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The Imperial Curriculum: Racial Images and Education in the British Colonial Experience (Routledge Library Editions: Education)
by J. A. ManganThis volume presents the first comparative analysis of racial attitudes in the formal schooling of both Britain and its former dominions and colonies. The various contributions examine the issue right across the British imperial experience – with case studies ranging from Canada, Ireland, East and South Africa, through the Indian subcontinent to Australia and New Zealand. Racial indoctrination is considered from the perspective of both colonizer and colonized. The central theme throughout is that a racial hierarchy was taught through both curriculum and text in schools throughout the former British Empire.
Imperial Engineers: The Royal Indian Engineering College, Coopers Hill
by Richard HornseyEstablished in 1871 on the outskirts of London, the Royal Indian Engineering College at Coopers Hill was arguably the first engineering school in Britain. For thirty-five years the college helped staff the government institutions of British India responsible for the railways, irrigation systems, telegraph network, and forests. Founded to meet the high demand for engineers in that country, it was closed thirty-five years later because its educational innovations had been surpassed by Britain’s universities – on both occasions against the wishes of the Government of India. Imperial Engineers offers a complete history of the Royal Indian Engineering College. Drawing on the diaries of graduates working in India, the college magazine, student and alumni periodicals, and other archival documents, Richard Hornsey details why the college was established and how the students’ education prepared them for their work. Illustrating the impact of the college and its graduates in India and beyond, Imperial Engineers illuminates the personal and professional experiences of British men in India as well as the transformation of engineering education at a time of social and technological change.
The Imperial University
by Piya Chatterjee Sunaina MairaAt colleges and universities throughout the United States, political protest and intellectual dissent are increasingly being met with repressive tactics by administrators, politicians, and the police--from the use of SWAT teams to disperse student protestors and the profiling of Muslim and Arab American students to the denial of tenure and dismissal of politically engaged faculty. The Imperial University brings together scholars, including some who have been targeted for their open criticism of American foreign policy and settler colonialism, to explore the policing of knowledge by explicitly linking the academy to the broader politics of militarism, racism, nationalism, and neoliberalism that define the contemporary imperial state.The contributors to this book argue that "academic freedom" is not a sufficient response to the crisis of intellectual repression. Instead, they contend that battles fought over academic containment must be understood in light of the academy's relationship to U.S. expansionism and global capital. Based on multidisciplinary research, autobiographical accounts, and even performance scripts, this urgent analysis offers sobering insights into such varied manifestations of "the imperial university" as CIA recruitment at black and Latino colleges, the connections between universities and civilian and military prisons, and the gender and sexual politics of academic repression.Contributors: Thomas Abowd, Tufts U; Victor Bascara, UCLA; Dana Collins, California State U, Fullerton; Nicholas De Genova; Ricardo Dominguez, UC San Diego; Sylvanna Falcón, UC Santa Cruz; Farah Godrej, UC Riverside; Roberto J. Gonzalez, San Jose State U; Alexis Pauline Gumbs; Sharmila Lodhia, Santa Clara U; Julia C. Oparah, Mills College; Vijay Prashad, Trinity College; Jasbir Puar, Rutgers U; Laura Pulido, U of Southern California; Ana Clarissa Rojas Durazo, California State U, Long Beach; Steven Salaita, Virginia Tech; Molly Talcott, California State U, Los Angeles.
Impicabadala: UBC contracted (Isizulu Ser.)
by DlaminiUkwehlukana kwabazali akuvamisanga ukuba nomthelela omuhle ikakhulukazi ezinganeni. Izingane ziphenduka ozulane, futhi zingazi nokuthi ziyokwamukeleka yini yilowo mzali omusha osengene empilweni yomunye wabazali bazo. Divorce has adverse effects on the children of the divorced couple. It becomes even worse when the said parents remarry.
Impicabadala: UBC uncontracted (Isizulu Ser.)
by DlaminiUkwehlukana kwabazali akuvamisanga ukuba nomthelela omuhle ikakhulukazi ezinganeni. Izingane ziphenduka ozulane, futhi zingazi nokuthi ziyokwamukeleka yini yilowo mzali omusha osengene empilweni yomunye wabazali bazo. Divorce has adverse effects on the children of the divorced couple. It becomes even worse when the said parents remarry.
Implausible Dream: The World-Class University and Repurposing Higher Education
by James H. MittelmanWhy the paradigm of the world-class university is an implausible dream for most institutions of higher educationUniversities have become major actors on the global stage. Yet, as they strive to be “world-class,” institutions of higher education are shifting away from their core missions of cultivating democratic citizenship, fostering critical thinking, and safeguarding academic freedom. In the contest to raise their national and global profiles, universities are embracing a new form of utilitarianism, one that favors market power over academic values. In this book, James Mittelman explains why the world-class university is an implausible dream for most institutions and proposes viable alternatives that can help universities thrive in today’s competitive global environment.Mittelman traces how the scale, reach, and impact of higher-education institutions expanded exponentially in the post–World War II era, and how the market-led educational model became widespread. Drawing on his own groundbreaking fieldwork, he offers three case studies—the United States, which exemplifies market-oriented educational globalization; Finland, representative of the strong public sphere; and Uganda, a postcolonial country with a historically public but now increasingly private university system. Mittelman shows that the “world-class” paradigm is untenable for all but a small group of wealthy, research-intensive universities, primarily in the global North. Nevertheless, institutions without substantial material resources and in far different contexts continue to aspire to world-class stature.An urgent wake-up call, Implausible Dream argues that universities are repurposing at the peril of their high principles and recommends structural reforms that are more practical than the unrealistic worldwide measures of excellence prevalent today.
Implementando el método GTD con Evernote
by Maria Jose Balbontin Jonathan BakerAprende cómo sacarle el máximo provecho al método GTD y a Evernote. Getting Things Done®, o GTD®, es un método de gestión de tiempo creado por el consultor de productividad David Allen. GTD es una de las técnicas más efectivas y populares que puedes usar para tomar las riendas de tu lista de tareas e incrementar tu productividad. El método GTD no sólo te ayuda a completar las tareas y proyectos inmediatos, sino que también te ayuda a avanzar hacia las metas más grandes en tu vida. Evernote® es un programa que originalmente fue creado para tomar y archivar notas. Estas notas pueden ser de texto, páginas web, mensajes de voz, fotos, y más. Evernote es estupendo para guardar todo tipo de información, y te hace fácil organizar y encontrar tu información. Con los consejos que ofrece este libro podrás combinar Evernote y GTD para crear un poderoso sistema para mejorar tu productividad. Usar el método GTD con Evernote te permitirá organizar tu vida personal y profesional en formato electrónico. Ya que Evernote está disponible como aplicación web y en dispositivos móviles, siempre puedes tener acceso a tus tareas, proyectos, metas y notas cuando y donde las necesites.
Implementando o método GTD com o Evernote
by Jonathan Baker Janaina De Oliveira RibeiroAprenda a tirar o maior proveito do GTD com o Evernote. Getting Things Done®, ou GTD®, é um método de gerenciamento de tempo criada pelo consultor de produtividade David Allen. GTD é um das técnicas mais populares e eficazes que você pode utilizar para manter a sua lista de afazeres sob controle e aumentar sua produtividade. Além de auxiliar a completar as tarefas e projetos à mão, O GTD também lhe ajudará a caminhar em direção às metas maiores em sua vida. O Evernote® é um software que foi originalmente desenvolvido para fazer e arquivar anotações. Essas anotações podem ser texto, páginas da Web, memorandos de voz, quadros, e mais. O Evernote é ótimo para armazenar todos os tipos de informações, tornando fácil a organização e o acesso a seus dados. Com um pouco do know-how fornecido nesse livro, você poderá casar o Evernote com o GTD para criar uma poderosa máquina de aumento da produtividade. O uso do Evernote com o GTD permitirão que você organize seu trabalho e vida pessoal no formato eletrônico. Desde que o Evernote está disponível como um aplicativo da web e em dispositivos móveis, você sempre poderá ter acesso a suas tarefas, projetos, metas e notas sempre que e onde quer que os necessitar.
Implementation
by Anita PankakeThis book shows school leaders how to put programs and change efforts into action; facilitate and coordinate tasks; monitor progress; and support those responsible for carrying out projects and plans.
Implementation Fidelity in Education Research: Designer and Evaluator Considerations
by Coby Meyers W. Christopher BrandtImplementation science is an important and underrepresented topic in the literature of educational research, despite the fact that it is inextricably tied to education policy and improvement. Implementation fidelity (the degree to which a program or intervention is delivered as planned) is, in particular, a key issue for every program developer and researcher designing, executing, interpreting, or communicating their work. Implementation Fidelity in Education Research provides the first serious developer-evaluator collaborative perspective on the practical considerations of implementation fidelity in program development. Using case studies from Investing in Innovation (i3) fund grants, this book prepares future researchers for the challenges posed by implementation issues both ideologically and in practice. This book will be an excellent resource for anyone interested in education research and evaluation and an excellent supplement to research methods courses.
The Implementation of Health Promoting Schools: Exploring the theories of what, why and how
by Oddrun Samdal Louise RowlingDeveloping a ‘healthy school’ has been a key aim for many schools across the globe, yet achieving successful implementation and sustaining the positive benefits has proven to be challenging. In this much-needed text, the contributors draw upon their wide range of international expertise and experience to demonstrate how guidelines can best be implemented by building upon scientific knowledge of ‘implementation theory’, as well as empirically-based practice from health-promoting school initiatives. The Implementation of Health Promoting Schools articulates an evidence base for implementation that is centred on eight theorised implementation components, each of which is designed to help practitioners to utilise theory-based guidelines within the school as an organisational setting. This approach differs from more traditional implementation guidelines for pre-packaged programs, which are often only focused on providing guidance to an individual teacher in a classroom. Needs for further research to confirm and add to the identified components are also addressed. With contributions from leading experts around the world, this book is structured around three main sections: Part One: addresses the theory base for implementation of health promoting schools Part Two: provides examples through case studies Part Three: identifies directions for future developments. Authoritative, research-based and supported by examples from concrete practices in schools and governmental bodies at local and national level, this text provides guidance that is vital for future advancement of the field, and is essential reading for teachers, educational professionals and policy makers. It will also appeal to researchers, academics and undergraduate and postgraduate students studying whole school health practice and research.
Implementation of Lung Cancer Screening: Proceedings of a Workshop
by Engineering Medicine National Academies of SciencesThe public health burden from lung cancer is substantial: it is the second most commonly diagnosed cancer and the leading cause of cancer-related deaths in the United States. Given the individual and population health burden of lung cancer, especially when it is diagnosed at later stages, there has been a push to develop and implement screening strategies for early detection. However, many factors need to be considered for broad implementation of lung cancer screening in clinical practice. Effective implementation will entail understanding the balance of potential benefits and harms of lung cancer screening, defining and reaching eligible populations, addressing health disparities, and many more considerations. In recognition of the substantial challenges to developing effective lung cancer screening programs in clinical practice, the National Academies of Sciences, Engineering, and Medicine held a workshop in June 2016. At the workshop, experts described the current evidence base for lung cancer screening, the current challenges of implementation, and opportunities to overcome them. Workshop participants also explored capacity and access issues; best practices for screening programs; assessment of patient outcomes, quality, and value in lung cancer screening; and research needs that could improve implementation efforts. This publication summarizes the presentations and discussions from the workshop.
Implementation of Prevention Programs: A Special Issue of the journal of Educational and Psychological Consultation
by Joseph E. ZinsFirst Published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.
Implementation of the Common Core State Standards: Recommendations for the Department of Defense Education Activity Schools
by Anna Rosefsky Saavedra Jennifer L. SteeleImplementation of the Common Core State Standards: Recommendations for the Department of Defense Education Activity Schools
Implementing a 21st Century Competency-Based Curriculum Through Lesson Study: Teacher Learning About Cross-Curricular and Online Pedagogy (WALS-Routledge Lesson Study Series)
by Eric C.K. Cheng Bruce LanderDrawing from a comprehensive collection of university-funded teaching development projects, this edited volume explores the theories and practices behind developing pedagogies through Lesson Study for a 21st-century curriculum. It encompasses various aspects such as lesson observation, assessment literacy, online teaching pedagogy, values education, STEM education, language education, and mathematics education. The chapters investigate the application of Lesson Study in diverse contexts, highlighting its use in ICT-based teaching and learning environments, the development and refinement of e-pedagogies, as well as the integration of AI in education. Through these cases, the content demonstrates how Lesson Study empowers teachers to craft pedagogies that enhance student learning, while emphasizing its pivotal role as an innovative approach to address the evolving landscape of education in this digital era.Implementing a 21st Century Competency-Based Curriculum Through Lesson Study is the first to address the academic discussion of using Lesson Study to develop pedagogies for effective curriculum implementation to tackle the impact of Industry 4.0 on school education. It offers valuable insights, reflections, and practical guidance to policy makers, school leaders, teacher educators, and teachers who are dedicated to enhancing student learning and nurturing the essential skills required for success in the 21st century.
Implementing a National Assessment of Educational Achievement
by Thomas Kellaghan Vincent GreaneyImplementation of a National Assessment of Educational Achievement focuses on the practical tasks involved in running a large-scale national assessment program. It has four parts. Part I provides an overview of the tasks involved - how the essential activities of an assessment are organized and implemented, the personnel and resources that are required, and the tasks that follow the collection of data. In Part II, a methodology for selecting a sample of students that will be representative of students in the education system is presented. Principles underlying sampling are described, as well as step-by-step procedures that can be implemented in nearly any national assessment. An accompanying CD contains supporting data files. Part III describes procedures for cleaning and managing data collected in a national assessment, essential elements of a quality assurance process. It also describes how to export and import data, that is, make data available in a format that is appropriate for users of statistical software such as Access, SPSS, WesVar, and Excel. The primary objective of this section is to enable the national assessment team develop and implement a systematic set of procedures to help ensure that the assessment data are accurate and reliable. Following sampling, test administration, data entry, and cleaning, the next step is to prepare data for analysis. In Part IV, a series of important pre-analysis steps, including producing estimates, computing and using survey weights, and computing estimates are described. The section dealing with the computation of estimates describes how they and their sampling errors are computed from simple and complex samples. Finally, a range of special topics, including nonresponse and issues relating to over-and under-size schools, is addressed.
Implementing a Standards-Based Curriculum in the Early Childhood Classroom
by Lora Battle BaileyImplementing a Standards-Based Curriculum in the Early Childhood Classroom demonstrates how pre-service and in-service teachers can develop mathematics, language arts, and integrated curricula suitable for equipping young children with the knowledge, dispositions, and skills needed to operate successfully as 21st century learners. Chapters promote family-school partnerships, and each content area chapter (mathematics, language arts and integrated curriculum) will demonstrate assessment practices proven to be effective for detecting the impact of specific early childhood teaching methods on student learning.
Implementing and Researching Technological Innovation in Language Teaching
by Shona WhyteImplementing and Researching Technological Innovation in Language Teaching takes a case study approach to investigate the integration of the interactive whiteboard (IWB) into the teaching of English as a Foreign Language (EFL) in French schools. The study highlights the advantages of collaborative action research for stimulating and supporting language teachers in innovative experimentation, and seeks to enhance our understanding of the challenges and opportunities inherent in this process. Utilising a framework which can inform further research into innovative practices with other interactive technologies, this book offers a research design and instruments suitable for assessing classroom adoption of the IWB. In this way, the study provides insights into general processes of technological innovation in language teaching and learning which is of relevance to further research and teacher development in today's new learning environments.
Implementing Campus Greening Initiatives
by Walter Leal Filho Nandhivarman Muthu Golda Edwin Mihaela SimaFirmly rooted in the theory and practice of sustainable development, this book offers a comprehensive resource on sustainability, focusing on both industrialized and developing nations. Implementing Campus Greening Initiatives: Approaches, Methods and Perspectives is an attempt to promote and disseminate the work being done in this field by universities around the world. The need to integrate the principles and concepts of green campuses and sustainability into the core of students' educational experiences, from high school to college or university, has now been broadly recognized. By doing so, we can ensure that the students of today and tomorrow will acquire the knowledge, skills, attitudes and values needed to create a more sustainable economy and social environment.
Implementing Change from Within in Universities and Colleges: Ten Personal Accounts from Middle Managers
by Maria SloweyThis volume describes the experiences of a number of middle managers in higher and further education, describing how new developments have demanded new forms of leadership at the middle level of educational institutions.
Implementing Change Through Learning: Concerns-Based Concepts, Tools, and Strategies for Guiding Change
by Shirley M. Hord Jim RoussinLead successful, lasting reform in your school or district! No matter what change your school or district is facing, this definitive book shows how to involve school and district leaders every step of the way. Developed by pioneers of K-12 change management, the Concerns-Based Adoption Model (CBAM) enables you to: Understand, predict, and address teacher concerns and reactions Use a series of powerful Learning Maps to help individuals and teams manage change See CBAM in action through a running case study Build credibility and trust to set a foundation for meaningful, lasting change
Implementing Classwide PBIS: A Guide to Supporting Teachers (The Guilford Practical Intervention in the Schools Series)
by Diane Myers Brandi Simonsen Jennifer FreemanFilling a vital need, this is the first comprehensive guide to supporting K–12 teachers in effective implementation of classwide positive behavioral interventions and supports (CWPBIS). The book presents a roadmap for designing and delivering professional development based on behavioral principles. Procedures are outlined for providing data-driven CWPBIS training and coaching that is responsive to the needs of each teacher. User-friendly features include illustrative case studies, learning questions and exercises at the end of each chapter, and reproducible training tools. The large-size format and lay-flat binding facilitate photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials. See also the authors' related teacher/practitioner resource: Classwide Positive Behavior Interventions and Supports: A Guide to Proactive Classroom Management. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Implementing Communities of Practice in Higher Education
by Jacquie Mcdonald Aileen Cater-SteelIn this edited collection, the authors pick up the communities of practice (CoP) approach of sharing practice in their reflection on the experience of taking their CoP vision from a dream to reality. Their stories articulate the vision, the passion and the challenge of working within and/or changing existing institutional culture and practice. The book discusses strategies that worked and considers the lessons learnt to inspire future dreamers and schemers. The multiple perspectives provided in the case studies will assist higher education leaders, as well as academic and professional staff, in establishing or assessing CoPs. The book offers insights into implementation strategies, practical guidelines and ideas on how CoP theoretical underpinnings can be tailored to the higher education context.
Implementing Computing Supported Cooperative Learning
by David McConnellThis revised edition looks at how computers facilitate learning among groups of individuals. Taking account of the impact of the Internet and web-based learning, the text is aimed at those in the open and distance learning, education and training fields.
Implementing Cross-Culture Pedagogies
by Pham Thi Hong ThanhDuring the last two decades Confucian heritage culture countries have widely promoted teaching and learning reforms to advance their educational systems. To skip the painfully long research stage, Confucian heritage culture educators have borrowed Western philosophies and practices with the assumption that what has been done successfully in the West will produce similar outcomes in the East. The wide importation of cooperative learning practices to Confucian heritage culture classrooms recently is an example. However, cooperative learning has been documented in many studies not to work effectively in Confucian heritage culture classrooms. The reason is that the educators often impose this instructional method on the students without a careful consideration of its appropriateness in the socio-cultural context of Confucian heritage culture countries. This procedure is not effective and professional because learning does not stand alone. Rather, it is shaped and influenced by other factors including teaching methods, learning tasks, assessment demands, workload and the learning culture of students in the local context. For cooperative learning to work effectively in Confucian heritage culture classrooms, reformers need to consider the importation of this approach in line with a careful examination of all supports and constraints that affect those factors that are associated with learning. The volume provides an applied theoretical framework and culturally appropriate and practical instructions that could assist Confucian heritage culture educators and teachers to address various factors at multiple levels in order to optimize success in importing cooperative learning to their classrooms. Overall, it provides strategies to assist Confucian heritage culture teachers to change their teaching practices, redesign lessons plans, design assessment methods, and organize learning activities in a manner that can influence Confucian heritage culture students to shift from employing teacher-centered learning approaches to cooperative learning.