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.

This book offers a timely and multifaceted reanalysis of student radicalism in postwar Japan. It considers how students actively engaged the early postwar debates over subjectivity, and how the emergence of a new generation of students in the mid-1950s influenced the nation's embrace of the idea that 'the postwar' had ended. Attentive to the shifting spatial and temporal boundaries of 'postwar Japan,' it elucidates previously neglected histories of student and zainichi Korean activism and their interactions with the Japanese Communist Party. This book is a key read for scholars in the field of Japanese history, social movements and postcolonial studies, as well as the history of student radicalism.

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."

What happens when East travels West? In today's increasingly globalized world, these collisions are becoming increasingly common in universities- especially due to the growth of migratory students . As the largest international population studying abroad in the world, Chinese students' learning experience in an intercultural environment calls for more attention. This book covers an array of problems common to Chinese students studying abroad and explores how these students academically adjust to an intercultural environment. It also highlights how they familiarize themselves with the education system, ranging from the types of courses, academic tasks and examinations to the structure of the education as a whole in the host country, as they negotiate the gulf between academic expectations at home versus those in the host university environment and communicate with domestic lecturers and students.

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.

The academy is in crisis. Students call for speakers to be banned, books to be slapped with trigger warnings and university to be a Safe Space, free of offensive words or upsetting ideas. But as tempting as it is to write off intolerant students as a generational blip, or a science experiment gone wrong, they've been getting their ideas from somewhere. Bringing together leading journalists, academics and agitators from the US and UK, Unsafe Space is a wake-up call. From the war on lad culture to the clampdown on climate sceptics, we need to resist all attempts to curtail free speech on campus. But society also needs to take a long, hard look at itself. Our inability to stick up for our founding, liberal values, to insist that the free exchange of ideas should always be a risky business, has eroded free speech from within.

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.

This book celebrates the rights of the child, through including student voice in educational matters that affect them directly. It focuses on the experiences of children and young people and explores how our educational policies, practices and research endeavours enable educators to help young people tell their own stories. The respective chapters illustrate how listening to young people can help them attain new positions of power, even though doing so often creates discomfort and requires a radical change on the part of the adult establishment. Further, the book challenges researchers, teachers and practitioners to reconsider how students are involved in research and policy agendas, and to what extent radical collegiality can create fundamental and positive changes in the lives of these learners. In recent decades, greater attention has been paid across policy, practice and research discourses to involving children more meaningfully and actively in decisions about their participation in both formal and informal educational settings. The book's goal is to illustrate how researchers have systematically involved students in the pursuit of a richer understanding of educational experiences, policy and practice through the eyes and ears of young people, and through their own cultural lens.

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.

This book highlights the problems that have developed as students lack either the social or cultural capital to take the opportunity of Higher Education through conventional routes. This might be due to leaving school early, lacking entry qualifications or wanting to further their education and prospects after entering the workplace. Foundation courses help to widen participation and create a route towards higher education. This book offers tried and tested practical solutions, from the notion of widening participation, to recruitment of students and to ways of helping them to make the most of themselves and develop the skills they need to progress on degree courses of their choice.

The experience of higher education in the UK has become an increasingly common phenomenon in the 21st century. This book explores the emotional and moral significance of the relationships young women develop at university, such as friends, family and housemates, by using a seven-year qualitative longitudinal study of the transitional period.

What role should students take in shaping their education, their university, and the wider society? These questions have assumed new importance in recent years as universities are reformed to become more competitive in the "global knowledge economy." With Denmark as the prism, this book shows how negotiations over student participation - influenced by demands for efficiency, flexibility, and student-centered education - reflect broader concerns about democracy and citizen participation in increasingly neoliberalised states. Combining anthropological and historical research, Gritt B. Nielsen develops a novel approach to the study of policy processes and opens a timely discussion about the kinds of future citizens who will emerge from current reforms.

Students with few resources rarely apply to top colleges. Even when they have the academic and extracurricular merits to be admitted to institutions like Harvard, Yale and Princeton, these students usually opt for less selective universities. Many ignore that top colleges are actively seeking outstanding candidates regardless of their economic background. What's more, a great number of colleges offers generous financial aid to make sure every student can afford to attend. This book is the definitive resource to help high-achieving, low-income students access the best possible college. The author draws from her extensive experience in education to provide advice on important aspects of the path to college such as pursuing a strong high school curriculum, preparing for standardized exams, complementing learning at school, developing leadership, and finding expert help and role models-all through affordable strategies. In the book, the author also guides students through the college application and selection processes, as well as the steps to obtain enough financial aid. From the very first page, the author sheds light on her own journey to college through deeply personal vignettes, demonstrating by example that students with few resources can reach and succeed at the top universities in the United States.

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.

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.

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 .