The three main goals of universities are the education of students, the advancement of knowledge, and the university’s social engagement. This book introduces the concept of a 'post-Humboldtian university' which values each of these goals in its own right, and the 'fully functioning university' as one which expresses the three goals entirely.

This book uses a series of case studies to examine the roles played by universities during situations of conflict, peacebuilding and resistance. While a body of work dealing with the role of education in conflict does exist, this is almost entirely concerned with compulsory education and schooling. This book, in contrast, highlights and promotes the importance of higher education, and universities in particular, to situations of conflict, peacebuilding and resistance. Using case studies from Europe, Africa, Asia and the Middle East, this volume considers institutional responses, academic responses and student responses, illustrating these in chapters written by those who have had direct experience of these issues. Looking at a university’s tripartite functions (of research, teaching and service) in relation to the different phases or stages of conflict (pre conflict, violence, post conflict and peacebuilding), it draws together some of the key contributions a university might make to situations of instability, resistance and recovery. The book is organised in five sections that deal with conceptual issues, institutional responses, academic-led or discipline-specific responses, teaching or curriculum-led responses and student involvement. Aimed at those working in universities or concerned with conflict recovery and peacebuilding it highlights ways in which universities can be a valuable, if currently neglected, resource. This book will be of much interest to students of peace studies, conflict resolution, education studies and IR in general.

Colleges typically have writing centers to which students can bring their writing assignments to a peer tutor for assistance, but most high schools and middle schools do not. This book advocates for the creation of writing centers in 7–12 schools and explains why the school library is the best place for the writing center. There is a glaring absence of writing centers in today's K–12 schools. More and more students are being asked in college entrance testing to submit samples of their writing, and employers are expecting their workers to write correctly and clearly. This book addresses the critical lack of writing centers below the undergraduate level. It demonstrates how middle school and high school librarians can create writing centers in their school libraries, explains how to assist students through a one-on-one writing tutorial method, and gives students and teachers the tools for learning and understanding the complex art of writing. Author Timothy Horan—inventor of the School Library Writing Center—establishes why school libraries represent the best—and most logical—places to create writing centers, and why school librarians are the natural choice to direct writing center operations. He then takes readers through the process of creating a writing center from original conception up through opening day. Additional topics covered include how to publicize and "grow" your School Library Writing Center; maintaining your writing center for efficient operation on a daily basis as well as for years to come; how to become an effective writing center director and writing tutor; the most current technology that can be used to assist in the writing, composition, and research process; and working with English language learner (ELL) students within your writing center.

The precise relationship between high-functioning autism and Asperger Syndrome is still a subject of debate. This volume provides a general overview of the disorder and present diverse opinions on diagnosis and assessment, neuropsychological issues, treatment, and related conditions. A special section features personal essays by individuals diagnosed with autism or Asperger Syndrome. The result is a comprehensive and useful survey of the current state of the field that will be of great interest to clinicians, teachers, researchers, and parents.

An analysis of the origins and development of Central High School, the first public high school in Philadelphia. Using Central as a case study, Labaree argues that the public high school is the product of the struggle between egalitarianism and meritocracy that is endemic to a democratic society.

Around the world, what it is to be a university is a matter of much debate. The range of ideas of the university in public circulation is, however, exceedingly narrow and is dominated by the idea of the entrepreneurial university. As a consequence, the debate is hopelessly impoverished. Lurking in the literature, there is a broad and even imaginative array of ideas of the university, but those ideas are seldom heard. We need, consequently, not just more ideas of the university but better ideas. Imagining the University forensically examines this situation, critically interrogating many of the current ideas of the university. Imagining the University argues for imaginative ideas that are critical, sensitive to the deep structures underlying universities and are yet optimistic, in short feasible utopias of the university. The case is pressed for one such idea, that of the ecological university. The book concludes by offering a vision of the imagining university, a university that has the capacity continually to re-imagine itself.

In 1962, ASCD's Perceiving, Behaving, Becoming: A New Focus for Education provided bold insights on the psychological foundation of education. Some of the most compelling questions in education today were first asked in this groundbreaking work, which included chapters by preeminent scholars Arthur Combs, Earl Kelley, Abraham Maslow, and Carl Rogers. Although we cannot predict what current information future generations will need to know, the book's Introduction states, creating schools that encourage the development of persons with adequate, fully functioning personalities is the best way to contribute some degree of stability to an uncertain future. Decades later, in preparing Perceiving, Behaving, Becoming: Lessons Learned, editor H. Jerome Freiberg invited distinguished scholars in the field of affective/humanistic education and psychology to review these four chapters from the 1962 book to provide a context for lessons learned for future generations of educators. Each author in Lessons Learned works with teachers, administrators, and schools and offers a distinct perspective on the human side of teaching and learning. Their analyses raise significant issues, such as whether an emphasis on academic standards ignores the education of the whole student, and what schools that are committed to an environment of trust and respect look like. Lessons Learned promises to further the cause of education that focuses on the person. By understanding the evolution of our educational past, says Freiberg, perhaps we can shape a future that will better meet the needs of generations that come after us. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.

Presents work of scholars and practitioners who are exploring the interconnections of racial and ethnic identity to human development, for the purpose of promoting successful pedagogical practices and services.

Global rankings and the Geopolitics of Higher Education is an examination of the impact and influence that university rankings have had on higher education, policy and public opinion in recent years. Bringing together some of the most informed authorities on this very complex issue, this edited collection of specially commissioned chapters examines the changes affecting higher education and the implications for society and the economy. Split into four interrelated sections, this book covers: The development of rankings in higher education, how they have impacted upon both the production of knowledge and its geography, and their influence in shaping policymaking. Overviews of the significance of rankings for higher education systems in Europe, Asia, Africa, Russia, South America, India and North America. An analysis of rankings in relation to key concerns that pervade contemporary higher education. Examination of the role rankings are likely to play in the future directions for higher education. This is a significant scholarly work that analyses in depth an important development in higher education systems, and which is likely to have an important influence upon how we understand the higher education policy-making process – past, present and future. It provides new analysis and conceptual understanding for researchers, and firm evidence for policy makers to use when addressing the value of rankings in measuring the quality of their institutions. Besides bringing together a powerful cast of academics, this book incorporates contributions from heads of important international higher education organisations – from both those involved in making and also in administering key decisions. This timely, reflective and accessible book forms crucial reading for those studying the subject of rankings, as well as the broader implications and unintended consequences of rankings on national higher education policies. Extending beyond academic researchers and students, this book will also be of significant interest to policymakers, higher education leaders and key stakeholders.

Previous editions of Action Learning in Practice established this authoritative overview of action learning around the world. Over the last decade the move towards action-based organizational learning and development has accelerated, and action learning is now an established part of the education and development mainstream in large and small organizations. Fully revised and updated, this fourth edition covers the origins of action learning with Reg Revans' ideas, and looks at their development and application today. Action learning is self-directed learning through tackling business and work problems with the support of peers and colleagues. A professional and diverse workforce, attracted, influenced and developed in this way is more able to deal effectively with the growing complexity and pressures of working life. As the limits of conventional training and development become more obvious, leaders are increasingly attracted to action-based approaches to learning when seeking better outcomes and returns on investment.