The Faculty Data Bank Registry, November 1975

https://egrove.olemiss.edu/civ_notes/1047/thumbnail.jp

Atlanta Service-Learning Conference Report

Persons concerned with both higher education and community service came together in mid-1969 to discuss the pros and cons of service-learning programs and to determine the need for such programs. The participants at the conference recommended: (1) that colleges and universities encourage student community service, assist in assuring disciplined learning as part of this service, and award academic recognition for the learning acquired by students in service projects; (2) that federal, regional, and state and local governments, colleges and universities, and private organizations provide opportunities and supply the funds required for as many students as are needed and are willing to engage in service activities; and (3) that students, public and private agency officials, college faculty and staff, cooperate in the administration of programs in which students both serve and learn

A Unitary State System of Higher Education, 1970

https://egrove.olemiss.edu/civ_pubs/1083/thumbnail.jp

Southern Regional Education Board

https://egrove.olemiss.edu/ms_educ/1004/thumbnail.jp

The Faculty Data Bank Registry

Date is unknownhttps://egrove.olemiss.edu/civ_notes/1045/thumbnail.jp

Special Financial Needs of Traditionally Negro Colleges

Date is unknownhttps://egrove.olemiss.edu/civ_pubs/1086/thumbnail.jp

Black Student Enrollment in Higher Education

Date is unknownhttps://egrove.olemiss.edu/civ_pubs/1087/thumbnail.jp

Fostering teacher community development: A review of design principles and a case study of an innovative interdisciplinary team

To deal with recent reforms and the accompanying complexity of work in secondary education, ongoing collaboration between teachers has become more important. A community is seen as a promising learning environment to support and embed collaboration into the culture of the school. However, community theory for the design of teacher communities seems underdeveloped. Therefore, this study aims to formulate a set of design principles to foster the development of teacher communities in secondary education. The set of design principles is based on a review of literature, as well as on a best-practice case. The case study was used to validate design principles from the literature in the target context. The resulting design principles were based on context-intervention-mechanismoutcome logic that takes into account the context-dependency of interventions as well as the mechanisms that help with understanding of how interventions produce certain outcomes. Implications for practice relate to ownership and co-design of the arrangement. The set of design principles provides a practical basis for teachers and administrators aiming to facilitate community building in their school. Future research is recommended on testing the effectiveness of the arrangement in the target context by means of a multiple case study.NWO-pro