Scholarship Reconsidered

College

The Undergraduate Experience in America

Ernest L. Boyer

A study by the Carnegie Foundation for the Advancement of Teaching discusses the achievements and problems of American colleges and universities.

High School

A Report on Secondary Education in America

Ernest L. Boyer

An examination of several typical high schools in America with suggestions for reform.

Selected Speeches 1979-1995

Ernest L. Boyer

Selected speeches for teaching.

Campus Life

In Search of Community

Carnegie Foundation For the Advancement of Teaching

In 1990 the Carnegie Foundation for the Advancement of Teaching published a classic report on the loss of a meaningful basis for true community on college campuses—and in the nation. Now this expanded edition of Campus Life reintroduces educational leaders to the report's proposals while offering up-to-date analysis and recommendations for Christian campuses today.

Higher Learning in the Nation's Service

Ernest L. Boyer, Fred M. Hechinger

The services that have been provided by colleges and universities in the United States and the current confusion regarding the role of American higher education are reviewed. Among the contributions made by higher education are: extending higher learning to new classes of people, advancing the nation's frontiers, providing scientific expertise during wartime, and helping veterans return to rewarding civilian pursuits. Presently, the external needs for higher learning's services are apparently less urgent than in the past and colleges are questioning their purposes in society. Three historic functions of higher education are examined: teaching, research, and service. It is suggested that there are new challenges for higher education. Colleges must not only teach, but must also educate a generation of students quite different from those of the past. Not only must they conduct research, but they must do so with reduced federal support and must consider enticing but potentially compromising allegiances with the private sector. As a new approach to service, public policy studies for all students are advocated, with special encouragement for a new program of civic education for adults. It is proposed that colleges and universities help students and teachers use knowledge wisely so that higher education's dual role as servant and critic of society may be protected and advanced. (Author/MLW)

Scholarship Reconsidered

Priorities of the Professoriate

Ernest L. Boyer

Description unavailable for this volume in the current provider response.

Schools Can Change

A Step-by-Step Change Creation System for Building Innovative Schools and Increasing Student Learning

Dale W. Lick, Karl H. Clauset, Carlene U. Murphy

Genuine effective school improvement requires leaders and teachers to be part of a broad-based, creative change system that focuses on generating improved teacher practices for enhancing student learning. This guide provides a step-by-step, systemic approach.

Total Quality Management in Education

Edward Sallis

This new edition introduces the key concepts of TQM in the education context, discusses organizational, leadership and teamwork issues, the tools and techniques of TQM, and will help educators develop a framework for management in their school.

Absolutism and the Eighteenth-Century Origins of Compulsory Schooling in Prussia and Austria

James van Horn Melton

This 1988 book is a study of precocious attempts at school reform in societies that were overwhelmingly 'premodern'.

Beyond Discipline

From Compliance to Community

Alfie Kohn

Explains why students are more likely to learn and flourish in schools that have moved toward collaborative problem solving instead of teacher-initiated discipline.

The Case Against School Choice

Politics, Markets, and Fools

Kevin B. Smith, Kenneth J. Meier

This discussion of public school choice considers school choice at all levels. It argues that choice programmes: promote inequity rather than improved quality; are expensive; require a large bureaucracy to administer; and do not necessarily lead to better education.

Proposal Planning and Writing

Lynn E. Miner, Jeremy T. Miner, Jerry Griffith

Annotation Nationally known grants experts Lynn Miner, Jeremy Miner, & Jerry Griffith have thoroughly revised & expanded their excellent self-help book, which is designed for first-time proposal writers & planners, or for those who are without easy access to sources & materials. The authors use a concise, straightforward approach, relying on proven examples of how to find grants & how to plan, write, & submit proposals that get results. They also share their streamlining techniques for submitting more proposals in less time & provide a list of the most likely reasons proposals are rejected. New to this edition is greatly expanded coverage of computerized grantseeking, including World Wide Web resources. Also new is a discussion of effective writing techniques.

Scholarship Reconsidered

Priorities of the Professoriate

Ernest L. Boyer

"Throughout the country, educators and their critics are renewing the old debate over the faculty?s preoccupation with research and its effects on the quality of teaching. On one campus after another, there are stirrings that seem to presage a willingness to think afresh about the criteria that determine tenure and measure the success of faculty careers. Scholarship Reconsidered speaks directly to these issues and should enrich a growing debate that may have important consequences for higher education." —Derek Bok, Harvard University "Scholarship Reconsidered is a thoughtful and welcome addition to a growing conversation about teaching and research in the nation?s universities. That conversation too readily evokes a dichotomous relation between two activities, one entailing the production of new knowledge and the other the dissemination of the old. This report from the Carnegie Foundation will, I hope, begin the long task of dispelling this polarity." —Donald Kennedy, Stanford University "Scholarship Reconsidered will provide a vital contribution to improved undergraduate instruction through its recognition of the necessary contribution of ?scholarship teaching.? The report accurately describes the dependence of collegiate instruction on scholarship in a manner which appreciate the strengths of American higher education and shows how to use these strengths to improve it." —Ernst Benjamin, American Association of University Professors "Scholarship Reconsidered is wise and sensible, a welcome constellation of virtues. It will be a greatly influential guide to people who care about teaching and learning in the United States today." —Catherine R. Stimpson, Rutgers In this groundbreaking study, Ernest L. Boyer offers a new paradigm that recognizes the full range of scholarly activity by college and university faculty. He suggests that four general areas of endeavor be viewed as scholarship: discovery, integration of knowledge, teaching, and service. Boyer questions the existence of a reward system that pushes faculty toward research and publication and away from teaching and proposes reconsidering the priorities of the professoriate.

Emerging Methods and Paradigms in Scholarship and Education Research

Ling, Lorraine, Ling, Peter

There is a renaissance in the use of the term “scholarship,” as it is being used to define areas of academic endeavour, describe academic work and achievements, and measure the quality of higher education. Although all academicians are required to engage in scholarship, it is difficult to navigate as there is a misunderstanding of this concept as new methods and approaches emerge. Emerging Methods and Paradigms in Scholarship and Education Research is an essential academic book that is designed to explain the areas of scholarship and their contemporary relationship to key components of academic work: research, teaching, service, and engagement. The chapter authors explore conceptions of scholarship, paradigms, and methods that fit a variety of contexts and needs. Highlighting a wide range of approaches from scientific realism and neo-positivism to interpretative, transformative, and pragmatic educational strategies and policy, this book is ideal for researchers, teachers, educational leaders, academicians, educational policymakers, and quality assurance agencies.

Faculty Priorities Reconsidered

Rewarding Multiple Forms of Scholarship

KerryAnn O'Meara, R. Eugene Rice

No reform effort in American higher education in the last twenty years has been more important than the attempt to enlarge the dominant understanding of the scholarly work of faculty—what counts as scholarship. Faculty Priorities Reconsidered assesses the impact of this widespread initiative to realign the priorities of the American professoriate with the essential missions of the nation's colleges and universities: to redefine faculty roles and restructure reward systems. Faculty Priorities Reconsidered traces the history of the movement to redefine scholarship. It examines the impact of the 1990 landmark report Scholarship Reconsidered: Priorities of the Professoriate from The Carnegie Foundation for the Advancement of Teaching, and the decade-long work of the American Association for Higher Education's Forum on Faculty Roles and Rewards that initiated and sustained much of the work reported on here. The struggles to move beyond narrow definitions of research, to distinguish between scholarly teaching and the scholarship of teaching while acknowledging the importance of both, to encourage faculty engagement in meeting the scholarly needs of the larger civic community, and to recognize the importance of academic synthesis and integration—all elements of a broader understanding of scholarship—are addressed in this book. In Faculty Priorities Reconsidered the leading pioneers of the movement reflect on their own work with campuses nationwide and examine concrete issues involved in introducing new perspectives on the different forms of scholarship. In addition, the book contains studies of nine very diverse institutions—Madonna, Albany State, South Dakota State, Kansas State, Portland State, and Arizona State universities, Franklin College, the University of Phoenix, and the University of Colorado School of Medicine. Each study tells a unique story of the struggle to change faculty work and its rewards. This book offers practical advice to academic leaders considering similar changes and responds to questions for the future about encouraging, supporting, assessing, and rewarding multiple forms of scholarship.

Engaged Scholarship and Civic Responsibility in Higher Education

Burton, Sharon L.

Beyond their educational value, university institutions can play a pivotal role in community improvement. By utilizing academic resources, these organizations can positively impact their communities. Engaged Scholarship and Civic Responsibility in Higher Education is a critical reference source for the latest scholarly research on the adoption and implementation of civic engagement initiatives in higher education institutions. Including a range of pertinent topics such as service learning, economic development, and social justice, this book is ideally designed for academics, practitioners, students, professionals, and researchers interested in the growing influence of universities on community improvement.

Research 2.0 and the Impact of Digital Technologies on Scholarly Inquiry

Esposito, Antonella

The academic landscape has been significantly enhanced by the advent of new technology. These tools allow researchers easier information access to better increase their knowledge base. Research 2.0 and the Impact of Digital Technologies on Scholarly Inquiry is an authoritative reference source for the latest insights on the impact of web services and social technologies for conducting academic research. Highlighting international perspectives, emerging scholarly practices, and real-world contexts, this book is ideally designed for academicians, practitioners, upper-level students, and professionals interested in the growing field of digital scholarship.

Curriculum Windows Redux

What Curriculum Theorists Can Teach Us About Schools and Society Today

Thomas S. Poetter, Kelly Waldrop, Syed Hassan Raza

This book explores how curriculum texts and theorists can inform modern education. The authors examine key works, offering insights into curriculum, teaching, and leadership. This final book in the series provides a scholarly view of 33 books that should have been included in the previous volumes.