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Author: Christine Clark
Publisher: Rowman & Littlefield
ISBN: 1442212721
Category : Education
Languages : en
Pages : 279
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Book Description
This volume uses a critical theory framework to document, as institutional case studies, the experiences of equity/diversity scholar-practitioners in higher education across the United States in their efforts to negotiate, survive, and thrive in their roles and related work.
Author: Christine Clark
Publisher: Rowman & Littlefield
ISBN: 1442212721
Category : Education
Languages : en
Pages : 279
Get Book
Book Description
This volume uses a critical theory framework to document, as institutional case studies, the experiences of equity/diversity scholar-practitioners in higher education across the United States in their efforts to negotiate, survive, and thrive in their roles and related work.
Author: Robin Zape-tah-hol-ah Minthorn
Publisher: Rutgers University Press
ISBN: 1978816391
Category : Social Science
Languages : en
Pages : 203
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Book Description
Indigenous Motherhood in the Academy highlights the experiences and narratives emerging from Indigenous mothers in the academy who are negotiating their roles in multiple contexts. The essays in this volume contribute to the broader higher education literature and the literature on Indigenous representation in the academy, filling a longtime gap that has excluded Indigenous women scholar voices. This book covers diverse topics such as the journey to motherhood, lessons through motherhood, acknowledging ancestors and grandparents in one’s mothering, how historical trauma and violence plague the past, and balancing mothering through the healing process. More specific to Indigenous motherhood in the academy is how culture and place impacts mothering (specifically, if Indigenous mothers are not in their traditional homelands as they raise their children), how academia impacts mothering, how mothering impacts scholarship, and how to negotiate loss and other complexities between motherhood and one’s role in the academy.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 320
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Book Description
Author: Jonathan Hill
Publisher: Routledge
ISBN: 1134704038
Category : Architecture
Languages : en
Pages : 163
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Book Description
Occupying Architecture focuses on the importance of the user of architecture. It emphasises the cross-currents between design, theory and use, and the need for a wider cross-cultural approach to architecture. Beginning with the architect, the book proceeds to explore models for architectural practice that actively engage the issue of use, and concludes with examination of the user. The authors draw on illustrations and examples from London, Las Vegas, Barcelona and Bruges to discuss how and why architecture ignores the user. The apparant contradictions between the 'producer' and the 'product' of architecture are highlighted before the activities of the architect and the actions of the user are explored. This book illustrates that architecture is not just a building: it is the relation between an object and its occupant.
Author: Bowen C. Dees
Publisher: Routledge
ISBN: 1134247893
Category : Social Science
Languages : en
Pages : 416
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Book Description
There is virtually nothing - until the arrival of this study - addressing the significance of the enormous contributions in science and technology towards the realization of Japan's 'economic miracle' during the occupation period. Describes the Scientific and Technical Division of McArthur's GHQ.
Author: Great Britain. Parliament. House of Commons
Publisher:
ISBN:
Category : Bills, Legislative
Languages : en
Pages : 772
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Book Description
Author: Great Britain. Parliament. House of Commons
Publisher:
ISBN:
Category :
Languages : en
Pages : 760
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Book Description
Author: Victor Chabai, Jürgen Richter, Thorsten Uthmeier
Publisher: University of Cologne
ISBN: 9666501880
Category :
Languages : en
Pages : 351
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Book Description
Author: Robert Pondiscio
Publisher: Penguin
ISBN: 0525533753
Category : Education
Languages : en
Pages : 386
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Book Description
An inside look at America's most controversial charter schools, and the moral and political questions around public education and school choice. The promise of public education is excellence for all. But that promise has seldom been kept for low-income children of color in America. In How the Other Half Learns, teacher and education journalist Robert Pondiscio focuses on Success Academy, the network of controversial charter schools in New York City founded by Eva Moskowitz, who has created something unprecedented in American education: a way for large numbers of engaged and ambitious low-income families of color to get an education for their children that equals and even exceeds what wealthy families take for granted. Her results are astonishing, her methods unorthodox. Decades of well-intended efforts to improve our schools and close the "achievement gap" have set equity and excellence at war with each other: If you are wealthy, with the means to pay private school tuition or move to an affluent community, you can get your child into an excellent school. But if you are poor and black or brown, you have to settle for "equity" and a lecture--about fairness. About the need to be patient. And about how school choice for you only damages public schools for everyone else. Thousands of parents have chosen Success Academy, and thousands more sit on waiting lists to get in. But Moskowitz herself admits Success Academy "is not for everyone," and this raises uncomfortable questions we'd rather not ask, let alone answer: What if the price of giving a first-rate education to children least likely to receive it means acknowledging that you can't do it for everyone? What if some problems are just too hard for schools alone to solve?
Author: Richard Arum
Publisher: University of Chicago Press
ISBN: 0226028577
Category : Education
Languages : en
Pages : 272
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Book Description
In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list. Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.
