Like their forebears in the 1960s, today’s students blasted university leaders as slick mouthpieces who cared more about their reputations than about the people in their charge. But unlike their predecessors, these protesters demand more administrative control over university affairs, not less. That’s a childlike position. It’s time for them to take control of their future, instead of waiting for administrators to shape it.
By nearly all accounts, higher education has in recent years been lurching towards a period of creative destruction. Presumed job prospects and state budgetary battles pit the STEM disciplines against the humanities in much of our popular and political discourse. On many fronts, the future of the university, at least in its recognizable form as a veritable institution of knowledge, has been cast into doubt.
Mark Twain is reputed to have quipped, “Reports of my death have been greatly exaggerated.” Such hyperbole aptly applies to predictions that digital reading will soon triumph over print.
In late 2012, Ben Horowitz (co-founder of Andreessen Horowitz Venture Capital) declared, “Babies born today will probably never read anything in print.” Now four years on, the plausibility of his forecast has already faded.
When people think of elementary school mathematics, they usually bring to mind number facts, calculations, and algorithms. This isn’t surprising, as these topics tend to dominate classroom work in many elementary schools internationally. There is little doubt that elementary students should know the multiplication tables, be able to do simple calculations mentally, develop fluency in using algorithms to carry out more complex calculations
Whatever its scale or ambition, a grant proposal aims to do two things: to show that a particular project needs to be supported by a funder and to show why some individual, group or organization is the right one—the best one—to carry out the project. Showing the “need” is largely an exercise in argumentative writing. It’s argumentative not in the hostile, red-faced, fist-shaking sense but in the classical sense of establishing a claim
Teachers, administrators, and school social workers also prepare for a fresh start with new students and ideas to engage in another year of educational and developmental learning. Unfortunately, as the school year progresses, the new beginning and excitement can give way to complacency, frustration, and sometimes hopelessness. The reality for students who are disengaged from school, as well as those who experience significant academic and behavioral issues, is a season of uncertainty, diminished expectations, and possibly serious life outcomes that are just beginning.
Imagine standing at the edge of a precipice. A combination of forces are pushing at your back, biting at your heels and generally forcing you to step into an unknown space. A long thin tightrope without any apparent ending stretches out in front of you and appears to offer your only lifeline. Doing nothing and standing still is not an option. You lift up your left foot and gingerly step out….
One of the greatest challenges faced by schools and universities today is preparing students for an unknown future. Our graduates will likely have multiple careers, work in new and emerging industries, grapple with technologies we can’t even imagine yet. And so we’re asking our staff to equip students with the skills they need to thrive in a potentially very different world to the one we live in now.
In 2015 the Oxford Dictionary of National Biography introduced an annual research bursary scheme for scholars in the humanities. As the first year of the scheme comes to a close, we ask the second of the 2015-16 recipients—the early modern historian, Dr Emily Hansen—about her research project, and how it’s developed through her association with the Oxford DNB.
From student presentations, to lectures, to reading assignments, and so much more, teachers today have a wide variety of methods at their disposal to facilitate learning in the classroom. For elementary school children, group work has been shown to be one strategy that is particularly effective. The peer-to-peer intervention supports children in developing cognitively, emotionally, behaviorally, and socially. Group work encourages children to expand their perspectives on the world.
In an effort to address current discussions regarding Africa-based scholars in academic publishing, the editors of African Affairs reached out to Celia Nyamweru for input from her personal experiences. Celia Nyamweru spent 18 years teaching at Kenyatta University (KU) and another 18 years teaching at a US university with a strong undergraduate focus on Africa.
You are probably familiar with animal learning and conditioning. You probably know that certain behaviours in your pet can be encouraged by reward, for example. You may also know something of the science behind animal conditioning: you may have heard about Pavlov’s drooling dogs, Skinner’s peckish pigeons or Thorndike’s cunning cats. However, what you may not know is that the scientific study of animal conditioning has provided psychologists with an armoury of principles about how training can be most effective.
What would be the impact if our current policy to insure safety and prevent drowning were to pay people to swim with each swimmer? No one could go swimming unless they had a paid professional, or paraprofessional, swim with them. Our present policy in human services and mental health is kind of like paying people to insure the safety and well-being of others.
Two factors contributed to the quantum leap that the idea of district planning made. First was the Total Literacy Campaign which caught the nation’s attention; the success of quite a few districts in becoming ‘totally literate’ imparted a new thrust to UPE because it was realised that that success would be ephemeral if an inadequate schooling system spawned year after year a new brood of illiterates.
In an effort to address misconceptions about gender and location in relation to academic publishing in Africa, the editors of African Affairs reached out to Ryan C. Briggs and Scott Weathers to discuss the findings from their recent research in more detail.
The capacity to work in teams is a vital skill that undergraduate and graduate students need to learn in order to succeed in their professional careers and personal lives. While teamwork is often part of the curriculum in elementary and secondary schools, undergraduate and graduate education is often directed at individual effort and testing that emphasizes solitary performance.