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Subject Area: Education
Njoku, John E. Eberegbulam1993 0-7734-9271-2 164 pages
A study on the state of perpetual poverty in which African children live, caused by the unstable and corrupt governments.
Smale, William
2012 0-7734-2661-2 312 pages
Smale and Gounko study twelve men who dropped out of school early, and wound up in juvenile delinquency. While many studies have suggested a link between early school leaving and delinquency nobody has done a study from the perspective of the criminals using dissimilar populations. The directional causality between criminal behavior and dropping out of school has yet to be established, and this study brings researchers one step closer to fully understanding which one happens first. The authors outline a long list of factors that contribute to early school leaving, and they insist that educators can play a role in impacting the in school environment to create positive outcomes for students on the fence about dropping out.
Durst, Maribeth
1992 0-7734-9634-3 136 pages
A descriptive analysis of the results of a multi-method research study which utilized both qualitative and quantitative techniques to study the student culture at Saint Leo College. Describes the college student culture in detail: its mores and customs, its beliefs, values, and attitudes, its pattern of daily life, its developmental phases, and the interpersonal relationships among members of the culture. Although the methodology used in the study is common among anthropological researchers, it has rarely been used to study college students. Those taking or teaching anthropology or sociology can benefit from the description of methodology employed in the study. Also, the campus-specific data can be used to examine college policies and practices.
Westhues, Kenneth
2008 1-4955-1135-9 108 pages
Examines two cases of academic mobbing, with an introduction explaining the background, context, and significance of the incidents.
Johnson, Theresa M.
2024 1-4955-1198-7 208 pages
"This book is a collection of essays from conferences centering on the challenges of teaching and assessing compositions of ESL/EFL or second language (L2) students. The contributing authors have developed practices within their pedagogies that have worked in language institutes and university classrooms. ...The chapters in this collection include tried-and-true, research-based assessments, ranging from multimodal midterms to daily formative to ungraded assessments. Moreover, the essays explore the use of digital tools to encourage collaboration and creativity in multilingual classrooms." (From the Editors' Introduction)
Turner, Michael J.
2017 1-4955-0609-6 144 pages
The subject of this book is Alexander James Beresford Hope (1820-1887), a staunch Anglican of High Church proclivities, very wealthy, a champion of the Gothic revival and member of several cultural and learned societies, a writer, collector, philanthropist, patron of the arts, and a respected if somewhat idiosyncratic force in the Conservative Party. Hope’s ideas and activity offer useful and even unrivaled insights into the educational agencies of the Church and the manner in which they were described and defended.
Gardiner, Di
2011 0-7734-1598-X 396 pages
This book examines the development of teacher education at five universities in Western Australia and note analogous historical developments in England, Europe, and the United States. The authors address the false claim that teacher education has been marginalized at certain universities, which has led to a negative attitude towards teacher preparation. Gardiner, O'Donoghue, and O'Neil analyze the structure, orientation, and content of the education programs that they describe as the ‘preactive curriculum,’ at the different universities, while describing how those programs were implemented and carried out over time. The book is an important contribution to curriculum history and offers new methodological approaches to research the implementation of teacher education.
Kayyali, Mustafa
2024 1-4955-1297-1 204 pages
Table of Contents
Acknowledgments
Introduction
Chapter 1: Understanding the Higher Education Landscape
Chapter 2: The Evolving Nature of Crises in Higher Education
Chapter 3: The Stakeholder Ecosystem
Chapter 4: Crisis Preparedness: Proactive Strategies
Chapter 5: Crisis Response and Recovery
Chapter 6: Data, Technology, and Innovation in Crisis Management
Chapter 7: Case Studies in Crisis Management in Higher Education
Chapter 8: Reputation Management in Higher Education
Chapter 9: Leadership and Crisis Management
Chapter 10: Building a Culture of Resilience
Chapter 11: The Future of Crisis Management in Higher Education
About the Author
References
Webster, Kate L.
2010 0-7734-3801-7 244 pages
This book examines socio-cultural and gender-based barriers Kenyan secondary school girls face. Currently, research has focused on increasing girls’ enrollment rates to ameliorate the gender gap in African education. This research demonstrates that while it is important to have more girls attend school, girls today are disproportionately placed in inferior schools and confronted with gender-based attitudes that negatively impact their educational opportunities.
McClellan, Ann K
2012 0-7734-2533-0 312 pages
A study that critically examines the representation of female intellectuals in twentieth century British literature “campus novel”.
Davison, Kevin G.
2007 0-7734-5354-7 248 pages
This book explores gender and the body in relation to the postmodern condition, challenging the stability of modernist understandings of gender and making a case for viewing gender as a pedagogical tool rather than as a threat. The research was conducted online among female-to-male transgender and gay men participants, presenting a complex methodological analysis to further question the stability of subjective gender identities. Historical moments when technology and gender have collided are considered as illustrations of the possibilities inherent in technology for renegotiating gendered identities. Further, contemporary debates about boys and academic underachievement are critically examined to illustrate how the resistance to a gender analysis may perpetuate educational inequities. This text offers the potential for building new theories to address gender gravity as a force that can be actively resisted and renegotiated as a part of everyday educational practices.
Lowenthal, Kristi
2015 1-4955-0372-0 140 pages
“Lowenthal’s monograph on the rivalry between Mabel Lee and Louise Pound at the University of Nebraska, fills an important void in the current scholarship on the history of women in intercollegiate athletics and physical education. In many ways, these two women, though they took a decidedly different approach to women’s athletics, were pioneers in the area of women’s physical education.”
-Dr. Jeanne T. Heidler,
Professor of History, Chief American History Division,
United States Air Force Academy
Ward, Catherine
2000 0-7734-7759-4 252 pages
Duhon-Ross, Alice
1999 0-7734-7964-3 308 pages
The authors of this book are committed to providing information that will stimulate thinking and create a desire to change of the course of the educational infrastructure in an effort to save students who may be lost due to their life circumstances, such as lack of access to the technological equipment needed to help them develop appropriate skills to participate in the current classroom setting, and the difference in the background and life experiences of the ‘have-nots'.
Knottnerus, J. David
1999 0-7734-7912-0 168 pages
This volume conducts an historical comparative investigation of the elite school system for boys (lycées - secondary educational system) and girls (religious boarding schools) in 19th century France. An elaborated model of the total institution is used to analyze the educational organizations in which children were educated. The study also uses literary texts such as novels and short stories, diaries, memoirs, and (fictionalized) autobiographies to describe and compare the personal lives, social worlds, and structures of boys and girls in these two types of institutions. A theory of structural ritualization is employed to explain how these groups were influenced by the institutional milieus they were nested within. Underlying this study is the fundamental assumption that literature and sociological concepts can be used together to better understand social historical processes and structures.
Oketch, Moses Otieno
2009 0-7734-4757-1 432 pages
This work examines and decodes African ways of thinking and learning, beliefs and value systems, while faulting the ambivalence that has attended the study of the subject in the past. It uses pedagogical, historical, sociological and critical thinking, and postmodern, postcolonial, and feminist theoretical approaches to interrogate ways in which lifelong learning has been experienced in Africa.
Stein-Smith, Kathleen
2023 1-4955-1077-8 416 pages
This edited volume is a collaborative project including essays by language educators from around the world. "The chapters illuminate how much language education has continued to adapt to the needs of learners around the world, taking into account a multiplicity of identities and lived experiences, from Sub-Saharan Africa to North America to East Asia. They also reveal the true passion, dedication, and patience that language can bring to their work, both in terms of helping a wide range of learners grasp skills, yet also in igniting curiosity and compassion." -Nick Gozik, from The Foreword
Oberman, Ida
2008 0-7734-4970-1 452 pages
This study examines how and why the Stuttgart Model retained its identity without central bureaucracy or a structured administrative hierarchy. One of the oldest charter school movements, its strengths and weaknesses provide critical lessons for the evaluation of emerging schools of this type.
Tilleczek, Kate
2008 0-7734-5161-7 232 pages
This study will address the international, national and local issues and solutions pertaining to early school leaving and youth disengagement from school. The various contributors examine the impacts of social class, ethnicity, gender and sexuality on the issue of school leaving. The study also reviews past policy in addressing the problem of youth disengagement from school and offers recommendations for reform.