Search results1 – 10 of 156
Community college African American male student enrollment and academic success is diminishing. The authors explore the importance and wisdom of mentoring programs for…
Community college African American male student enrollment and academic success is diminishing. The authors explore the importance and wisdom of mentoring programs for African American males attending community colleges. The chapter considers issues of student persistence and retention and how they relate to effective community college mentoring programs. Specifically, the authors discuss how community college mentoring programs can counteract inherent obstacles for African American students attending commuter style campuses. A description of how some community colleges successfully engage African American male students in order to achieve Kuh's four attributes of a supportive college environment and to overcome the issues of college departure -- being first-generation college students, lacking academic self-concept, no or minimal institutional engagement with students, and no or minimal student involvement student involvement on campus – is provided. The authors highlight successful community college programs which include the national “Students African American Brotherhood” program, Santa Fe College's “My Brother's Keeper,” the North Carolina Community College System, and Hillsborough Community College's Collegiate 100.
The mammoth proportions of Public Expenditure, its accountability, its control, must be one of the biggest problems any government has had to meet. Despite all its counselling to the public spenders, its massive efforts to scale down the spending, there is extremely little to show for it. The Departments and State Services have become so large, they have outgrown government control; they are in fact forms of government in themselves. When a body established with a definite role becomes so big and powerful, as many of the authorities in the country have become, they tend to resent any form of control over them. History has many such examples in one form or another. Where an ocean divides them, the subordinate power may seek a separate nationhood for itself, as the American colonies did a couple of centuries or more ago. They chose the right moment to rebel when the home government sought to pass on extra levy on the importation of tea, which the Colonists turned into a slogan “no taxation without representation”. The truth, however, was they had outgrown the mother country and saw themselves as a new nation in a new land immensely rich in natural resources, riches all theirs for the taking. Much of the old country understood their aspirations and in the final settlement, the British were more than generous to them.
An odd‐sounding expression recently introduced into the language, derived from the passage of events, Privatization, introduced as a rescue operation for sections of public and nationalised industry to hand them over to private enterprise to avoid their destruction and smothering by the unholy wedlock of trade unionism and weak, inefficient management. It frequently met with the opposition of unions and sections of staff. Efforts have been made to sabotage the take‐over and operation of the services by private firms, occasionally making them impossible to operate. This elementary operation was expected to achieve even greater success in the sections taken over and reduced the room for destructive manoeuvring by ajitator, much of which was caused independent of the unions. In the public services some of the antics between rival factions bordered on the ludicrous.
This chapter addresses the accountability standards expressed in the 2001 No Child Left Behind Act (NCLB) and the legislative history of this federal statute on education…
This chapter addresses the accountability standards expressed in the 2001 No Child Left Behind Act (NCLB) and the legislative history of this federal statute on education. The author states that the Act recognized that many students are “left behind” and some “way behind” and analyses how this Act will reduce the academic deficit for those students left behind? This review makes it clear that the fiscal equity movement never got off the ground or close to becoming a major part to the legislation. Legal challenges to NCLB is extensively reviewed which raises the question as the amount of support for this legislation. The chapter closes with the note that NCLB is an under-funded mandate placing the fiscal responsibility on the budget-strapped states.
This paper shows that the current quality literature does not consider all factors that affect quality program implementations. Employee perceptions of quality differ…
This paper shows that the current quality literature does not consider all factors that affect quality program implementations. Employee perceptions of quality differ across organizational levels. It is clear that these differing perceptions of quality affect the success of a quality program implementation. Therefore, we propose the use of Q methodology as an effective method for understanding the perceptions of those individuals who will be taking part in a quality program implementation as well as for identifying supplemental training needs. In addition, we give an actual example of how this method can be used in a quality program implementation. This research is important because it shows the need for pre‐implementation assessment within the company and a generalizable tool that readily accomplishes this task.
Changes in American public education can be linked to wider social movements. New policies and practices have historically emanated from a variety of social problems such…
Changes in American public education can be linked to wider social movements. New policies and practices have historically emanated from a variety of social problems such as racism and the marginalization and exclusion of populations of children who differ by ability, economic class, and ethnic heritage. In the era of a global pandemic (COVID-19), the authors embrace the context of civil unrest in the United States as it directly relates to the factors necessary to build effective collaborative relationships in public institutions shaped by history and culture. In this chapter, we position school inclusion in the United States as an issue of social justice. In sharing our positionality and professional experiences as educators, we discuss instructional coaching as a collaborative lever to support inclusion in American classrooms. Our experiences, combined with the literature, serve as evidence that the formation of deeply meaningful professional relationships rooted in authentic empathy may serve as a powerful collaborative action to transform unjust structures. These relationships as actions in and of themselves, thus, form a psychological foundation (community consciousness) needed to effect positive change. The chapter is organized into three sections that examine instructional coaching for inclusion on marcopolicy, mezzo-academic, and microsituational levels. The chapter ends with a call to action applicable to PK–12 educators and leaders, as well as instructors and professors in teacher preparation programs.
This paper argues that the informal dimensions of practice are critical for understanding workplace learning and innovation, but have been under-theorised and…
This paper argues that the informal dimensions of practice are critical for understanding workplace learning and innovation, but have been under-theorised and under-researched. This paper aims to build on the thinking of Ellström (2010), Billett (2012) and Guile (2014) to account for the emergence of innovation through practice, and propose two new concepts for improving our understanding of innovation as process: “tacit pedagogy” and “entanglement”. This argument is evidenced through a recent study of team-working in a high-profile engineering company.
Qualitative interview data was collected on the informal features of organisational culture and work processes supporting innovation, and how these features intersect and interrelate with the formal features and procedures of the organisation.
Three generic modes of team-working practice are identified which, it is suggested, are likely to be associated with innovatory working, and are observable practices available to future researchers.
Productive approaches to the organisation of work processes so as to enhance practitioner learning and the potential for innovation are evidenced and evaluated.
The concepts “tacit pedagogy” and “entanglement”, intended to improve theoretical understanding of learning and innovation through practice, are introduced.
This paper aims to develop a reliable and valid scale for measuring the underlying knowledge involved in work. To do so, it builds on the knowledge-in-practice (KIP…
This paper aims to develop a reliable and valid scale for measuring the underlying knowledge involved in work. To do so, it builds on the knowledge-in-practice (KIP) framework that suggests different types of work have different underlying knowledge characteristics. This allows us to answer two important questions: What are the underlying characteristics of KIP that are important to effectively manage a firm’s knowledge resources? How do we measure these characteristics? The answers help to build theoretical and empirical understanding of the construct of KIP.
The study uses a discovery-oriented survey design methodology to design the survey instrument, followed by a mixed-methods approach to validate the scale.
A new scale is developed for measuring the tacitness and learnability of the knowledge involved in work. It allows work units to be evaluated based on the underlying knowledge involved in different types of work.
The KIP scale can be used for measuring the type of knowledge characteristics in organizations. Academics can use this study as a basic model to explore knowledge across different contexts and focus on the different characteristics within and across work contexts.
The study provides a clearer and more granular understanding of knowledge in organizations that can be used as a guideline to refer to when measuring and assessing knowledge requirements.
Scholars have pushed to understand work from a knowledge and collaboration perspective. A measurement scale for the KIP framework provides a critical first step towards this outcome.
This chapter examines the framing of the Black Lives Matter (BLM) Movement in mainstream media. An analytic sample of 4,303 articles collected from the Dow Jones Factiva…
This chapter examines the framing of the Black Lives Matter (BLM) Movement in mainstream media. An analytic sample of 4,303 articles collected from the Dow Jones Factiva database reveals variation in depth, breadth, and intensity of BLM coverage in the following newspapers between 2012 and 2016: The St. Louis Post-Dispatch, The New York Times, The Washington Post, The Wall Street Journal, and Al Jazeera English. We review contemporary literature on racial inequality and employ Media Framing and Critical Race Theory to discuss the implications of our findings on public perceptions, future policy formation, and contemporary social protest worldwide.