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Intergroup dialogue promotes student engagement across cultural and social divides on college campuses through a face-to-face, interactive, and facilitated learning experience that brings together twelve to eighteen students from two or more social identity groups over a sustained period of time. Students in intergroup dialogue explore commonalities and differences; examine the nature and impact of discrimination, power, and privilege; and find ways of working together toward greater inclusion, equality, and social justice. Intergroup dialogue is offered as a cocurricular activity on some campuses and as a course or part of a course on others. The practice of intergroup dialogue is considered a substantive and meaningful avenue for preparing college graduates with the knowledge, commitment, and skills essential for living and working in a diverse yet socially stratified society. The research evidence supports the promise of intergroup dialogues to meet its educational goals?consciousness raising, building relationships across differences and conflicts, and strengthening individual and collective capacities to promote social justice. This volume outlines the theory, practice, and research on intergroup dialogue. It also offers educational resources to support the practice of intergroup dialogue. Addressing faculty, administrators, student affairs personnel, students, and practitioners, this volume is a useful resource for anyone implementing intergroup dialogues in higher education. This is the 4th issue of the 32nd volume of the Jossey-Bass report series ASHE Higher Education Report Series. Each monograph in the series is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication.

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Educational Testing provides support for those undertaking training in, and for training providers of, the Certificate of Competence in Educational Testing (CCET) (Level A). Developed by the British Psychological Society (BPS) the CCET aims to meet a need for standards for the use of tests in education in the UK, to encourage responsible test use by psychologists and non-psychologists alike. Written by the designers of the certificate and endorsed by the BPS's Steering Committee on Test Standards, Educational Testing is the only book of its kind available: Covers the 71 elements of the CCET in detail and acts as a ‘course text’ for those in training Describes each core competence Provides model answers and examples Offers an indication of the range of ways in which the core competences may be assessed by the Assessor, based upon the existing BPS Guidance for Assessors document Appendices offer guidance on BPS Standards, a glossary of technical terms, useful web-sites and on-line resources and Test Publishers Addresses.

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Since it was first published in 1980, Student Services: A Handbook for the Profession has become a classic reference in the field. In the fourth edition of this important resource the contributors'—a stellar panel of student affairs scholars—examine the changing context of the student experience in higher education, the evolution of the role of student affairs professionals, and the philosophies, ethics, and theories that guide the practice of student affairs work. Comprehensive in scope, this book covers a broad range of relevant topics including the development of student affairs, legal and ethical foundations of student affairs practice, student development, learning and retention theories, organizational theory, dynamics of campus environments, strategic planning and finance, information technology in student affairs, managing human resources, multiculturalism, teaching, counseling and helping skills, assessment and evaluation, and new lessons from research on student outcomes.

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Bring students, teachers, and administrators together to facilitate higher school achievement Better Together presents a tour through one of the modern era’s most important educational innovations, and provides smart strategy for working optimally within the school network sphere. There are more than 50 high-quality scaled charter networks in the U.S.; most share a learning model, professional supports, and—increasingly—platform tools. Although these charter schools get most of the attention, there are over a dozen other networks that connect district schools and provide design principles, curriculum materials, technology tools, and professional learning opportunities to streamline school improvement and help build great new schools from scratch. This book details some of the many success stories, and includes expert analysis of learning models, strategies, and innovations that are making quality scalable and helping schools produce more positive student outcomes. Illustrative examples from the New Tech Network, Summit Public Schools, Big Picture, and other big-name networks provide both guidance and inspiration, while expert discussion clarifies essential details and processes for implementation. Teachers and administrators will find much food for thought both inside and outside of a school network system. Examine proven learning models for scaled school networks Explore the latest innovations for more effective collaborations Read success stories from school networks across the country Learn smart strategies for optimizing the educational network experience Digital platforms have transformed the way we connect with friends, family, colleagues, and businesses. That revolution has finally come to education, opening doors to collaboration, resource expansion, and school success. Better Together explores beyond disruption to show how the U.S. K-12 system is truly evolving.

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In Teacher Leadership, Lieberman and Miller discuss current changes in the teacher's role, and make sense of the research on teacher leadership. They offer case studies of innovative programs – such as the National Writing Project – that provide teachers with opportunities to lead within a professional community. In addition, they tell stories of individual teachers – from Maine to California – who are able to lead in a variety of contexts. Teacher Leadership offers a new standard of teaching and community that recognizes all teachers as leaders. It shows how to develop learning communities that include rather than exclude, create knowledge rather than merely apply it, and that offer challenge and support to both new and experienced teachers. This book is a volume in the Jossey-Bass Leadership Library in Education – a series designed to meet the demand for new ideas and insights about leadership in schools.

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The Change Leadership Group at the Harvard School of Education has, through its work with educators, developed a thoughtful approach to the transformation of schools in the face of increasing demands for accountability. This book brings the work of the Change Leadership Group to a broader audience, providing a framework to analyze the work of school change and exercises that guide educators through the development of their practice as agents of change. It exemplifies a new and powerful approach to leadership in schools.

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This contemplative anthology offers personal essays by noted scholars on a range of topics related to the teaching of Shakespeare. Ideal for the graduate student, it addresses many of the primary concerns and rewards of the discipline, drawing on the variety of special skills, interests, and experiences brought to the classroom by the volume's distinguished contributors. Offers insight into the classroom practices, special skills, interests, and experiences of some of the most distinguished Shakespearean scholars in the field Features essayists who reflect on the experience of teaching Shakespeare at university level; how they approach the subject and why they think it is important to teach Provides anecdotal and practical advice for any reader interested in teaching the works of Shakespeare Engagingly candid

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This is a celebratory volume in honour of Professor T.R. Miles of the Bangor Dyslexia Unit. Among the papers offered by known specialists in the field are «Differential Diagnosis of Developmental Dyslexia», by P. Aaron, and «Evaluating Teaching Methods», by Michael Thompson.

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This is an updated version of a comprehensive a resource for health professionals working with people (primarily adults) who have learning disabilities (intellectual disabilities). It will provide a comprehensive overview of the diverse approaches to treatment and management issues, as well as methods to help them achieve the rehabilitation aims – including the usage of non-healthcare facilities. Split into three sections, the book covers 1: Underlying theory; 2: Assessment; 3: Practical methods of physical treatment and management. Combines history and the theory underlying learning disability and its associated conditions; assessment, and practical physical treatment. Achieves carefully assessed aims through methods appropriate to the individual client. Funding suggestions for working in non-healthcare situations. Features a breadth of content that also appeals to non-physiotherapists.

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Educating Citizens reports on how some American colleges and universities are preparing thoughtful, committed, and socially responsible graduates. Many institutions assert these ambitions, but too few act on them. The authors demonstrate the fundamental importance of moral and civic education, describe how the historical and contemporary landscapes of higher education have shaped it, and explain the educational and developmental goals and processes involved in educating citizens. They examine the challenges colleges and universities face when they dedicate themselves to this vital task and present concrete ways to overcome those challenges.

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