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Gateway to opportunity? [[electronic resource] ] : a history of the community college in the United States / / J.M. Beach ; foreword by W. Norton Grubb
| Gateway to opportunity? [[electronic resource] ] : a history of the community college in the United States / / J.M. Beach ; foreword by W. Norton Grubb |
| Autore | Beach J. M (Josh M.) |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Sterling, Va., : Stylus Pub., 2011 |
| Descrizione fisica | 1 online resource (234 p.) |
| Disciplina | 378.1/5430973 |
| Soggetto topico |
Community colleges - United States - History
Community college students - United States - History College students - Conduct of life - History |
| ISBN |
1-00-344497-0
1-000-97542-8 1-003-44497-0 1-57922-531-4 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; CONTENTS; ACKNOWLEDGMENTS; FOREWORD; PREFACE: The Institutionalization of Community Colleges; The State of the Union; The Institutional Effectiveness Movement and Higher Education; What Is an Institution?; The Community College: A Contradictory Institution; 1. THE CREATION AND INSTITUTIONALIZATION OF JUNIOR COLLEGES IN THE UNITED STATES, 1900-1980's; An Aristocracy of Talent: The Origins of Higher Education in the United States; Educational Innovation: The Creation of Junior Colleges, 1900-1940's
A Reformation: The Reinstitutionalization of Community Colleges Due to Increasing Student Access, 1950's-1960-s Community Colleges, Segregation, and Equality, 1960's-1980's; Whither To? Reaching a Plateau of Orthodoxy, 1970's-1980's; 2. INSTITUTIONAL AMBIGUITY: Continued Struggles of the Contradictory College; A Critique of Orthodoxy: The New Left Evaluates Community Colleges, 1970s-1980s; Revised but Confused Orthodoxy: The Contradictory Community College's New Missions, 1990's-2000's; Are There Economic Returns to Community College Credentials? An Economic Assessment, 1990-2010 3. OVERBURDENED AND UNDERFUNDED: The California Community College Origins of the California Junior College; Massification of Higher Education and Postwar Planning; Segregated Education in California and the Junior College; The California Postsecondary Education Commission; The Master Plan Revised: Declining Budgets and a New System of Accountability; Conclusion: Accounting and Accountability; 4. THE AMBIGUOUS LEGACY OF THE COMMUNITY COLLEGE: Policy, Administrative, and Educational Implications; The Reduction of Education to Human Capital The Legacy of the Community College: A Limited Opportunity Institutional Reform? Three Principles for Policy Makers; NOTES; SELECTED BIBLIOGRAPHY; ABOUT THE AUTHOR; INDEX; |
| Record Nr. | UNINA-9910817710203321 |
Beach J. M (Josh M.)
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| Sterling, Va., : Stylus Pub., 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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A guide to building education partnerships [[electronic resource] ] : navigating diverse cultural contexts to turn challenge into promise / / Matthew T. Hora and Susan B. Millar ; foreword by Judith Ramaley
| A guide to building education partnerships [[electronic resource] ] : navigating diverse cultural contexts to turn challenge into promise / / Matthew T. Hora and Susan B. Millar ; foreword by Judith Ramaley |
| Autore | Hora Matthew T. <1972-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Sterling, Va., : Stylus Pub., 2011 |
| Descrizione fisica | 1 online resource (234 p.) |
| Disciplina | 371.19 |
| Altri autori (Persone) | MillarSusan Bolyard |
| Soggetto topico |
Educators - Professional relationships - United States
College-school cooperation - United States Government aid to education - United States Business and education - United States Interorganizational relations - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-57922-489-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt.1. Getting ready for partnership -- pt. 2. Designing a partnership -- pt. 3. Implementing partnerships. |
| Record Nr. | UNINA-9910461100803321 |
|
Hora Matthew T. <1972->
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| Sterling, Va., : Stylus Pub., 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
A guide to building education partnerships [[electronic resource] ] : navigating diverse cultural contexts to turn challenge into promise / / Matthew T. Hora and Susan B. Millar ; foreword by Judith Ramaley
| A guide to building education partnerships [[electronic resource] ] : navigating diverse cultural contexts to turn challenge into promise / / Matthew T. Hora and Susan B. Millar ; foreword by Judith Ramaley |
| Autore | Hora Matthew T. <1972-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Sterling, Va., : Stylus Pub., 2011 |
| Descrizione fisica | 1 online resource (234 p.) |
| Disciplina | 371.19 |
| Altri autori (Persone) | MillarSusan Bolyard |
| Soggetto topico |
Educators - Professional relationships - United States
College-school cooperation - United States Government aid to education - United States Business and education - United States Interorganizational relations - United States |
| ISBN |
1-00-344279-X
1-000-97408-1 1-003-44279-X 1-57922-489-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt.1. Getting ready for partnership -- pt. 2. Designing a partnership -- pt. 3. Implementing partnerships. |
| Record Nr. | UNINA-9910789969203321 |
|
Hora Matthew T. <1972->
|
||
| Sterling, Va., : Stylus Pub., 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
A guide to building education partnerships [[electronic resource] ] : navigating diverse cultural contexts to turn challenge into promise / / Matthew T. Hora and Susan B. Millar ; foreword by Judith Ramaley
| A guide to building education partnerships [[electronic resource] ] : navigating diverse cultural contexts to turn challenge into promise / / Matthew T. Hora and Susan B. Millar ; foreword by Judith Ramaley |
| Autore | Hora Matthew T. <1972-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Sterling, Va., : Stylus Pub., 2011 |
| Descrizione fisica | 1 online resource (234 p.) |
| Disciplina | 371.19 |
| Altri autori (Persone) | MillarSusan Bolyard |
| Soggetto topico |
Educators - Professional relationships - United States
College-school cooperation - United States Government aid to education - United States Business and education - United States Interorganizational relations - United States |
| ISBN |
1-00-344279-X
1-000-97408-1 1-003-44279-X 1-57922-489-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | pt.1. Getting ready for partnership -- pt. 2. Designing a partnership -- pt. 3. Implementing partnerships. |
| Record Nr. | UNINA-9910828403903321 |
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Hora Matthew T. <1972->
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| Sterling, Va., : Stylus Pub., 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
How to design and teach a hybrid course [[electronic resource] ] : achieving student-centered learning through blended classroom, online, and experiential activities / / Jay Caulfield ; foreword by Alan Aycock
| How to design and teach a hybrid course [[electronic resource] ] : achieving student-centered learning through blended classroom, online, and experiential activities / / Jay Caulfield ; foreword by Alan Aycock |
| Autore | Caulfield Jay <1949-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Sterling, Va., : Stylus Pub., 2011 |
| Descrizione fisica | 1 online resource (266 p.) |
| Disciplina | 371.3 |
| Soggetto topico |
Student-centered learning
Blended learning Lesson planning |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-57922-603-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction: what is hybrid? -- Theoretical applications -- Experiential learning -- Planning your hybrid course: critical questions to consider -- Designing and teaching your hybrid course -- Discussion as a way of learning in a hybrid course -- Providing and soliciting student feedback -- Using small groups as a learning strategy -- Meeting student expectations -- Enhancing teaching through the use of technology -- Interview data -- What students say about hybrid -- What the best hybrid teachers say -- What the best hybrid teachers do -- Concluding chapter -- Conclusion: coming full circle, future research & final reflections. |
| Record Nr. | UNINA-9910461705203321 |
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Caulfield Jay <1949->
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| Sterling, Va., : Stylus Pub., 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
How to design and teach a hybrid course [[electronic resource] ] : achieving student-centered learning through blended classroom, online, and experiential activities / / Jay Caulfield ; foreword by Alan Aycock
| How to design and teach a hybrid course [[electronic resource] ] : achieving student-centered learning through blended classroom, online, and experiential activities / / Jay Caulfield ; foreword by Alan Aycock |
| Autore | Caulfield Jay <1949-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Sterling, Va., : Stylus Pub., 2011 |
| Descrizione fisica | 1 online resource (266 p.) |
| Disciplina | 371.3 |
| Soggetto topico |
Student-centered learning
Blended learning Lesson planning |
| ISBN |
1-00-344517-9
1-000-97294-1 1-003-44517-9 1-57922-603-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction: what is hybrid? -- Theoretical applications -- Experiential learning -- Planning your hybrid course: critical questions to consider -- Designing and teaching your hybrid course -- Discussion as a way of learning in a hybrid course -- Providing and soliciting student feedback -- Using small groups as a learning strategy -- Meeting student expectations -- Enhancing teaching through the use of technology -- Interview data -- What students say about hybrid -- What the best hybrid teachers say -- What the best hybrid teachers do -- Concluding chapter -- Conclusion: coming full circle, future research & final reflections. |
| Record Nr. | UNINA-9910789910003321 |
|
Caulfield Jay <1949->
|
||
| Sterling, Va., : Stylus Pub., 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
How to design and teach a hybrid course [[electronic resource] ] : achieving student-centered learning through blended classroom, online, and experiential activities / / Jay Caulfield ; foreword by Alan Aycock
| How to design and teach a hybrid course [[electronic resource] ] : achieving student-centered learning through blended classroom, online, and experiential activities / / Jay Caulfield ; foreword by Alan Aycock |
| Autore | Caulfield Jay <1949-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Sterling, Va., : Stylus Pub., 2011 |
| Descrizione fisica | 1 online resource (266 p.) |
| Disciplina | 371.3 |
| Soggetto topico |
Student-centered learning
Blended learning Lesson planning |
| ISBN |
1-00-344517-9
1-000-97294-1 1-003-44517-9 1-57922-603-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Introduction: what is hybrid? -- Theoretical applications -- Experiential learning -- Planning your hybrid course: critical questions to consider -- Designing and teaching your hybrid course -- Discussion as a way of learning in a hybrid course -- Providing and soliciting student feedback -- Using small groups as a learning strategy -- Meeting student expectations -- Enhancing teaching through the use of technology -- Interview data -- What students say about hybrid -- What the best hybrid teachers say -- What the best hybrid teachers do -- Concluding chapter -- Conclusion: coming full circle, future research & final reflections. |
| Record Nr. | UNINA-9910828466703321 |
|
Caulfield Jay <1949->
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||
| Sterling, Va., : Stylus Pub., 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen
| Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen |
| Autore | Hansen Edmund <1952-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Sterling, Va., : Stylus Pub., 2011 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 378.1/990973 |
| Soggetto topico |
Education, Higher - Curricula - United States
Curriculum planning - United States Concept learning |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-57922-615-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; CONTENTS; LIST OF FIGURES; ACKNOWLEDGMENTS; 1. PRACTICAL BENEFITS OF COURSE DESIGN; Faculty Stressors in Teaching; Lack of Students' Intellectual Curiosity; Students' Academic Underpreparedness; Fear of Antagonizing Students; Time Spent on Grading Papers; The Addition of New Teaching Roles; Benefits From Idea-Based Course Design; Focus on the Big Picture Gives Direction and Reduces Information Overload; Detailed Criteria for Quality Performance Are Defined Up Front; Ample Practice Opportunities for Key Skills Are Built Into the Design
Courses Are Built Around Authentic Performance TasksThe Emphasis on Formative Assessment Turns the Faculty Into Coaches; Course Activities Are Structured to Overcome Students' Barriers Against Critical Thinking; Idea-Based Learning; Some Principles; 2. BACKWARD DESIGN; Traditional Course Design; How Do Faculty Spend Their Time When Designing a Course?; Which Course Design Approaches Have Been Documented by Research?; The Flowchart of Traditional Course Design; How Are Course Goals/Outcomes Established?; Critique of the Traditional Design; Why Faculty Might Not Believe in Course Design Where Is the Student in Traditional Course Design?How Does the ''Logic of the Content'' Differ From the ''Logic of Learning the Content''?; The Backward Design Model; What Is Curricular Alignment?; The Importance of Course Design; How Course and Curriculum Development Fit Together; 3. LEARNING OUTCOMES; Problems With (Conceptualizing) Learning Outcomes; Why Formulate Goals at All?; A History of Changing Terminology; Identifying Big Ideas; First, Look at the Curriculum!; How to Establish Priorities; Deriving Enduring Understandings; Connecting Big Ideas With Student Horizons Which Understandings Are Enduring?Determining Learning Outcomes; How General and How Specific Should They Be?; Examples From Specific Courses; Linking Them With Different ''Facets of Understanding''; 4. REMOVING BARRIERS TO CRITICAL THINKING; Significance of Critical Thinking; Critical Thinking Isn't Just for Upper-Level Classes; Lay Definitions of Critical Thinking; The Critical Thinking That Instructors Assume Is Implied in Their Courses; The Confusing State of the Critical Thinking Literature; How Many Characteristics Does Critical Thinking Have?; Critical Thinking in Different Disciplines Need for Teaching Critical ThinkingIs Critical Thinking Acquired ''Naturally''?; How College Students Have Changed; Barrier 1: Intellectual Development; How Students' Thinking About Learning Evolves; How These Developmental Orientations Affect Students' Learning Behaviors; Barrier 2: Habits of Mind; How Intellectual Habits Affect Learning; Which Intellectual Habits Are Important for Critical Thinking?; Barrier 3: Misconceptions; Why Learning Often Requires ''Unlearning'' First; The Typical Misconceptions That Plague Various Disciplines; Barrier 4: Complex Reasoning Why Thinking/Understanding Is Deeper Than Knowing |
| Record Nr. | UNINA-9910461506503321 |
|
Hansen Edmund <1952->
|
||
| Sterling, Va., : Stylus Pub., 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen
| Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen |
| Autore | Hansen Edmund <1952-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Sterling, Va., : Stylus Pub., 2011 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 378.1/990973 |
| Soggetto topico |
Education, Higher - Curricula - United States
Curriculum planning - United States Concept learning |
| ISBN |
1-00-344520-9
1-000-97382-4 1-003-44520-9 1-57922-615-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; CONTENTS; LIST OF FIGURES; ACKNOWLEDGMENTS; 1. PRACTICAL BENEFITS OF COURSE DESIGN; Faculty Stressors in Teaching; Lack of Students' Intellectual Curiosity; Students' Academic Underpreparedness; Fear of Antagonizing Students; Time Spent on Grading Papers; The Addition of New Teaching Roles; Benefits From Idea-Based Course Design; Focus on the Big Picture Gives Direction and Reduces Information Overload; Detailed Criteria for Quality Performance Are Defined Up Front; Ample Practice Opportunities for Key Skills Are Built Into the Design
Courses Are Built Around Authentic Performance TasksThe Emphasis on Formative Assessment Turns the Faculty Into Coaches; Course Activities Are Structured to Overcome Students' Barriers Against Critical Thinking; Idea-Based Learning; Some Principles; 2. BACKWARD DESIGN; Traditional Course Design; How Do Faculty Spend Their Time When Designing a Course?; Which Course Design Approaches Have Been Documented by Research?; The Flowchart of Traditional Course Design; How Are Course Goals/Outcomes Established?; Critique of the Traditional Design; Why Faculty Might Not Believe in Course Design Where Is the Student in Traditional Course Design?How Does the ''Logic of the Content'' Differ From the ''Logic of Learning the Content''?; The Backward Design Model; What Is Curricular Alignment?; The Importance of Course Design; How Course and Curriculum Development Fit Together; 3. LEARNING OUTCOMES; Problems With (Conceptualizing) Learning Outcomes; Why Formulate Goals at All?; A History of Changing Terminology; Identifying Big Ideas; First, Look at the Curriculum!; How to Establish Priorities; Deriving Enduring Understandings; Connecting Big Ideas With Student Horizons Which Understandings Are Enduring?Determining Learning Outcomes; How General and How Specific Should They Be?; Examples From Specific Courses; Linking Them With Different ''Facets of Understanding''; 4. REMOVING BARRIERS TO CRITICAL THINKING; Significance of Critical Thinking; Critical Thinking Isn't Just for Upper-Level Classes; Lay Definitions of Critical Thinking; The Critical Thinking That Instructors Assume Is Implied in Their Courses; The Confusing State of the Critical Thinking Literature; How Many Characteristics Does Critical Thinking Have?; Critical Thinking in Different Disciplines Need for Teaching Critical ThinkingIs Critical Thinking Acquired ''Naturally''?; How College Students Have Changed; Barrier 1: Intellectual Development; How Students' Thinking About Learning Evolves; How These Developmental Orientations Affect Students' Learning Behaviors; Barrier 2: Habits of Mind; How Intellectual Habits Affect Learning; Which Intellectual Habits Are Important for Critical Thinking?; Barrier 3: Misconceptions; Why Learning Often Requires ''Unlearning'' First; The Typical Misconceptions That Plague Various Disciplines; Barrier 4: Complex Reasoning Why Thinking/Understanding Is Deeper Than Knowing |
| Record Nr. | UNINA-9910790018203321 |
|
Hansen Edmund <1952->
|
||
| Sterling, Va., : Stylus Pub., 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen
| Idea-based learning [[electronic resource] ] : a course design process to promote conceptual understanding / / Edmund J. Hansen |
| Autore | Hansen Edmund <1952-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Sterling, Va., : Stylus Pub., 2011 |
| Descrizione fisica | 1 online resource (225 p.) |
| Disciplina | 378.1/990973 |
| Soggetto topico |
Education, Higher - Curricula - United States
Curriculum planning - United States Concept learning |
| ISBN |
1-00-344520-9
1-000-97382-4 1-003-44520-9 1-57922-615-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; CONTENTS; LIST OF FIGURES; ACKNOWLEDGMENTS; 1. PRACTICAL BENEFITS OF COURSE DESIGN; Faculty Stressors in Teaching; Lack of Students' Intellectual Curiosity; Students' Academic Underpreparedness; Fear of Antagonizing Students; Time Spent on Grading Papers; The Addition of New Teaching Roles; Benefits From Idea-Based Course Design; Focus on the Big Picture Gives Direction and Reduces Information Overload; Detailed Criteria for Quality Performance Are Defined Up Front; Ample Practice Opportunities for Key Skills Are Built Into the Design
Courses Are Built Around Authentic Performance TasksThe Emphasis on Formative Assessment Turns the Faculty Into Coaches; Course Activities Are Structured to Overcome Students' Barriers Against Critical Thinking; Idea-Based Learning; Some Principles; 2. BACKWARD DESIGN; Traditional Course Design; How Do Faculty Spend Their Time When Designing a Course?; Which Course Design Approaches Have Been Documented by Research?; The Flowchart of Traditional Course Design; How Are Course Goals/Outcomes Established?; Critique of the Traditional Design; Why Faculty Might Not Believe in Course Design Where Is the Student in Traditional Course Design?How Does the ''Logic of the Content'' Differ From the ''Logic of Learning the Content''?; The Backward Design Model; What Is Curricular Alignment?; The Importance of Course Design; How Course and Curriculum Development Fit Together; 3. LEARNING OUTCOMES; Problems With (Conceptualizing) Learning Outcomes; Why Formulate Goals at All?; A History of Changing Terminology; Identifying Big Ideas; First, Look at the Curriculum!; How to Establish Priorities; Deriving Enduring Understandings; Connecting Big Ideas With Student Horizons Which Understandings Are Enduring?Determining Learning Outcomes; How General and How Specific Should They Be?; Examples From Specific Courses; Linking Them With Different ''Facets of Understanding''; 4. REMOVING BARRIERS TO CRITICAL THINKING; Significance of Critical Thinking; Critical Thinking Isn't Just for Upper-Level Classes; Lay Definitions of Critical Thinking; The Critical Thinking That Instructors Assume Is Implied in Their Courses; The Confusing State of the Critical Thinking Literature; How Many Characteristics Does Critical Thinking Have?; Critical Thinking in Different Disciplines Need for Teaching Critical ThinkingIs Critical Thinking Acquired ''Naturally''?; How College Students Have Changed; Barrier 1: Intellectual Development; How Students' Thinking About Learning Evolves; How These Developmental Orientations Affect Students' Learning Behaviors; Barrier 2: Habits of Mind; How Intellectual Habits Affect Learning; Which Intellectual Habits Are Important for Critical Thinking?; Barrier 3: Misconceptions; Why Learning Often Requires ''Unlearning'' First; The Typical Misconceptions That Plague Various Disciplines; Barrier 4: Complex Reasoning Why Thinking/Understanding Is Deeper Than Knowing |
| Record Nr. | UNINA-9910808826703321 |
|
Hansen Edmund <1952->
|
||
| Sterling, Va., : Stylus Pub., 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
