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More Than a Mentoring Program: Attacking Institutional Racism

Author: Graig R. Meyer
Author: George W. Noblit
Abstract: In striving to reduce racial achievement gaps, schools and youth development programs are increasingly turning to youth mentoring programs. But how to ensure success? Here, accomplished educators Graig Meyer and George Noblit reveal how one such program challenged institutional racism and eliminated persistent achievement disparities in a local school system that boasts a national reputation for excellence. The authors share personal lessons, strategic guidance, and detailed practical advice for education and community leaders seeking to create successful youth mentoring programs. Their story, backed by research, offers real-world perspective on the important work of challenging systemic racism in schools. Meyer and Noblit demonstrate how mentoring and advocacy come together in a strengths-based program that boosts academic success and post-secondary enrollment for youth of color, while also creating change to benefit all students in a school system.
Publisher: Information Age
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New Perspectives on Young Children's Moral Education: Developing Character through a Virtue Ethics Approach

Author: Tony Eaude
Abstract: Challenging many current assumptions about ethics and education, Tony Eaude suggests that a moral dimension runs through every aspect of life and that ethics involves learning to act and interact appropriately, based on an 'ethic of care' and enduring qualities and attributes, to equip children to resist strong external pressures. Drawing accessibly on research in neuroscience and psychology, he discusses how young children learn, highlighting the role of emotion, culture, example, habituation and feedback. Small actions can help to develop agency, empathy and thoughtfulness and a sense of moral identity, with an increasing emphasis on self-regulation, a vocabulary of ethics and intrinsic motivation. Eaude explores how character, virtues and values can help young children and adults to recognize and internalize qualities associated with living 'a good life'. He identifies how adults and learning environments can support these processes and shows why an inclusive approach is needed, rather than focusing on these topics only in particular settings, programmes or lessons. Recognising pitfalls and dilemmas, Eaude argues that an approach based on virtue ethics and an apprenticeship model is suitable in school and other settings, both religious and otherwise, internationally.
Publisher: Bloomsbury
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News Literacy: Helping Students and Teachers Decode Fake News

Author: Robert W. Janke
Author: Bruce S. Cooper
Abstract: Our society faces international challenges from cyber attacks and dissemination of fake news with a goal to destabilize our society. Fake news can be used as a weapon with destructive effects as powerful as any military attack. Fake news can spread as fast as a wildfire carried on the winds of social media. Students and all citizens need to be prepared and informed of ways to quickly understand and distinguish real and fake news. Preventing the potential destructive effects of fake news is the purpose of this book. The focus is upon providing a resource for educators to develop “news literacy” skills of students in objectively evaluating the news.
Publisher: Rowman & Littlefield Publishers
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Opening Doors: An Implementation Template for Cultural Proficiency

Author: Trudy T. Arriaga
Author: Randall B. Lindsey
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This book tells the story of Ventura Unified School District's successful implementation of cultural proficiency, which opened long-closed doors for marginalized students and returned gains on every key success metric. Most importantly, it will empower you to do the same for your school or district. Resources include:

  • A method for evaluating the impact of educational decisions on students' access to learning
  • A clearly outlined three-year implementation plan for making your school culturally proficient
  • A content-rich companion website that includes templates and forms for implementing the book’s suggestions
Publisher: Corwin
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Oppression and Resistance in Southern Higher and Adult Education: Mississippi and the Dynamics of Equity and Social Justice

Author: Kamden K. Strunk
Author: Lesie Ann Locke
Author: Georgianna L. Martin
Abstract: This book explores the long history of oppression and resistance in adult and higher education, situated in Mississippi. The state serves as a unique site in which intersecting narratives around race, ethnicity, social class, opportunity, democracy, and equity have played out over the past several decades. In this book, the authors highlight the experiences of students and adults in Mississippi who provide both covert, subtle resistance to the dominant, oppressive educational narrative in the state, as well as those who provide active, visible resistance. Using critical pedagogy and critical theory to drive their analysis, the authors highlight the systematic and continuous nature of oppression, and theorize ways forward toward liberation in Mississippi, the South, and the nation.
Publisher: Palgrave Macmillan
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Palace of Ashes: China and the Decline of American Higher Education

Author: Mark S. Ferrara
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In addition to possessing the world’s largest economies, China and the United States have extensive higher education systems comparable in size. By juxtaposing their long and distinctive educational traditions, Palace of Ashes offers compelling evidence that American colleges and universities are quickly falling behind in measures such as scholarly output and the granting of doctoral degrees in STEM fields. China, in contrast, has massed formidable economic power in support of its universities in an attempt to create the best educational system in the world.

Palace of Ashes argues that the overall quality of U.S. institutions of higher learning has declined over the last three decades. Mark S. Ferrara places that decline in a broad historical context to illustrate how the forces of globalization are helping rapidly developing Asian nations―particularly China―transform their major universities into serious contenders for the world’s students, faculty, and resources.

Ferrara finds that American institutions have been harmed by many factors, including chronic state and federal defunding, unsustainable tuition growth, the adoption of corporate governance models, adjunctification, and the overall decline of humanities education relative to job-related training. Ferrara concludes with several key recommendations to help U.S. universities counter these trends and restore the palace of American higher learning.

Publisher: Johns Hopkins University Press
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Pathways to Personalization: A Framework for School Change Paperback – October 23, 2018 by Shawn C. Rubin

Author: Shawn C. Rubin
Author: Cathy Sanford
Abstract: Shifting a school or district to offer more personalized learning requires a great deal of commitment, passion, and energy, but it also demands a strategic process. Pathways to Personalization meets this need by providing a field-tested road map for educators seeking ways to meet the academic and emotional needs of all students, and to empower them to take charge of their own learning.
Publisher: Harvard Education Press
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Pedagogy for Restoration: Addressing Social and Ecological Degradation Through Education

Author: David Krzesni
Abstract: Pedagogy for Restoration seeks to understand the conditions leading to the destruction of Earth in order to discover pedagogy for restoration. As we degrade the planet we degrade ourselves and as we degrade ourselves we degrade the planet. Moral development and socialization significantly influence our participation in, construction of, or resistance to the systems of oppression that degrade us. The process of restorative education recognizes that humans are fundamentally good and moral and seeks to promote healthy moral development. We must help students meet their basic needs, center their own identities and experience, and simultaneously emphasize community and relationships to help them find a sense of purpose. These efforts facilitate social and ecological restoration by allowing students to reach a physical and emotional place that is conducive to learning and self-efficacy so that they may engage with whatever issues they find important in their own way and on their own terms.
Publisher: Peter Lang
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People Need to Know

Author: Robert M. Lucas
Abstract: People Need to Know follows a group of students as they study the defining event in their community’s history - a 1930 lynching that was captured in one of the century’s most iconic and disturbing photographs. With ambitions of contributing to public understanding, the students set out to create a collection of online resources about the lynching. As they encounter troubling information and consider how best to present it to others, the students come to better understand the complex ethical ramifications of historical work and to more fully appreciate why their learning matters. Through the stories of these students, their teacher, and an author re-immersed in the town of his own childhood, the book develops an approach to curriculum in which students create products of value beyond the school walls. In a time of educational standardization, when assignments and assessments often fail to deliberately engage the ethically charged and locally particular contexts of students’ lives, Robert M. Lucas proposes that we see learning in their creation and appreciation of public value. The book will be of particular interest for courses in curriculum studies and in history and social studies education.
Publisher: Peter Lang
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Perspectives on Diversity, Equity, and Social Justice in Educational Leadership (National Association for Multicultural Education Series)

Editor: Ashraf Esmail
Editor: Abul Pitre
Editor: Antonette Aragon
Abstract: Perspectives on Diversity, Equity, and Social Justice in Educational Leadership provides educational leaders with practical steps for implementing multicultural education into schools. Drawing from multicultural scholars like James Bank’s it equips educational leaders with the knowledge, skills, and dispositions to ensure that schools provide all students with equal educational opportunities. Concepts such culturally responsive leadership, transformative leadership, and restorative justice are discussed throughout the book.
Publisher: Rowman & Littlefield Publishers
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Philosophical Reflections on Neuroscience and Education

Author: William H. Kitchen
Abstract: Philosophical Reflections on Neuroscience and Education explores conceptual and normative questions about the recent programme which aims to underpin education with neuroscientific principles. By invoking philosophical ideas such as Bennett and Hacker's mereological fallacy, Wittgenstein's the first-person/third-person asymmetry principle and the notion of irreducible/constitutive uncertainty, William H. Kitchen offers a critique of the whole-sale adoption of neuroscience to education. He explores and reviews the role that neuroscience has started to play in educational policy and practice, and whether or not such a role is founded in coherent conceptual reasoning. Kitchen critically analyses the role which neuroscience can possibly play within educational discussions, and offers paradigmatic examples of how neuroscientific approaches have already found their way into educational practice and policy documents. By invoking the philosophical work primarily of Wittgenstein, he argues against the surge of neuroscientism within educational discourse and offers to clarify and elucidate core concepts in this area which are often misunderstood.
Publisher: Bloomsbury
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Philosophy as Disability & Exclusion

Author: Simon Hayhoe
Abstract: Philosophy as Disability and Exclusion examines the history of ideas on arts in the education of people who are blind in England, from 1688 to 2010. This book also examines a number of the earlier influences on the enlightenment, and the international context of this topic. The two hypotheses on which this study is based are: (1) Our understanding of blindness in English intellectual culture is less to do with homologous physical characteristics. Instead it is more to do with an ethical philosophy of human capacity. (2) The arts education of people who are blind through touch tells us much about our psychology of mythologies and the intellectual construction of human thought. Furthermore, the myth that people who are blind are incapable of visual arts and have an enhanced capacity for the musical arts is one of the most engrained modern folklores. It is part of our cultural, intellectual and philosophical conscience. In the process of investigating these hypotheses, this book argues that philosophies have linked immorality, intelligence and physical ability. These have become connected in ways that are unrelated to eyesight in order to fulfill broader cultural processes of developing social theory. In this book, the process of knowledge creation is termed passive exclusion and is analyzed through an epistemological model of examining disability and exclusion.
Publisher: Information Age
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Place, Belonging and School Leadership: Researching to Make the Difference

Author: Kathryn Riley
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Place, Belonging and School Leadership offers research findings, analysis and accessible tools for further research inquiry that are designed to contribute to the development of professional learning communities. Researching about place and belonging, Kathryn Riley argues, gives new teachers powerful insights into children's experiences in the classroom and playground, and encourages them to review and change their professional practices. It provides young people with a vehicle to voice their experiences, grow their skill and talents, and develop a sense of agency.

Place, Belonging and School Leadership helps school leaders to be 'place-makers' who make 'belonging' work for pupils from many different backgrounds. It builds trust, develops the knowledge and capacities of staff, and harnesses the creative potential of young people to explore, reflect and act. Riley offers an invaluable leadership tool that strengthens school cultures and nourishes leadership throughout the school.

Publisher: Bloomsbury
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Place-Based Methods for Researching Schools

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Schools are complex institutions. They do not easily reveal themselves to researchers who rely on only one or two methods. Understanding a school, its neighbourhood and its students requires a researcher with a more complex repertoire of verbal, statistical and visual research strategies.

Place-Based Methods for Researching Schools shows how multiple methods can be used together to research schools, rather than dealing with decontextualised methods, one by one. Taking a novel theoretical approach to the school as a 'place', the book offers grounded illustrations of schools as places from real case study and ethnographic research conducted in both Australia and the UK. A practical guide, this book explores the on-the-ground questions researchers are likely to face in the order they are likely to face them. The chapters not only look at data generation approaches, but also address analysis of the data and writing about the school, topics that are often ignored. Methods explored for use include those drawn from urban planning and geography to explore neighbourhoods, visual surveys, mapping, classroom observation, ethnographic observation, interviews, focus groups, sociograms and linguistic corpora.

Including research tips from the authors, case studies, a glossary and annotated further reading list, this book is essential reading for students and scholars approaching their research project.

Publisher: Bloomsbury
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Points of Departure: Rethinking Student Source Use and Writing Studies Research Methods

Editor: Tricia Serviss
Editor: Sandra Jamieson
Abstract: Points of Departure encourages a return to empirical research about writing, presenting a wealth of transparent, reproducible studies of student sources. The volume shows how to develop methods for coding and characterizing student texts, their choice of source material, and the resources used to teach information literacy. In so doing, the volume advances our understanding of how students actually write.

The contributors offer methodologies, techniques, and suggestions for research that move beyond decontextualized guides to grapple with the messiness of research-in-process, as well as design, development, and expansion. Serviss and Jamieson’s model of RAD writing studies research is transcontextual and based on hybridized or mixed methods. Among these methods are citation context analysis, research-aloud protocols, textual and genre analysis, surveys, interviews, and focus groups, with an emphasis on process and knowledge as contingent. Chapters report on research projects at different stages and across institution types—from pilot to multi-site, from community college to research university—focusing on the methods and artifacts employed.

A rich mosaic of research about research, Points of Departure advances knowledge about student writing and serves as a guide for both new and experienced researchers in writing studies.
Publisher: Utah State University Press
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Political Transformations and Teacher Education Programs

Author: Miriam Ben-Peretz
Abstract: Chapters in this volume discuss the impact of statewide political transformation on teacher education programs.
Publisher: Rowman & Littlefield Publishers
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Polling Students for School Improvement and Reform

Author: Paris S. Strom
Author: Robert D. Strom
Abstract: People generally acknowledge the superiority of adolescents in using technology tools needed for learning in the future. The purpose of this book is to describe an online polling strategy that allows adolescents to make known how they view conditions of learning at their school. A school improvement model illustrates how to combine results of student polling with stakeholders' perceptions in the scheme of school reform. Student polling differs from other strategies because the target for gathering data is a single school. This deliberately narrow base for sampling student opinion ensures poll results have local relevance that can motivate stakeholder involvement and guide their response. Over 14,000 secondary students have completed polls examined in the text. These ten polls include: career exploration, time management, selective attention and distraction, motivation for Internet learning, tutoring, peer support, cheating, frustration, cyberbullying, and school stress. Students are the stakeholders with the most to gain or lose in efforts to keep American education competitive. Accordingly, their views should be sought as part of decision making about reform. When student opinion and adult observation are considered, an intergenerational perspective can emerge that more accurately portrays institutional strengths and limitations. School principals, superintendents, and state department of education leaders are invited to consider a collaborative project with the authors. Software offers administrators rapid feedback on whole school results. Finding out how special education, gifted and talented, and second language acquisition students view their conditions of learning gives additional insight about school improvement.
Publisher: Information Age
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Principled Resistance: How Teachers Resolve Ethical Dilemmas

Editor: Doris A. Santoro
Editor: Lizabeth Cain
Abstract: Principled Resistance: How Teachers Resolve Ethical Dilemmas brings together senior scholars and activist teachers to explore the concept of resistance as a necessary response to mandates that conflict with their understanding of quality teaching. The book provides vivid examples of the pedagogical, professional, and democratic principles undergirding resistance, as well as the distinct perspective of each of its contributors: teachers who reflect on their acts of principled resistance; teacher educators who study teachers and support their professional growth; and historians who demonstrate that a tradition of teachers’ principled resistance has had a significant impact on American society, not only on schools and teaching. 
Publisher: Harvard Education Press
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Principles-Focused Evaluation: The GUIDE

Author: Michael Quinn Patton
Abstract: How can programs and organizations ensure they are adhering to core principles--and assess whether doing so is yielding desired results? From evaluation pioneer Michael Quinn Patton, this book introduces the principles-focused evaluation (P-FE) approach and demonstrates its relevance and application in a range of settings. Patton explains why principles matter for program development and evaluation and how they can serve as a rudder to navigate the uncertainties, turbulence, and emergent challenges of complex dynamic environments. In-depth exemplars illustrate how the unique GUIDE framework is used to determine whether principles provide meaningful guidance (G) and are useful (U), inspiring (I), developmentally adaptable (D), and evaluable (E). User-friendly features include rubrics, a P-FE checklist, firsthand reflections and examples from experienced P-FE practitioners, sidebars and summary tables, and end-of-chapter application exercises.
Publisher: The Guilford Press
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Professors in the Gig Economy: Unionizing Adjunct Faculty in America

Editor: Kim Tolley
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One of the most significant trends in American higher education over the last decade has been the shift in faculty employment from tenured to contingent. Now upwards of 75% of faculty jobs are non-tenure track; two decades ago that figure was 25%. One of the results of this shift―along with the related degradation of pay, benefits, and working conditions―has been a new push to unionize adjunct professors, spawning a national labor movement. Professors in the Gig Economy is the first book to address the causes, processes, and outcomes of these efforts. Bringing together essays by scholars of education, labor history, economics, religious studies, and law, all of whom have been involved with unionization at public and private colleges and universities, along with substantial research and historical context to bear on the cost and benefit questions of contingent labor on campus, this book will resonate with general readers, scholars, students, higher education professionals, and faculty interested in unionization.

Publisher: Johns Hopkins University Press
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Promoting the Educational Success of Children and Youth Learning English: Promising Futures

Editor: Suzanne Le Menestrel
Editor: Ruby Takanishi
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Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELs—who account for more than 9 percent of enrollment in grades K-12 in U.S. schools—are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result.

Promoting the Educational Success of Children and Youth Learning English: Promising Futuresexamines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.

Publisher: National Academies Press
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Psychoeducational Assessment and Intervention for Ethnic Minority Children: Evidence-Based Approaches

Editor: Scott L. Graves
Editor: Jamilia J. Blake
Abstract: This invaluable book is a comprehensive resource for psychologists and counselors who assess and intervene with ethnic minority children. Beginning with an historical tour of psychoeducational assessment related to ethnic minorities, the book situates basic areas of assessment such as neuropsychology, social/emotional assessment, and early childhood development assessment within an ethnic minority context. It then offers evidenced-based strategies for improving the educational performance and well-being of ethnically diverse students.
Publisher: American Psychological Association
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Quality in Undergraduate Education: How Powerful Knowledge Disrupts Inequality

Author: Monica McClean
Author: Andrea Abbas
Author: Paul Ashwin
Abstract: Globally, the appetite for higher education is great, but what do students and societies gain? Quality in Undergraduate Education foregrounds the importance of knowledge acquisition at university. Many argue that university education is no longer a public good due to the costs incurred by students who are then motivated by the promise of lucrative employment rather than by studying a discipline for its own sake. McLean, Abbas and Ashwin, however, reveal a more complex picture and offer a way of thinking about good quality university education for all. Drawing on a study which focused on four sociology-related social science UK university departments of different reputation, the book shows that students value sociological knowledge because it gives them a framework to think about and act on understanding how individuals and society interact. Further, the authors discuss how what was learned from the study about how policy, curriculum and pedagogy might preserve and strengthen the personal and social gains of social science undergraduate education.
Publisher: Bloomsbury
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Queering Education in the Deep South

Editor: Kamden K. Strunk
Abstract: This volume explores education in the Deep South, with a focus on LGBTQ students and educators, and on queer theoretical perspectives in education. The topics in this volume include teaching LGBTQ issues and queer studies in the Deep South, educational policy and practice in the Deep South as related to queer issues, and efforts to introduce queer literature to libraries and queer collections to archives. Authors in this volume examine what realities exist in education in the U.S. South currently, and what possibilities might be imagined in the future.
Publisher: Information Age
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Questioning the classroom: Perspectives on Canadian education

Author: Dianne Gereluk
Author: Christopher Martin
Author: Trevor Norris
Author: Bruce Maxwell
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Publisher: Oxford University Press
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Reclaiming Accountability in Teacher Education

Author: Marilyn Cochran-Smith
Abstract: Teacher accountability has been a major strategy for “fixing” education for the last 2 decades. In this book, Cochran-Smith and her research team argue that it is time for teacher educators to reclaim accountability by adopting a new approach that features intelligent professional responsibility, challenges the structures and processes that reproduce inequity, and sustains multi-layered collaboration with diverse communities. The authors analyze and critique major accountability initiatives, including Department of Education regulations, CAEP accreditation procedures, NCTQ teacher preparation reviews, and edTPA, and expose the lack of evidence behind these policies, as well as the negative impact they are having on teacher education. However, the book does not conclude that accountability is the wrong direction for the next generation of teacher education. Instead, the authors offer a clear and achievable vision of accountability for teacher education based on a commitment to equity and democracy.
Publisher: Teachers College Press
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Reclaiming Accountability: Improving Writing Programs through Accreditation and Large-Scale Assessments

Editor: Wendy Sharer
Editor: Tracy Ann Morse
Editor: Michelle F. Eble
Editor: William P. Banks
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Reclaiming Accountability brings together a series of critical case studies of writing programs that have planned, implemented, and/or assessed the impact of large-scale accreditation-supported initiatives. The book reimagines accreditation as a way to leverage institutional or programmatic change.

Contributions to the volume are divided into three parts. Part 1 considers how specialists in composition and rhetoric can work most productively with accrediting bodies to design assessments and initiatives that meet requirements while also helping those agencies to better understand how writing develops and how it can most effectively be assessed. Parts 2 and 3 present case studies of how institutions have used ongoing accreditation and assessment imperatives to meet student learning needs through programmatic changes and faculty development. They provide concrete examples of productive curricular (part 2) and instructional (part 3) changes that can follow from accreditation mandates while providing guidance for navigating challenges and pitfalls that WPAs may encounter within shifting and often volatile local, regional, and national contexts.

In addition to providing examples of how others in the profession might approach such work, Reclaiming Accountability addresses assessment requirements beyond those in the writing program itself. It will be of interest to department heads, administrators, writing program directors, and those involved with writing teacher education, among others.

Publisher: Utah State University Press
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Reengineering the University: How to Be Mission Centered, Market Smart, and Margin Conscious

Author: William F. Massy
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Higher education expert William F. Massy’s decades as a professor, senior university officer, and consultant have left him with a passionate belief in the need for reform in America’s traditional universities. In Reengineering the University, he addresses widespread concerns that higher education’s costs are too high, learning falls short of objectives, disruptive technology and education models are mounting serious challenges to traditional institutions, and administrators and faculty are too often unwilling or unable to change.

An expert microeconomist, Massy approaches the challenge of reform in a genuinely new way by applying rigorous economic principles, informed by financial data and other evidence, to explain the forces at work on universities and the flaws in the academic business model. Ultimately, he argues that computer models that draw on data from college transaction systems can help both administrators and faculty address problems of educational performance and cost analysis, manage the complexity of planning and budgeting systems, and monitor the progress of reform in nonintrusive and constructive ways.

Publisher: Johns Hopkins University Press
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Religion and Education: Comparative and international perspectives

Editor: Malini Sivasubramaniam
Editor: Ruth Hayhoe
Abstract: The contributors to this volume each demonstrate that, while religion in education can contribute to understanding and respect, it is also a space that can be contested and co-opted. Without addressing the salience of religion, however, it will not be possible to foster peace and combat discrimination and prejudice. This book will be of interest to researchers, scholars and students in the field of comparative education and development, religious studies, theology and teacher development and training. This book may also be of interest to national and international policy makers. There are also numerous faith-based organisations, as well as other non-governmental organisations (NGOs) working on religion and education issues that may find these case studies a useful resource.
Publisher: Symposium Books
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Research Design: Quantitative, Qualitative, Mixed Methods, Arts-Based, and Community-Based Participatory Research Approaches 1st Edition

Author: Patricia Leavy
Abstract: This user-friendly book provides a step-by-step guide to using the five major approaches to research design: quantitative, qualitative, mixed methods, arts-based, and community-based participatory research. Chapters on each approach follow a unique format--they present a template for a research proposal and explain in detail how to conceptualize and fill in every section. Terminology commonly used within each approach is identified, and key moments of ethical decision making are flagged. Interdisciplinary research examples draw on current events and social justice topics. Unique coverage includes hot topics: replication studies and data sharing, tailoring proposals to different audiences, and more. The book also includes a general introduction to social research; an in-depth, practical discussion of ethics; and a chapter on how to begin a research study, from planning a topic to developing a research question via a literature review.
Publisher: The Guilford Press
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