout rate of girls from high school, this same progress does not ring true for pregnant and parenting students. Fifty years after the passage of Title IX, the dropout rate for this student population is still 50%. This is in large part because educational barriers exist that push students out of school and schools are in direct violation of Title IX. What if those educational barriers exist at your school? What if your school is in direct violation of Title IX? Wouldn't you want to know? Helping Teen Moms Graduate will help make sure your school is in compliance and will help you to learn practical strategies for reducing the dropout rate for this student population.

In this book, the authors bring together in one place essential information about college students in the US in the 21st century. Synthesizing existing research and theory, they present an introduction to studying student characteristics, college choice and enrollment patterns, institutional types and environments, student learning, persistence, and outcomes of college. Substantially revised and updated, this new edition addresses contemporary and anticipated student demographics and enrollment patterns, a wide variety of campus environments (such as residential, commuter, online, hybrid), and a range of outcomes including learning, development, and achievement. The book is organized around Alexander Astin's Inputs-Environment-Outputs (I-E-O) framework. Student demographics, college preparation, and enrollment patterns are the ""inputs."" Transition to college and campus environments are the substance of the ""environment."" The ""outputs"" are student development, learning, and retention/persistence/completion. The authors build on this foundation by providing relevant contemporary information and analysis of students, environments, and outcomes. They also provide strategies for readers to project forward in anticipation of higher education trends in a world where understanding "college students in the United States" is an ongoing project. As a starting point for those who seek a foundational understanding of the diversity of students and institutions in the US, the book includes discussion points, learning activities, and further resources for exploring the topics in each chapter.