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1 – 10 of over 67000Zoe Corwin and Tattiya J. Maruco
The purpose of this paper is to highlight the potential of digital tools to address the significant challenge of increasing access to college and outline challenges and…
Abstract
Purpose
The purpose of this paper is to highlight the potential of digital tools to address the significant challenge of increasing access to college and outline challenges and opportunities in effectively implementing a digital intervention across an entire school.
Design/methodology/approach
The study encompasses a randomized control trial and comparative case studies. This paper highlights qualitative data focused on implementation.
Findings
Findings illustrate impediments and strategies for implementing a school-wide digital intervention.
Research limitations/implications
Research focused on one particular intervention and is thus limited in scope.
Practical implications
The study has the potential to assist practitioners in better serving students from low-income and minoritized communities through digital tools.
Social implications
The study has implications for increasing the number of first-generation and minoritized youth who apply to and enroll in college. The study highlights digital equity issues often overlooked in ed-tech sectors.
Originality/value
Few studies exist that examine the implementation of digital interventions at the school level. Focusing on digital equity in the college access space (academic and practice) is novel.
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The purpose of this paper is to explore the impact of documentation on the educational experiences, college readiness and aspirations of undocumented Latinx migrant and seasonal…
Abstract
Purpose
The purpose of this paper is to explore the impact of documentation on the educational experiences, college readiness and aspirations of undocumented Latinx migrant and seasonal farmworkers.
Design/methodology/approach
This ethnographic study was conducted in a High School Equivalency Program at a large university in the Midwest. Data was collected during two semesters across a three-year span. Participants included six Mexican migrant and seasonal farmworkers who were preparing to earn their General Educational Development (GED) diploma. Using the grounded theory, data was collected and analyzed simultaneously where initial and focused coding took place, followed by cross-case analysis.
Findings
Analysis of student interviews, participant observations and in-depth fieldnotes that include the K-12 educational experiences, experiences during and after the High School Equivalency Program reveal that undocumented Latinx migrant and seasonal farmworkers aspire to earn a GED diploma to access a better future inclusive of college. However, the legal liminality, the uncertainty and ambiguity of being undocumented, impacts their educational journey prior to, during and beyond the High School Equivalency Program. Furthermore, undocumented Latinx migrant and seasonal farmworkers are unable to change their material conditions with a GED because of their documentation status.
Originality/value
Although researchers have studied the education experiences of Latinx migrant and seasonal farmworkers, analysis and consideration of documentation status is missing. This study contributes much needed findings about the impact of documentation status on the educational experiences, college readiness, and aspirations of Latinx migrant and seasonal farmworkers.
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This paper outlines the origin and continuing development of an intranet within Wirral Metropolitan College. The College intranet has grown as a result of a number of initiatives…
Abstract
This paper outlines the origin and continuing development of an intranet within Wirral Metropolitan College. The College intranet has grown as a result of a number of initiatives introduced which have been designed to improve student and staff access to Internet‐based and in‐house generated learning resources.
Dasmen Richards, Amber Lawson, Jaime Nicol, Benjamin K. Woodcock, Taria Pritchett and David Julien
This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths’ University Futures and Literacies.”…
Abstract
Purpose
This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths’ University Futures and Literacies.” This paper aims to provide various recommendations for English teachers and teacher educators who are invested in fostering the college aspirations of students.
Design/methodology/approach
This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths' University Futures and Literacies.” A group of six educators convene to develop recommendations for English teachers and teachers educators that can be helpful when engaging with students regarding their college aspirations.
Findings
This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths’ University Futures and Literacies.” We provide nine recommendations for English teachers and teachers educators to support students' college access and readiness.
Originality/value
This essay is for the Community Voices feature of the special issue titled “The Role of English Teaching and Teachers in Supporting Youths’ University Futures and Literacies.” This paper generates new insights to further develop college readiness and access within English classrooms.
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Julia C. Duncheon, Dustin Hornbeck and Reid Sagara
This study examines how English teachers use culturally relevant pedagogy (CRP) to support postsecondary readiness for underrepresented students in the context of dual credit (DC…
Abstract
Purpose
This study examines how English teachers use culturally relevant pedagogy (CRP) to support postsecondary readiness for underrepresented students in the context of dual credit (DC) coursework in the USA. Postsecondary readiness, termed “college readiness” in the USA, refers to the skills and knowledge students need to succeed at a university. DC courses are university-level classes delivered to high school students through partnerships with postsecondary institutions, most often two-year community colleges. The purpose of this study is to highlight practices and institutional conditions that enable English instructors to foster postsecondary opportunity for all.
Design/methodology/approach
Using an interpretive approach, this qualitative study analyzes data derived from in-depth interviews with five community college English instructors who teach DC to diverse high-school students and who apply CRP in their classroom practice.
Findings
Findings reveal that instructors used culturally relevant approaches not only to help students access dominant college-ready skills, but also to reimagine what constitutes college readiness to begin with. Instructors also took advantage of their unique positioning as postsecondary instructors working with secondary students, leaning on academic freedom to push boundaries with their curriculum.
Originality/value
This study shows how English instructors are uniquely positioned to enhance university preparation and build a more inclusive vision of postsecondary readiness for all students. The study also highlights institutional conditions, such as teacher autonomy, pedagogical training and administrator support, that can promote culturally relevant postsecondary preparation in English classrooms.
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The purpose of this column is to examine the environment by which secondary students can avail themselves of college library resources when they are enrolled in a dual enrollment…
Abstract
Purpose
The purpose of this column is to examine the environment by which secondary students can avail themselves of college library resources when they are enrolled in a dual enrollment program.
Design/methodology/approach
This column presents the literature review and commentary on this topic that has been addressed by professionals, researchers and practitioners.
Findings
Colleges present the dual enrollment opportunity to secondary school students as an educational “entitlement”. An additional benefit is providing access to supplementary instruction and research materials through college library services, thus highlighting the college’s library resources as critical to the teaching and learning process.
Originality/value
The value in addressing this issue is to acquaint the reader with several examples of the manner by which the college library can benefit secondary school students enrolled in college courses.
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Darryl G. Greer and Michael W. Klein
The purpose of this paper is to suggest public service corporations as a new means of helping to finance comprehensive public colleges and universities based on a well‐documented…
Abstract
Purpose
The purpose of this paper is to suggest public service corporations as a new means of helping to finance comprehensive public colleges and universities based on a well‐documented assumption that the current shared responsibility for financing public colleges is broken.
Design/methodology/approach
The paper focuses on financing comprehensive public colleges and universities, and explicitly does not focus on research, community, or proprietary institutions. The paper draws heavily from national data and literature on college finance and productivity, and uses New Jersey's state colleges and universities as primary examples.
Findings
The paper asserts that a new funding rationale for public colleges is imperative or these institutions will fail the principal mission of broad access for middle‐income students. Citing examples from New Jersey and other states, and drawing on work of other policy analysts, the paper proposes creation of new public service corporations not only as a means of generating new revenue to replace diminished state investment, but also as a means of enhancing transparency, accountability and public trust. The paper discusses explicit purposes and measurable benefits of the public service corporation.
Originality/value
The paper is written by two higher education policy practitioners with a combined 40 years executive experience in higher education law and policy at the state and national levels. They have been a leading voice for policy innovation in New Jersey. The paper has significant value for college presidents, trustees, governors, legislators, and policy analysts.
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Erik M. Hines, Desiree D. Vega, Renae Mayes, Paul C. Harris and Michelle Mack
The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the…
Abstract
Purpose
The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the workforce. Throughout this paper, the authors discuss how collaboration is critical to ensuring students are successful at every school level (e.g., elementary, middle and high) to avail themselves of various postsecondary opportunities upon graduation. The authors give recommendations for practice and future research to implement and increase knowledge around collaboration between school counselors and school psychologists in preparing students in urban school settings to be college- and career-ready.
Design/methodology/approach
This is a conceptual paper on school counselors and school psychologists using the Eight Components of College and Career Readiness Framework to collaborate on preparing students for postsecondary options.
Findings
With support from key stakeholders like administrators, teachers and parents, school counselors and school psychologists can work collaboratively to increase students’ college and career readiness. For example, school counselors and school psychologists may start by creating and implementing a needs assessment, as it relates to the developmental tasks of students (i.e. self-regulation, self-efficacy, self-competence) that must be negotiated to ensure college and career readiness. School counselors and school psychologists should also examine out-of-school suspension, expulsion, school arrest and disciplinary referral data (Carter et al., 2014).
Originality/value
Collaboration around college and career readiness is important to the academic success and future of students in urban school settings. School counselors and school psychologists complement each other in preparing students for college and the workforce because their training has prepared both for addressing academic needs, assessment, mental health issues, career development, behavioral concerns and social–emotional needs of students (American School Counselor Association, 2012; National Association of School Psychologists, 2014). Further, school counselors and school psychologists are in a pivotal position to create a college-going culture by using evidence-based activities, curricula and practices.
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Erik M. Hines, L. DiAnne Borders, Laura M. Gonzalez, José Villalba and Alia Henderson
The purpose of this article was to describe Hossler and Gallagher’s (1987) college choice model and emphasize the predisposition phase of the model as the starting point for…
Abstract
Purpose
The purpose of this article was to describe Hossler and Gallagher’s (1987) college choice model and emphasize the predisposition phase of the model as the starting point for school counselors’ efforts to help African American parents foster their children’s college planning in the college choice process.
Design/methodology/approach
The authors wrote this manuscript as a conceptual approach to helping school counselors work with African American parents in their children’s college planning process by including two case studies as examples.
Findings
This is a conceptual article.
Practical implications
School counselors should be culturally competent and aware of how African Americans rear their children to help them successfully navigate college planning. For example, school counselors can learn about and share information with families about colleges that have support programs assisting African American students toward college completion.
Originality/value
This paper is important to the field of education as it contributes to the literature regarding how school counselors can assist students in becoming college and career ready by working with their parents using a college choice model.
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Danielle Andre Becker, Ingrid Bonadie-Joseph and Jonathan Cain
The purpose of this paper is to discover how many of the authors' own university students own internet-enabled mobile devices and how they use them. That information will be…
Abstract
Purpose
The purpose of this paper is to discover how many of the authors' own university students own internet-enabled mobile devices and how they use them. That information will be incorporated into the design of a user-centered library mobile web site.
Design/methodology/approach
SurveyMonkey was used to create a web based survey which was distributed through a stable URL hosted on the Hunter College Libraries' web site.
Findings
This study illustrates that Hunter College students are increasingly using their mobile devices for educational purposes. Students are reliant on these devices even when other internet-enabled devices such as laptops and desktops are available.
Research limitations/implications
The principal tool used, SurveyMonkey, did not enable high level restrictions on potential participants. As a result, multiple demographic questions were used to establish a respondent profile.
Practical implications
The findings of this study provide a framework for the creation of a mobile survey to discover users' habits and preferences. The data collected may also give an indication of what users may desire in a mobile library web site. Further investigation is needed to explore the relationship between commuting and how students use their mobile devices.
Originality/value
This is the only study which provides data on the devices urban college student library users own, and how they utilize these devices.
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