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Part of the series The Jossey-Bass higher and adult education series;Jossey-Bass higher and adult education series.
Notes:

• American higher education needs a major reframing of student learning outcomes assessment. Dynamic changes are underway in American higher education. New providers, emerging technologies, cost concerns, student debt, and nagging doubts about quality all call out the need for institutions to show evidence of student learning. From scholars at the National Institute for Learning Outcomes Assessment (NILOA), Using Evidence of Student Learning to Improve Higher Education presents a reframed conception and approach to student learning outcomes assessment. The authors explain why it is counterproductive to view collecting and using evidence of student accomplishment as primarily a compliance activity. Today’s circumstances demand a fresh and more strategic approach to the processes by which evidence about student learning is obtained and used to inform efforts to improve teaching, learning, and decision-making. Whether you’re in the classroom, an administrative office, or on an assessment committee, data about what students know and are able to do are critical for guiding changes that are needed in institutional policies and practices to improve student learning and success. Use this book to: Understand how and why student learning outcomes assessment can enhance student accomplishment and increase institutional effectiveness Shift the view of assessment from being externally driven to internally motivated Learn how assessment results can help inform decision-making Use assessment data to manage change and improve student success. Gauging student learning is necessary if institutions are to prepare students to meet the 21st century needs of employers and live an economically independent, civically responsible life. For assessment professionals and educational leaders, Using Evidence of Student Learning to Improve Higher Education offers both a compelling rationale and practical advice for making student learning outcomes assessment more effective and efficient — Provided by publisher.
• Includes bibliographical references (pages 237-260) and index.
• From compliance to ownership: why and how colleges and universities assess student learning / Stanley O. Ikenberry and George D. Kuh — Part one. What works? Finding and using evidence. Evidence of student learning: what counts and what matters for improvement / Pat Hutchings, Jillian Kinzie, and George D. Kuh Fostering greater use of assessment results: principles for effective practice / Jillian Kinzie, Pat Hutchings, and Natasha A. Jankowski Making assessment consequential: organizing to yield results / Jillian Kinzie and Natasha A. Jankowski — Part two. Who cares? Engaging key stakeholders. Faculty and students: assessment at the intersection of teaching and learning / Timothy Reese Cain and Pat Hutchings Leadership in making assessment matter / Peter T. Ewell and Stanley O. Ikenberry Accreditation as opportunity: serving two purposes with assessment / Peter T. Ewell and Natasha A. Jankowski The bigger picture: student learning outcomes assessment and external entities / Jillian Kinzie, Stanley O. Ikenberry, and Peter T. Ewell — Part 3. What now? Focusing assessment on learning. Assessment and initiative fatigue: keeping the focus on learning / George D. Kuh and Pat Hutchings From compliance reporting to effective communication: assessment and transparency / Natasha A. Jankowski and Timothy Reese Cain Making assessment matter / George D. Kuh, Stanley O. Ikenberry, Natasha A. Jankowski, Timothy Reese Cain, Peter T. Ewell, Pat Hutchings, and Jillian Kinzie.

Subjects:

• Education, Higher — United States — Evaluation.
• Education, Higher — Aims and objectives — United States.
• Educational evaluation — United States.
• Educational tests and measurements — United States.
• Academic achievement — United States — Evaluation.
• Universities and colleges — United States — Administration.
• Academic achievement — Evaluation. fast (OCoLC)fst00794954
• Education, Higher — Aims and objectives. fast (OCoLC)fst00903015
• Education, Higher — Evaluation. fast (OCoLC)fst00903055
• Educational evaluation. fast (OCoLC)fst00903437
• Educational tests and measurements. fast (OCoLC)fst00903660
• Universities and colleges — Administration. fast (OCoLC)fst01161604
• United States. fast (OCoLC)fst01204155

Requested by Kurpiers, R.

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Notes:

• Includes bibliographical references and index.
• The pact — Seduction in Sun Valley — The view from Avon Avenue — Engaging the community — The rise of the anti-Booker candidacy — Searching for Newark’s superman — Hi, I’m Cami — District school, charter school — Transformational change meets the political sausage factory — Alif rising — The leading men move on — One Newark, whose Newark? — No excuses — Appendix I. Where the $200 million went — Appendix II. Newark schools by the numbers.
• Mark Zuckerberg, Chris Christie, and Cory Booker were ready to reform our failing schools. They got an education. When Mark Zuckerberg announced in front of a cheering Oprah audience his $100 million pledge to transform the Newark Schools — and to solve the education crisis in every city in America — it looked like a huge win for then-mayor Cory Booker and governor Chris Christie. But their plans soon ran into a constituency not so easily moved — Newark’s key education players, fiercely protective of their billion-dollar-per-annum system. It’s a prize that, for generations, has enriched seemingly everyone, except Newark’s students. Expert journalist Dale Russakoff delivers a story of high ideals and hubris, good intentions and greed, celebrity and street smarts — as reformers face off against entrenched unions, skeptical parents, and bewildered students. The growth of charters forces the hand of Newark’s superintendent Cami Anderson, who closes, consolidates, or redesigns more than a third of the city’s schools — a scenario on the horizon for many urban districts across America. Most moving are Russakoff’s portraits from inside the district’s schools, of home-grown principals and teachers, long stuck in a hopeless system — and often the only real hope for the children of Newark. The Prize is a portrait of a titanic struggle over the future of education for the poorest kids, and a cautionary tale for those who care about the shape of America’s schools. — Provided by publisher.

Subjects:

• Educational change — New Jersey — Newark.
• Public schools — New Jersey — Newark.
• Education — Political aspects — New Jersey — Newark.
• Education and state — New Jersey.
• Zuckerberg, Mark, 1984-
• Booker, Cory.
• Christie, Chris.

Requested by Kurpiers, R.

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Notes:

• Partnership for 21st Century Skills.
• Includes bibliographical references and index.
• Learning to innovate, innovating learning — 1: What is 21st century learning? — Learning past and future — The perfect learning storm: four converging forces — 2: What are 21st century skills? — Learning and innovation skills: learning to create together — Digital literacy skills: info-savvy, media-fluent, tech-tuned — Career and life skills: work-ready, prepared for life — 3: 21st century learning in practice — 21st century learning and teaching — Powerful learning: proven practices, researched results — Retooling schooling: reshaping support systems — Conclusion: learning for life–building a better world.

Subjects:

• Educational planning — United States.
• Education — Aims and objectives — United States.
• Educational change — United States.
• Life skills — Study and teaching — United States.

Requested by Olson, V.

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Notes:

• Includes bibliographical references and index.
• I. Myths, hoaxes, and outright lies — II. Myths and lies about who’s best: charters, privates, maybe Finland? International tests show that the United States has a second-rate education system — Private schools are better than public schools — Charter schools are better than traditional public schools — Charter schools are private schools — Cyberschools are an efficient, cost-saving, and highly effective means of delivering education — Home schooled children are better educated than those who attend regular public schools — School choice and competition work to improve all schools. Vouchers, tuition tax credits, and charter schools inject competition into the education system and raise all boats. — Want to find the best high schools in America? Ask Newsweek or U.S. News — III. Myths and lies about teachers and the teaching profession: teachers are everything, that’s why we blame them and their unions. Teachers are the most important influence in a child’s education — Teachers in the United States are well-paid — Merit pay is a good way to increase the performance of teachers. Teachers should be evaluated on the basis of the performance of their students. Rewarding and punishing schools for the performance of their students will improve our nation’s schools — Teachers in schools that serve the poor are not very talented — Teach for America teachers are well trained, highly qualified, and get amazing results — Subject matter knowledge is the most important asset a teacher can possess — Teachers’ unions are responsible for much poor school performance. Incompetent teachers cannot be fired if they have tenure — Judging teacher education programs by means of the scores that their teachers’ students get on state tests is a good way to judge the quality of the teacher education program — IV. Myths and lies about how to make our nation’s schools better. Class size does not matter reducing class sizes will not result in more learning — Retaining children in grade– flunking them–helps struggling
• Text in English.

Subjects:

• Education — United States.
• Educational change — United States.
• Public schools — United States.
• United States. fast (OCoLC)fst01204155

Requested by Kurpiers, R.

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Notes:

• Missionary teachers : the common schools movement and the feminization of American teaching — Repressed indignation : the feminist challenge to American education — No shirking, no skulking : Black teachers and racial uplift after the Civil War — School ma’ams as lobbyists : the birth of teachers unions and the battle between progressive pedagogy and school efficiency — An orgy of investigation : witch hunts and social movement unionism during the wars — The only valid passport from poverty : the great expectations of Great Society teachers — We both got militant : union teachers versus Black Power during the era of community control — Very disillusioned : how teacher accountability displaced desegregation and local control — Big, measurable goals : a data-driven vision for millennial teaching — Let me use what I know : reforming education by empowering teachers — Epilogue: Lessons from history for improving teaching today.
• A brilliant young scholar’s history of 175 years of teaching in America shows that teachers have always borne the brunt of shifting, often impossible expectations. In other nations, public schools are one thread in a quilt that includes free universal child care, health care, and job training. Here, schools are the whole cloth. Today we look around the world at countries like Finland and South Korea, whose students consistently outscore Americans on standardized tests, and wonder what we are doing wrong. Dana Goldstein first asks the often-forgotten question: How did we get here? She argues that we must take the historical perspective, understanding the political and cultural baggage that is tied to teaching, if we have any hope of positive change. In her lively, character-driven history of public teaching, Goldstein guides us through American education’s many passages, including the feminization of teaching in the 1800s and the fateful growth of unions, and shows that the battles fought over nearly two centuries echo the very dilemmas we cope with today. Goldstein shows that recent innovations like Teach for America, merit pay, and teacher evaluation via student testing are actually as old as public schools themselves. Goldstein argues that long-festering ambivalence about teachers–are they civil servants or academic professionals?–and unrealistic expectations that the schools alone should compensate for poverty’s ills have driven the most ambitious people from becoming teachers and sticking with it. In America’s past, and in local innovations that promote the professionalization of the teaching corps, Goldstein finds answers to an age-old problem — Provided by publisher.
• Includes bibliographical references (pages 319-325) and index.

Subjects:

• Education — United States — History.
• Teachers — Professional relationships — United States — History.
• Public schools — United States — History.
• Educational change — United States — History.
• United States. fast (OCoLC)fst01204155
• History. fast (OCoLC)fst01411628

Requested by Kurpiers, R.

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Notes:

• Includes bibliographical references (pages 199-212) and index.
• Improvement by design — The design puzzle — The implementation puzzle — The improvement puzzle — The sustainability puzzle — Building systems.

Subjects:

• Educational change — United States.
• School management and organization — United States.

Requested by Finders, P.

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Notes:

• Includes bibliographical references (p. 263-290) and index.

Subjects:

• Education — United States — Aims and objectives.
• Education — Social aspects — United States.
• Educational change — United States.
• Aesthetics — Study and teaching.
• Educational tests and measurements — United States.

Requested by Kurpiers, R.

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Notes:

• Includes bibliographical references (p. [216]-[225]) and index.
• How we got here: The great credential race — The customer is always right — The trillion-dollar problem — The disruption: The five disruptive forces that will change higher education forever — A personalized education — The online revolution — The future: The student swirl — Degrees of value — The skills of the future — Why college? — Future forward — Checklist for the future.
• What is the value of a college degree if it leaves you with few job prospects in a tough economy and buried in debt? This book asks the burning question on every prospective student, parent, and new graduate’s mind. Student loan debt in the United States crossed the $1 trillion mark in 2011. To say that the cost of a four-year college education is inflated on many campuses would be an understatement, and that education bubble is about to burst. He the author, a journalist and editor-in-chief of the Chronicle for Higher Education, argues that colleges can no longer sell a four-year degree as the ticket to success in life. This work exposes the dire pitfalls in the current state of higher education for anyone concerned with the intellectual and financial future of America.

Subjects:

• Education, Higher — Aims and objectives — United States.
• Universities and colleges — United States.
• College students — United States.
• Educational planning — United States.

Requested by Kurpiers, R.

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Part of the series New perspectives on Asian history;New perspectives on Asian history.
Notes:

• Includes bibliographical references (pages 283-304) and index.
• 1. Clarifying loyalty and filial piety: 1800-1850s — 2. Knowledge from throughout the world: the reforms of the 1870s — 3. Assimilating the elements: 1879-1905 — 4. To liberate education from bureaucratic control: 1905-1931 — 5. Mobilizing the spirit of the nation: 1931-1945 — 6. Stamping out the bad, stamping in the new: 1945-1950 — 7. Warfare waged between the entrenched: 1950-1969 — 8. The challenge of a new era: 1970-1989 — 9. Our national identity as Japanese: post-Showa Japan.
• This broad historical survey assesses Japanese efforts to overcome dilemmas that are faced by all modern school systems. Marshall describes Japanese efforts to strike a balance between equality and excellence, individual creativity and team cooperation, standardization and innovation, and internationalism and cultural identity. The author also provides valuable historical perspective on such contemporary issues as gender and ethnicity.

Subjects:

• Education — Japan — History.
• Educational change — Japan.
• Schools — Centralization — Japan.
• Elite (Social sciences) — Education — Japan.
• Nationalism and education — Japan.
• Japan. fast (OCoLC)fst01204082
• History. fast (OCoLC)fst01411628

Requested by McCaa, R

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Notes:

• Includes index.
• Includes bibliographical references and index.
• The first century of the American college, 1636-1740 — Colonial colleges, 1740-1780 — Republican universities — The low state of the colleges, 1800-1820 — Renaissance of the colleges, 1820-1840 — Regional divergence and scientific advancement, 1840-1860 — Land grant colleges and the practical arts — The creation of American universities — The collegiate revolution — Mass higher education, 1915-1940 — The standard American university — Culture, careers and knowledge.

Subjects:

• Education, Higher — United States — History.

Requested by Kurpiers, R