Resources

This is Gene Maeroff's "report from the front" on the short history and status of online learning in the United States and around the world. Maeroff is a reporter who takes you to the schools from Penn State's World Campus to the Florida Virtual School to the newly emerging online learning initiatives in Afghanistan. His journey ultimately provides a snapshot of the way in which technology is changing the minds of people with regard to the nature of higher education. He looks at the method of electronic delivery, the quality of the information being delivered and quality of interaction it engenders. He looks at the way learners are adapting to this new technology and how much responsibility is put on the student's shoulders. Finally, and maybe tellingly, he looks at the business of online learning. (From the Publisher)

Teaching College in an Age of Accountability provides professors with the insights and tools necessary to achieve higher levels on accountability assessment outcomes while preparing students for enhancing their own career success in a more complex future. In recent years, many initiatives have been implemented by a number of state legislatures and boards of trustees to increase "institutional effectiveness." These measures have made colleges and universities aware that practices once accepted as sacrosanct within the culture will, from this time forward, be assessed regularly for their contribution to achieving more accountable outcomes. Teaching College in an Age of Accountability is the first book that focuses exclusively on the implications of this trend on the work of individual professors. Accountability proponents generally call for increased access to higher education for all citizens, improved retention of students once they are enrolled, and graduation and placement rates that recognize the investment of tax and institutional funds in students' success. This book equips professors to address each of these outcome goals in a proactive manner. (From the Publisher)

Offering a conceptual framework and practical strategies for teacher preparation in schools with increasingly diverse racial and ethnic student populations, this book presents a coherent approach to educating culturally responsive teachers. The authors focus on the importance of recruiting and preparing a diverse teaching force, as they propose a vision for restructuring the teacher education curriculum, reconceiving the pedagogy used to prepare prospective teachers, and transforming the institutional context in order to support the curricular and pedagogical changes they recommend. (From the Publisher)

Journal Issue. Full text is available online.