“Life prepared me well for succeeding”: The Enactment of Community Cultural Wealth,Experiential Capital,and Transfer Student Capital by First-Generation Engineering Transfer Students     

Catherine Mobley  Catherine E. Brawner 《Community College Journal of Research & Practice》2013,37(5):353-369

ABSTRACT

Community colleges have long been recognized as pivotal institutions for broadening educational opportunity for a variety of marginalized populations, including first-generation students. These institutions are also an important starting point for students desiring to eventually earn a bachelor’s degree in a science, technology, engineering, or mathematics discipline. Our qualitative study explores the experiences of 15 first-generation community college transfer students majoring in engineering. We use the theory of community cultural wealth and the concepts of experiential capital and transfer student capital as lenses for analyzing and interpreting our semistructured interview data and for formulating recommendations to improve the transfer experiences and educational outcomes of this population. This sample of students enacted several types of community cultural wealth and experiential capital when navigating the engineering transfer pathway and in their engineering studies. They were less likely to enact the elements of transfer student capital, however. Instead, our results indicate that the participants attribute their successful transitions to their self-motivation and initiative associated with community cultural wealth and experiential capital, rather than institutional interventions associated with transfer student capital. We conclude with recommendations for strengthening institutional programs directed at first-generation engineering transfer students.  相似文献   

A Comparison of Two Approaches for Observing Cooperative Group Work     

Catherine Poulsen  Christina Kouros  Sylvia d'Apollonia  Philip C. Abrami  Bette Chambers  Nina Howe 《Educational Research and Evaluation》2013,19(2):159-182

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Technology Integration for Students with Disabilities: Empirically Based Recommendations for Faculty     

Catherine S. Fichten  Jennison V. Asuncion  Maria Barile  Christian Généreux  Myrtis Fossey  Darlene Judd 《Educational Research and Evaluation》2013,19(2-3):185-221

In 3 empirical studies we examined the computer technology needs and concerns of close to 800 college and university students with various disabilities. Findings indicate that the overwhelming majority of these students used computers, but that almost half needed some type of adaptation to use computers effectively. Data provided by the students and by a small sample of professors underscore the importance of universal design in a variety of areas: courseware development, electronic teaching and learning materials, and campus information technology infrastructure. Sex and age of students were only minimally related to attitudes toward computers or their use in our samples. Key findings summarize the problems faced by students with different disabilities as well as the computer related adaptations that are seen as helpful. These are used to formulate concrete, practical recommendations for faculty to help them ensure full access to their courses.  相似文献   

Perspectives on gender and sexual diversity (GSD)-inclusive education: comparisons between gay/lesbian/bisexual and straight educators     

Elizabeth J. Meyer  Catherine Taylor  Tracey Peter 《Sex education》2013,13(3):221-234

This paper presents findings from a national study on the beliefs and practices of K-12 educators regarding lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues in schools. Over 3400 Canadian educators participated in the study, which took the form of a bilingual (English/French) online survey. Respondents answered questions about their values regarding human rights and LGBTQ-inclusive education, their practices in the classroom, experiences with homophobic and transphobic harassment, and perceptions of support for LGBTQ-inclusive practices. Results indicate that there is a high level of in-principle support for LGBTQ-inclusive education (84.9%); however, actual practice is much lower (61.8%) and there are significant differences in the perspectives and experiences of gay, lesbian, and bisexual identified educators compared with their straight colleagues in terms of curriculum integration and bullying interventions. Findings offer important insights for teacher preparation, curriculum development, and law and policy implementation and reform.  相似文献   

Making a point of difference: the glocalised ecology of the International Baccalaureate Diploma in Australian schools     

Catherine Doherty 《Globalisation, Societies & Education》2013,11(3):379-397

The International Baccalaureate Diploma (IBD) is an independent, globally available curriculum currently enjoying rapid uptake in government systems as an alternative curriculum. This paper explores the logic of its consumption in three case study schools across different states of Australia, and the relational ‘points of difference’ it creates in each local context and its curricular market. The analysis uses a typology of goods to describe the nature and dynamics of the IBD's glocalised ecology in each site. The conclusion argues that the success of the IBD as a curricular alternative risks eroding its appeal as a positional good.  相似文献   

Efficacy of Screen-Capture Tutorials in Literature Search Training: A Pilot Study of a Research Method     

Catherine Boden  Christine J. Neilson  J. X Seaton 《Medical reference services quarterly》2013,32(3):314-327

This pilot study evaluated a research method for examining the efficacy of screen capture tutorials in teaching database search skills. This is not a results-oriented paper but rather describes the facets and testing of a mixed methods protocol. The lessons learned can be applied to a result-oriented study with a larger sample size and to the development of methods for similar studies. The protocol tried to balance control of variables with observing behavior in the natural setting. A combination of concept maps, an information stage questionnaire, and screen recordings provided rich information about health practitioners' research questions and search strategies.  相似文献   

Identifying the Serials Librarian: Serials-Related Position Titles in the United States and Around the World     

Heather Getsay  Catherine Rudowsky 《期刊图书馆员》2013,64(3-4):374-388

Serials are a familiar academic job responsibility, but serials librarians are becoming difficult to identify. While serials continue to exist, the transition from print to electronic resources contributes to a trend in which the job titles of librarians who manage serials no longer include the word “serials.” A content analysis was conducted to examine the prevalence of the word “serials,” as well as common synonyms including “continuing resources” and “periodicals,” in U.S. and non-U.S. academic library job titles. In a sample of 98 U.S. national and regional universities and colleges, 18 librarian and 98 staff job titles were found that included the word “serials” or a synonym for serials. By comparison, a sample of 71 universities from 8 non-U.S. countries revealed 17 librarian and 85 staff job titles that included the word “serials” or a synonym for serials.  相似文献   

An analysis of social style among disparate cultures     

Catherine A. Thompson  Donald W. Klopf 《Communication Research Reports》2013,30(1):65-72

Using the Assertiveness‐Responsiveness Measure, scores of Finnish, Japanese, Korean, and American university students were compared. The American scores indicated that they were significantly more assertive than were the participants from the other cultures. The Korean men scored as more responsive than the other men, the American men more assertive, and the American women as more responsive than any of the men and women.  相似文献   

Crafting policies about controversial values: How wording disputes manage a group dilemma   总被引：1，自引：0，他引：1  

Karen Tracy  Catherine Ashcraft 《Journal of Applied Communication Research》2013,41(4):297-316

Over a six-month time period a school board and its community discussed their district's strategic plan goals about diversity. This article analyzes that discussion within the practical theory frame articulated by Craig. Meeting talk and documents were analyzed to determine how the group's policy deliberation became an argument over what words to have (or avoid) in the strategic plan document. Proposals about document language were framed as technical editing, as inadvertent changing of a policy, and as wordsmithing. In addition to each frame being used, each was also challenged as to its being used to advance some group members' interests at the expense of others. Moving back and forth between using and resisting wording proposal frames, we suggest, is a reasonable way for groups to manage a dilemma they face in crafting policies about controversial, abstract issues. The paper concludes by identifying implications for dilemma theorizing and future study of groups.  相似文献   

Public and Academic Library Cataloging Collaboration in Ohio's NACO Funnel Project     

Melanie McGurr  Catherine Mason  Michael Monaco 《Cataloging & classification quarterly》2013,51(1-3):72-81

Catalogers at The Ohio State University (OSU) Libraries, Columbus Metropolitan Library (CML), and Cleveland Public Library (CPL) are collaborating through the Ohio Name Authority Cooperative (NACO) funnel to create personal name authority records that directly benefit library patrons. Although OSU provides training and review, all three libraries receive value from the collaboration. There have been obstacles, however, such as cataloging training and workflow differences between public and academic libraries. This article will discuss the challenges and benefits of this inter-library cataloger collaboration from the point of view of all three libraries, plans for the future, and best practices for other libraries that are interested in public/academic library collaborations of this kind.  相似文献