The Teaching Excellence Framework (TEF)’s aims, implementation and effect on the English higher education sector remains a controversial and often contested subject. This text offers a stimulating and wide-ranging interdisciplinary discussion of the implications of the TEF on the UK’s
fast-moving policy environment, and increasingly neoliberal higher education sector.
Questioning the basic premise of the TEF, the authors tease out how students and staff are affected in different and often unfair ways by its implementation. Whilst acknowledging that the TEF has focused management attention on ways in which a diverse student population is, or is not, supported in
their learning, this book highlights how it remains problematically silent on other kinds of diversity in the system such as specialised courses, diverse teaching styles, and varying institution sizes.
Offering readers ways of rethinking and resisting ‘teaching excellence’, this book provides a timely examination of how, in various ways, the TEF, treated as an exclusionary quality assurance system, is likely to reinforce extant structural inequalities and competitive hierarchies in the
Delivering E-Learning describes a new and better way of understanding e-learning. The author looks at overcoming objections to e-learning and acknowledging poor past practice before presenting a new strategic approach. It places the emphasis firmly on learning, not the technology, de-mystifying the
jargon and de-bunking industry myths.The current way most people look at e-learning is flawed, and this means they are missing its full potential. This book provides a clear framework to better understand e-learning. Proposing a strategic approach to implementing e-learning, the author demonstrates
how to align e-learning strategy with learning and business strategies. It offers a complete resource for applying e-learning to any organization.
Events in recent years, including instances in which academics have been jailed for protesting against corrupt political regimes, have demonstrated that the concept of academic freedom is under threat. Presenting case studies which reveal real-life examples of enforced silence, this book examines
the concept of academic freedom in the context of globalization and outlines the challenges posed to the development of higher education.
Offering a balanced view, which also showcases positive improvements in transparency and accountability, the authors examine the role of racial and gender biases, paired against rights and responsibilities, to highlight the drivers of restrictions on academic freedom. Including case studies from
Turkey, Iraq, Pakistan and Hungary, along with examples of interventions and programmes intended to uphold freedom values, this volume provides a comprehensive overview of the challenges and potential solutions to securing and practicing academic freedom.
With competition to get into Oxbridge now so fierce, this book goes beyond standard application technique to focus on long-term development of intellectual potential including insight into the power of positive decision-making; how to practise independent and critical thinking skills; and how you
can develop extra-curricular knowledge in genuine and impressive ways to stand out from the crowd. The book includes practical and insider knowledge that can't be found elsewhere - like how to strategically choose your college to boost your chances of admission, and how to interpret and respond to
interview questions in a way that demonstrates your intellectual curiosity and academic potential. You'll find sample personal statements; examples of interview questions for all subjects; practical advice on fees and funding; and how to manage parents and peers. There is also a chapter dedicated to
International Students.Online supporting resources for this book include a table including collect selectors for Oxford and Cambridge.
Between 1990 and 2010, the English language learner (ELL) population in U.S. schools grew by 80 percent. While the highest concentration of English language learners, now more commonly referred to as emergent bilinguals (EBLs) remains in the traditional immigrant destination states of California,
Texas, New York, Florida, Illinois, and New Jersey, in all 50 states there are growing numbers of emergent bilinguals. Interest in these learners has encouraged research and publications, but most of this research has centered on the students themselves and the politics surrounding their education.
Publications featuring the research of teacher educators preparing teachers to work with EBLs in schools are much needed. Teacher educators must know how to help inservice teachers provide effective instruction to the increasing number of linguistically diverse students in the schools.