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This book offers concrete descriptions of practical and proven ways of using time, space, materials, and activites that embody new standards.
"While the federal government seeks to promote educational attainment and equity through its extensive investment in student financial aid, states have primary responsibility for policies that affect the educational attainment of their populations. Despite the centrality of state policy, however, we know relatively little about the relationship between state policy and these outcomes. This book addresses this knowledge gap. Drawing on data collected from descriptive case studies of the relationship between public policy and higher education performance in five states (Georgia, Illinois, Maryland, Texas, and Washington), this book offers a more complete conceptual framework for understanding how state public policy can promote educational attainment. The resulting framework has five central tenets that help us understanding how to improve overall educational attainment and increase equity in that attainment. At its core, the model assumes that higher education performance is determined by effective state policy leadership for higher education. The book also illustrates the need for state policies that reduce the cumulative negative implications of policies that perpetuate differences in educational outcomes across groups and that proactively address the barriers that limit educational attainment for underachieving groups. This book has important implications for public policymakers, college and university leaders, educational researchers and others who are interested in understanding how public policy can improve educational attainment and equity in attainment across groups"-- Provided by publisher.
"One of the striking ways in which state governments have pursued better performance in public higher education is through the use of performance funding. Performance funding involves tying state support directly to institutional performance on specific outcomes such as rates of graduation and job placement. The principal rationale for performance funding has been that the introduction of market-like forces will prod institutions to become more efficient, delivering "more bang for the buck." Kevin Dougherty, an expert on state performance funding, finds its development puzzling. First, despite the great interest in it, only half the states have ever adopted performance funding for higher education. Moreover, of the states that did adopt performance funding, over half later dropped it. Finally, in the states that have retained performance funding over a long period of time, their programs have undergone considerable changes in the amount of state funding they devote to performance funding and in the content of the indicators they use to allocate that funding. In spite of this, performance funding continues to attract interest as a way of improving educational outcomes. This book, based on an extensive ten-state study, aims to shed light on the social and political factors affecting the origins, evolution, and demise of these programs"--
Relates the early history of the University of Georgia from its founding in 1785 through the Reconstruction era. In this history of America's first chartered state university, the author recounts, among other things, how Athens was chosen as the university's location; how the state tried to close the university and refused to give it a fixed allowance until long after the Civil War; the early rules and how students invariably broke them; the days when the Phi Kappa and Demosthenian literary societies ruled the campus; and the vast commencement crowds that overwhelmed Athens to feast on oratory and watermelons.
Preparing to Teach Writing, Fourth Edition is a comprehensive survey of theories, research, and methods associated with teaching composition successfully at the middle, secondary, and college levels. Research and theory are examined with the aim of informing teaching. Practicing and prospective writing teachers need the information and strategies this text provides to be effective and well prepared for the many challenges they will face in the classroom. Features Current—combines discussions and references to foundational studies that helped define the field of rhetoric and composition, with updated research, theories, and applications Research based—thorough examination of relevant research in education, literacy, cognition, linguistics, and grammar Steadfast adherence to best practices based on how students learn and on how to provide the most effective writing instruction A Companion Website provides sample assignments and student papers that can be analyzed using the research and theory presented in the text.
Online Distance Education: Towards a Research Agenda offers a systematic overview of the major issues, trends, and areas of priority in online distance education research. In each chapter, an international expert or team of experts provides an overview of one timely issue in online distance education, summarizing major research on the topic, discussing theoretical insights that guide the research, posing questions and directions for future research, and discussing the implications for distance education practice as a whole. Intended as a primary reference and guide for distance educators, researchers, and policymakers, Online Distance Education addresses aspects of distance education practice that have often been marginalized, including issues of cost and economics, concerns surrounding social justice, cultural bias, the need for faculty professional development, and the management and growth of learner communities. At once soundly empirical and thoughtfully reflective, yet also forward-looking and open to new approaches to online and distance teaching, this text is a solid resource for researchers in a rapidly expanding discipline.
Factual and entertaining, compact and easy to follow, A Walking Tour of the University of Georgia takes the reader on a leisurely tour of the campus, its history and heritage. When the Georgia legislature chartered the nation's first state university in 1785, the town of Athens was a wilderness. The first university classes, in 1801, were held in a log cabin, and no permanent structure was built until Franklin College--now Old College--was completed in 1806. Since that time, the university has expanded vigorously. The buildings of the University of Georgia--spread over several miles and encompassing many architectural styles--range from the federal style of Demosthenian Hall and the classical design of Brooks Hall to the glass dome and marble of Butts-Mehre Heritage Hall. F.N. Boney's A Walking Tour of the University of Georgia guides the reader through the entire campus, offering easy-to-follow maps, photographs, and histories of most structures, as well as information about former students, college life, and the city of Athens.
Amid changing economic and social contexts, radical changes have occurred in public higher education policies over the past three decades. Public Policy and Higher Educationprovides readers with new ways to analyze these complex state policies and offers the tools to examine how policies affect students’ access and success in college. Rather than arguing for a single approach, the authors examine how policymakers and higher education administrators can work to inform and influence change within systems of higher education using research-based evidence along with consideration of political and historical values and beliefs. Special Features: Case Studies—allow readers to examine strategies used by different types of colleges to improve access and retention. Reflective Exercises—encourage readers to discuss state and campus context for policy decisions and to think about the strategies used in a state or institution. Approachable Explanations—unpack complex public policies and financial strategies for readers who seek understanding of public policy in higher education. Research-Based Recommendations—explore how policymakers, higher education administrators and faculty can work together to improve quality, diversity, and financial stewardship. This textbook is an invaluable resource for graduate students, administrators, policymakers, and researchers who seek to learn more about the crucial contexts underlying policy decisions and college access.
This book focuses on critical issues and perspectives concerning globally mobile students, aspects that have grown in importance thanks to major geopolitical, economic, and technological changes around the globe (i.e., in and across major origins and destinations of international students). Over the past few decades, the field of international higher education and scholarship has developed robust areas of research that guide current policy, programs, and pedagogy. However, many of the established narratives and wisdoms that dominate research agendas, scope, and foci have become somewhat ossified and are unable to reflect recent political upheavals and other changes (e.g. the Brexit, Trump era, and Belt and Road Initiative) that have disrupted a number of areas including mobility patterns and recruitment practices, understanding and supporting students, engagement of global mobile students with their local counterparts, and the political economy of international education at large. By re-assessing established issues and perspectives in light of the emerging global/local situations, the contributing authors – all experts on international education – share insights on policies and practices that can help adapt to emerging challenges and opportunities for institutions, scholars, and other stakeholders in international higher education. Including theoretical, empirical, and practitioner-based methods and perspectives provided by scholars from around the world, the book offers a unique and intriguing resource.