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This text brings together writing and research on feminist experience in academia. It covers issues such as provision of care, maternalism in the academy and dynamics of interaction between women in higher eduction. There are challenging and provocative analyses of many questions: how large is the gap between rhetoric and reality in HE institutions? how do institutions behave towards disabled staff? how far is stereotyping still affecting the roles which women play in academia? what do women face when they combine motherhood with teaching or studying? coping mechanisms and survival tactics are brought under scrutiny, and the effect these have on the behaviour of female academics and their interactions with the institution of each other. This text should provide insight and evidence for researchers to further develop their own theories, and also many starting points for those wishing to undertake their own research. Written in collaboration with the Women in Higher Education Network.
"Entering college students are expected to have accountability for their academic development and progress; however, there are high expectations that these students will master this on their own (Perry, et al., 1993, 1994). There is a large population of students, however, who are not able to make such an adjustment. Until recently, the research efforts concerning these 'at risk' students have been off-base because they have concentrated mainly on improving instruction rather than on improving learning. In this research study, thirteen central students were chosen as research participants based on the results of the Perceived Self-Regulatory Efficacy for Writers Scale (based on Zimmerman & Bandura, 1994) administered as a pre-test and a post-test, combined with the students' scores received on a pre-instruction essay and an end-of-the-semester revision of the same essay. After the research participants had been chosen, several key pieces of data were collected and analyzed using qualitative methods of analysis. The goal of this study was to analyze the effects of a self-regulated strategy development (SRSD) approach to teaching basic writing on the perceived self-regulatory efficacy and the improvement in writing skills of thirteen basic writing students in four course sections of Basic Writing II at a 4-year, open-admissions, urban university. My intention as the researcher was to explore the connection between the students' perceived self-regulatory efficacy, their self-perceived sources of motivation, and what my influence as their basic writing teacher had on their perceived self-regulatory efficacy and their improvement in writing skills. This current study, demonstrated the importance of determining what the beliefs of basic writing students are at the onset of the semester concerning intelligence and perceived self-regulatory efficacy. This should be determined in conjunction with assessing the levels of the students' writing skills. This study establishes methods basic writing instructors can use to support 'at-risk' students with tapping into their potential by first exploring the students' levels of self-efficacy for successfully performing writing tasks and their levels of writing skills and then assisting the students in developing strategic learning plans which will hopefully and ultimately lead them to becoming successful learners in a higher-education setting."--Page iii-iv.
Will anyone take on Jake Semple? Jake Semple is notorious. Rumor has it he burned down his old school and got kicked out of every school in his home state. Only one place will take him now, and that's a home school run by the Applewhites, a chaotic and hilarious family of artists. The only one who doesn't fit the Applewhite mold is E.D.—a smart, sensible girl who immediately clashes with the unruly Jake. Jake thinks surviving this one will be a breeze . . . but is he really as tough or as bad as he seems?
An annual publication of the Professional and Organizational Development (POD) Network in Higher Education, this 25th anniversary edition of To Improve the Academy focuses on contributing to and expanding the scholarship of educational development. Each chapter of this volume provides context and strategies for faculty and organizational development that advances student learning. To Improve the Academy, Volume 25, offers a resource for innovating and meeting new challenges in higher education to faculty and instructional development staff, department chairs, deans, student services staff, chief academic officers, and educational consultants. Divided into five sections, the book covers topics such as POD's ethical guidelines for educational developers Educational development and sociological imagination, or the ability to connect individual experience to social structure Paradigms for readers to consider, including critical theory and chaos theory Educational development and the scholarship of teaching and learning Specific practices and issues related to improving curriculum and instruction Faculty development, vitality, and reward at different stages of the faculty career The aim of the book—and POD as an organization—is to instill in educational developers a sense of responsibility for improving the quality of teaching and learning. This anniversary edition not only celebrates this value but also guides readers to a workable understanding of how to contribute to improvements in higher education.
Based on the Children of Divorce Project, a landmark study of sixty families during the first five years after divorce, this enlightening and humane modern classic altered the conventional wisdom on the short- and long-term effects of family dissolution.
Sending your son or daughter off to college is never easy, but sending your pride and joy to the United States Military Academy is downright scary. There are so many unknowns-from Beast to boodle to all those confusing Army acronyms! That's where The Mom's Guide to Surviving West Point comes in. This book is designed to guide you as you figure out how best to support and encourage your cadet through the next four years.
Describes the author's shark attack experience, how he escaped and survived, and how the event shaped his life and made him a champion for the shark conservation effort.