Progress in Education. Volume 44


Roberta V. Nata (Editor)

Series: Progress in Education
BISAC: EDU037000

The ongoing Progress in Education series presents substantial results from around the globe in selected areas of educational research. Schools are institutions that sail in the tempest of educational issues, reforms, strategies, data and tools, as well as reflect changes in society. Embedded in all of these are technology, diversity, and innovation – their inevitability has been demonstrated in our schools and communities. Chapter One describes and summarizes a line of selected social-psychological research spanning over 40 research publications that have largely targeted students and teachers in the Detroit Public School (DPS) district. Chapter Two reviews a human-centered approach in the educational environment. Chapter Three uncovers, from a student perspective, whether or not affirmative action is good social policy. Chapter Four examines the college selection processes of high achieving students who attended urban high schools and eventually enrolled in a rural predominantly White institution (PWI). Chapter Five reviews developments in accredited universities in the United Kingdom where the development of ‘shell frameworks’, based upon the requirements of learners rather than subject discipline, has enabled some adults to fulfil their learning requirements and gain formally accredited qualifications. Chapter Six analyses the teaching profession and the requirements to become a teacher in Spain and compares them with those required to become a teacher in Finland. Chapter Seven reviews how newly qualified home economics teachers experience the initial stages in the workplace in Norway.
(Imprint: Nova)

Table of Contents

Table of Contents


Chapter 1. The Psychology of Physical Activity: Underserved Minority Children and Their Teachers
Jeffrey J. Martin (Division of KHS, Wayne State University, Detroit, MI, USA)

Chapter 2. A Human-Centered Approach in Educational Environment
Zuzana Ceresnova, Lea Rollova and Danica Koncekova (Centre of Design for All, Faculty of Architecture, Slovak University of Technology in Bratislava, Slovakia)

Chapter 3. Education Majors on Affirmative Action and Related Multicultural Themes
Franklin T. Thompson (University of Nebraska-Omaha, College of Education, Omaha, Nebraska, USA)

Chapter 4. Mapping the Margins: Urban Pathways to Higher Education
Stephanie Sanders (Old Dominion University, Virginia, USA)

Chapter 5. Curriculum Design for the Post-Industrial Society: The Facilitation of Individually Negotiated Higher Education in Work Based Learning Shell Frameworks in the United Kingdom
Jon Talbot (Centre for Work Related Studies, University of Chester CH1 4BJ, United Kingdom)

Chapter 6. The Teaching Profession in Spain
María Soledad Torregrosa, Josefa A. Antón and Olga Hernández-Serrano (Department of Social Sciences, Law and Business. Catholic University of Murcia (Murcia), Spain, and others)

Chapter 7. How Newly Qualified Home Economics Teachers Experience the Initial Stages in the Workplace in Norway
Else Marie Øvrebø (Faculty of Humanities, Social Sciences and Education, University of Tromsø, Tromsø, Norway)


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