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Books > Social sciences > Education > Higher & further education > Students / student organizations
The Discussion is distorting today. Within schools, social
movements, and firms, there has been an increasing tendency for
teachers and facilitators to announce that there will be a
discussion while the interaction which follows this announcement is
not a discussion, but something else??likely a recitation and
lecture. This distortion of discussion promises democracy,
equality, and participation during a meeting or class, but delivers
inequality, prohibition, and dominance. Now is the time to begin
changing these practices which ultimately create and support a
neoliberal society that promises democracy but practices oligarchy.
One way to change this neoliberal social world is by intervening in
the distortion of discussion, by facilitating interaction so that
discussion's promise of equality and participation is fulfilled
rather than negated. Elements of Discussion is a resource for this
intervention. It is a political, poetic, and practical handbook for
facilitating discussion. Discussions happen everywhere, and if
society itself is composed of relationships between people then
creating more participation and equality during discussions can
help create the conditions for social change. Elements of
Discussion therefore includes practical tips, techniques, and
reflective questions through which it firmly and sensitively
suggests to readers how to facilitate discussions across contexts.
Beginning with the ways chairs and tables are set up, continuing
through the kinds of questions a facilitator can ask, and including
sample activities facilitators can use, the book expounds a
philosophy of facilitating discussion, emphasizing the political
and poetic significance of the tactics it recommends.
Today's students face the challenge of finding a career and a
passion while facing economic uncertainty. Service learning has the
potential to challenge and inspire students as they hone their
skills. An increasingly popular subject, service and experiential
learning are changing the way education is taught worldwide.
Student Experiences and Educational Outcomes in Community
Engagement for the 21st Century collects and analyzes students'
experiences in diverse service-learning contexts, giving fodder for
rethinking strategies and finding optimal pedagogies for successful
community engagement. This unique publication is ideal for
educators, administrators, policy makers, and students of
education.
This Festschrift has a dual purpose: (a) highlight how student
affairs has grown as a field of practice in response to the growth
of student diversity on college campuses, and (b) honor the
remarkable career of Melvin C. Terrell. As one of the unique
contributions to higher education attributed to the United States,
the practice of student affairs has played a significant role in
supporting students as access to college has broadened. In turn,
key principles of practice had to evolve to appropriately take into
consideration diverse student development theory and needs. The
span of Melvin C. Terrell's legendary accomplishments neatly
aligned with the professional evolution of student affairs. Each of
the chapters in this Festschrift artfully straddle the dual purpose
of this volume. Researchers, practitioners, and key decision?makers
will equally be empowered to employ the lessons and approaches
informed by the evolution of student affairs over the past 30
years. Presents cutting edge and thought?provoking chapters on the
evolution of student affairs practice shaped by the diversification
of the student body and practitioners Contributions from some of
the best minds and practitioners in the field Includes curated
chapters that capture advancements in student affairs practice
informed by equity and diversity, while honoring the unique
contribution of Melvin C. Terrell to the field
Nonviolent environments are desirable in many areas of life, yet
none are as essential as within our educational institutions.
Providing a safe space for students has become a critical concern
in modern society. Violence Prevention and Safety Promotion in
Higher Education Settings is a vital resource that examines the
current sources of violence within educational systems, and it
offers solutions on how to provide a safer space for both students
and educators alike. Highlighting pertinent areas of interest
including technological violence, academic regulations, nonviolent
communication, and gender discrimination, this reference
publication is ideal for academicians, future educators, students,
and researchers interested in recent advancements that aid in
providing secure, safe educational environments for everyone.
This unique book presents lessons a straight
principal-turned-professor has learned through personal experience
and research with gay and lesbian high school students. It begins
with a young principal acknowledging that he, nor his
administrative education program, had given any thought to issues
surrounding students' sexual orientation. However, when a senior in
his tiny rural high school came out, the principal started down an
unexpected path that would change his outlook on school leadership
- and transform his practice. Presented in eight unique stories in
students' own words, we experience their challenges, fears, and
triumphs - and see how their schools and the people in them both
helped and hurt. Through their poignant, honest, familiar, and
often surprising stories, we see how these eight students navigate
what Unks (2003, p. 323) calls 'the most homophobic institutions in
American society'. Their stories also reveal an unexpected, yet
vital lesson for educators, policy makers, and all those concerned
with meeting students' needs - that being gay or lesbian in high
school does not automatically lead to bad outcomes. The students'
firsthand accounts, along with lessons learned by the once
apprehensive principal, show that there is a much more positive,
optimistic, and seldom-told story. The book challenges practicing
and aspiring school leaders to: move beyond what we think we know
about gay and lesbian students and see them as unique people with
strengths and struggles, gifts and challenges; examine the unique
context of their schools and see how one size solution doesn't fit
all; understand agency, agendas, and how gay-straight alliances can
benefit all students; and, summon the courage to transform our
mission statements from slogans and live them everyday.
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.
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.
Hopefully MEMORIES of One-Room Schools will be enjoyed by anyone
that ever attended these schools, knows of anyone that did or is
interested in history. Some of the things included are a brief
history of one-room schools and the special state program that was
legislated to solve the teacher shortage. Some topics covered in
the book are: -the different languages spoken-sporadic
attendance-clothes worn-"hickory stick" discipline-getting to and
from school-sleigh/bob sled rides-horses ridden to and from
school-where the teacher stayed-water for the school-building and
banking fires-schoolhouse pests-outhouses-lard or syrup lunch
pails-snowbound at the school house-subject taught-spelling
bees-YCL song-special days-school picnics-description of classroom
and some of the recess and indoor games played by the students. But
the highlight of the book is the humorous, interesting memories of
former students, parents and friends. Baked potatoes and the game
Anti-I-Over appear to be favorite memories.
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.
Education abroad is an essential part of the university student
experience. Initiatives such as IIE's Generation Study Abroad
encourage more U.S. undergraduate and graduate students to study
abroad. According to the Open Doors 2019 Report by the Institute
for International Education (IIE), 341,751 students participated in
post-secondary education abroad programs during the 2017/2018
academic year. This figure represents an increase of 2.7% of U.S.
students studying abroad from the previous year. Research shows
that education abroad provides students with opportunities not only
to see the world but also to develop intercultural competence,
which is increasingly crucial in the 21st century workplace. There
are also numerous studies that show gains in autonomy, confidence,
and tolerance for ambiguity in students who complete some type of
study abroad experience. In sum, the education abroad experience in
itself represents a powerful learning environment that continues to
support personal and professional development long after returning
home. Nonetheless, these learning environments must be cultivated
along with faculty who develop and lead programs, as well as
university partners and providers. Furthermore, education abroad
programming and assessment is complex and must take into
consideration many factors including academic goals, purposeful
curricular development, and a balance between academics and leisure
activities on site. This book explores the many aspects of
education abroad as a learning environment, such as student
learning outcomes, faculty development, and program assessment and
evaluation. In addition, several chapters present education abroad
experiences as a model for community engagement and activism. The
authors represent a diverse range of institutions and perspectives
and discuss programs around the globe. The book represents the
voices of faculty that lead education abroad programs, students who
participate in them, and also those of international students on a
U.S. campus reflecting on their personal experiences abroad.
Furthermore, this book contributes to the discussion of best
practices to assist faculty and program directors in creating
robust education abroad programs that meet the needs of their
students and institutions.
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.
This book traces back how male students are currently disadvantaged
in school by instruction in an overwhelmingly female environment
devoid of male role models, who can inspire the love of learning in
male students. Further, teachers are unduly influenced by biases
related to compliant behaviors which result in conflating
assessments of student academic achievement with compliance.
Therefore, males' marks prevent to many from qualifying for courses
leading to leading as well as achieving sufficiently high marks in
those courses.
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.
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#LEAVER, Leaver Sign Book, Graduation Sign Book, Memory Keepsake Signing book, School, Highschool, College, Congratulatory, Graduation Party Guest Book, School Leavers, Memories and Predictions, Teachers Sign Book (Hardback)
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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.
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.
This is the first comprehensive study of the impact of girls'
education on their construction of their gender identity. The
author shows that women play an important but subordinate role in
Singapore, be it in the economic, political or social sphere, and
the government's support for equal opportunities for girls is based
on pragmatic economic considerations and not on adherence to any
dogma or theory. This gender ideology that is reflected in the
education policies and curricula for schoolgirls emphasized
patriarchal values and upheld traditional feminine virtues such as
gentleness, docility and submissiveness. At the same time education
and curricular policies encouraged girls to study the 'hard'
sciences, like the boys. All these have resulted in the
construction of a dual role for women in both the economic and
domestic spheres. The study also shows that for many years,
education for girls had entrapped them in constructing a gender
identity that upheld a patriarchal social structure. However, since
the turn of the century, this construct has unraveled as the
provision of modern education, especially in science and technology
and the opportunities for employment have enabled women to become
independent in many senses of the word, and this has brought about
changes in society's gender ideology. The Construction of
Femininity in a Postcolonial State: Girls' Education in Singapore
is an important book for any collection on gender and education.
Educationists and the general public would find this study an
enlightening read because it raises awareness about the importance
of the role of education in the construction of gender identities.
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