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This volume of case studies is the companion volume to Jane Vella's 'Learning to Listen, Learning to Teach'. It demonstrates how educators have used Jane Vella's methods in their own work.
First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.
Beyond Free College outlines an audacious national agenda—consistent with, but far more comprehensive than, the current “free college” movement—that builds on the best of US higher education’s populist history such as the G.I. Bill and the community college transfer function. The authors align a wide constellation of higher education trends—online learning, prior learning assessment, competency-based learning, high school college-credit— with a rapidly shifting student transfer environment that privileges college credit as the pivotal educational catalyst to boost access and completion. The book’s agenda seeks greater productive investment in postsecondary education by privileging a single metric—lower-cost-per-degree-granted—as the animating driver of a transfer pathway that will fulfill the potential of its historical, progressive innovators. Beyond Free College’s goal is as simple as it is urgent: To galvanize higher education advocates in an effort to reorganize, reorient, and reignite the transfer function to serve the needs of a neotraditional student population that now constitutes the majority of college-goers in America; and in ways that advance completion, not just access to higher education.
“This book merits every American’s serious consideration” (Vice President Joe Biden): from the Secretary of Education under President Obama, an exposé of the status quo that helps maintain a broken system at the expense of our kids’ education, and threatens our nation’s future. “Education runs on lies. That’s probably not what you’d expect from a former Secretary of Education, but it’s the truth.” So opens Arne Duncan’s How Schools Work, although the title could just as easily be How American Schools Work for Some, Not for Others, and Only Now and Then for Kids. Drawing on nearly three decades in education—from his mother’s after-school program on Chicago’s South Side to his tenure as Secretary of Education in Washington, DC—How Schools Work follows Arne (as he insists you call him) as he takes on challenges at every turn: gangbangers in Chicago housing projects, parents who call him racist, teachers who insist they can’t help poor kids, unions that refuse to modernize, Tea Partiers who call him an autocrat, affluent white progressive moms who hate yearly tests, and even the NRA, which once labeled Arne the “most extreme anti-gun member of President Obama’s Cabinet.” Going to a child’s funeral every couple of weeks, as he did when he worked in Chicago, will do that to a person. How Schools Work exposes the lies that have caused American kids to fall behind their international peers, from early childhood all the way to college graduation rates. But it also identifies what really does make a school work. “As insightful as it is inspiring” (Washington Book Review), How Schools Work will embolden parents, teachers, voters, and even students to demand more of our public schools. If America is going to be great, then we can accept nothing less.
"Renewing workers' education focuses on educational methods created by workers for workers. It extends beyond trade unions to include a range of educational initiatives aimed at the working class including working class women, casual and informal sector workers, migrant workers, and workers' political parties. This book fills a gap in the South African literature on workers' education and documents the recent history as well as current practices and perspectives, including some international experiences. It explores conceptual tools that may assist in reflecting on and theorising the practice of workers' education and analyses current challenges. This captivating book also seeks to inform future policy and practices on workers' education and is key for those who wish to reinvigorate and contribute to building an alternative future for workers' education." --Back cover.
Uncovers the labor exploitation occurring in universities across the country As much as we think we know about the modern university, very little has been said about what it's like to work there. Instead of the high-wage, high-profit world of knowledge work, most campus employees—including the vast majority of faculty—really work in the low-wage, low-profit sphere of the service economy. Tenure-track positions are at an all-time low, with adjuncts and graduate students teaching the majority of courses. This super-exploited corps of disposable workers commonly earn fewer than $16,000 annually, without benefits, teaching as many as eight classes per year. Even undergraduates are being exploited as a low-cost, disposable workforce. Marc Bousquet, a major figure in the academic labor movement, exposes the seamy underbelly of higher education—a world where faculty, graduate students, and undergraduates work long hours for fast-food wages. Assessing the costs of higher education's corporatization on faculty and students at every level, How the University Works is urgent reading for anyone interested in the fate of the university.
Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.
This book challenges the conventional wisdom that greater schooling and skill improvement leads to higher wages, that income inequality falls with wider access to schooling, and that the Information Technology revolution will re-ignite worker pay. Indeed, the econometric results provide no evidence that the growth of skills or educational attainment has any statistically significant relation to earnings growth or that greater equality in schooling has led to a decline in income inequality. Results also indicate that computer investment is negatively related to earnings gains and positively associated with changes in both income inequality and the dispersion of worker skills. The findings reports here have direct relevance to ongoing policy debates on educational reform in the U.S.
This, the first comprehensive academic volume on vocational education and training (VET) or career and technical education in the United States, features insights into a variety of issues in this field of research. The international reader will find an up-to-date synthesis as well as a critical analysis of the relevant history, philosophy, governance, legislation and organizational structures. The coverage is structured according to the benchmarks applied to, as well as the theoretical discussions around, VET. The topics covered all have a strong contemporary relevance and include education versus qualification, the American community college, the issue of localization versus globalization in governance, vocationalism in higher education, career guidance and career counselling, and apprenticeships in the U.S. This book supports the assertion of the relevance of career and technical education —both for the individual and the labour market. Scholars, policy makers and practitioners interested in issues of vocational education and training, technical education, and career education will find this collection of critical and reflective discussions very useful in any analysis of the features of VET approaches taken in America.
Skilled technical occupationsâ€"defined as occupations that require a high level of knowledge in a technical domain but do not require a bachelor's degree for entryâ€"are a key component of the U.S. economy. In response to globalization and advances in science and technology, American firms are demanding workers with greater proficiency in literacy and numeracy, as well as strong interpersonal, technical, and problem-solving skills. However, employer surveys and industry and government reports have raised concerns that the nation may not have an adequate supply of skilled technical workers to achieve its competitiveness and economic growth objectives. In response to the broader need for policy information and advice, Building America's Skilled Technical Workforce examines the coverage, effectiveness, flexibility, and coordination of the policies and various programs that prepare Americans for skilled technical jobs. This report provides action-oriented recommendations for improving the American system of technical education, training, and certification.