On Parent's Day, in 1952, B. F. Skinner visited his daughter's fourth grade math class. As he watched the lesson, he became increasingly uncomfortable. Almost every principle of effective teaching that he had studied for more than 20 years was being violated in that classroom. Yet it was a typical class. The teacher showed how to solve the day's problems, then gave the students a worksheet to do. Some children began to work readily while others shifted uncomfortably in their chairs, or raised their hands for help. The teacher went from desk to desk, giving help and feedback. Skinner knew what was needed. Each student should be given a problem tailored precisely to his or her skill level, not to the class average, and every answer needed to be assessed immediately to determine the next step. The task was clearly impossible for one teacher. That afternoon, Skinner set to work on a teaching machine. Today's computers have made the mechanical machine obsolete, but the principles of how to design instruction in steps that lead from a basic level to competent performance are as valid today as they were in the 20th century. This book brings together Skinner's writings on education during the years he was most involved in improving education.

More than simply a vital collection development tool, this book can help librarians help young adults grow into the kind of independent readers and thinkers who will flourish at college.

Describes a method of negotiation that isolates problems, focuses on interests, creates new options, and uses objective criteria to help two parties reach an agreement.

There are fewer grounds today than in the past to deplore a North‑South divide in research and innovation. This is one of the key findings of the UNESCO Science Report: towards 2030. A large number of countries are now incorporating science, technology and innovation in their national development agenda, in order to make their economies less reliant on raw materials and more rooted in knowledge. Most research and development (R&D) is taking place in high-income countries, but innovation of some kind is now occurring across the full spectrum of income levels according to the first survey of manufacturing companies in 65 countries conducted by the UNESCO Institute for Statistics and summarized in this report. For many lower-income countries, sustainable development has become an integral part of their national development plans for the next 10–20 years. Among higher-income countries, a firm commitment to sustainable development is often coupled with the desire to maintain competitiveness in global markets that are increasingly leaning towards ‘green’ technologies. The quest for clean energy and greater energy efficiency now figures among the research priorities of numerous countries. Written by more than 50 experts who are each covering the country or region from which they hail, the UNESCO Science Report: towards 2030 provides more country-level information than ever before. The trends and developments in science, technology and innovation policy and governance between 2009 and mid-2015 described here provide essential baseline information on the concerns and priorities of countries that could orient the implementation and drive the assessment of the 2030 Agenda for Sustainable Development in the years to come.

A king visits a hermit to gain answers to three important questions.

Currently, U.S. community colleges serve nearly half of all students of color in higher education who, for a multitude of reasons, do not continue their education by transferring to a university. For those students who do transfer, often the responsibility for the application process, retention, graduation, and overall success is placed on them rather than their respective institutions. This book aims to provide direction toward the development and maintenance of a transfer receptive culture, which is defined as an institutional commitment by a university to support transfer students of color. A transfer receptive culture explicitly acknowledges the roles of race and racism in the vertical transfer process from a community college to a university and unapologetically centers transfer as a form of equity in the higher education pipeline. The framework is guided by critical race theory in education, which acknowledges the role of white supremacy and its contemporary and historical role in shaping institutions of higher learning.

This edited collection is an eclectic and provocative volume taken from presentations that reflect the scholarship of the inaugural AQR/ DPR Down Under conference that was held in Cairns in 2011 in Australia. This was a ground-breaking conference that brought together scholars, researchers and practitioners from across Australia, UK, Japan, Italy, Finland, New Zealand, Luxembourg, South Africa, Vietnam, Malaysia, Tanzania and Mexico. The theme of the conference represented at the conference and in this volume was that of: Politicizing Qualitative Research. Delegates presented papers that sought to challenge research practices that too often can delegitimize Other ways of knowing. Confronting, disrupting and resisting the epistemological ‘common sense’ way of doing research within the academy can be a risky business and is often a fraught and contested endeavor. However, as the papers in this volume illustrate, contestation promises opportunities for re-perceiving, re-interpreting, and productively disrupting the orthodoxies of disciplinarity. – ‘Many thanks to Ignacio Rojas whose patient assistance and expertise as an artist in designing the cover proved invaluable in bringing this book to print.’