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Dawna Wilson Kimberly M. Lowry 《Community College Journal of Research & Practice》2017,41(4-5):267-272
ABSTRACTRecent national attention on college completion poses unique challenges and opportunities for community colleges. Moving underprepared students through basic skills educational courses to degree attainment represents an ongoing challenge. With more than 60% of community college students enrolled in remedial education, 2-year institutions must explore innovative approaches aimed at underprepared student completion. One community college did just that and partnered with a 4-year institution to expand postsecondary pathway options for underprepared first-year students. By establishing the Tiger Gateway Program, these two institutions collaborated to address student college readiness gaps using a summer bridge model. Seventy-five percent of participants self-reported as Hispanic/Latino with the remaining 25% identifying as African American or Black. Outcomes indicate participants who completed the program, 23 of 26, made gains in intellectual, academic, and social development. Findings support scholarship attesting that highly structured, meaningful, well-defined collaboration particularly benefits students from low-socio-status and underserved populations. 相似文献
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Exposing American K–12 students to science, technology, engineering, and math (STEM) content is a national initiative. Game Design Through Mentoring and Collaboration targets students from underserved communities and uses their interest in video games as a way to introduce science, technology, engineering, and math topics. This article describes a Game Design Through Mentoring and Collaboration summer program for 16 high school students and 3 college student mentors who collaborated with a science subject matter expert. After four weeks, most students produced 2-D video games with themes based on immunology concepts from the educational science game Immune Attack. Findings from three groups that finished their games and one group with an uncompleted game are explored. 相似文献
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Madeline Mavrogordato 《Peabody Journal of Education》2013,88(4):455-467
Sixty years ago, federal guidelines regarding the instruction of special populations in American public schools were nonexistent. Racial minorities, language minorities, women, the poor, and those with physical and mental disabilities had not been identified as groups that needed special protections. Much has changed since then. Federal legislation that is designed to ensure that all of these groups have access to equal educational opportunities in the United States is now in place. This article examines the evolution of policies surrounding bilingual education to illustrate that the need to ensure the educational opportunities of certain student populations compelled the federal government to become more involved in the governance and oversight of American public education. The implementation of such federal “protection policies” designed to expand educational opportunities for traditionally underserved groups of students ultimately fortified and solidified the federal government's more pronounced role in public education. 相似文献
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Socially responsible educational development issues include examination of whether students in diverse situations have access to educational programs. Within a global society that supports equal opportunities for individuals, issues of access to educational content have merit at both individual and societal levels. A framework for thinking about social responsibility in educational access three primary areas is examined. These include (a) meeting the needs of underserved populations, (b) preparing for and capitalizing on diversity, and (c) using access to build society. Online learning offers one viable strategy for social responsibility by providing significant benefits in the areas of educational access for underserved populations, exposure to and experience with diversity, and building social communities through shared electronic communication. 相似文献
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The Experiences of African American Physical Education Teacher Candidates at Secondary Urban Schools
Presently, most physical education teachers in the United States are White Americans and from middle class families. In fact, 83 % of all teachers in public schools are White Americans, whereas approximately 10 % of all African American teachers are representative of all teachers in the United States. A student might feel cultural dissonance that she or he is behaving appropriately based on the student’s cultural norm and upbringing, but the teachers who have different cultural and ethnic backgrounds than the students may inappropriately interpret or respond to the behavior. Therefore, it is important to study African American pre-service physical education teachers’ student teaching and field-based experiences with ethnically diverse adolescence (e.g., African American students), because they have the potential to develop a positive relationship between school support, teacher support, and academic achievement and influence student learning, motivation, and engagement in physical education. The purpose of this study was to describe and explain the experiences of African American physical education teacher education (PETE) candidates at secondary urban schools. The research design was explanatory multiple-case study situated in activity theory. Participants were seven African American PETE candidates. The qualitative data sources were interviews, weekly journal reflections, and e-portfolios. The results were (a) navigating power relationships between cooperative teachers and students, (b) a ‘shocking’ experience: Feeling under-prepared, and (c) encountered cultural normalcies and stereotypes in teaching physical education. PETE programs must better prepare teacher candidates for working in urban schools with greater cultural competence and higher self-efficacy. 相似文献
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Maitumeleng Albertina Nthontho 《Africa Education Review》2017,14(3-4):158-174
The idea of students participating in decisions that affect them as individuals, organisations and/or communities is recent and urgent. The participation of students in decision making has gained global support, yet it does not seem to be regarded as a main vehicle for promoting democracy in educational institutions. This conceptual paper aims at demonstrating the difficulties perceived to hinder student participation in educational institutions. It further proposes strategies that may favour the increased and improved involvement of students in decision making processes. The reviewed literature on student participation informing this article highlights positive outcomes from engaging students as decision makers in education. 相似文献
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Juan C. Garibay 《Research in higher education》2018,59(3):349-381
Despite the importance of preparing socially responsible graduates in science, technology, engineering, and mathematics (STEM) to address the current state of poverty and inequality, very few studies in higher education have examined the development of STEM students’ outcomes critical to promoting a more equitable society, typically focusing on the impact of one program or course. To address this gap in the literature, this study used frameworks of undergraduate socialization as well as social justice perspectives in STEM education to examine the undergraduate experiences and institutional contexts that predict STEM bachelor’s degree recipients’ development of two democratic educational outcomes seven years after college entry: social agency and values toward conducting research that will have a meaningful impact on underserved communities. The study utilized multilevel modeling on a national longitudinal sample of 6341 STEM bachelor’s degree recipients across 271 institutions. Longitudinal student data from the 2004 Cooperative Institutional Research Program’s (CIRP) Freshman Survey and 2011 Post-Baccalaureate Survey were merged with institutional data from the Integrated Postsecondary Educational Data System and CIRP Faculty Surveys. Various undergraduate socialization experiences and institutional contexts were found to predict STEM bachelor’s degree recipients’ democratic educational outcomes, including academic majors, participation in student organizations and research, experiences with faculty, and peer and STEM faculty normative contexts. Implications of the findings for research, policy, and practice are discussed. 相似文献
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ABSTRACTPublic schools have increasing numbers of its teachers fitting into one demographic, white and female, while the numbers of Black/African American teachers decrease. This trend has not changed since the publication of Black on Black Education: Personally Engaged Pedagogy for/by African American Pre-Service Teachers. Furthermore, African American collegiate students who decide to enter teaching may face a chilly climate because of their cultural and educational experiences as they encounter devaluation in the classroom. This work provides a critical race reflective examination into the teaching and learning experiences and dilemmasI using personally engaged pedagogy as a means of enhancing the quality of the learning experiences for African American pre-service teachers. Critical race theory (CRT) and Critical Race Feminism (CRF) will be used as the theoretical framework for understanding the role of race and gender in teacher education. Critical autoethnography is the methodological approach used to examine the subject phenomenon. Field notes, research journaling, and student memoirs provide data for this critical autoethnography. This work highlights the significance of CRT/CRF’s unique voice of color and CRF’s multidimensionality to engaged pedagogy, creating a personally engaged pedagogy. 相似文献
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本文在联合国教科文组织、经合组织和美国国际教育协会2018年发布的全球学生流动数据基础上，结合相关文献，探究了全球学生流动的特点、影响因素与趋势。研究发现：全球学生流动呈现出流入流出区域较为集中、硕博层次流动比例高、STEM领域流动性强等特点；全球学生流动受到政策、经济和教育等方面因素的影响；其趋势表现为美英两国的国际学生增速放缓，加澳两国有望成为接收国际学生的新增长极，东亚和东非的学生流动性将有所提高。建议评估影响国际学生选择的可能因素，加快和扩大教育对外开放，建设留学教育强国。 相似文献
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Michele A. Parker Jessica Eliot Michael Tart 《Journal of Education for Students Placed at Risk》2013,18(2):153-167
This is a qualitative study of how the Advancement Via Individual Determination (AVID) program influenced 9 African American young men in southeastern North Carolina. To understand the impact of the program, a cross-section of current and past AVID participants were interviewed. The African American male students were asked about their attitudes toward education and how AVID influenced them socially and academically. Four themes that emerged from the data were: (a) Supportive, family-like relationships are built within the AVID classroom; (b) the students strive to do better academically; (c) specific AVID methodologies improve student achievement in preparation for college; and (d) AVID positively affects student attitudes toward education. These themes are discussed in relation to the literature. Finally, we suggest how this research might inform future studies. 相似文献
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Ron Eglash Audrey Bennett William Babbitt Michael Lachney Martin Reinhardt Deborah Hammond-Sowah 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1334-1353
This paper describes a decolonial perspective on material agency in the context of STEM education and application. Using the framework of generative STEM, we engaged in case studies with African, African American, South American, and Native American educational communities. This research shows that understanding material agency based on Indigenous knowledge systems can open a rich source of research and education content. Using a suite of simulations, Culturally Situated Design Tools, we apply this body of research to the classroom. One important theoretical conclusion is the contrast to a “content agnostic” position. A generative framework instead offers a robust blend of user agency and instructional guidance. The outcomes indicate statistically significant and notable improvement for STEM skills and interests. We conclude with a contrast to the quantum epistemology approach to posthumanism. We show that the Indigenous material agency framework in generative STEM is a better fit to decolonial aspirations, and that it offers a more transformative vision for the potential role of STEM in transitioning from an extractive to a generative economy. 相似文献
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Using arts-based inquiry and drawing on photovoice, photo-elicitation and visual narrative, in this study we explore how Native American college students experience space and place at the University of New Mexico, a large, research-extensive university in the Southwestern United States. The objective of this study is to more clearly understand how Native American students view their educational environment. Student perspectives will be framed through an artistic inquiry coming directly from the students and their interpretations of space, place, and community. This study is designed to ultimately inform the institution, local tribal communities, and the existing body of research on how participants viewed their college-going experience in relation to space and place, and how we might more adequately serve Native American college students. Initial findings indicate the critical importance of cultural centers, houses, and designated cultural spaces for Native American students, as indicated in the literature. Though Native students may experience struggles and successes similar to other student groups within the context of higher education, it is critical that student affairs professionals, administrators, faculty, and other educational leaders acknowledge how discourses of colonialism and genocide inform higher educational spaces, as well as the experience of Native American college students. 相似文献
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Tonic L. Maruatona 《International Journal of Lifelong Education》2013,32(4):377-395
Southern African Development Community (SADC) nations in principle endorse lifelong learning (LLL) as a useful framework for sustainable development. However, in spite of the rhetoric, only a few member states such as South Africa, Botswana and Namibia have officially endorsed LLL in their educational policies. The sub-region is plagued by social atrocities such as HIV/AIDS, capacity poverty, low quality education, global marginalization, ineffective pedagogical and civil society agencies. The paper argues that since 1994, SADC has transited from being preoccupied with fighting Apartheid to focus on regional development, it experienced structural adjustment policies and is currently playing a critical role in pursuit of African renaissance. The region faces challenges such as centralization of educational planning, lack of a concerted culture of democratic participation, failure to recognize cultural diversity, and poor civil society engagement. The paper contends that LLL would help SADC countries to decentralize educational decision-making, engage communities in democratic discourses, train facilitators to reflective practitioners and engage the civil society in facilitating the attainment of regional sustainable development agenda. 相似文献
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Lauren Collins 《Teaching in Higher Education》2019,24(5):694-708
ABSTRACTHigher education in the U.S. sees global learning as critical to student development. Over the last seventy years, study abroad has emerged as the method of choice for teaching global knowledge and intercultural competence. In this context, community-based global learning programs are a type of program where students live in communities to learn directly from people and place. Looking at a field studies program in Northern Thailand, this paper explores the educational mobility of study abroad and impact on host communities. It shares findings on the experiences of two communities who have hosted study abroad students for almost twenty years. Best practices and recommendations for faculty and institutions running community-based global learning programs are shared, including the centrality of community voice in curriculum, benefits of applying a range of pedagogical methods on course, the critical nature of adequately preparing students for cultural immersion, and compensating communities justly for their work. 相似文献
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《Journal of Education for Students Placed at Risk》2013,18(4):411-426
The underrepresentation and underachievement of African American students in mathematics is a national tragedy. One response to these problems is the design and implementation of mathematics intervention programs aimed at primarily African American student populations living in the inner city, many of whom are placed at risk. This article describes such a program and presents a philosophical framework grounded in empirical studies of effective schools. The authors suggest that key aspects of the program design help students avoid the trap of disidentification with the educational system. They also suggest that a large number of factors that have been demonstrated to be associated with higher student achievement (acting in combination) contribute to the effectiveness of this intervention program. 相似文献
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We estimate the impact of increases in Federal student aid and higher education funding, such as the recently proposed American Graduation Initiative (AGI), on the outcomes of community colleges, including enrollments, list and average tuitions, and educational quality. We develop a reduced form model of state-level education policy in which state policy makers, who have objectives that differ from those of Federal policy makers, respond to changes in Federal policies. Our empirical specification treats state and institutional variables as endogenous; we interpret the coefficients as measuring the responses of state and institution officials to changes in Federal policies. We simulate the effects of AGI and find little evidence that states recapture Federal education resources. AGI would have a significant effect on educational quality but a limited effect on enrollments. An equivalent increase in Federal student aid would have greater impact on access and enrollments, but decrease educational quality. 相似文献
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In this study, we use a mixed-method systematic literature review of articles that include African American counselor education doctoral student participants in the research. From this corpus of inquiry, we provide an opportunity for counselor education researchers to lead the way with inclusive scholarship and the use of strengths-based frameworks. We examine how to conceptualize research particularly for African American doctoral student participants and offer suggestions on how to write the discussion and implication sections in a way to promote innovation and excellence. 相似文献
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Amy J. Petersen 《Equity & Excellence in Education》2013,46(4):428-442
This study used qualitative research methods to explore the educational experiences of four African American women with disabilities, revealing how each participant developed a critical consciousness in response to the dominant ideology surrounding the discourses of African American, woman, and disabled. The development of a critical consciousness led participants to counter the oppressive nature of their educational experiences by engaging in acts of resistance. Recommendations are made with regard to how K-18 educators might support and capitalize upon students' critical consciousness to facilitate equitable classroom communities. 相似文献