This volume of the Federal Student Aid (FSA) Handbook discusses the eligibility requirements for students and parent borrowers and the responsibilities of institutions in checking to be sure that recipients qualify for their aid awards. The guide also describes recent changes to FSA requirements and procedures. The biggest change for this year is the addition of the automated secondary confirmation process in the Immigration and Naturalization Service citizenship match. The chapters are: (1) "School-Based Requirements"; (2) "Citizenship"; (3) "NSLDS Financial Aid History"; (4) "Social Security Administration"; (5) "Selective Service"; ( 6 ) "Expected Family Contribution"; (7) "Financial Need and Packaging"; and (8) "Overpayments and Overawards . (SLD) 'I -l i.

The second edition of The SAGE Handbook of Special Education provides a comprehensive overview of special education, offering a wide range of views on key issues from all over the world. The contributors bring together up-to-date theory, research and innovations in practice, with an emphasis on future directions for the role of special education in a global context of inclusion. This brand new edition features: " New chapters on families, interagency collaboration and issues of lifelong learning " The UN Convention on the Rights of Persons with Disabilities " Policy reform proposals " Equity and social justice in education " The impact of new thinking on assessment " Issues and developments in classification " The preparation and qualifications that teachers need The Handbook′s breadth, clarity and academic rigour will make it essential reading for researchers and postgraduate students, and also for practitioners, teachers, school managers and administrators.

In this study of Amsterdam's Golden Age cultural elite, John Michael Montias analyzes records of auctions from the Orphan Chamber of Amsterdam through the first half of the seventeenth century, revealing a wealth of information on some 2,000 art buyers' regional origins, social and religious affiliations, wealth, and aesthetic preferences. Chapters focus not only on the art dealers who bought at these auctions, but also on buyers who had special connections with individual artists.

Reporting the findings of the National Literacy Panel on Language-Minority Children and Youth, this book concisely summarises what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment.

This book constitutes the refereed proceedings of the 17th International Conference on Artificial Intelligence in Education, AIED 2015, held in Madrid, Spain, in June 2015. The 50 revised full papers presented together with 3 keynotes, 79 poster presentations, 13 doctoral consortium papers, 16 workshop abstracts, and 8 interactive event papers were carefully reviewed and selected from numerous submissions. The conference provides opportunities for the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology, linguistics, as well as many domain-specific areas.

Explores political and educational aspects of Charlotte's nationally praised school desegregation efforts.

The Federal Perkins Loan, Federal Supplemental Educational Opportunity Grant (FSEOG), and Federal Work-Study (FWS) programs are called "campus-based" programs because each school is responsible for administering them on its own campus. A school applies for and receives funds from the U.S. Department of Education, and the school's financial aid administrator is responsible for ensuring that eligible students receive program funds. This volume covers provisions common to the Perkins Loan, FSEOG, and FSW programs, and the next three volumes discuss each of these individually. This volume contains: (1) "Participation, Fiscal Procedures, & Records"; (2) "Selecting Recipients"; and ( 3 ) "Awarding Campus-Based Aid. (SLD) I' 1.

This volume offers a meta-philosophical reflection on feminist philosophies of science. It emphasizes and discusses both the connections and differences between "traditional" philosophies of science and feminist philosophies of science. The collection systematically analyses feminist contributions to the various philosophies of specific sciences. Each chapter is devoted to a specific area of philosophy of science: general philosophy of science, philosophy of biology, philosophy of climate sciences, philosophy of cognitive sciences and neurosciences, philosophy of economics, philosophy of history and archaeology, philosophy of logic and mathematics, philosophy of medicine, philosophy of psychology, philosophy of physics, and philosophy of social sciences. Since some of these areas have so far rarely been addressed by feminist philosophers, this new collection provides new angels and stimulates the debate on pivotal issues that are part and parcel of both "traditional" philosophies of science and feminist philosophies of science. Using a range of different methodologies and styles, the essays all show great clarity in both arguments and contents.

This book looks at readiness from a different perspective, arguing that we must move away from the readiness-as-child characteristic so prevalent in education and the popular press. Instead, readiness is explained as an idea constructed by parents, teachers, and children as they interact in their neighborhoods and communities. Graue describes three communities in the same school district: a middle-class, suburban town of professionals; a rural, working-class community; and a group of Hispanic, working-class families making their way through their children's kindergarten experiences. In each setting, the local meaning of readiness is the underlying theme in the actions taken by parents and their attitudes about their children's first public school experience.

This book explores ways of teaching that are free from determinist beliefs about ability. In a detailed critique of the practices of ability labelling and ability-focussed teaching, Learning without Limits examines the damage these practices can do to young people, teachers and the curriculum. Drawing on a research project at the University of Cambridge, the book features nine vivid case studies (from Year 1 to Year 11) that describe how teachers have developed alternative practices despite considerable pressure on them and on their schools and classrooms.