Author: University of Michigan. School of Education
Publisher:
ISBN:
Category :
Languages : en
Pages : 12

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Book Description

Author: University of Michigan. School of Education
Publisher:
ISBN:
Category :
Languages : en
Pages : 36

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Book Description

Author: Raymond J. Wlodkowski
Publisher: John Wiley and Sons
ISBN: 0787968935
Category : Education
Languages : en
Pages : 240

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Book Description
In this comprehensive resource, Raymond J. Wlodkowski and Margery B. Ginsberg describe how to meet the challenge of teaching intensive and accelerated courses to nontraditional learners and working adults. By making motivation and cultural relevance essential to instruction, they clearly show what instructors can do to enhance learning in classes that can last from three to six hours. Teaching Intensive and Accelerated Courses makes full use of the authors' twenty years of experience researching and teaching accelerated courses, along with selected strategies from Wlodkowski's classic Enhancing Adult Motivation to Learn, to offer tried-and-true practices instructors can use to provide continuously engaging learning.

Author:
Publisher:
ISBN:
Category : Evening and continuation schools
Languages : en
Pages : 496

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Book Description

Author: Judy H. Katz
Publisher: University of Oklahoma Press
ISBN: 9780806114668
Category : Social Science
Languages : en
Pages : 228

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Book Description
Stage 1.

Author: Von V. Pittman
Publisher: SAGE Publications, Incorporated
ISBN:
Category : Education
Languages : en
Pages : 164

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Book Description
Are you considering graduate school as a way to further your career? Are you already pursuing an advanced degree part time? If so, Surviving Graduate School Part Time is a must read. If you are at the point in your career when a graduate degree is needed as a professional credential, the prospect of graduate school may seem daunting and ill-timed. You may already work long hours in order to establish your career and have probably made major financial commitments, such as the purchase of a home, or an automobile, in addition to paying off undergraduate loans. This practical volume addresses the concerns of the working professional seeking a graduate degree while trying to maintain career and family responsibilities. The helpful information, advice, and short cuts author Von V. Pttman provides are gleaned from nearly 20 years of service in the continuing education divisions at three major state universities. Beginning with an overview of the development of graduate school as a part-time phenomenon, the author goes on to explore practical matters such as choices of schools and programs as well as strategies to help cut throughùor cope withùuniversity bureaucracies and financing. The author also includes appendixes that provide valuable information regarding regional accrediting associations, academic guidelines, entrance exam preparation, and financial aid.

Author: David W. Leslie
Publisher: Greenwood
ISBN:
Category : Education
Languages : en
Pages : 168

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Book Description

Author: Christine E. Sleeter
Publisher: Multicultural Education
ISBN: 0807763454
Category : Education
Languages : en
Pages : 177

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Book Description
"Drawing on Christine Sleeter's review of research on the academic and social impact of ethnic studies commissioned by the National Education Association, this book will examine the value and forms of teaching and researching ethnic studies. The book employs a diverse conceptual framework, including critical pedagogy, anti-racism, Afrocentrism, Indigeneity, youth participatory action research, and critical multicultural education. The book provides cases of classroom teachers to 'illustrate what such conceptual framework look like when enacted in the classroom, as well as tensions that spring from them within school bureaucracies driven by neoliberalism.' Sleeter and Zavala will also outline ways to conduct research for 'investigating both learning and broader impacts of ethnic research used for liberatory ends'"--

Author: Anthony Abraham Jack
Publisher: Harvard University Press
ISBN: 0674239660
Category : Education
Languages : en
Pages : 464

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Book Description
An NPR Favorite Book of the Year Winner of the Critics’ Choice Book Award, American Educational Studies Association Winner of the Mirra Komarovsky Book Award Winner of the CEP–Mildred García Award for Exemplary Scholarship “Eye-opening...Brings home the pain and reality of on-campus poverty and puts the blame squarely on elite institutions.” —Washington Post “Jack’s investigation redirects attention from the matter of access to the matter of inclusion...His book challenges universities to support the diversity they indulge in advertising.” —New Yorker “The lesson is plain—simply admitting low-income students is just the start of a university’s obligations. Once they’re on campus, colleges must show them that they are full-fledged citizen.” —David Kirp, American Prospect “This book should be studied closely by anyone interested in improving diversity and inclusion in higher education and provides a moving call to action for us all.” —Raj Chetty, Harvard University The Ivy League looks different than it used to. College presidents and deans of admission have opened their doors—and their coffers—to support a more diverse student body. But is it enough just to admit these students? In this bracing exposé, Anthony Jack shows that many students’ struggles continue long after they’ve settled in their dorms. Admission, they quickly learn, is not the same as acceptance. This powerfully argued book documents how university policies and campus culture can exacerbate preexisting inequalities and reveals why some students are harder hit than others.

Author: Frank C. Adams
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 296

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Book Description
The history of financial assistance to students in high schools, colleges, and universities in this country underlies what the authors of this book see as a changing educational philosophy. From the founding of Harvard College in 1636, and its effort to provide employment for needy students, to money allocations made to land-grant colleges after the Civil War, and to the recent federal enactments, it is clear that there has been a shift from the concept of financial aid for only needy students to the con­cept of work-study programs as an integral part of the total educational process. This view is supported by the fact of current large federal ap­propriations for the development of such programs and by the fact that co-operative work-study programs have become a part of academic planning. A measure of the importance of this study may be derived from these figures: of the 7.6 million students in American universities and colleges at the present time, one in four participates in federally-financed aid programs; of the 2,242 million dollars in student aid granted in 1967, 70 percent came from the federal government in the form of work-study programs, outright grants, loans, and scholarships; and in large uni­versities, from one-fourth to one-half of all students receive some sort of financial assistance. An important part of this work are the descriptions of work-study programs in operation in various universities and colleges. In addition, the authors' conclusions and recommendations for structuring work-study programs will be valuable to administrators, counselors, and educators in general.