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holistic development model, generated from interviews with Caucasian students at a Midwestern public university in the United States, has been applied to students of color and across cultures. 15 It has been introduced to Chinese readers among other integrative theories in student development, yet few

In: International Journal of Chinese Education

experience, they highlight a set of theories that have underpinned a large portion of the reviewed research. These theories fall into several general categories that we will further consider, including: college student development; student-institution fit; student integration, involvement, effort and

In: International Journal of Chinese Education
In: The Meaning of Learning and Knowing
In: The World of Science Education
This book is an intellectual journey into epistemology, pedagogy, physics, architecture, medicine and metallurgy. The focus is on various dimensions of African Indigenous Knowledge (AIK) with an emphasis on the sciences, an area that has been neglected in AIK discourse. The authors provide diverse views and perspectives on African indigenous scientific and technological knowledge that can benefit a wide spectrum of academics, scholars, students, development agents, and policy makers, in both governmental and non-governmental organizations, and enable critical and alternative analyses and possibilities for understanding science and technology in an African historical and contemporary context.
Propositions for Change
Editor: Edward Shizha
What are the benefits and risks for Africa’s participation in the globalisation nexus? Remapping Africa in the Global Space is a visionary and interdisciplinary volume that restores Africa’s image using a multidisciplinary lens. It incorporates disciplines such as sociology, education, global studies, economics, development studies, political science and philosophy to explore and theorise Africa’s reality in the global space and to deconstruct the misperceptions and narratives that often infantilise Africa’s internal and international relations. The contributions to this volume are a hybrid of both ‘outsider’ and ‘insider’ perspectives that create a balanced critical discourse that can provide ‘standard’ paradigms that can adequately explain, predict, or prevent Africa’s current misperceptions and myths about the African ‘crisis’ and ‘failure’status. The authors provide a holistic, and perhaps, anticolonial and anti-hegemonic perspective that can benefit a wide spectrum of academics, scholars, students, development agents, policy makers in both governmental and non-governmental organisations and engage some alternative analyses and possibilities for socio-politico and economic advancement in Africa. The book provides up-to-date scholarly research on continental trends on various subjects and concerns of paramount importance to globalisation and development in Africa.
A View from the Inside
Editor: Barbara Smith
What happens when a Canadian principal, guided by the teachings of Fullan and Hargreaves, takes on the role of school leader in an inner-city charter school in the United States? This inside story of a principal in the DC charter school system, reveals much about the desire for educators and students to experience more than a life of multiple-choice testing that tends to be so commonplace in these schools. While such a case adds to the mound of research that supports the ‘change takes time’ findings, it nevertheless demonstrates the reality, on a day-to-day basis, of what’s worth fighting for in schools. Student and teacher engagement and empowerment matter, and to get to such ends, a school must fiercely focus on targets well beyond test scores.

This book speaks about how a budget reveals school values, and by shifting resources to support staff and student development, a school, coping with regular turnover, can be filled with more confident and capable community members. A school crawling with leaders emerged as more student, teacher and non-instructional staff were supported in new roles, aimed at building an inspired culture, with the talent and capacity to move others to action. The old ways of ‘doing school’ do not address the needs of the 21st century learner, and while many forces with limited views of education were at play, this story does provide an example of what promising things can and should happen to increase engagement and learning in more charter schools across America.

“Dr. Barbara Smith’s narrative of her times in public charter schools offers all of us insights into the struggle to create schools of high academic quality and compassionate care, worthy of her educational mandate and mission.” – David Booth, Professor Emeritus, The Ontario Institute for Studies in Education, University of Toronto

“Dr. Smith’s message inspires me to be an advocate for education and her work will inspire you as well!” – Jalen Rose, Chair of Board of Directors, Jalen Rose Leadership Academy, Detroit, Michigan, ESPN Commentator

“This inside look provides an opportunity for innovation in a field that has held to aging standards for far too long!” – Diane C. Manica, Former Director, Leadership and Accreditation, University of Detroit Mercy

second most mentioned skills developed were people skills and the ability to work with others. The third most cited skill was that of work ethic. Following work ethic, principals noted studentsdevelopment of financial literacy including skills of financial planning and fiscal responsibility as skills

In: STEM Education 2.0

faculty members who are already occupied with research. hkust is a research-intensive university but the new curriculum demands a high commitment to teaching and student development. Studies have repeatedly shown that some faculty members feel that teaching takes their time away from research and is of

In: International Journal of Chinese Education

leadership structures to support the changes and foster the systemic transformations that are required for institutionalizing integrated STEM teaching and learning. There may addition aspects of societal influences and progressions and elements of student development that may need to be addressed as part

In: STEM Education 2.0