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Author: Gene W. Kelly
Publisher: Advantage Media Group
ISBN: 9781599321004
Category : Education
Languages : en
Pages : 0
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Book Description
Remember the housing bubble that collapsed in 2008? The causes look obvious in hindsight: easy credit overheated demand that lead to unsustainably high prices with catastrophic results. The same thing is happening in college education. In The College Myth, Gene Kelly exposes higher education as an over-inflated bubble built on misinformation and debt. The truth is that college is not necessary to achieve success, and in many cases, it is an obstacle to success. The College Myth might just be the pin that bursts this bubble. In the 21st century, the sure-fire route to financial success is learning the trades. Kelly shows how colleges are failing our young people by not teaching them the skills that will be in-demand in the 21st century as the United States fixes its infrastructure, and instead piling debt on students while preparing them for "knowledge-worker" jobs that are disappearing fast.
Author: Gene W. Kelly
Publisher: Advantage Media Group
ISBN: 9781599321004
Category : Education
Languages : en
Pages : 0
Get Book Here
Book Description
Remember the housing bubble that collapsed in 2008? The causes look obvious in hindsight: easy credit overheated demand that lead to unsustainably high prices with catastrophic results. The same thing is happening in college education. In The College Myth, Gene Kelly exposes higher education as an over-inflated bubble built on misinformation and debt. The truth is that college is not necessary to achieve success, and in many cases, it is an obstacle to success. The College Myth might just be the pin that bursts this bubble. In the 21st century, the sure-fire route to financial success is learning the trades. Kelly shows how colleges are failing our young people by not teaching them the skills that will be in-demand in the 21st century as the United States fixes its infrastructure, and instead piling debt on students while preparing them for "knowledge-worker" jobs that are disappearing fast.
Author: Anthony P. Carnevale
Publisher: The New Press
ISBN: 1620974878
Category : Education
Languages : en
Pages : 319
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Book Description
An eye-opening and timely look at how colleges drive the very inequalities they are meant to remedy, complete with a call—and a vision—for change Colleges fiercely defend America's deeply stratified higher education system, arguing that the most exclusive schools reward the brightest kids who have worked hard to get there. But it doesn't actually work this way. As the recent college-admissions bribery scandal demonstrates, social inequalities and colleges' pursuit of wealth and prestige stack the deck in favor of the children of privilege. For education scholar and critic Anthony P. Carnevale, it's clear that colleges are not the places of aspiration and equal opportunity they claim to be. The Merit Myth calls out our elite colleges for what they are: institutions that pay lip service to social mobility and meritocracy, while offering little of either. Through policies that exacerbate inequality, including generously funding so-called merit-based aid for already-wealthy students rather than expanding opportunity for those who need it most, U.S. universities—the presumed pathway to a better financial future—are woefully complicit in reproducing the racial and class privilege across generations that they pretend to abhor. This timely and incisive book argues for unrigging the game by dramatically reducing the weight of the SAT/ACT; measuring colleges by their outcomes, not their inputs; designing affirmative action plans that take into consideration both race and class; and making 14 the new 12—guaranteeing every American a public K–14 education. The Merit Myth shows the way for higher education to become the beacon of opportunity it was intended to be.
Author: Allen L. Sack
Publisher: Bloomsbury Publishing USA
ISBN: 0313001480
Category : Social Science
Languages : en
Pages : 206
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Book Description
Many books have been written on the evils of commercialism in college sport, and the hypocrisy of payments to athletes from alumni and other sources outside the university. Almost no attention, however, has been given to the way that the National Collegiate Athletic Association has embraced professionalism through its athletic scholarship policy. Because of this gap in the historical record, the NCAA is often cast as an embattled defender of amateurism, rather than as the architect of a nationwide money-laundering scheme. Sack and Staurowsky show that the NCAA formally abandoned amateurism in the 1950s and passed rules in subsequent years that literally transformed scholarship athletes into university employees. In addition, by purposefully fashioning an amateur mythology to mask the reality of this employer-employee relationship, the NCAA has done a disservice to student-athletes and to higher education. A major subtheme is that women, such as those who created the Association for Intercollegiate Athletics for Women (AIAW), opposed this hypocrisy, but lacked the power to sustain an alternative model. After tracing the evolution of college athletes into professional entertainers, and the harmful effects it has caused, the authors propose an alternative approach that places college sport on a firm educational foundation and defend the rights of both male and female college athletes. This is a provocative analysis for anyone interested in college sports in America and its subversion of traditional educational and amateur principles.
Author: Andrew Hacker
Publisher: New Press, The
ISBN: 1620970694
Category : Education
Languages : en
Pages : 257
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Book Description
A New York Times–bestselling author looks at mathematics education in America—when it’s worthwhile, and when it’s not. Why do we inflict a full menu of mathematics—algebra, geometry, trigonometry, even calculus—on all young Americans, regardless of their interests or aptitudes? While Andrew Hacker has been a professor of mathematics himself, and extols the glories of the subject, he also questions some widely held assumptions in this thought-provoking and practical-minded book. Does advanced math really broaden our minds? Is mastery of azimuths and asymptotes needed for success in most jobs? Should the entire Common Core syllabus be required of every student? Hacker worries that our nation’s current frenzied emphasis on STEM is diverting attention from other pursuits and even subverting the spirit of the country. Here, he shows how mandating math for everyone prevents other talents from being developed and acts as an irrational barrier to graduation and careers. He proposes alternatives, including teaching facility with figures, quantitative reasoning, and understanding statistics. Expanding upon the author’s viral New York Times op-ed, The Math Myth is sure to spark a heated and needed national conversation—not just about mathematics but about the kind of people and society we want to be. “Hacker’s accessible arguments offer plenty to think about and should serve as a clarion call to students, parents, and educators who decry the one-size-fits-all approach to schooling.” —Publishers Weekly, starred review
Author: John Tagg
Publisher: Rutgers University Press
ISBN: 1978804466
Category : Education
Languages : en
Pages : 343
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Book Description
Higher education is broken, and we haven’t been able to fix it. Even in the face of great and growing dysfunction, it seems resistant to fundamental change. At this point, can anything be done to save it? The Instruction Myth argues that yes, higher education can be reformed and reinvigorated, but it will not be an easy process. In fact, it will require universities to abandon their central operating principle, the belief that education revolves around instruction, easily measurable in course syllabi, credits, and enrollments. Acclaimed education scholar John Tagg presents a powerful case that instruction alone is worthless and that universities should instead be centered upon student learning, which is far harder to quantify and standardize. Yet, as he shows, decades of research have indicated how to best promote student learning, but few universities have systematically implemented these suggestions. This book demonstrates why higher education must undergo radical change if it hopes to survive. More importantly, it offers specific policy suggestions for how universities can break their harmful dependence on the instruction myth. In this extensively researched book, Tagg offers a compelling diagnosis of what’s ailing American higher education and a prescription for how it might still heal itself.
Author: Jeffrey Selingo
Publisher: Scribner
ISBN: 1982116293
Category : Education
Languages : en
Pages : 336
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Book Description
From award-winning higher education journalist and New York Times bestselling author Jeffrey Selingo comes a revealing look from inside the admissions office—one that identifies surprising strategies that will aid in the college search. Getting into a top-ranked college has never seemed more impossible, with acceptance rates at some elite universities dipping into the single digits. In Who Gets In and Why, journalist and higher education expert Jeffrey Selingo dispels entrenched notions of how to compete and win at the admissions game, and reveals that teenagers and parents have much to gain by broadening their notion of what qualifies as a “good college.” Hint: it’s not all about the sticker on the car window. Selingo, who was embedded in three different admissions offices—a selective private university, a leading liberal arts college, and a flagship public campus—closely observed gatekeepers as they made their often agonizing and sometimes life-changing decisions. He also followed select students and their parents, and he traveled around the country meeting with high school counselors, marketers, behind-the-scenes consultants, and college rankers. While many have long believed that admissions is merit-based, rewarding the best students, Who Gets In and Why presents a more complicated truth, showing that “who gets in” is frequently more about the college’s agenda than the applicant. In a world where thousands of equally qualified students vie for a fixed number of spots at elite institutions, admissions officers often make split-second decisions based on a variety of factors—like diversity, money, and, ultimately, whether a student will enroll if accepted. One of the most insightful books ever about “getting in” and what higher education has become, Who Gets In and Why not only provides an unusually intimate look at how admissions decisions get made, but guides prospective students on how to honestly assess their strengths and match with the schools that will best serve their interests.
Author: Eileen Gale Kugler
Publisher: Scarecrow Press
ISBN: 9780810845121
Category : Education
Languages : en
Pages : 196
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Book Description
This book offers a unique perspective on what every educator, parent, and community leader should know about reaping the rich harvest of our diverse schools. Included are anecdotes from Kugler's personal experience as well as information from 80 interviews with key educators, parents, and students.
Author: Brian J. McVeigh
Publisher: Routledge
ISBN: 1317467027
Category : History
Languages : en
Pages : 286
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Book Description
In this dismantling of the myth of Japanese "quality education", McVeigh investigates the consequences of what happens when statistical and corporatist forces monopolize the purpose of schooling and the boundary between education and employment is blurred.
Author: Charles Leslie Glenn
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 392
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Book Description
Author: Christine Jeske
Publisher: Cornell University Press
ISBN: 1501752529
Category : Political Science
Languages : en
Pages : 322
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Book Description
When people cannot find good work, can they still find good lives? By investigating this question in the context of South Africa, where only 43 percent of adults are employed, Christine Jeske invites readers to examine their own assumptions about how work and the good life do or do not coincide. The Laziness Myth challenges the widespread premise that hard work determines success by tracing the titular "laziness myth," a persistent narrative that disguises the systems and structures that produce inequalities while blaming unemployment and other social ills on the so-called laziness of particular class, racial, and ethnic groups. Jeske offers evidence of the laziness myth's harsh consequences, as well as insights into how to challenge it with other South African narratives of a good life. In contexts as diverse as rapping in a library, manufacturing leather shoes, weed-whacking neighbors' yards, negotiating marriage plans, and sharing water taps, the people described in this book will stimulate discussion on creative possibilities for seeking the good life in and out of employment, in South Africa and elsewhere.
