Formative practices can motivate students, enhance their self-regulation, and help find a better balance between education and assessment. However, the successful implementation of formative practices and feedback in lessons begins with a well thought out educational design. In this book, the authors outline the implementation principles to which formative action must adhere to be of practical and substantive significance. They also explain how educators can use feedback more effectively and efficiently, and the essential role of instilling a shared sense of quality. This book is for teachers, educators, leaders, and curriculum developers from primary to higher education who want to successfully integrate formative practices into their daily teaching methods.

This book deals with large-scale or macro-level instructional design, which is referred to by other authors variously as curriculum development, course design, training system design or instructional systems design. The emphasis throughout the book is on the application of a systems approach, which implies both a way of thinking about the problem and a methodology for seeking and developing solutions. Thus the approach of the book is problem-oriented. The successful problem-solver requires more than a technique or procedure. He requires experience of similar problems, some general principles that he can apply to the class of problems and a great deal of creativity to develop an optimal method of solving each problem. This book brings together the theories and practical experience that have been built up by instructional technologists over the last two decades, the techniques that are currently most used for the analysis of problems in education and for their solution, and a range of new ideas specially developed by the author to encourage the creative element (so often missing from educational materials). This book is intended for anyone involved in instructional design. It is designed on a ‘grid’ structure to facilitate the reader’s choice of chapters. Those who wish to gain a general overview may concentrate on the chapters at the theory base and analysis levels. Those more practically concerned with course design will find much of use in the synthesis and evaluation levels. Those who wish simply to discover ‘what’s new’ in this book and its treatment of instructional design will find what they are seeking principally in the analysis and evaluation levels.

Kasper Lippert-Rasmussen here poses the question: "Is affirmative action morally (un)justifiable?" As a phrase that frequently surfaces in major headlines, affirmative action is a highly controversial and far-reaching issue, yet most of the recent scholarly literature surrounding the topic tends to focus on defending one side or another in a particular case of affirmative action. Lippert-Rasmussen instead takes a wide-angle view, addressing each of the prevailing contemporary arguments for and against affirmative action. In his introduction, he proposes an amended definition of affirmative action and considers what forms, from quotas to outreach strategies, may fall under this revised definition. He then analyzes the strengths and weaknesses of each position, relative to each other, and applies recent discussions in political philosophy to assess if and how each argument might justify different conclusions given different cases or philosophical frameworks. Each chapter investigates an argument for or against affirmative action. The six arguments for it consist of compensation, anti-discrimination, equality of opportunity, role model, diversity, and integration. The five arguments against it are reverse discrimination, stigma, mismatch, publicity, and merit. Lippert-Rasmussen also expands the discussion to include affirmative action for groups beyond the prototypical examples of African Americans and women, and to consider health and minority languages as possible criteria for inclusion in affirmative action initiatives. Based on the comparative strength of anti-discrimination and equality of opportunity arguments, Making Sense of Affirmative Action ultimately makes a case in favor of affirmative action; however, its originality lies in Lippert-Rasmussen's careful exploration of moral justifiability as a contextual evaluative measure and his insistence that complexity and a comparative focus are inherent to this important issue.

Affirmative Action and the Law analyses the practical application of affirmative action measures and their efficacy in achieving substantive equality through the lenses of the United Nations human rights machinery and the legal regime and policies implemented in China, India, Central and South America, South Africa and the United Kingdom. The product of a joint research project involving academics from the Brazil, Chile, Mexico, India, Spain and the United Kingdom, the findings identify and reflect on trends emerging from State practice across the world in eradicating structural inequality through special measures for certain designated groups. The book seeks to provide a coherent and systematic approach to the analysis of special measures in the targeted countries. It also comprises two case-studies with in-depth insights on gender diversity on the boards of public listed companies in the UK and the European Union and the access of persons with disabilities to higher education in Brazil. The book will be a valuable resource for students and academics in the field of human rights, law, sociology and politics. It will also provide a source of good practice for states and policy makers in the framing of responses to increased inequality at national and international level; and for civil society actors seeking to explore meaningful interaction with a highly controversial topic in society.

The goal for ergonomics has always been to adapt work, work environments, and machines to humans. But is this goal still sufficient? Does it satisfy the needs of the individual or of societies and organizations as they operate now? Constructive Ergonomics provides an answer to these questions. Rooted both in the academic world and in the world of p

At the heart of any discussion about the future of libraries is the future of librarians—and how well our instructional programs, especially the Master of Library Science (MLS) degree, prepare them for their careers. This book continues the critical conversations around preparing future librarians.

In 1968 a theory of social equity was developed and put forward as the "third pillar for public administration, with the same status as economy and efficiency as values or principles to which public administration should adhere. Considerable progress has been made in social equity in the past 20 years. Theoretically, the works ofRawls and Rae and associates provide a language and a road map for understanding the complexity of the subject. The courts were especially supportive of principles of social equity in the later years of Chief Justice Earl Warren and during the years of Chief Justice Warren Burger. The present period, marked by the leadership of William Rehnquist, evidences a significant drawing back from the earlier commitment to equity. The decisions of state courts, based upon state constitutions and the common law, hold considerable promise for advancing social equity principles. Scholarly research demonstrates the belief of the American people in fairness, justice, and equality and their recognition of the complexity of the subject and their ambivalence toward competing claims for equality. Research on public administration finds that bureaucratic decision rules and the processes of policy implementation tend to favor principles of social equity.

V. 52 includes the proceedings of the conference on the Farmington Plan, 1959.