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Student-Faculty Interactions, University Environment, and Academic Attitudes Among Black College Students: The Role of School Racial Composition 师生互动、大学环境与黑人大学生的学术态度:学校种族构成的作用
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-27 DOI: 10.1080/00221546.2023.2203628
Kevin Cokley, Ramya J. Garba, Keoshia J. Harris, Nolan Krueger, M. Bailey, Shaina Hall
ABSTRACT This study examined student-faculty interactions and university environment as predictors of devaluing academic success and the intention to persist among a sample of Black college students attending historically and/or predominantly White institutions (H/PWIs) and historically Black colleges and universities (HBCUs). Results indicated the hypothesized model fit the data reasonably well across schools. However, notable differences were found. The paths from respectful student-faculty interactions and university environment to devaluing academic success were significant for students attending HBCUs but not H/PWIs. Additionally, university environment was a significant mediator of devaluing academic success for HBCUs but not H/PWIs. Findings suggest that the university environment and student-faculty interactions play a more important role in the academic attitudes of Black students attending HBCUs than H/PWIs.
摘要:本研究考察了学生与教师的互动和大学环境作为在历史上和/或主要是白人机构(H/ pwi)和历史上黑人学院和大学(HBCUs)的黑人大学生样本中贬低学业成功和坚持意愿的预测因素。结果表明,假设模型与各个学校的数据拟合得相当好。然而,发现了显著的差异。从尊重师生互动和大学环境到贬低学业成功的路径对hbcu学生有显著意义,但对H/ pwi学生没有显著意义。此外,大学环境是HBCUs学业成功贬值的显著中介,而不是H/ pwi。研究结果表明,大学环境和师生互动对HBCUs黑人学生学术态度的影响比H/ pwi更重要。
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引用次数: 0
“May I Contribute Some Data to the Discussion?”: Negotiating Data Politics Through General Education Reform “我可以为讨论提供一些数据吗?”:通过通识教育改革谈判数据政治
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-27 DOI: 10.1080/00221546.2023.2203629
Michael Brown, Stephanie Sowl, K. M. Steigleder
ABSTRACT We present a historical case study of “data-driven” general education policy reform at the City University of New York, where within-system transfer issues prompted the need for curricular reform that was debated and eventually implemented from 2011 to 2017. Through an empirical examination of artifacts such as meeting minutes, internal memoranda, institutional reports, speeches, testimonies and position statements, and recordings of public meetings, we trace the emergence of a policy problem, contests over its framing, and the development of a policy solution for a curricular crisis across competing strands of collaborative governance and conflict over curriculum-making. We illustrate how administrators and their allies engage informatic power to unify the means and ends of curriculum reform- producing curricular policy and new language practices for discussing curriculum that facilitate increased managerialism and the rise of audit culture. When curricular conversation primarily focuses on the use of data, normative questions about the purpose and organization of undergraduate curricula are elided. In this case, policy proponents and opponents focused on a narrow definition of what kind of data “counts” for policy making. We argue that governance actors need to allow for and incorporate an array of data resources into their curricular conversation.
本文以纽约市立大学的“数据驱动”通识教育政策改革为例进行了历史案例研究,在2011年至2017年期间,系统内的转移问题促使了课程改革的必要性。通过对会议纪要、内部备忘录、机构报告、演讲、证词和立场声明以及公共会议记录等人工制品的实证研究,我们追踪了政策问题的出现,对其框架的争论,以及跨协作治理和课程制定冲突的竞争链的课程危机的政策解决方案的发展。我们阐述了管理者及其盟友如何利用信息力量统一课程改革的手段和目的——制定课程政策和讨论课程的新语言实践,以促进管理主义的增加和审计文化的兴起。当课程对话主要集中在数据的使用上时,关于本科课程的目的和组织的规范性问题就被忽略了。在这种情况下,政策的支持者和反对者都集中在一个狭义的定义上,即什么样的数据对政策制定“重要”。我们认为,治理参与者需要允许并将一系列数据资源合并到他们的课程对话中。
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引用次数: 0
You Don’t Get to Say What I Believe, I Do: Provocative Encounters as Catalysts for Self-Authored Worldview Commitments During College 你不能说我相信什么,我做什么:挑衅性的遭遇是大学期间自主世界观承诺的催化剂
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-25 DOI: 10.1080/00221546.2023.2171207
Matthew J. Mayhew, Christa E. Winkler, Alyssa N. Rockenbach, Renee L. Bowling
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引用次数: 2
Delivering on the Promise: The Role of Supplemental Promise Programs in Reducing Barriers to College Success 履行承诺:补充承诺计划在减少大学成功障碍中的作用
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-25 DOI: 10.1080/00221546.2023.2195770
Christine N. Dickason, Carolyn J. Heinrich, Mary Smith
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引用次数: 0
A Möbius Model of Racialized Organizations: Durability of Racial Inequalities in Admissions 种族化组织的Möbius模型:入学中种族不平等的持久性
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-25 DOI: 10.1080/00221546.2023.2203630
Oiyan A. Poon, Douglas H. Lee, Eileen Galvez, Joanne Song Engler, Bri Sérráno, Ali Raza, Jessica M. Hurtado, Nikki Kahealani Chun
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引用次数: 2
Entrepreneurship Mentorship for HCT Education Alumni to Transition as Lead Businesswomen in the UAE Education Sector 为HCT教育校友提供创业指导,帮助她们成为阿联酋教育领域的领军女企业家
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-24 DOI: 10.5430/ijhe.v12n2p73
Amal Al Yammahi
Digital video annotation tools, which allow users to add synchronized comments to video content, have gained significant attention in teacher education in recent years. However, there is no overview of the research on the use of annotations, their implementation in teacher training and their effect on the development of professional competencies as a result of using video annotations as a supporting tool for video-based learning. In order to fill this gap, this paper reports on the results of a systematic literature review which was carried out to determine 1) how video annotations were implemented in studies in educational settings, 2) which professional competencies were investigated to be further developed with the aid of video annotations in these studies, and 3) which learning outcomes were reported in the selected studies. A total of 18 eligible studies, published between 2014 and 2022, were identified via database search and cross-referencing. A qualitative content analysis of these studies showed that video annotations were generally used to perform one or more of three functions, these being feedback, communication, and documentation, while they also enabled a deeper content knowledge of teaching, reflective skills, and professional vision, and facilitated social integration and recognition. The convincing evidence of the positive effect of using video annotation as a supporting tool in video teacher training prove them to be a powerful tool supporting the development of professional vision and other teaching skills. The use of video annotation tools in educational settings points towards further research as well.
数字视频注释工具,允许用户在视频内容中添加同步评论,近年来在教师教育中受到了极大的关注。然而,对于使用视频注释作为基于视频的学习的辅助工具,对注释的使用、在教师培训中的实施以及对专业能力发展的影响的研究并没有概述。为了填补这一空白,本文报告了一项系统文献综述的结果,该综述旨在确定1)如何在教育环境下的研究中实施视频注释,2)在这些研究中,哪些专业能力需要借助视频注释进一步发展,以及3)所选研究报告了哪些学习成果。通过数据库检索和交叉参考,共确定了2014年至2022年间发表的18项符合条件的研究。对这些研究的定性内容分析表明,视频注释通常用于执行反馈、沟通和文档三种功能中的一种或多种功能,同时还可以加深对教学、反思技能和专业视野的内容了解,并促进社会融合和认可。在视频教师培训中使用视频注释作为辅助工具的积极效果令人信服的证据证明,视频注释是支持专业视野和其他教学技能发展的有力工具。在教育环境中使用视频注释工具也指向了进一步的研究。
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引用次数: 0
Message from the Editor-in-Chief 总编辑寄语
Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-24 DOI: 10.5430/ijhe.v12n2p0
Ingrid Harrington
A warm welcome to all our regular audience and to those new to the journal! The IJHE focus is to publish innovative and impactful research articles at both undergraduate and graduate levels, in the fields of educational theory, teaching methods, instructional design, and student management. This issue is no exception with a strong focus on IT and how technology in general can assist those involved in higher education. We enjoy contributions from Germany, the USA, Spain, Israel, Thailand, China, the UAE, and Belgium. Whilst we have weathered the COVID-19 disruption to varying degrees, we still live in times of global insecurity, violence and upheaval. Our role as educators never-the-less continues with challenges and situations we must manage in order to extend our message to students. The IJHE is proud to disseminate research findings that empower and may ameliorate some of the challenges we face in higher education.
热烈欢迎我们的老读者和新读者!IJHE的重点是在教育理论、教学方法、教学设计和学生管理领域发表创新和有影响力的研究文章。这个问题也不例外,它强烈关注IT以及一般技术如何帮助那些参与高等教育的人。我们享受来自德国、美国、西班牙、以色列、泰国、中国、阿联酋和比利时的捐款。虽然我们在不同程度上经受住了2019冠状病毒病的冲击,但我们仍然生活在全球不安全、暴力和动荡的时代。我们作为教育者的角色始终在挑战和情况下继续,我们必须管理好,以便将我们的信息传递给学生。IJHE很自豪能够传播研究成果,这些研究成果可以增强和改善我们在高等教育中面临的一些挑战。
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引用次数: 0
Guiding Students’ Transition to University: Which Student Factors to Include? 引导学生向大学过渡:应包括哪些学生因素?
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-24 DOI: 10.5430/ijhe.v12n2p86
E. Nauwelaerts, Sarah Doumen, Guido Verhaert
In Belgium, pupils in their final years of high school follow an orientation trajectory towards higher education, including self-exploration tests and participation in initiatives of higher education institutions, under the supervision of their teachers. At the end of this trajectory, the teacher board advises pupils regarding their intended study choices. Belgian higher education has an open-admission system, although there exist non-binding positioning tests for some of the Bachelor degree programmes, developed at the request of the Flemish government. The aim of this study is to develop a new orientation tool to support teachers and the teacher board in their guiding role for high-school students transitioning to higher education. In cooperation with 43 high schools, important factors to be included in the instrument were investigated. Student factors rated by the teacher board such as test taking and preparation strategies, persistence and effort and factors regarding prior education were examined as predictors of students’ academic performance at two higher education institutions (n = 2852). Based on this research, a prototype of a new orientation instrument is presented that takes into account high school GPA and the match between students’ field of study in secondary school and their intended/chosen Bachelor programme in higher education. These factors have a high multiple correlation of approximately nearly 0.70 with academic performance at university. The other student factors considered are substantially related to study success in higher education, but appear largely incorporated into student’s high school GPA.
在比利时,高中最后几年的学生遵循朝向高等教育的定向轨迹,包括在教师的监督下进行自我探索测试和参与高等教育机构的倡议。在这条轨迹的最后,教师委员会就学生的预期学习选择向他们提出建议。比利时高等教育实行开放录取制度,但在佛兰德政府的要求下,一些学士学位课程存在不具约束力的定位考试。本研究的目的是开发一种新的导向工具,以支持教师和教师委员会对高中生升学的指导作用。与43所高中合作,调查了该工具应包括的重要因素。在两所高等教育机构(n = 2852)中,教师委员会评定的学生因素,如应试和准备策略、坚持不懈和努力,以及有关先前教育的因素,作为学生学业成绩的预测因素进行了研究。在此研究的基础上,提出了一种新的定向工具的原型,该工具考虑了高中GPA以及学生在中学学习领域与他们打算/选择的高等教育学士学位课程之间的匹配。这些因素与大学学业成绩的多重相关系数约为0.70。考虑的其他学生因素与高等教育的学习成功有很大关系,但似乎主要是被纳入学生的高中GPA。
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引用次数: 0
Reading as a Need of Today's Students and the Ways of Meeting it 阅读是当今学生的需求及其满足方式
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-21 DOI: 10.5430/ijhe.v12n3p1
N. Davidovitch, Aleksandra Gerkerova
This article analyzes psychological, pedagogical, and literary aspects of reading needs development. A survey was conducted to identify the ways, means, conditions, goals, and content of reading as a need of today's students. The survey was aimed to find out what ways of obtaining information the students prefer: with the help of gadgets or printed editions, the students’ reading rituals, reading habits (skimming, fractal reading), reading preferences (classical, academic, periodical literature), to determine the main motives that make them read. Special attention was paid to participation in reading clubs, marathons, forums, and visiting libraries.The results of the study showed that students prefer to read paper books, although all use gadgets to find, read and process information; reading as a form of leisure is relevant to most of the surveyed students, it prevails over video games / watching videos, almost all have certain reading rituals; most students do not have such reading habits as fractal reading, skimming, notes, etc. This all shows the necessity for further popularization of reading, visiting libraries as the center of culture, development of positive reading habits and techniques, and involving students participate in reading clubs, forums, and meetings.
本文分析了阅读需求发展的心理、教学和文学三个方面。我们进行了一项调查,以确定当今学生需要阅读的方式、手段、条件、目标和内容。这项调查的目的是找出学生更喜欢的获取信息的方式:借助电子设备或印刷版,学生的阅读仪式,阅读习惯(略读,分形阅读),阅读偏好(经典,学术,期刊文学),以确定促使他们阅读的主要动机。特别注意参加读书俱乐部、马拉松、论坛和参观图书馆。研究结果显示,学生更喜欢阅读纸质书,尽管他们都使用小工具来查找、阅读和处理信息;阅读作为一种休闲形式与大多数被调查学生相关,它比电子游戏/看视频更流行,几乎所有人都有一定的阅读习惯;大部分学生没有分形阅读、略读、笔记等阅读习惯。这些都表明,必须进一步普及阅读,以图书馆为文化中心,培养积极的阅读习惯和技巧,让学生参与阅读俱乐部、论坛和会议。
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引用次数: 0
Incentivizing Equity? The Effects of Performance-Based Funding on Race-Based Gaps in College Completion 股权激励?基于成绩的资助对基于种族的大学结业差距的影响
IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-16 DOI: 10.1080/00221546.2022.2082762
P. Mbekeani, Felipe Barrera-Osorio, Denisa Gándara, J. Goodman, Nicholas W. Hillman, Larry Katz, Robert Kelchen, B. Long, Nozomi Nakajima
ABSTRACT Performance-based funding models for higher education, which tie state support for institutions to performance on student outcomes, have proliferated in recent decades. Some states now tie most of their higher education appropriations to completion outcomes and include bonus payments for historically underrepresented groups to address equity gaps in postsecondary attainment. Using a Synthetic Control Method research design, we examine the heterogenous impact of these funding regimes in Tennessee and Ohio on completion outcomes for racially minoritized students and students from historically overrepresented racial groups. Across both states, we generally estimate null or negative effects on credentials conferred to racially minoritized students and null or positive effects on credentials conferred to students from historically overrepresented racial groups. As a result, we find that performance-based funding policies widened the racial gap in certificate completion in Tennessee and in baccalaureate degree completion in Ohio. Across both states, the estimated impacts on associate degree outcomes are also directionally consistent with performance-based funding exacerbating racial inequities in associate degree attainment.
近几十年来,基于绩效的高等教育资助模式(将国家对院校的支持与学生成绩的表现联系起来)激增。一些州现在将大部分高等教育拨款与完成成绩挂钩,并为历史上代表性不足的群体提供奖金,以解决高等教育成就方面的公平差距。采用综合控制方法研究设计,我们研究了田纳西州和俄亥俄州这些资助制度对少数族裔学生和历史上代表性过高的种族群体学生完成学业结果的异质性影响。在这两个州,我们一般估计对少数族裔学生授予证书的影响为零或负面影响,对历史上代表性过高的种族群体授予证书的影响为零或积极影响。结果,我们发现基于绩效的资助政策扩大了田纳西州证书完成度和俄亥俄州学士学位完成度的种族差距。在这两个州,对副学士学位结果的估计影响也与基于绩效的资助方向一致,加剧了副学士学位获得方面的种族不平等。
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引用次数: 1
期刊
Learning and Teaching-The International Journal of Higher Education in the Social Sciences
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