Thomas Reeves – författare

Freedom and the Foundation is a study in depth of the first and most controversial of the tax-exempt foundations dedicated to research and public education in the field of civil liberties and civil rights: The Fund for the Republic.    The story of its struggle for survival, as Mr. Reeves demonstrates, exemplifies the broader conflict between America’s liberal and conservative forces in the early 1950s. The Fund—created in 1952 by the Ford Foundation—was set up to explore possibilities for liberalizing American society at the very time when, under the hysterical goading of Senator Joseph McCarthy, the forces of repression had reduced dissent to a hoarse whisper.   Reeves tells of the mounting criticism when, less than two years after the Fund’s launching, the noted educator and thinker Robert Hutchins became its president. He shows how, as the Fund attempted to follow its mandate under the leadership of Hutchins and his vice-president, W.H. Ferry, it encountered vociferous and persistent attack from powerful and entirely predictable sources, and became a magnet for all the political crosscurrents of the day. With a subtle feeling for the atmosphere of the McCarthy era, the author carries the reader into the Fund’s first crisis, when it was brought before HUAC by the superpatriotic organizations and its other ultraconservative enemies. He describes the many clashes between Hutchins and his detractors in Congress and the press—such adversaries as Chairman Francis Walter of HUAC and the columnist-commentator Fulton Lewis, Jr.   The account of the Fund’s inception and development, of its accomplishments in creating, sponsoring, and disseminating ideas useful to the nation—of its inner conflicts and politicking as well as its struggle to makes its way in the outside world—is not only fascinating in itself, but particularly timely in the light of the recent Congressional investigations of the tax-exempt foundations.   Professor Reeves’s study is based on the files, reports, and publications of the Fund for the Republic (the first foundation to makes its complete files available to scholars), which are now at Princeton University, and on scores of interviews with Fund staff members, partisans, and critics, as well as more than five years of examining the more conventional source material. 

With e-learning technologies evolving and expanding at high rates, organizations and institutions around the world are integrating massive open online courses (MOOCs) and other open educational resources (OERs). MOOCs and Open Education in the Global South explores the initiatives that are leveraging these flexible systems to educate, train, and empower populations previously denied access to such opportunities.

Featuring contributors leading efforts in rapidly changing nations and regions, this wide-ranging collection grapples with accreditation, credentialing, quality standards, innovative assessment, learner motivation and attrition, and numerous other issues. The provocative narratives curated in this volume demonstrate how MOOCs and OER can be effectively designed and implemented in vastly different ways in particular settings, as detailed by experts from Asia, Latin America, the Middle East, Africa, the Pacific/Oceania, and the Caribbean.　

This comprehensive text is an essential resource for policy makers, instructional designers, practitioners, administrators, and other MOOC and OER community stakeholders.

With e-learning technologies evolving and expanding at high rates, organizations and institutions around the world are integrating massive open online courses (MOOCs) and other open educational resources (OERs). MOOCs and Open Education in the Global South explores the initiatives that are leveraging these flexible systems to educate, train, and empower populations previously denied access to such opportunities.

Featuring contributors leading efforts in rapidly changing nations and regions, this wide-ranging collection grapples with accreditation, credentialing, quality standards, innovative assessment, learner motivation and attrition, and numerous other issues. The provocative narratives curated in this volume demonstrate how MOOCs and OER can be effectively designed and implemented in vastly different ways in particular settings, as detailed by experts from Asia, Latin America, the Middle East, Africa, the Pacific/Oceania, and the Caribbean.　

This comprehensive text is an essential resource for policy makers, instructional designers, practitioners, administrators, and other MOOC and OER community stakeholders.

Educational design research blends scientific investigation with the systematic development and implementation of solutions to educational challenges. Empirical inquiry is conducted in real learning settings – not laboratories – to craft effective solutions to the complex challenges facing educational practitioners. At the same time, the research is carefully structured to produce theoretical understanding that can serve the work of others.

Conducting Educational Design Research, 2nd Edition has been written to support graduate students as well as experienced researchers who are new to this approach. Part I describes the origins, outcomes, and generic approach. Part II discusses the core processes of the generic approach in detail. Part III recommends how to propose, report, and advance educational design research. In addition to expanded treatment of research goals and practicalities, more examples, and attention to design-based implementation research, this new edition features enhanced guidance. For each of the four core processes, this volume offers:

For decades, policies for educational research worldwide have swung back and forth between demanding rigor above all other concerns, and increasing emphasis on impact. These two qualities, rigor and impact, need not be mutually exclusive. This volume supports readers in grasping and realizing the potential of educational design research. It demonstrates how rigorous and relevant investigation can yield both theoretical understanding and solutions to urgent educational challenges.

Educational design research blends scientific investigation with the systematic development and implementation of solutions to educational challenges. Empirical inquiry is conducted in real learning settings – not laboratories – to craft effective solutions to the complex challenges facing educational practitioners. At the same time, the research is carefully structured to produce theoretical understanding that can serve the work of others.

Conducting Educational Design Research, 2nd Edition has been written to support graduate students as well as experienced researchers who are new to this approach. Part I describes the origins, outcomes, and generic approach. Part II discusses the core processes of the generic approach in detail. Part III recommends how to propose, report, and advance educational design research. In addition to expanded treatment of research goals and practicalities, more examples, and attention to design-based implementation research, this new edition features enhanced guidance. For each of the four core processes, this volume offers:

For decades, policies for educational research worldwide have swung back and forth between demanding rigor above all other concerns, and increasing emphasis on impact. These two qualities, rigor and impact, need not be mutually exclusive. This volume supports readers in grasping and realizing the potential of educational design research. It demonstrates how rigorous and relevant investigation can yield both theoretical understanding and solutions to urgent educational challenges.