Download Free Reconstructing Undergraduate Education Book in PDF and EPUB Free Download. You can read online Reconstructing Undergraduate Education and write the review.

This book is designed to introduce professors and administrators in higher education to the philosophical, theoretical, and research support for using a constructivist perspective on learning to guide the reconstruction of undergraduate education. It presents an original framework for systematically linking educational philosophy and learning theories to their implications for teaching practice. In this volume, Innes summarizes the sources he found most useful in developing his own set of teaching principles and course development process, and makes an argument for a particular perspective on learning--transactional constructivism--which is consistent with the philosophy of John Dewey and supported by current theory and research in learning science. Transactional constructivism, a combined approach, builds on the strengths of two competing views: psychological constructivism and the sociocultural perspective. Reconstructing Undergraduate Education: Using Learning Science to Design Effective Courses: *overviews the philosophical and theoretical underpinnings of the teaching model that is the focus of the volume; *presents a summary of Dewey's educational philosophy and connects his work to current theory and research in learning science; *examines psychological constructivism, one of the basic positions within the range of learning theories that takes a constructivist perspective; *offers a case study example of a course designed and taught from this perspective; *reviews the sociocultural and the transactional constructivist perspectives; *explores the quality of dialogue and disciplinary discourse in the classroom--an issue that is critical to the success of models derived from a transactional constructivist perspective on learning; and *explores broader issues related to reform in higher education. This volume is a vital resource for all professionals involved in undergraduate education.
Detailed study of transformations in the teaching and research priorities of universities worldwide, examining how these changes correspond to globally institutionalized understandings of reality.
James Anderson critically reinterprets the history of southern black education from Reconstruction to the Great Depression. By placing black schooling within a political, cultural, and economic context, he offers fresh insights into black commitment to education, the peculiar significance of Tuskegee Institute, and the conflicting goals of various philanthropic groups, among other matters. Initially, ex-slaves attempted to create an educational system that would support and extend their emancipation, but their children were pushed into a system of industrial education that presupposed black political and economic subordination. This conception of education and social order--supported by northern industrial philanthropists, some black educators, and most southern school officials--conflicted with the aspirations of ex-slaves and their descendants, resulting at the turn of the century in a bitter national debate over the purposes of black education. Because blacks lacked economic and political power, white elites were able to control the structure and content of black elementary, secondary, normal, and college education during the first third of the twentieth century. Nonetheless, blacks persisted in their struggle to develop an educational system in accordance with their own needs and desires.
The Civil War transformed American life. Not only did thousands of men die on battlefields and millions of slaves become free; cultural institutions reshaped themselves in the context of the war and its aftermath. The first book to examine the Civil War's immediate and long-term impact on higher education, Reconstructing the Campus begins by tracing college communities' responses to the secession crisis and the outbreak of war. Students made supplies for the armies or left campus to fight. Professors joined the war effort or struggled to keep colleges open. The Union and Confederacy even took over some campuses for military use. Then moving beyond 1865, the book explores the war's long-term effects on colleges. Michael David Cohen argues that the Civil War and the political and social conditions the war created prompted major reforms, including the establishment of a new federal role in education. Reminded by the war of the importance of a well-trained military, Congress began providing resources to colleges that offered military courses and other practical curricula. Congress also, as part of a general expansion of the federal bureaucracy that accompanied the war, created the Department of Education to collect and publish data on education. For the first time, the U.S. government both influenced curricula and monitored institutions. The war posed special challenges to Southern colleges. Often bereft of students and sometimes physically damaged, they needed to rebuild. Some took the opportunity to redesign themselves into the first Southern universities. They also admitted new types of students, including the poor, women, and, sometimes, formerly enslaved blacks. Thus, while the Civil War did great harm, it also stimulated growth, helping, especially in the South, to create our modern system of higher education.
Attempts to understand various aspects of the empirical world often rely on modelling processes that involve a reconstruction of systems under investigation. Typically the reconstruction uses mathematical frameworks like gauge theory and renormalization group methods, but more recently simulations also have become an indispensable tool for investigation. This book is a philosophical examination of techniques and assumptions related to modelling and simulation with the goal of showing how these abstract descriptions can contribute to our understanding of the physical world. Particular issues include the role of fictional models in science, how mathematical formalisms can yield physical information, and how we should approach the use of inconsistent models for specific types of systems. It also addresses the role of simulation, specifically the conditions under which simulation can be seen as a technique for measurement, replacing more traditional experimental approaches. Inherent worries about the legitimacy of simulation "knowledge" are also addressed, including an analysis of verification and validation and the role of simulation data in the search for the Higgs boson. In light of the significant role played by simulation in the Large Hadron Collider experiments, it is argued that the traditional distinction between simulation and experiment is no longer applicable in some contexts of modern science. Consequently, a re-evaluation of the way and extent to which simulation delivers empirical knowledge is required. "This is a, lively, stimulating, and important book by one of the main scholars contributing to current topics and debates in our field. It will be a major resource for philosophers of science, their students, scientists interested in examining scientific practice, and the general scientifically literate public."-Bas van Fraassen, Distinguished Professor of Philosophy, San Francisco State University
Between 1945 and 1990 the United States built the largest and most productive higher education system in world history. Over the last two decades, however, dramatic budget cuts to public academic services and skyrocketing tuition have made college completion more difficult for many. Nevertheless, the democratic promise of education and the global competition for educated workers mean ever growing demand. Remaking College considers this changing context, arguing that a growing accountability revolution, the push for greater efficiency and productivity, and the explosion of online learning are changing the character of higher education. Writing from a range of disciplines and professional backgrounds, the contributors each bring a unique perspective to the fate and future of U.S. higher education. By directing their focus to schools doing the lion's share of undergraduate instruction—community colleges, comprehensive public universities, and for-profit institutions—they imagine a future unencumbered by dominant notions of "traditional" students, linear models of achievement, and college as a four-year residential experience. The result is a collection rich with new tools for helping people make more informed decisions about college—for themselves, for their children, and for American society as a whole.
Urban regime theory has gained a dominant position in the literature on local politics in the United States and its use in comparative cross-national research despite its cited shortcomings. In Reconstructing Urban Regime Theory, editor Mickey Lauria presents a challenging argument for the need to reconceptualize urban regime's middle-level abstraction by interpreting it through the lens of the higher-level abstraction of regulationist theory. The noted contributors to this volume propose stronger conceptual linkages between local agents and institutions, regime transformation, and the restructuring of urban space. The blend of empirical and case-study chapters provide an excellent mix of theory and practice that makes Reconstructing Urban Regime Theory well suited to a broad spectrum of upper-level undergraduate courses covering urban studies, political science, sociology, and geography as well as a rich resource for academics and researchers in these fields.
The classic work of American history by the renowned author of From Slavery to Freedom, with a new introduction by historian Eric Foner. First published in 1961, John Hope Franklin’s revelatory study of the Reconstruction Era is a landmark work of history, exploring the role of former slaves and dispelling longstanding popular myths about corruption and Radical rule. Looking past dubious scholarship that had previously dominated the narrative, Franklin combines astute insight and careful research to provide an accurate, comprehensive portrait of the era. Franklin’s arguments concerning the brevity of the North’s occupation, the limited power wielded by former slaves, the influence of moderate southerners, the flawed constitutions of the radical state governments, and the downfall of Reconstruction remain compelling today. This new edition of Reconstruction after the Civil War also includes a foreword by Eric Foner and a perceptive essay by Michael W. Fitzgerald.
Tracing the first two decades of state-funded African American schools, Educational Reconstruction addresses the ways in which black Richmonders, black Mobilians, and their white allies created, developed, and sustained a system of African American schools following the Civil War. Hilary Green proposes a new chronology in understanding postwar African American education, examining how urban African Americans demanded quality public schools from their new city and state partners. Revealing the significant gains made after the departure of the Freedmen’s Bureau, this study reevaluates African American higher education in terms of developing a cadre of public school educator-activists and highlights the centrality of urban African American protest in shaping educational decisions and policies in their respective cities and states.
In this lucid book an eminent scholar, teacher, and author takes a critical look at the nature and direction of English studies in America. Robert Scholes offers a thoughtful and witty intervention in current debates about educational and cultural values and goals, showing how English came to occupy its present place in our educational system, diagnosing the educational illness he perceives in today’s English departments, and recommending theoretical and practical changes in the field of English studies. Scholes’s position defies neat labels—it is a deeply conservative expression of the wish to preserve the best in the English tradition of verbal and textual studies, yet it is a radical argument for reconstruction of the discipline of English. The book begins by examining the history of the rapid rise of English at two American universities—Yale and Brown—at the end of the nineteenth and beginning of the twentieth century. Scholes argues that the subsequent fall of English—discernible today in college English departments across the United States—is the result of both cultural shifts and changes within the field of English itself. He calls for a fundamental reorientation of the discipline—away from political or highly theoretical issues, away from a specific canon of texts, and toward a canon of methods, to be used in the process of learning how to situate, compose, and read a text. He offers an eloquent proposal for a discipline based on rhetoric and the teaching of reading and writing over a broad range of literatures, a discipline that includes literariness but is not limited to it.