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Chapter Argues (chapter + argue)
Selected AbstractsEducational institutions: Supporting working-class learningNEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 106 2005Griff Foley Asserting that the working class has a distinctive learning style, this chapter argues for a supportive, challenging, and class-conscious pedagogy. [source] Help wanted: Postsecondary education and training requiredNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 146 2009Anthony P. Carnevale This chapter argues that postsecondary competencies and awards have become the threshold requirement for middle-class earnings and status. [source] Seeking the proper balance between tuition, state support, and local revenues: An economic perspectiveNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 132 2005Richard M. Romano This chapter argues that a relatively high tuition, high financial aid policy is the most equitable and efficient way to fund community college operating budgets and promote access. [source] Rhetorics of public scholarship: Democracy, Doxa, and the human barnyardNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 105 2006Rosa A. Eberly Drawing on ancient and contemporary connections between rhetoric,an art of public deliberation and communication,and democracy, this chapter argues for creating "a common space of public scholarship across and beyond disciplines" to help ensure the future of sustainable publics and participatory democracy. [source] Public scholarship and youth at the transition to adulthoodNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 105 2006Constance Flanagan Informed by an interdisciplinary body of scholarship yet focusing on developmental challenges and competencies of the young adult years, this chapter argues that public scholarship is the best form of education for young adults in democracies. [source] Debate and student development in the history classroomNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 103 2005Anne Osborne This chapter argues that the use of debates in a core world history course can foster both authentic learning in the discipline and progress toward intellectual and ethical maturity. [source] New conceptions of scholarship for a new generation of faculty membersNEW DIRECTIONS FOR TEACHING & LEARNING, Issue 90 2002Mary Deane Sorcinelli Scholarship Reconsidered gave us an amplified vision of scholarly work, yet this process of tenure has inhibited the full realization of that vision. This chapter argues that we need to make the tenure process work more effectively and flexibly in order to validate and encourage the multiple types of scholarship Boyer proposes. [source] |