Download Free Ebook Study Power And The University Book in PDF and EPUB Free Download. You can read online Ebook Study Power And The University and write the review.

This book highlights the effects of power within the higher educational process, and argues that in order to understand the student experience we have to take seriously the institution as a context for learning. It considers key questions such as: Why is the student experience of higher education sometimes negative or restricted? How does power operate within the institution? What are the forces that limit or enable student agency? How can institutions of higher education create conditions which best support more enabling forces? Higher Education has its own particular culture, social relations and practices, governed by social and discursive norms. It is always implicated in relations of power through its function in society and its effects on individuals. This book considers how, for the student, these effects can be enabling and engaging, or limiting and diminishing. In exploring the effects of the institutionalization of learning and the workings of power implicated within this, it sets out to add to more cognitive and pedagogic ways of understanding student experience in higher education. Study, Power and the University provides key reading for educational researchers and developers, academics and higher education managers.
Statistical Power Analysis is a nontechnical guide to power analysis in research planning that provides users of applied statistics with the tools they need for more effective analysis. The Second Edition includes: * a chapter covering power analysis in set correlation and multivariate methods; * a chapter considering effect size, psychometric reliability, and the efficacy of "qualifying" dependent variables and; * expanded power and sample size tables for multiple regression/correlation.
2021 ASHE/CIHE Award for Significant Research on International Higher Education U.S. Power in International Higher Education explores how internationalization in higher education is not just an educational endeavor, but also a geopolitical one. By centering and making explicit the role of power, the book demonstrates the United States’s advantage in international education as well as the changing geopolitical realities that will shape the field in the future. The chapter authors are leading critical scholars of international higher education, with diverse scholarly ties and professional experiences within the country and abroad. Taken together, the chapters provide broad trends as well as in-depth accounts about how power is evident across a range of key international activities. This book is intended for higher education scholars and practitioners with the aim of raising greater awareness on the unequal power dynamics in internationalization activities and for the purposes of promoting more just practices in higher education globally.
This book addresses sample size and power in the context of research, offering valuable insights for graduate and doctoral students as well as researchers in any discipline where data is generated to investigate research questions. It explains how to enhance the authenticity of research by estimating the sample size and reporting the power of the tests used. Further, it discusses the issue of sample size determination in survey studies as well as in hypothesis testing experiments so that readers can grasp the concept of statistical errors, minimum detectable difference, effect size, one-tail and two-tail tests and the power of the test. The book also highlights the importance of fixing these boundary conditions in enhancing the authenticity of research findings and improving the chances of research papers being accepted by respected journals. Further, it explores the significance of sample size by showing the power achieved in selected doctoral studies. Procedure has been discussed to fix power in the hypothesis testing experiment. One should usually have power at least 0.8 in the study because having power less than this will have the issue of practical significance of findings. If the power in any study is less than 0.5 then it would be better to test the hypothesis by tossing a coin instead of organizing the experiment. It also discusses determining sample size and power using the freeware G*Power software, based on twenty-one examples using different analyses, like t-test, parametric and non-parametric correlations, multivariate regression, logistic regression, independent and repeated measures ANOVA, mixed design, MANOVA and chi-square.
This book examines the power relationships that organize and facilitate quality assurance in higher education. It investigates power in terms of macro systems of accountability, surveillance and regulation, and uncovers the ways in which quality is experienced by academics and managers in higher education. Louise Morley reveals some of the hidden transcripts behind quality assurance and poses significant questions: * What signs of quality in higher education are being performed and valued? * What losses, gains, fears and anxieties are activated by the procedures? * Is the culture of excellence resulting in mediocrity? Quality and Power in Higher Education covers a wide range of issues including: the policy contexts, new managerialism, the costs of quality assurance, collegiality, peer review, gender and equity implications, occupational stress, commodification and consumer values in higher education, performance, league tables, benchmarking, increasing workloads and the long-term effects on the academy. It draws upon Morley's empirical work in the UK on international studies and on literature from sociology, higher education studies, organization studies and feminist theory. It is important reading for students and scholars of higher education policy and practice, and for university managers and policy-makers.
Aims to maximize students' potential for success in college and in life. Using the class-tested principles of the POWER system (Prepare, Organize, Work, Evaluate, and Rethink), this book includes assessments, critical thinking questions, an emphasis on academic honesty and integrity, and also focuses on service learning.
A most significant text that says something new about how student achievement is shaped. Richard Teese cuts across much of the recent talk about reform and allows us to think about the issues afresh. His findings will fascinate all. Professor Simon Marginson, Monash University This eye-opening study of Australian secondary education looks beyond clichés about ‘excellence’ to analyse the historically specific nature of the scholarly ideal against which successive generations of Australian students have been judged. Drawing on a wealth of strikingly original research, Richard Teese offers a penetrating analysis of Victorian secondary schooling in the half-century after World War Two. This was a era in which higher secondary schooling ceased to be the preserve of an elite and emerged as a system of mass education. It was also a period marked by successive waves of reform in curriculum and assessment. Yet, at the end of it all, Australians have been left with a sharply polarised system of schooling in which the most economically vulnerable populations of young people are also those most at risk of educational failure. This book asks the hard questions. Are our systems of secondary teaching -- and the expectations they place on students -- anachronistic in an age of mass education? How far is the curriculum itself responsible for the manifest disparities in achievement between sectors and regions, and between boys and girls? What has been the universities’ role in the process of reform and counter-reform? And what have all these upheavals implied for the practice of teaching?
"It is rare for any research methodology book to cover so much ground, and contain so many different kinds of resources between two covers." Journal of Education for Teaching "As a guide for new and inexperienced researchers, it is second to none." British Journal of Educational Studies Doing Early Childhood Research demystifies the research process. An international team of experienced researchers shows how to select methods which are appropriate for working with young children in early childhood settings or at home. They provide a thorough introduction to the most common research methods used in the early childhood context. Reflecting the multidisciplinary nature of much early childhood research, they cover a wide range of conventional and newer methods including observation, small surveys, interviews with adults and children, action research, ethnography and quasi-experimental approaches. They explain clearly how to set up research projects which are theoretically grounded, well-designed, rigorously analysed, feasible and ethically based. Each chapter is illustrated with examples. Widely used by early childhood researchers in many countries, this second edition of Doing Early Childhood Research has been fully revised. It includes new chapters on beginning research, mixed methods research, interviewing children, and working with Indigenous children, and also new case study chapters. It is essential reading for novice, initial career and experienced researchers. Contributors Maria Assunção Folque, Sue Atkinson-Lopez, Mindy Blaise, Liane Brow, Margaret Coady, Audrey D’Souza Juma, Anne Edwards, Sue Emmett, Susan Grieshaber, Linda Harrison, Alan Hayes, Patrick Hughes, Glenda Mac Naughton, Karen Martin, Sharne A. Rolfe, Iram Siraj-Blatchford, John Siraj-Blatchford, Louise Taylor, Teresa Vasconcelos
"Discusses how colonial dominance in Indonesia, and in particular on Java, was legitimized and maintained as well as negotiated and contested through the everyday staging and public performance of power between colonizer and colonized, for instance through changes in language, etiquette, deference rituals, dress, consumer patterns, and lifestyles"--
The only first-year experience text with a unifying system for critical thinking and problem solving,P.O.W.E.R. Learningmaximizes students’ potential for success in college and in life. Using the simple, class-tested principles of the P.O.W.E.R (Prepare, Organize, Work, Evaluate, and Rethink) system, students gain a sense of mastery and achievement as they move through the text, and with the growth of their confidence comes the increased intellectual enthusiasm and personal discipline needed for them to excel. The third edition ofP.O.W.E.R Learninghas been substantially revised to include new assessments, critical thinking questions, an emphasis on academic honesty and integrity, and the importance of service learning.