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Books > Social sciences > Education > Higher & further education > Students / student organizations
More students are demanding that their college experiences address
the core questions of meaning and purpose. "Helping College
Students Find Purpose "provides a theory-to-practice model of
meaning-making. Through a how-to approach, this resource presents a
series of concrete steps for applying the theory and practice of
meaning-making to teaching, leading, administering, and advising.
This guidebook provides the background knowledge and tools
necessary to create a meaningful community by encouraging faculty
and administrators to act as mentors to students.
Income disparity for students in both K-12 and higher education
settings has become increasingly apparent since the onset of the
COVID-19 pandemic. In the wake of these changes, impoverished
students face a variety of challenges both internal and external.
Educators must deepen their awareness of the obstacles students
face beyond the classroom to support learning. Traditional literacy
education must evolve to become culturally, linguistically, and
socially relevant to bridge the gap between poverty and academic
literacy opportunities. Poverty Impacts on Literacy Education
develops a conceptual framework and pedagogical support for
literacy education practices related to students in poverty. The
research provides protocols supporting student success through
explored connections between income disparity and literacy
instruction. Covering topics such as food insecurity, integrated
instruction, and the poverty narrative, this is an essential
resource for administration in both K-12 and higher education
settings, professors and teachers in literacy, curriculum
directors, researchers, instructional facilitators, pre-service
teachers, school counselors, teacher preparation programs, and
students.
Ensuring Learning: Supporting Faculty to Improve Student Success is
the second book in a two-book series. This book highlights the
importance of teaching and learning in student success reform and
is a deep dive into the fourth pillar, ensuring learning, of Guided
Pathways which is a national movement focused on increasing the
number of college students who earn a degree or credential. It
emphasizes how institutional strategies such as investing in
faculty development through Centers for Teaching and Learning and
revising reward structures can significantly improve student
achievement and completion rates. This book calls for colleges to
prioritize teaching and learning and provides college leaders with
guidance on how to do so. For example, strategies to develop and
enhance Centers for Teaching and Learning and increase professional
development programming that provides ongoing, substantial support
to faculty are shared. Readers will benefit from numerous practical
suggestions on how to help faculty improve teaching and learning
practices and ultimately improve student success outcomes.
What is gender identity justice, why does it matter, and what are
the implications for not doing this work in today's schools? This
book opens up spaces where evolving, indeterminate gender
identities will be understood and recognized as asset-based, rich
sources for learning literacy and literacy learning.
The author argues that interactions between the movement and US
Cold Warriors had a profound and lasting impact on Japanese society
and Japan-US relations.
Despite the many strides that have been made in diversity, equity,
and inclusion, many educational systems across the world continue
to struggle with equality in education for all students regardless
of race, gender, or socioeconomic status. This struggle within
education inevitably negatively impacts society, as only select
groups are given the opportunity to excel. It is essential for
school systems to be proactive when dealing with student learning
outcomes and student retention for all student populations. Using
Self-Efficacy for Improving Retention and Success of Diverse
Student Populations discusses the best practices in supporting
students during their educational journey and examines the current
efforts to improve student retention. Covering topics such as
computing education, academic counseling, and student success
prediction, this premier reference source is an excellent resource
for faculty and administrators of both K-12 and higher education,
pre-service teachers, teacher educators, school counselors,
sociologists, librarians, researchers, and academicians.
Teachers increasingly are being charged to conduct research on
teaching and learning in their classes. Action research is an
instrument that teachers can use for their particular classroom to
meet this charge. While traditional research provides effective
guidelines for teaching and learning, its generalized format does
not take into consideration the multitude of variables that affect
individual classrooms and students. Action research enables the
teacher to improve the learning of the students in their particular
context; this, in turn, improves the professional practice of the
teacher. The uniqueness of the model presented in this book is that
this model is guided by specific constructivist principles. These
principles are then transformed into learning strategies and
applied to the action research cycle. Each stage of the action
research process also is steered by prompts emanating from the
constructivist philosophy. The prompts provide questions that the
teacher can use to examine current practices and consider new
approaches. The blending of constructivism and action research
enables the teacher to create a new cognitive framework for
understanding and enhancing student learning . This book provides a
guide for combining two important traditions resulting in a
research platform which creates new knowledge about both students
and teachers.
Teachers increasingly are being charged to conduct research on
teaching and learning in their classes. Action research is an
instrument that teachers can use for their particular classroom to
meet this charge. While traditional research provides effective
guidelines for teaching and learning, its generalized format does
not take into consideration the multitude of variables that affect
individual classrooms and students. Action research enables the
teacher to improve the learning of the students in their particular
context; this, in turn, improves the professional practice of the
teacher. The uniqueness of the model presented in this book is that
this model is guided by specific constructivist principles. These
principles are then transformed into learning strategies and
applied to the action research cycle. Each stage of the action
research process also is steered by prompts emanating from the
constructivist philosophy. The prompts provide questions that the
teacher can use to examine current practices and consider new
approaches. The blending of constructivism and action research
enables the teacher to create a new cognitive framework for
understanding and enhancing student learning . This book provides a
guide for combining two important traditions resulting in a
research platform which creates new knowledge about both students
and teachers.
This book is premised on a very powerful social/educational concern
about college retention rates: one-third of first-year students
seriously consider leaving college during their first term, and
only half of all students who start college ultimately graduate.
This book examines the first year of college from a variety of
perspectives to paint a comprehensive picture of the intersecting
challenges facing today's students and higher education
institutions. Technological advances, increases in college
attendance costs, and increasing political pressure on colleges to
prove their value have changed the landscape of the first year of
college, but researchers have identified new approaches to improve
student and institutional success that have shown considerable
success and promise. In this comprehensive volume, top educational
researchers explore topics of student success, persistence, and
retention in the first year of college.
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