Pub Date : 2023-04-27DOI: 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.
{"title":"Student-Faculty Interactions, University Environment, and Academic Attitudes Among Black College Students: The Role of School Racial Composition","authors":"Kevin Cokley, Ramya J. Garba, Keoshia J. Harris, Nolan Krueger, M. Bailey, Shaina Hall","doi":"10.1080/00221546.2023.2203628","DOIUrl":"https://doi.org/10.1080/00221546.2023.2203628","url":null,"abstract":"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.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85809433","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}
Pub Date : 2023-04-27DOI: 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.
{"title":"“May I Contribute Some Data to the Discussion?”: Negotiating Data Politics Through General Education Reform","authors":"Michael Brown, Stephanie Sowl, K. M. Steigleder","doi":"10.1080/00221546.2023.2203629","DOIUrl":"https://doi.org/10.1080/00221546.2023.2203629","url":null,"abstract":"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.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87148521","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}
Pub Date : 2023-04-25DOI: 10.1080/00221546.2023.2171207
Matthew J. Mayhew, Christa E. Winkler, Alyssa N. Rockenbach, Renee L. Bowling
{"title":"You Don’t Get to Say What I Believe, I Do: Provocative Encounters as Catalysts for Self-Authored Worldview Commitments During College","authors":"Matthew J. Mayhew, Christa E. Winkler, Alyssa N. Rockenbach, Renee L. Bowling","doi":"10.1080/00221546.2023.2171207","DOIUrl":"https://doi.org/10.1080/00221546.2023.2171207","url":null,"abstract":"","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87464995","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}
Pub Date : 2023-04-25DOI: 10.1080/00221546.2023.2195770
Christine N. Dickason, Carolyn J. Heinrich, Mary Smith
{"title":"Delivering on the Promise: The Role of Supplemental Promise Programs in Reducing Barriers to College Success","authors":"Christine N. Dickason, Carolyn J. Heinrich, Mary Smith","doi":"10.1080/00221546.2023.2195770","DOIUrl":"https://doi.org/10.1080/00221546.2023.2195770","url":null,"abstract":"","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81075793","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}
Pub Date : 2023-04-25DOI: 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
{"title":"A Möbius Model of Racialized Organizations: Durability of Racial Inequalities in Admissions","authors":"Oiyan A. Poon, Douglas H. Lee, Eileen Galvez, Joanne Song Engler, Bri Sérráno, Ali Raza, Jessica M. Hurtado, Nikki Kahealani Chun","doi":"10.1080/00221546.2023.2203630","DOIUrl":"https://doi.org/10.1080/00221546.2023.2203630","url":null,"abstract":"","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90617403","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}
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.
{"title":"Entrepreneurship Mentorship for HCT Education Alumni to Transition as Lead Businesswomen in the UAE Education Sector","authors":"Amal Al Yammahi","doi":"10.5430/ijhe.v12n2p73","DOIUrl":"https://doi.org/10.5430/ijhe.v12n2p73","url":null,"abstract":"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.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90270307","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}
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.
{"title":"Message from the Editor-in-Chief","authors":"Ingrid Harrington","doi":"10.5430/ijhe.v12n2p0","DOIUrl":"https://doi.org/10.5430/ijhe.v12n2p0","url":null,"abstract":"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.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135275821","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}
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.
{"title":"Guiding Students’ Transition to University: Which Student Factors to Include?","authors":"E. Nauwelaerts, Sarah Doumen, Guido Verhaert","doi":"10.5430/ijhe.v12n2p86","DOIUrl":"https://doi.org/10.5430/ijhe.v12n2p86","url":null,"abstract":"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.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83560191","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 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.
{"title":"Reading as a Need of Today's Students and the Ways of Meeting it","authors":"N. Davidovitch, Aleksandra Gerkerova","doi":"10.5430/ijhe.v12n3p1","DOIUrl":"https://doi.org/10.5430/ijhe.v12n3p1","url":null,"abstract":"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.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82744152","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}
Pub Date : 2023-04-16DOI: 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.
{"title":"Incentivizing Equity? The Effects of Performance-Based Funding on Race-Based Gaps in College Completion","authors":"P. Mbekeani, Felipe Barrera-Osorio, Denisa Gándara, J. Goodman, Nicholas W. Hillman, Larry Katz, Robert Kelchen, B. Long, Nozomi Nakajima","doi":"10.1080/00221546.2022.2082762","DOIUrl":"https://doi.org/10.1080/00221546.2022.2082762","url":null,"abstract":"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.","PeriodicalId":43112,"journal":{"name":"Learning and Teaching-The International Journal of Higher Education in the Social Sciences","volume":null,"pages":null},"PeriodicalIF":1.1,"publicationDate":"2023-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76018830","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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