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Background Characteristics, Transfer Goals, and Engagement of International Community College Students in North Carolina
No full textCommunity colleges offer accessible educational opportunities for international students, whose increasing enrollments enrich diversity and global experiences. Our study comprehensively analyzed the backgrounds, transfer goals, and engagement among international students in North Carolina\u27s community colleges by utilizing a 2017-19 data set from the Community College Survey of Student Engagement (CCSSE). We found that participation in developmental education significantly predicts overall engagement among international students. Further analysis of individual engagement factors revealed that personal development is also significantly influenced by participation in developmental education, being of traditional age (18-24 years), and expressing a vertical transfer goal. The findings emphasize the potential importance of developmental education courses in increasing engagement, personal development, and academic success for international students within the community college landscape. Implications include targeted support services and guidance to enhance the overall educational experience and facilitate smoother transitions for international students pursuing further academic pathways.
Keywords: International students, transfer, engagement, community colleg
Digital Micro-Credentialing as a Model for Professional Learning
Get PDFTrack: Innovative Technologies and Learning Spaces
Embedded within a self-directed framework, the Empowering Teacher Learning project at Appalachian State University is transforming teacher professional learning in Western North Carolina by fostering teacher agency. Funded by a $12 million Education, Innovation, and Research grant, we are leading the way in providing teachers who serve rural, high-needs schools with quality online, on-demand professional learning (PL) opportunities through micro-credentialing. Micro-credentialing allows teachers to choose topics of interest or growth to benefit their students. Our adaptable framework can also support faculty PL through competency-based learning opportunities with embedded reflection
Got A Match?: How School Leaders’ Race Affects Suspension Odds Among Black Students in Texas Urban High Schools
Get PDFThis study investigates the impact of school leaders\u27 race on suspension rates among Black students in Texas urban high schools. Despite representing only 15.1% of student enrollment, Black students face disproportionate disciplinary actions. The research highlights systemic biases and structural barriers, such as culturally irrelevant curricula and educator bias. Using data from the Texas Education Agency (2011-2019) and logistic regression models, the study finds that Black students are more likely to be suspended under White and Asian principals. Conversely, Black principals are associated with lower out-of-school suspension rates but higher in-school suspension rates for Black girls. The findings emphasize the need for culturally responsive discipline policies to address these disparities
Creating College-Going Cultures at Home
Get PDFWhat is a college-going culture and how is one created in a student’s home? Part of a larger critical theory qualitative research study that utilizes narrative inquiry to investigate TRIO Upward Bound Program alumni experiences and the creation of college-going cultures in their households for their own children, the manuscript focuses on the narratives of African-American study participants. It gives insight into the college access opportunities the TRIO Upward Bound Program afforded the study participants as first-generation college students and their socioeconomic mobility through their pursuit of higher education. Cultural and social capital are utilized as a theoretical framework, along with funds of knowledge to present an anti-deficit model. The narratives detail how the study participants created college-going cultures in their homes for their children, and suggestions are given for how college-going cultures can be created in any household, regardless of a parent’s level of education.
 
Dimensions of Equity within Preservice Teachers’ Responses to Equity Quotations
Get PDFSecondary mathematics preservice teachers (PSTs) in mathematics methods courses at three different universities interpreted and responded to five quotations related to issues of equity in mathematics education. PSTs engaged with the quotations both individually, in writing, and as a whole class, in an inner-outer circle discussion. We used Gutiérrez’s (2009) dimensions of equity (access, achievement, identity, and power) to examine PSTs’ responses. Along with other course work, this activity created a space where PSTs were able to discuss issues of equity that could affect their future mathematics instruction
Translanguaging to Persevere: Supporting and Recognizing the Meaning-Making Process for Latinx Bilingual Students of Mathematics
Get PDFThis paper describes the translanguaging and perseverance practices of Latinx bilingual students and the careful preparation of their English-speaking, monolingual teacher to establish a supportive classroom environment. Drawing on the constructs of translanguaging mathematical practice and perseverance in problem-solving, we share our observations of a group of four Latinx bilingual students as they leverage their bilingualism to productively struggle to make sense of an exponential function. We discuss this vignette to reveal the pedagogical decisions that helped support these students to dialogically leverage their communicative resources to help persevere with in-the-moment mathematical obstacles. Such decisions included selecting and enacting a challenging mathematical task conducive for perseverance, encouraging a linguistically sensitive learning environment, and providing access to mathematical tools as learning resources. 
“Whenever My Mom Speaks Spanish at Home, It Helps Me Understand More in Math”: Reflections on the Testimonios of Bilingual Latinx Students
Get PDFIn this paper, we share three insights from our conversations with 46 upper elementary Latinx students at predominantly white schools: 1) Students’ were silenced, but they persisted; 2) Students’ relationship with mathematics was enveloped in language; and 3) Students’ mathematics and community were tied together through language. By highlighting the testimonios of our participants, we hope teachers reflect on how they empower and raise the voices of their bilingual Latinx students to counter deficit storylines. We also provide opportunities for growth in creating more equitable spaces for bilingual Latinx students
Predicting KEGG Orthologs Associated with Microbial Metabolism in Autotrophic Freshwater Microbes Using a Statistical Model
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Microbes play a crucial role in Earth’s biogeochemical cycles, yet linking microbial KEGG orthologs to carbon fixation remains challenging due to fragmented datasets and limitations in functional annotation. This study analyzed microbial DNA fragments from Siders Pond in Falmouth, Massachusetts, a salt-stratified meromictic lake. Microbial DNA fragments recovered through metagenomic sequencing of environmental samples were linked to microbial activity to carbon cycling using the DNA-stable isotope probing (DNA-SIP) methods and the important features selected using the LASSO regression statistical model. Environmental samples were incubated with 12C or 13C labeled dissolved inorganic carbon to track microbial carbon incorporation, followed by metagenomic sequencing. Contigs were annotated using both the Protein Families Database (PFAM) and the KEGG Orthology (KO) database, with a bit score threshold of >30, and were linked to excess atom fraction (EAF) values representing microbial carbon assimilation. While both annotation sources were utilized, a greater number of KEGG (Kyoto Encyclopedia of Genes and Genomes) orthologs were identified in this specific dataset, guiding the focus of the analysis. LASSO regression identified key KEGG orthologs potentially involved in carbon cycling. The approach resulted in identifying acyl-CoA synthetase (K00142), BamB – Outer membrane assembly (K17713), glucose-fructose oxidoreductase (K00118), and 23S rRNA pseudouridine2604 synthase (K06182), as key features associated with microbial metabolic processes potentially influencing carbon cycling. Additionally, a domain within hydrazine synthase plays a role in anaerobic ammonium oxidation (PF18582), linking the nitrogen and carbon cycles by converting ammonium and nitric oxide into hydrazine. This suggests a potential role for hydrazine synthesis in microbial carbon metabolism under anoxic conditions. It contributes to a better understanding of microbial roles in carbon cycling and explores new ways of using statistical models to study environmental systems. The findings could help expand knowledge on how microbes influence global carbon cycles. They highlight the potential to uncover novel carbon-fixing pathways, which are crucial for climate and sustainability research
Editors & Advisory Board
No full textDialogues in Social Justice is proud to have on its editorial board some of the finest Adult Education Scholars both internationally and nationally. Thank you DSJ Editors & Advisory Board for your services over the past years