Endless Education is the first comprehensive study of education in Trinidad and Tobago during the long thirty-year regime of the People's National Movement (PNM), from 1956 to 1986. Carl Campbell focuses on the efforts by Williams and the PNM to use education as an instrument of postcolonial nation building, and the consequent tensions and conflicts between him and the churches, between 'creoles' and Indians, and between Tobago and Trinidad. His study concludes that the goal of national integration through education eluded the planners, and that diversity, not unity, characterized the education system. Significantly, Campbell finds that as in many other facets of national life, only partial and incomplete decolonization was attained in education. This study is useful as a source book in schools, colleges and at the University of the West Indies. Readers who reside outside of the Caribbean and who want to know more about the social history of one of the most important English-speaking Caribbean islands should find this book of more than passing interest. This is the companion volume to Campbell's The Young Colonials: A Social History of Education in Trinidad and Tobago 1834-1939 (The University of the West Indies Press, 1996).

The former president of MIT discusses challenges and policy issues confronting academia, science and technology, and the world at large. In his fourteen years as president of MIT, Charles Vest worked continuously to realize his vision of rebuilding America's trust in science and technology. In a time when the federal government dramatically reduced its funding of academic research programs and industry shifted its R&D resources into the short-term product-development process, Vest called for new partnerships with business and government. He called for universities to meet the intellectual challenges posed by the innovation-driven, globally connected needs of industry even as he reaffirmed basic academic values and the continuing need for longer-term scientific inquiry. In Pursuing the Endless Frontier, Vest addresses these and other issues in a series of essays written during his tenure as president of MIT. He discusses the research university's need to shift to a broader, more international outlook, the value of diversity in the academic community, the greater leadership role for faculty outside the classroom, and the boundless opportunity of new scientific and technological developments even when coupled with financial constraints. In the provocative essay "What We Don't Know," Vest reminds us of what he calls "the most critical point of all," that science is driven by a deep human need to understand nature, to answer the "big questions"—that what we don't know is more important than what we do. In another essay, on the future of MIT, he celebrates MIT's strengths as being extraordinarily well-suited to the needs of an era of unprecedented change in science and technology. In "Disturbing the Educational Universe: Universities in the Digital Age—Dinosaurs or Prometheans," he describes MIT's innovative OpenCourseWare initiative, which builds on the fundamental nature of the Internet as an enabling and liberating technology. Vest, who is stepping down from MIT's presidency in the fall of 2004, writes with clarity and insight about the issues facing academic institutions in the twenty-first century. His essays in Pursuing the Endless Frontier offer inspiration to educators and researchers seeking the way forward.

The Annual Review of Comparative and International Education covers significant developments in the field of comparative and international education. This 2020 edition begins with a collection of discussion essays about comparative education trends and directions written by both professional and scholarly leaders.

The author of the best-selling What the Best College Teachers Do is back with more humane, doable, and inspiring help, this time for students who want to get the most out of college—and every other educational enterprise, too. The first thing they should do? Think beyond the transcript. The creative, successful people profiled in this book—college graduates who went on to change the world we live in—aimed higher than straight A’s. They used their four years to cultivate habits of thought that would enable them to grow and adapt throughout their lives. Combining academic research on learning and motivation with insights drawn from interviews with people who have won Nobel Prizes, Emmys, fame, or the admiration of people in their field, Ken Bain identifies the key attitudes that distinguished the best college students from their peers. These individuals started out with the belief that intelligence and ability are expandable, not fixed. This led them to make connections across disciplines, to develop a “meta-cognitive” understanding of their own ways of thinking, and to find ways to negotiate ill-structured problems rather than simply looking for right answers. Intrinsically motivated by their own sense of purpose, they were not demoralized by failure nor overly impressed with conventional notions of success. These movers and shakers didn’t achieve success by making success their goal. For them, it was a byproduct of following their intellectual curiosity, solving useful problems, and taking risks in order to learn and grow.

Lifelong Education: A Psychological Analysis presents an analysis of some of the major theoretical assumptions of lifelong education within the context of its psychological basis. Some of the main features of school curriculum are also examined from the point of view of lifelong education. Comprised of eight chapters, this volume begins with an overview of modern education and its role in addressing the challenge of change, as well as lifelong education's psychological assumptions the implications of psychology for a lifelong education-oriented system. The discussion then turns to the arguments that have been put forward to support the concept of lifelong education; how psychological knowledge can, and indeed should, be applied to the analysis of lifelong education in order to test whether the principle has any legitimacy; and psychological functioning throughout life. The role of intelligence and cognitive functioning in lifelong education are also considered, along with the concept of socio-affective development and how schooling might be modified in order to enable it to serve the goals of lifelong education. The book concludes with a critical evaluation of lifelong education, with emphasis on the psychological issues. This monograph is intended for educational psychologists, scholars, instructors, and students.

Global Issues in Education bridges the discourse on globalization and education with international studies on race, class, gender, ethnicity, culture, and multiculturalism. The contributors to this volume address educational challenges of post-colonial Ghana, the United Arab Emirates, the Caribbean, China, and Germany juxtaposed against Western education in the United Kingdom and the United States. They synthesize macrosociology with educational research, which provides readers with the background, core knowledge, and global focus that is needed to understand international issues, as well as deal with diversity in the classroom. Global Issues in Education also addresses the need for additional research that makes the connections between the geopolitical economy and education, and it does this with a focus on the link to culture, ethnicity, and education.

The diversity education literature, both nationally and internationally, is broad and diffuse. Consequently, there needs to be a systematic and logical way to organize and present the state of research for students and professionals. American citizens need to understand the dynamics of their increasingly diverse communities and institutions and the global world in which we live, work, and lead. With continually evolving information on diversity policies, practices, and programs, it is important to have one place where students, scholars, teachers, and policymakers can examine and explore research, policy, and practice issues and find answers to important questions about how diversity in U.S. education—enriched with theories, research and practices in other nations—are explained and communicated, and how they affect institutional change at both the K-12 and postsecondary levels. With about 700 signed entries with cross-references and recommended readings, the Encyclopedia of Diversity in Education (4 volumes, in both print and electronic formats) will present research and statistics, case studies, and best practices, policies, and programs at pre- and postsecondary levels. Diversity is a worldwide phenomenon, and while most of the entries in the Encyclopedia will focus on the United States, diversity issues and developments in nations around the world, including the United States, are intricately connected. Consequently, to illuminate the many aspects of diversity, this volume will contain entries from different nations in the world in order to illuminate the myriad aspects of diversity. From A-to-Z, this Encyclopedia will cover the full spectrum of diversity issues, including race, class, gender, religion, language, exceptionality, and the global dimensions of diversity as they relate to education. This four-volume reference work will be the definitive reference for diversity issues in education in the United States and the world.

This book offers an international perspective of philosophical, conceptual and praxis-oriented issues that impinge on achieving education for all students. It sheds light on the historical, systemic, structural, organizational, and attitudinal barriers that continue to be antithetical to the philosophy and practice of inclusive education within the Caribbean. The first section of the book examines how globalized views of inclusion informed by philosophical ideas from the North have influenced and continue to influence the equity in education agenda in the region. The second section considers how exclusion and marginalization still occur across selected Caribbean islands. It provides both quantitative and qualitative data about the nature and experience of exclusion in selected Caribbean islands, the UK and USA. The third section tackles the practical realities of transforming education systems in the Caribbean for inclusion. In particular, it identifies teacher practices as the main site of interrogation that needs to be tackled if inclusion is to be successful. The fourth and final section examines the contribution of principals and exemplars to the development and advocacy for inclusive education. It discusses how educational leadership is understood, as well as the role of school principals in making inclusion a reality in schools, the challenges experienced and the qualities of education leaders.

This handbook covers the history, policy, practice and theories of African and Caribbean education and promotes the sustainability of socio-cultural beliefs, values, knowledge and skills in the regions. Africa and the Caribbean share commonalities of the geopolitical and historical dominance by European empires and colonialism and aftereffects of anti-blackness in the global trade in enslaved persons. Indigenous religious, cultural, and ethnic currents in Africa are echoed in the Caribbean along with a strong infusion of Asian and other ethnic influences. The handbook shows how educators in both regions are grappling with Western education eclipsing indigenous epistemology and contributes to important debates and discourses including culturally relevant teaching, decolonization, critical race theory, Africana studies, Black emancipation, the African diaspora, Bi-cultural experiences, and the climate emergency. It is organized into three sections covering past issues that frame education in Africa and the Caribbean; the present challenges and opportunities of Education in the regions; and future opportunities for education post-2020.