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1.
ABSTRACT

There are a limited number of individuals who possess the skills to fulfill the workforce demand in STEM (science, technology, engineering, and math) in the United States. Therefore, community colleges and 4-year institutions must be able to identify academic and social factors that impact students’ participation in the areas of STEM. These institutions must also explore the possibility that these factors contribute to the high rate of students switching out of STEM fields. This study’s purpose was to develop a better understanding of the perceptions of community college transfer students who continue at a 4-year institution to determine academic and social factors that influenced their academic success in STEM. To collect the quantitative data, the Laanan-Transfer Students’ Questionnaire was utilized. The results of this study reveal that Academic Adjustment was predicted by father’s highest level of education, interaction with faculty at the community college and university, and perception as a transfer student at the university. The cumulative grade point average (GPA), was predicted by the highest level of education of the father, associate degree obtained at the community college, community college transfer GPA, general courses from the community college, transfer credit hours, and university course learning. Overall, the findings indicate that community colleges and 4-year institutions should encourage students to be connecting more in class and after class—not only with their peers, but also with faculty. Findings also suggest that students should become more involved academically and socially to enhance their academic and social adjustment at a 4-year institution.  相似文献   

2.
Abstract

A teacher at an urban middle school worked to become part of her students’ communities and utilized the notion of community within her pedagogy. Her example offers hope that engaging with students’ communities and building community within the classroom are attainable and valuable goals. Her example also demonstrates that the concept of community can be relevant and powerful within a testing-focused environment that traditionally fosters competition and privileges the individual.  相似文献   

3.
ABSTRACT

This quantitative study examined the predictive impact of a series of factors on female community college students’ intention to transfer in science, technology, engineering, and mathematics (STEM). The STEM Student Success Literacy survey (SSSL) was utilized to collect data from a large, diverse community college located in Florida. After the data cleaning and preparation, the authors first constructed a model that measures potentially predictive factors such as social capital, student engagement, and chilly climate. Then, a regression model including these factors and demographic characteristics was tested using a multinomial regression analysis. Findings generated implications for future research, policy, and practice to better serve and assist female students in their pursuit of a STEM degree.  相似文献   

4.

This article presents a practitioner's funding model indicative of the primary revenue streams of community colleges in Texas. Methodology is developed to identify internal and external processes for the comparison of these primary revenue streams on a per-contact-hour basis. Student tuition, ad valorem property tax, maintenance taxing district, and state appropriation revenues are analyzed to provide a framework for the subsequent development of methodologies to identify disparities in the Texas community college funding mechanism.  相似文献   

5.
ABSTRACT

This paper describes an approach to teaching macro practice that involves students in the development of a simulated neighborhood family service center. Utilizing existing partnerships between a urban university, several public schools and social-health agencies, students work with actual data from census reports and community surveys to design and administer a simulated center and its programs. An integrated macro practice framework is utilized to ensure that students develop a set of knowledge and skills for community and agency based practice. The course embodies the belief that students must be educated to integrate community and organizational theory and practice in order to be agents of social change. Implications for social work education will be discussed.  相似文献   

6.
BackgroundThe needs of children exposed to domestic violence have been historically overlooked. One way in which service provision for children exposed to this violence can be explored is through an examination of Domestic Violence Fatality Review Teams (DVFRT's), who review cases of fatal domestic violence to identify possible areas for improvement.ObjectiveThis study explored key themes relative to children exposed to domestic violence and homicide published by DVFRT's in order to identify the services that exist for children exposed to domestic violence, barriers to providing these services, and recommendations for improvement.Participants and SettingThis study reviewed annual reports from three DVFRT jurisdictions with regular annual reports from 2004 to 2016.MethodsA generic thematic analysis was performed by the primary author, in consultation with the second author, in order to identify dominant themes present in the DVFRT annual reports. The analysis utilized a codebook that was created beforehand in order to capture pertinent information within the reports. Trustworthiness of the data was established through a consistent application and thorough reporting of the coding procedures.ResultsThe analysis highlighted key barriers to child-specific service provision among agencies involved (e.g., lack of professional training and public awareness), recommendations for enhanced intervention (e.g., enhanced child-specific services) and promising practices (e.g., policy and legislation development).ConclusionsThe three DVFRTs identified several gaps in service provision for children affected by fatal domestic violence that will require increased engagement and resources targeting these vulnerable children.  相似文献   

7.
BackgroundChildhood victimization elevates the average risk of developing functional impairment in adulthood. However, not all victimized children demonstrate poor outcomes. Although research has described factors that confer vulnerability or resilience, it is unknown if this knowledge can be translated to accurately identify the most vulnerable victimized children.ObjectiveTo build and internally validate a risk calculator to identify those victimized children who are most at risk of functional impairment at age 18 years.ParticipantsWe utilized data from the Environmental Risk (E-Risk) Longitudinal Twin Study, a nationally-representative birth cohort of 2232 UK children born in 1994–95.MethodsVictimization exposure was assessed repeatedly between ages 5 and 12 years along with a range of individual-, family- and community-level predictors. Functional outcomes were assessed at age 18 years. We developed and evaluated a prediction model for psychosocial disadvantage and economic disadvantage using the Least Absolute Shrinkage and Selection Operator (LASSO) regularized regression with nested 10-fold cross-validation.ResultsThe model predicting psychosocial disadvantage following childhood victimization retained 12 of 22 predictors, had an area under the curve (AUC) of 0.65, and was well-calibrated within the range of 40–70% predicted risk. The model predicting economic disadvantage retained 10 of 22 predictors, achieved excellent discrimination (AUC = 0.80), and a high degree of calibration.ConclusionsPrediction modelling techniques can be applied to estimate individual risk for poor functional outcomes in young adulthood following childhood victimization. Such risk prediction tools could potentially assist practitioners to target interventions, which is particularly useful in a context of scarce resources.  相似文献   

8.
Abstract

The intention of the study was to identify predictable opportunities for teachers to scaffold middle year students’ philosophical learning. Such opportunities were identified in terms of students’ readiness to learn certain behaviours in the context of a ‘community of inquiry’. Thus it was hoped that the project would provide a useful resource for the teaching of philosophy to middle year students by ascertaining how amenable philosophical learning was to this approach. The study investigated the following questions: (i) what are the indicators of the development under the influence of the COI?; (ii) do these indicators cluster in any particular way? and (iii) is it possible to identify any clustering of indicators that suggests developmental bands?  相似文献   

9.
ABSTRACT

Action research is an important methodology that promotes participatory processes in the community, enhancing community networks and empowering people to define their own health and generate actions. Here, we performed a systematic review using the Scopus, Web of Science (WoS) and SciELO databases to identify the studies carried out on health in Latin America under the category ‘Action Research’. The search terms used were ‘Action Research’, ‘Health’ and ‘Latin America’. We identified the following three areas of particular relevance: (a) action research is a necessary strategy to make health actions more efficient by adapting institutional actions to specific realities; (b) action research can increase the visibility of excluded groups and demonstrates the importance of being heard; and (c) action research can promote community empowerment by considering community members as knowledge agents who can transform their own reality. We report that action research processes which highlight the emancipatory and democratizing potential of community participation are subject to controversy regarding the production of and access to knowledge and the issues related to health. However, action research is not usually used in the development and implementation of institutional health interventions.  相似文献   

10.
Abstract

This survey was a result of the efforts of the New Jersey Consortium on the Community College to identify and articulate the faculty/staff development needs of the 17 community colleges of New Jersey.

In depth interviews were conducted with administrators, faculty and students at all the colleges. Follow up questionnaires were completed at each community college. A two day workshop was then conducted to identify and assign priorities to specific needs. The needs were ordered in one of three categories: Fulfilling the Goals of the Community College, Teaching/Learning Needs, and Managerial Needs.

The workshop that dealt with “Ways of Meeting Part-Time Faculty Needs” identified eight essential goal related needs while stressing the need for adjunct faculty to understand the philosophy and function of the community college. Within the teaching/learning category the workshop group amplified the need for adjunct faculty to understand how learning occurs. The primary managerial need identified was for each community college to develop strong teaching/learning support systems. The workshop participants viewed the establishment of a continuous program of adjunct supervision as essential for the support of effective instruction.  相似文献   

11.
ABSTRACT

North Carolina Central University (NCCU) recognized the need to address the increasing rates of Ds, Fs, and Withdrawal by students matriculating in online courses. Led by two science faculty, a faculty learning community in partnership with the NCCU Division of Extended Studies was created to assess online science course offerings and instruction. Faculty within this learning community completed the Quality Matters (QM) “Applying the Quality Matters Rubric” course. This online training course, coupled with services provided by the NCCU Division of Extended Studies, offered the faculty learning community a variety of pedagogical strategies to meet their instructional needs. All faculty participating in this learning community completed the online training course and all faculty indicated that they implemented changes in their subsequent online course offerings. This article describes the impact of that training and the application of quality course design standards in the Quality Matters Rubric on the design and student outcomes for an Introductory Biology course over four terms. As faculty learning communities are broadly utilized, it is anticipated that this article may present an effective strategy to increase the quality and quantity of online science, technology, engineering and mathematics (STEM) courses at similar institutions.  相似文献   

12.
ABSTRACT

In this article, the authors introduce a novel way, using the metaphor of a baseball game, to evaluate and measure community college student progress for those whose stated goal is to transfer to a 4-year institution and, ultimately, earn a bachelor's degree. The proposed framework of “the Transfer Game” is an outgrowth of the Transfer and Retention of Urban Community College Students (TRUCCS) project, which is a longitudinal study of 5,000 community college students from the 9-campuses of the Los Angeles Community College District. The goal of the project is to explain how the “all-American game” provides a method to measure, comprehend, and visualize student progression, and identify the factors that predict both success and barriers. The framework provides a scholarly comparison of the all-American game of baseball to the All-American invention of the community college.  相似文献   

13.
BackgroundIn February 2018, President Trump signed into law the Family First Prevention Act, legislation in the United States aimed at providing prevention services for families at risk of entering the child welfare system. The effectiveness of these prevention efforts is dependent on the formation of collaborative relationships between prevention-programs and child welfare.ObjectiveTo identify factors that influence the ability of the Nurse-Family Partnership (NFP) and Child Protective Services (CPS) to collaborate in serving high-risk mothers and their children.Participants123 NFP, CPS workers, and community partners.SettingSeven sites in the U.S. state of Colorado selected to include an array of community sizes, geographies, apparent levels of collaboration, and variations in internal structures and practices.MethodsUsing an adapted grounded theory approach, we conducted semi-structured interviews with frontline NFP and CPS workers and supervisors. Interviews were recorded, transcribed, validated, and coded in NVivo 10.ResultsAlignment of core organizational mission and methods was key in determining collaboration levels between NFP and CPS. Only when workers perceived there to be alignment in organizational mission, did other factors such as program eligibility, communication channels, and risk and safety assessment practices influence the perceived benefits and efforts undertaken to enhance collaboration.ConclusionsHigh-risk families frequently require services that go beyond the scope of any one organization. As programs that serve high-risk families refine their efforts to serve them effectively, collaborative efforts should focus on examining opportunities and challenges involved in creating greater mission alignment.  相似文献   

14.
ABSTRACT

Forty-five classroom teachers participated in a study designed to investigate the influence of a student’s individual psychological test performance (learning disabled [LD] vs. normal) and the achievement level of the child’s school (below average, average, above average) on their special education classification decisions. The achievement level of the school did not influence the teachers’ decisions to identify a child as handicapped. The student’s psychological test information did. For the LD case study, the teachers were more likely to have lower academic expectations and to diagnose the child as LD. In contrast to the findings of other studies, teachers were not likely to diagnose the normal case study child as handicapped. In short, these teachers did not ignore individual psychological information but rather utilized the information appropriately in their decision making.  相似文献   

15.
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16.
BackgroundChildhood maltreatment impacts parenting and has intergenerational consequences. It is therefore crucial to identify clinically responsive resilience-promoting factors in pregnant women and expecting men with history of childhood maltreatment. Mentalization, or reflective functioning, appears as a promising concept to understand risk and resilience in the face of childhood maltreatment.ObjectiveThis study evaluated the multivariate relationship between exposure to childhood maltreatment, reflective functioning, psychological symptoms and parental attitude in expecting parents.MethodsTwo hundred and thirty-five pregnant women and 66 expecting fathers completed self-report assessment measures of childhood trauma, reflective functioning, depression, post-traumatic stress disorder, parental sense of competence and antenatal attachment. Twenty-eight percent (n = 85) of the community sample reported personal histories of childhood maltreatment.ResultsStructural equation modeling indicated that reflective functioning (a) partially mediated the association between childhood maltreatment and psychological symptoms during pregnancy and (b) independently predicted participants’ perception of parental competence and psychological investment toward the unborn child.ConclusionOverall, this study provides empirical evidence of the protective role of reflective functioning during the prenatal period in parents with histories of childhood maltreatment.  相似文献   

17.
ABSTRACT

The purposes of the study were to assess the effects of an online learning module on the implementation of mand training by a classroom team and determine whether training improved manding for a student with multiple disabilities. The classroom team utilized the Support Needs Assessment and Planning (SNAP) process to identify supports and guide implementation of the mand training procedures. The results indicate that both the special education teacher and paraprofessional were able to implement the mand training strategy with fidelity after completing the online module and student manding increased. The classroom team reported that both the online learning module and SNAP process were valuable for planning and implementing research-based supports. Limitations, implications for practice, and future research considerations are addressed.  相似文献   

18.
ObjectiveCoping strategies of men who were sexually abused in childhood were examined to ascertain their relationship to clinical diagnoses. Time elapsed since the abuse occurred was examined for its relationship to psychological functioning. Clinical psychopathology of this primary sample of sexually abused men was compared to a community sample of men.MethodsA primary sample of 147 Australian men was recruited from agencies and self-help groups who support adults who were sexually abused in childhood. For comparative purposes a secondary data set that consisted of 1,231 men recruited randomly in an Australian community survey was utilized. Both samples were administered the 28-item General Health Questionnaire (GHQ28). The primary sample was administered the 60-item coping style inventory instrument (COPE).ResultsCoping strategies influenced the possibility of being classified as clinical or nonclinical. The most important strategies associated with better functioning were positive reinterpretation and growth and seeking instrumental social support. Whereas strategies that were more associated with a clinical outcome were themed around internalization, acceptance and disengagement. The sample of men who were sexually abused in childhood was up to 10 times more likely to be classified as “clinical” then the sample of community men. Time elapsed since the abuse occurred did not have a moderating effect on men's psychological functioning.ConclusionsMen who have been sexually abused in childhood are more likely to have clinical diagnoses but coping strategies may play an important part in this outcome. Seeking active assistance appears to be important coping strategy in reframing the experience, however, the timing of this help seeking is not critical.Practice implicationsThe findings reinforce the importance of professionals being aware that men's psychiatric symptoms might be the sequel to past child sexual abuse. Coping strategies that focus on internalization or disengagement are potentially damaging to the men's long-term psychological functioning. Importantly there are coping strategies that appear to have a moderating effect on clinical diagnoses. Focus needs to be given to support services to male victims that provide practical strategies and allow for cognitive reframing to assist men to see their strength and positive growth arising from survival.  相似文献   

19.
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20.
Abstract

This study examined the effects of three self-instructional approaches of teaching diagnostic problem-solving (troubleshooting). Two of the approaches attempted to simulate student-equipment interaction via programmed and text instruction while a third approach utilized actual equipment. After forty-five community college students received an orientation to equipment operation, fifteen were randomly assigned to each of the three treatments. Criterion variables included troubleshooting knowledge, troubleshooting performance, and attitude toward instruction received. Results indicated that the equipment approach was superior to non-equipment simulation approaches in terms of troubleshooting performance outcomes. Correlational analyses of criterion variables provided some evidence that relationships between attitude and behavior were dependent upon the instructional approach used.  相似文献   

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