While the black and white racial experience has been delineated over the years, the ethnic realities of Latinos have received minimal attention. Therefore, with Latinos projected as the upcoming U.S. population majority, the central goal of this book is to document the Latino experience in the world of academia, focusing primarily, but not…

The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of "humanities," "education" and "social sciences." It is organized for: (1) faculty members in…

This book offers more serious consideration of content in the social studies curriculum by including content-specific chapters written by discipline experts. Interwoven with content coverage are numerous teaching-learning activities. The book is divided into three parts and an introductory chapter by James C. Schott and Laurel R. Singleton. Part…

For well over a hundred years, the traditional academic disciplines have been coexisting somewhat restlessly with an array of professional schools that not only are relative newcomers to the campus scene but also are concerned with teaching young people how to do things as well as to think and understand. The schools for four of these useful…

This handbook presents individual overviews of the major aspects of the educational systems of about 100 countries with an emphasis on higher education. Each chapter, written by a scholar from that country, gives a descriptive, overall view of that country's education system and organizes the information into four sections: background, primary and…

Constructive-developmentalism is a theory of learning that incorporates two major concepts: (1) that students construct knowledge by organizing and making meaning of their experiences, and (2) that this construction takes place in the context of students' assumptions about and creation of knowledge. A gap often exists between instructor and…

The history of CAEL under its various names (Cooperative Assessment of Experiential Learning (1974-77), Council for the Advancement of Experiential Learning (1977-84), and Council for Adult and Experiential Learning (1985-present) is documented. Chapter One analyzes the context in which CAEL was founded, looking at nontraditional education in the…

This book reviews the history and effects of women's studies in American higher education and concludes that the rise of women's studies has challenged the university in the same way that feminism has challenged society at large. The history of the field is narrated within the context of the philosophical and political goals of its practitioners.…

This book explores successful teaching and learning approaches in multicultural college or university classrooms. Chapter 1, "Once You Accept, Then You Can Teach" (Juan C. Gonzalez), challenges instructors to think about how the students' cultural backgrounds relate to their educational goals and achievement and describes what faculty…

This volume includes text, cases, and readings for a college faculty seminar to develop the knowledge, skills, and attitudes necessary for utilization of the case method approach to instruction. It builds on a long-term clinical research effort on the dynamics of the case method of teaching and application at Harvard Business School. In addition…

The authors propose a new undergraduate social science curriculum which will enable sociology and anthropology majors to obtain an educational background adaptable to the changing job market. The program, which combines career education and the liberal arts, is organized by different themes which serve as the focus for learning and research within…

The purpose of this book is to review the place of economics education in the curriculum and to investigate the significance of developments in educational theory and practice for the teaching of economics. It consists of a collection of studies on different aspects of economics education, prepared by 24 contributors from British and North…

This book, based on higher education practices in the United Kingdom, attempts to synthesize the concept of "educating for capability," which focuses on integrating knowledge, skills, personal qualities, and understanding appropriately and effectively in new and changing circumstances. It seeks to link capability in education with the…

This guide to learning disabilities is primarily based on the experiences of parents and staff at Landmark College (Vermont), a two-year college specifically for students with learning disabilities. Chapter 1 introduces a group of Landmark parents and students who share their feelings and concerns. Chapter 2 describes learning by seeing, hearing,…

This volume explores the role and implications of collaborative learning for the mission and future of higher education and college teaching. Part I discusses the implications of nonfoundational social constructionist thought for colleges and universities. Nonfoundational notions of knowledge and social relations argue that knowledge has no…