Current discussions about literacy often focus on how economic changes are raising expectations for literacy achievement. The emergence of a so-called knowledge economy or learning economy requires more people to do more things with print. Less attention has been given, however, to how the pressure to produce more literacy affects the contexts in which literacy
learning takes place. This article looks at the literacy learning experience of an autoworker turned union representative, a blind computer programmer, two bilingual autodidacts, and a former southern sharecropper raising children in a high-tech university town. It uses the concept of the literacy sponsor to explore their access to learning and their responses to economic and
technological change. Their experiences point to some directions for incorporating economic history into thinking about cultural diversity and for using resources in school to addresseconomic turbulence and inequality beyond the school.
The college classroom lies at the center of the educational activity structure of institutions of higher education; the educational encounters that occur therein are a major feature of student educational experience. Indeed, for students who commute to college, especially those who have multiple obligations outside the college, the classroom may be the only place where students and faculty meet, where education in the formal sense is experienced. For those students, in particular, the classroom is the crossroads where the social and the academic meet. If academic and social involvement or integration is to occur, it must occur in the classroom.
In today’s digital age, social media competence is a critical communication tool for academics. Whether you’re looking to engage students, increase awareness of your research, or garner media coverage for your department, engaging in social media will give you a competitive edge.
It may seem strange to say that professional development—educators going to workshops and conferences, and taking courses—bears little relationship to classroom and school improvement. Similarly teachers toiling away as individuals do not add up to school or system success. What really counts is what happens ‘in between workshops’ or what I call learning is the work (Fullan, 2008).
The myth that online education courses cost less to produce and therefore save students money on tuition doesn’t hold up to scrutiny, a survey of distance education providers found.
The survey, conducted by the WICHE Cooperative for Educational Technologies (WCET), found that most colleges harge students the same or more to study online. And when additional fees are included, more than half of distance ducation students pay more than do those in brick-and-mortar classrooms.
The higher prices -- what students pay -- are connected to higher production costs, the survey found. Researchers sked respondents to think about 21 components of an online course, such as faculty development, instructional esign and student assessment, and how the cost of those components compares to a similar face-to-face course. he respondents -- administrators in charge of distance education at 197 colleges -- said nine of the components cost more in an online course than in a face-to-face course, while 12 cost about the same.
When I first moved from being a contingent faculty member to a staff position in the faculty-development office, a few of my friends who were comfortably positioned in tenure-track jobs not-so-jokingly accused me of “becoming part of the problem” or
“crossing over to the Dark Side” of academe. I was, in their eyes, emblematic of the dreaded administrative bloat that was taking over the university, siphoning money away from the classroom and into the pockets of largely useless (in their eyes) administrative
offices.
Academic preparation is an important part of being ready for college or university. Taking the right courses in high school, and succeeding in them, is vital for admission into the post-secondary programs of your choice as well as success in those
programs. There are, however, many other facets of your college or university life that you should also be prepared for.
Remember to study what you love – if you didn’t obtain a very good mark in 12U Biology, you will
not like or succeed in university biology classes.
Understand credit and finances – talk to your parents about money, credit, and budgeting.
Be aware of the services and resources that are and will be available to you – in your research of
academic programs, also seek out what student services are available like health and counseling
services, academic skills support, financial aid advising, academic advising, etc.
VISIT the schools you are considering applying to – there is no better way to determine how you
feel about a particular institution.
Campus tours
On-campus events – fall open houses, March break, etc. University and College Fairs
High School information sessions
Leadership is to this decade what standards-based reform was to the 1990s. Put another way, if you want to boost achievement scores from poor to good levels, a strong standard-based reform strategy can take you so far; but if the aim is to accomplish deeper, continuous improvement, leadership at many levels of the system is required.
Canada's post-secondary institutions are not producing enough graduates with the right skills to drive future economic growth, warns the head of one of the country's largest banks.
CIBC chief executive Victor Dodig told The Canadian Press in an interview Tuesday that much of the country's eventual economic success will be generated by entrepreneurs who commercialize new ideas and technologies.
We have heard a lot of talk about MOOCs, or massive online open courses, over the last couple of years. On the plus side, MOOCs often draw enormous enrollments and are easy to sign up for and use; all you need, it seems, is an Internet connection and an interest to learn.
On the down side, they have significant attrition rates – about 90 percent of those enrolled never complete a course – and, according to their most alarmist critics, these courses may even threaten the jobs of college professors nationwide.
The interest inventory is a simple tool to help you acquaint yourself with your students. Unlike the many icebreakers, the interest inventory is a paper-based activity and students do not have to give answers aloud in front of class. The interest inventory, therefore, helps you get to know your students privately and allows you to ask different questions than you would during
oral introductions.
Background/Context: Spirituality refers to a way of being that includes the capacity of humans to see beyond themselves, to become more than they are, to see mystery and wonder in the world around them, and to experience private and collective moments of awe, wonder, and transcendence. Though there is growing interest in spirituality and education, there is little evidence that it is intentionally included in most public school classrooms.
Purpose and Focus: The author’s personal experiences as a classroom teacher, adult early recollections of spiritual experience, and children’s responses to literature with spiritual themes are used to illustrate three points: (1) Although practice of spiritual discipline may help teachers to be more sensitive to spiritual experiences, it does not necessarily follow that they know what to do with them in the classroom. (2) Early recollections of spiritual experi-ences and reflection on what these mean for classroom practice may be a way of helping teachers learn how to identify and support spirituality in the classroom. (3) Teachers need to recognize that children’s spirituality is part of their being in the world, and honoring it in the classroom requires providing opportunities for its expression within the ordinary events of classroom life.
Online education has the potential to make higher education more accessible, and it has the ability to overcome the financial, social and geographic barriers faced by some students via their pursuit of a post- secondary education. It also has the potential to enhance student learning, both inside the classroom and within distance education context. However, if implemented in the wrong way, it has the potential to be disengaging, impersonal, and costly. Broken down into sections based on OUSA’s mandate of seeking accessible, affordable, accountable, and quality post-secondary education for all willing students, this paper addresses some of the major concerns that surround fully-online learning, and provides possible solutions for these issues. There is currently a lot of potential for growth in this area, but a lot of questions remain as
well. The following summary presents some of the topics discussed in this paper.
Vocational education and training is changing rapidly, but there is no coherence to these changes or shared understandings about what VET should be like. The danger is that the current changes will lead to the development of a new tertiary education sector that includes the upper levels of VET, but leaves the remainder as a rump. VET needs its own review, similar to the 2008 Review of Australian Higher Education led by Denise Bradley. There needs to be a vision for VET and a shared public purpose and some explicit understanding about its relationship with schools and higher education.
This article examines the elusive concept of safety in liberal arts classrooms which are often contoured by a plurality of social, cultural, political, psychological, historical, and discursive forces and performances. Using select principles from adult education and social work with groups as an organizing metaphor, the article discusses the classroom as a large group, the changing student body, and, especially, the impact of diversity and inclusivity in liberal arts settings. Because the aim of liberal arts education is usually to promote independent and critical thinking, open-mindedness, and greater communi cation and decision-making skills, its goals foster, to a great degree, citizen engagement that empowers persons to participate in
collective actions toward greater equality and justice in communities both locally and globally. Class- room safety is essential to these aims because it increases opportunity for free, critical, and independent thought necessary for progressive, egalitarian, and justice pursuits. The article explores safety, including dialogic practices and reflection on relations of power within the classroom, for its significant role in fulfilling liberal arts aspirations.
Globalisation and Higher Education
APA referrences
This study was motivated by the premise that no nation grows further than the quality of its educational leaders.
The purpose of this theoretical debate is to examine the wider context of leadership and its effectiveness towards improving school management. This academic evaluation examines recent theoretical developments in the study of educational leadership in school management. It begins with a concise overview of the meaning and concept of leadership in terms of research, theory, and practice. This is followed by an examination of the theories of leadership, principles and styles of leadership. Each section ends with an identification of contemporary issues and possible means of amelioration. This article concludes that success is certain if the application of the leadership styles, principles and methods is properly and fully applied in school management
because quality educational leadership tradition offers great opportunity to further refine educational leadership and management policies and practices by accepting and utilizing the basic principles and styles of educational leadership.
In a recent blog post in Inside Higher Ed, Joshua Kim explored the value of telecommuting, rightly suggesting that
the proven success of online education means that one need not be physically present to do a job well. “What we’ve
learned from online education,” he wrote, “is that with a combination of thought, investment and a willingness to
make data-driven continuous improvements, distance is not a barrier to quality.” And he closed by asking, “Should
the champions of online learning also be advocating for telecommuting?”
It is absolutely the case that teaching remotely and doing it well is possible, particularly if professors accept that
teaching online requires the mastery of new skills, an awareness of online pedagogies and best practices, a
commitment to valuing those in digital spaces as much as we value those physically in front of us, and, in some
cases, more time. And Kim is right to imagine that using the “methods and tools” of online education can help us
improve productivity in workplaces that accommodate telecommuters. Certainly, tools like Slack and the Google
suite have enabled synchronous collaboration among remotely situated parties.
This Signature Report focuses on the six-year outcomes for students who began postsecondary education in fall 2009. These students were part of the surge of increased enrollments that accompanied the Great Recession, arriving on campus at a time when institutions were already dealing with reduced public budget support (Barr & Turner, 2013; Mangan, 2009). One result was that institutions were forced to increase tuition just as students and their families found themselves with diminished financial resources, leading to questions about growing levels of student debt and whether this might affect rates of degree completion (Long, 2013).
Building on an earlier 2008 summary prepared for OECD by Marlene Scardamalia and Carl Bereiter, this paper by Gesa S. E. van den Broek provides a more extensive discussion of approaches described as “research based innovation.” Fostering Communities of Learning is a constructivist approach in which teachers help students discover important curricular concepts. Learning by Design is an inquiry-based science learning programme based on case-based reasoning models. Central Conceptual Structures (CCS) theory describes developmental changes in children’s thinking and what is needed to progress through stages in specific cognitive domains. Web-based Inquiry Science Environment (WISE) is an internet-based adaptive learning environment building on the principles of knowledge integration. Cognitive Tutors and ACT-R theory are intelligent adaptive software programmes that provide students with scaffolded instruction and feedback. Direct Instruction aims to accelerate learning through clear scripted direct instruction by the teacher and scaffolded practice aimed at student involvement and error reduction. Higher Order Thinking Skills (HOTS) is for disadvantaged students especially to engage in Socratic dialogues about ideas and strategies to solve computer game-based problems. Knowledge Building is a constructivist teaching approach centred on building knowledge and creating knowledge communities.
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