Chapter Argues (chapter + argue)

Distribution by Scientific Domains


Selected Abstracts


Educational institutions: Supporting working-class learning

NEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 106 2005
Griff 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 required

NEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 146 2009
Anthony 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 perspective

NEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 132 2005
Richard 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 barnyard

NEW DIRECTIONS FOR TEACHING & LEARNING, Issue 105 2006
Rosa 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 adulthood

NEW DIRECTIONS FOR TEACHING & LEARNING, Issue 105 2006
Constance 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 classroom

NEW DIRECTIONS FOR TEACHING & LEARNING, Issue 103 2005
Anne 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 members

NEW DIRECTIONS FOR TEACHING & LEARNING, Issue 90 2002
Mary 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]