This literature review provides a summary and analysis of Christopher Emdin’s For White Folks Who Teach in the Hood…and the Rest of Y’all Too: Reality Pedagogy and Urban Education. Emdin proposes a theory of reality pedagogy and provides a framework, the Seven Cs, for practical implementation of the approach in the urban classroom. Keywords: urban education, culturally relevant pedagogy, diversity
{"title":"A review of For White folks who teach in the hood…and the rest of y’all too: Reality pedagogy and urban education","authors":"Jackie Mania-Singer","doi":"10.5929/2017.7.1.5","DOIUrl":"https://doi.org/10.5929/2017.7.1.5","url":null,"abstract":"This literature review provides a summary and analysis of Christopher Emdin’s For White Folks Who Teach in the Hood…and the Rest of Y’all Too: Reality Pedagogy and Urban Education. Emdin proposes a theory of reality pedagogy and provides a framework, the Seven Cs, for practical implementation of the approach in the urban classroom.\u0000\u0000Keywords: urban education, culturally relevant pedagogy, diversity","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"37 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129764816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This qualitative case study used General Systems Theory and social network analysis to explore the relationships between the members of a district central office and principals of elementary schools within an urban school district in the Midwest. Findings revealed sparse relationships between members of the district central office and principals, more opportunities for higher performing schools to participate in decision making, and few opportunities for all schools to provide feedback to the district, resulting in a centralized network structure that may inhibit the transfer of knowledge and communication, and ultimately, hinder school-level improvement efforts. Keywords: systems theory, social network analysis, district central office, reform
{"title":"A Systems Theory approach to the District Central Office’s role in school-level improvement","authors":"Jackie Mania-Singer","doi":"10.5929/2017.7.1.6","DOIUrl":"https://doi.org/10.5929/2017.7.1.6","url":null,"abstract":"This qualitative case study used General Systems Theory and social network analysis to explore the relationships between the members of a district central office and principals of elementary schools within an urban school district in the Midwest. Findings revealed sparse relationships between members of the district central office and principals, more opportunities for higher performing schools to participate in decision making, and few opportunities for all schools to provide feedback to the district, resulting in a centralized network structure that may inhibit the transfer of knowledge and communication, and ultimately, hinder school-level improvement efforts.\u0000\u0000Keywords: systems theory, social network analysis, district central office, reform","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134058299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This quantitative study utilized Richard H. Hall's attitudinal attributes of a professional using a Likert scale. The survey was administered to officers in two similar mid-sized police departments. The first agency had 650 officers, while the second had 350 officers. Agency One requires all applicants to possess a bachelor's degree, while Agency Two does not have this requirement. It was hypothesized that the officers with a bachelor's degree would possess an enhanced attitudinal level of professionalism over those without. It was also hypothesized that officers belonging to an agency that requires a bachelor's degree will have an enhanced attitudinal level of professionalism over officers from an agency that does not require a bachelor's degree. The findings of the study, like earlier research, did not support a higher attitude of police professionalism associated with a bachelor’s degree as posited in the hypotheses. The use of only two agencies may have weakened the strength of the comparison. It may also be that an officer's possession of a bachelor's degree may be desirable for reasons of professionalism, but it lacks an impact on officer's attitudes toward professionalism.
本定量研究采用李克特量表，利用Richard H. Hall的专业人士态度属性。这项调查是对两个类似的中等规模警察局的警官进行的。第一个机构有650名警官，第二个机构有350名警官。机构一要求所有申请人拥有学士学位，而机构二没有这个要求。假设具有学士学位的警官比没有学士学位的警官具有更高的专业态度水平。也有人假设，隶属于要求学士学位的机构的官员比来自不要求学士学位的机构的官员有更高的专业态度水平。与之前的研究一样，这项研究的结果并不支持假设中假设的与学士学位相关的更高的警察职业态度。只使用两个机构可能削弱了比较的力度。也可能是由于专业的原因，军官拥有学士学位可能是可取的，但它对军官对专业的态度缺乏影响。
{"title":"Police Attitudes and Professionalism","authors":"Joseph Loftus, Keith Price","doi":"10.5929/2016.6.2.4","DOIUrl":"https://doi.org/10.5929/2016.6.2.4","url":null,"abstract":"This quantitative study utilized Richard H. Hall's attitudinal attributes of a professional using a Likert scale. The survey was administered to officers in two similar mid-sized police departments. The first agency had 650 officers, while the second had 350 officers. Agency One requires all applicants to possess a bachelor's degree, while Agency Two does not have this requirement. It was hypothesized that the officers with a bachelor's degree would possess an enhanced attitudinal level of professionalism over those without. It was also hypothesized that officers belonging to an agency that requires a bachelor's degree will have an enhanced attitudinal level of professionalism over officers from an agency that does not require a bachelor's degree. The findings of the study, like earlier research, did not support a higher attitude of police professionalism associated with a bachelor’s degree as posited in the hypotheses. The use of only two agencies may have weakened the strength of the comparison. It may also be that an officer's possession of a bachelor's degree may be desirable for reasons of professionalism, but it lacks an impact on officer's attitudes toward professionalism.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114255668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to examine what, if any, impact a Student-scheduled Child Care (SSCC) program had on the families of students completing their higher education goals at a college in the southwestern region of the United States. Student completion rate is a concern for most college and university administrators. Research conducted by the Gates foundation determined that over three quarters of former students surveyed felt that they would have graduated if the college or university had offered child care (Johnson, Ott, & DuPont, 2011). This correlational and descriptive research study revealed what student families thought about the relationship between completing their educational goals and using the child care program at the college. The knowledge gained from this project could help to initiate a broader discussion among colleges and universities of how to most effectively retain student families by meeting their child care needs.
{"title":"Impact of a Student-scheduled Child Care Program on Parents' Educational Goals","authors":"B. Carter","doi":"10.5929/2016.6.2.1","DOIUrl":"https://doi.org/10.5929/2016.6.2.1","url":null,"abstract":"The purpose of this study is to examine what, if any, impact a Student-scheduled Child Care (SSCC) program had on the families of students completing their higher education goals at a college in the southwestern region of the United States. Student completion rate is a concern for most college and university administrators. Research conducted by the Gates foundation determined that over three quarters of former students surveyed felt that they would have graduated if the college or university had offered child care (Johnson, Ott, & DuPont, 2011). This correlational and descriptive research study revealed what student families thought about the relationship between completing their educational goals and using the child care program at the college. The knowledge gained from this project could help to initiate a broader discussion among colleges and universities of how to most effectively retain student families by meeting their child care needs.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127152380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This manuscript reviews issues that differentiate traditional academic cheating from course misconduct that is motivated by a desire to defraud financial aid services in the U.S. Past research on college student cheating has assumed that cheaters are driven by an incentive to obtain undeserved grades in college in order to ultimately obtain a degree. However, researchers on academic dishonesty, professors, and college administrators might not realize that online class members can include virtual "straw" students who are puppets of a financial aid fraud ring leader. Cheating behaviors of straw students differ from cheating behaviors of actual, legitimate students. This has implications for those who attempt academic dishonesty research in online environments, and it has implications for course-level professors and university administrators who are in a "should have known" position with regard to discovery of a financial aid fraud ring.
{"title":"Cheating in Online Courses for Financial Aid Fraud in the U.S.","authors":"Robert S. Owen","doi":"10.5929/2016.6.2.7","DOIUrl":"https://doi.org/10.5929/2016.6.2.7","url":null,"abstract":"This manuscript reviews issues that differentiate traditional academic cheating from course misconduct that is motivated by a desire to defraud financial aid services in the U.S. Past research on college student cheating has assumed that cheaters are driven by an incentive to obtain undeserved grades in college in order to ultimately obtain a degree. However, researchers on academic dishonesty, professors, and college administrators might not realize that online class members can include virtual \"straw\" students who are puppets of a financial aid fraud ring leader. Cheating behaviors of straw students differ from cheating behaviors of actual, legitimate students. This has implications for those who attempt academic dishonesty research in online environments, and it has implications for course-level professors and university administrators who are in a \"should have known\" position with regard to discovery of a financial aid fraud ring.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131035238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recent changes to Advanced Placement U.S. History have sparked a national debate concerning goals and purposes of college level history courses. Critics suggest that the revisions result in a national curriculum that promotes a revisionist history perspective. Defenders claim that revisions are an important step in preparing students for 21st century citizenship. This document analysis identifies key differences between the 2010 and 2014 AP U.S. History frameworks and considers changes made in 2015 by College Board in response to the national debate. The challenges of applying a social justice lens to curriculum are discussed, and suggestions are made concerning the application of procedural social justice to stimulate voluntary cooperative behavior on the part of members of groups, thereby enhancing true social justice for all members of society. A procedural justice lens is suggested to enhance commitment and cooperation among individuals, groups, and societies.
{"title":"Advanced Placement U.S. History and the Application of Social Justice","authors":"Katherine Curry, Lou L. Sabina, Jon Loffi","doi":"10.5929/2016.6.2.2","DOIUrl":"https://doi.org/10.5929/2016.6.2.2","url":null,"abstract":"Recent changes to Advanced Placement U.S. History have sparked a national debate concerning goals and purposes of college level history courses. Critics suggest that the revisions result in a national curriculum that promotes a revisionist history perspective. Defenders claim that revisions are an important step in preparing students for 21st century citizenship. This document analysis identifies key differences between the 2010 and 2014 AP U.S. History frameworks and considers changes made in 2015 by College Board in response to the national debate. The challenges of applying a social justice lens to curriculum are discussed, and suggestions are made concerning the application of procedural social justice to stimulate voluntary cooperative behavior on the part of members of groups, thereby enhancing true social justice for all members of society. A procedural justice lens is suggested to enhance commitment and cooperation among individuals, groups, and societies.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125256962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adult enrollment in higher education institutions has grown significantly during the last decade, with students aged 25 and older attending 4-year institutions at higher rates than before. In the 21st century, few can improve their socioeconomic status or advance professionally without higher education. Colleges and universities must consider this diverse student population by identifying new modes of motivation for students to pursue degrees at 4-year institutions. Research suggests that universities focus on the new learners of higher education: nontraditional students who are motivated by their desire to learn and advance professionally. This study examined motivational factors and patterns of students who pursued degrees in accounting, finance, management, marketing, or general business programs at a university in Texas. The survey results indicated that most participants worked 31 to 40 hours per week, and one-third had incomes of $60,000 and above. The researchers found a statistical multivariate effect of income on motivation to pursue a degree; however, no statistical difference existed among gender, age, occupation, or program of study.
{"title":"Motivating Adult Learners: Exploring the Emergence of Adult Business Students in an East Texas University.","authors":"D. Luke, M. Justice","doi":"10.5929/2016.6.2.3","DOIUrl":"https://doi.org/10.5929/2016.6.2.3","url":null,"abstract":"Adult enrollment in higher education institutions has grown significantly during the last decade, with students aged 25 and older attending 4-year institutions at higher rates than before. In the 21st century, few can improve their socioeconomic status or advance professionally without higher education. Colleges and universities must consider this diverse student population by identifying new modes of motivation for students to pursue degrees at 4-year institutions. Research suggests that universities focus on the new learners of higher education: nontraditional students who are motivated by their desire to learn and advance professionally. This study examined motivational factors and patterns of students who pursued degrees in accounting, finance, management, marketing, or general business programs at a university in Texas. The survey results indicated that most participants worked 31 to 40 hours per week, and one-third had incomes of $60,000 and above. The researchers found a statistical multivariate effect of income on motivation to pursue a degree; however, no statistical difference existed among gender, age, occupation, or program of study.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127919912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examined the current roles and practices of American high school counselors in relation to the ASCA National Model. Expectations for student success by high school counselors were also examined and compared to those of teachers’ and school administrators’. A nationally representative sample of 852 lead counselors from 944 high schools was surveyed as part of the High School Longitudinal Study: 2009-2012. Findings are examined in the light of the National Model and advocated practices.
{"title":"Transforming High School Counseling: Counselors' Roles, Practices, and Expectations for Students' Success","authors":"W. Mau, Jiaqi Li, Kimberly Hoetmer","doi":"10.5929/2016.6.2.5","DOIUrl":"https://doi.org/10.5929/2016.6.2.5","url":null,"abstract":"This study examined the current roles and practices of American high school counselors in relation to the ASCA National Model. Expectations for student success by high school counselors were also examined and compared to those of teachers’ and school administrators’. A nationally representative sample of 852 lead counselors from 944 high schools was surveyed as part of the High School Longitudinal Study: 2009-2012. Findings are examined in the light of the National Model and advocated practices.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"372 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133735752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Organizational effectiveness is a term without a single definition about the nonprofit community; it is difficult to define, much less measure, due to the wide disparity in that community. Inconsistency in the sector leads to an array of hypotheses in the literature addressing organizational effectiveness. Through a comprehensive examination of a single nonprofit organization, this qualitative case study examines the gap between the expectations of board performance by the nonprofit organization’s senior leadership and the board members’ selfperception of their governance role. The dominant self-perception of the board of directors is that their value as a governing entity is in their willingness to work hands-on in whatever volunteer roles are necessary to sustain the organization. Organizational governance is secondary to this self-characterization as a working board. This lack of focus on formal governance has resulted in a governing structure with minimal development, even as the organization itself continues to enjoy success. The case study of a single nonprofit entity suggests some recommendations for the practice of nonprofit governance in general as well as future research in the domain of nonprofit organizations that are either embryonic or have limited means available for the professional development of the board.
{"title":"Governance and Board Member Identity in an Emerging Nonprofit Organization.","authors":"Jeff Aulgur","doi":"10.5929/2016.6.1.1","DOIUrl":"https://doi.org/10.5929/2016.6.1.1","url":null,"abstract":"Organizational effectiveness is a term without a single definition about the nonprofit community; it is difficult to define, much less measure, due to the wide disparity in that community. Inconsistency in the sector leads to an array of hypotheses in the literature addressing organizational effectiveness. Through a comprehensive examination of a single nonprofit organization, this qualitative case study examines the gap between the expectations of board performance by the nonprofit organization’s senior leadership and the board members’ selfperception of their governance role. The dominant self-perception of the board of directors is that their value as a governing entity is in their willingness to work hands-on in whatever volunteer roles are necessary to sustain the organization. Organizational governance is secondary to this self-characterization as a working board. This lack of focus on formal governance has resulted in a governing structure with minimal development, even as the organization itself continues to enjoy success. The case study of a single nonprofit entity suggests some recommendations for the practice of nonprofit governance in general as well as future research in the domain of nonprofit organizations that are either embryonic or have limited means available for the professional development of the board.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123968968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Statistics is a required competency in numerous college majors, but students frequently approach the topic with anxiety. This paper describes an undergraduate statistics course that was “flipped,” with most of the content delivery moved online and class time devoted to application and practice. Students were given a menu of learning tools from which to choose and were free to utilize as many or as few as they felt was appropriate, giving them ownership of their learning experience and the opportunity to tailor the course to their personal needs. The classroom experience included brief segments of lecture but consisted primarily of exercises and peer-facilitation. Course grading was based solely on four exams, a comprehensive final exam, and a major end-of-course project. Student response to the format was somewhat bimodal. Comprehensive final exam grades were significantly higher (an average of almost one full letter grade), and course pass rates rose using the flipped course format.
{"title":"Improved Student Outcomes in a Flipped Statistics Course.","authors":"Laura Phillips, M. Phillips","doi":"10.5929/2016.6.1.5","DOIUrl":"https://doi.org/10.5929/2016.6.1.5","url":null,"abstract":"Statistics is a required competency in numerous college majors, but students frequently approach the topic with anxiety. This paper describes an undergraduate statistics course that was “flipped,” with most of the content delivery moved online and class time devoted to application and practice. Students were given a menu of learning tools from which to choose and were free to utilize as many or as few as they felt was appropriate, giving them ownership of their learning experience and the opportunity to tailor the course to their personal needs. The classroom experience included brief segments of lecture but consisted primarily of exercises and peer-facilitation. Course grading was based solely on four exams, a comprehensive final exam, and a major end-of-course project. Student response to the format was somewhat bimodal. Comprehensive final exam grades were significantly higher (an average of almost one full letter grade), and course pass rates rose using the flipped course format.","PeriodicalId":189332,"journal":{"name":"Administrative Issues Journal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133980629","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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