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 Anglophone world is gripped by a moral panic centred on child abuse in general and fear of the paedophile in particular. Evidence suggests an alarming rise in the number of false allegations of sexual abuse being made against teachers, and demonstrates that the fallout from being falsely accused is far-reaching and sometimes tragic. Many people in this position cannot sustain family relationships, have breakdowns, and are often unable to return to the classroom when their ordeal is over.

Researching Sex and Lies in the Classroom draws on in-depth qualitative research exploring the experiences, perceptions and consequences for those who have been falsely accused of sexual misconduct with pupils, and for the family members, friends and colleagues affected by or involved in the accusation process. The book also highlights the dilemmas and difficulties the authors themselves have faced researching this field, such as:

• ethical and methodological concerns over whether or not the teachers had indeed been falsely accused, or were guilty and taking advantage of this project to construct an alternative, innocent identity
• the difficulty of obtaining institutional ethical clearance to undertake and publish research which challenges master narratives concerning children and their protection
• the reluctance of funders to support research in controversial and sensitive areas.

Researching Sex and Lies in the Classroom reveals findings which are both informative and shocking. It interrogates the appropriateness of current investigative and judicial procedures and practices, and it raises general questions about the surveillance and control of research and academic voice. It will be of great benefit to academics and researchers interested in this field, as well as postgraduate students, teachers and other professionals working with the fear of allegations of abuse.

As a result of this distressing information on the challenges facing our educators, this book was written to highlight approaches and strategies that have been found to improve student outcomes. Administrative factors, educational policy and law, implementation of evidence-based teaching practices, collaborating with teachers' unions, fostering partnerships with parents as well as community organizations, meaningful professional development, and considerations for early childhood and special populations of students have been found to play a role in achieving such improved results.

Asking "Who's Being Served?" reveals who truly benefits from what gets planned, implemented and assessed in today's classrooms. Think about what student-centered classrooms and good restaurants have in common: they each put the customer first! Education is a service industry where relationship building matters. Learn how to transform schools and learning opportunities to be more engaging and effective for students. In this helpful and relevant volume, John Hayward offers advice from over twenty years of teaching about how and why to make the move from teacher-centric control to student-centered facilitation. Each chapter references secrets from the dining industry in regards to how research, planning and observation influence how one serves others. Whether you are an administrator, instructor or school staff, your daily interaction with students needs to be at the level outlined in this book to make a lasting, positive difference. When students choose more, interact more and fully live their learning, their education serves them for longer than a unit or a year. If schools focus on students personally, putting relationships first, the experience and the positive results will last for a lifetime.

In the era of such online spaces as Facebook, Instant Messenger, Live Journal, Blogger, Web Shots, and campus blogs, college students are using these resources and other online sites as a social medium. Inevitably, this medium presents students with ethical decisions about social propriety, self disclosure and acceptable behaviour. Because online social networking sites have proven problematic for college students and for college administrators, this book aims to offer professional guidance to Higher Education administrators and policy makers. Online Social Networking on Campus: Understanding what matters in student culture is a professional guide for Higher Education faculty and Student Affairs administrators, which rigorously examines college students' use of online social networking sites and how they use these to develop relationships both on and off campus. Most importantly, Online Social Networking on Campus investigates how college students use online sites to explore and makes sense of their identities. Providing information taken from interviews, surveys and focus group data, the book presents an ethnographic view of social networking that will help Student Affairs administrators, Information Technology administrators, and faculty better understand and provide guidance to the "neomillennials" on their campuses.

In the era of such online spaces as Facebook, Instant Messenger, Live Journal, Blogger, Web Shots, and campus blogs, college students are using these resources and other online sites as a social medium. Inevitably, this medium presents students with ethical decisions about social propriety, self disclosure and acceptable behaviour. Because online social networking sites have proven problematic for college students and for college administrators, this book aims to offer professional guidance to Higher Education administrators and policy makers. Online Social Networking on Campus: Understanding what matters in student culture is a professional guide for Higher Education faculty and Student Affairs administrators, which rigorously examines college students? use of online social networking sites and how they use these to develop relationships both on and off campus. Most importantly, Online Social Networking on Campus investigates how college students use online sites to explore and makes sense of their identities. Providing information taken from interviews, surveys and focus group data, the book presents an ethnographic view of social networking that will help Student Affairs administrators, Information Technology administrators, and faculty better understand and provide guidance to the "neomillennials" on their campuses.

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.

Why are so many public school teachers, administrators, and coaches choosing to become romantically and sexually involved with teenage students and players? Since 2000, numbers of intimate relationships between teachers and students have skyrocketed. Teacher arrests are at all-time highs. Is there a correlation between these relationships and communication and social technologies? This book explores: *What is driving those in public and private education to have romantic and sexual relationships with their students, and to jeopardize their careers, families, reputations, and freedom? *What roles do communication and social technologies play in feeding teacher-student relationships? *Who is protecting teenagers from predator-teachers and predator-coaches, in our schools? *Is there a new phenomenon in schools: The Predator Teenage Student? *What practical strategies can be put in place to protect teenagers from sexual predators on our campuses? *The appropriate educational use of communication technologies on high school campuses. This book is provocative and relevant for educators at all levels, public and private. It is also a must-read for professors, teachers-in training, athletic and academic coaches, school administrators, and parents.

The exuberant explosions of old college days have traditionally been forgiven as somewhat enviable expressions of the high spirits of exultant youth. Are young intellectuals, now the dominant group in many colleges, less adolescent and more mature, or do their immaturities merely manifest themselves in different ways? As intellectual individualists, students do not usually care for group explosions unless they are for social causes such as the rights of minorities. But their adolescence often manifests itself individually in a superior condescension or in depressive inferiority complexes.

This book is a fascinating account of the changes that have taken place in the backgrounds, attitudes, and, temperaments of students at the so-called prestige colleges. Though Everett Lee Hunt draws heavily upon his observations and experiences during more than thirty years as a dean and professor of Swarthmore College, his book is much more than a case study of one outstanding college. Hunt presents many concrete examples of student moods, customs, actions, and expressions of values. With wisdom and warmth he discusses three successive eras in the college schooling of American adolescents: guarded education, conformity to accepted ways, and intellectual individualism.

Teachers, deans, student counselors, personnel workers, and school psychologists and psychiatrists will find this classic book of continuing interest in guiding their dealings with adolescent students. "The Revolt of the College Intellectual" may also interest students themselves, their parents, alumni, and all who are in anyway concerned with education as a preparation for life in a rapidly changing and troubled world.

"Everett Lee Hunt," who died in 1984, taught at Huron, Swarthmore College, Cornell University, and the Universities of Illinois and Colorado. His writings include studies of Plato, Aristotle, and Matthew Arnold. He was the eighth president of the Eastern Communication Association Committee of Scholars and one of the founders of the field of communication.

Asking "Who's Being Served?" reveals who truly benefits from what gets planned, implemented and assessed in today's classrooms. Think about what student-centered classrooms and good restaurants have in common: they each put the customer first! Education is a service industry where relationship building matters. Learn how to transform schools and learning opportunities to be more engaging and effective for students. In this helpful and relevant volume, John Hayward offers advice from over twenty years of teaching about how and why to make the move from teacher-centric control to student-centered facilitation. Each chapter references secrets from the dining industry in regards to how research, planning and observation influence how one serves others. Whether you are an administrator, instructor or school staff, your daily interaction with students needs to be at the level outlined in this book to make a lasting, positive difference. When students choose more, interact more and fully live their learning, their education serves them for longer than a unit or a year. If schools focus on students personally, putting relationships first, the experience and the positive results will last for a lifetime.

Lessons Learned from the Special Education Classroom offers practical techniques and research-based suggestions where all students, regardless of their abilities, are actively engaged in a vigorous, scaffolded, differentiated classroom taught by a compassionate, equitable teacher. With 25 years of classroom expertise, the author shares her down-to-earth suggestions for building classroom community and embracing all learners while offering concrete suggestions for creating respectful parent and student partnerships. At the end of each chapter, Peg outlines how to use the chapter in a professional book club, as a PLC resource, and as a Professional Development supplement.

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.

"Campus Confidential" is the "ultimate" insider's guide to surviving and thriving in college. Written in a friendly, conversational style, "Campus Confidential" offers a comprehensive, chronological treatment of the college experience by the author, a Yale graduate, and a blue-ribbon panel of fourteen diverse "mentors" from colleges and universities around the country. But this is not just another fluff-filled freshman handbook. "Campus Confidential" is the "complete" guide to the college experience--providing solid, road-tested advice for every stage of the process, from high school students getting ready to apply, to college seniors looking for jobs or applying to graduate school, and everything in between.

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.

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.

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.

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.

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.

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.

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.

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.

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.

"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.