Language and Institutional Identity in the Post-Apartheid South African Higher Education: Perspectives on Policy and Practice, Makalela Leketi

Автор: Enakshi Sengupta, Patrick Blessinger
Название: International perspectives in social justice programs at the institutional and community levels
ISBN: 1800434898 ISBN-13(EAN): 9781800434899
Издательство: Emerald
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Цена: 100270.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Universities and faculty members play a vital role in providing education that helps build a strong foundation for a society where people get equal opportunities for upward social mobility. This book addresses the role of education in overcoming poverty and oppression by imparting social justice education at the institution and community level.

Автор: Ro Hyun Kyoung, Fernandez Frank, Ramon Elizabeth J.
Название: Gender Equity in STEM in Higher Education: International Perspectives on Policy, Institutional Culture, and Individual Choice
ISBN: 0367512939 ISBN-13(EAN): 9780367512934
Издательство: Taylor&Francis
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Цена: 132710.00 T
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Описание: This timely volume brings together a range of international scholars to analyse cultural, political, and individual factors which contribute to the continued global issue of female underrepresentation in STEM study and careers.

Автор: Roellke Christopher, King Rice Jennifer
Название: American Higher Education: Contemporary Perspectives on Policy and Practice
ISBN: 1648026443 ISBN-13(EAN): 9781648026447
Издательство: Mare Nostrum (Eurospan)
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Цена: 55440.00 T
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Описание: Examines both theoretical and pragmatic concerns in American higher education. Throughout, particular attention is paid to issues of equity and adequacy in American higher education, including the deployment of incentives and structures that support the access and achievement of traditionally underrepresented students.

Автор: Roellke Christopher, King Rice Jennifer
Название: American Higher Education: Contemporary Perspectives on Policy and Practice
ISBN: 1648026451 ISBN-13(EAN): 9781648026454
Издательство: Mare Nostrum (Eurospan)
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Цена: 103490.00 T
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Описание: Examines both theoretical and pragmatic concerns in American higher education. Throughout, particular attention is paid to issues of equity and adequacy in American higher education, including the deployment of incentives and structures that support the access and achievement of traditionally underrepresented students.

Автор: Alberto Amaral; Glen Jones; B. Karseth
Название: Governing Higher Education: National Perspectives on Institutional Governance
ISBN: 9048162009 ISBN-13(EAN): 9789048162000
Издательство: Springer
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Цена: 192860.00 T
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Описание: This is the most comprehensive international discussion of higher education governance ever published. It presents a critical analysis of governance issues and reforms in: Australia, Belgium, Canada, France, The Netherlands, Norway, Portugal, the UK, and the USA.

Автор: Makoelle Tsediso Michael, Makhalemele Thabo, Du Plessis Pierre
Название: School Leadership for Democratic Education in South Africa: Perspectives, Achievements and Future Challenges Post-Apartheid
ISBN: 0367639327 ISBN-13(EAN): 9780367639327
Издательство: Taylor&Francis
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Цена: 148010.00 T
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Описание: School Leadership for Democratic Education in South Africa explores the democratization and modernization of education in South Africa, analysing the state of school leadership in South African schools from the time of the new democratic education dispensation in 1994 to the present day.

Автор: Eynon Bret, Gambino Laura M.
Название: High-Impact Eportfolio Practice: A Catalyst for Student, Faculty, and Institutional Learning
ISBN: 1620365057 ISBN-13(EAN): 9781620365052
Издательство: Taylor&Francis
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Цена: 33670.00 T
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Описание: At a moment when over half of US colleges are employing ePortfolios, the time is ripe to develop their full potential to advance integrative learning and broad institutional change. This volume outlines how to deploy the ePortfolio as a high-impact practice and describes models of effective ePortfolio pedagogy and implementation that demonstrably improve student learning across multiple settings.

Автор: Aimee L. Whiteside, Amy Garrett Dikkers, Karen Swan
Название: Social Presence in Online Learning: Multiple Perspectives on Practice and Research
ISBN: 162036509X ISBN-13(EAN): 9781620365090
Издательство: Taylor&Francis
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Цена: 34700.00 T
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Описание: Social presence continues to emerge as a key factor for successful online and blended learning experiences. This volume addresses the evolution of social presence with three distinct perspectives, outlines the relevant research, and focuses on practical strategies that can immediately impact the teaching and learning experience.

Автор: Samantha Broadhead, Rosemarie Davies, Anthony Hudson
Название: Perspectives on Access to Higher Education: Practice and Research
ISBN: 1787569942 ISBN-13(EAN): 9781787569942
Издательство: Emerald
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Цена: 62330.00 T
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Описание: This book brings together researchers and practitioners to critically reflect upon the current diversity of Access to Higher Education programmes and their different perspectives on widening participation and access education.

Автор: Aimee L. Whiteside, Amy Garrett Dikkers, Karen Swan
Название: Social Presence in Online Learning: Multiple Perspectives on Practice and Research
ISBN: 1620365081 ISBN-13(EAN): 9781620365083
Издательство: Taylor&Francis
Рейтинг:
Цена: 148010.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Social presence continues to emerge as a key factor for successful online and blended learning experiences. This volume addresses the evolution of social presence with three distinct perspectives, outlines the relevant research, and focuses on practical strategies that can immediately impact the teaching and learning experience.

Автор: Bruna Di Sabato
Название: Multilingual Perspectives from Europe and Beyond on Language Policy and Practice
ISBN: 036736347X ISBN-13(EAN): 9780367363475
Издательство: Taylor&Francis
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Цена: 148010.00 T
Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This edited volume offers an overarching yet detailed view of fast-changing language policy and practice in Europe and beyond. It provides a thorough investigation of different linguacultural scenarios, exploring how language policy has repercussions on research and initiatives in the field of language education.

Автор: Hope Pius Nudzor
Название: Re-Conceptualizing the Paradox in (Education) Policy Implementation: Unravelling Perspectives on the Policy/Practice Gap
ISBN: 1536192260 ISBN-13(EAN): 9781536192261
Издательство: Nova Science
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Цена: 149940.00 T
Наличие на складе: Невозможна поставка.
Описание: A review of current (education) policy and practice endorses the view of an apparent paradox in policy implementation. Although tremendous investments (in terms of energy, time and financial resources) are made in enacting policies, there is ample evidence to suggest that policy actors are impervious to policy information. Change agents and implementers of policy are often seen as pursuing different agendas when it comes to the task policy implementation. As aptly asserted by Sabatier and Jenkins-Smith (1993, cited by Shulock, 1999, p. 228), apolicymakers and implementers core beliefs are unaffected by policy information, major policy change results rather from external factors such as inflation and elections. This book re-conceptualizes this policy phenomenon for rumination. The book essentially unravels perspectives on the policy implementation paradox, and through that exemplifies the abest suited approach for demystifying the policy/practice gap to bring understanding to the messiness and contested nature of (education) policy processes. To help draw conceptual leverage on the phenomenon described as the apolicy implementation paradox, this eight chapter book performs two major functions. First, Chapters 1 to 4 set the context for the book. Chapter 1 defines (education) policy, and in the process, the traditional problem-solving definition of policy is juxtaposed with the process model, and through that a third conception (i.e. the theoretical eclecticism approach) is gauged to help provide both practical and theoretical bases for understanding how policy and practice exist in dynamic and iterative relationships. Chapters 2 and 3 give insights into how education policy-making is made and implemented respectively to unravel some of the influences on policy processes. Chapter 4 explicates (from within relevant literature) the policy paradox to assist readers to understand perspectives that are advanced in latter chapters to unravel and/or explain the existence or occurrence of this policy phenomenon. Second, Chapters 5 to 7 draw on literature from disparate sources to unravel perspectives on the policy implementation paradox, whilst Chapter 8 presents the key messages that are tangential to achieving the objectives of the book. Overall, the Chapter 8 performs three functions, namely it: summarizes perspectives presented in the scholarly literature to demystify and unravel the policy implementation paradox illustrates the reasons for the choice of the post-modernist perspective as the most appropriate and/or best suited perspective for unravelling this policy phenomenon; and outlines the relevance (and/or justifications) of the post-modernist conception of policy as both atext and adiscourse as a framework for understanding the policy implementation paradox and the dynamism of policy processes at large. The contribution of this book is seen particularly in its ability to leverage the post-modernist conception of policy as both atext and adiscourse to stress the importance of recognizing the role of implementation in actually changing policy. Brought directly into the context of the policy implementation paradox, the book (drawing on the post-modernist conception of policy) clearly propels the dynamism of policy processes, and uses this to explain the reasons why policy implementation outcomes most often differ from policy-makers intentions. First, the book makes the point aptly and forcefully that because policy processes are dynamic, there is usually conflicts among those who make policy as well as those who put policy provisions into practice, about what the important issues or problems for policy are and what the desired policy goals ought to be. Second, it puts down the issue of disconnect between policy intentions in theory and policy implementation outcomes in practice invariably to the active processes involved in interpreting policy. Policy statements, in the view of the book and in the post-modernist tradition, are almost always subject to multiple interpretations and re-interpretations depending upon the standpoint of the people doing the interpretive awork. Third, the policy/practice gap is explained as existing and/or occurring because the practice of policy on the ground is extremely complex, both that which is being adescribed by policy and those that are aintended to put policy into effect or practice. The point, according to the post-modernist thinking on which this book draws, is that simple policy descriptions of practice do not capture the multiplicity and complexity of the practice of policy on the ground, as such, the implementation of policy in practice almost always means outcomes differ from policy-makers intentions. Against the backdrop of these three reasons alluded to, the book attributes the underlying causes of the policy implementation paradox to two interrelated factors. One, it is argued that the paradox in policy implementation occurs mainly because of what post-modernist thinkers call policy refraction. That is to say, because policies in practice tend to evolve through the interactions of a multiplicity of actors, they become distorted and less coherent as they are interpreted and put into practice by the aground-level actors and implementers. Two, it is contended that the emergence of post-modern theory (with its contemporary understanding of the nature of reality and how to ago on in life) has undermined the amodernist philosophy to such an extent that older ideas of fixed structures conditioning behaviour and imposing regularity and predictability on social life have become considerably weakened, if not demolished completely. Essentially, the book argues that the post-modern theoretical movement has had tremendous effect of stressing the unpredictability of human behaviour in policy implementation processes, and by extension, the unpredictability of policy outcomes as against policy intentions.