{"title":"Organization \u0026 management of education","description":"Books on the subject of Organization \u0026amp; management of education","products":[{"product_id":"organizational-design-a-step-by-step-approach-paperback-9781108717564","title":"Organizational Design; A Step-by-Step Approach (Paperback \/ softback) 9781108717564","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eOrganizational Design\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eA Step-by-Step Approach\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cem\u003eNow in its fourth edition, this comprehensive textbook uses a multi-contingency model to communicate the fundamentals of traditional and new organizational forms.\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eRichard M. Burton (Author), Børge Obel (Author), Dorthe Døjbak Håkonsson (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781108717564, Cambridge University Press\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 16 July 2020\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e284 pages, 10 b\/w illus.  26 colour illus.  17 tables\u003cbr\u003e24.2 x 16.8 x 1.5 cm, 0.55 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cem\u003e\u003cfont size=\"3\"\u003e'Burton, Obel and Håkonsson have written here the definitive guide to organization design, comprising both partitioning of tasks and their coordination to realize an organization's goals. Their information-processing framework is ageless, tried and true, incorporating real examples of contemporary transformations and variations that build upon it – including the mix of human and machine agents, digitalization of work, and new forms of organizing. For anyone looking to do a deep dive and to improve their organization's performance, the authors provide a step-by-step approach for diagnosis (of fit or misfit) and design (i.e., taking action to realign the organization) that is holistic, realistic and effective.' Samina Karim, Professor, Entrepreneurship and Innovation Group, D'Amore-McKim School of Business, Northeastern University\u003c\/font\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eNow in its fourth edition, this is the definitive step-by-step 'how to' guide to designing an organization. Building on information processing theory, the book proposes a holistic, multi-contingency model of the organization. This textbook communicates the fundamentals of traditional and new organizational forms, including up-to-date analysis of self-organizing, boss-less, digital, and sustainable organizations. Providing a framework for the practical implementation of organizational design changes, the authors break the process down into seven basic steps: (1) Assessing Goals, (2) Assessing Strategy, (3) Analyzing Structure, (4) Assessing Process and People, (5) Analyzing Coordination, Control and Incentives, (6) Designing the Architecture, and (7) Implementing the Architecture. Each step connects with one of the nine interdependent components of the multi-contingency model, and the authors also provide a logical query process for approaching each of these components. This is an ideal guide for managers or executives interested in assessing their organization and taking steps to redesign it for success, as well as for MBA and executive MBA students looking for an introduction to organizational design.\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eStep 1. Getting Started: 1. Assessing the scope and goals of the organization\u003cbr\u003e Step 2. Assessing the Strategy: 2. Strategy\u003cbr\u003e 3. Environment\u003cbr\u003e Step 3. Analyzing the Structure: 4. Traditional configurations of the firm\u003cbr\u003e 5. New organizational forms?\u003cbr\u003e Step 4. Assessing Process and People: 6. Work, task design and agents\u003cbr\u003e 7. Leadership and organizational climate\u003cbr\u003e Step 5. Analyzing Coordination, Control, and Incentives: 8. Coordination and control\u003cbr\u003e 9. Incentives\u003cbr\u003e 10. Designing the structure and coordination\u003cbr\u003e Step 6. Designing the Architecture: 11. Designing the architecture and the sequence of change\u003cbr\u003e Step 7. Implementing the Architecture: 12. Implementing the change: who should do what when?\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Business \u0026amp; management [\u003ca title=\"See our other books on Business \u0026amp; management\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Business%20\u0026amp;%20management%20%5BKJ%5D%22\"\u003eKJ\u003c\/a\u003e], Organization \u0026amp; management of education [\u003ca title=\"See our other books on Organization \u0026amp; management of education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Organization%20\u0026amp;%20management%20of%20education%20%5BJNK%5D%22\"\u003eJNK\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":46000170959128,"sku":"9781108717564","price":35.78,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/products\/9781108717564i_9db5bcae-17bf-46c7-9d08-e6d0d7049252.jpg?v=1696717986"},{"product_id":"managing-with-mindfulness-connecting-with-students-in-the-21st-century-paperback-9781108724739","title":"Managing with Mindfulness; Connecting with Students in the 21st Century (Paperback \/ softback) 9781108724739","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eManaging with Mindfulness\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eConnecting with Students in the 21st Century\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cem\u003eThis book introduces the Control\/Connect continuum as a model designed to foster inclusive practices for the contemporary classroom.\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eTony Yeigh (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781108724739, Cambridge University Press\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 7 September 2020\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e280 pages\u003cbr\u003e25.6 x 19 x 1.4 cm, 0.65 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eTeacher and student interaction occur in a complex and dynamic environment. Managing with Mindfulness: Connecting with Students in the 21st Century draws on educational psychology, duty-of-care principles and mindfulness practices to introduce the Control\/Connect continuum as a model designed to foster inclusive classroom practices for the contemporary classroom. Addressing topics such as communication, positive relationships, emotional literacy, motivation and classroom behaviours, the work is written to support Initial Teacher Education students in their transition to practice. Framed by the Australian Professional Standards for Teachers, Graduate level, this new textbook integrates the theoretical contexts of classroom management with the needs of contemporary teachers, as situated within the historical context of 21st century teaching and learning. The text is supported throughout with engaging and thought-provoking case studies and activities, thinking points and end-of-chapter review questions that encourage reflection on key concepts and practices.\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eIntroduction. Developing a mindfulness approach to classroom and behaviour management\u003cbr\u003e 1. Introduction to educational management: Historical context and positioning\u003cbr\u003e 2. Shifting the goal posts: Setting the foundations for a mindful management approach\u003cbr\u003e 3. Using mindfulness to support duty of care as a core management imperative\u003cbr\u003e 4. Using positive motivation to engage all students\u003cbr\u003e 5. Behavioural methods of management: Whole school to individual\u003cbr\u003e 6. Mapping the control\/connect continuum: Using differentiation to position your management style\u003cbr\u003e 7. Managing bullying from a duty-of-care approach\u003cbr\u003e 8. Inner connection: How to develop a personal philosophy\u003cbr\u003e 9. Proactive management: Finalising the big picture.\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Teacher training [\u003ca title=\"See our other books on Teacher training\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Teacher%20training%20%5BJNMT%5D%22\"\u003eJNMT\u003c\/a\u003e], Organization \u0026amp; management of education [\u003ca title=\"See our other books on Organization \u0026amp; management of education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Organization%20\u0026amp;%20management%20of%20education%20%5BJNK%5D%22\"\u003eJNK\u003c\/a\u003e], Inclusive education \/ mainstreaming [\u003ca title=\"See our other books on Inclusive education \/ mainstreaming\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Inclusive%20education%20\/%20mainstreaming%20%5BJNFN%5D%22\"\u003eJNFN\u003c\/a\u003e], Educational psychology [\u003ca title=\"See our other books on Educational psychology\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Educational%20psychology%20%5BJNC%5D%22\"\u003eJNC\u003c\/a\u003e], Education [\u003ca title=\"See our other books on Education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Education%20%5BJN%5D%22\"\u003eJN\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":46006072574232,"sku":"9781108724739","price":48.79,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/products\/9781108724739i.jpg?v=1696718089"},{"product_id":"organizational-design-a-step-by-step-approach-hardback-9781108493284","title":"Organizational Design; A Step-by-Step Approach (Hardback) 9781108493284","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eOrganizational Design\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eA Step-by-Step Approach\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cem\u003eNow in its fourth edition, this comprehensive textbook uses a multi-contingency model to communicate the fundamentals of traditional and new organizational forms.\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eRichard M. Burton (Author), Børge Obel (Author), Dorthe Døjbak Håkonsson (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781108493284, Cambridge University Press\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eHardback, published 16 July 2020\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e284 pages, 10 b\/w illus.  26 colour illus.  17 tables\u003cbr\u003e25 x 17.4 x 1.8 cm, 0.67 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cem\u003e\u003cfont size=\"3\"\u003e'Burton, Obel and Håkonsson have written here the definitive guide to organization design, comprising both partitioning of tasks and their coordination to realize an organization's goals. Their information-processing framework is ageless, tried and true, incorporating real examples of contemporary transformations and variations that build upon it – including the mix of human and machine agents, digitalization of work, and new forms of organizing. For anyone looking to do a deep dive and to improve their organization's performance, the authors provide a step-by-step approach for diagnosis (of fit or misfit) and design (i.e., taking action to realign the organization) that is holistic, realistic and effective.' Samina Karim, Professor, Entrepreneurship and Innovation Group, D'Amore-McKim School of Business, Northeastern University\u003c\/font\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eNow in its fourth edition, this is the definitive step-by-step 'how to' guide to designing an organization. Building on information processing theory, the book proposes a holistic, multi-contingency model of the organization. This textbook communicates the fundamentals of traditional and new organizational forms, including up-to-date analysis of self-organizing, boss-less, digital, and sustainable organizations. Providing a framework for the practical implementation of organizational design changes, the authors break the process down into seven basic steps: (1) Assessing Goals, (2) Assessing Strategy, (3) Analyzing Structure, (4) Assessing Process and People, (5) Analyzing Coordination, Control and Incentives, (6) Designing the Architecture, and (7) Implementing the Architecture. Each step connects with one of the nine interdependent components of the multi-contingency model, and the authors also provide a logical query process for approaching each of these components. This is an ideal guide for managers or executives interested in assessing their organization and taking steps to redesign it for success, as well as for MBA and executive MBA students looking for an introduction to organizational design.\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eStep 1. Getting Started: 1. Assessing the scope and goals of the organization\u003cbr\u003e Step 2. Assessing the Strategy: 2. Strategy\u003cbr\u003e 3. Environment\u003cbr\u003e Step 3. Analyzing the Structure: 4. Traditional configurations of the firm\u003cbr\u003e 5. New organizational forms?\u003cbr\u003e Step 4. Assessing Process and People: 6. Work, task design and agents\u003cbr\u003e 7. Leadership and organizational climate\u003cbr\u003e Step 5. Analyzing Coordination, Control, and Incentives: 8. Coordination and control\u003cbr\u003e 9. Incentives\u003cbr\u003e 10. Designing the structure and coordination\u003cbr\u003e Step 6. Designing the Architecture: 11. Designing the architecture and the sequence of change\u003cbr\u003e Step 7. Implementing the Architecture: 12. Implementing the change: who should do what when?\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Business \u0026amp; management [\u003ca title=\"See our other books on Business \u0026amp; management\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Business%20\u0026amp;%20management%20%5BKJ%5D%22\"\u003eKJ\u003c\/a\u003e], Organization \u0026amp; management of education [\u003ca title=\"See our other books on Organization \u0026amp; management of education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Organization%20\u0026amp;%20management%20of%20education%20%5BJNK%5D%22\"\u003eJNK\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":46266380452120,"sku":"9781108493284","price":75.19,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/products\/9781108493284i.jpg?v=1696706750"},{"product_id":"learning-to-teach-in-a-new-era-9781108985789","title":"Learning to Teach in a New Era (Multiple-component retail product) 9781108985789","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eLearning to Teach in a New Era\u003c\/font\u003e\u003cbr\u003e\r\n\r\n\r\n\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003eThis book provides a fundamental introduction to educational practice for early childhood, primary and secondary preservice teachers.\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eJeanne Allen (Edited by), Simone White (Edited by)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781108985789, Cambridge University Press\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eMultiple-component retail product, published 15 September 2021\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e440 pages\u003cbr\u003e25.4 x 20.4 x 1.7 cm, 0.94 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eEntering the teaching profession in the twenty-first century comes with many challenges and even more opportunities to meet the learning needs of Australian students. Learning to Teach in a New Era provides a fundamental introduction to educational practice for early childhood, primary and secondary preservice teachers. Closely aligned with the Australian Curriculum and the Australian Professional Standards for Teachers, this text builds on foundational knowledge and provides guidance on professional development throughout your career in education. Organised in three sections – professional knowledge, professional practice and professional engagement – and thoroughly updated, this text introduces educational policy and the legal dimensions of education; encourages the development of practical skills in pedagogy, planning, assessment, digital technologies and classroom management; and supports effective communication and ethical practice. This edition features a new chapter exploring Aboriginal and Torres Strait Islander ways of knowing, being and doing, enabling teachers to create respectful and culturally responsive classrooms.\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePart I. Introduction: 1. Teaching in the twenty-first century Jeanne Allen and Simone White\u003cbr\u003e Part II. Professional Knowledge: 2. Understanding the education landscape: policy, practice and context Simone White\u003cbr\u003e 3. Effective pedagogy for student learning Anne Coffey\u003cbr\u003e 4. Teaching with digital technologies Amber McLeod, Kelly Carabott and Catherine Lang\u003cbr\u003e Part III. Professional Practice: 5. Aligning curriculum, pedagogy, assessment and reporting Madonna Stinson and Suzanne Henden\u003cbr\u003e 6. Planning for teaching Linley Cornish, Michelle Bannister-Tyrrell, Jennifer Charteris, Kathy Jenkins and Marguerite Jones\u003cbr\u003e 7. Student diversity, education and social justice Leonie Rowan\u003cbr\u003e 8. Aboriginal and Torres Strait Islander education Alison Quin and Francis Bobongie-Harris\u003cbr\u003e 9. Understanding classroom management Jeanne Allen and Michelle Ronksley-Pavia\u003cbr\u003e 10. Promoting positive teaching and learning environments Andrea Reupert and Stuart Woodcock\u003cbr\u003e Part IV. Professional Engagement: 11. Communication skills with students, staff and parents\/caregivers Wendy Goff\u003cbr\u003e 12. Becoming a teaching professional: scoping the ethical and legal dimensions Elaine Sharplin and Deborah Wake.\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Teaching skills \u0026amp; techniques [\u003ca title=\"See our other books on Teaching skills \u0026amp; techniques\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Teaching%20skills%20\u0026amp;%20techniques%20%5BJNT%5D%22\"\u003eJNT\u003c\/a\u003e], Organization \u0026amp; management of education [\u003ca title=\"See our other books on Organization \u0026amp; management of education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Organization%20\u0026amp;%20management%20of%20education%20%5BJNK%5D%22\"\u003eJNK\u003c\/a\u003e], Educational strategies \u0026amp; policy [\u003ca title=\"See our other books on Educational strategies \u0026amp; policy\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Educational%20strategies%20\u0026amp;%20policy%20%5BJNF%5D%22\"\u003eJNF\u003c\/a\u003e], Education [\u003ca title=\"See our other books on Education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Education%20%5BJN%5D%22\"\u003eJN\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Cambridge University Press","offers":[{"title":"Default Title","offer_id":46266455982360,"sku":"9781108985789","price":61.65,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/products\/9781108985789i_ad91fbd5-9bc1-44a8-8ad1-f6328da2d192.jpg?v=1696728231"},{"product_id":"sustainability-in-higher-education-paperback-9780081003671","title":"Sustainability in Higher Education (Paperback \/ softback) 9780081003671","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eSustainability in Higher Education\u003c\/font\u003e\u003cbr\u003e\r\n\r\n\r\n\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003e\u003cp\u003eChapter contributions from authors who have provided case studies on various areas of education for sustainability\u003c\/p\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eJ Paulo Davim (Edited by)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780081003671, Elsevier Science\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 21 August 2015\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e144 pages\u003cbr\u003e22.9 x 15.1 x 1.1 cm, 0.17 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eSupport in higher education is an emerging area of great interest to professors, researchers and students in academic institutions. \u003ci\u003eSustainability in Higher Education\u003c\/i\u003e provides discussions on the exchange of information between different aspects of sustainability in higher education. This book includes chapter contributions from authors who have provided case studies on various areas of education for sustainability.\u003c\/p\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e1. Putting Sustainable Development in Practice: Campus Greening as a Tool for Institutional Sustainability Efforts\u003cbr\u003e2. Management Education for Sustainability – Deriving learning formats from competence requirements\u003cbr\u003e3. U.S. and International Community-based Sustainability Projects for Deep Learning\u003cbr\u003e4. Inculcating Sustainability Among First Year Engineering Students Using Cooperative Problem Based Learning \u003cbr\u003e5. Sustainability in Higher Education\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Organization \u0026amp; management of education [\u003ca title=\"See our other books on Organization \u0026amp; management of education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Organization%20\u0026amp;%20management%20of%20education%20%5BJNK%5D%22\"\u003eJNK\u003c\/a\u003e], Education [\u003ca title=\"See our other books on Education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Education%20%5BJN%5D%22\"\u003eJN\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Chandos Publishing","offers":[{"title":"Default Title","offer_id":46649107841304,"sku":"9780081003671","price":46.69,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/products\/9780081003671_3dda35a7-7fdc-44b6-bac2-df85c72ad6ee.jpg?v=1695004114"},{"product_id":"academic-libraries-and-toxic-leadership-paperback-9780081006375","title":"Academic Libraries and Toxic Leadership (Paperback \/ softback) 9780081006375","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eAcademic Libraries and Toxic Leadership\u003c\/font\u003e\u003cbr\u003e\r\n\r\n\r\n\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003e\u003cp\u003eThis book focuses on how to identify toxic leaders in academic libraries, including tactics on how to avoid toxicity in the organization\u003c\/p\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eAlma Ortega (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780081006375, Elsevier Science\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 3 February 2017\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e98 pages\u003cbr\u003e22.9 x 15.1 x 0.8 cm, 0.17 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cem\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\"Alma C. Ortega (University of San Diego) highlights the underreported phenomenon of poor leadership in academic. ...libraries that can infect an entire organization and demoralize library staff. She is to be applauded for starting this conversation, and librarians will benefit from reading the experiences of others as a lens to identify toxicity in their own current or past libraries and to become emboldened to do more than endure it silently.\" \u003cb\u003e--Theological Librarianship, Vol. 10, No. 1\u003c\/b\u003e\u003c\/p\u003e\u003c\/font\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\u003ci\u003eAcademic Libraries and Toxic Leadership\u003c\/i\u003e examines a phenomenon that has yet to be seriously explored. While other so-called feminized professions, such as nursing, have been studied for their tendency to create toxic leadership environments, thus far academic librarianship has not. \u003c\/p\u003e \u003cp\u003eThis book focuses on how to identify a toxic leader in an academic library setting, how to address toxic leadership, and how to work toward eradicating it from the organization. In addition, it discusses which steps can be used to prevent libraries from hiring toxic leaders.\u003c\/p\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e1. What Is Leadership? What Is Toxic Leadership? 2. How to Acknowledge Toxic Leadership’s Presence 3. What to Do About Toxic Leadership? 4. Regaining Control of the Library 5. Healing for the Organization Free of Toxic Leaders 6. Cases\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Organization \u0026amp; management of education [\u003ca title=\"See our other books on Organization \u0026amp; management of education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Organization%20\u0026amp;%20management%20of%20education%20%5BJNK%5D%22\"\u003eJNK\u003c\/a\u003e], Library \u0026amp; information sciences [\u003ca title=\"See our other books on Library \u0026amp; information sciences\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Library%20\u0026amp;%20information%20sciences%20%5BGL%5D%22\"\u003eGL\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Chandos Publishing","offers":[{"title":"Default Title","offer_id":46649111806232,"sku":"9780081006375","price":50.69,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/products\/9780081006375_e99fc47d-a4d9-4e99-ba54-8d3b6f970613.jpg?v=1695004129"},{"product_id":"measuring-and-enhancing-the-student-experience-paperback-9780081009208","title":"Measuring and Enhancing the Student Experience (Paperback \/ softback) 9780081009208","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eMeasuring and Enhancing the Student Experience\u003c\/font\u003e\u003cbr\u003e\r\n\r\n\r\n\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003e\u003cp\u003e\u003ci\u003eMeasuring and Enhancing the Student Experience\u003c\/i\u003e provides insights on how student experience measures could be used to inform improvements at institutional, course, unit of study and teacher level.\u003c\/p\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eMahsood Shah (Author), Chenicheri Sid Nair (Author), John Richardson (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780081009208\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 27 October 2016\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e188 pages\u003cbr\u003e22.9 x 15.1 x 1.3 cm, 0.22 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\u003ci\u003eMeasuring and Enhancing the Student Experience\u003c\/i\u003e provides insights on how student experiencemeasures could be used to inform improvements at institutional, course, unit of study and teacherlevel. The book is based on a decade of research and practitioner views on ways to enhance thedesign, conduct, analysis, reporting and closing the loop on student feedback data. While the bookis largely based on Australian case studies, it provides learning experiences for other countries wherestudent experience measures are used in national and institutional quality assurance. Consisting of 13chapters, the book includes a wide range of topics including the role and purpose of student feedback,the use of student feedback in staff performance reviews, staff and student engagement, a studentfeedback and experience framework, the first year experience, use of qualitative data, engagingtransnational students in feedback, closing the loop on feedback, student engagement in nationalquality assurance, use of learning analytics and the future of the student experience.\u003c\/p\u003e  \u003cp\u003eMahsood Shah is an Associate Professor and Deputy Dean (Learning and Teaching) with School ofBusiness and Law at CQUniversity, Australia. In this role Mahsood is responsible for enhancing theacademic quality and standard of courses. Mahsood is also responsible for learning and teachingstrategy, governance, effective implementation of policies, and enhancement of learning and teachingoutcomes across all campuses. In providing leadership for learning and teaching, Mahsood workswith key academic leaders across all campuses to improve learning and teaching outcomes of coursesdelivered in various modes including face-to-face and online. At CQUniversity, he provides leadershipin national and international accreditation of academic courses.\u003c\/p\u003e  \u003cp\u003eMahsood is also an active researcher. His areas of research include quality in higher education,measurement and enhancement of student experience, student retention and attrition, studentengagement in quality assurance, international higher education, widening participation and privatehigher education.\u003c\/p\u003e  \u003cp\u003eChenicheri Sid Nair is the incoming Executive Director, Tertiary Education Commission (TEC), Mauritius.Prior to joining TEC, he was Professor, Higher Education Development at the University of WesternAustralia (UWA), Perth where his work encompassed the improvement of the institutions teachingand learning. Before this appointment to UWA, he was Quality Adviser (Research and Evaluation) inthe Centre for Higher Education Quality (CHEQ) at Monash University, Australia. He has an extensiveexpertise in the area of quality development and evaluation, and he also has considerable editorialexperience. Currently, he is Associate Editor of the International Journal of Quality Assurance inEngineering and Technology Education (IJQAETE). He was also a Managing Editor of the ElectronicJournal of Science Education (EJSE). Professor Nair is also an international consultant in a number ofcountries in quality, student voice and evaluations.\u003c\/p\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eChapter 1. Measuring the Student Experience: For Whom and For What Purpose?\u003c\/p\u003e   \u003cp\u003eChapter 2. Student Feedback: The Loophole in Government Policy\u003c\/p\u003e   \u003cp\u003eChapter 3. Student Feedback: Shifting Focus From Evaluations to Staff Performance Reviews\u003c\/p\u003e   \u003cp\u003eChapter 4. Why Should I Complete a Survey? Non-responses With Student Surveys\u003c\/p\u003e   \u003cp\u003eChapter 5. Engaging Students and Staff in Feedback and Optimising Response Rates\u003c\/p\u003e   \u003cp\u003eChapter 6. A Student Feedback and Experience Framework\u003c\/p\u003e   \u003cp\u003eChapter 7. Measuring the Expectations and Experience of First-Year Students\u003c\/p\u003e   \u003cp\u003eChapter 8. Accessing Student Voice: Using Qualitative Student Feedback\u003c\/p\u003e   \u003cp\u003eChapter 9. Engaging Transnational Students in Quality Assurance and Enhancement\u003c\/p\u003e   \u003cp\u003eChapter 10. Closing the Loop: An Essential Part of Student Evaluations\u003c\/p\u003e   \u003cp\u003eChapter 11. Student Engagement in National Quality Assurance\u003c\/p\u003e   \u003cp\u003eChapter 12. Using Learning Analytics to Assess Student Engagement and Experience\u003c\/p\u003e   \u003cp\u003eChapter 13. Measurement and Enhancement of Student Experience: What Next?\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Higher \u0026amp; further education, tertiary education [\u003ca title=\"See our other books on Higher \u0026amp; further education, tertiary education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Higher%20\u0026amp;%20further%20education,%20tertiary%20education%20%5BJNM%5D%22\"\u003eJNM\u003c\/a\u003e], Organization \u0026amp; management of education [\u003ca title=\"See our other books on Organization \u0026amp; management of education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Organization%20\u0026amp;%20management%20of%20education%20%5BJNK%5D%22\"\u003eJNK\u003c\/a\u003e], Moral \u0026amp; social purpose of education [\u003ca title=\"See our other books on Moral \u0026amp; social purpose of education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Moral%20\u0026amp;%20social%20purpose%20of%20education%20%5BJNAM%5D%22\"\u003eJNAM\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Freshly Printed Books","offers":[{"title":"Default Title","offer_id":46649149161752,"sku":"9780081009208","price":49.79,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/products\/9780081009208_9808a1b1-7ee8-49bc-b664-01522408647d.jpg?v=1695004146"},{"product_id":"organizational-learning-in-asia-issues-and-challenges-hardback-9780081009833","title":"Organizational Learning in Asia; Issues and Challenges (Hardback) 9780081009833","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eOrganizational Learning in Asia\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eIssues and Challenges\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cem\u003e\u003cp\u003eAddresses pressing questions on organizational learning in Asia for both domestic and foreign firms—those forgotten in mainstream literature\u003c\/p\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eJacky Hong (Author), Robin Snell (Author), Chris Rowley (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780081009833, Elsevier Science\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eHardback, published 22 March 2017\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e216 pages\u003cbr\u003e22.9 x 15.1 x 2 cm, 0.48 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cem\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\"Therefore, the book provides a comprehensive overview of OL across Asian countries with relevant research approaches, methods, and findings to support furthers research projects, i.e. replication studies to other BRICS countries; and analyses based on chapters’ propositions and frameworks.\" --\u003cb\u003eThe Learning Organization\u003c\/b\u003e\u003c\/p\u003e\u003c\/font\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\u003ci\u003eOrganizational Learning in Asia: Issues and Challenges\u003c\/i\u003e addresses important and pressing questions on organizational learning in Asia in both domestic and foreign firms—those that have been forgotten in the mainstream literature or that remain unasked and unanswered.\u003c\/p\u003e  \u003cp\u003eThree sets of questions are especially salient. First, how can firms operating in, or from, Asia detect, respect, recognize, and honor different cultural stances on suggestion-giving, knowledge sharing, and standardization while also challenging accepted wisdom, avoiding risks and mistakes, and voicing disagreement? \u003c\/p\u003e  \u003cp\u003eSecond, how can such firms facilitate local experimentation and innovation by providing a common knowledge platform in a non-totalitarian manner? Finally, how can such forums promote ‘reverse’ knowledge transfer from subsidiary to headquarters and across subsidiaries in different nations by avoiding ethnocentricity, cultivating local talent, and building a group of 'communities of practice' across cultural and status boundaries?\u003c\/p\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\u003cb\u003ePart I: Introduction and Background \u003c\/b\u003e1. Introduction: Organizational Learning in Context, Not Isolation 2. Organizational Learning in the Context of Institutional Voids: Government Interventionism and Business Networks in Asia\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart II: Learning At Individual And Team Levels \u003c\/b\u003e3. Lose it to Gain it! Unlearning by Individuals and Relearning as a Team 4. Knowledge Management Strategies, Imitation, and Innovation: An Empirical Study of Vietnamese Firms\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart III: Learning At Organizational \u0026amp; Inter-Organizational Levels \u003c\/b\u003e5. An Entrepreneurial Perspective on Developed Economy Firms’ Learning from Asia 6. How Chinese Exporters Acquire Learning Capability: Empirical Evidence from an Emerging Economy 7. Public–Private Partnerships in Chinese Hospitals and Knowledge Transfer\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart IV: Conclusions \u003c\/b\u003e8. A Contextual Perspective on Organizational Learning 9. Conclusion: Challenges for Organizational Learning—Institutional Contexts, Cross-Border Knowledge and Context\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Economics, finance, business \u0026amp; management [\u003ca title=\"See our other books on Economics, finance, business \u0026amp; management\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Economics,%20finance,%20business%20\u0026amp;%20management%20%5BK%5D%22\"\u003eK\u003c\/a\u003e], Organization \u0026amp; management of education [\u003ca title=\"See our other books on Organization \u0026amp; management of education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Organization%20\u0026amp;%20management%20of%20education%20%5BJNK%5D%22\"\u003eJNK\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Elsevier","offers":[{"title":"Default Title","offer_id":46649150472472,"sku":"9780081009833","price":88.39,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/products\/9780081009833_0b5dc029-1d9b-42ba-8bb4-5b5daf7f0454.jpg?v=1695004181"},{"product_id":"the-handbook-for-school-safety-and-security-best-practices-and-procedures-paperback-9780128005682","title":"The Handbook for School Safety and Security; Best Practices and Procedures (Paperback) 9780128005682","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eThe Handbook for School Safety and Security\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eBest Practices and Procedures\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cem\u003e\u003cp\u003eA collection of essays from industry-leading experts on all aspects of school safety and security. \u003c\/p\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eLawrence J. Fennelly (Author), Marianna Perry (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780128005682, Elsevier Science\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback, published 13 August 2014\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e420 pages\u003cbr\u003e23.4 x 19 x 2.7 cm, 0.83 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cem\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\"These thought leaders bring together twenty industry subject matter experts to provide a comprehensive view of current best practices and procedures for K-12 schools. ...Based on my opinion and also the reviews below, I give \u003ci\u003eThe Handbook for School Safety and Security, 1st Edition Best Practices and Procedures\u003c\/i\u003e FIVE stars.\" \u003cb\u003e--International Foundation for Protection Officers\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\"This reviewer recommends the work for the seasoned security professional. It contains good, relevant information.\" \u003cb\u003e--ASIS Dynamics\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\"...provide a wealth of practical information and procedures for school staffs and administrators to secure K-12 schools against a spectrum of threats…\" --\u003cb\u003eJournal of Counterterrorism and Homeland Security International\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\"The compendium contains 27 chapters, about half of which are new...They are full of timely info, mostly for K-12 use.\" --\u003cb\u003eSecurity Letter\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\"... it goes through US laws and rules, but it’s worthwhile reading for anyone in school and university campus protection….the book has some pithy sections that anyone in security can read with profit…\" -\u003cb\u003e-\u003ci\u003eProfessional Security Magazine Online,\u003c\/i\u003e Sep 03, 2014\u003c\/b\u003e\u003c\/p\u003e\u003c\/font\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eSchool security is one of the most pressing public concerns today. Yet in most schools, there is little security expertise or detailed knowledge about how to implement and manage a security program. \u003ci\u003eThe Handbook for School Safety and Security\u003c\/i\u003e rectifies this problem by providing the salient information school administrators and security professionals need to address the most important security issues schools face. \u003c\/p\u003e  \u003cp\u003eMade up of contributions from leading experts in school security, \u003ci\u003eThe Handbook for School Safety and Security\u003c\/i\u003e provides a wealth of practical information for securing any K-12 school. It discusses key approaches and best practices for school crime prevention, including such topics as crisis management and mass notification. It also covers the physical measure needed for protecting a school, including detailed discussions of access control, lighting, alarms, and locks.\u003c\/p\u003e  \u003cp\u003eWhile there is no single fix for the myriad of security challenges facing today’s school security professionals, the best practices found in \u003ci\u003eThe Handbook for School Safety and Security\u003c\/i\u003e will help increase the safety and security of any school.\u003c\/p\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\u003cb\u003ePART 1: APPROACHES AND BEST PRACTICES FOR SCHOOL CRIME PREVENTION  \u003c\/b\u003eChapter 1: Best Practices: A Sixteen-Point Master Plan Chapter 2: Threats and Hazards at Educational Institutions Chapter 3: Risk Assessment and Prevention for K-12 Schools Chapter 4: CPTED Applications for Schools  Chapter 5: An Overview of School Safety and Security Chapter 6: Empowerment of Crisis Management in Emergencies Chapter 7: Prevention and Safety Issues Chapter 8: Think Prevention and Think Safety Chapter 9: Understanding How to Use the Process Hazard Analysis (PHA) and the Layers of Protection Analysis for K-12 Schools Chapter 10: Mass Notification Requirements for Our Children's Schools Chapter 11: You Get What You Pay For (Or, When Free is Not Really Free)  Chapter 12: An Access Control Template for K-12 Schools Chapter 13: \"Crime Risk\" versus \"Feeling Safe\" in Schools: True and False Risk Assessment in Schools Chapter 14: Partnering with Local First Responders and Public Safety Officials Chapter 15: Emergency Management Procedures Chapter 16: Policies and Procedures for Schools  \u003cb\u003ePART 2: APPROACHES TO PHYSICAL SECURITY\u003c\/b\u003e        Chapter 17: An Overview of Physical Security Technology for Schools Chapter 18: Hardware Function Choices and Lockdown Procedures Chapter 19: Security Lighting for Schools Chapter 20: Intrusion Detection Systems for Schools Chapter 21: Video Technology Overview Chapter 22: Access Control, Access Badges, and Biometrics Characteristics  Chapter 23: Fire Alarm Systems for Schools  \u003cb\u003ePART 3: APPROACHES TO OPERATIONAL ISSUES AND SPECIFIC THREATS AND SOLUTIONS  \u003c\/b\u003eChapter 24: A Look at School Security in Australia Chapter 25: Prevention of Crime in and around High Schools Chapter 26: Operational Issues, Threats, and Solutions Chapter 27: 100 Things You Need to Know about School Security Appendix: ASIS International’s List of School Security Websites, Associations and Organizations, and Publications\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Organization \u0026amp; management of education [\u003ca title=\"See our other books on Organization \u0026amp; management of education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Organization%20\u0026amp;%20management%20of%20education%20%5BJNK%5D%22\"\u003eJNK\u003c\/a\u003e], Causes \u0026amp; prevention of crime [\u003ca title=\"See our other books on Causes \u0026amp; prevention of crime\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Causes%20\u0026amp;%20prevention%20of%20crime%20%5BJKVC%5D%22\"\u003eJKVC\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Butterworth-Heinemann","offers":[{"title":"Default Title","offer_id":46649445417240,"sku":"9780128005682","price":34.67,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/products\/9780128005682.jpg?v=1694101012"},{"product_id":"empowering-underrepresented-students-in-science-stem-students-speak-paperback-9780323904698","title":"Empowering Underrepresented Students in Science; STEM Students Speak (Paperback \/ softback) 9780323904698","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eEmpowering Underrepresented Students in Science\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eSTEM Students Speak\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cem\u003eSupporting students’ voices and their ability to develop a sense of self as a scientist\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eSonji Johnson-Anderson (Author), Ranjana Lingutla (Author), Margaret Riley (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780323904698\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 7 December 2021\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e128 pages\u003cbr\u003e22.9 x 15.2 x 1 cm, 0.2 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\u003ci\u003eEmpowering Underrepresented Students in Science: STEM Students Speak\u003c\/i\u003e chronicles the best practices of a STEM retention program for underrepresented minority students (URM) at a public university. Written mostly as an engaging series of vignettes, this story invites its audience to examine the “underbelly? of this successful program. It reveals to readers what lies at the heart of creating and sustaining a STEM retention program that is as inviting as it is vital. The program’s practice of reflection helps to build students’ self-efficacy and self-understanding. This book addresses the problem of merely throwing resources at a program to have it only achieve mild success.\u003c\/p\u003e  \u003cp\u003eMost STEM retention\/support programs offer a litany of “things? they think are necessary for students, especially traditionally underserved students, to survive in STEM. We contend that our program goes beyond merely throwing money at a need, to critically assessing the need through the lens of inclusive practices. Our program attempts to engage with the whole selves of the students we serve.\u003c\/p\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e1. Who Needs STEM Support?\u003cbr\u003e2. Developing a What? A STEM Identity? \u003cbr\u003e3. Mentoring Networks: Are They Even Necessary?\u003cbr\u003e4. Surely, There Aren’t Enough Research Experiences for all of us. Are there?\u003cbr\u003e5. Of What Use is the STEM Community?\u003cbr\u003e6. Could You Create a STEM Support System in Your Community?\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Organization \u0026amp; management of education [\u003ca title=\"See our other books on Organization \u0026amp; management of education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Organization%20\u0026amp;%20management%20of%20education%20%5BJNK%5D%22\"\u003eJNK\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Freshly Printed Books","offers":[{"title":"Default Title","offer_id":46651105870104,"sku":"9780323904698","price":29.57,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/products\/9780323904698_1cb7e2c3-a92a-4b63-9520-5df26487f7ca.jpg?v=1694993273"},{"product_id":"academic-voices-a-conversation-on-new-approaches-to-teaching-and-learning-in-the-post-covid-world-paperback-9780323911856","title":"Academic Voices; A Conversation on New Approaches to Teaching and Learning in the post-COVID World (Paperback \/ softback) 9780323911856","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eAcademic Voices\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eA Conversation on New Approaches to Teaching and Learning in the post-COVID World\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cem\u003eDiscusses the scholarship on the creative adoption of technology to support online teaching, learning and assessment during the COVID-19 pandemic\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eUpasana Gitanjali Singh (Edited by), Chenicheri Sid Nair (Edited by), Craig Blewett (Edited by), Timothy Shea (Edited by)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780323911856, Elsevier Science\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 5 April 2022\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e526 pages\u003cbr\u003e22.9 x 15.2 x 3.3 cm, 0.86 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\u003ci\u003eAcademia's Digital Voice: A Conversation on 21st Century Higher Education\u003c\/i\u003e provides critical information on an area that needs particular attention given the rapid introduction and immersion into digital technologies that took place during the pandemic, including quality assurance and assessment. Sections discuss the rapid changes called into question as student mobility, pedagogical readiness of academics, technological readiness of institutions, student readiness to adopt online learning, the value of higher education, the value of distance learning, and the changing role of administration and faculty were thrust upon institutions.\u003c\/p\u003e  \u003cp\u003eThe unprecedented speed of international lockdowns caused by the pandemic necessitated HEIs to make rapid changes in both teaching and assessment approaches. The quality of these and sacrosanctity of the academic voice has long been the central tenet of higher education. While history is replete with challenges to this, the current, rapid shift to online education may represent the greatest threat and opportunity so far.\u003c\/p\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e1. Virtual exchange: Expanding access to global learning 2. A framework for distanced e-learning  in  digitally  constrained communities using WhatsApp  3. Lightboard streaming technology for teaching and learning: Responding to student wellbeing and enhancing onlinelearning  4. Mobilising screencast technology and ipsative design to transform feedback practices  5. Instructional approaches to increase students’ engagement in the new normal learning setting  6. Gamification as an engagement, learning and interaction strategy for distance education in Mozambique  7. Upping our game—Increasing online engagement through gamified e-learning  8. Participatory learning culture: From spectators to creators in online learning environments  9. Online STEM teaching of practical chemistry: Challenges and possibilities  10. Pandemic-proof teaching: Blended learning infrastructure to support pivot to online\/hybrid pedagogy  11. Online teaching and learning of Hindustani classical vocal music: Resistance, challenges, and opportunities  12. Assessment in higher education during troubled times: The case of a South African arts module  13. COVID-19 and the move to online teaching in a developing country context: Why fundamental teaching and assessment principles still apply? 14. Application of trauma-informed teaching and learning principles in a blended learning environment  15. Student-centred learning, collaborative learning, and a pedagogy of care in an online foreign language teacher education course  16. Comparative reflections on the transition to online delivery in higher education during the COVID-19 pandemic  17. Skillsets and attributes for enhanced teaching–learning outcomes at higher educational institutions in disruptive times  18. COVID-19 consequences—Aligning learning outcomes with realigned teaching activities  19. Covid-19, community psychology and some thoughts on teachingand learning  20. HERDSA TATAL tales: Reflecting on academic growth as a Community for Practice  21. Rapidly orienting academic staff for emergency remote teaching: Responsive approaches for academic professional learning  22. Teaching adaptability in higher education institutions: A case study of a private Indian university  23. Faculty perspectives on Moodle migration during COVID-19: A view from the global South  24. Challenges and silver linings: Our reflections on delivering experiential learning online during Covid-19 25. Disruptions and delays: Lecturers’ experiences of moving an information systems module online  26. Assessing the relationship between academic communities of practice and collegial learning: Case: Universit'e des Mascareignes   27. The use of eLearning by South African lecturers: Experiences during the COVID-19 pandemic 28. Intersections of the mental, social, economic, and physical burdens of COVID-19 on women in academia  29. A metabletic investigation on the impact of living, learning, and leading university reform in the pandemic shadow  30. Towards authentic online assessment in higher education: Lessons learnt during the COVID-19 period  31. The voices of online students in the quality assurance process  32. Resit exams in Australian higher education: Lessons from a novel COVID-19 assessment trial  33. Prevalence of online cheating during the COVID-19 pandemic   34. The ‘futurist’ voice of academia  35. Unbound education: Curriculum no longer confined by time and space  36. Meet Lisa: The robot who stole your job  37. Doctoral supervision: Let us dream about thesis defence!  38. The relevance of digital transformation in Africa in the wake of COVID-19: An uBuntu prospective  39. Resurgence or retrofit? A chance to humanise student teachers in crisis-ravaged Chile\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Higher \u0026amp; further education, tertiary education [\u003ca title=\"See our other books on Higher \u0026amp; further education, tertiary education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Higher%20\u0026amp;%20further%20education,%20tertiary%20education%20%5BJNM%5D%22\"\u003eJNM\u003c\/a\u003e], Organization \u0026amp; management of education [\u003ca title=\"See our other books on Organization \u0026amp; management of education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Organization%20\u0026amp;%20management%20of%20education%20%5BJNK%5D%22\"\u003eJNK\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Chandos Publishing","offers":[{"title":"Default Title","offer_id":46651136475416,"sku":"9780323911856","price":42.39,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/products\/9780323911856_0865ce09-9de2-4b66-b008-fb19cc6ad999.jpg?v=1694993405"},{"product_id":"enhancing-learning-and-teaching-through-student-feedback-in-social-sciences-paperback-9781843346555","title":"Enhancing Learning and Teaching Through Student Feedback in Social Sciences (Paperback \/ softback) 9781843346555","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eEnhancing Learning and Teaching Through Student Feedback in Social Sciences\u003c\/font\u003e\u003cbr\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003c\/p\u003e\n\u003cp\u003e\u003cfont size=\"4\"\u003eChenicheri Sid Nair (Edited by), Patricie Mertova (Edited by)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781843346555, Elsevier Science\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 8 February 2013\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e230 pages\u003cbr\u003e23.3 x 15.6 x 1.6 cm, 0.42 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cem\u003e\u003cfont size=\"3\"\u003e\u003cp\u003e\"Offering examples from around the world, in face-to-face as well as online learning, they demonstrate that student feedback is essential in improving learning outcomes in the social sciences, especially in areas such as communication and problem solving. They give practical guidelines on the design of evaluation within social science disciplines such as education, sociology, psychology, and economics.\" --\u003cb\u003eProtoView.com, February 2014\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\"This book was an interesting read and gave me a solid overview of both the theoretical background of the subject (and its purpose) as well as examples of international best practice. This would make a useful book for anyone working directly in student feedback settings and would enable them to appreciate both the “why? of feedback as well as giving clear suggestions on improving the “how?.\" --\u003cb\u003eManaging Information\u003c\/b\u003e\u003c\/p\u003e\u003c\/font\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eThis title is the second Chandos Learning and Teaching Series book that explores themes surrounding enhancing learning and teaching through student feedback. It expands on topics covered in the previous publication, and focuses on social science disciplines. The editors previously addressed this gap in their first book Student Feedback: The cornerstone to an effective quality assurance system in higher education. In recent years, student feedback has appeared in the forefront of higher education quality, in particular the issues of effectiveness and the use of student feedback to affect improvement in higher education teaching and learning, and also other areas of student tertiary experience. This is an edited book with contributions by experts in higher education quality and particularly student feedback in social science disciplines from a range of countries, such as Australia, Europe, Canada, the USA, the UK and India. This book is concerned with the practices of evaluation and higher education quality in social science disciplines, with particular focus on student feedback.\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eList of figures and tables\u003c\/p\u003e \u003cp\u003ePreface\u003c\/p\u003e \u003cp\u003eAbout the authors\u003c\/p\u003e \u003cp\u003eChapter 1: Playing broken telephone with student feedback: the possibilities and issues of transformation within a South African case of a collegial rationality model of evaluation\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eContextual background\u003c\/p\u003e \u003cp\u003eInstitutional context\u003c\/p\u003e \u003cp\u003eAcademic perceptions and the use of student feedback\u003c\/p\u003e \u003cp\u003eImproving quality\u003c\/p\u003e \u003cp\u003eEnabling student ‘voice’\u003c\/p\u003e \u003cp\u003eIncreasing student ownership\u003c\/p\u003e \u003cp\u003eEducational value for students\u003c\/p\u003e \u003cp\u003eConclusion: critical concerns arising from this context\u003c\/p\u003e \u003cp\u003eChapter 2: Listening to students’ voices to enhance their experience of university\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eMethod\u003c\/p\u003e \u003cp\u003eFindings\u003c\/p\u003e \u003cp\u003eDiscussion\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003eChapter 3: Feedback cycles or evaluation systems? A critical analysis of the current trends in student feedback in Austrian social sciences\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eThe ‘peculiar sector’: an overview of the Austrian higher education system\u003c\/p\u003e \u003cp\u003eFrom ‘teaching censorship’ to ‘quality assurance’: a brief historical tour of Austrian feedback mechanisms in higher education\u003c\/p\u003e \u003cp\u003eEmerging trends\u003c\/p\u003e \u003cp\u003eRelevance of student feedback in Austrian social sciences\u003c\/p\u003e \u003cp\u003eChapter 4: Synchronous feedback: receiving feedback from international students\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eInteractive communication\u003c\/p\u003e \u003cp\u003eDelivering feedback\u003c\/p\u003e \u003cp\u003eProblems with synchronous online feedback\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003eChapter 5: Using programme-level student feedback: The Chinese University of Hong Kong\u003c\/p\u003e \u003cp\u003eAbstract\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eTo what end: quality education\u003c\/p\u003e \u003cp\u003eInstitutional context\u003c\/p\u003e \u003cp\u003eFeedback mechanisms and processes\u003c\/p\u003e \u003cp\u003eStudent feedback (how, when and to whom)\u003c\/p\u003e \u003cp\u003eComparative practices in selected programmes\u003c\/p\u003e \u003cp\u003eResponse to student feedback\u003c\/p\u003e \u003cp\u003eKey features and future actions\u003c\/p\u003e \u003cp\u003eReflections on practice\u003c\/p\u003e \u003cp\u003eChapter 6: Usefulness of student feedback: the Singapore experience\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eTypes and importance of student feedback\u003c\/p\u003e \u003cp\u003eEmotional aspects of learning, personal growth and identity\u003c\/p\u003e \u003cp\u003eStudent support and context\u003c\/p\u003e \u003cp\u003eBackground to NIE study\u003c\/p\u003e \u003cp\u003eMethodology of NIE study\u003c\/p\u003e \u003cp\u003eFindings of NIE study\u003c\/p\u003e \u003cp\u003eDiscussion and implications of NIE study\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003eAcknowledgement\u003c\/p\u003e \u003cp\u003eChapter 7: Teacher perceptions of the introduction of student evaluation of teaching in Japanese tertiary education\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eThe introduction of student evaluation of teaching (SET) in Japanese tertiary education\u003c\/p\u003e \u003cp\u003eThe present study\u003c\/p\u003e \u003cp\u003eDiscussion of findings\u003c\/p\u003e \u003cp\u003eImplications: how can evaluation be improved?\u003c\/p\u003e \u003cp\u003eChapter 8: Improvements to formative feedback: views of staff and students\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eBackground to the study\u003c\/p\u003e \u003cp\u003eDefinitions of feedback\u003c\/p\u003e \u003cp\u003eStaff views on formative feedback provided to students\u003c\/p\u003e \u003cp\u003eStudent views on formative feedback provided to them\u003c\/p\u003e \u003cp\u003eSuggestions for improvement in the provision of formative feedback\u003c\/p\u003e \u003cp\u003eConclusion\u003c\/p\u003e \u003cp\u003eChapter 9: Emerging trends and approaches in the student voice in the social sciences\u003c\/p\u003e \u003cp\u003eAbstract:\u003c\/p\u003e \u003cp\u003eIntroduction\u003c\/p\u003e \u003cp\u003eKey trends, issues and approaches\u003c\/p\u003e \u003cp\u003eConcluding remarks\u003c\/p\u003e \u003cp\u003eIndex\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Examinations \u0026amp; assessment [\u003ca title=\"See our other books on Examinations \u0026amp; assessment\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Examinations%20\u0026amp;%20assessment%20%5BJNKD%5D%22\"\u003eJNKD\u003c\/a\u003e], Organization \u0026amp; management of education [\u003ca title=\"See our other books on Organization \u0026amp; management of education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Organization%20\u0026amp;%20management%20of%20education%20%5BJNK%5D%22\"\u003eJNK\u003c\/a\u003e], Education [\u003ca title=\"See our other books on Education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Education%20%5BJN%5D%22\"\u003eJN\u003c\/a\u003e], Library \u0026amp; information sciences [\u003ca title=\"See our other books on Library \u0026amp; information sciences\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Library%20\u0026amp;%20information%20sciences%20%5BGL%5D%22\"\u003eGL\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Chandos Publishing","offers":[{"title":"Default Title","offer_id":46651745370392,"sku":"9781843346555","price":37.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/products\/9781843346555_01e874de-0cc8-4d8d-bc9d-c99d4a2d7512.jpg?v=1696713246"},{"product_id":"enhancing-learning-and-teaching-through-student-feedback-in-medical-and-health-sciences-paperback-9781843347521","title":"Enhancing Learning and Teaching Through Student Feedback in Medical and Health Sciences (Paperback \/ softback) 9781843347521","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eEnhancing Learning and Teaching Through Student Feedback in Medical and Health Sciences\u003c\/font\u003e\u003cbr\u003e\r\n\r\n\r\n\u003c\/p\u003e\n\u003cp\u003e\u003cem\u003e\u003cp\u003eEnhancing Learning and Teaching through Student Feedback in the Medical and Health Sciences expands on topics covered in previous Chandos Learning and Teaching publications, focusing on the medical and health science disciplines.\u003c\/p\u003e\u003c\/em\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eChenicheri Sid Nair (Edited by), Patricie Mertova (Edited by)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781843347521, Elsevier Science\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 23 October 2014\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e220 pages\u003cbr\u003e23.3 x 15.6 x 1.5 cm, 0.22 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eStudent feedback has appeared in the forefront of higher education quality, in particular the issues of effectiveness and the use of student feedback to improve higher education teaching and learning, and other areas of student tertiary experience. Despite this, little academic literature has focussed on the experiences of academics, higher education leaders and managers. The final title in the Chandos Learning and Teaching Series to focus on student feedback, Enhancing Learning and Teaching through Student Feedback in the Medical and Health Sciences expands on topics covered in the previous publications, focussing on the medical and health science disciplines. This edited title includes contributions from experts in higher education quality, and student feedback from a range of countries, such as Australia, Europe, Canada, the USA, the UK, South East Asia and India. The book is concerned with the practices of evaluation and higher education quality in medical and health science disciplines, with particular focus on student feedback. The book begins by giving a discipline-specific overview of student feedback in medical and health sciences, before moving on to take a global perspective. The penultimate chapter considers the accountability of student evaluations in health and medical sciences, before a conclusion summarises the practices of student feedback and accountability in medical and health sciences, and suggests future improvements.\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eStudent feedback in medical and health sciences: A discipline-specific overview and background\u003cbr\u003e Student feedback in the medical and health sciences – a global perspective\u003cbr\u003e Accountability of student evaluations in health and medical sciences\u003cbr\u003e Conclusion.\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Examinations \u0026amp; assessment [\u003ca title=\"See our other books on Examinations \u0026amp; assessment\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Examinations%20\u0026amp;%20assessment%20%5BJNKD%5D%22\"\u003eJNKD\u003c\/a\u003e], Organization \u0026amp; management of education [\u003ca title=\"See our other books on Organization \u0026amp; management of education\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Organization%20\u0026amp;%20management%20of%20education%20%5BJNK%5D%22\"\u003eJNK\u003c\/a\u003e], Library \u0026amp; information sciences [\u003ca title=\"See our other books on Library \u0026amp; information sciences\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Library%20\u0026amp;%20information%20sciences%20%5BGL%5D%22\"\u003eGL\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Chandos Publishing","offers":[{"title":"Default Title","offer_id":46651755397400,"sku":"9781843347521","price":47.79,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/products\/9781843347521.jpg?v=1696713256"}],"url":"https:\/\/freshlyprintedbooks.co.uk\/collections\/organization-management-of-education.oembed","provider":"Freshly Printed Books","version":"1.0","type":"link"}