Politics, institutions, and secularization -- Forging the nineteenth-century settlement, 1800-1880 -- State-building and secularization in comparative perspective -- The nineteenth-century settlement in transition, 1880-1945 -- Slow secularization in the permeable American state -- Settlement stability in the insulated Australian state -- Forging the twentieth-century settlement, 1945-2000 -- Secularization and the courts in postwar America -- Desecularization and electoral institutions in postwar Australia -- Implications -- Toward a twenty-first century settlement?
Abstract Over the last two decades, the United States has increasingly become a site of Quechua language use and reclamation. Reclamation programs have emerged, both promoting the language and fostering community empowerment, particularly among Latinx youth. In this essay, we draw on our experiences as U.S.-based Quechua-language educators and organizers to explore the participation of diasporic Quechua reclamation movements in the global advance of the language. We frame these U.S.-based projects not as discrete entities, but as initiatives in constant connection with their counterparts in the Andes. This reflection piece provides a timeline of academic and community organizations in New York City, a global urban center with one of the largest bilingual Quechua-Spanish communities outside of the Andes. We conclude that these diasporic bottom-up language policy and planning (LPP) efforts are natural agents of dialogue on Quechua-language education and an integral part of the international Quechua reclamation movement.
"Date originated 02/12/81; Date updated 02/07/83." ; Includes bibliographical references. ; Mode of access: Internet. ; Description based on print resource; title from title page.
Aims: This study investigated the study habits and academic performance of science education undergraduates in Rivers State University.
Survey Design: Descriptive survey design was adopted.
Place of Study: Department of Science Education, Faculty of Education Rivers State University, Port Harcourt, Nigeria between May and November, 2021
Methodology: The sample comprised 182 science education undergraduates form first year to final year. The instruments were Science Undergraduates Study Habits Inventory and Cumulative Grade Point Average. The study habits inventory was subjected to face and content validation by two lecturers in Department of Science Education and one lecturer in Measurement and Evaluation and reliability coefficient established by Alpha Cronbach method to be 0.76. Mean and standard deviation were used to answer research questions while hypotheses were tested at 0.05 level of significance using independent t-test and Spearman's Rank Order Correlation Coefficient.
Results: Results of this study showed that science education undergraduate exhibit bad study habits. Also, there was no significant difference between male and female undergraduates' study habits while a significant difference between first and final year undergraduate study habits was found. Further evidence revealed a significant relationship between study habits and academic performance of science education undergraduates.
Conclusion: Bad study habits of science education undergraduates contributes to their poor performance in examinations. There exist a significant difference in study habits with regards to gender (male and female) and class level (first and final year) while there was significant relationship between study habits and academic performance of science education undergraduate.
Analyzes library school curricula and ongoing education, and argues for increased training in government publications; based on a survey of 244 librarians.
Sound-bite sabotage : illustrative stories and techniques -- Roots of sound-bite sabotage : private sector leadership -- Conflicts as opportunities : public sector leadership -- Saboteurs, sound bites, and simulacra : democratic agency and academic discourse in a digital age -- The possibilities of engaged cynicism : ideals, practice, and citizenship in a democracy -- Public discourse and democratic deliberation
Supervision of schools in the UBE programme of the Federal Government of Nigeria is an aspect of quality control. It is bound with the efficiency of learning and improvement of the teaching/ learning services. Quality control of Basic Education centers is closely associated with a vital component of education (Monitoring & Evaluation). Today, 'Quality Control' is used more or less as a synonym for supervision or inspection which is within the comprehension of the wider segment of the educated publics. Instructional supervision in Nigeria began as a process of external inspection. In the 18th century, supervision was characterized by inspection for control and was carried out by laymen (Onoyase, 1991). Supervisors were appointed who were clergies and had little or no background on educational administration and management. The priest was made a supervisor of school on the basis of the priesthood belonging. Supervisors were inexperienced in the act of supervision. They had little or no formal training of the ethics, concept and practice of supervision. Until the control of schools by government in 1967, school supervision was left in the hands of the missionaries.
Abstract Education has an essential place and influence on the future and current economy and society in general. Understanding the mechanisms of value co-creation in the education environment is therefore of paramount importance for improving the quality of educational services. Value co-creation focuses on the interaction with the learner with the aim of better academic performance and students' satisfaction. This paper presents areas in which value co-creation is applied in higher education institutions and the results of its implementation, both for universities and students. Value co-creation promotes and enhances the interaction between educational institutions and students and seems to have a positive impact not only on academic performance, but also on students' satisfaction and engagement levels. The process of value co-creation allows educational units and students to work together to optimise their experience and enhance their ability to actively participate in the educational process.
Anthropology of and for higher education : implications for research, policy and practice / Brian Foster, Teresa McCarty, and Tazin Daniels -- Today's institutions of higher learning : clashing values in motion / Steven W. Graham, Joe F. Donaldson, and Michael J. Offerman -- Gender inequality and managerialism : a self-ethnographic exploration of a woman department chair / Jeni Hart -- Domestic and immigrant entrepreneurs : a significant disparity / Brian L. Foster -- The situated university : political-cultural context, organizational culture, and leadership / James H. McDonald -- Journey of creation : a photoethnographic, autoethnographic, and ethnographic look at leadership, culture, and community in a young northern New Mexico college / Florence M. Guido and Alicia Fedelina Chavez -- Intercultural leadership : communicating for change within the academy / Ariane Schauer and Duncan Earle -- The end of higher education : assumptions, implications, and impacts of apocalyptic narratives / Michael Wesch -- Saving the university in Rrance / Eli Thorkelson -- The anthropology of interdisciplinary programs in higher education / Wayne A. Babchuk and Robert K. Hitchcock -- Race and the production of knowledge in black higher education : the legacy and contributions of Charles H. Thompson and the Journal of Negro education in evaluation / Stafford Hoodand, Rodney Hopson -- Makerspaces as an epistemic community / Anne Larrivee -- Concluding comments : beginning to put the pieces together / Brian Foster, Don Brenneis, Glen Davidson, and Teresa McCarty
