Reflecting critically on the current condition of museums and their possible futures, Stephen E. Weil argues that cultural institutions need to free... themselves from a fascination with technique and process to concentrate more intently on purpose. He contends that to succeed, or merely survive, a museum must be able to project clear goals that its supporting community finds of value and must demonstrate its competence to achieve those goals on a sustainable basis.

It is ironic that our ever-present preoccupation with closing the achievement gap is insufficiently articulated in current federal education policy. To... this end, Pierre Orelus' study cogently underscores the fruitfulness of caring teachers' persistence in bridging the all-too-frequent gulf that exists between school and community together with an apprenticeship model that saturates youth in academic discourses. This is an encouraging and inspiring read. Angela Valenzuela, College of Education, University of Texas at Austin, author of Subtractive Schooling and Leaving Children Behind. Orelus' book provides valuable insights into the resources, including teachers' teaching practices, students' level of motivation, their family values, and the students' academic background, that contribute to academic achievement for English language learners. The author's close examination of what enabled four middle school ELLs to succeed academically illustrates that even students who are labeled "at risk" can succeed with the right support. David Freeman, Ph.D. Professor of Reading and ESL Chair: Department of Language, Literacy, and Intercultural Studies The University of Texas at Brownsville Pierre Orelus draws on his personal experiences as an English-language learner to examine ELL's academic achievement and underachievement. Guadalupe Valdés, Ph.D. Bonnie Katz Tenenbaum Professor of Education Stanford University This book addresses one of the most pressing issues facing US education - how best to support the academic literacy of English Language Learners. Pierre Orelus looks closely at teaching practices that contribute to students' academic growth, and he adds to the mounting evidence of the negative impact of high stakes testing and accountability on teaching, especially for students who are learning English. This is a powerful call to reject the culturally and educationally reductive practices promoted by No Child Left Behind. Professor Pauline Lipman University of Illinois at Chicago Author of High Stakes Education; Inequality, Globalization, and Urban School Reform

One of the challenges in higher education is helping students to achieve academic success while ensuring their personal and vocational needs are... fulfilled. In this updated edition more than thirty experts offer their knowledge in what has become the most comprehensive, classic reference on academic advising. They explore the critical aspects of academic advising and provide insights for full-time advisors, counselors, and those who oversee student advising or have daily contact with advisors and students. New chapters on advising administration and collaboration with other campus servicesA new section on perspectives on advising including those of CEOs, CAOs (chief academic officers), and CSAOs (chief student affairs officers)More emphasis on two-year colleges and the importance of research to the future of academic advisingNew case studies demonstrate how advising practices have been put to use.

In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing... number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there?For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list.Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.

In spite of soaring tuition costs, more and more students go to college every year. A bachelor's degree is now required for entry into a growing number... of professions. And some parents begin planning for the expense of sending their kids to college when they're born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa's answer to that question is a definitive "no." Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, forty-five percent of these students demonstrate no significant improvement in a range of skills - including critical thinking, complex reasoning, and writing - during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise - instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list. Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents - all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa's report that colleges are failing at their most basic mission will demand the attention of us all.

This user-friendly volume provides evidence-based tools for meeting the needs of the approximately 15%of K to 6 students who would benefit from more... support than is universally offered to all students but do not require intensive, individualized intervention. With a unique focus on Tier 2 interventions for both academic and behavioral difficulties, the book addresses externalizing behavior, internalizing behavior, reading, and mathematics. Step-by-step guidelines are presented for screening, selecting interventions, and progress monitoring. Ways to involve families and ensure that practices are culturally responsive are described. In a large-size format with lay-flat binding for easy photocopying, the book includes more than 20 reproducible handouts and forms.This book is in The Guilford Practical Intervention in the Schools Series.

The museum boom, with its accompanying objectification and politicization of culture, finds its counterpart in the growing interest by social scientists... in material culture, much of which is to be found in museums. Not surprisingly, anthropologists in particular are turning their attention again to museums, after decades of neglect, during which fieldwork became the hallmark of modern anthropology - so much so that the "social" and the "material" parted company so radically as to produce a kind of knowledge gap between historical collections and the intellectuals who might have benefitted from working on these material representations of culture. Moreover it was forgotten that museums do not only present the "pastness" of things. A great deal of what goes on in contemporary museums is literally about planning the shape of the future: making culture materialize involves mixing things from the past, taking into account current visions, and knowing that the scenes constructed will shape the perspectives of future generations. However, the (re-)invention of museum anthropology presents a series of challenges for academic teaching and research, as well as for the work of cultural production in contemporary museums - issues that are explored in this volume.

As colleges and universities become more entrepreneurial in a post-industrial economy, they focus on knowledge less as a public good than as a commodity... to be capitalized on in profit-oriented activities. In Academic Capitalism and the New Economy, higher education scholars Sheila Slaughter and Gary Rhoades detail the aggressive engagement of U.S. higher education institutions in the knowledge-based economy and analyze the efforts of colleges and universities to develop, market, and sell research products, educational services, and consumer goods in the private marketplace. Slaughter and Rhoades track changes in policy and practice, revealing new social networks and circuits of knowledge creation and dissemination, as well as new organizational structures and expanded managerial capacity to link higher education institutions and markets. They depict an ascendant academic capitalist knowledge/learning regime expressed in faculty work, departmental activity, and administrative behavior. Clarifying the regime's internal contradictions, they note the public subsidies embedded in new revenue streams and the shift in emphasis from serving student customers to leveraging resources from them.Defining the terms of academic capitalism in the new economy, this groundbreaking study offers essential insights into the trajectory of American higher education.

Unique in approach, this book explores the similarities and differences in various discipline-specific epistemologic and rhetorical conventions--and... how the two are related. Each chapter is organized around a shared content topic, then divided into Science, Social Science and Humanities sections, and then two specific disciplinary units--each of which addresses the chapter's topic from the discipline's perspective. Features essays that span a range of genres, audiences, and levels of difficulty, and that explore timely and engaging topics--within such broad areas as identity and consciousness, gender and sexuality, capital economics, and the environment--from the perspectives of the more traditional fields, such as sociology, literary studies, biochemistry, and others, as well as relatively new and exciting fields, such as evolutionary psychology, computer science, genetics, ethnic studies, lesbian and gay studies, social ecology, and cultural studies. Articles range from those written in a "popular" and reader-friendly journalistic tone, to more difficult, scholarly pieces. Includes the scientific report format as well as the academic essay typically produced by humanists. Rhetorical modes and skills are discussed as they arise within writing assignments so that their specificity in different contexts is clear. For anyone interested in the similarities and differences of the techniques and conventions of academic writing in the different disciplines.

The Academic Connections Classroom Audio CDs contain the audio of all listening exercises in the Student Book. Academic Connections is a four-level... integrated skills course designed for students preparing for academic study as well as for standardized tests such as the TOEFL(r)test. A systematic, step-by-step approach helps students develop and sharpen their language, academic, and test-taking abilities. Academic Connections was developed with the Educational Testing Service (ETS) and is based on extensive research into the actual language demands of higher education.