Search results for: Social influences
Page 2/2 16 items
The present review examines academic and policy research in search of explanations, emphasizing what is known about challenges stemming from three levels of influence: the macro-level opportunity structure; institutional practices; and the social, economic, and academic attributes students bring to college. The paper also discusses potential and ongoing reforms that could increase rates of community college success by addressing one or more areas of influence. It is concluded that increasing success in the open-access, public 2-year sector requires reforms directed at multiple levels and cannot be achieved with either student- or institution-focused incentives alone.
Updated: Feb. 28, 2011
Cultivating Racial Literacy in White, Segregated Settings: Emotions as Site of Ethical Engagement and Inquiry
Drawing on writing from a first-year composition class, this paper examines how White students approach racial literacy in a segregated, rural college setting in the United States. The author argues for the importance of understanding how emotions inform and propel students' responses to what the author believes needs to be understood as the ethical challenge of racial literacy. The author concludes that we should develop a critical vocabulary for analyzing emotions in our classrooms and that we need to develop new strategies for addressing the embodied nature of emotion and belief.
Updated: Nov. 23, 2010
This study describes the experiences of Saudi Arabian female Islamic Studies teachers. The study draws on phenomenology as a guiding theoretical framework. The seven teachers involved in the study used their identities, beliefs and values to make sense of their everyday lived experiences. Discussions about their lived experiences provided a counter-discourse that challenges the traditional image of Islamic Studies teachers as transmitters of sacred knowledge.
Updated: Aug. 03, 2010
In this study, the author examines how a model of self was cultivated through the social practices of a transformative professional development program for urban public school leaders. She combines insights from ethnography and discourse analysis. 17 administrators and building leaders participated in the study. The author identified three practices that were used at the retreats to facilitate participants’ access to an essential and true inner self: (a) Modeling of multiple ways of talking about an inner self; (b) ritual experience of the self in relation to others; and (c) the connection of the self to a natural order.
Updated: Sep. 22, 2009
School Adjustment in the Early Grades: Toward an Integrated Model of Neighborhood, Parental, and Child Processes
Examining recent research on neighborhood influences on child development, this review focuses on social influences on school adjustment in the early elementary years. A model to guide community research and intervention is presented. The components of the model of integrated processes are neighborhoods and their effects on academic outcomes and neighborhoods as moderators of effects of parental behavior on school-related outcomes.
Updated: Apr. 07, 2008
Teacher education as or for social and ecological transformation: place-based reflections on local and global participatory methods and collaborative practices
The article describes two social and ecological transformation teacher education projects in Canada. The projects utilized the 'critical place-based' transformative teacher education program agenda. The studies were directed at several questions regarding the critical place-based approaches, and their relationships to the United Nation's Decade of Education for Sustainable Development (UNDESD).
Updated: Dec. 25, 2007