Discover why and how schools must become places where thinking is valued, visible, and actively promoted As educators, parents, and citizens, we must settle for nothing less than environments that bring out the best in people, take learning to the next level, allow for great discoveries, and propel both the individual and the group forward into a lifetime of learning. This is something all teachers want and all students deserve. In Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools, Ron Ritchhart, author of Making Thinking Visible, explains how creating a culture of thinking is more important to learning than any particular curriculum and he outlines how any school or teacher can accomplish this by leveraging 8 cultural forces: expectations, language, time, modeling, opportunities, routines, interactions, and environment. With the techniques and rich classroom vignettes throughout this book, Ritchhart shows that creating a culture of thinking is not about just adhering to a particular set of practices or a general expectation that people should be involved in thinking. A culture of thinking produces the feelings, energy, and even joy that can propel learning forward and motivate us to do what at times can be hard and challenging mental work.
This third book of a 3-volume set on Fracture Mechanics adds a pragmatic and supportive character to the previous volumes by focusing on case studies using corrected exercises that teachers, students or engineers will find extremely useful. Due to the wide themes approached in this series, it can also be used to organize work in this field in a new way, as well as in the maintenance of industrial plants. Several cases of sampling plans and their applications in industry are presented, as well as several solved case studies on the main indicators of capability according to ISO/TS 16949, ISO 8258 and FORD. This book distinguishes itself from other works in the field through its originality in presenting an educational approach which aims at helping practitioners both in academia and industry. It is intended for technicians, engineers, designers, students, and teachers working in the fields of engineering and vocational education. The main objective of the author is to provide an assessment of indicators of quality and reliability to aid in decision-making. To this end, an intuitive and practical approach, based on mathematical rigor, is recommended.
Praise for the Fifth Edition of The Responsible Administrator «Cooper's fifth edition is the definitive text for students and practitioners who want to have a successful administrative career. Moral reasoning, as Cooper so adeptly points out, is essential in today's rapidly changing and complex global environment.»—Donald C. Menzel, president, American Society for Public Administration, and professor emeritus, public administration, Northern Illinois University «The Responsible Administrator is at once the most sophisticated and the most practical book available on public sector ethics. It is conceptually clear and jargon-free, which is extraordinary among books on administrative ethics.»—H. George Frederickson, Stone Distinguished Professor of Public Administration, University of Kansas «Remarkably effective in linking the science of what should be done with a prescriptive for how to actually do it, the fifth edition of Cooper's book keeps pace with the dynamic changes in the field, both for those who study it and those who practice it. The information presented in these pages can be found nowhere else, and it is information we cannot ethically afford to ignore.»—Carole L. Jurkiewicz, John W. Dupuy Endowed Professor, and Woman's Hospital Distinguished Professor of Healthcare Management, Louisiana State University, E. J. Ourso College of Business Administration, Public Administration Institute
Institutions of higher education are constantly facing economic challenges to their survival. Nowhere are the challenges greater than in small private colleges and universities across America. None of these colleges can assume that its stability is assured in perpetuity. No thriving college is immune from unforeseen disaster, just as no struggling college is irreversibly destined for closure. This issue presents stories of colleges in crisis and considers what makes the difference between a college that closes and one that nearly closes but manages to remain open. It offers a range of revealing, hard-won experiences of college presidents who led their campuses in times of crises. Some colleges found no way out, and their stories offer lessons that are just as valuable as the stories of colleges that reinvented themselves and survived. This is the 156th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
Take an in-depth look at the difficulty in gaining traction at the institutional level in improving student retention and degree completion rates—especially at larger four year institutions where size, complexity, and multiplicity of structures and processes present particular challenges. This volume offers a way for institutional leaders to better focus their time, energy, and resources in their retention effort by framing the way they think about it using the 4 Ps of retention strategy: profile, progress, process, and promise. This simple framework challenges long-standing, traditional assumptions about student retention that can distract and dilute institutional efforts, and helps keep those efforts sharply and singularly focused on improving retention and degree completion outcomes. This is the 161st volume of this Jossey-Bass series. Addressed to higher education decision makers on all kinds of campuses, New Directions for Higher Education provides timely information and authoritative advice about major issues and administrative problems confronting every institution.