Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

In Life-Practice Educology: A Contemporary Chinese Theory of Education Ye Lan presents the theory of a contemporary Chinese school of Educology. It consists of two main parts. The first part proposes a fully formulated view on Life-Practice School of Educology and expounds on current thinking in China that denies the independence of educology as a discipline. The second part explains both inherited and new understandings of the Life-Practice School of Educology, covering Chinese traditional culture and the current debate. It further refines the Chinese understanding of Education (jiaoyu 教育) as teaching the knowledge of nature and society, and cultivating a self-conciousness towards life.

Basic education --- Basic skills education --- Education --- Underprepared college students

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

472.7 ) De onderwijzer en zijn opleiding --- onderwijsvernieuwing --- -Basic skills education --- Underprepared college students --- -Basic education --- Basic education --- Basic skills education --- Education

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Minority college students --- First-generation college students --- Underprepared college students --- College teaching --- Teacher-student relationships --- Communication in education --- Mentoring in education --- College dropouts --- Prevention.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

As societal expectations about attending college have grown, professors report increasing numbers of students who are unprepared for the rigors of postsecondary education--not just more students with learning disabilities (whose numbers have more than tripled), but students (with and without special admission status) who are academically at-risk because of inadequate reading, writing and study skills. This book provides professors and their graduate teaching assistants--those at the front line of interactions with students--with techniques and approaches they can use in class to help at-risk students raise their skills so that they can successfully complete their studies.The author shares proven practices that will not only engage all students in a class, but also create the conditions--while maintaining high standards and high expectations--to enable at-risk and under-prepared students to develop academically and graduate with good grades. The author also explains how to work effectively with academic support units on campus. Within the framework of identifying those students who need help, establishing a rapport with them, adopting inclusive teaching strategies, and offering appropriate guidance, the book presents the theory teachers will need, and effective classroom strategies. The author covers teaching philosophy and goals; issues of discipline and behavior; motivation and making expectations explicit; classroom climate and learning styles; developing time management and study skills; as well as the application of "universal design" strategies.The ideas presented here--that the author has successfully employed over many years--can be easily integrated into any class.

Developmental studies programs. --- Underprepared college students. --- College dropouts --- College student retention --- Retention of college students --- College students --- Basic education --- College developmental education --- College-level remedial education --- Postsecondary remedial education --- College teaching --- Remedial teaching --- Prevention. --- Dropouts --- Basic Education --- Remedial Teaching --- Education

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

This book is the culmination of twenty-four years of research. It explores the thematic intersections of race, class, immigration, and the potential of building student-centered classrooms. Of course, the building of a truly student-centered is itself a slow and contested process. Over the years, progressive changes towards more inclusive education made by some governments were dismantled by others, and have left disadvantaged children where they were before the study was launched. In the meantime, the system has perfected the process of streaming minority children to dead-end courses that betray the social and economic mobility advertised to them. This book examines the moments and positions of educational betrayal in which racialized and working class students disproportionately find themselves. For many, at that point the only option is to drop out of school and engage in the drug trade or other lifestyles that put them at further risk. This is a longitudinal study of a kind with respect to reform and changes retained in education. It started with eight months observation of a split level grade five and six classroom in September 1986. That was instrumental in identifying the uphill battle that black, working class and new immigrant children and their parents were facing to secure the education they deserved. Through continued reviews, observation and follow up interviews change or lack of it was traced. The results call for urgent overhaul of the way education is provided to all children. The book ends with suggestions to effect change.

Basic education -- Canada -- Case studies. --- Working class -- Education. --- Education --- Social Sciences --- Education - General --- Basic education --- Working class --- Education. --- Education of workers --- Basic skills education --- Education, general. --- Underprepared college students --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Racism in education. --- Canada