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1.
ABSTRACT

Study abroad programs typically reveal issues that are not commonly found in classes on the home campus. At University of Cincinnati Blue Ash College (UCBA), a 2-year regional campus of University of Cincinnati, we offer three short-term summer study abroad programs each year. Students in these programs have traditionally participated in social gatherings and orientations that include information on culture, behavior, travel logistics, program itineraries, and course curricula prior to travel. To identify student concerns about travel abroad and to measure the effectiveness of how well predeparture activities prepare our students, we administered open-ended student surveys, one predeparture and one posttravel, in our three programs. Using open and axial coding and contrastive analysis, we found that students express a variety of concerns in the areas of behavior and group dynamics, friendship and bonding, and academics and course-related issues. Moreover, posttravel surveys indicate that most of our early preparations positively affected students’ experiences abroad. Our findings suggest that well-planned predeparture activities are essential to study abroad program success with 2-year-college students.  相似文献   

2.
Book Reviews     
Abstract

Educators have invested considerable effort in developing environmental education programs that address students' knowledge, attitudes, and action competence regarding environmental issues. The authors explore the effectiveness of such programs in terms of both student learning outcomes and the intergenerational influence that results when students discuss their learning experiences with their parents and other community members. Six environmental education programs involving 284 students in Queensland schools, from Grades 5-12, were investigated. Students and their parents were surveyed and interviewed regarding their perceptions about the program, the program's influence on their environmental learning, and the extent and nature of discussions that the program stimulated between students and their parents. The authors draw conclusions about key features that should be incorporated into environmental education programs to encourage and empower students to bring about environmental change in their homes and communities.  相似文献   

3.
Abstract

Expanding opportunities for short-term overseas study require social work educators to consider ethical implications of these courses. Maximizing global understanding requires skillful facilitation, culturally respectful engagement, and learning activities consistent with ethical codes. Drawing on 10 years of experience leading study abroad trips the authors outline principles for instruction grounded in values of social justice, dignity and worth of the person, and the importance of human relationships. Successful study abroad programs expand student understandings of the impact of globalization. Reciprocity between participants and host country nationals is promoted with interactions based on mutual respect.  相似文献   

4.

Freshman group programs have been promoted by many institutions of higher learning. However, few empirical evaluations of such programs have been reported in the scholarly literature, and none have focused on programs in criminal justice education. Subjects in this study included 130 students enrolled in an introductory criminal justice course at one institution, a portion of which (32 students) were also enrolled in sections of a group program called Freshman Interest Groups. Results showed that students enrolled in this program did better in the course than their freshmen peers and upper-class students, which analyses showed was largely due to higher attendance.  相似文献   

5.
Lac  Van T. 《The Urban Review》2019,51(5):845-867

This research study explores a teacher pipeline program intent on developing critical educators among minoritized high school students aspiring to become teachers. Critical educators typically employ critical perspectives, foreground the notion of cariño, and possess agentive qualities to create transformative learning experiences for students of color, especially in under-resourced communities. This teacher pipeline program leverages youth participatory action research (YPAR) as a pedagogy for minoritized high school students to engage in original research studying critical educators in their schools. Findings illustrate that through YPAR, young people surface key perspectives aligned with those of critical educators: the role of institutionalized racism in exacerbating the opportunity gap and the centrality of building relationships in classrooms. In the discussion, the author elaborates on how YPAR advances the pedagogy in teacher pipeline programs, promotes critical perspectives amongst secondary students, and positions these emergent teachers to envision critical educators as making a substantive difference in the lives of marginalized students. The author concludes with implications for educational leaders in P-20 settings to consider in the promotion of a critical educators of color pipeline.

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6.
ABSTRACT

One area that remained off the research radar is that interface between senior centers and learning programs, and hence, their potential to act as community-based learning hubs. Countering such a state of affairs, this article reports on an action research study to investigate the extent that a transformative learning program in a senior center can lead learners to improved levels of personal and social empowerment. The research project sought to meet its goal and objectives through the ‘action research’ design, by planning and executing a critical educational gerontological programme for persons attending a Maltese senior center. The learning program following a critical geragogical approach which encourages learners to discuss and problematize each theme in the curriculum. Pretest-posttest focus groups found the learning program to be successful in improving learners’ levels of personal empowerment as they acquired a strong awareness of how social differences are structurally produced due to inequities and discriminations based on social class, gender, and age differences. However, the quest achieving critical consciousness remained an elusive one due to immanence and internal agism, as well as the fact that political action arises as a lifetime narrative. Critical educational gerontology remains steadfastly hinged upon the ‘successful aging’ paradigm that overlooks how later life is also underpinned by ill-health, abjection, care relations, and loss of agency. It is hoped that this action research project acts as a catalyst for future studies in critical educational gerontology to be framed by a fourth age social imaginary.  相似文献   

7.
This article introduces a Taiwan Study Abroad program on aging, culture, and healthcare. The program is a short-term academic summer program (6 credits) to bring U.S. students to Taiwan. During 2011 ~ 2015, a total of four groups including over 54 students and faculty members participated. This program partnered with multiple universities, hospitals, long-term care facilities, government agencies, and local communities. American and local Taiwanese students shared the joint classroom and immersed in reflective field experience. Six senior living and healthcare models (3 community-based and 3 facility-based models) are highlighted to showcase how culturally-tailored strategies and interdisciplinary aging care can be integrated in these aging facilities. This Taiwan Study Abroad Program has implications on teaching college and graduate students as global innovators via providing global perspectives and linkage towards gerontology curriculum and the emerging business markets in the aging society. Lessons learned from the Taiwan study abroad program can be applied to other cultural and countries on developing innovative educational gerontology study and practice models.  相似文献   

8.
Abstract

The purpose of this study was to examine student perceptions of the learning environment in their program major and general education classrooms. The participants were 870 undergraduate students majoring in engineering, fine arts, education, economics and nursing programs at a university in Thailand. We found significant differences in the perceptions of the classroom learning environment across various disciplines. Engineering and economics students perceived the learning environment in general education classrooms as more cooperative than the learning environment in program major classrooms. Fine arts and nursing students perceived greater involvement among students in the program major classrooms than in the general education classrooms. Our findings contribute to the body of research on inter-disciplinary differences in classroom learning environments in universities and the ways in which these differences may impact student learning outcomes.  相似文献   

9.
Background: This article describes the design and the evaluation of a student lab program on the topic of nanoscience and technology (NST), mainly focusing on Nanoscience and its applications. The program was designed for students in grades 8–10 and was part of a larger outreach program of the Collaborative Research Center ‘Function by Switching’ at Kiel University. The Model of Educational Reconstruction (MER) served as a framework for the research-based design of the student lab.

Purpose: We aimed to develop an authentic science activity in the area of NST in order to support scientific inquiry learning and to provide a deeper understanding of scientific topics.

Sample: A total of 154 secondary school students from grades 8–10 of seven different secondary schools participated in this study.

Design and methods: A pre-post questionnaire with six subscales on students’ perceptions of the Nature of Science (NOS), Scientific Inquiry (NOSI) and the involved scientists (NOST) in the area of nanoscience and nanotechnology was applied.

Results: Results show that the applied explicit and reflective approach embedded in the nanoscience content significantly improved the participating students’ perceptions of NOS, NOSI and NOST facets. After the lab visit, students’ answers corresponded to a more adequate perception of today’s science and scientists. Some gender differences in learning gains were also detected.

Conclusion: The study served its main purpose which was to investigate a well-balanced strategy to develop authentic out-of-school-learning environments with a focus on NOS/NOSI/NOST. Testing students’ perceptions of the nature of nanoscience provided insights into students’ worlds and served as feedback for the lab program. The outcomes of this study might help to better understand and further develop authentic (nano)science programs in out-of-school settings and science outreach programs.  相似文献   

10.
ABSTRACT

A critical issue in educator preparation is how to ascertain if program graduates are sufficiently prepared to be effective through the acquisition of meaningful evidence of graduates’ impact on their students. Challenges to proving specific impact of educator-preparation programs on student learning include identifying and following program completers as they move into diverse teaching environments. Barriers include lack of access to measures such as students’ achievement scores and work samples. This article puts the research on educator-preparation-program accountability into perspective and provides a discussion about whether or not we have the capacity at this moment in time to access meaningful data about and proof of teacher impact.  相似文献   

11.
Indigenous communities practice survivance and challenge social and political systems to support their children's identity and well-being. Grounded in transformative social-emotional learning (SEL) and tribal critical race theory, this 3-year community-based participatory research study (2019–2021) examined how a SEL program co-created with an Indigenous community in Flathead Nation in Montana supports anti-racism and anti-colonialism among Indigenous children. Critical reflexivity and thematic analyses of Community Advisory Board meetings and journals written by 60 students (Mage = 10.3, SD = 1.45; 47% girls; 60% Native American) during the SEL program revealed themes on Indigenous identity, belonging, wellness, and colonialism. These results shed light on challenging the racist and colonial roots of education to support Indigenous children's survivance and social-emotional well-being.  相似文献   

12.
K. Simic-Muller 《PRIMUS》2019,29(3-4):259-280
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13.
Study abroad programs are in vogue today, especially among Christian colleges and universities. It is, therefore, appropriate to ask tough questions of these programs. Do they help our students become more mature followers of Jesus? Are they respectful of people in the target culture? College and university leaders must focus in particular on how study abroad programs are framed to take advantage of the cultural interface between students’ sending culture and their receiving culture, the partnerships that are built between institutions and communities, and some of the key learning experiences we ought to seek and provide for all involved. How can Christian colleges and universities best engage with the opportunities and demand for studying abroad without turning them into glorified tourism experiences? How can institutions set up study abroad sites that are mutually beneficial to the sending institution as well as the host institution and their immediate communities? These questions are addressed by examining the effectiveness of two study abroad programs, one at Wheaton College and the other at Whitworth University, to see how well they embody four operating principles implied in relevant passages of the Bible: radical equality, deep immersion, transforming conflict, and respect for global Christianity.  相似文献   

14.
Abstract

This article focuses on the impact of culturally relevant teaching and learning during a summer enrichment program for high school students. Culturally relevant science instruction and curriculum helped students to foster a more positive interest in science and STEM careers as it provided students the opportunity to do science in meaningful and relevant ways. Students were able to see themselves represented in the curriculum and recognized their own strengths; as a result, they were more validated and affirmed in and transformed by, their learning. We use this case to warrant increased support for summer learning programs focused on providing African American youth with access to high quality, culturally relevant/responsive science education.  相似文献   

15.
The emphasis on study abroad programs is growing in the academic context as U.S. based universities seek to incorporate a global perspective in education. Using a model that has underpinnings in the theory of planned behavior (TPB), we predict students’ intention to participate in short‐term study abroad program. We use TPB to identify behavioral, normative, and control beliefs pertinent to the study abroad context. Our research model hypothesizes that intention is predicted by affordability, willingness to pay, and desire. Moreover, willingness to pay is explained by future job prospects, family expectations, and administrative support. We believe that the elements of TBP are reflective of categories of factors that have been demonstrated as important in the context of short‐term study abroad decisions, but that have not been included in previous studies applying TPB to a study abroad context. We test our research model through a survey of 254 undergraduate business students at a southern U.S. university, and find support for all our hypotheses. Results from our study aid in the understanding of students’ decision‐making process to participate in a short‐term study abroad program and have implications for education and learning in the study abroad context. We also contribute to the extant research in TPB by applying it to the context of studying abroad programs and by identifying, and finding support for, a mediated relationship between beliefs and intentions.  相似文献   

16.
ABSTRACT

This article reports on an intervention study into the effects of a training in the use of social and cognitive strategies on the learning outcomes of students in secondary mathematics education. Special attention is given to differential effects for high‐ and low‐achieving students. The focus on differential effects is derived from studies into learning in small co‐operative groups, and from the results of meta‐analyses into the effects of training in learning strategies. From these studies it can be concluded that in general such programs contribute to learning. However, it seems that low‐achieving students are unable to benefit from interventions of the kind investigated (i.e., co‐operative learning and training in learning strategies). The main question is whether it is possible to design an instructional program from which all students benefit, and from which the low‐achieving students profit more than their counterparts in the control‐program. In the present study three instructional programs for co‐operative learning were compared: (i) an experimental program with special instruction in the use of social strategies; (ii) an experimental program with special instruction in the use of cognitive strategies; and (iii) a control program without training in either cognitive or social strategies. The programs were identical with respect to mathematical content and general instructional settings (a combination of whole‐class instruction, working in co‐operative groups and individual work). The experiment addressed the following research question: what are the general and differential effects of a training in the use of social and cognitive strategies on the results of learning in secondary mathematics? The research was conducted in two schools for secondary education in a total of 21 classes, involving a total of 511 students. The design was a pretest‐posttest control group design, using two experimental groups and one control group. The data were analysed from a multi‐level perspective. The outcomes of the investigation clearly show the effects of the intervention. Teaching cognitive and social strategies has the expected, positive effects. In addition to this main effect, a compensatory effect for the low‐achieving students was found. The low‐achieving students in the experimental conditions outperformed their counterparts in the control group.

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17.
ABSTRACT

The objective of this study was to examine the benefits of a learning community created for first-year students enrolled in a criminal justice degree program at an urban community college in the Northeast. Quantitative and qualitative survey data were collected from three cohorts of students in the program-based learning community. Survey questions examined students’ satisfaction with the learning community structure and their perceptions of social networking and academic skills gained from participation in the learning community. Quantitative data from the college’s records were used to compare the academic progress and retention of criminal justice students in the program-based learning to other first-year criminal justice students. Our findings indicate that participants had positive experiences in the learning community reporting satisfaction with the learning community structure and significant social networking and academic benefits from their participation in the learning community. Findings also indicated that program-based learning community students exhibited greater academic progress and were retained at higher rates than other first-year criminal justice students. This study substantiates the positive impact of program-based learning communities on students’ satisfaction, their academic success toward degree completion, and retention.  相似文献   

18.
ABSTRACT

Mentoring relationship quality has frequently been associated with improved effectiveness of mentoring interventions for youth. As youth mentoring research has largely been undertaken in community-based, one-to-one mentoring programs in the United States, there have been recent calls to investigate mentoring relationships in specific contexts. Accordingly, this research examines relationship quality within nine mentor-mentee dyads involved in a New Zealand school-based mentoring program that combines one-to-one and group mentoring. This research identifies key features of and perceived influences on mentoring relationship quality using qualitative interviews with program staff and mentor portfolios. The results indicate that high quality relationships were formed during the program, and were primarily facilitated by mentors who demonstrated attunement, critical self-reflection, self-efficacy, and a holistic view of their mentee. Implications for practice and future research are discussed.  相似文献   

19.
Abstract

In three narrative vignettes, this paper challenges scholars and practitioners of teacher education to consider ways that our courses do and do not engage white teacher candidates to take on racially conscious orientations. The work addressed in this paper has implications for our understandings of how preservice teachers can learn about racial identity in ways that benefit individual teachers and support their work in schools and communities. These findings buttress previous work in ‘second wave’ white teacher identity research and can translate directly into teacher education course and program design. Simultaneously, this research speaks to the broader literature in teacher education, offering evidence to support the value of extended periods of time for new teachers to build authentic relationships and conduct critical study of self and society in a climate where teacher preparation programs face pressure to reduce credits to degree and intensify their focus on preparing students for externally mandated assessments.  相似文献   

20.

Two major premises are developed in this discussion. One is that many students of color are disproportionately assigned to special education because educators lack knowledge about or appreciation for their cultural values and socialization, and how these affect learning behaviors. The other premise is that the educational quality of students of color in both special and regular education can be improved significantly by using instructional programs and practices that reflect their cultural heritages, experiences, and perspectives. Several components of this ''culturally responsive teaching'' are explained, along with some research findings about its effects on student achievement. These include critical cultural consciousness of teachers; culturally pluralistic classroom climates; diverse communities of learners; and multicultural curriculum and instruction. The author concludes that without culturally responsive teaching education can never be the best it should be for students who are not part of the majority and mainstream of schools and society.  相似文献   

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