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1 – 10 of over 2000
Book part
Publication date: 1 December 2008

Eugene L. Anderson and Bryan Cook

Globalization has impacted societies around the world in numerous and varied ways; the impact is economic, political, cultural, and educational. Globalization helped spur a major…

Abstract

Globalization has impacted societies around the world in numerous and varied ways; the impact is economic, political, cultural, and educational. Globalization helped spur a major transformation of the U.S. economy beginning 1980s. The transformation of the U.S. economy began at a time when persons of color were continuing their fight to gain access to the nation's colleges and universities. The battle for access to postsecondary education involved legal battles for access to selective public institutions. The battle for access also coincided with a larger struggle among persons of color to overcome unequal primary and secondary education and gain access to colleges and universities of all types. In many ways the legacy of segregation continued to be an obstacle to persons of color.

Details

Power, Voice and the Public Good: Schooling and Education in Global Societies
Type: Book
ISBN: 978-1-84855-185-5

Book part
Publication date: 1 December 2014

Soko S. Starobin and Sylvester Upah

This paper discusses how educational policies have shaped the development of large-scale educational data and reviews current practices on the educational data use in selected…

Abstract

Purpose

This paper discusses how educational policies have shaped the development of large-scale educational data and reviews current practices on the educational data use in selected states. Our purposes are to: (1) analyze the common practice and use of educational data in postsecondary education institutions and identify challenges as the educational crossroads; (2) propose the concept of Data Literacy (DL) for teaching (Mandinach & Gummer, 2013a) and its relevance to researchers and stakeholders in postsecondary education; and (3) provide future implications for practices and research to increase educational DL among administrators, practitioners, and faculty in postsecondary education.

Design/methodology/approach

We used two guiding conceptual frameworks to analyze the common practice and use of educational data in postsecondary education institutions and identify challenges as the educational crossroads. First, we used the 4Vs of Big Data by Rajan (2012) to examine the misalignment between the policy mandate and the practices. The elements of the 4Vs of Big Data – volume, velocity, variety, and veracity – help us to depict how Big Data enables educators to organize, store, manage, and manipulate vast amounts of educational data at the right moment and at the right time. Second, we used the conceptual framework for DL proposed by Gummer and Mandinach (in press). They interpret DL “as the collection, examination, analysis, and interpretation of data to inform some sort of decision in an educational setting” (p. 1, in press).

Findings

Using the guiding frameworks, we identified four educational data crossroads as follows:

Crossroad 1: Unintended Increase in Workload Volume;

Crossroad 2: Unrealistic Expectations of Data Velocity;

Crossroad 3: Data Variety in Silos; and

Crossroad 4: Data Veracity and Policy Agenda Mismatch.

In this paper, we explain each of these crossroads in more detail with some examples.

Originality/value of the paper

Much of the existing body of literature, exemplary practices, as well as federal and state funding has been focused on K-12 education contexts. In this paper, we identify current practices and challenges of educational data in the institutions of higher education. Additionally, this paper presents the application of the exemplary practices of data literacy development in postsecondary education and implications for future practices of data literacy development in postsecondary education.

Details

The Obama Administration and Educational Reform
Type: Book
ISBN: 978-1-78350-709-2

Keywords

Book part
Publication date: 19 August 2020

Jenni Vinson

The South Texas University this study examined is a Hispanic Serving Institution (HSI) that has a 73.3% Hispanic (primarily Mexican American) population (Tallant, 2018). The…

Abstract

The South Texas University this study examined is a Hispanic Serving Institution (HSI) that has a 73.3% Hispanic (primarily Mexican American) population (Tallant, 2018 ). The logical consequence of education is the provision or guarantee of an equitable opportunity for all students to have equal access to learning and the achievement of academic success (Stewner-Manzanares, 1988 ). The basic definition of bilingual education in the United States is the use of two languages for instruction of the home language and English. Unfortunately, this basic principle is not accepted by postsecondary institutions as predispositions of university preparedness (Blanchard & Muller, 2014; García, Kleifgen, & Falchi, 2008; Kanno & Cromley, 2013; Lee et al., 2011; Menken, Hudson, & Leung, 2014). Mexican American students are potentially being left out of the opportunities afforded by the attainment of a postsecondary education because they are a language minority (Lucas, Henze, & Donato, 1990; Moll, 1990; Trueba, 2002; Trueba & Wright, 1981; Washington & Craig, 1998). Students are already examined for postsecondary credentials or college readiness, in the eighth grade (Paredes, 2013). Through this testing, 11 out of every 100 Hispanic children in the state of Texas are deemed as having attained postsecondary credentials (Paredes, 2013). As part of the fastest growing demographic group in Texas and the United States, the Mexican American population holds the lowest rate of graduation from postsecondary institutions and the highest high school dropout rate of any ethnic minority in the nation. In a 12-year study, Kanno and Cromley (2013) found that one out of eight English as a second language (ESL) or English language learners (ELLs) attain a bachelor’s degree from postsecondary institutions across the United States while the success rate for their English, monolingual counterparts is one out of three. Various researchers (García et al., 2008; García, Pujol-Ferran, & Reddy, 2012) argue that the inequity of education in the United States can be measured by how few minority students educated under the principles of education attend a postsecondary institution because it is the diploma from such institutions that leads to higher paying wages for the individual (García, 1991; García et al., 2008, García et al., 2012).

Article
Publication date: 5 May 2015

Pamela Dunston and Julia Wilkins

– The purpose of this paper is to examine the need for postsecondary education and the gap between students’ academic preparedness and the demands of college-level work.

Abstract

Purpose

The purpose of this paper is to examine the need for postsecondary education and the gap between students’ academic preparedness and the demands of college-level work.

Design/methodology/approach

The authors examined the advantages and disadvantages of different postsecondary institutions, their admission requirements, the cost of attending and the realities of degree attainment for underprepared students. The authors focus specifically on problems faced by students with weak literacy skills who enroll in universities that do not have admission requirements. They consider the importance of early learning and educational experiences that positively affect college readiness and highlight the responsibilities of institutions and faculty in assisting underprepared students who are enrolled in postsecondary programs.

Findings

Findings suggest the key to college readiness and postsecondary academic success depend on students’ ability to attain (a) proficiency in literacy at early grade levels, (b) knowledge of expository texts, (c) study strategies, and (d) personal behaviors such as paying attention, completing assignments, persisting in difficult tasks, and self-regulation that contribute to academic success.

Originality/value

This paper presents a synthesis of findings from reports on postsecondary students’ preparedness for college-level work. In that the authors draw on their experiences as professors in different types of institutions, this article is highly original and makes a unique contribution. Currently, there is a belief in the USA that everyone needs a college education. The authors demonstrate that this view is neither accurate nor realistic.

Details

English Teaching: Practice & Critique, vol. 14 no. 1
Type: Research Article
ISSN: 1175-8708

Keywords

Book part
Publication date: 15 July 2015

Mary Wagner and Lynn Newman

Using data from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2), this study compared the post-high school outcomes of…

Abstract

Using data from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2), this study compared the post-high school outcomes of young adults with learning disabilities (LD) or emotional/behavioral disorders (EBD) in 1990 and 2005. These cohort comparisons reveal how the results of special education have changed over that time period as evidenced in the post-high school outcomes of nationally representative samples of youth. The extended data collection time period of NLTS2 (2001–2009) also enabled an assessment of the evolution in the post-high school outcomes of young adults with LD or EBD who had been out of high school up to 8 years. The post-high school outcomes considered included high school completion, postsecondary education enrollment and completion, employment status and wages, and community integration as illustrated by living arrangements and criminal justice system involvement. Findings for both the NLTS/NLTS2 cohort comparisons and the longitudinal analyses from NLTS2 indicate progress in efforts to improve outcomes for youth and young adults with LD or EBD but also underscore the work ahead in setting these groups on a path to successful adulthood. Implications for practice and research are discussed.

Details

Transition of Youth and Young Adults
Type: Book
ISBN: 978-1-78441-933-2

Book part
Publication date: 1 December 2014

Debra D. Bragg

President Obama positions community colleges as a linchpin of federal policy on education and training for citizens adversely affected by the recession. Chief among recommended…

Abstract

Purpose

President Obama positions community colleges as a linchpin of federal policy on education and training for citizens adversely affected by the recession. Chief among recommended reforms is the notion of career pathways that enable students, especially non-traditional age adults, to participate in postsecondary education directed at employment.

Design/methodology/approach

This paper reviews the literature on career pathway reforms to describe these programs and the students who enroll in them. It also presents evidence from two third-party evaluations of federal grants supporting career pathway implementation.

Findings

Results suggest career pathway programs are spreading throughout the United States through unprecedented levels of federal funding. Adult learners are a primary target group, but more data are needed to determine on a deeper level who these students are and whether they are being well served.

Originality/value

This paper offers new information to help readers consider whether President Obama’s agenda will achieve its goals and positively impact college completion and economic recovery.

Details

The Obama Administration and Educational Reform
Type: Book
ISBN: 978-1-78350-709-2

Keywords

Article
Publication date: 18 May 2020

Kelly Hobson and Z.W. Taylor

No research to date has explored mentoring programs on Canadian postsecondary institution websites or the kinds of mentoring programs, if any, that are present online. This study…

Abstract

Purpose

No research to date has explored mentoring programs on Canadian postsecondary institution websites or the kinds of mentoring programs, if any, that are present online. This study examined 96 unique Canadian postsecondary institutional websites and the online presence of 420 unique postsecondary mentoring programs.

Design/methodology/approach

The researchers employed content analysis and emergent coding strategies to evaluate mentoring program information published on Canadian postsecondary websites.

Findings

The findings suggest that most mentoring programs with an online presence were peer (student-to-student or faculty-to-faculty) programs, followed by community member-to-student programs. Further, few programs (16) were student-to-faculty oriented, indicating that students could struggle to seek faculty mentorship if they desired it. However, of the 420 programs with an online presence, dozens of programs lacked enough information for the researchers to determine the stakeholders or purpose of the programs.

Originality/value

As the first study of its kind to evaluate mentoring program communication on Canadian postsecondary websites, this work informs mentoring program administrators on how to better communicate what their programs offer. Certain Canadian postsecondary institutions had an online presence for many more programs than did other institutions; for example, the University of Waterloo shared information on their website about 21 unique mentoring programs on its campus, whereas MacEwan University shared information about just two unique programs. This chasm represents a great deal of future research into the practice of how professionals communicate mentoring programs on postsecondary websites.

Details

International Journal of Mentoring and Coaching in Education, vol. 9 no. 3
Type: Research Article
ISSN: 2046-6854

Keywords

Book part
Publication date: 26 November 2019

Emily C. Bouck and Jiyoon Park

Transition is important to all students but especially important to students with intellectual disability who may need additional supports throughout their vertical transitions in…

Abstract

Transition is important to all students but especially important to students with intellectual disability who may need additional supports throughout their vertical transitions in education. This chapter discusses different vertical transitions students with intellectual disability face in education, with particular attention to the movement from high school to adult life. Throughout the chapter, research regarding current transition practices and outcomes for students with intellectual disability is discussed as well as evidence-based practices to support students with intellectual disability as they transition to post-school.

Details

Special Education Transition Services for Students with Disabilities
Type: Book
ISBN: 978-1-83867-977-4

Keywords

Book part
Publication date: 9 November 2020

Crystal R. Chambers

As the most racially diverse postsecondary sector, community college student populations are heavily Black and Brown. It is well settled that for every student credit hour earned…

Abstract

As the most racially diverse postsecondary sector, community college student populations are heavily Black and Brown. It is well settled that for every student credit hour earned, a financial reward is generated; however, it is not until individuals attain a baccalaureate degree that they tend to have the socioeconomic power to pull themselves and their families out from poverty. Looking specifically at mathematics achievement and self-efficacy, I examine differences among pathways by institutional level—two-year, four-year, other, or no postsecondary education—and find that there is a division in the mathematics achievement and self-efficacy of Black rural Americans (US) who attend four-year institutions as compared to all others. Thus, while policies advancing free community college may enhance the visibility and perceived affordability of community colleges for Black rural Americans (US), to reduce poverty there needs to be greater attention to the mathematics achievement and self-efficacy in K-12 education.

Book part
Publication date: 23 September 2011

Ivory A. Toldson and Brianna P. Lemmons

The impact of academic and school-related factors on college readiness, aspirations, and access has been examined frequently within the literature (Barber & Torney-Purta, 2008;…

Abstract

The impact of academic and school-related factors on college readiness, aspirations, and access has been examined frequently within the literature (Barber & Torney-Purta, 2008; Polite, 1994; Taliaferro & DeCuir-Gunby, 2008; Uwah, McMahon, & Furlow, 2008; Wimberly, 2002; Yun & Kurlaender, 2004). Several factors related to school racial composition and perceived school support (Yun & Kurlaender, 2004), school relationships (Wimberly, 2002), gaps in exposure to college preparatory and advanced placement curriculums (Taliaferro & DeCuir-Gunby, 2008), teacher perceptions (Barber & Torney-Purta, 2008), and structural inequalities (Polite, 1994) have been identified as variables that significantly impact the opportunities for African-American children to be exposed to the types of interpersonal relationships and educational experiences necessary for preparing them to succeed in postsecondary education.

Details

Beyond Stock Stories and Folktales: African Americans' Paths to STEM Fields
Type: Book
ISBN: 978-1-78052-168-8

1 – 10 of over 2000