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1997 research outputs found
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Intrusive Academic Advising Student-Athletes At A Division III University
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There are many factors that affect the graduation of collegiate student-athletes. Factors include student-athlete characteristics, academic advising, engagement, and relationships. These factors affect student-athlete retention at the university. Student-athletes must navigate their academic and athletic success with assistance from academic advisors and other university support systems. The ability of the student-athlete and the academic advisor to communicate and cultivate a relationship that is built on regularly scheduled meetings, sharing of the student-athlete’s personal goals, suggestions for personal and professional improvement culminating in trust is paramount to the success of the student-athlete. This research focuses on the relationship between the student-athlete and the academic advisor at a Division III Midwest university through survey and interviews. Through survey and interviews of student-athletes, this research shows the engagement and relationships between student-athletes and their academic advisor, and the university outside of athletics
Social-Emotional Supports for African American Males: An Examination of Strategies and Practices that Inform Persistence for College and Career Readiness
Get PDFAfrican American males are faced with many challenges because of the lack of social-emotional supports and current society. African American males experience trauma as a result of their exposure to violence, mistreatment in most environments, and implicit biases in obtaining an education. Social-emotional programming designed specifically for African American males is proven to positively impact their learning outcomes. This study found that the implementation of programming can have a direct impact on African American male’s ability to achieve at high levels. This must be addressed through continuous professional learning and support to challenge and improve a teacher’s instructional practice with African American males
The Virtual Education Setting in Grades 9-12: How the Practices for Online Teacher and Learning Impact Student Achievement
Get PDFCountless virtual school options are in operation all around the world. A growing number of teachers and students throughout the nation, continent, and world are working and learning online. With virtual learning steadily increasing, it is critical for educators to establish and implement the best online teaching and learning practices. The purpose of my study was to identify and explore the practices of effective teachers in the virtual school setting and how those practices impacted student achievement outcomes. The context of this inquiry was full-time national virtual public high school charter schools operating under the umbrella of the same national education management organization (EMO). I used a mixed methodology research design. I used extant data to identify teachers with high course completion rates. For my study, I defined completion rates as the number of students who completed each lesson in a semester course and had a final passing score. I surveyed and interviewed teachers with high course completion rates to determine the practices they used in their teaching. Based on my research and data collection, I identified best practices for virtual teaching and learning that lead to increased student completion rates. As a result, I recommended a policy that all virtual teachers participate in a professional development series to learn and implement the identified best practices
What Would Gloria Ladson-Billings Do?: A Pedagogical Framework That Moves
Get PDFDuring my time as an elementary education major at Loyola University Chicago, I was offered a position as a K-2nd grade dance instructor at McCutcheon Elementary. After some students expressed disinterest in dance, I turned to culturally relevant pedagogy (CRP), a term that is coined by pedagogical scholar Gloria Ladson-Billings, to engage, educate, and inspire my students. I explain the criticality of practicing introspection on one\u27s biases that may unconsciously hinder a student\u27s academic growth. Further, one must brainstorm on how to insert education into the context of students\u27 cultures. In the article, I ruminate how, through CRP, cultural competency, academic excellence, and social justice can be incorporated into dance instruction. I also reflect on how the beliefs of culturally relevant teachers, such as views on knowledge, community, and social relations, apply to myself and my dance class. I discuss the cultural value of music, the power of student choice and leadership, and how they lead to students\u27 progressed interest in dance. I elaborate on a defining moment in my dance class in which CRP positively altered student engagement. I also explain my plans for utilizing CRP in my future academic elementary classroom and dance classes with the hope of not only cultivating student creativity and critical thinking but also shaping students to become progressive waymakers for the future
Digital Parentship Practices of Instructional Technology Faculty Members: A Case Study
Get PDFThe purpose of the current study was to understand the digital parentship practices of faculty members with an Instructional Technology (IT) major within a qualitative approach. The participants of the study comprised of 13 faculty members from the IT field of any university in Turkey and who has one or more children aged 0-6 years old. The IT academician, in their role as mother or father, participated in the interview process. As digital literates, the participants of the study possess knowledge and expertise in the potential opportunities that technology offer, and also the possible risks that they pose to children. The findings showed that the majority of the participants do not hesitate to allow their children to use screen technology from an early age (from as young as 6 months old) in order to free up time for themselves or to attend to their work. This implies that the participants utilize technology in order to facilitate the role of parenting, even though they may appreciate it is seen as inappropriate. However, the academician parents who took part in this study applied more restrictive mediation so as to limit their children’s exposure to technology due to their very young age and owing to the children’s inability at that age to understand the potential risks. The findings of the study provided information so as to help understand the digital parentship practices of parents from the technology field, and to make suggestions about parenting strategies for younger children
Implementation of Social Emotional Learning To Service The Whole Child
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Today’s students are facing an overwhelming number of obstacles that hinder their emotional, social, and academic growth. As a principal, I recognized this growing burden my students were carrying. Such hindrances as a rise in gun violence, continued socioeconomic disadvantages, and countless other more personal obstacles and their effects on students were evident inside the school setting. Many of our students were traumatized by these life changing circumstances and then left clueless as to how to handle them or the challenges life may bring next. The adults in our school and many of the families did not have the skills to help or support students in this difficult journey. We were equipped to handle the academic portion, but we desired to help with social and emotional skills as well. We wanted to support the whole child development. This encounter led me down a road of questioning and discovery regarding how we as educators can equip staff to teach students the social and emotional skills they need to navigate the lifelong obstacles they may experience.
My experience as a principal and my desire to help the whole child develop led me to two primary research questions: How do schools implement an SEL-centered lens when preparing students for social and academic life? How do we address the SEL needs of students who may be entrenched in or be the product of high poverty/high crime areas as well as those who just may need help handling life’s transitions? My journey of discovery led me to research D2SEL School, a small, private, suburban school and their implementation of SEL. I found D2SEL staff desired to support students socially, but SEL was not an administrative or schoolwide focus and little to no training was provided on SEL. There was a need for team building and collaboration among D2SEL staff to improve staff relations and support SEL implementation. My recommendation was the establishment of an SEL focus at D2SEL that includes SEL teams, team leaders, data collection, and ongoing professional and progress monitoring.
In order for students to be healthy emotionally and socially, educators must consider all factors needed to support the whole child in their development and growth. It is my hope that the journey of this dissertation and the interaction with D2SEL and the research will help clarify the need for social and emotional skills to support our student
Prestige vs Practicality: Transition of Dual Enrollment Secondary Students to Post-Secondary Options: A Case Study
Get PDFThis qualitative research study investigated the perceptions of support during the college choice process of former CTE dual-enrollment students at one technical college campus. In addition, it examined the types of support participants received as they progressed through the three-stage college choice process (predisposition, search, and choice). Interviews were conducted with eight former CTE dual-enrollment students from a technical college campus. Each participant completed a demographic survey and was asked 15 interview questions that coincide with the three stages of the college choice process. Finally, the data was analyzed and coded to develop a thematic findings structure.
The study resulted in three overarching conclusions. First, involvement in CTE dual-enrollment gave the participants the avenue to connect personal interests to career and college. Second, the level and type of support differed through each stage of the college choice process. Parents, family, and friends were the prominent supporters during the predisposition stage. During the search stage, relationships with guidance counselors, teachers, and institutional staff supported all participants. During the choice stage, most participants reviewed factors regarding the college and received support from institutional staff, faculty, and students, which influenced their decision. Lastly, all participants stated that the relationships and support received while enrolled in post-secondary institutions motivated persistence in advancing degrees. Faced with financial challenges, students set a goal to complete their degrees by matriculating to the articulating state college. Participants attributed their motivation to those individuals who gave them the confidence to believe in themselves and improve their lives
THE LATINO ACHIEVEMENT GAP: THE ROLE OF TEACHERS IN THE SUCCESS OR FAILURE OF LATINO STUDENTS
Get PDFUnderstanding that the academic achievement of Latino students continues to lag behind their White peers, this study explored the role of the teacher in the success or failure of Latino school-age children. The methodology utilized for this research was qualitative. I used a narrative approach to discuss the thoughts, opinions, and insights of the six teachers interviewed for this study. The in-depth conversations with the participants suggested differences in how Latino and White teachers view their Latino students. Most of the White teachers suggested that academic achievement can be reached through explicit vocabulary instruction, reading a wide variety of books, and holding students to higher standards. In contrast, the Latino teachers suggested that teachers and school districts need to honor bilingualism and provide a welcoming environment in order for Latino students to reach academic achievement. Overall, White teachers placed a higher value on cognitive intelligence, while Latino teachers placed a higher value on social intelligence. The White and Latino teachers that participated in this study had different perceptions on who is to be blamed for the failure of Latino students. When Latino students do not achieve academic success, some of the White participants suggested that this is because the Latino parents are not involved in their children’s schooling and do not read to their children, but the Latino teachers suggested that Latino students do not succeed in school because they do not feel valued and that their humble personalities do not fit the White teacher’s perspective of an independent learner. The individualistic view of educational success is quite different from the collectivistic viewpoint of success. White teachers who generally fall into the individualistic perspective described successful students as being self-reliant and independent, while the Latino teachers who generally fall into the collectivistic perspective described successful students as being interdependent and preferring to work in cooperative groups. As school districts continue to have conversations about closing the achievement gap between minority students and White students and continue to supply teachers with new curricula and the latest assessment tools to keep track of student growth, districts must not fail to provide teachers with teacher professional development about culturally and linguistically diverse students. In the end, the ones who suffer from this neglect are the students. It is my belief that many teachers would be eager to learn more about working with Latino students and leveraging their students’ culture to create a more educated student body
Institutional Satisfaction with Online Program Management (OPM) Providers
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The online program management (OPM) industry is a multibillion-dollar business that works with the higher education industry. Once primarily a tuition revenue share model that marketed and enrolled new programs for institutions, the OPM business is evolving. Fee-for-service payments and services such as coaching and instructional design are now part of the OPM landscape. Although higher education institutions are spending billions of dollars, there has been very little academic research into this phenomenon. This study examines the satisfaction of higher education institutions with OPM providers. This quantitative study utilizes Oliver’s expectation confirmation theory to understand why institutions may be satisfied with their OPM provider. The survey brings in responses from a variety of Carnegie institutional types and various positions within institutions to understand which variables related to the institution may impact satisfaction with an OPM provider. Analog analysis includes comparing the rise and impact of the OPM industry model with the for-profit industry. Implications for OPM providers and higher education leaders are discussed to further both sides’ understanding of this outsourcing relationship. This research furthers the study of the outsourcing relationship between higher education institutions and OPM providers and pushes the OPM industry to remove its veil of secrecy
The Perspectives of Amasya University Students about Distance Education Application During the Coronavirus (Covid-19) Process
Get PDFThe covid-19 virus, which affects the whole world, has affected human life in many areas, firstly including health and economy. Concordantly, first education was broken for two weeks; then, compulsory distance education started in Turkey. With this qualitative research, it is aimed to deeply examine the thoughts of the students from Amasya University about the distance education. The study group of this current research consists of 18 students studying at Amasya University in the 2020-2021 academic year. Data has been collected through a semi-structured interview form. The analysis of the data was done by descriptive analysis method. While some of the participants think that distance education is inefficient and makes the student passive some thinks that distance education is advantageous. Thanks to distance education, it is easy to reach and monitor the lessons. The most common problems of students can be listed as problems such as fear of academic failure and anxiety for the future, connection issues, lack of motivation, lack of documentation and material, and communication problems. In order to overcome these determined problems, the participant students have some recommendations such as students should be activate, students should be motivated, the sound and camera in the system should be improved, internet package should be provided to the students, and infrastructure should be improved. Based on the findings of this research, the researchers have concluded that the distance education process should be more qualified over time. When development is thought of as a process, today\u27s shortcomings will shed light on the ways of tomorrow