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This volume examines the diverse ways in which universities and
colleges around the world are partnering and collaborating with
other institutions to fulfil their missions and visions. University
partnerships not only include collaborations between universities
but also university-school (basic education) collaborative
partnerships to improve local school systems. The increasing
pressures to remove access and participation barriers, and to
mitigate practices that restrict the free flow of education across
borders, have created a growing global space for educational
services of all types. As a result, traditional institutional
boundaries have expanded to better respond to the increasing
pressures placed on them by the growing demand for higher education
services. The boundaries between educational institutions and other
entities such as government, business, and non-profit organizations
have become more fluid which has resulted in increased involvement
by institutions, faculty, and students in activities outside the
traditional boundaries of the classroom. This edited volume will
specifically explore university partnerships for community and
school system development.
* Highly topical and addressing a real need -- according to the
American Council on Education (ACE): the biggest gender disparity
for professional women is in the education sector, a discipline
area that happens to be dominated by women (women make up
approximately 75% of the teaching force in the U.S., but only 26%
of women educators are institutional leaders). * Showcases case
studies and voices of women leaders in higher education that are
active in the field at different leadership levels * Includes
practices and models that recognize success in advancing women in
higher education, bridging theory to practice
Using an external examiner in an institution is not a new
phenomenon. Whilst there is no 'one size fits all' approach, how
can researchers collaborate on key developments in maintaining
higher education standards in order to overcome challenges and
cultivate best practice together? This book considers the external
examination challenges and best practice examples in academia in
various parts of the world. With several chapters that cover
examples of mitigating disadvantage and creating opportunities
without compromising the quality assurance process, the authors
examine how universities are engaged in safeguarding procedures at
the same time as enhancing the quality standards. Providing a
comprehensive international focus, this volumes showcases how we
might make external examining a rigorous process which is fair,
reliable and consistent across the globe.
* Highly topical and addressing a real need -- according to the
American Council on Education (ACE): the biggest gender disparity
for professional women is in the education sector, a discipline
area that happens to be dominated by women (women make up
approximately 75% of the teaching force in the U.S., but only 26%
of women educators are institutional leaders). * Showcases case
studies and voices of women leaders in higher education that are
active in the field at different leadership levels * Includes
practices and models that recognize success in advancing women in
higher education, bridging theory to practice
This volume examines the diverse ways in which universities and
colleges around the world are partnering and collaborating with
other institutions to fulfill their missions and visions.
University partnerships not only include collaborations between
universities but also include university-school (basic education)
collaborative partnerships to improve local school systems. The
increasing pressures to remove access and participation barriers,
and to mitigate practices that restrict the free flow of education
across borders, have created a growing global space for educational
services of all types. As a result, traditional institutional
boundaries have expanded to better respond to the increasing
pressures placed on them by the growing demand for higher education
services. This edited volume will specifically explore university
partnerships for preservice and teacher development.
This volume examines the diverse ways universities and colleges
around the world are partnering and collaborating with other
institutions to fulfill their missions and visions. University
partnerships not only include collaborations between universities
but also include university-school (basic education) collaborative
partnerships to improve local school systems. The increasing
pressures to remove access and participation barriers, and the
increasing pressures to mitigate practices that restrict the free
flow of education across borders have created a growing global
space for educational services of all types. As a result,
traditional institutional boundaries have expanded to better
respond to increasing pressures placed on them by the growing
demand for higher education services. The boundaries between
educational institutions and other entities such as government,
business, and non-profit organizations have become more fluid and
this has resulted in increased involvement by institutions,
faculty, and students in activities outside the traditional
boundaries of the classroom. This edited volume will specifically
explore university partnerships for international development.
This volume examines the diverse ways in which universities and
colleges around the world are partnering and collaborating with
other institutions to fulfill their missions and visions.
University partnerships not only include collaborations between
universities but also include university-school (basic education)
collaborative partnerships to improve local school systems. The
increasing pressures to remove access and participation barriers,
and the increasing pressures to mitigate practices restricting free
flow of education across borders have created a growing global
space for educational services of all types. As a result,
traditional institutional boundaries have expanded to better
respond to increasing pressures on them by the growing demand for
higher education services. The boundaries between educational
institutions and other entities such as government, business, and
non-profit organizations have become more fluid and this has
resulted in increased involvement by institutions, faculty, and
students in activities outside the traditional boundaries of the
classroom. This edited volume will specifically explore university
partnerships for academic and program development.
As school systems struggle to meet the needs of all learners, this
learning framework is the most effective way to structure schools.
The book is intended to assist educators at all levels of school
organizations and give policymakers and parents information on an
effective way to encourage learners to achieve on high levels. The
audience should read this book to gain ideas on how to improve
school programs when accommodating the diversity of students found
in classrooms. This book integrates concepts focused on
inclusivity, social reform, and second language learning
strategies. Technology and a multi-age learning community framework
are elements that transform a traditional school program into a
powerful learning community for accommodating all learners to
achieve on high levels.
As school systems struggle to meet the needs of all learners, this
learning framework is the most effective way to structure schools.
The book is intended to assist educators at all levels of school
organizations and give policymakers and parents information on an
effective way to encourage learners to achieve on high levels. The
audience should read this book to gain ideas on how to improve
school programs when accommodating the diversity of students found
in classrooms. This book integrates concepts focused on
inclusivity, social reform, and second language learning
strategies. Technology and a multi-age learning community framework
are elements that transform a traditional school program into a
powerful learning community for accommodating all learners to
achieve on high levels.
As schools struggle to teach all students, the multi-age teaching
and learning framework has emerged as one of today's most effective
ways to structure schools. Multi-age Learning Community (MAC)
Program is a professional development program in action. It
presents a framework that can transform schools from a graded
system to a multi-age learning environment. This multi-age school
targets students' individual and personal needs and allows students
to excel and succeed. The school reform climate today focuses on
schools of choice and building effective school environments. This
multi-age program creates a unique school niche that is marketable
to families. Parents have the option of sending their children to
schools that concentrate on achievement that best meets the needs
of the learner without disrupting the mandates of the curricula.
This book is intended to assist educators at all levels of all
school organizations, as well as give policymakers, educators and
parents the information on an effective school program. This book
gives information on how to transform schools into multi-age
classrooms. This book is divided into four parts that explain both
the theory and the practice of effective strategies for the
multi-age school program: Organizational Practice, Building
Culture, Learning Processes, and Assessment and Systemic
Improvement. There are specific basic principles and practices that
are integrated into a quality and effective framework discussed in
the chapters of this book. Each chapter begins with a vignette
based on my experiences in multiage schools and concludes with an
educator's reflection to recap the concepts in the chapter. Each
chapter also integrates snapshots that are short real-to-life
passages that bring to life concepts discussed in the chapter.
Although this book discusses multi-age schools, these ideas may be
applied to all school environments. To accommodate all school
programs, at the end of each chapter, a section titled Application
for All Schools is a framework that discusses just how to apply
chapter concepts in any school or classroom program. It is
recommended that the reader review the book one time in sequence
and then reread each chapter as needed, to give meaning to the
reader's purpose.
As schools struggle to teach all students, the multi-age teaching
and learning framework has emerged as one of today's most effective
ways to structure schools. Multi-age Learning Community (MAC)
Program is a professional development program in action. It
presents a framework that can transform schools from a graded
system to a multi-age learning environment. This multi-age school
targets students' individual and personal needs and allows students
to excel and succeed. The school reform climate today focuses on
schools of choice and building effective school environments. This
multi-age program creates a unique school niche that is marketable
to families. Parents have the option of sending their children to
schools that concentrate on achievement that best meets the needs
of the learner without disrupting the mandates of the curricula.
This book is intended to assist educators at all levels of all
school organizations, as well as give policymakers, educators and
parents the information on an effective school program. This book
gives information on how to transform schools into multi-age
classrooms. This book is divided into four parts that explain both
the theory and the practice of effective strategies for the
multi-age school program: Organizational Practice, Building
Culture, Learning Processes, and Assessment and Systemic
Improvement. There are specific basic principles and practices that
are integrated into a quality and effective framework discussed in
the chapters of this book. Each chapter begins with a vignette
based on my experiences in multiage schools and concludes with an
educator's reflection to recap the concepts in the chapter. Each
chapter also integrates snapshots that are short real-to-life
passages that bring to life concepts discussed in the chapter.
Although this book discusses multi-age schools, these ideas may be
applied to all school environments. To accommodate all school
programs, at the end of each chapter, a section titled Application
for All Schools is a framework that discusses just how to apply
chapter concepts in any school or classroom program. It is
recommended that the reader review the book one time in sequence
and then reread each chapter as needed, to give meaning to the
reader's purpose.
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