David De Cremer. Trust in Organizations. Roderick M Kramer. Community Effects of Leadership Development Education. Kenneth Pigg. Work and Family. Steven A. Faculty Stress. David R.
- The Review of Higher Education.
- Join Kobo & start eReading today.
- The Wilde Series (Set of 4 Full Length Novels).
- Measuring College Learning Responsibly: Accountability in a New Era.
- Silent History.
- Measuring College Learning Responsibly : Accountability in a New Era;
Community Engagement 2. Scott L. Social Justice Leadership for a Global World. Judith A. Review of Adult Learning and Literacy, Volume 4. John Comings.
Elizabeth Demarest. Walking the Equity Talk. John R. More High School Graduates. Benjamin Levin. Diversity Resistance in Organizations. Kecia M. Discrimination at Work. Robert L. Cultural Perspective of Organizational Justice. Constant D Beugre. Student Services. John H. Organizing for School Change.
Karen Seashore Louis. Fairness in the Workplace. Diversity in Organizations. Stuart Oskamp. Margaret Macintyre Latta.
Measuring College Learning Responsibly - E-bok - Richard J Shavelson () | Bokus
Cambridge Handbook of Culture, Organizations, and Work. Rabi S. Evaluating Civic Youth Work. Ross VeLure Roholt. The Obama Education Blueprint. Kevin G. Foundations of Adult and Continuing Education. Jovita M. Alma Carten. Citation Classics from the Journal of Business Ethics.
Alex C. Ashraf Esmail. Student Affairs for Academic Administrators. Lynn Hogan. The Keys to Effective Schools. Willis D. Second International Handbook of Educational Change. Andy Hargreaves. The Role of the University in the Preparation of Teachers.
What is Kobo Super Points?
Addressing Cultural Issues in Organizations. Robert T. Culturally Relevant Schools. Jean A. Designing the Learning-centred School. Clive Dimmock. Reforming Middle Level Education. Sue C Thompson. A Call for Change. The reauthorized Higher Education Act was completed during the Bush years. Its implementation through revised or new regulatory practices has fallen to the new administration. If the five Negotiated Rulemaking Committees established in early for this purpose are any indication, interest in regulation for greater accountability remains high, similar in some ways to the approaches that the administration has taken with, for example, banks, the financial industry, housing and the automotive industry, as we all struggle to deal with the faltering economy.
This continuing federal interest has significant support from the public. As the Wall Street Journal reported in July , there is considerable public sentiment that government solutions and expanded government oversight are preferable to leaving businesses, professions and industries to assure accountability on their own. Other polling and surveys confirm this result. The public is increasingly comfortable with additional government management and oversight of key social institutions. Higher education enters the new era an already heavily scrutinized and accountable social enterprise. Colleges and universities have ongoing, formal accountability obligations to multiple constituents, including students, governing boards, institutional and programmatic accrediting organizations and local, state and federal governments.
Higher education is also accountable to alumni, donors and the taxpaying public. Moreover, higher education has entered this new era with an impressive array of its own national accountability activities, many developed during the past ten years.http://hillhurstcleaners.com/cli/speculative/why-we-hate-us-american-discontent-in-the-new.php
Measuring College Learning Responsibly: Accountability in a New Era
These national activities are only part of the accountability story. Colleges and universities around the country are also developing their own individual institution-based approaches to accountability, augmenting and enhancing these national efforts. All the national activities provide tools or frameworks by which higher education informs students and society about what is being done to promote student learning and advance institutional performance.
All are characterized by colleges and universities 1 making conscious decisions to assertively address accountability, 2 locating and judging accountability at the institutional level and 3 acknowledging and embracing faculty leadership as central to academic judgments. Some activities provide a valuable frame of reference and organize institutional approaches to student learning.
Seller Inventory CA More information about this seller Contact this seller. Language: English. Brand new Book. Accrediting boards, the federal government, and state legislatures are now requiring a greater level of accountability from higher education. However, current accountability practices, including accreditation, No Child Left Behind, and performance reporting are inadequate to the task. If wielded indiscriminately, accountability can actually do more harm than good.
This innovative work looks broadly at how accountability is being considered by campuses, accrediting boards, higher education organizations, and governments in the US and abroad. It explores how new demands for accountability and new technologies are changing the way student learning is assessed. The author, one of the most respected assessment researchers in the nation, provides a framework for assessing student learning and discusses historical and contemporary debates in the field.
He details new directions in assessment, such as the Collegiate Learning Assessment he helped develop, analyzes exemplary campus assessment programs, and proposes considerations necessary for designing successful accountability systems. Seller Inventory AAJ Seller Inventory Book Description Stanford University Press. New copy - Usually dispatched within 2 working days. Seller Inventory B Book Description Stanford Univ Pr, Condition: Brand New.