Educating the Neglected Majority is Richard Jarrell’s pioneering survey of the attempt to develop and diffuse agricultural and technical education in nineteenth-century Canada’s most populous regions. It explores the efforts and achievements of educators, legislators, and manufacturers as they responded to the rapid changes resulting from the Industrial Revolution. Identifying the resources that the state, philanthropic organizations, private schools, moral reform societies, and churches harnessed to implement technical education for the rural and industrial working classes, Jarrell illuminates the formal and informal learning networks of Upper Canada/Ontario and Lower Canada/Quebec at this time. As these colonial societies moved towards mechanization, industrialization, and nationhood, their educational leaders looked to US and British developments in pedagogy and technology to create academic journals, evening classes, libraries, mechanics’ institutes, museums, specialist societies, and women’s institutes. Supervising these varied activities were legislatures and provincial boards, where key figures such as E.-A. Barnard, J.-B. Meilleur, and Egerton Ryerson played dominant roles. Portraying the powerful hopes and sometimes unrealistic dreams that motivated energetic and determined reformers, Educating the Neglected Majority presents Ontario and Quebec’s response to the powerful industrial and demographic forces that were reshaping the North Atlantic world.

Rapid changes in the workplace, including progress in the areas of science, technology, engineering, and mathematics, make the contribution of career and technical education more significant than ever. In the fifth edition of his foundational text, Dr. Gordon is joined by new coauthor Deanna Schultz. Continued focus on the history, philosophy, structure, and evolution of career and technical education highlights in-depth coverage on emerging trends relevant to all areas of the field. The pedagogical structure of the text presents abundant information in an accessible format. The authors’ introduction to the origins of and early leadership in CTE lays the groundwork for later discussions of representation of women and underrepresented minorities in the discipline, as well as the implications of a multigenerational workforce and global community on the way educational programs are designed for career readiness. In addition to comprehensive updates, this edition features a section exploring work-based learning, information on current legislation, and a new chapter on community and technical colleges.

Serves as an index to Eric reports [microform].

Exploring the unique challenges of vocational education, this book provides simple and straightforward advice on how to teach English Language Learners in the classroom, in the laboratory or workshop, and in work-based learning settings.

Lee Stewart argues in this book that the notion of university education as a cultural entitlement, inherent in the literal translation of the University of British Columbia's motto Tuum Est as 'It is yours,' has always been more applicable to male than to female students. Conversely, the popular interpretation of Tuum Est, 'It's up to you,' has held greater significance for women. Stewart examines the demands, accomplishments, and limitations of women advocates and educators against the background of the social and cultural conditions which enveloped them.

Surveys the changing landscape of American higher education, from academic freedom to virtual universities, from campus crime to Pell Grants, from the Student Privacy Act to student diversity. In the years following World War II, college and university enrollment doubled, students revolted, faculty unionized, and community colleges evolved. Tuition and technology soared, as did the number of first-generation, minority, and women students. These changes radically transformed the American system of postsecondary education. Today, that system is in trouble. Its aging professoriate prepares for retirement, but low academic salaries can no longer attract the best minds to replace them. A flood of corporate dollars funds commercial research, but money for basic research—the seedbed of American scientific preeminence—has dried up. Colleges and universities also face heated competition with for-profit education providers for students, faculty, and external financial support, along with the costs of providing remedial education to growing numbers of students who are unprepared for postsecondary education. Higher Education in the United States provides a comprehensive analysis of these issues and others that scholars and practitioners of higher education study, discuss, and grapple with on a daily basis.

Contextual teaching and learning (CTL) is a system for teaching that is grounded in brain research. Brain research indicates that we learn best when we see meaning in new tasks and material, and we discover meaning when we are able to connect new information with our existing knowledge and experiences. Students learn best, according to neuroscience, when they can connect the content of academic lessons with the context of their own daily lives. Johnson discusses the elements of the brain-compatible contextual teaching and learning system: making meaningful connections; investing school work with significance; self-regulated learning; collaboration; critical and creating thinking; nurturing the individual; reaching high standards; and using authentic assessment. Drawing on the practices of teachers in kindergarten through university, Johnson provides numerous examples of how to use each part of the CTL system.