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1.
Research on student veterans is in an infant state. As veterans continue to enroll in institutions of higher education, researchers must explore new ways of knowing student veterans. It is not enough to only describe and model this growing demographic, researchers must also have a tool for criticism and question. The next in an important tradition of emancipatory paradigms, this article suggests a critical theory built on current critical conversations but adapted for the unique characteristics of the student veteran. The article defines the need for a critical theory (Veteran Critical Theory), explains 11 tenets for this new theory, and discusses how these tenets could be used by administrators, faculty, student affairs professionals, and students in the higher education community.  相似文献   

2.

There is a longstanding debate about what can be expected from philosophy of education and what its place can be in educational theory. A remarkable resemblance can be found between the debate about the usefulness of qualitative research methods and the kinds of insights they produce. The debate between proponents of empirical (quantitative) research and of qualitative research can be traced to the opposition between the need for understanding and the desire to manipulate. We argue that empirical qualitative research is of a similar nature to philosophical research, its aim being mainly to understand a human practice. We offer a framework that allows the clarification of what may be expected from an educational science and consequently from qualitative research methods: taking as one?s starting point human experience, providing comments, and thus trying to open the eyes of others to particular human realities.  相似文献   

3.
ABSTRACT

Accumulating evidence indicates that student attendance is closely tied to a range of educational outcomes, and yet millions of students are chronically absent each year. Under the Every Student Succeeds Act (ESSA), schools are now held accountable for their students' attendance at a scale this country has never before seen. As such, this is a crucial time to understand what research and evaluations suggest about what schools can do to move the needle on student attendance. As researchers work toward understanding the impact of different interventions and practices, and how results vary by grade level, on-the-ground experiences in schools highlight the pervasive use of incentives from pre-K to grade 12. Schools have employed a wide range of incentives to improve attendance, with varied levels of success. Unfortunately, there is little guidance on what policymakers and practitioners ought to consider when deciding if incentives are an appropriate intervention, and then how to design incentives in ways that align with the nature of specific attendance barriers and problems. This article presents a framework to fill that gap. We outline the design considerations when creating attendance incentives and offer guidance to practitioners deciding what to implement in their school.  相似文献   

4.
ABSTRACT

Despite being regarded as an essential element in social work education, practicums are often arranged with little consideration as to what a potential supervisor can offer a particular student. This paper reports on the developments of the Content of Supervision Scale which can be used by university fieldwork staff to measure the supervisory priorities of potential supervisors. Three distinct dimensions of supervision sessions are measured: ‘student learning,’ ‘becoming a social worker’ and ‘social work theory and practice.’ Each of these subscales have demonstrated internal consistency. By matching what supervisors can offer with students' educational needs, the potential for student learning is likely to be enhanced.  相似文献   

5.
ABSTRACT

The research and practice surrounding student service members/veterans has evolved over several decades. With a regeneration of veteran students’ enrollment, a need for increased attention to this special student population continues to be an institutional priority, especially for community colleges. The literature suggests that while greater attention has been paid to serving those that have served, there is little to support whether or not such efforts are considered evidenced-based. This discussion asserts that community colleges are ripe with examples of evidenced-based programming for student service members and student veterans.  相似文献   

6.
Since the Post-9/11 GI Bill was enacted in 2009, student veteran populations have nearly doubled while services that support their transition to higher education have dramatically increased. Despite a surge in resources, however, institutions are deficient in training faculty and staff about veterans’ issues, consequently leaving student veterans susceptible to inaccurate perceptions about their service and wellbeing. In an effort to provide an inclusive environment for service members, this article discusses findings from two focus groups and 14 interviews with student veterans. Recommendations for training faculty and staff and enhancing the visibility of veterans’ issues through Veteran Ally training and student veteran discussion panels are discussed.  相似文献   

7.
As electronic gadgets predominate a student’s life, there comes a need for silence. A quiet place free of electromagnetic spectrum waves, dirty and stray electricity, and the endless chirps, whistles, beeps, and customized signaling. A quiet place can offer solitude for meditation, inspiration, and spiritual awareness. Student involvement in the classroom and campus activities is of upmost importance for student retention and successful program completion; however, student veterans often face overwhelming transitioning barriers as they cross from combat to the community college environment. Whether student veterans need a place to calm themselves, compartmentalize traumatic memories, or concentrate on overcoming an educational challenge, the quiet place can offer sanctuary. The proposed quiet place will be designed inexpensively using furniture available on the host rural community college campus, the state surplus warehouse, and from employee donations. The labor to paint and refurbish will be provided by dedicated veteran college staff and members of the Student Veterans of America association on the community college campus. The quiet place will utilize a small room less than 10 feet squared, however with low earth sounds emanating from an MP3 player and speaker, soft comfortable seating, and a rug, the room will be free from all other electronics and electrical devices. This dedicated student-veteran space will be unstaffed, self-policed for quiet enforcement, although a Career Coach will be available to handle any situations and address messages left by student veterans.  相似文献   

8.

This article focuses on how Chicana college students draw from what they learn in their homes and how living a mestiza consciousness may be one way by which they have navigated their way around educational obstacles and into college. More specifically, Delgado Bernal draws on the work of Anzaldua (1987) to define the concept of a mestiza consciousness as the way a student balances, negotiates, and draws from her biculturalism, bilingualism, commitment to communities, and spiritualities in relationship to her education. Using this concept, Delgado Bernal offer a unique way to understand and analyze Chicana's educational experiences. Her analysis of life history and focus-group interviews indicates that the communication, practices, and learning that occur in the home and community - pedagogies of the home - often serve as a cultural knowledge base that helps students survive and succeed within an educational system that often excludes and silences them.  相似文献   

9.

Work placements are an accepted part of academic curricula. In order to assess their value it is important to clearly identify what such programs offer that is different from existing courses. It is also necessary to develop assessment instruments that take their unique features into account. This analysis, which must be seen as a work-in-progress, advances a number of propositions about experiential learning and then uses them as a framework to establish criteria for evaluating student work. These criteria emphasise experiential learnings and the way academic concepts are applied in the field as individuals move from students to novice professionals.  相似文献   

10.
ABSTRACT

Based on a qualitative research (2012–15) this paper is concerned with the identification of concepts and constructs of knowledge in RE. It is based on participative enquiry and educational action-research methodology. Over a three-year period, the researcher, teachers and the students of a High School in one of the most difficult social, economic and pedagogic environments in Greece collaborated and the resulting data were analysed by a team of independent researchers using quantitative and qualitative techniques. Findings point to the consideration of knowledge in education as an experience in which the content (what) of education is as important as the process (how). RE teaches an additional invaluable language with different religious meanings of concepts, which facilitates students’ communication with self and others, and offers an interpretation of the world. Such religious literacy is essentially provided at school in the framework of multi-literacies and is a result of an intersubjective process of the interconnection between thinking, reflection and action on what the curriculum positions on the top of the didactic triangle (content, teacher, student). In that process, to ‘know what I know’ and to provide ‘events with meaning’ based on experiential learning and its principles, is of inestimable value.  相似文献   

11.
This study examined attachment processes of college student veterans and nonveterans and further examined how veteran status and attachment style directly and indirectly predict relationship functioning. Results indicated that student veterans were more often dismissing in their attachment style but less often preoccupied than nonveteran students. Veteran status moderated the association between attachment style and dyadic consensus. The contributions of attachment and communication processes to overall relationship adjustment differed for student veterans and nonveterans.  相似文献   

12.
Hybrid communities using online and face-to-face communications to construct their practices are increasingly part of everyday life amongst people who have easy access to the internet. Researching these communities raises a number of challenges for researchers in the pursuit of ethical research. The paper begins by exploring what is understood by hybrid communities and how their practices might be researched using hybrid methods to investigate the experiences of participants in them. The discussion then considers what might be an ethical framework for researching activity in these entities, giving examples from several projects that have tried carefully to embed this framework in their practices. In exploring these studies, the paper highlights the ethical possibilities and challenges that online and offline spaces offer for researchers in the conduct of their qualitative educational research.  相似文献   

13.
Social identity theories and educational engagement   总被引：1，自引：1，他引：0  
There is a large body of research in studies of schooling, particularly ethnographic case studies, which posits that collective action among students undermines engagement in school and contributes to educational inequality. In this paper I review studies of engagement from a social identity theory perspective. To what extent can collective action explain why some student groups are less engaged than others? I discuss four approaches to identifying social identity‐related problems of engagement frequently used in prior research. While researchers often find problems of engagement among low‐academic‐status students, research on educational engagement has had difficulty locating the underlying causes of inequality in student engagement. Social identity theories of educational engagement are inherently theories of collective action. I conclude that a fifth approach, large‐scale observational studies of monitoring and sanctioning, provides the best framework for identifying both the prevalence of, and solutions to, this particular source of disengagement.  相似文献   

14.
Abstract

Assessment for learning (AfL) practices are commonly recommended as effective classroom strategies for providing teachers with information about student understanding. For teachers, the substantive potential of these AfL practices to inform student learning actions depends on what teachers notice and select as a focus and how they interpret and act on the information they have. This paper suggests research on teacher professional noticing has something to offer in understanding how teacher AfL attention and actions are framed in the moment. It explains noticing as a responsive act that invites action that is an inclusive, dynamic and purposeful response to evidence of student ideas. Noticing is what enables a teacher to act on the fly because it informs and underpins possible actions. Three frames of noticing are introduced to guide noticing and action – curriculum connoisseurship, cultural and community connectedness, and collaborative ways of working. Through consideration of classroom events using these frames, teachers become better prepared to choose to respond in the moment creatively. The three frames provide teachers and researchers with a conceptual language to articulate and sharpen their AfL practices as part of a flexible and rigorous responsiveness to their students’ learning.  相似文献   

15.
Abstract

This article uses an analytical framework informed by social geographies to explore the complex relationships between Higher Education Institution, undergraduate student and place. Drawing on findings from a qualitative study exploring the experiences of college-based Higher Education students studying degree courses in Further Education Colleges in England, the article sees student subjectivities as structured through inequalities of institutional positioning in a stratified system as well as through layered local histories of industrial loss. Taken as an instance of undergraduate education in a massified and geographically unequal national context, the findings in this article offer an insight into the contradictory role played by Higher Education in its local area, particularly where a local area is defined by both a lack of and a need for increased educational opportunity.  相似文献   

16.
This paper examines the values of the CHE principles of Connectivity, Humanness and Empathy as a guiding framework for maximizing the ethical and methodological advantages of semi-structured interview research practices. The authors draw from two separate educational studies and apply the CHE principles to analyse and evaluate the effectiveness of decision-making in facilitating sustainable relationships with the participants in each study. Findings highlight that dialogical relations with participants were evident in both studies, and identify significant junctures where decision-making and actions influenced effective rapport-building and respectful and reciprocal relationships with participants in the research. The CHE principles emerge as providing a robust framework for educational researchers to employ when auditing their decision-making prior to and during their engagement in qualitative interviews.  相似文献   

17.

Drawing on diverse theoretical perspectives and research, this paper focuses on the significance of settings in qualitative research as well as on associated problems with representations of settings in traditional analyses and reports. The central premise developed is that a deeper analysis of settings requires an unraveling of relations among settings in which individuals or groups participate. In this discussion, setting is defined as a fluid and mutable but bounded environment in which particular situations, interactions, and behaviors accrue to it as normal by virtue of history, cultural values, and beliefs. To represent the complexity of identity and power relations in educational research, author suggests six lenses that offer a multilayered picture of participants' lived experiences across multiple settings. These lenses have the potential to broaden researchers' representations of participants beyond what is often available in traditional analyses and reports of qualitative educational research. These six lenses on settings are not meant to be inclusive but to suggest that finer grained examinations of the social and cultural symbols that permeate settings may yield fresh perspectives on lived experience.  相似文献   

18.
Abstract

Philosophy seems to have gained solid ground in the hearts and minds of educational researchers and practitioners. We critique Philosophy for Children as an experimental programme aimed at improving children’s thinking capacity, by questioning the concept of critique itself. What does it mean when an institutional framework like the school claims to question its own framework, and what is the consequence of such a claim for thinking, in education, philosophy and the child? Implications for the concept of critical thinking follow.  相似文献   

19.
ABSTRACT

Education researchers, policy-makers and practitioners in the UK have debated the question of what, and how much, schools can do to mitigate the effects of parental background on educational outcomes over the last half a century. A range of programmes, strategies and interventions have been implemented, and continue to be implemented in an effort to ‘break the link’ between socio-economic disadvantage and low educational outcomes, but educational inequalities have persisted. This paper draws on theoretical and empirical research to offer a new analysis of compensatory education in England across three main phases since the 1960s.  相似文献   

20.

This paper comprehensively reviews the CAL literature before reporting on a study of student and lecturer take-up of the Learning Resource Web (LRW), within the Bristol Business School. The study was multimethod, incorporating a survey of student expectations (n=394) and qualitative interviews with teaching staff (n=12). The LRW initially supported teaching in the sciences. Its implementation in the Business School raised questions about the support it might offer for active and experiential pedagogies. Lecturers tended to use the LRW as an aid to course management, but also saw it as a catalyst for pedagogic change and, in particular, the development of independent learning skills amongst undergraduates. By contrast, students welcomed the system because it appeared to provide a learning safety-net. The study highlights tentative signs that, because of this, the introduction of the LRW may be promoting the instrumentality and dependence on exposition that lecturers often seek to counteract.  相似文献   

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