PEER AND STUDENT-FACULTY RELATIONS IN COMMUNITY COLLEGES     

Linda Serra Hagedorn  William Maxwell  Philip Rodriguez  Dennis Hocevar  James Fillpot 《Community College Journal of Research & Practice》2013,37(7):587-598

This study investigated differences in peer and student?faculty relationships of male and female community college students. Men reported more frequent participation in college activities, whereas women reported more frequent involvement in less formal activities such as studying with other students. Women had less difficulty than men meeting and making friends. For both men and women, little student?faculty interaction outside the classroom was reported.  相似文献   

Looking in the Review Mirror: Factors Affecting Transfer for Urban Community College Students     

Linda Serra Hagedorn  Scott Cypers  Jaime Lester 《Community College Journal of Research & Practice》2013,37(9):643-664

  相似文献   

C Problem: Climb or Catastrophe     

Linda Serra Hagedorn  Jaime Lester  Scott J. Cypers 《Community College Journal of Research & Practice》2013,37(3):240-255

While community colleges serve as a postsecondary entry point for many “at-risk” students, not many who enroll will be ready or able to participate in college level courses on entry. Statistically, large numbers of community college students require college remediation, and only a handful are able to successfully emerge from the remediation pipeline. Many students find mathematics the most challenging course sequence and frequently report high levels of math anxiety and lower completion rates. Using population data from a large urban district in a western state, this study examined the impact of course grades on subsequent grades within math courses.  相似文献   

Transfer Between Community Colleges and 4-Year Colleges: The All-American Game     

Linda Serra Hagedorn  Hye Sun Moon  Scott Cypers  William E. Maxwell  Jaime Lester 《Community College Journal of Research & Practice》2013,37(3):223-242

ABSTRACT

In this article, the authors introduce a novel way, using the metaphor of a baseball game, to evaluate and measure community college student progress for those whose stated goal is to transfer to a 4-year institution and, ultimately, earn a bachelor's degree. The proposed framework of “the Transfer Game” is an outgrowth of the Transfer and Retention of Urban Community College Students (TRUCCS) project, which is a longitudinal study of 5,000 community college students from the 9-campuses of the Los Angeles Community College District. The goal of the project is to explain how the “all-American game” provides a method to measure, comprehend, and visualize student progression, and identify the factors that predict both success and barriers. The framework provides a scholarly comparison of the all-American game of baseball to the All-American invention of the community college.  相似文献   

Jurgen Habermas and Social Theory     

Linda Nicholson 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):215-220

  相似文献   

Counteracting Summer Slide: Social Capital Resources Within Socioeconomically Disadvantaged Families     

Stephanie L. Slates  Doris R. Entwisle  Linda S. Olson 《Journal of Education for Students Placed at Risk》2013,18(3):165-185

Research on summer learning has shown that children from a higher socioeconomic status (SES) continue to learn during the summer months of elementary school, but lower-SES students tend to stagnate or lose ground. However, not all low-SES students experience summer learning loss. Drawing on the Beginning School Study (BSS), a longitudinal study of a random sample of Baltimore public school students who began first grade in 1982, this article identifies a small sample of low-SES students who gained as much as their higher-SES peers in reading or math during at least three of the four summers of elementary school. Drawing on Coleman and Hoffer's (1987 Coleman , J. S. , & Hoffer , T. ( 1987 ). Public and private high schools: The impact of communities . New York : Basic Books . [Google Scholar]) theory of within-family social capital, we identify parental characteristics and practices that set these low-SES exceptional summer learners (ESLs) apart from their low-SES peers, who evidence the more typical pattern of summer slide.  相似文献   

ETHNICITY,GENDER, AGE,SES, AND ACTIVITY TYPE AS FACTORS CONTRIBUTING TO EARLY CHILDHOOD PRESERVICE TEACHERS’ INTERACTIONS WITH INTERNATIONAL AND U.S. PRESCHOOL CHILDREN     

Alan I. Sugawara  Linda M. Burt  Thanitthar P. Ruder 《Journal of Early Childhood Teacher Education》2013,34(1):107-117

The interactions of 67 early childhood preservice teachers with International and U.S. preschool children in structured story time and unstructured table activities were videotaped and analyzed. Overall, preservice teachers displayed significantly more facilitative (e.g., ego boosting, teaching, questioning, and attending) than nonfacilitative (e.g., commanding, negatively responding, ignoring, and physical restraint) behaviors toward children. However, analyses of data relative to different ethnicity, gender, and activity type groups also revealed preservice teachers were relating to children in differential ways. Preservice teachers displayed significantly less facilitative and more nonfacilitative behaviors toward International children than U.S. children. In addition, preservice teacher‐child interactions with International children were rated as less positive and more negative than their interactions with U.S. children. Still also, preservice teachers displayed significantly less facilitative and less nonfacilitative behaviors toward girls than toward boys. Furthermore, preservice teacher‐child interactions with girls were rated as significantly less positive and less negative than with boys. Finally, preservice teachers displayed significantly more nonfacilitative behaviors toward children in structured story time activities than in unstructured table activities.  相似文献   

Greetings from the Editor     

Linda K. Huber  Nancy J. Hoffman 《Journal of Early Childhood Teacher Education》2013,34(2):97-101

The eight early childhood educators who participated in this study were admitted into a 60-credit statewide distance-delivered Associate of Applied Science (AAS) degree program at the University of Alaska. All eight educators were women of Alaska Native ancestry who lived and worked in remote and rural Native communities. Seven of these teachers were employed by Head Start programs and one taught preschool for a rural school district. A major goal of the statewide distance-delivered AAS program is that participants will become skilled observers of children and learn to use observation to make decisions that foster developmentally appropriate and culturally responsive services. All the course work in our AAS degree program involves actively doing and using observations of children. This study is based on a principle that intrinsic changes can occur in program management, curriculum development, and teacher practice when teachers learn how to use observation of children rather than external evaluation to make decisions about their programs.  相似文献   

Nancy Akhavan. The Title I Teacher's Guide to Teaching Reading,K-3     

Marjorie Siegel 《Journal of Early Childhood Teacher Education》2013,34(3):269-271

Early childhood educators are increasingly being called upon to deal with emotionally charged topics, which include natural and manmade disasters, war, terror, death, and other traumatic events. At our teachers college, we prepare students to deal with a challenging issue, memory of the Holocaust, through a series of activities and workshops spread over 3 years. In this study, we examined the students' emerging pedagogical paradigms for dealing with the Holocaust in the early childhood classroom in Israel. The results of this research shed light on development of pedagogic content knowledge (PCK) related to emotionally laden topics among preservice teachers.  相似文献   

Systemic Change for School Improvement     

Howard S. Adelman  Linda Taylor 《Journal of educational and psychological consultation》2013,23(1):55-77

Despite the nationwide emphasis on school improvement, the complexities of accomplishing desired systemic changes have been given short shrift in policy, research, training, and practice. This article focuses on the problem of expanding school improvement planning to better address how schools and districts intendto accomplish designated changes. Specifically, weframe and outline some basic considerations related to systemic change, and, to encourage a greater policy discussion of the complexities of implementing major school improvements on a large scale, we propose a set of policy actions.  相似文献