The theme of the book is defining the role of teachers in blended learning environments. The book encourages teachers to use the blended classroom to engage with digital learners in highly intentional ways. The book articulates the need to create a moral exemplar approach to digital learning environments and posits a dual parallel education theory. The book offers a model of the theory that is currently operating. Finally, the book encourages teachers to accept the challenge to be engaged, shepherd teachers.

Martin Parr, one of Britain's best-known contemporary photographers, and President of Magnum, the world-famous photographic agency has undertaken a photo-documentary book project. Oxford is a collection of around 100 photographs documenting an academic year in the life of the university. They capture the day-to-day life of the colleges and University at work and play, and the colourful and arcane rituals that make it so distinctive. His photographs are accompanied by an extended afterword that draws on, and enriches, the photographic material and penned by Simon Winchester, OBE, the British writer, journalist and broadcaster. The very first photo-documentary of Oxford was created by William Henry Fox Talbot. A century and a half later, Martin Parr's new project pays tribute to the great the pioneer of photography, and coincides with the Bodleian Library's bid to secure his personal archive.

"Helping Sophomores Succeed" offers an in-depth, comprehensive understanding of the common challenges that arise in a student's second year of college. Sponsored by the University of South Carolina's National Resource Center for The First-Year Experience? and Students in Transition, this groundbreaking book offers an examination of second-year student success and satisfaction using both quantitative and qualitative measures from national research findings. Helping Sophomores Succeed serves as a foundation for designing programs and services for the second-year student population that will help to promote retention, academic and career development, and personal transition and growth.
Praise for "Helping Sophomores Succeed"
"Lost, lonely, stressed, pressured, unsupported, frequently indecisive, and invisible, many sophomores fall off the radar of campus educators at a time when they may most be seeking purpose, meaning, direction, intellectual challenge, and intellectual capacity building. The fine scholars who focused educators on the first-year and senior transitions have done it again?a magnificent book to focus on the sophomore year "
?Susan R. Komives, College Student Personnel Program, University of Maryland
"For years, student-centered institutions have front-loaded resources to promote student success in the first college year. This volume is rich with instructive ideas for how to sustain this important work in the second year of college."
?George D. Kuh, Chancellor's Professor and director, Indiana University Center for Postsecondary Research
"A pioneering work, this brilliant text explores in practical and meaningful ways the all but neglected sophomore-year experience, when students face critical choices about their major, their profession, their life purpose."
?Betty L. Siegel, president emeritus, Kennesaw State University?
"All members of the campus community?faculty, student affairs educators, staff, and students?will benefit from learning about the unique challenges of the second college year. The book provides research and best practices to help educators and students craft an integrated, comprehensive approach to helping second-year students succeed."
?Marcia Baxter Magolda, distinguished professor, Educational Leadership, Miami University
The National Resource Center for The First-Year Experience? and Students in Transition supports and advances efforts to improve student learning and transitions into and through higher education by providing opportunities for the exchange of practical, theory-based information and ideas.

Education policies have too often ignored how conditions outside of school can alter life chances for young people, especially students of color, before they even reach the classroom. More recently, COVID-19 has made it impossible to overlook the needs of the whole child, both inside and outside of school. The authors assert that responding to a number of factors like air quality, housing, public health, community safety, segregation, and neighborhood conditions are essential to improving academic outcomes and student health. Our Children Can't Wait urges readers to reconsider what education policy is, what it could be, who it is for, and who should be directly shaping it at all levels of government. Experts present a new equity roadmap by bridging scholarship, ideas, and original thinking on education policy as a vehicle for setting a redemptive path forward for reckoning with race in America.Book Features: Presents a new, evidence-based blueprint for addressing persistent gaps in education opportunity through a number of interrelated social policies. Includes contributing authors from 17 organizations and universities, representing a powerful national network of scholars. Goes beyond diagnosing or identifying challenges to present solutions in the form of tools and promising models. Offers strategies for preventing more students from experiencing homelessness or entering the criminal justice system through strategic investments. Addresses timely issues that are in the hearts and minds of many key stakeholders in no small part due to the COVID-19 pandemic.

College life is considered as a meaningful journey. Students acquire a fundamental understanding of their new opportunities, working with many good role models. Thematically organized, this book, Exploring the Opportunities and Challenges of College Students, brings various perspectives by focusing on the importance of psychological contextaexamining how colleges, universities and their social environments, and ways in which college students become who they are, how they grow, and how they reach the full potential. The authors integrate empirical research throughout the book to present a meaningful story of both psychological and educational research and its applications to college students' daily lives. Teaching pedagogy, student-centered learning, and lives in context enrich our insights and bring exploration of the ways in which college means us as a part of the lifespan. Both of our authors' professional and personal experiences enable us to provide realistic examples of how to apply necessary skills we describe in the book. It will also yield pertinent information about the college experience, and review the issues that apply to a campus setting. It is our attempt to help remedy the problem of why college students have difficult times as a major concern, although college faculty and staff do their very best to keep schools and classrooms safe, organized, positive, and productive. We hope this book will provide necessary tools for many current and future college faculty and staff and that those individuals who desire to belong our academic life.

College students hook up and have sex. That is what many students expect to happen during their time at university-it is part of growing up and navigating the relationship scene on most American campuses today. But what do you do when you're a student at an evangelical university? Students at these schools must negotiate a barrage of religiously imbued undercurrents that impact how they think about relationships, in addition to how they experience and evaluate them. As they work to form successful unions, students at evangelical colleges balance sacred ideologies of purity, holiness, and godliness, while also dealing with more mainstream notions of popularity, the online world, and the appeal of sexual intimacy. In From Single to Serious, Dana M. Malone shines a light on friendship, dating, and, sexuality, in both the ideals and the practical experiences of heterosexual students at U. S. evangelical colleges. She examines the struggles they have in balancing their gendered and religious presentations of self, the expectations of their campus community, and their desire to find meaningful romantic relationships.

Im vorliegenden Sammelband werden ausgewahlte Aspekte der Fachsprachendidaktik und -analyse vorgestellt. Im ersten Teil werden Fragen des intra- und interlingualen Textsortenvergleichs, der Mehrwortbenennungen in der deutschen Wirtschaftssprache sowie der Wortschatzanalyse im Hinblick auf die Schaffung eines Bewusstseins fur die Strukturiertheit lexikalischer Systeme behandelt. Der zweite Teil beschaftigt sich mit morphologisch-syntaktischen Strukturen von Fachtexten. Die Beitrage des dritten Teils (Lehrmaterialien und Unterrichtsmedien) sind methodischen und medialen Aspekten des fachbezogenen Fremdsprachenunterrichts gewidmet. Drei dieser Beitrage beschreiben didaktische Ansatze, die sich schon in Form von Lehrwerken materialisiert haben und teilweise an franzoesischen Universitaten eingesetzt werden. Als didaktisches Grundprinzip der verschiedenen hier vorgestellten Beitrage ist der Methodenpluralismus hervorzuheben, welcher der Vielfalt der Unterrichtssituationen und Lernersichten entspricht.

How can schools meet the needs of an increasingly diverse population of newcomers? Do bilingual programs help children transition into American life, or do they keep them in a linguistic ghetto? Are immigrants who maintain their native language uninterested in being American, or are they committed to changing what it means to be American?

In this ambitious book, Rosemary Salomone uses the heated debate over how best to educate immigrant children as a way to explore what national identity means in an age of globalization, transnationalism, and dual citizenship. She demolishes popular myths that bilingualism impedes academic success, that English is under threat in contemporary America, that immigrants are reluctant to learn English, or that the ancestors of today s assimilated Americans had all to gain and nothing to lose in abandoning their family language.

She lucidly reveals the little-known legislative history of bilingual education, its dizzying range of meanings in different schools, districts, and states, and the difficulty in proving or disproving whether it works or defining it as a legal right.

In eye-opening comparisons, Salomone suggests that the simultaneous spread of English and the push toward multilingualism in western Europe offer economic and political advantages from which the U.S. could learn. She argues eloquently that multilingualism can and should be part of a meaningful education and responsible national citizenship in a globalized world.

One child in five in America is the child of immigrants, and their numbers increase each year. Very few will return to the country they barely remember. Who are they, and what America do they know?

Based on an extraordinary interdisciplinary study that followed 400 newly arrived children from the Caribbean, China, Central America, and Mexico for five years, this book provides a compelling account of the lives, dreams, and frustrations of these youngest immigrants. Richly told portraits of high and low achievers are packed with unexpected ironies. When they arrive, most children are full of optimism and a respect for education. But poor neighborhoods and dull--often dangerous--schools can corrode hopes. The vast majority learn English--but it is the English of video games and the neighborhood, not that of standardized tests.

For some of these children, those heading off to college, America promises to be a land of dreams. These lucky ones have often benefited from caring mentors, supportive teachers, or savvy parents. For others, the first five years are marked by disappointments, frustrations, and disenchantment. How can we explain their varied academic journeys?

The children of immigrants, here to stay, are the future--and how they adapt will determine the nature of America in the twenty-first century.

After years of preparation and anticipation, many students arrive at college without any real knowledge of the ins and outs of college life. They've been focused on finding the right school and have been carefully guided through the nuances of the admissions process, but too often they have little knowledge about how college will be different from high school or what will be expected of them during that crucial first year and beyond. Written by an award-winning teacher, "How to Succeed in College (While Really Trying) "provides much-needed help to students, offering practical tips and specific study strategies that will equip them to excel in their new environment.
Drawing on years of experience teaching at a variety of campuses, from large research universities to small liberal arts colleges, Jon B. Gould gives readers the lay of the land and demystifies the college experience. In the course of the book, students will learn how to identify the best instructors, how to choose classes and settle on a major, how to develop effective strategies for reading and note taking, and how to write good papers and successfully complete exams.
Because much of the college experience takes place outside of the classroom, Gould also advises students on how to effectively manage their cocurricular activities, work obligations, and free time, as well as how to take advantage of the typically untapped resources on every campus. With candid advice and insights from a seasoned insider, this guide will leave students better prepared not only to succeed in college but to enjoy it as well.

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.

This book describes contemporary perspectives on the identity development of college students in the U.S. with an emphasis on multiple social identities. The book traces the evolution of the study of identity in relation to contemporary research and theoretical frameworks. These contemporary perspectives are situated within a holistic description of identity that portrays identity as the intersection of context, personal characteristics, and social identities. It explores the nature of context, including inequitable power structures, and how context influences and is influenced by multiple social identities. The authors use research on multiple identities as a springboard, including using critical theoretical frameworks to analyze these relationships, such as intersectionality, critical race theory, and queer theory.

Meetings allow us to bring people together to inspire each other, solve problems and make a difference. Yet, we all spend too much time in dull, frustrating meetings where little is achieved and even less is followed up on afterwards. In Hold Successful Meetings, executive coach and former Google leader Caterina Kostoula will change all this. Her unique framework will: - Equip you to hold fewer, more purposeful meetings - Create a creative and inclusive environment - Leave participants inspired and ready to take action Whether virtual or in-person, people will leave your meetings inspired by the value you created together and ready to make an impact. 'I bought this for my whole team at Google!' Reader review

Humanistic Values from Academic Community Perspective is authored by a range of international experts with a diversity of backgrounds and perspectives and provides a collection of ideas, examples and solutions on Humanistic Values in Academia, implementation and problems that occur in this area of consideration. This volume is a result of numerous discussions within the academic members to incorporate humanistic values like dignity, integrity, care, human rights etc. into our conduct composed of all the academic levels, beginning with students through staff, faculty and administration. Authors and contributors of this book assume the importance and crucial role of values in managing contemporary organizations emphasizing the fact that the oldest organizations managed by core values are not the globally known and acknowledged business corporation but the institutions like churches, armies and the universities. Numerous institutions of higher education are proud of their core values and present them to their employees, students, and stakeholders. The book is divided into four parts: I Introduction, II Humanistic values from academic perspective, III Humanistic values from student / faculty perspective and part IV Humanistic values from educational administrative perspective. We sincerely hope that the chapters presented in this volume will open new horizons for the understanding of humanistic values in academia and simultaneously it will provide inspiration and encouragement for further research in this area of study.

Die Reihe bietet ein Forum zur Veroeffentlichung von Studien aus der empirischen Bildungsforschung. Der Fokus liegt auf Arbeiten mit besonderem Bezug zum Raum Berlin und Brandenburg. Dabei finden qualitative und quantitative Zugange gleichermassen Berucksichtigung. Der Band zeichnet sich durch thematische Vielfalt aus und verschafft Einblick in die unterschiedlichsten methodischen Vorgehensweisen.

This book feasibly translates validated research and best practices in assessment so that the reader can incorporate the best practices of assessment into practical routines in schools and the classroom. Readers of this book will strengthen their knowledge and skills in selecting, designing, and using assessments that enable all learners to actively participate and monitor their own progress towards learning objectives. This book is intended to be a hands-on guide for educators and students on the best and most effective practices for supporting students in their role as self-assessors. It develops sequentially from ensuring that students are assessment ready, to engaging students in assessment, and ultimately empowering students as assessors. Readers can also rely on the book to help them improve specific aspects of self-assessment that are most important in their setting and for their students.

Der Wechsel in neue institutionelle Kontexte wird haufig aufgrund von veranderten Kommunikationsablaufen, unvertrauten Textsorten und fehlenden Schreibroutinen als schwierig empfunden. Der Beginn eines Studiums, der Einstieg in den Beruf oder der Wechsel von einer beruflichen Position sind dafur Beispiele. Solche UEbergange sind nicht selten mit Reibungsverlusten und langwierigen Enkulturationsprozessen verbunden. Der Band versammelt Beitrage, die sich mit der Erforschung von UEbergangen beschaftigen und didaktisch-methodische Konzepte zu deren Gestaltung unterbreiten. Neben schulischen, hochschulischen und beruflichen UEbergangen thematisieren sie auch solche, die durch veranderte Schreibtechnologien und Schreibformate gestiftet sind beziehungsweise durch die Entwicklung neuer Sprachformen angeregt werden.

Contents: Introduction: Psychedelics, page 1. Glossary, page 4. Legal Aspects of Drug Use, page 7. Medical Aspects of Drug Use, page 8. Social Aspects of Drug Use, page 11. The Psychedelic 'Experience', page 16. A Successful Trip, page 16. An Unsuccessful Trip, page 17. Counsel and Information, page 19. Conclusions, page 20. Bibliography: Psychedelics, page 21. Introduction: Amphetamines / Barbiturates, page 25. Legal Aspects, page 25. Medical Aspects, page 26. Amphetamines, page 26. Barbiturates, page 27. Sociological Aspects, page 28. Counsel and Information, page 30. Bibliography: Amphetamines / Barbiturates, page 30. Originally published in 1967. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.