Explore the vast range of titles available.

How can Academic Developers provide evidence of the effectiveness and ‘added value’ of their work to the key stakeholders within their institutions? Written for Academic Developers, academic administrators and others responsible for promoting organizational change, Evaluating the Effectiveness of Academic Development is a professional guide that shares best practice advice and provides developers with useful frameworks for effective evaluation and monitoring of their work. Through case studies and up-to-date examples from experts in the field, this collection explores the nuances of evaluative practice and the tensions inherent in claiming a causal link between academic development and organizational transformation. As higher education institutions continue to seek effective ways to determine the impact of academic development on organizational transformation in general and student learning in particular, Evaluating the Effectiveness of Academic Development is sure to be an invaluable resource. 1. Evaluating the effectiveness of academic development: an overview , Lorraine Stefani 2. Locating Academic Development: the first step in evaluation , Shelda Debowski 3. The Quality Agenda: where does academic development sit? George Gordon 4. Demonstrating Fitness for Purpose: phronesis and authenticity as overarching purposes , Carolin Kreber 5. Using Student Survey Data to Shape Priorities and Approaches , Kerri-Lee Krause 6. Innovation and Change: responding to a digital environment , Cathy Gunn Case Study 1. Whaia te pae tawhiti: Māori Academic Development at the University of Auckland , Matiu Ratima Case Study 2. Academic Partnership: peer mentoring with early-career academics , Barbara Kensington-Miller Case Study 3. Tending the Secret Garden: evaluating a doctoral skills program , Frances Kelly, Ian Brailsford and Susan Carter Case Study 4. Evaluation as Bricolage: cobbling together a strategy for appraising supervision development , Barbara Grant Case Study 5. Archiving for the Future: a longitudinal approach to evaluating a postgraduate certificate program , Helen Sword Case Study 6. Tracking the Invisible: an elearning group’s approach to evaluation , Cathy Gunn and Claire Donald Case Study 7. Continuous Improvement Projects: whose evaluation matters? Lorraine Stefani Case Study 8. Leadership Programs: evaluation as a way forward , Linda McLain 7. Accrediation, Accountability and Assessment: addressing multiple agendas , Claudia Stanny and Jane Halonen 8. An Institutional Program: a national model for evaluation? Roni Bamber 9. Evaluation matters in a national, funded academic development project , Kogi Nadoo and Alison Holmes 10. Impact Evaluation and its Implications , Kathleen Gray and Alex Radloff Endnote , Lorraine Stefani Lorraine Stefani is Director and Professor of the Centre for Academic Development (CAD) at the University of Auckland.

Recently, U.S. Secretary of Education Arne Duncan suggested that placing Black men in the classroom as teachers is a critical need in the American educational system. Many education policymakers and researchers falsely believe that Black male teachers have a primary responsibility to foster the social development of Black male students. However, increasing the presence of Black male teachers improves the diversity of the profession and should be viewed as a benefit to the system, as they provide quality services to all students regardless of race and/or gender. This edited volume offers sound suggestions for advancing diversity in the teaching profession. It provides teacher education programs with needed training materials to accommodate Black male students, and school district administrators and leaders with information to help recruit and retain Black male teachers. Each chapter will feature policy and practice recommendations and a case example to spur action and increase opportunities for discussion.

\"Hispanic-Serving Institutions (HSIs)--not-for-profit, degree-granting colleges and universities that enroll at least 25 percent or more Latinx students--are among the fastest-growing segments in America. They now represent 13 percent of all postsecondary institutions in the United States and enroll 62 percent of all Latinx college students. As they increase in number, the question remains: What does it mean to serve Latinx students? What special needs does this student demographic have? What opportunities develop when a college or university becomes an HSI? Using multiple case studies, Gina Ann Garcia explores how institutions are developing ways to serve Latinx students and how those institutions confront the tensions that emerge from confronting traditional standards for postsecondary institutions, which include indicators of prestige, selectivity, graduation rates, and federal research dollars\"-- Provided by publisher.

In the wake of the election of President Obama, many diversity scholars and practitioners imagined that renewed commitments to educational equity and justice were just around the corner. Unfortunately, the opposite has become the Obama-era reality. Across the country, equity and diversity workers at all levels in university and colleges, but especially Chief Diversity Officers in public institutions, are under assault. Is this assault a result of a pre-meditated and carefully calculated conservative political agenda or the unfortunate consequence of how largely white, politically conservative—and the power bases they represent—are expressing their anger about the changing racial landscape in the United States? This volume explores and deconstructs the reasons for this assault from various perspectives. This volume also illustrates how the national assault on equity and diversity has resulted in a continuum. At one end are “diversity-friendly” institutions that are benignly neglecting equity/diversity efforts because of state budget crises. At the other end of the spectrum are the deliberate efforts being made to systematically dismantle equity and diversity work in especially politically conservative states.

First published in 1999. Routledge is an imprint of Taylor & Francis, an informa company. Cecile Wright is Reader in Sociology at the Nottingham Trent University. She has both carried out research and written extensively in the field of race, ethnicity and education. Debbie Weekes is a Development Manager at the Windsor Fellowship. She has published and presented numerous articles and conference papers on issues such as Black female and male adolescence and the raising of ethnic minority pupil achievement. Alex McGlaughlin is Associate Head, Department of Social Sciences and Reader in Psychology at the Nottingham Trent University. His teaching and research in Human Development has resulted in publications of infant crying, stress and stimulation in childhood and exclusion from school.

\"Social class is often seen as an intractable barrier to success, yet a number of children from disadvantaged backgrounds still manage to show resilience and succeed against the odds. This book presents the findings from 50 Child and Family Case Studies (CFCS) conducted with 13-16 year olds. The authors look specifically at the roles that people and experiences - at home, in schools and in the wider community - have played in the learning life-courses of these children; how these factors have affected their achievement; and explanations and meanings given by respondents to the unique characteristics, experiences and events in their lives. Featuring the voices of real parents and children, and backed up by a decade of quantitative data, this is a compelling read that will help readers to understand the complex nature of social disadvantage and the interplay between risk and protective factors in homes and schools that can make for a transformational educational experience\"-- Provided by publisher.

Beginning from arecognition of the fact that, as individuals, the way we think of socialjustice will depend on our understanding of who we are, Identity, Equityand Social Justice in Asia Pacific Education.