The Condition of Education

The Condition of Education

Author:

Publisher:

Published: 1996

Total Pages: 416

ISBN-13:

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Includes a section called Program and plans which describes the Center's activities for the current fiscal year and the projected activities for the succeeding fiscal year.


The Condition of Education (1996)

The Condition of Education (1996)

Author: Thomas M. Smith

Publisher: DIANE Publishing

Published: 1996-11

Total Pages: 403

ISBN-13: 0788135449

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Contains 60 indicators that shed light on the condition of education in the U.S. These indicators represent a consensus of professional thinking on the most significant national measures of the condition and progress of education to date. Topics include: access, participation, and progress; achievement, attainment, and curriculum; economic and other outcomes of education; size, growth, and output of educational institutions; climate, classrooms, and diversity in educational institutions; human and financial resources of educational institutions. Glossary. Charts and tables.


Assessment in Higher Education

Assessment in Higher Education

Author: John Heywood

Publisher: Jessica Kingsley Publishers

Published: 2000

Total Pages: 458

ISBN-13: 9781853028311

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This book examines not only the assessment of student learning but the assessment of institutions, the programmes they offer, and the teaching they provide. It describes in detail the significant developments that have taken place over the last decade in the field, and clarifies the different meanings of the term assessment that are now in use.


The Cost of Talent

The Cost of Talent

Author: Derek Bok

Publisher: Simon and Schuster

Published: 2002-01-15

Total Pages: 360

ISBN-13: 0743236327

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Known for his extensive writings on professional ethics, law, and labor relations, Derek Bok returns with a persuasive claim that the compensation being paid to top executives, lawyers, and doctors cannot be justified in the most revealing study done yet regarding the compensation practices in various professional fields. As the American economy becomes more complex, the demand for able, highly educated people increases constantly with a steady growth of importance. But when considering the leverage of high pay and extravagant benefits, it is possible that talented individuals will be lost to the appeal of exaggerated compensation, putting the work that they are completing in danger. Bok argues that compensation paid to top executives, lawyers, doctors, and economists does not offer a significant benefit, nor is there evidence that large bonuses and other financial incentives produce better work. Additionally, he presents the concept that the lucrative rewards of Wall Street, elite law firms, and medical specialties deprive poorly paid but vital teaching and public service professions of desperately needed talent. The Cost of Talent asserts that America must enter a new period of national development by rethinking the values, motivations, and priorities that are reflected in our compensation practices in order to better serve the nation’s long-term interests.


Data on Music Education

Data on Music Education

Author:

Publisher: R&L Education

Published: 1990

Total Pages: 124

ISBN-13: 9780940796874

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Presents national statistics on various aspects of music education, including degrees awarded, teacher certification status, teacher employment rates and opportunities.


Neuroethics in Higher Education Policy

Neuroethics in Higher Education Policy

Author: Dana Lee Baker

Publisher: Springer

Published: 2016-11-18

Total Pages: 190

ISBN-13: 1137590203

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This book focuses on neuroethics in higher education in the United States. After introducing readers to the philosophical and policy foundations of the neuroethics of higher education, this book explores essential conundrums in the neuroethical practice of higher education in modern democracies. Focusing on neuroethics from the perspective of universally designed learning and policy design sets this project apart from other work in the field. Advances in neuroscience and changes in attitudes towards disability have identified mechanisms by which higher education infrastructures interact with both individuals considered neurotypical and those with identified disabilities to diminish students’ capacity to enter, persist, and complete higher education. Policy to date has focused on identified disabilities as a requirement for accommodations. This strategy both underestimates the effect of ill-fitting infrastructures on those considered neurologically typical and serves to stratify the student body. As a result, neuroethical gaps abound in higher education.