In Asia, the demand for higher education (HE) is on a relentless course in the near and medium term as reflected in current levels of participation. Governments planning to respond to this growth should have policy options to balance costs, sustainability, and ensuring fair and equitable access to HE, including to underrepresented segments of the society. This publication makes a strong case for shifting the development agenda from narrow perspective of access to widening participation and for strengthening inclusiveness in HE in Asia. It also discusses extensively developments in the use and potential of information and communication technologies in the delivery of HE.

From Librarian of Congress, James Billington, to founding director of the Center for the Book, John Cole, the leading-edge information specialists of the day share their insights on the role libraries play in advancing democracy.

The demand for higher education worldwide is booming. Governments want well-educated citizens and knowledge workers but are scrambling for funds. The capacity of the public sector to provide increased and equitable access to higher education is seriously challenged. What are the on-the-ground realities of developing financial resources and policies to meet the twin goals of equity and access without jeopardizing quality? This volume provides in-depth reports from selected countries and sub-regions: Morocco, Korea, England, Uganda, Poland, Oman, East and southern Africa, Southeast Asia, Brazil, and Egypt. Each chapter is written by a seasoned educator participating in the Fulbright New Century Scholar program for 2007-2008. Given the near-universal constraints of declining resources but increasing enrollments, the authors identify common trends such as the public/private divide, the privatization of the public sector, and diversification of funding. To address these issues, the chapters examine a surprising variety of policy instruments such as means testing, targeted subsidies, cost sharing, institutional aid, student bursaries, and tax exemptions. Policymakers, academic leaders, higher education organizations, and researchers will find significant, provocative, and cautionary lessons in these reports from around the world.

"Our calling is to drop our egos, commit to removing barriers, and treat our learners with the unequivocal respect and dignity they deserve." --Mirko Chardin and Katie Novak When it comes to the hard work of reconstructing our schools into places where every student has the opportunity to succeed, Mirko Chardin and Katie Novak are absolutely convinced that teachers should serve as our primary architects. And by "teachers" they mean legions of teachers working in close collaboration. After all, it’s teachers who design students’ learning experiences, who build student relationships . . . who ultimately have the power to change the trajectory of our students’ lives. Equity by Design is intended to serve as a blueprint for teachers to alter the all-too-predictable outcomes for our historically under-served students. A first of its kind resource, the book makes the critical link between social justice and Universal Design for Learning (UDL) so that we can equip students (and teachers, too) with the will, skill, and collective capacity to enact positive change. Inside you’ll find: Concrete strategies for designing and delivering a culturally responsive, sustainable, and equitable framework for all students Rich examples, case studies, and implementation spotlights of educators, students (including Parkland survivors), and programs that have embraced a social justice imperative Evidence-based application of best practices for UDL to create more inclusive and equitable classrooms A flexible format to facilitate use with individual teachers, teacher teams, and as the basis for whole-school implementation "Every student," Mirko and Katie insist, "deserves the opportunity to be successful regardless of their zip code, the color of their skin, the language they speak, their sexual and/or gender identity, and whether or not they have a disability." Consider Equity by Design a critical first step forward in providing that all-important opportunity. Also From Corwin: Hammond/Culturally Responsive Teaching & the Brain: 9781483308012 Moore/The Guide for White Women Who Teach Black Boys: 9781506351681 France/Reclaiming Professional Learning: 9781544360669

While challenging the teacher as hero trope, We Got This shows how authentically listening to kids is the closest thing to a superpower that we have. Cornelius identifies tools, attributes, and strategies that can augment our listening.

2017 Texas Association for Gifted and Talented Legacy Scholar Book Award 2017 National Association of Gifted Children Scholar Book of the Year Award In Excellence Gaps in Education, Jonathan A. Plucker and Scott J. Peters shine a spotlight on “excellence gaps”—the achievement gaps among subgroups of students performing at the highest levels of achievement. Much of the focus of recent education reform has been on closing gaps in achievement between students from different racial, ethnic, or socioeconomic backgrounds by bringing all students up to minimum levels of proficiency. Yet issues related to excellence gaps have been largely absent from discussions about how to improve our schools and communities. Plucker and Peters argue that these significant gaps reflect the existence of a persistent talent underclass in the United States among African American, Hispanic, Native American, and poor students, resulting in an incalculable loss of potential among our fastest growing populations. Drawing on the latest research and a wide range of national and international data, the authors outline the scope of the problem and make the case that excellence gaps should be targeted for elimination. They identify promising interventions for talent development already underway in schools and provide a detailed review of potential strategies, including universal screening, flexible grouping, targeted programs, and psychosocial interventions. Excellence Gaps in Education has the potential for changing our national conversation about equity and excellence and bringing fresh attention to the needs of high-potential students from underrepresented backgrounds.

Educators must both respond to the impact of trauma, and prevent trauma at school. Trauma-informed initiatives tend to focus on the challenging behaviors of students and ascribe them to circumstances that students are facing outside of school. This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity. In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms.

This publication identifies some of the steps policy makers can take to build school systems that are both equitable and excellent. The analysis is complemented with examples that illustrate proven or promising practices in specific countries.

A comprehensive look at the promise and potential of online learning In our digital age, students have dramatically new learning needs and must be prepared for the idea economy of the future. In Getting Smart, well-known global education expert Tom Vander Ark examines the facets of educational innovation in the United States and abroad. Vander Ark makes a convincing case for a blend of online and onsite learning, shares inspiring stories of schools and programs that effectively offer "personal digital learning" opportunities, and discusses what we need to do to remake our schools into "smart schools." Examines the innovation-driven world, discusses how to combine online and onsite learning, and reviews "smart tools" for learning Investigates the lives of learning professionals, outlines the new employment bargain, examines online universities and "smart schools" Makes the case for smart capital, advocates for policies that create better learning, studies smart cultures

As educators, we must be as specific as possible when using certain terms, especially when those terms and our knowledge of them hold the keys to so many students' success. Considered by many to be one of the most important concepts in education to understand and apply, educational equity is a term that we are all familiar with, but may also have a plethora of meanings, depending upon the context in which it is used. Educational equity can be a lot of things, but it is certainly not the popular and overutilized image that depicts kids watching a baseball game while standing on boxes. To frame it in this manner oversimplifies the complexities associated with educational equity. Educational equity must be more intentional than that and thus, should be defined as creating and/or eliminating policies, systems, and practices in schools that impact the experiences, outcomes, and access to resources for students from previously excluded groups. On April 9th, How to Achieve Educational Equity will provide educational experiences and actionable steps to help all those who have decided to embark on the educational equity journey. The author, Dr. Howard E. Fields III, possesses the reputability, knowledge, credentials, and writing prowess to adequately convey such an important topic that will certainly challenge our thinking and enhance learning outcomes for all students. As an Assistant Superintendent of Human Resources, Adjunct Professor, Co-founder of both Black Males in Education St. Louis (BMESTL) and EduOpenings.com, his perspective and focus on remaining student-centered, yet equity-focused, has made him an emerging sought out speaker. Dr. Fields' unapologetic leadership and authenticity played a role in being recognized as the 2020 National Elementary Distinguished Principal from Missouri and the 2017 International Networked Digital Library of Thesis and Dissertation innovative research award recipient. Given all of this, How to Achieve Educational Equity will certainly be a successful resource in the education and educational policy area for years to come. Early feedback from educational practitioners includes the following review: "How to Achieve Educational Equity is truly a thought provoking and practical call to action that will benefit many educators for years to come, regardless of where they are in their understanding of equity. Dr. Fields has created a concrete framework equipped with multiple entry points into taking action towards achieving equity in schools. This book makes inequities - arguably the most insurmountable issue in education to date - feel possible to tackle through courage, collaboration, and accountability. Thank you, Dr. Fields, for your contribution to the field of education!" - Dr. Shenita Mayes, Middle School Principal