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"Development studies"
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Southern engines of global growth
The volume explores how the southern engines, China, India, Brazil, and South Africa are reshaping the world economy. It looks at their development experiences, and examines how these could provide useful lessons to the developing world.
Book
Making Volunteers
Volunteering improves inner character, builds community, cures poverty, and prevents crime. We've all heard this kind of empowerment talk from nonprofit and government-sponsored civic programs. But what do these programs really accomplish? InMaking Volunteers, Nina Eliasoph offers an in-depth, humorous, wrenching, and at times uplifting look inside youth and adult civic programs. She reveals an urgent need for policy reforms in order to improve these organizations and shows that while volunteers learn important lessons, they are not always the lessons that empowerment programs aim to teach.
With short-term funding and a dizzy mix of mandates from multiple sponsors, community programs develop a complex web of intimacy, governance, and civic life. Eliasoph describes the at-risk youth served by such programs, the college-bound volunteers who hope to feel selfless inspiration and plump up their resumés, and what happens when the two groups are expected to bond instantly through short-term projects. She looks at adult \"plug-in\" volunteers who, working in after-school programs and limited by time, hope to become like beloved aunties to youth. Eliasoph indicates that adult volunteers can provide grassroots support but they can also undermine the family-like warmth created by paid organizers. Exploring contradictions between the democratic rhetoric of empowerment programs and the bureaucratic hurdles that volunteers learn to navigate, the book demonstrates that empowerment projects work best with less precarious funding, more careful planning, and mandatory training, reflection, and long-term commitments from volunteers.
Based on participant research inside civic and community organizations,Making Volunteersillustrates what these programs can and cannot achieve, and how to make them more effective.
eBook
Comparing Media Systems Beyond the Western World
Comparing Media Systems Beyond the Western World offers a broad exploration of the conceptual foundations for comparative analysis of media and politics globally. It takes as its point of departure the widely used framework of Hallin and Mancini's Comparing Media Systems, exploring how the concepts and methods of their analysis do and do not prove useful when applied beyond the original focus of their 'most similar systems' design and the West European and North American cases it encompassed. It is intended both to use a wider range of cases to interrogate and clarify the conceptual framework of Comparing Media Systems and to propose new models, concepts and approaches that will be useful for dealing with non-Western media systems and with processes of political transition. Comparing Media Systems Beyond the Western World covers, among other cases, Brazil, China, Israel, Lebanon, Lithuania, Poland, Russia, Saudi Arabia, South Africa and Thailand.
eBook
Case study research in software engineering
Based on their own experiences of in-depth case studies of software projects in international corporations, in this book the authors present detailed practical guidelines on the preparation, conduct, design and reporting of case studies of software engineering. This is the first software engineering specific book on the case study research method.
eBook
Teaching and Learning Strategies for Sustainable Development
This timely book explores the sustainabledevelopment goals, how well universitieshave been able to integrate them into their curriculum, and how universitiescan institutionalize the goals and sustainable development into their strategicplans and institutional culture.
eBook
Best Practices in Teachers’ Professional Development in the United States
This paper discusses best practices in teachers’ professional development (PD) in the United States (U.S.). We begin by presenting a conceptual framework for effective professional development, which suggests five key features that make professional development effective—content focus, active learning, coherence, sustained duration, and collective participation. We then describe the findings from recent U.S. research that has tested the five features, with an emphasis on the results of rigorous randomized control trials. We discuss several insights gained from this work and that have helped refine the framework. They are that (a) changing procedural classroom behavior is easier than improving content knowledge or inquiry-oriented instruction techniques; (b) teachers vary in response to the same PD; (c) PD is more successful when it is explicitly linked to classroom lessons; (d) PD research and implementation must allow for urban contexts (e.g., student and teacher mobility); and (e) leadership plays a key role in supporting and encouraging teachers to implement in the classroom the ideas and strategies they learned in the PD. We then examine three major trends in how professional development for teachers is evolving in the U.S.—a move away from short workshops, linking teacher PD to evaluations, and the use of video technology to improve and monitor the effects of PD. Finally, we discuss the challenges faced by districts and schools in implementing effective professional development.
Journal Article