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Books > Social sciences > Education > Higher & further education > Students / student organizations
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.
Student Engagement in Higher Education fills a longstanding void
in the higher education and student affairs literature. In the
fully revised and updated edition of this important volume, the
editors and chapter contributors explore how diverse populations of
students experience college differently and encounter
group-specific barriers to success. Informed by relevant theories,
each chapter focuses on engaging a different student population,
including: low-income students, students of color, international
students, students with disabilities, LGBT students, religious
minority students, student-athletes, homeless students, transfer
students, commuter and part-time students, adult learners, student
veterans, and graduate students. The forward-thinking, practical
strategies offered throughout the book are based on research and
the collected professional wisdom of experienced educators and
scholars at two-year and four-year institutions of higher
education. Current and future faculty, administrators, and student
affairs staff will undoubtedly find this book complete with fresh
ideas to reverse troubling engagement trends among various college
student populations.
"Rebellion in Black and White" offers a panoramic view of southern
student activism in the 1960s. Original scholarly essays
demonstrate how southern students promoted desegregation, racial
equality, free speech, academic freedom, world peace, gender
equity, sexual liberation, Black Power, and the personal freedoms
associated with the counterculture of the decade. Most accounts of
the 1960s student movement and the New Left have been
northern-centered, focusing on rebellions at the University of
California, Berkeley, Columbia University, and others. And yet,
students at southern colleges and universities also organized and
acted to change race and gender relations and to end the Vietnam
War. Southern students took longer to rebel due to the south's
legacy of segregation, its military tradition, and its Bible Belt
convictions, but their efforts were just as effective as those in
the north. "Rebellion in Black and White" sheds light on higher
education, students, culture, and politics of the American south.
It is edited by Robert Cohen and David J. Snyder, the book features
the work of both seasoned historians and a new generation of
scholars offering fresh perspectives on the civil rights movement
and many others. Contributors include: Dan T. Carter, David T.
Farber, Jelani Favors, Wesley Hogan, Christopher A. Huff, Nicholas
G. Meriwether, Gregg L. Michel, Kelly Morrow, Doug Rossinow,
Cleveland L. Sellers Jr., Gary S. Sprayberry, Marcia G. Synnott,
Jeffrey A. Turner, Erica Whittington, and Joy Ann Williamson-Lott.
Researchers, higher education administrators, and high school and
university students desire a sourcebook like The Model Minority
Stereotype: Demystifying Asian American Success. This second
edition has updated contents that will assist readers in locating
research and literature on the model minority stereotype. This
sourcebook is composed of an annotated bibliography on the
stereotype that Asian Americans are successful. Each chapter in The
Model Minority Stereotype is thematic and challenges the model
minority stereotype. Consisting of a twelfth and updated chapter,
this book continues to be the most comprehensive book written on
the model minority myth to date.
A major premise of the book is that teachers, school leaders, and
school support staff are not taught how to create school and
classroom environments to support the academic and social success
of Black male students. The purpose of this book is to help
champion a paradigmatic shift in educating Black males. This books
aims to provide an asset and solution-based framework that connects
the educational system with community cultural wealth and
educational outcomes. The text will be a sourcebook for in-service
and pre-service teachers, administrators, district leaders, and
school support staff to utilize in their quest to increase academic
and social success for their Black male students. Adopting a
strengths-based epistemological stance, this book will provide
concerned constituencies with a framework from which to engage and
produce success.
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