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Graduating from College: The Impossible Dream for Most First-Generation Students

Joseph Sanacore & Anthony Palumbo

Article Views: 287  |  Article Download: 157

Abstract

Some colleges engage in unethical practices to balance their budgets, such as accepting “marginal” students who qualify for loans and government-backed financial aid but not providing these students with the services and programs they need to achieve success. Too many low-income students who are often first-generation students find themselves gamed when they meet with admissions counselors who help them to complete loan applications but neglect to explain the difference between being accepted to college and graduating from college—and the subsequent need to repay student loans. As a response to this negative scenario, 13 high-impact strategies are suggested which increase the chances of helping first-generation students to achieve success and to graduate in a timely fashion.

Keywords: First-Generation Students, Graduation Rates, High-Impact Strategies, Caring

References

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  • Best, J., & Best, E. (2014, October 2). Student-loan debt: A federal toxic asset. The Wall Street Journal, A17.
  • Brooks, D. (2004, March 30). Stressed for success. The New York Times. Retrieved from http://www.nytimes.com/2004/03/30/opinion/stressed-for-success.html
  • Burd, S. (2014a). Undermining Pell volume ll: How colleges’ pursuit of prestige and revenue is hurting low-income students. New America. Retrieved from www.newamerica.org
  • Burd, S. (2014b, September 18). Who pays for prestige? New America. Retrieved from http://newamerica.org/new-america/who-pays-for-prestige/ .n
  • Center for Community College Student Engagement. (2014). Community college survey of student engagement: 2014 key findings. Center for Community College Student Engagement, University of Texas, Austin. Retrieved from www.cccse.org
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  • Freeman, S., Eddy, S., McDonough, M., Smith, M., Okoroafor, N., Jordt, H., & Wenderoth, M. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences USA. Retrieved from www.pnas.org/cgi/doi/10.1073/pnas.1319030111
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  • Gatepoint Research. (2014). Trends in boosting student retention. Retrieved from www.blackboard.com
  • Hammond, J., & Senor, R. (2014). The mentor: Leading with love: The ultimate resource. Bloomington, IN: iUniverse.
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  • Jensen, J., Kummer, T., & Godoy, P. (2015). Improvements from a flipped classroom may simply be the fruits of active learning. CBE—Life Sciences Education. Retrieved from http://www.lifescied.org/content/14/1/ar5.full
  • Mitchell, J. (2014, February 18). Student-debt rise concentrated among those with poor credit. The Wall Street Journal. Retrieved from http://blogs.wsj.com/economics/ 2014/02/18/student-debt-rise-concentrated-among-those-with-poor-credit/
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  • Perna, L., & Titus, M. (2005). The relationship between parental involvement as social capital and college enrollment: An examination of racial/ethnic group differences. Journal of Higher Education, 76(5), 485-518.
  • Rivard, R. (2014, September 17). Undermining Pell. Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/2014/09/17/think-tank-backs-changes-pell-pointing-out-tricks-colleges-play-merit-aid
  • Rivera, C. (2015, July 27). States, U.S. must boost graduation rates, Duncan says in slamming college costs. Los Angeles Times. Retrieved from http://www.storyclash.com/States-US-must-boost-graduation-rates-Duncan-says-in-slamming-college-costs-4593645
  • Rogers, M. (2013, October 2). Less choice, more mainstreaming. Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/2013/10/02/remedial-reform-and-completion-key-latino-students-success-politician-argues
  • Ross, T. (2014). How black students tend to learn science. The Atlantic: Retrieved from http://www.theatlantic.com/education/archive/2014/12/how-black-students-tend-to-learn-science/383387/
  • Russo-Gleicher, R. (2011). The empty desk: Caring strategies to talk to students about their attendance. Thought & Action, 27, 63-76. Retrieved from http://www.nea.org/home/50510.htm
  • Sanacore, J., & Palumbo, A. (2015a, April). A high school diploma doesn’t guarantee college success. Commentary: Education Week, 34(28), 22-23, 25.
  • Sanacore, J., & Palumbo, A. (2015b, May). Let’s help first-generation students succeed. The Chronicle of Higher Education, LXI(36), A22-A23.
  • Sanacore, J., & Piro, J. (2014). Multimodalities, neuroenhancement, and literacy learning. International Journal of Progressive Education, 10(2), 56-72.
  • Scrivener, S., Weiss, M., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling graduation rates: Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for Developmental Education Students. NY and CA: MDRC.
  • Snow, C. (2013). Cold versus warm close reading: Building students’ stamina for struggling with text. Reading Today, 30(6), 18-19.
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2

Challenges for Progressive Education in Afghanistan: A History of Oppression and the Rising Threat of ISIS

Michael Jessee Adkins

Article Views: 239  |  Article Download: 243

Abstract

Afghanistan’s public education system has been victimized by the brutal oppression of the Taliban Regime. Schools were destroyed, teachers were executed, and women were prevented from receiving an education. However, the situation has improved in recent years. Public school enrollment rates and educational access for females have substantially increased since the fall of the Taliban Regime. A resurgence of learning is happening throughout the country. Although this resurgence is welcome, it faces unique challenges. This article examines Afghanistan’s history of educational oppression, describes post-Taliban educational trends, examines modern challenges facing public education, and provides recommendations for fostering a new hope for educational attainment among the citizens of Afghanistan.

Keywords: Afghanistan, Education, Rising, Oppression, ISIS

References

  • Azizi, M. (2008). Leaders of higher education in Afghanistan: leadership beliefs, and challenges for the 21st century (Doctoral Dissertation) Retrieved from UMI. (UMI Number: 3336791)
  • Babury, M. O., & Hayward, F. M. (2013). A Lifetime of Trauma: Mental Health Challenges for Higher Education in a Conflict Environment in Afghanistan. Education Policy Analysis Archives Epaa, 21, 1-22.
  • Beck, J. (2015, September 17). The Islamic State Has Shut Down 57 Afghan Schools. Retrieved February 17, 2016, from https://news.vice.com/article/the-islamic-state-has-shut-down-57-afghan-schools?utm_source=vicenewstwitter
  • Benard, C. (2002). Veiled courage, inside the Afghan women’s resistance. New York: Broadway Books
  • Brodsky, A. E., Portnoy, G. A., Scheibler, J. E., Welsh, E. A., & Talwar, G. (2012). Beyond (the ABCs): Education, community, and feminism in Afghanistan. Journal of Community Psychology, 40(1), 159-181.
  • Ewans, M. (2002). Afghanistan, a short history of its people and politics. New York: HarperCollins Publishers.
  • Glad, M. (2009, September). Knowledge on Fire: Attacks on Education in Afghanistan. Retrieved February 17, 2016, from http://www.care.org/sites/default/files/documents/Knowledge_on_Fire_Report.pdf
  • Griffin, M. (2001). Reaping the whirlwind, the Taliban movement in Afghanistan. London: Pluto Press.
  • Horsley, T. (2015). Child-to-Child Risk Education. Journal of ERW and Mine Action, 19(2), 31-34.
  • Klein, J. (2010, April). A tale of soldiers and a school. Time, 175(16), 20-27.
  • Mansory, A. (2007, May). Drop out study in basic education level of schools in Afghanistan. Retrieved February 17, 2016, from https://www.researchgate.net/publication/238731904_Drop_Out_Study_in_Basic_Education_Level_of_Schools_in_Afghanistan
  • Mashriqi, K. (2016). Afghanistan Women Perceptions of Access to Higher Education. Journal of Research Initiatives, 2(1), 1-21.
  • Matinuddin, K. (1999). The Taliban phenomenon. New York: Oxford University Press.
  • Ministry of Education, Transitional Islamic State of Afghanistan. (2004, August 10). National Report on the Development of Education in Afghanistan. Retrieved February 17, 2016, from http://www.ibe.unesco.org/International/ICE47/English/Natreps/reports/afghanistan.pdf
  • Pont, A. M. (2001). Blind chickens and social animals: Creating spaces for Afghan women’s narratives under the Taliban. Portland, OR: Mercy Corps.
  • Quraishi, N. (Director). (2015, November 17). PBS Frontline ISIS in Afghanistan [Video file]. Retrieved March 3, 2016, from http://www.pbs.org/wgbh/frontline/film/isis-in-afghanistan/
  • Shayan, Z. (2015). Gender Inequality in Education in Afghanistan: Access and Barriers. Open Journal of Philosophy, 05(05), 277-284.
  • Skaine, R. (2002). The women of Afghanistan under the Taliban. London: McFarland & Company, Inc., Publishers.
  • Trani, J., Bakhshi, P., & Nandipati, A. (2012). ‘Delivering’ education; maintaining inequality. The case of children with disabilities in Afghanistan. Cambridge Journal of Education, 42(3), 345-365.
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3

Diversity Management and Respect for Diversity at Schools

Ahmet Saylık, Mahmut Polatcan & Numan Saylık

Article Views: 230  |  Article Download: 0

Abstract

The purpose of the study is to examine employees’ individual attitudes towards diversity management and respect for diversity in secondary education in views of secondary school administrators and teachers, and to explore the relationship between these concepts. According to the results of the study, administrators and teachers in secondary schools display positive individual attitudes and behaviours towards diversity. School administrators and teachers’ organizational norms and values associated with diversity are positive. However, there is a low positive relationship between respect for diversity and diversity management.

Keywords: Diversity, Diversity Management, Respect for Diversity.

References

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  • Balay, R., Kaya, A. & Geçdoğan-Yılmaz, R. (2014). The relationship between servant leadership competences and diversity management skills among education managers. Journal of Educational Sciences Research, 4(1), 229-249. Balint, P. (2006). Respect Relationships in Diverse Societies. Res Publica,12(1), 35-57.
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4

Study of the Factors Affecting the Mathematics Achievement of Turkish Students According to Data from the Programme for International Student Assessment (PISA) 2012

Cem Oktay Güzelleri, Mehmet Taha Eser & Gökhan Aksu

Article Views: 197  |  Article Download: 71

Abstract

This study attempts to determine the factors affecting the mathematics achievement of students in Turkey based on data from the Programme for International Student Assessment 2012 and the correct classification ratio of the established model. The study used mathematics achievement as a dependent variable while sex, having a study room, preparation for mathematics exams, completing homework on time, interest in mathematics, enjoying mathematics and enjoying reading about mathematics were used as independent variables. The studysample consisted of 4478 students participating in PISA 2012. Probit regression analysis was used to analyse the data. According to the findings, it was determined that there was a positive interaction between the dependent variable and all the independent variables except regularly completing homeworkand that the correct classification ratio of the model was 58 (44%).

Keywords: Program for International Student Assessment(PISA), Mathematics achievement, Probit regression

References

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5

Racializing intimate partner violence among Black, Native American, Asian American and Latina women

Erica Campbell

Article Views: 192  |  Article Download: 64

Abstract

Intimate partner violence (IPV) continues to attract much attention and awareness as an increasing social problem in the U.S. While intimate partner violence scholars and experts have developed an inclusive conceptualization of IPV, research highlights the need to construct a framework of IPV incorporating the sociocultural and sociohistorical contexts and narratives unique to racial and ethnic minority women. An inclusive discourse fully examining the complexities of IPV among racial and ethnic minority women is valuable to the development of quality services, interventions and prevention strategies aiming to serve racial and ethnic minority women

Keywords: Intimate Partner Violence, Women, IPV

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6

An Art Educator’s Journey of Becoming a Researcher: A Self-Reflective Auto-Ethnography of Identity Construction and Personal Growth

Martina Riedler

Article Views: 175  |  Article Download: 89

Abstract

In this self-reflective auto-ethnographic research, the author shares her experiences of introspection, change and professional growth as an art educator in an international context. Auto-ethnography is an approach to qualitative inquiry in which the researcher employs self-reflection to explore her personal experiences and connect these auto-biographical experiences to wider socio-cultural and political issues in society. This study recollects stories of the author’s personal journey as an Austrian art educator in the United States from a critical pedagogy perspective. Thereby, these stories present personalized narratives of moments of vulnerability, and the challenges of transforming traditional understandings of research and teaching into critical and participatory art pedagogies and practices. This self-reflective approach provides the author an opportunity to speak from the inside out as a researcher and educator having experienced a deeper understanding of “self” and to explore the changes that taken place in her activities along her journey of challenging the status quo in teaching and doing research.

Keywords: Auto-ethnography, identity construction, self-reflection, art education, critical pedagogy, participatory art

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7

The Effects of Using Animations on Sixth Grade Students’ Academic Success in Turkish Grammar Learning

Mesut Gün

Article Views: 155  |  Article Download: 0

Abstract

The purpose of this empirical study is to determine how and to what extent the use of animations impacts auditory acquisition, one of the key learning fields in 6th grade grammar, as measured by students’ academic success and completion rates. By using a pre-test and post-test design, this emrical study randomly divided a group of Turkish 6th graders into an experimental and a control group, who were taught the same standard lessons (as set forth in the Turkish annual lesson plan) by the same teacher for a period of 10 weeks. In addition to the standard lessons, the experimental group was also shown animations. The results revealed that phonetics performance improved for both the experimental and the control group, but that the group who had been shown the animations improved much more than the group who had been instructed via traditional methods only.

Keywords: Animation, grammar, teaching

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8

Investigating the Relationship among Internet Addiction, Positive and Negative Affects, and Life Satisfaction in Turkish Adolescents

Bülent Baki Telef

Article Views: 152  |  Article Download: 0

Abstract

This study investigates the relationships between Internet addiction and the areas of life satisfaction and positive or negative affects in Turkish adolescents. The research sample comprised 358 students studying in the sixth, seventh and eighth grades at four different middle schools in Canakkale city centre during the 2012–2013 academic year, of which 189 (52.8%) were females and 169 (48.2%) were males. Of the participants, 131 (37%) were sixth graders, 90 (25%) were seventh graders and 137 (38%) were eighth graders. The Internet Addiction Scale, the Multidimensional Student’s Life Satisfaction Scale and the Scale of Positive and Negative Experience were used as data collection instruments in the study. Research data was analysed using Pearson's product-moment correlation technique and multiple linear regression. The results indicated that there was a significant negative correlation between Internet addiction and school and family satisfaction, and a significant positive relationship between Internet addiction and negative affects. The regression analysis results indicated that school satisfaction and negative affects are important predictors of Internet addiction. The results suggested that increasing adolescents’ school satisfaction and developing their ability to regulate their emotions might be useful in decreasing Internet addiction.

Keywords: adolescent, internet addiction, life satisfaction, positive affects, negative affects

References

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9

ICT Integration of Turkish Teachers: An Analysis within TPACK-Practical Model

Yusuf AY, Engin KARADAĞ & M. Bahaddin ACAT

Article Views: 148  |  Article Download: 54

Abstract

The aim of the study is to analyze Information and Communication Technologies (ICT) integration of Turkish teachers using various variables within the context of Technological Pedagogical Content Knowledge (TPACK). These variables were indicated as the gender of teachers, the implementation status of FATIH project at their schools, school types that the teachers were commissioned at, and their years of seniority. The study was conducted using causal-comparative design, one of the non-empirical quantitative research methods. TPACK-Practical Scale was utilized as data collection tool in the study. The data were collected from 296 teachers serving at Ministry of Education state schools. The analysis of the data was conducted using descriptive statistics, independent samples t-test, and Analysis of Variance (ANOVA). Findings of the study demonstrated that teachers scored the highest mean points in Curriculum Design, while the mean scores for Infusing ICT to assess students was the lowest. Furthermore, while there was no significant difference between the total mean scores of females and males, a significant difference was observed between the teachers that serve at schools where FATIH project was implemented and the teachers that serve at schools where FATIH project was not implemented, and between the teachers that serve in different types of schools.

Keywords: Technology integration, ICT, Technological Pedagogical Content Knowledge, teacher efficiencies, FATIH Project

References

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10

A new rendition of an old classic: The young writers program as a writing workshop

Laura Magalas & Thomas G. Ryan

Article Views: 134  |  Article Download: 63

Abstract

The Young Writers Program (YWP) is the latest writing workshop to be developed for the classroom. It challenges students to choose a topic and write a novel-length piece based on that topic, without worrying about spelling or grammar. While the foundation of this philosophy is solid, the support and structure of the Young Writers Program website does not make up for the lack of structure and routine that is instrumental to the implementation and success of other writing workshops. Until it creates a framework that teachers can implement in their classroom, the Young Writers Program has very little direction and very few benefits when compared to other, more successful, writing workshops.

Keywords: Writing, elementary, communication

References

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