Search results for: Community colleges
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You've Met Your Match: Using Culturally Relevant Pairing to Cultivate Mentoring Relationships during the Early Practicum Experience of Community College Preservice Teachers
This work explores mentoring triad relationships between pre-service teachers, school-based cooperating teachers, and professors at a community college. Using cultural historical activity theory, the authors provide a retrospective analysis of the factors influencing the success of the mentoring relationships. They assessed 60 mentoring triads with a rubric focused on how triads established intersubjectivity and the activity systems of practicum and college course were able to intersect and establish common goals. Results showed that highly successful triads were most likely to have culturally matched student/cooperating teacher pairs and culturally diverse practicum placements. Qualitative analysis showed that an equal exchange of power among the triad was foundational for enabling intersubjectivity. Therefore, equal power exchange between the triad during early practicum experiences are supported by and support cultural responsiveness. They argue for further research on this population of pre-service teachers as well as greater attention to issues of power and cultural responsivity during mentorship.
Updated: Mar. 15, 2021
Faced with declining numbers of students in teacher education programs, policymakers in many states are considering new actions that might increase teacher supply. One approach that has gained increasing popularity is community colleges beginning to offer 4-year degrees in teacher education. This study explores state adoption of these programs and its effect on the number and diversity of students earning bachelor’s degrees in teacher education. Overall, the authors find no effect of these programs; however, in the limited case of a state with widespread use of community college baccalaureate (CCB) teacher education programs they find that degree production increased, yet the diversity of the graduates declined.
Updated: Aug. 11, 2019
Impact of a Statewide Early Childhood Curriculum Enhancement Initiative on Community College Faculty and Paraprofessional Students
In this article, the authors describe the development and implementation of a collaborative initiative between a major urban research university and a state’s community college system and member institutions to enhance the preparation of paraprofessionals to work with young children with disabilities and their families. The authors report on gains in knowledge and confidence experienced by both faculty and paraprofessional students, and we identify programmatic practices that support adoption, fidelity of implementation, and sustainability of curricular innovations.
Updated: Jun. 11, 2017
Motivation for Attending Higher Education From the Perspective of Early Care and Education Professionals
The purpose of this study was to explore the perceptions of early care and education professionals working in community-based child care and Head Start centers as to their educational goals; hindrances, motivations, and benefits to taking coursework/degree completion; and the impact of the early childhood coursework on his or her everyday work with children and families. The findings reveal that the majority of teachers in for profit and non-profit centers viewed the degree as a personal goal. The possibility therefore of increasing their future income and becoming more knowledgeable and marketable in their career was attractive to these teachers as motivators to go on for higher education. The directors, by contrast saw their coursework as enhancing their self-confidence and self-esteem, which in their opinion could make them a more effective director.
Updated: Oct. 07, 2015
Baccalaureate Expectations of Community College Students: Socio-Demographic, Motivational, and Contextual Influences
This research investigates socio-demographic, motivational, and postsecondary contextual factors underlying community college students’ baccalaureate expectations. Results indicate that community college students‘ baccalaureate expectations two years after high school were directly and positively influenced by their initial baccalaureate expectations during the high school senior year and their academic integration during the first year of college. However, college students‘ baccalaureate expectations were negatively associated with the number of subjects for remedial work they received.
Updated: Mar. 24, 2013
Their Portfolios, Our Role: Examining a Community College Teacher Education Digital Portfolio Program From the Students' Perspective
In this article, the authors describe an implementation of digital portfolio development for all of the preservice early childhood educators registered in the infant-toddler and preschool–early elementary programs at a large, urban community college. Three years after implementation of the program, the authors conducted survey research to assess our students' perceptions of their preservice digital portfolio and their experience constructing it.
Updated: Dec. 30, 2012
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