Welcome to our book review site www.go-pdf.online!
You may have to Search all our reviewed books and magazines, click the sign up button below to create a free account.
The First Year of College
An examination of the first year of college and the intersecting challenges facing today's students, written by top educational researchers.
Transforming History
Teaching history well is not just a matter of knowing history—it is a set of skills that can be developed and honed through practice. In this theoretically informed but eminently practical volume, Mary Jo Festle examines the recent explosion of research on the teaching and learning of history. Illuminated by her own work, Festle applies the concept of "backward design" as an organizing framework to the history classroom. She provides concrete strategies for setting up an environment that is inclusive and welcoming but still challenging and engaging. Instructors will improve their own conceptual understandings of teaching and learning issues, as well as receive guidance on designing courses and implementing pedagogies consistent with what research tells us about how students learn. The book offers practical illustrations of assignments, goals, questions, grading rubrics, unit plans, and formats for peer observation that are adaptable for courses on any subject and of any size. Transforming History is a critical guide for higher and secondary education faculty—neophytes and longtime professionals alike—working to improve student learning.
Talking about Leaving Revisited
Talking about Leaving Revisited discusses findings from a five-year study that explores the extent, nature, and contributory causes of field-switching both from and among “STEM” majors, and what enables persistence to graduation. The book reflects on what has and has not changed since publication of Talking about Leaving: Why Undergraduates Leave the Sciences (Elaine Seymour & Nancy M. Hewitt, Westview Press, 1997). With the editors’ guidance, the authors of each chapter collaborate to address key questions, drawing on findings from each related study source: national and institutional data, interviews with faculty and students, structured observations and student assessments of tea...
Alternative Pathways to the Baccalaureate
“This book does an excellent job of tracing the history of the movement and where it stands today. It discusses the political context when these discussions happen in states and the education implications when institutions take on this additional mission. This book may or may not convert those who are concerned about ‘mission creep’ of community colleges, but it sure will give them something to think about. Clearly we cannot continue to do business as we have always done and expect to meet the growing demand for college educated citizens. This book provides some thoughts on how to create a new model going forward and it deserves serious consideration.”—from the Foreword by Carol D...
Transforming the Gateway Course Experience
Serving as a call to action for educators to recognize and address inequities in gateway courses, this book offers an evidence-based model for improving teaching, learning, and student success within the foundational college classroom. Gateway courses often reflect broader societal, cultural, and economic issues; this book argues that inequitable outcomes result from specific practices and policies, rather than occurring naturally. Using data and examples from his work with various colleges and universities, Andrew K. Koch highlights the systemic issues that perpetuate inequality in higher education. He examines how and why race and class divisions are reinforced through current practice and...
Bibliographic Guide to Education
... lists publications cataloged by Teachers College, Columbia University, supplemented by ... The Research Libraries of The New York Publica Library.
The 2000 National Survey of First-Year Seminar Programs
Since the first National Survey on Freshman Seminar Programs was conducted in fall 1988, the National Resource Center for The First-Year Experience and Students in Transition has continued to investigate, triennially, the extent to which first-year seminars are offered on college campuses across the United States. Data in this publication provide information on the number and variety of seminars; the administrative, structural, and instructional characteristics of seminars; and the goals and topics addressed by seminar content. Responses were received from 1,013 colleges and universities (overall response rate, 39.9%). Of these institutions, 749 offer some kind of freshman seminar. The monograph contains these chapters: (1) "Introduction" (Carrie W. Linder); (2) "A Historical and Theoretical Framework for the First-Year Seminar" (James S. Gahagan); (3) "Survey Results and Analyses" (Tracy L. Skipper); (4) "Program Examples" (Jessica L. Mercer); and (5) "Reflections and Recommendations" (Tracy L. Skipper). One appendix contains the survey instrument, and the other lists colleges and universities reporting first-year seminars. (Contains 88 tables.) (SLD).
no. 1. A-E
None
