Scott Gelber (45 results)

Condition: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less.

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Condition: Good. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

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Hardcover. Condition: Very Good. Dust Jacket Condition: Very Good. Minor shelf wear. Else a bright, clean copy. A stunningly original history of higher education law. Conventional wisdom holds that American courts historically deferred to institutions of higher learning in most matters involving student conduct and access. Historian Scott M. Gelber upends this theory, arguing that colleges and universities never really enjoyed an overriding judicial privilege. Focusing on admissions, expulsion, and tuition litigation, Courtrooms and Classrooms reveals that judicial scrutiny of college access was especially robust during the nineteenth century, when colleges struggled to differentiate themselves from common schools that were expected to educate virtually all students. During the early twentieth century, judges deferred more consistently to academia as college enrollment surged, faculty engaged more closely with the state, and legal scholars promoted widespread respect for administrative expertise. Beginning in the 1930s, civil rights activism encouraged courts to examine college access policies with renewed vigor. Gelber explores how external phenomena-especially institutional status and political movements-influenced the shifting jurisprudence of higher education over time. He also chronicles the impact of litigation on college access policies, including the rise of selectivity and institutional differentiation, the decline of de jure segregation, the spread of contractual understandings of enrollment, and the triumph of vocational emphases. .…

Condition: New. Brand New.

Condition: Good. Good Condition. Has a small amount of writing/highlighting. Five star seller - Buy with confidence.

Soft cover. Condition: As New. 1st Edition. First printing. 8vo. ix, 268 pp. Illustrated in B & W. Original glossy white printed wrappers. This is a tight, fine book.

Condition: As New. Unread book in perfect condition.

Condition: new.

Hardback. Condition: New. A comprehensive history of evaluation in American higher education.In Grading the College, Scott M. Gelber offers a comprehensive history of evaluating teaching and learning in higher education. He complicates the conventional narrative that portrays evaluation as a newfangled assault on the integrity of higher education while acknowledging that there are many compelling reasons to oppose those practices. The evaluation of teaching and learning, Gelber argues, presented genuine dilemmas that have attracted the attention of faculty members and academic leaders since the 1920s. Especially during the peak era of faculty authority that followed the end of the Second World War, significant numbers of professors and administrators believed that evaluation might improve institutional performance, reduce the bias inherent in traditional methods of supervision, strengthen communication with laypersons, and encourage a more deliberate focus on the distinctive goals of college.Gelber reveals the extent to which professors and academic interest groups participated in the development of our most common evaluation instruments, including student course questionnaires, achievement tests, surveys, rubrics, rankings, and accreditation self-studies. Although these efforts may seem distant from the present era of shortsighted scrutiny and ill-conceived comparisons, Gelber demonstrates that the evaluation of college teaching and learning has long consisted of a set of intellectually sophisticated questions that have engaged, and could continue to engage, faculty members and their advocates. By providing a deeper understanding of how evaluation operated before the dawn of high-stakes accountability, Grading the College seeks to promote productive conversations about current attempts to define and measure the purposes of American higher education.…

HRD. Condition: New. New Book. Shipped from UK. Established seller since 2000.

Condition: new.

Condition: New.

HRD. Condition: New. New Book. Shipped from UK. Established seller since 2000.

Hardback. Condition: New. Conventional wisdom holds that American courts historically deferred to institutions of higher learning in most matters involving student conduct and access. Historian Scott M. Gelber upends this theory, arguing that colleges and universities never really enjoyed an overriding judicial privilege. Focusing on admissions, expulsion, and tuition litigation, Courtrooms and Classrooms reveals that judicial scrutiny of college access was especially robust during the nineteenth century, when colleges struggled to differentiate themselves from common schools that were expected to educate virtually all students. During the early twentieth century, judges deferred more consistently to academia as college enrollment surged, faculty engaged more closely with the state, and legal scholars promoted widespread respect for administrative expertise. Beginning in the 1930s, civil rights activism encouraged courts to examine college access policies with renewed vigor. Gelber explores how external phenomena-especially institutional status and political movements-influenced the shifting jurisprudence of higher education over time.He also chronicles the impact of litigation on college access policies, including the rise of selectivity and institutional differentiation, the decline of de jure segregation, the spread of contractual understandings of enrollment, and the triumph of vocational emphases.…

HRD. Condition: New. New Book. Shipped from UK. Established seller since 2000.

HRD. Condition: New. New Book. Shipped from UK. Established seller since 2000.

Hardcover. Condition: new. Hardcover. A comprehensive history of evaluation in American higher education.In Grading the College, Scott M. Gelber offers a comprehensive history of evaluating teaching and learning in higher education. He complicates the conventional narrative that portrays evaluation as a newfangled assault on the integrity of higher education while acknowledging that there are many compelling reasons to oppose those practices. The evaluation of teaching and learning, Gelber argues, presented genuine dilemmas that have attracted the attention of faculty members and academic leaders since the 1920s. Especially during the peak era of faculty authority that followed the end of the Second World War, significant numbers of professors and administrators believed that evaluation might improve institutional performance, reduce the bias inherent in traditional methods of supervision, strengthen communication with laypersons, and encourage a more deliberate focus on the distinctive goals of college.Gelber reveals the extent to which professors and academic interest groups participated in the development of our most common evaluation instruments, including student course questionnaires, achievement tests, surveys, rubrics, rankings, and accreditation self-studies. Although these efforts may seem distant from the present era of shortsighted scrutiny and ill-conceived comparisons, Gelber demonstrates that the evaluation of college teaching and learning has long consisted of a set of intellectually sophisticated questions that have engaged, and could continue to engage, faculty members and their advocates. By providing a deeper understanding of how evaluation operated before the dawn of high-stakes accountability, Grading the College seeks to promote productive conversations about current attempts to define and measure the purposes of American higher education. By providing a deeper understanding of how evaluation operated before the dawn of high-stakes accountability, Grading the College seeks to promote productive conversations about current attempts to define and measure the purposes of American higher education. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

Hardcover. Condition: new. Hardcover. Conventional wisdom holds that American courts historically deferred to institutions of higher learning in most matters involving student conduct and access. Historian Scott M. Gelber upends this theory, arguing that colleges and universities never really enjoyed an overriding judicial privilege. Focusing on admissions, expulsion, and tuition litigation, Courtrooms and Classrooms reveals that judicial scrutiny of college access was especially robust during the nineteenth century, when colleges struggled to differentiate themselves from common schools that were expected to educate virtually all students. During the early twentieth century, judges deferred more consistently to academia as college enrollment surged, faculty engaged more closely with the state, and legal scholars promoted widespread respect for administrative expertise. Beginning in the 1930s, civil rights activism encouraged courts to examine college access policies with renewed vigor. Gelber explores how external phenomena-especially institutional status and political movements-influenced the shifting jurisprudence of higher education over time.He also chronicles the impact of litigation on college access policies, including the rise of selectivity and institutional differentiation, the decline of de jure segregation, the spread of contractual understandings of enrollment, and the triumph of vocational emphases. He chronicles the impact of litigation on college access policies, including the rise of selectivity and institutional differentiation, the decline of de jure segregation, the spread of contractual understandings of enrollment, and the triumph of vocational emphases. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

Condition: New. He chronicles the impact of litigation on college access policies, including the rise of selectivity and institutional differentiation, the decline of de jure segregation, the spread of contractual understandings of enrollment, and the triumph of vocational emphases. Num Pages: 264 pages. BIC Classification: 1KBB; 3JH; 3JJ; HBJK; JNM; LAQ; LNTD. Category: (P) Professional & Vocational. Dimension: 160 x 238 x 23. Weight in Grams: 482. . 2015. Hardcover. . . . .…

Condition: New. 2020. Hardcover. . . . . .

Condition: New.

Condition: New. pp. 264.

Condition: New.

Hardback. Condition: New. New copy - Usually dispatched within 4 working days.

Condition: As New. Unread book in perfect condition.

Hardcover. Condition: Brand New. 240 pages. 9.00x6.00x0.82 inches. In Stock.

Hardcover. Condition: Brand New. 264 pages. 9.00x6.00x0.88 inches. In Stock.