This book makes clear that, for better or worse, these schools now define the standards of youthful accomplishment in American culture more generally.

    As the author explains, learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach, and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.

      Writing a college admissions essay is no easy task—but with college essay coach and New York Times contributor Alan Gelb’s accessible and encouraging step-by-step instructions, you’ll be able to write an honest, one-of-a-kind essay that really shines. Gelb’s ten-step approach has garnered great results for the students who have tried it, many of whom were accepted into their dream schools (Harvard, Brown, Yale, and more). This to-the-point handbook shows you how to identify an engaging essay topic, and then teaches you how to use creative writing techniques to craft a narrative that expresses your unique personality, strengths, and goals. Whether you’re an A-student looking for an extra boost or a less-confident writer who needs more intensive help, Gelb’s reassuring and concise guidance will help you every step of the way, from your initial draft to final revision. In the end, you will have a well-polished, powerful, and profound personal statement that you can feel proud of—a college essay that doesn’t feel “pre-fab,” but is a real reflection of your own individuality.

    From Parker Palmer, best-selling author of The Courage to Teach, and Arthur Zajonc, professor of physics at Amherst College and director of the academic program of the Center for Contemplative Mind in Society, comes this call to revisit the roots and reclaim the vision of higher education. The Heart of Higher Education proposes an approach to teaching and learning that honors the whole human being--mind, heart, and spirit--an essential integration if we hope to address the complex issues of our time. The book offers a rich interplay of analysis, theory, and proposals for action from two educators and writers who have contributed to developing the field of integrative education over the past few decades.Presents Parker Palmer's powerful response to critics of holistic learning and Arthur Zajonc's elucidation of the relationship between science, the humanities, and the contemplative traditions Explores ways to take steps toward making colleges and universities places that awaken the deepest potential in students, faculty, and staff Offers a practical approach to fostering renewal in higher education through collegiality and conversation The Heart of Higher Education is for all who are new to the field of holistic education, all who want to deepen their understanding of its challenges, and all who want to practice and promote this vital approach to teaching and learning on their campuses.

    Cambridge International AS and A Level Physics covers all the material required for the Cambridge syllabus. The accompanying Student's CD-ROM includes many more questions linked to each chapter, including multiple choice, how to tackle the examinations, and animations, a glossary and summaries. A Teacher's Resource CD-ROM is also available and includes answers to all questions in the Coursebook, together with worksheets describing practical work linked to each chapter in the book.

    Although policy talk has sounded a millennial tone, the actual reforms have been gradual and incremental. Tinkering toward Utopia documents the dynamic tension between Americans' faith in education as a panacea and the moderate pace of change in educational practices.In this book, David Tyack and Larry Cuban explore some basic questions about the nature of educational reform. Why have Americans come to believe that schooling has regressed? Have educational reforms occurred in cycles, and if so, why? Why has it been so difficult to change the basic institutional patterns of schooling? What actually happened when reformers tried to reinvent schooling?Tyack and Cuban argue that the ahistorical nature of most current reform proposals magnifies defects and understates the difficulty of changing the system. Policy talk has alternated between lamentation and overconfidence. The authors suggest that reformers today need to focus on ways to help teachers improve instruction from the inside out instead of decreeing change by remote control, and that reformers must also keep in mind the democratic purposes that guide public education.

    Yet the corporatisation of the contemporary university has sped up the clock, demanding increased speed and efficiency from faculty regardless of the consequences for education and scholarship.In The Slow Professor, Maggie Berg and Barbara K. Seeber discuss how adopting the principles of the Slow movement in academic life can counter this erosion of humanistic education. Focusing on the individual faculty member and his or her own professional practice, Berg and Seeber present both an analysis of the culture of speed in the academy and ways of alleviating stress while improving teaching, research, and collegiality. The Slow Professor will be a must-read for anyone in academia concerned about the frantic pace of contemporary university life.

    From working with and managing multiple layers to using layers to enhance and retouch photos, this Photoshop guru covers it all.

    

    In a readable and often-amusing narrative, Gerald Graff shows that the heated conflicts of our recent culture wars echo—and often recycle—controversies over how literature should be taught that began more than a century ago. Updated with a new preface by the author that addresses many of the provocative arguments raised by its initial publication, Professing Literature remains an essential history of literary pedagogy and a critical classic.“Graff’s history. . . is a pathbreaking investigation showing how our institutions shape literary thought and proposing how they might be changed.”— The Norton Anthology of Theory and Criticism

    Stake uses and annotates an actual case study to answer such questions as: How is the case selected? How do you select the case which will maximize what can be learned? How can what is learned from one case be applied to another? How can what is learned from a case be interpreted? In addition, the book covers: the differences between quantitative and qualitative approaches; data-gathering including document review; coding, sorting and pattern analysis; the roles of the researcher; triangulation; and reporting.

    It will provide scholars with a comprehensive and inclusive overview of the most important student development theories and related research, including new approaches with which they may not be familiar, particularly related to social identity development. Most importantly, it will assist student affairs professionals in designing individual, group, and institutional approaches to work more effectively with students at various developmental levels and to facilitate student growth. This second edition includes the "foundational theories" of student development found in the first edition, but also offers newer integrative social identity theories that look at student development in a more holistic way. These theories are critical for understanding the diverse student populations of the twenty-first century.TABLE OF CONTENTSPrefacePart One: Understanding and Using Student Development TheoryPart Two: Foundational TheoriesPart Three: Integrative TheoriesPart Four: Social Identity DevelopmentReferences

    This includes further education, adult and community learning, work-based learning, the forces and offender learning and skills. It is easy to read with plenty of practical activities and examples throughout and the content is fully linked to the Teacher Training Standards. Please note: This book has since been updated to reflect the new title of the qualification: The Award in Education and Training.The qualification unit content contained in the appendices has since changed, and some legislation mentioned in the book has been updated.

    Their groundbreaking new reader, Writing About Writing, does exactly that, by encouraging students to draw on what they know in order to contribute to ongoing conversations about writing and literacy. Class-tested by thousands of students, Writing about Writing presents accessible writing studies research by authors such as Donald Murray, Mike Rose, and Deborah Brandt, together with popular texts by authors such as Malcolm X, Sherman Alexie, and Junot Díaz. Throughout the book, friendly explanations and scaffolded questions help students connect to readings and — even more important — develop knowledge about writing they can use at work, in their everyday lives, and in college. The conversation on writing about writing continues on the authors' blog, Write On: Notes on Writing about Writing (a channel on Bedford Bits, Bedford/St.Martin's blog for teachers of writing).

    It provides clear, simple explanations and concrete examples of complex concepts, making a wide variety of commonly used critical theories accessible to novices without sacrificing any theoretical rigor or thoroughness.This new edition provides in-depth coverage of the most common approaches to literary analysis today: feminism, psychoanalysis, Marxism, reader-response theory, new criticism, structuralism and semiotics, deconstruction, new historicism, cultural criticism, lesbian/gay/queer theory, African American criticism, and postcolonial criticism. The chapters provide an extended explanation of each theory, using examples from everyday life, popular culture, and literary texts; a list of specific questions critics who use that theory ask about literary texts; an interpretation of F. Scott Fitzgerald's The Great Gatsby through the lens of each theory; a list of questions for further practice to guide readers in applying each theory to different literary works; and a bibliography of primary and secondary works for further reading.