A volume in International Advances in Education: Global Initiatives for Equity and Social Justice Series Editors: Elinor L. Brown, University of Kentucky, Rhonda Craven, University of Western Sydney, and George McLean, Catholic Universities of America. International Advances in Education: Global Initiatives for Equity and Social Justice is an international research monograph series of scholarly works that primarily focus on empowering students (children, adolescents, and young adults) from diverse current circumstances and historic beliefs and traditions to become non-exploited/non-exploitive contributing members of the global community. The series draws on the research and innovative practices of investigators, academics, and community organizers around the globe that have contributed to the evidence base for developing sound educational policies, practices, and programs that optimize all students' potential. Each volume includes multidisciplinary theory, research, and practices that provide an enriched understanding of the drivers of human potential via education to assist others in exploring, adapting, and replicating innovative strategies that enable ALL students to realize their full potential. This volume provides the reader with promising policies and practices that promote social justice and educational opportunity for the many displaced populations (migrants, asylum-seekers, refugees, and immigrants) around the globe. The volume is divided into four sections that offer: (1) insights into the educational integration of displaced children in industrialized nations, (2) methods of creating pedagogies of harmony within school environments, (3) ways to nurture school success by acknowledging and respecting the cultural traditions of newcomers, and finally (4) strategies to forge pathways to educational equity. Overall, this volume contributes to the body of knowledge on equitable educational opportunities for displaced youth and will be a valuable resource for all who seek to enable the displaced a place at the political, economic, and social table of civil society.

The pursuit of higher education has become increasingly popular among students of many different backgrounds and cultures. As these students embark on higher learning, it is imperative for educators and universities to be culturally sensitive to their differing individualities. Student Culture and Identity in Higher Education is an essential reference publication including the latest scholarly research on the impact that gender, nationality, and language have on educational systems. Featuring extensive coverage on a broad range of topics and perspectives such as internationalization, intercultural competency, and gender equity, this book is ideally designed for students, researchers, and educators seeking current research on the cultural issues students encounter while seeking higher education.

While the past 40 years have seen significant declines in adult smoking, this is not the case among young adults, who have the highest prevalence of smoking of all other age groups. At a time when just about everyone knows that smoking is bad for you, why do so many college students smoke? Is it a short lived phase or do they continue throughout the college years? And what happens after college, when they enter the "real world"? Drawing on interviews and focus groups with hundreds of young adults, Lighting Up takes the reader into their everyday lives to explore social smoking. Mimi Nichter argues that we must understand more about the meaning of social and low level smoking to youth, the social contexts that cause them to take up (or not take up) the habit, and the way that smoking plays a large role in students' social lives. Nichter examines how smoking facilitates social interaction, helps young people express and explore their identity, and serves as a means for communicating emotional states. Most college students who smoked socially were confident that "this was no big deal." After all, they were "not really smokers" and they would only be smoking for a short time. But, as graduation neared, they expressed ambivalence or reluctance to quit. As many grads today step into an uncertain future, where the prospect of finding a good job in a timely manner is unlikely, their 20s may be a time of great stress and instability. For those who have come to depend on the comfort of cigarettes during college, this array of life stressors may make cutting back or quitting more difficult, despite one's intentions and understandings of the harms of tobacco. And emerging products on the market, like e-cigarettes, offer an opportunity to move from smoking to vaping. Lighting Up considers how smoking fits into the lives of young adults and how uncertain times may lead to uncertain smoking trajectories that reach into adulthood.

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 focuses on the interrelationship between international student connectedness and identity from transnational and transdisciplinary perspectives. It addresses the core issues surrounding international students' physical and virtual connectedness to people, places and communities as well as the conditions that shape their transnational connectedness and identity formation. Further, it analyses the nature, diversity and complexity of international student connectedness and identity development across different national, social and cultural boundaries.

P rez and Cort s examine how undocumented Latino community college students cope with the challenges created by their legal status. They find that students experience feelings of shame, anger, despair, marginalization, and uncertainty stemming from discrimination, anti-immigrant sentiment, fear of deportation, and systemic barriers (e.g., ineligibility for financial aid). Despite moments of despair and an uncertain future, rather than become dejected, students reframe their circumstances in positive terms. Findings also highlight the importance of student advocates on campus, as well as the need to educate college personnel. The conclusion discusses the socioemotional implications of students' ongoing legal marginality, and makes suggestions for institutional practices.

This book explains why virtually all children can achieve proficiency or higher. And it gives you the tools to do it. The notion that schools are Waiting for Superman or Wonder Woman to rescue them is at best a fantasy and at its worst, damaging to schools and school systems that advance this type of flawed thinking. This is why in this book the reader will be encouraged to embrace the concept that only through building effective teams (collective instructional leadership) will schools begin to realize their stated goal educate all students. It may take a village to raise children but it takes collective instructional leadership to educate them. This book takes great care to ask the questions that policymakers, educators, parents, students and the larger community want answered. For example, below are just some of the questions examined: .Can you handle the truth? .Why is team leadership needed? .How do campuses improve their team dynamics? .What methods do high performing nations use to excel? .What strategies really work in high poverty schools? .Where do American schools rank on the rigor scale? .What is trust and how is it developed? .What are campus learning disabilities? .How do beliefs about human capacity affect student achievement levels? .What methods motivate students to work hard? .What do we really mean when we say, All children can learn ? The Pyramid Approach was designed by Dr. George Woodrow, Jr. for use by educators. The Pyramid is research-based. It aligns theory with professional practice. In addition, it strives to take what we know and provide a practical framework to effectively apply that same knowledge in ways that promotes student achievement. The Pyramid Approach calls attention to the need for a systematic framework that recognizes the interconnectedness among research methods."

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.

International students and crime is an issue that impacts on lucrative international student markets, international relations, host countries' reputations, and the security of the broader population. This book presents vital new analyses on international students as victims and perpetrators of crime in Australia, the US and the UK.

Racial and gender inequities persist among college students, despite ongoing efforts to combat them. Students of color face alienation, stereotyping, low expectations, and lingering racism even as they actively engage in the academic and social worlds of college life. "The Unchosen Me" examines the experiences of African American collegiate women and the identity-related pressures they encounter both on and off campus.

Rachelle Winkle-Wagner finds that the predominantly white college environment often denies African American students the chance to determine their own sense of self. Even the very programs and policies developed to promote racial equality may effectively impose "unchosen" identities on underrepresented students. She offers clear evidence of this interactive process, showing how race, gender, and identity are created through interactions among one's self, others, and society.

At the heart of this book are the voices of women who struggle to define and maintain their identities during college. In a unique series of focus groups called "sister circles," these women could speak freely and openly about the pressures and tensions they faced in school. "The Unchosen Me" is a rich examination of the underrepresented student experience, offering a new approach to studying identity, race, and gender in higher education.

Foreign students have travelled to Britain for centuries and, from the beginning, attracted controversy. This book explores changing British policy and practice, and changing student experience, set within the context of British social and political history.

The idea of life curriculum came as a result of looking back at my past in relation to my studies in curriculum. I learn by reconstructing my past in the present to influence my future, and students, indeed everyone, can as well do so. Constructing a curriculum of life is also a continuous process of building, renewing, refining, and adapting self-defining values, ideals, beliefs, ideas, ethics, and convictions to the growing changes in the environment. Students obtain different curricula from various environments. Through a methodic process of thoughtful deliberation, students can reconstruct and integrate the different curricular experiences of their lives. To help students achieve this, there is the need to broaden the conception of curriculum to include life experiences in a way that interweaves school and outside school curriculum in the classrooms. And this can transform curriculum into a process of constructing life.

This is a memoir in the form of adventures of an itinerant pathologist from medical college to cancer research and teaching. The book takes the reader from the streets of the old city of London and St. Bartholomew's Hospital to medical schools and research centers in several European countries, Africa, Canada and the USA. Although autobiographical the emphasis of the story is found in the biographical sketches of the many fascinating characters encountered in this journey. All of the events are true, and although some of the individuals identities have been protected most are named; indeed they are truly part of my journey. Attempts have been made to describe diseases, their operations and autopsies in non-technical language expressing the excitement of discoveries particularly in cancer research and experimental treatments. This is not a treatise or a textbook but the life story of those who have devoted years to following in the footsteps of disease. The book is directed to all who are intrigued by new adventures, travel and the desire to have a deeper appreciation of body, mind and spirit.

Very often in the operation of two-year and other small academic libraries there are common issues and concerns. Librarians working in such institutions take the opportunity to share current thinking on such topics as managing change, accreditation standards, auxiliary roles and responsibilities on the campus, marketing library services, collection development, personnel issues, cooperation with other institutions, coping with technology, and a host of unusual problems. The flat hierarchy in two-year and other small academic libraries does not always avail front-line librarians a smooth transition to management roles. Very often in the operation of these libraries there are common issues and concerns, which can be grouped under broad headings such as Management Issues, Personnel, Operations and Collection Requirements. The intent of this book is to offer librarians working in such institutions the opportunity to share current thinking on topics that fall under these broad headings. Topics of interest include managing change, accreditation standards, auxiliary roles and responsibilities on the campus, marketing library services, collection development personnel issues, cooperation with other institutions, coping with technology and unusual problems.

provides an important and timely contribution to an emergent body of work, reflecting increasing interest in the internationalisation of education and the transnational mobility of students worldwide. The last two decades have seen the dramatic expansion and consolidation of what has astutely been called an international education industry, involving the increased marketisation and branding of education at the national and institutional levels, the development of educational courses geared towards attracting international students, the establishment of offshore schools and university campuses by Western institutions in Asia, and, most conspicuously, the mobility of nearly 3 million international students as they seek out valuable and internationally recognised academic credentials outside their home countries. These students are cognisant of an emergent global map of cultural capital, and the means by which this cultural capital can be converted into economic capital in an international, knowledge-based labour market. Drawing on the work of Pierre Bourdieu and other more recent contributors to the geography and sociology of education, this innovative book sets out an agenda for examining and understanding the transnational mobility of international students and the important national and institutional contexts within which they move. Its striking conclusions are based on substantive empirical research in Canada and Hong Kong, involving in-depth interviews with transnational students and a number of institutional actors directly involved in the internationalization of education. Education, Migration, and Cultural Capital in the Chinese Diaspora would be of significant interest to academics working in the fields of human geography, sociology, social anthropology, migration studies, and education, and is also a valuable text for any educational practitioners involved in the process of internationalisation .

Net-Generation Student Motivation to Attend Community College explores the factors that affect student retention rates in community college by presenting net-generation (or millennial) students with the opportunity to tell their stories and give insight into why they chose and completed their respective community college programs. The author views community colleges through the lens of second-chance organizations, where motivation plays a crucial role in determining whether these students will select and, more importantly, complete a two-year program at these institutions. Embedded in theories of intrinsic motivation (Identity Development Theory), the institution of education (Choice Theory), and college student persistence (the Theory of Self-Efficacy), this book utilizes a mixed method approach to address the unique challenges faced by community colleges in retaining net-generation students. The study also presents a conceptual framework deemed the "Akili model," which emphasizes relationships, personal growth, and support systems to empower educational institutions with tools to keep students in college.

This book examines current trends in global student mobility patterns in several key host and destination countries, including the United States, China, India, South Africa, Mexico, Australia, and Germany, among others, and will explore the national and global-level factors that contribute to these trends.

Student Politics in Communist Poland tackles the topic of student political activity under a communist regime during the Cold War. It discusses both the communist student organizations as well as oppositional, independent, and apolitical student activism during the forty-five-year period of Poland's existence as a Soviet satellite state. The book focuses on consecutive generations of students who felt compelled to act on behalf of their milieu or for what they saw as the greater national good. The dynamics between moderates and radicals, between conformists and non-conformists are analyzed from the points of view of the protagonists themselves. The book traces ideological evolutions, but also counter-cultural trends and transnational influences in Poland's student community as they emerged, developed, and disappeared over more than four decades. It elaborates on the importance of the Catholic Church and its role in politicizing students. The regime's higher education policies are discussed in relation to its attempts to control the student body, which in effect constituted an ever growing group of young people who were destined to become the regime's future elite in the political, economic, social, and cultural spheres and thus provide it with the necessary legitimacy for its survival. The pivotal crises in the history of Communist Poland, those of 1956, 1968, 1980-1981, are treated with a special emphasis on the students and their respective role in these upheavals. The book shows that student activism played its part in the political trajectory of the country, at times challenging the legitimacy of the regime, and contributed in no small degree to the demise of communism in Poland in 1989. Student Politics in Communist Poland not only presents a chronological narrative of student activism, but it sheds light on lesser known aspects of modern Polish history while telling part of the life stories of prominent figures in Poland's communist establishment as well as its dissident and opposition milieux. Ultimately, it also provides insights into modern-day Poland and its elite, many of whose members laid the groundwork for their later careers as student activists during the communist period.

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.

"Tyler's Pain" is the true story of racism-how, even though we have come a long way in this world, it is still a current and relevant problem. Janette Rusher's daughter, Tyler is now eighteen years old. When she was ten, she had to endure the taunts of children who insulted her because she was black-different from them. They had been taught that it was acceptable to treat others who are different in a disparaging manner.It is hard to imagine that a child of ten might be considering her own death in order to avoid the daily pain of being targeted just for being a different race. "Tyler's Pain" is the story of a mother's journey guiding her daughter through such events to insure that she survived. She wanted her daughter to understand that the world is good and that the actions of a few ignorant people should not change a happy life. Above all, Rusher wanted her to know how important it is to must stand tall and always fight for what you believe in. "Tyler's Pain" does not favor one race or another. The message that resonates through it is that, through patience, love, and faith, it is possible to make a difference in the life and perceptions of a child.