The International Handbook on Self-study of Teaching and Teacher Education Practices is of interest to teacher educators, teacher researchers and practitioner researchers. This volume: -offers an encyclopaedic review of the field of self-study; -examines in detail self-study in a range of teaching and teacher education contexts; -outlines a full understanding of the nature and development of self-study; -explores the development of a professional knowledge base for teaching through self-study; -purposefully represents self-study through research and practice; -illustrates examples of self-study in teaching and teacher education.

Co-published with “While assessment may feel to constituents like an activity of accountability simply for accreditors, it is most appropriate to approach assessment as an activity of accountability for students. Assessment results that improve institutional effectiveness, heighten student learning, and better align resources serve to make institutions stronger for the benefit of their students, and those results also serve the institution or program well during the holistic evaluation required through accreditation.” – from the foreword by Heather Perfetti, President of the Middle States Commission on Higher EducationColleges and universities struggle to understand precisely what is being asked for by accreditors, and this book answers that question by sharing examples of success reported by schools specifically recommended by accreditors. This compendium gathers examples of assessment practice in twenty-four higher education institutions: twenty-three in the U.S. and one in Australia. All institutions represented in this book were suggested by their accreditor as having an effective assessment approach in one or more of the following assessment focused areas: assessment in the disciplines, co-curricular, course/program/institutional assessment, equity and inclusion, general education, online learning, program review, scholarship of teaching and learning, student learning, or technology. These examples recommended by accrediting agencies makes this a unique contribution to the assessment literature.The book is organized in four parts. Part One is focused on student learning and assessment and includes ten chapters. The primary focus for Part Two is student learning assessment from a disciplinary perspective and includes four chapters. Part Three has a faculty engagement and assessment focus, and Part Four includes four chapters on institutional effectiveness and assessment, with a focus on strategic planning.This book is a publication of the Association for the Assessment of Learning in Higher Education (AALHE), an organization of practitioners interested in using effective assessment practice to document and improve student learning.

"This book will inform professionals about the issues, help them to learn techniques to detect bogus institutions and documents, offer guidelines in handling cases of fraud, help prevent any institution or organization from becoming a victim of fraud, and will also give professionals confidence in discussing all of these issues with colleagues and superiors"--

The study of political institutions is among the founding pillars of political science. With the rise of the 'new institutionalism', the study of institutions has returned to its place in the sun. This volume provides a comprehensive survey of where we are in the study of political institutions, covering both the traditional concerns of political science with constitutions, federalism and bureaucracy and more recent interest in theory and the constructed nature of institutions. The Oxford Handbook of Political Institutions draws together a galaxy of distinguished contributors drawn from leading universities across the world. Authoritative reviews of the literature and assessments of future research directions will help to set the research agenda for the next decade.

This brief guide contains a comparison of Yale and Pinyin romanizations and a comparison of Pinyin and Wade-Giles romanizations.

Mission is contrived from and performed over lived contexts, but the visions that guide and drive mission are oftentimes blinded by power, position, protection, and plenitude. This collection visits those matters with queering attention to the shadows that empires cast over the contexts of mission, and to the collusion and complicity of Christians and churches with empires past (as in the case of Rome) and present (as in the case of the United States of America). In the interests of those in mission fields who survived, but continue to agonize under the burdens of empires, the contributors to this work dare to re-vision the course and cause of mission. Writing from minoritized settings in Africa, Asia, the Americas, and Oceania, the authors interweave the principles and practices of mission with the opportunities in decolonial theology and hermeneutics, minoritized and migrant Christologies, repatriation and the courage to get up and get out, indigenous insights and wisdom, mission archives, stories of resistance and endurance in zones of contact and violence, restless souls and returning spirits, and life-centered spiritual (en)countering. In Mission and Context as with previous volumes in this series—empires do not have the final word, nor are they the final world.

The burgeoning multidisciplinary field of social and emotional learning (SEL) now has a comprehensive and definitive handbook covering all aspects of research, practice, and policy. The prominent editors and contributors describe state-of-the-art intervention and prevention programs designed to build students' skills for managing emotions, showing concern for others, making responsible decisions, and forming positive relationships. Conceptual and scientific underpinnings of SEL are explored and its relationship to children's and adolescents' academic success and mental health examined. Issues in implementing and assessing SEL programs in diverse educational settings are analyzed in depth, including the roles of school- and district-level leadership, teacher training, and school-family partnerships.