With the continuous changes of farming methods and policies, it is crucial that agricultural education evolves with them, pushing towards innovations rather than accepting conventions. This book is a call to arms for educators to prepare for the 21st Century and an entirely new set of possibilities.
1. Introduction 2. Equal opportunities as a regulative ideal 3. Equal opportunity without natural inequalities Part I. Race: 4. Equal opportunities and civil rights: merit, standardized tests, and higher education 5. Integration, diversity, and affirmative action Part II. Class: 6. Justifying workfare 7. Universal access to health care Part III. Gender: 8. Gender inequalities in the workplace 9. Equal opportunities after divorce.
Acknowledgements Introduction 1. The birth of the PhD: the Johns Hopkins research model 2. Seminary wars: female teachers and the seminary model at Mount Holyoke 3. Higher education for African-Americans: competing models at Wilberforce University 4. Literary value and the land-grant model: the Ohio State University Conclusion. The end of the curriculum Works cited Archives consulted Index.
1. An introduction to the higher education industry 2. The higher education business and the business of higher education - now and then 3. Is higher education becoming increasingly competitive? 4. The two-good framework: how and why schools are alike and different 5. Tuition, price discrimination, and financial aid 6. The place of donations in the higher education industry 7. Endowments: financing the mission 8. Generating revenue from research and patents 9. Other ways to generate revenue - wherever it may be found: lobbying, distance education, and the world market 10. Advertising, branding, and reputation 11. Are public and nonprofit schools 'businesslike'? Cost-consciousness and the choice between higher-cost and lower-cost faculty 12. Not quite an ivory tower: schools compete by collaboration 13. Intercollegiate athletics: money or mission 14. Mission or money: what do colleges want from their athletic coaches and presidents? 15. Concluding remarks: what are the public policy issues?
1. Introduction 2. Anti-subordination above all: a disability perspective 3. The mythic 43 million Americans with disabilities at the workplace 4. K-12 education 5. Higher education and testing accommodations 6. Voting 7. Reflections on race: the limits of formal equality.
Although assessment has a long history in American education, at no time in the nation's history has it been so prominent and pervasive as it is today. Due to state initiatives and the No Child Left Behind Act of 2001 (NCLB) (P.L.107â110, 2002), externally mandated testing is currently seen as the primary means of driving education reform, a means through which evidence-based decisions can be made to achieve accountability, allocate resources, inform parents and taxpayers, and credential educators. This is in addition to the longstanding and widespread use of tests to determine placement of individuals in special education or gifted programs, grade-to-grade promotion, certification for graduation, allocation of scholarships and vouchers, special intervention in instructional programs, accreditation of schools, and higher education admissions. Testing, however, is only one type of educational assessment, and in the nation's schools there are a wide range of assessment practices used by teachers and other educators, the primary users of assessment information and the primary providers of learning opportunities to students. The work represented in this volume is intended to challenge our understandings of the roles of assessment in schools and to reform our perspectives on the relationships between assessment, learning, and the provision of meaningful learning opportunities.
List of grids List of dilemmas Acknowledgements Introduction: a headlong assault upon the inexpressible? 1. Singapore's challenge 2. The entrepreneurial ecosystem: a programme like no other 3. How can innovative pedagogies be measured? 4. Co-defining innovative education: how the instrument was created 5. The Singapore results 6. Results of the Mandarin speaking programme 7. Reconciling values: a helical model of innovative processes 8. 'It is only the Hawthorne effect' 9. The programme that cannot stand still 10. Innovation and the future of the university 11. What are the implications of being able to teach innovation? 12. Is a new creative class arising? Bibliography Index.
1. The idea of the idea of a university and its antithesis 2. 'Consult the Genius of the Place' 3. 'The first undergraduates, recognizable as such' 4. Failure 5. Historical and comparative remarks on the 'federal principle' in higher education Interlude: General introduction to chapters six and seven 6. Supply and demand in the writing of university history since about 1790: 1. 'The awkward interval' 7. Supply and demand in the writing of university history since about 1790: 2. The market and the University of London 8. Alternatives: 1. The importance of being unattached 9. Alternatives: 2. Born to have no rest Index.
1. Phenomenal Silicon Valley and the second Americanization 2. American management education - adding the entrepreneurial dimension 3. Adjusting higher education in France and Germany to a post 1945 world 4. Creating German and French entrepreneurship studies 5. Networking for high tech start-ups in Germany and France 6. The Czech Republic: an arrested development 7. Conclusions and policy recommendations.
Introduction 1. Literacy, reification, and the dynamics of social interaction David Barton and Mary Hamilton 2. Language and power in communities of practice Karin Tusting 3. Mediating allegations of racism in a multiethnic London school: what speech communities and communities of practice can tell us about discourse and power Angela Creese 4. 'I've picked some up from a colleague': language, sharing, and communities of practice in an institutional setting Frances Rock 5. The person in the doing: negotiating the experience of self Maria Clara Keating 6. Communities of practice and learning communities: do bilingual co-workers learn in community? Deirdre Martin 7. Moving beyond communities of practice in adult basic education Steven Robert Harris and Nicola Shelswell 8. Communities of practice in higher education: useful heuristic or educational model? Mary Lea 9. Communities of practice, risk, and Sellafield Greg Myers 10. Semiotic social spaces and affinity spaces: from 'the age of mythology' to today's schools James Paul Gee.
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