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• Preface
• Part 1: Core Enduring Missions 1. The Ten Generations of American Higher Education, by Roger L. Geiger 2. Academic Freedom: Its Historical Development, Current State, and Future Challenges, by Jeffrey C. Sun 3. Curriculum Making in Higher Education: A Basis for Teaching and Learning, by Lisa Lattuca and Michael G. Brown 4. Harsh Realities: The Professoriate in the Twenty-First Century, by Philip G. Altbach and Martin J. Finkelstein 5. Teaching that Supports Students' Academic Learning: Implications for Higher Education Practice, Policy, and Leadership , by Anna Neumann 6. Graduate Education: From Research Foundations to Student-Centered Reform, by Patricia J. Gumport
• Part 2: Macro Forces at Work 7. Global Patterns of Higher Education Development, by Philip G. Altbach and Hans de Wit 8. Activism and Social Movements in College: Actors, Contexts, Tactics, and Strategies of Postsecondary Political Engagement, by Charles H. F. Davis III, Demetri L. Morgan, and Katherine S. Cho 9. Federal Policy and Policymaking for Higher Education, by Robert Kelchen and Rebecca S. Natow 10. The States and Higher Education, by David Tandberg and Denisa Gandara 11. The Legal Environment: Higher Education Law and the Politics That Shape It, by Joy Blanchard and Liliana Garces 12. Financing American Higher Education, by Nicholas W. Hillman and Audrey Peek
• Part 3: Frontiers of Rapid Change 13. Extending Opportunity, Perpetuating Privilege: Institutional Stratification amid Educational Expansion, by Lauren Schudde and Wonsun Ryu 14. A Critical Race Analysis of Racism in U.S. Higher Education, by Jessica Harris, Daniela Conde, and Julia Karpicz 15. Technology: The Solution to Higher Education's Pressing Problems?, by Laura W. Perna, Roman Ruiz, and Julia Brickfield 16. Boards, Administrators and Faculty: Collaborating Necessarily in New Ways, by Peter D. Eckel and Adrianna Kezar 17. Broad-Access Institutions: Sites of Possibility, Opportunity, and Epistemic Justice, by Leslie Gonzales and Tykeia N. Robinson 18. Community Colleges, by Peter Bahr and Jillian Gross Fortgang 19. Markets, State, and Higher Education: Trends in Academic Capitalism, by Gary Rhoades Contributors Index.
• (source: Nielsen Book Data)

Now in its fifth edition! An indispensable reference for anyone concerned with the future of American colleges and universities. Whether it is advances in information technology, organized social movements, or racial inequality and social class stratification, higher education serves as a lens for examining significant issues within American society. First published in 1998, American Higher Education in the Twenty-First Century offers a comprehensive introduction to the complex realities of American higher education, including its history, financing, governance, and relationship with the states and federal government. This thoroughly revised edition brings the classic volume completely up to date. Each chapter has been rewritten to address major recent issues in higher education, including the COVID-19 pandemic, the movement for racial justice, and turmoil in the for-profit sector. Three entirely new chapters cover broad-access colleges, race and racism, and organized social movements. Reflecting on the implications of ethnic and socioeconomic diversity within higher education, the book also grapples with growing concerns about the responsiveness and future of the academy. No other book covers such wide-ranging issues under the broader theme of higher education's relationship to society. Highly acclaimed and incorporating cutting-edge research, American Higher Education in the Twenty-First Century is now more useful and engaging than ever. Contributors: Michael N. Bastedo, Philip G. Altbach, Patricia J. Gumport, Peter Riley Bahr, Joy Blanchard, Julia Brickfield, Michael Brown, Katherine S. Cho, Daniela Conde, Charles H. F. Davis III, Hans de Wit, Peter D. Eckel, Martin Finkelstein, Denisa Gandara, Liliana M. Garces, Roger L. Geiger, Leslie D. Gonzales, Jillian Leigh Gross, Jessica Harris, Nicholas Hillman, Julia Rose Karpicz, Robert Kelchen, Adrianna Kezar, Lisa R. Lattuca, Demetri Morgan, Rebecca Natow, Anna Neumann, Audrey Peek, Laura W. Perna, Gary Rhoades, Tykeia N. Robinson, Roman Ruiz, Wonson Ryu, Lauren T. Schudde, Jeffrey C. Sun, David A. Tandberg.
(source: Nielsen Book Data)

• Preface Acknowledgments Introduction: An Overview of American Education Chapter One: School as We Know It Chapter Two: On Teachers Chapter Three: School Choice Chapter Four: Engagement Chapter Five: School Governance in America Chapter Six: A New System of Education: Starting from Scratch Appendix A: Pertinent Court Cases Appendix B: Discussion Questions About the Author.
• (source: Nielsen Book Data)

American educators and policy makers have grown increasingly frustrated in recent decades as attempts to enhance equity and bring American student learning to the level experienced in other countries have faltered. Recent efforts have included the standards movement as well as broad expansion of "school choice." These endeavors, which largely rely on market-based thinking, assume that individual schools and teachers have the will and ability to do better, if only prodded by competition and other sticks and carrots. Such attempts overlook flaws in a system developed to provide a "common" education while also subdividing resources to maintain privilege for some. This book traces the history of American education as a foundation to examining persistent weaknesses in education today. Meaningful reform and improvement, which are urgent needs, will require broad, systemic change, based on the engagement of many sectors. This book offers a vision for such reform. Following successful models in other countries suggests options for moving away from current, deeply enmired, systemic inequities, to a system better suited to meeting a broad range of educational needs. A portfolio of diverse schools, regionally administered and held accountable for student learning, presents an option for moving away from inequitable district structures and scatter-shot "choice" options. The critical questions are how to get there from here, and do we have the will to do so? The book concludes with suggestions on how to start the process.
(source: Nielsen Book Data)

• Section 1. Concept and facets of responsive and responsible learning. Chapter 1. Postulating responsive and responsible learning ; Chapter 2. "Response-able" education for sustainable employability aligned with sustainable development goals: soaring to success ; Chapter 3. Responsive and responsible learning in the Malaysian education system: a game changer ; Chapter 4. Meaningful learning didactic strategies in higher education ; Chapter 5. Humanistic teaching during the pandemic: education beyond the lesson ; Chapter 6. Creating a responsive and responsible learning environment: bookopolisuitm Malaysia
• Section 2. Pedagogy and strategies in responsive and responsible learning. Chapter 7. Collaborative pedagogy for global learners: adaptive teaching for borderless learning ; Chapter 8. Engaging responsive and responsible learning through collaborative teaching in the STEM classroom ; Chapter 9. Creativity and the self: a higher educational praxis for responsive learning ; Chapter 10. Songs in the key of life: cultivating the student qua artist to empower authentic becoming ; Chapter 11. Cultivating and nurturing an empathy-ready mindset through value-based innovation ; Chapter 12. The determinants of potential volunteering among Moroccan students: an empirical analysis ; Chapter 13. Mathematics preservice teachers' responsiveness in microteaching using 21st century skills ; Chapter 14. Responsive and responsible preservice teacher reflective thinking towards chemistry for life ; Chapter 15. Multiple-multimodal skills through responsive and responsible learning: audiovisual media communications classifications ; Chapter 16. The environmental commitment of Moroccan students: measures and determinants case of Cadi Ayyad University ; Chapter 17. Framing responsive and responsible learning in project-based assessment: a study on the Malaysian general studies subject ; Chapter 18. Assessment strategies in empowering self-regulated learning in higher education: a systematic review
• Section 3. Related matters in responsive and responsible learning. Chapter 19. Ethics of hybrid learning in higher education ; Chapter 20. Factors to consider when moving a cooperative academic literacy activity online ; Chapter 21. Exploring lecturer and student readiness on flexible learning pathways toward SDG4 ; Chapter 22. Sotl for responsive teaching: managing issues and challenges.

"The book attempts to introduce responsive and responsible learning as an upshot to the expected and unexpected massive changes in higher education globally. Indeed, the acronym VUCA has precisely illustrated the situation in the last two years and in many years to come. Higher Education management, academics and students are inadvertently diverting their attention from a structured three or four year program on campus as the proliferation of courses and just in time learning are now being attractively and excitingly packaged and offered by other corporations and industry than the universities. The premise for the book is a psychologically inclined construct, centring on the SELF that is, responsive and responsible learning. It extends the notion of self directed learning and heutagogy. The book will focus on how the concepts of responsive and responsible are translated into practice by the instructors, learning facilitators and higher education managers. The book will deal more on the practicalities and strategies ; existing frameworks for the 21st century learning will be adopted and adapted by the writers. New and appropriate technologies will be able to perpetuate and generate both responsive and responsible learning. Hence, the book will include aspects of technology, learning environment, lifelong, connected learning and also policies. A chapter on under represented learners and how they are nurtured for responsive and responsible learning is also expected"-- Provided by publisher.

• Chapter 1. Cross-cultural communication and teaching business written language to Chinese students
• Chapter 2. Educational process in a secondary school using distance learning technologies
• Chapter 3. Educational process variability: condition for developing the academic mobility of high school students
• Chapter 4. Educational standards in the social digitalization context
• Chapter 5. Equity and access in digital education: bridging the divide
• Chapter 6. Expanding the notion of culture in digital course design: key stakeholders and new perspectives
• Chapter 7. Exploring transformational head teachers' practices of digitalization in the primary school
• Chapter 8. How COVID-19 affected the mental health of primary school students in Vietnam
• Chapter 9. Modern approaches to the creation of virtual museum exhibits in the educational laboratory of 3D modeling
• Chapter 10. Monitoring the quality of the education system in Russia: analysis of regional regulatory and legal documents
• Chapter 11. Motives for getting higher education in different cultures (China, Africa, Russia)
• Chapter 12. Perceptions of university educational environments and their developmental challenges: online survey among students
• Chapter 13. Psychological features of teaching deaf and hearing-impaired students
• Chapter 14. Specifics of Russian certification systems and personnel reserves of school principals
• Chapter 15. Teacher-psychologist professional competence: key to effective services
• Chapter 16. Teachers' professional socialization in the system of higher education
• Chapter 17. The era of e-learning and the challenges for rural areas
• Chapter 18. The essence of pedagogical interaction in the educational process of higher education
• Chapter 19. The impact of a lack of information and communication technologies at rural schools: digitalization in a changing education environment
• Chapter 20. The role of the education system in countering and preventing extremism and terrorism in youth environments
• Chapter 21. Training bachelors in computer science and computer engineering: interdisciplinary forms and methods
• Chapter 22. Understanding the need for redesigning teaching and learning for Indian educators in the digital age.

"In an era where digitalization is the driving force behind education, an examination of how technology is reshaping pedagogy is mandatory for ensured success. Shifting educational standards amidst the digital revolution must be evaluated with interdisciplinary approaches in computer science and engineering education. Contemporary Challenges in Education: Digitalization, Methodology, and Management delves deep into the heart of contemporary education, offering insights drawn from applied research and case studies, all of which collectively redefine the very essence of education today. It explores integrating socio-economic modeling methods to optimize catering concepts in educational organizations.At its core, this book explores how applied research has generated transformations within national educational systems. It dissects critical issues, ranging from hot meal programs in schools to the nuanced demands of children with special educational needs. The chapters of this reference book provide an indispensable resource for those seeking to navigate the digital terrain within education, offering both a roadmap and a cautionary tale. These insights prompt readers to ponder the immense impact applied research can wield on educational policies and practices, making it an essential read for researchers, policymakers, and educators alike.One of the book's standout sections dives deep into cross-cultural communication and studies that transcend national borders, and reveals the massive potential it has for reshaping the educational landscape. Here, readers are invited to contemplate how such studies can transcend the limitations of traditional educational paradigms, fostering global educational cohesion in an increasingly interconnected world.Contemporary Challenges in Education: Digitalization, Methodology, and Management addresses fundamental questions at the heart of educational advancement, and underscores the pivotal role of applied research, technology, and cross-cultural insights in shaping the future of education. This book also peels back the layers of educational management, examining decisions that optimize regional educational infrastructure, enhance quality assessment, and cultivate the professional competence of school principals. It is an invaluable resource for educational leaders and administrators seeking to refine organizational structures and leadership within educational institutions. Scholars, educators, policymakers, and anyone interested in the educational landscape will find this book invaluable for navigating the complex challenges and opportunities in contemporary education."-- Provided by publisher.

• Part I: Experiences of Students and Families
• 1. Strengthening homes as sites of learning during emergency: Lessons from COVID-19 lockdown in Uganda
• 2. "I will not allow my child to go to school": Parents' perspectives on school reopening during the COVID-19 pandemic
• 3. The aftermath of COVID-19 school closures in Uganda: Exploring the willingness of teenage mothers to re-enter schools Part II: Impact on Marginalised Students
• 4. "We are as valuable as non-disabled students": Learning experiences of female learners with disabilities during the COVID-19 pandemic in Uganda
• 5. "If we eat lunch, then supper, no": Effects of COVID-19 school closures on HIV-infected and affected girls and young women in Uganda
• 6. Underprivileged school children's experiences of COVID-19 preventive measures: Tales from rural Uganda Part III: E-Learning Strategies and Issues
• 7. "Online lessons are a waste of time": Peer-to-peer reflections on online learning in the aftermath of COVID-19 school closures in Uganda
• 8. Students' experiences using online learning during the COVID-19 pandemic: The case of Kyambogo University, Uganda
• 9. Institutional approaches to supporting students during the COVID-19 pandemic: A comparative study of two Ghanaian public universities' online learning experiences Part IV: Emerging Educational Issues
• 10. The relevance of modern technologies in counselling tertiary education students in the COVID-19 era: A study at the University of Energy and Natural Resources in Ghana
• 11. Remote data collection for educational research during Uganda's two-year school closure: Challenges and adaptations
• 12. Writing the effects of COVID
• -19: Emerging perspectives in Ugandan literary texts
• 13. Risk management strategies for teaching and learning in Ghanaian public universities during the COVID-19 pandemic.
• (source: Nielsen Book Data)

With comprehensive examples from researchers across East Africa, West Africa, and Southern Africa, the book examines how primary, secondary, and tertiary education was affected by the pandemic and how its effects are shaping the future of education in Africa. This book addresses diverse issues relating to COVID-19 and education, including the gendered-, classed-, and disability-related effects of the pandemic; African educators' and students' experiences with different remote learning technologies; and the outcomes of government interventions in education, such as prolonged school closures. The chapters and case studies highlighted in the volume represent the voices of African educators, students, and parents as they share their experiences of the pandemic and their perspectives on how learning should be optimised to better manage future disruptions to education. This book is the first of its kind to comprehensively examine the effects of COVID-19 on education in Africa and will be essential reading for researchers, academics, and scholars of African education, international and comparative education, and education policy.
(source: Nielsen Book Data)

"This book explores the complexities of cultivating ‘Confucian individuals’ through classics study in contemporary China by drawing on the individualization thesis and its implications for the Confucian education revival. Based on ethnographic fieldwork conducted at a Confucian classical school, three topics are investigated: parents’ narratives and actions related to ‘dis-embedding’ their children from mainstream state education and transferring them to Confucian education as an alternative; the specific discourses and practices of teaching and learning the classics in everyday school life, guided by the aim of training students to become autonomous learners; and the institutional and subjective dilemmas that arise when parents and students seek to ‘re-embed’ themselves in either the state education system or further Confucian studies at an advanced academy for the next stage of education. The research presented in this book contributes to understanding the hidden dynamics of individualization in the Confucian education revival and the intricacies of subject-making through Confucian teaching and learning in the socialist state of China." -- Provided by publisher.

• Dye and dynamism
• The harmony secretary
• On collective leadership
• What's wrong with corruption?
• Drinking without limits
• Teaching Confucianism in China
• The Communist comeback
• Censorship, formal and informal
• Academic meritocracy, Chinese-style
• A critique of cuteness
• The case for symbolic leadership

" ... Bell, neither a Chinese citizen nor a member of the Chinese Communist Party, was appointed as dean because of his scholarly work on Confucianism--but soon found himself coping with a variety of issues having little to do with scholarship or Confucius. These include the importance of hair color and the prevalence of hair-dyeing among university administrators, both male and female; Shandong's drinking culture, with endless toasts at every shared meal; and some unintended consequences of an intensely competitive academic meritocracy. As dean, he also confronts weightier matters: the role at the university of the Party secretary, the national anticorruption campaign and its effect on academia (Bell asks provocatively, "What's wrong with corruption?"), and formal and informal modes of censorship. Considering both the revival of Confucianism in China over the last three decades and what he calls "the Communist comeback" since 2008, Bell predicts that China's political future is likely to be determined by both Confucianism and Communism"--Book jacket

• 1. Introduction - Ways to think about the concepts of 'Education' and 'Europe' Preface to
• Section I - On the 'pains' of learning 2. Crossing the border 3. Language learning in France: De-territorialising language and culture 4. Padagogik and (New) Education Studies: Striking up a conversation Preface to
• Section II - Learning to become a 'whole' human being 5. Perspectives on Democracy, Citizenship, and Value Education in the Norwegian School 6. Educational Poverty as a Challenge for the Future: Concepts and criteria for combating non-material child deprivation 7. Everything, but a Teacher - Notes from creative writing workshops with liminal space 8. Without hierarchy: A phenomenological contribution to the antiauthoritarian approach in pedagogy Preface to
• Section III - How could we ever find out about 'learning'? 9. Attention as the Core of Education: Collaborative learning from experiences in GP vocational training in The Netherlands 10. Teaching with Flow in the times of Covid-19 11. Vignette research: An Austrian phenomenological approach to empirical research 12. Summing it all up - a concluding attempt.
• (source: Nielsen Book Data)

This key text offers a detailed exploration of the wide range of theoretical approaches to theory, practice and research in Europe and how these can illuminate our understanding of contemporary education systems. Contributors working or living in countries across the continent offer their insights into different histories and contemporary problems, with each chapter exploring key themes and concepts to provoke critical thinking and discussion. Key areas and debates examined include: Educational poverty Perspectives on democracy and citizenship Theorising education and educational research Epistemic injustice in the curriculum Educational provision and ethos Drawing on these wide-ranging themes across a number of national contexts to provoke critical thinking and reflection, each chapter also includes discussion points and further reading. This book is most suitable for students working towards their BA or MA in Education Studies or other education-related courses. It also offers a worthwhile resource for lectures and researchers engaged in the topic of international education.
(source: Nielsen Book Data)

• Introduction : knowledge production in the struggle for power and state formation in Korea, 1875-1945 / Andrew Hall and Leighanne Yuh
• Linguistic modernity, education, and nationalizing the vernacular in pre-colonial Korea : divergences between Western missionary and indigenous discourses / Daniel Pieper
• Legitimizing literary Sinitic in Korea's pre-colonial classroom : Yŏ Kyuhyŏng and the publication of Hanmunhak kyogwasŏ / W. Scott Wells
• Late nineteenth-century modern education in Korea : the state, ideology, and moral education / Leighanne Yuh
• Official foreign language schools in Korea, 1894-1906 / Yong-Jin Hahn
• Japan's education policies in Korea in the 1910s : "thankful and obedient" / Andrew Hall
• The construction of elementary education in early colonial Korea : non-compulsory education and Japan's dissemination of schools / Furukawa Noriko
• Korean language textbooks, 1895-1932 : mixed script, Hanmun, and colonization / Lim Sang-Seok
• History education in colonial-era Korea : the rise and fall of Chōsen : jireki as local history / Kokubu Mari
• Korean reactions to Japanese education policy under cultural rule, 1920-1931 / Mark E. Caprio
• "The spirit of our students, our children!" : Korean student identity and the 1919 March First Movement in The Grass Roof and The Yalu Flows / Deborah B. Solomon
• Christianity, Western modernity, and the "third space" in colonial Korea : the US-educated elite and the quest for democracy / Yoonmi Lee

"Education, the production of knowledge, identity formation, and ideological hegemony are inextricably linked in early modern and modern Korea. This study examines the production and consumption of knowledge by a multitude of actors and across languages, texts, and disciplines to analyze the formulation, contestation, and negotiation of knowledge. The production and dissemination of knowledge become sites for contestation and struggle-sometimes overlapping, at other times competing-resulting in a shift from a focus on state power and its control over knowledge and discourse to an analysis of local processes of knowledge production and the roles local actors play in them. Contributors are Daniel Pieper, W. Scott Wells, Yong-Jin Hahn, Furukawa Noriko, Lim Sang Seok, Kokubu Mari, Mark Caprio, Deborah Solomon, and Yoonmi Lee"-- Provided by publisher

"A biography of Emmett J. Scott--chief of staff, adviser, and ghostwriter to Booker T. Washington and power player in the Tuskegee Institute"-- Provided by publisher

• How Have US Public School Teachers Taught?
• Have Public Schools and Teaching Practices Changed over Time?
• Why Have Schooling and Classroom Practice Been Stable over Time?
• How Should Teachers Teach?
• How Do Teachers Teach Now?
• Why Have Changing and Conserving Been Hallmarks of US Public Schooling and
• Teaching Practice?