Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning     

Brigid J.S. Barron  Daniel L. Schwartz  Nancy J. Vye  Allison Moore  Anthony Petrosino  Linda Zech 《学习科学杂志》2013,22(3-4):271-311

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Outside the Comfort Zone of the Classroom     

Brian Chad Starks  Lana Harrison  Kathy Denhardt 《Journal of Criminal Justice Education》2013,24(2):203-225

What comes to mind when the word learning is mentioned? Is it a classroom full of students and a teacher dictating notes as the students struggle emphatically to write down every word that is said? Is it a picture of a student in the library with a stack of books piled on a desk, trying to read them all? These examples of learning may fit the traditional definition but this paper expands learning to include service. This paper describes a non‐traditional style of learning that takes the student “out of the comfort zone of the classroom” into the community and explains how this experience has an impact on the students’ education as well as their lives. The authors of this paper hope to influence its readers to re‐think the definition of learning by understanding the importance of service.  相似文献   

Working an Academically Rigorous,Multicultural Program     

Christine Sleeter  Bob Hughes  Elizabeth Meador  Patricia Whang  Linda Rogers  Kani Blackwell 《Equity & Excellence in Education》2013,46(4):290-298

In 1997 the California State University Monterey Bay Master of Arts in Education program began accepting students with the explicit intent of offering an academically challenging curriculum that grounds teacher-leaders in multicultural social justice education. By 2003, the program had successfully attracted and graduated a student population that is as racially and ethnically diverse as the state of California. As eight faculty members who designed and implemented this program, writing from a position of “insider knowledge” regarding how it functioned on a day-to-day basis, we show how culturally and linguistically diverse students, many of whom have been underprepared for rigorous academic work, can attain high levels of academic excellence in a challenging and supportive context. In addition, we explore the tensions and realities of doing this work, especially in a state university context that is experiencing decreased funding that jeopardizes programs such as this one. We write so that our work is not forgotten but rather narrates what is possible.  相似文献   

Redefining Nontraditional Students: Exploring the Self-Perceptions of Community College Students     

Karen A. Kim  Linda J. Sax  Jenny J. Lee  Linda Serra Hagedorn 《Community College Journal of Research & Practice》2013,37(5):402-422

Recognition of the nontraditional student in higher education is valuable because it promotes an awareness of issues particularly relevant to the community college student population. While research that categorizes students by age is a practical way to study a unique population within community colleges, this approach may not be the most preferred way to examine the complexities of community college students. This study focused on community college students' self-perceptions of their primary roles as students, employees, and parents, thereby offering an alternative to utilizing predefined categories in order to distinguish between groups (e.g., based on age). The findings also shed light on unique characteristics that differentiate among students who identify their roles primarily as students, employees, or parents. In fact, this study shows that even students often considered “traditional” may have qualities that are typically considered nontraditional.  相似文献   

Wearing My Identity: A Transgender Teacher in the Classroom     

Linda McCarthy 《Equity & Excellence in Education》2013,46(2):170-183

The term transgender is used by people whose gender identity or expression falls outside the boundaries of traditional gender expectations. In educational systems, transgender issues are becoming increasingly relevant as both students and staff "come out" as transgender, and as young people explore non-normative gender expression. In comparison to the empirical and theoretical discussions on gay, lesbian, and bisexual youth issues in education, research on transgender youth is sparse, and academic research on transgender teachers is non-existent. Like closeted gay, lesbian, and bisexual teachers, transgender teachers are isolated, hidden, and silent about their authentic identities. This exploratory study offers one transgender-identified teacher's story in an urban public school system. The issues addressed include gender dynamics in the classroom, relationships with students, the connections between sexual orientation and gender identity, and discrimination in the work environment.  相似文献   

Using Web Surveys to Reach Community College Students: An Analysis of Response Rates and Response Bias     

Linda J. Sax  Shannon K. Gilmartin  Jenny J. Lee  Linda Serra Hagedorn 《Community College Journal of Research & Practice》2013,37(9):712-729

This study was designed to examine response rates and bias among a sample of community college students who received a district-wide survey by standard mail or e-mail. Findings suggest that predictors of response and types of responses are not appreciably different across paper and online mail-out samples when these samples are “matched” in terms of key demographics. Rates of response, however, differ by mode of survey administration, gender, and race/ethnicity.  相似文献   

Strategies for Data-Informed Labor Market Responsiveness     

Linda Heiland  William Brown 《Community College Journal of Research & Practice》2013,37(11):901-903

Central Arizona College (CAC) has leveraged EMSI to design the most effective regional strategies for academic/economic prediction analysis. Accessing current and reliable data on occupations, skills requirements, and demographics, CAC can extract, analyze, and present this data to academic programs, advisory boards, economic development councils, and private industries throughout the service area, allowing CAC to develop long term collaborations.  相似文献   

TOTAL QUALITY MANAGEMENT ASSESSMENT,TEACHING, AND LEARNING: TOWARD A CAMPUSWIDE LANGUAGE AND SYSTEM     

Jesse Jones  Linda Timmerman 《Community College Journal of Research & Practice》2013,37(4):411-418

On most community college campuses where quality and improvement are taken seriously, there are at least three coexisting languages. The language of total quality management is spoken by administrators and by faculty members who teach management or business courses; the language of assessment is spoken by both faculty members and administrators; and the language of teaching and learning is spoken primarily by faculty members and academic administrators. Each language reflects a philosophical commitment to improvement. Each overlaps in terminology with the other two. Each suffices well in its own domain. Yet each is, by itself, insufficient as a campuswide lingua franca of continuous improvement. These languages may continue to coexist. If a college is really to accomplish a paradigm shift throughout the institution, however, it must generate its own language—a language spoken by all, a language that describes and discusses a campuswide system of quality, improvement, and change.  相似文献   

What Are Online Teaching Faculty Telling Us About Building Community?     

Linda Maier 《Community College Journal of Research & Practice》2013,37(11):884-896

This article describes the results of a mixed-methods study that examined the perceptions of community among online faculty in Washington state community and technical colleges. Twelve community and technical colleges were randomly selected from the 34 colleges in Washington state. Results indicated significant differences between females versus males on questions related to motivators, time, and interactions. A significant difference existed among program area faculty related to regularly scheduled community-building activities. There were no significant differences between responses from full-time versus adjunct faculty or among the responses based on instructors’ number of years teaching online or their age. The results of this study suggest a strong agreement (87%) among all faculty on the value and importance of interacting with other online colleagues regarding effective online teaching practices.  相似文献   

The Mississippi Community College Story: From Humble Beginnings to Extraordinary Outcomes     

Mark Edward Fincher  Selah Weems  Miranda Harrision  Zachary Harrison  Chris Kelly  Flora Sumrall 《Community College Journal of Research & Practice》2013,37(12):854-864

ABSTRACT

Mississippi has the oldest state-wide system of public 2-year colleges in the USA. The story of the creation of the community college system in Mississippi is both complex and powerful. Founded upon the combination of the needs of rural students, the challenge of poor transportation, and a serendipitous conference side-trip, the college system has faced and overcome many challenges. During the systems infancy, there was a struggle to define what role the colleges were to play in society, which is a struggle that continues today. Beginning as an outgrowth of a state K-12 system with agricultural roots, the system became an independent higher education entity that supported all the people of the state. The colleges of Mississippi experienced all of the transitional challenges common to the community college movement and navigated these challenges against the backdrop of a rapidly evolving view of segregation and race relations. The purpose of this paper is to present a concise picture of the history and development of the community college movement in Mississippi.  相似文献