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Promoting Student Success in Historically Black Colleges & Universities
Get PDFPrevious studies have indicated that by offering academic support programs and services, such as tutoring, higher education institutions can have positive effects on students\u27 learning and retention. This research sought to illustrate the quality of higher learning offered at Historically Black Colleges and Universities (HBCUs) and contribute to the larger literature on student success. It employed a quantitative case study design and collected data from a large public HBCU in the state of Tennessee for Fall 2016. The case study examined whether students\u27 participation in tutoring programs was related to improved course GPA. Overall, tutoring was found to be significantly and positively related to improved student performance.
Keywords: Historically Black Colleges and Universities, academic support, tutoring, student succes
School Choice and Marginalization: The Case of School District Competition and Political Institutions in the U.S.
Get PDFThis paper studies effectiveness of school choice and type of school districts’ political institutions jointly vis-à-vis student learning. School choice relies on market-oriented policies for reforming public education, but their effectiveness, i.e., equity and productive efficiency is debatable. The effectiveness of different types of political institutions that manage school districts and compete for students in urban regions in the USA is also a neglected area of research. This study fills these gaps by empirically investigating the joint relationships of inter-school district competition- a key dimension of school choice- and local political institutions with student learning. Results from the analysis of a unique data show that inter-school district competition has some productive efficiency effects on student achievement, the political institution does not. The inter-school district competition and political institutions have differential equity effects on student achievement. This paper substantively discusses these results in the context of school choice and marginalization
Strategies and Barriers: Career Advancement for Women Administrators
Get PDFOnly 24% of superintendents are women in K-12 districts in the United States, though women outnumber men in these settings. There are barriers that prevent career advancement and equal rewards for women. These barriers can be internal, such as low aspirations or duties in the home and/or external barriers such as systems and structures of society. The purpose of this study was to examine survey data on 88 women administrators (i.e., assistant principals, principals, central office administrators) regarding the internal and external barriers and for strategies and career advancement that would lead to a superintendency in a Midwestern state
From Diversity to Inclusion: Challenges and Opportunities at an Urban Community College
Get PDFDiversity is and has been heralded as a cornerstone among high-impact practices within adult education in the United States. It embodies a larger ethos and culture within a campus, including the demography of the student body, staff, and faculty, as well as institutional memory. Yet, diversity is not enough. Inclusion is undervalued, which goes beyond taking solace in bringing together diverse bodies within the room; rather, inclusion requires an institutional response that ensures that these high-impact practices are fully realized. This paper examines the efforts undertaken at an urban community college where the student body reflects racial and cultural diversity in name and number, but where a broad group of faculty and staff confront and openly examine threats to equity and inclusion. It draws upon experiential insight and scholarship while providing recommendations that will allow stakeholders to consider the perpetuation of privilege at their institutions
Adult Education Research: Can It Advance Social Justice?
Get PDFSocial media as a site of public pedagogy has been attributed with the rise of the Arab Spring, the spread of the #MeToo and Black Lives Matter movements, and the political movements of MAGA and #Resist. If social media platforms are tools that can be used to promote confrontations with a wide variety of social injustices, then it is important to examine the process of learning that occurs when engaging with these platforms. Key to learning is one\u27s ability to reflect, yet the cognitive overload often experienced when using social media platforms questions if social justice causes can be served on these corporate-owned platforms. This reflection essay considers the role of learning through reflection in the dynamic and algorithmically driven context of social media platforms. Further, this essay will consider how reflection to now-accessible amplified fringe ideas and concepts may be influencing and changing the values of social justice
Current Early Educator Knowledge, Practice, and Needs Regarding Informal Assessment
Get PDFEarly educators are urged to use authentic assessments which assess young children\u27s development using systematic observation of real-life experiences and activities (Susman-Stillman, Bailey, & Webb, 2014). However, only a limited number of studies are available regarding early educators\u27 current practices and needs associated with systematic informal assessment (Early et al., 2007; Madaus, Rinaldi, Bigaj, & Chafouleas, 2009; Pretti-Frontczak, Kowalski, & Brown, 2002). Researchers provide a framework for this study by dividing the DEC recommended assessment practices (2014), and NAEYC assessment indicators of effectiveness (2003) into four themes: choosing assessment methods, collecting data, collaborating with families, and analyzing data. The framework was then used to design the survey instrument for the purpose of determining early educators\u27 current: (a) use of informal assessment methods, (b) knowledge and beliefs about the effectiveness of informal assessment methods, and (c) needs for training related to using informal assessment methods. Results indicate that early educators working in settings other than Head Start revert to using two informal assessment methods (i.e., anecdotal notes, event/frequency) which match most teachers\u27 self-rating of their knowledge regarding anecdotal notes. Finally, early educators in the current study reported needing additional training related to all informal assessment methods except for anecdotal notes
An Examination of Children Referred and Identified with Socioemotional and Behavioral Needs in Head Start
No full textThis study utilized a population-based approach to examine the prevalence of children identified with disabilities in a large, urban Head Start program serving diverse preschool children living in poverty (N=7,301). In addition, the study examined demographic differences in patterns of screening and identification for disability with respect to socioemotional and behavioral needs. Two administrative data systems were integrated for analysis: program enrollment and demographic records; and a mental health screening assessment database including all children enrolled within the Head Start program. Findings suggested that gender (boys) and ethnicity (Hispanic) were associated with higher rates of identification for disability, including emotional/behavioral disability. In addition, of those children identified with an emotional/behavioral disability, the program-wide social-emotional screening tool showed greater rates of externalizing behavior problems compared to internalizing behavior problems. Implications for policy, future research, and practice within early childhood programs such as Head Start are discussed
Learning through Protest: The Language of Critique and the Language of Possibility
No full textThe purpose of this study is to explore student protesters’ motivation and behaviorsduring the spring 2016 protest against the budget cuts within the College of EthnicStudies at San Francisco State University. Analysis of the student interviewtranscriptions revealed four overarching themes: articulation, community andorganizing, empowerment and agency, and sustainability. The theme of articulationfocuses on the participants’ abilities to articulate their identity, oppression and theirresistance. Community and organizing analyzes the strategic elements that thestudents utilize and bonding through collective action. Empowerment and agencyencompasses the students’ will and capacity to protest. Sustainability embodies thepreservation of Ethnic Studies and the students’ pursuits of social justice. The studyreveals the power of grassroots organizing in response to oppression; this protest issituated within a larger dialogue of oppression facing communities of color; and acounter dialogue of resilience, demonstrated by communities of color, is situated inresponse to oppression
You Win Some, You Lose Some: How Demographic Factors Interact with the Ubiquity of the Framing Effect
Get PDFThe current literature review is a compilation of research that addresses the ubiquity of the framing effect and presents examples of demographic features that hinder or facilitate the susceptibility to it. The framing effect, which was initially empirically studied through the exploration of gain vs. loss frames (Tversky & Kahneman, 1981), is a phenomenon in which discrepancies in the phrasing of the same content can elicit significantly different responses. A variety of frames, contexts, and demographics are discussed to reveal examples where the framing effect is present. Although our susceptibility to the framing effect emerges from underlying cognitive processes, the purpose of the current literature review is to promote awareness of the framing effect by explaining how it is utilized so that we can consciously decrease our susceptibility to our own cognitive biases