This editorial provides a summary of the first four volumes of the Journal of Diversity in Higher Education and a vision for its future direction. It discusses how the diversity paradigm in higher education has shifted due to factors like population changes and accountability pressures. It analyzes the content of JDHE articles, finding most addressed student and faculty recruitment/retention and campus climate issues. It aims to publish more on understudied topics like sexual orientation and leadership, while maintaining focus on traditional areas. The new editor believes high-quality research is needed on issues like intergroup interactions and best practices. He thanks the inaugural editor for establishing a successful journal and outlines plans to advance JDHE further.
An Opportunity To Learn US History What NAEP Data Suggest Regarding The Oppo...Brandi Gonzales
This document summarizes a study that examined National Assessment of Educational Progress (NAEP) U.S. History assessment data to better understand factors associated with 12th grade students' historical knowledge. The study found that opportunity to learn (OTL), such as instructional exposure, is associated with learning outcomes. However, Black students experience an opportunity gap, receiving less instructional exposure in U.S. History. When controlling for socioeconomic factors, instructional exposure positively predicted achievement, though some differences remained. Both student characteristics and instructional factors significantly impacted achievement. The study indicates culturally congruent instruction is needed to ensure positive learning experiences for Black students.
ECR, Diversity Related Experiences of Students, Academic and Administrative S...NazlFidanDalkl
This document provides an overview of a study that will explore diversity-related experiences of students, academic staff, and administrative staff at a private university in Turkey through qualitative interviews and focus groups, using a critical theory framework. The study aims to understand perceptions of diversity and the impact of university policies and practices on campus diversity. It is expected that findings will provide recommendations to improve the inclusive campus environment and diversity management strategies. This will contribute new insights around diversity experiences of different groups in higher education.
This document discusses the negative impacts of educational disadvantage on students. Research shows students from disadvantaged backgrounds are more likely to struggle during and after schooling, having lower attendance, achievement, and attainment. While debates exist around the causes of the link between socioeconomic status and educational outcomes, studies consistently find adverse effects for disadvantaged students compared to their peers in areas like attendance, achievement and attainment. The document examines research on these impacts both generally and in the Australian context.
Implementing Integrated Multicultural Instructional Design In Management Educ...norshimhashim
This document summarizes a study that implemented an integrated multicultural instructional design (IMID) model in a management education course. The study aimed to promote diversity and inclusion through teaching methods, course content, academic support, and assessment. A variety of teaching techniques were used, including relating personal experiences and collaborative learning. Course content incorporated current events and global perspectives. Students provided feedback that resulted in changes to better support diverse learners. Evaluation included multiple assessments to accommodate different learning styles. Student feedback indicated the IMID model created a more inclusive learning environment.
This study examines transition programs offered at international secondary schools to support Third Culture Kids (TCKs), students who have spent significant time living abroad. The researcher surveyed administrators at 11 international schools across 5 continents about their professional development for transitions, orientation and departure programs, and use of transition teams. While international mobility has increased, the study found that systematic transition interventions are underutilized to support TCKs, suggesting administrators are unaware of transitional challenges faced by globally mobile students.
Educational Challenges Of Native AmericansMonique Jones
The document discusses the lack of Native American representation in healthcare fields in the US and some of the challenges they face in education. It notes that only 0.3% of medical students are Native American despite making up 2% of the US population, and in 2004 only 98 Native American students were enrolled in medical schools. The challenges discussed include lack of access to educational opportunities and issues with curricula that do not adequately prepare Native Americans for healthcare careers.
TWO DECADES OF RESEARCH ON EARLY CAREER FACULTIES (ECFs): A BIBLIOMETRIC ANAL...Nader Ale Ebrahim
Early Career Faculties (ECFs) are an important demographic of university faculty population shaping the future of the institution and higher education, despite the challenges they face as new academics. Analysis of scholarly output on ECFs offers useful data to inform and aid both national policy formulations and institutional planning decisions especially in ECFs’ support and development. Peer-reviewed high impact journals and academic databases provide highly valid and reliable sources of data and information on ECFs. This study examines the trend of ECFs research over two decades comparing scholarly output and research impact across global regions, in Web of Science and Scopus Elsevier. The bibliometric analysis highlights key topics of research and publications related to ECFs and identify the regions and countries most actively research on the topic. The trend of research on ECFs has been found to increase exponentially beginning the 1990s worldwide, mostly from western institutions (76%). Publications after the year 2012 focused more on issues related to ECFs’ preparation towards life in academia, their motivation, and challenges, the support structure for ECFs and strategies to adapt to life as faculty members. Such bibliometric analysis findings can be a useful reference for policy formulation within national or regional systems of higher education, and institutional strategic planning.
An Opportunity To Learn US History What NAEP Data Suggest Regarding The Oppo...Brandi Gonzales
This document summarizes a study that examined National Assessment of Educational Progress (NAEP) U.S. History assessment data to better understand factors associated with 12th grade students' historical knowledge. The study found that opportunity to learn (OTL), such as instructional exposure, is associated with learning outcomes. However, Black students experience an opportunity gap, receiving less instructional exposure in U.S. History. When controlling for socioeconomic factors, instructional exposure positively predicted achievement, though some differences remained. Both student characteristics and instructional factors significantly impacted achievement. The study indicates culturally congruent instruction is needed to ensure positive learning experiences for Black students.
ECR, Diversity Related Experiences of Students, Academic and Administrative S...NazlFidanDalkl
This document provides an overview of a study that will explore diversity-related experiences of students, academic staff, and administrative staff at a private university in Turkey through qualitative interviews and focus groups, using a critical theory framework. The study aims to understand perceptions of diversity and the impact of university policies and practices on campus diversity. It is expected that findings will provide recommendations to improve the inclusive campus environment and diversity management strategies. This will contribute new insights around diversity experiences of different groups in higher education.
This document discusses the negative impacts of educational disadvantage on students. Research shows students from disadvantaged backgrounds are more likely to struggle during and after schooling, having lower attendance, achievement, and attainment. While debates exist around the causes of the link between socioeconomic status and educational outcomes, studies consistently find adverse effects for disadvantaged students compared to their peers in areas like attendance, achievement and attainment. The document examines research on these impacts both generally and in the Australian context.
Implementing Integrated Multicultural Instructional Design In Management Educ...norshimhashim
This document summarizes a study that implemented an integrated multicultural instructional design (IMID) model in a management education course. The study aimed to promote diversity and inclusion through teaching methods, course content, academic support, and assessment. A variety of teaching techniques were used, including relating personal experiences and collaborative learning. Course content incorporated current events and global perspectives. Students provided feedback that resulted in changes to better support diverse learners. Evaluation included multiple assessments to accommodate different learning styles. Student feedback indicated the IMID model created a more inclusive learning environment.
This study examines transition programs offered at international secondary schools to support Third Culture Kids (TCKs), students who have spent significant time living abroad. The researcher surveyed administrators at 11 international schools across 5 continents about their professional development for transitions, orientation and departure programs, and use of transition teams. While international mobility has increased, the study found that systematic transition interventions are underutilized to support TCKs, suggesting administrators are unaware of transitional challenges faced by globally mobile students.
Educational Challenges Of Native AmericansMonique Jones
The document discusses the lack of Native American representation in healthcare fields in the US and some of the challenges they face in education. It notes that only 0.3% of medical students are Native American despite making up 2% of the US population, and in 2004 only 98 Native American students were enrolled in medical schools. The challenges discussed include lack of access to educational opportunities and issues with curricula that do not adequately prepare Native Americans for healthcare careers.
TWO DECADES OF RESEARCH ON EARLY CAREER FACULTIES (ECFs): A BIBLIOMETRIC ANAL...Nader Ale Ebrahim
Early Career Faculties (ECFs) are an important demographic of university faculty population shaping the future of the institution and higher education, despite the challenges they face as new academics. Analysis of scholarly output on ECFs offers useful data to inform and aid both national policy formulations and institutional planning decisions especially in ECFs’ support and development. Peer-reviewed high impact journals and academic databases provide highly valid and reliable sources of data and information on ECFs. This study examines the trend of ECFs research over two decades comparing scholarly output and research impact across global regions, in Web of Science and Scopus Elsevier. The bibliometric analysis highlights key topics of research and publications related to ECFs and identify the regions and countries most actively research on the topic. The trend of research on ECFs has been found to increase exponentially beginning the 1990s worldwide, mostly from western institutions (76%). Publications after the year 2012 focused more on issues related to ECFs’ preparation towards life in academia, their motivation, and challenges, the support structure for ECFs and strategies to adapt to life as faculty members. Such bibliometric analysis findings can be a useful reference for policy formulation within national or regional systems of higher education, and institutional strategic planning.
The document discusses gaps in college preparation for African American students through the high school educational experience. It finds that African American students are far less likely to be ready for college, especially those attending high-poverty schools. This is due to deficiencies and disparities in school systems, as high-minority schools provide inadequate courses, resources, and supports compared to low-minority schools. Specifically, there are deep disparities between school types in access to rigorous college preparatory courses, experienced teachers, and school counselors, which are critical for college readiness. Understanding these factors is important for developing policies and practices to improve preparation for all students.
This document provides a review of the history and development of Educational Effectiveness Research (EER). It discusses how EER has progressed through five phases, from initially demonstrating that schools can impact student outcomes, to a growing internationalization and focus on dynamic relationships. While early EER established schools' effects, it relied heavily on quantitative methods and focused more on schools than teachers or classrooms. Future research needs include exploring processes in more depth using mixed methods and considering all levels of the educational system.
Academic Self-Concept And Critical Thinking Dispositions Devising A Predicti...Sabrina Green
This document discusses a study that aimed to develop a predictive model of college students' degree commitment based on their academic self-concept and critical thinking dispositions. It provides background on factors related to degree commitment such as attrition rates. It also discusses academic self-concept and critical thinking dispositions as potential predictors of degree commitment. A literature review covers research on degree commitment, critical thinking dispositions, academic self-concept, and the need to explore these factors among Greek college students. The study used a questionnaire to examine relationships between the predictors and degree commitment for 120 Greek college students.
This document summarizes a research paper about balancing the demographics of an undergraduate student population. It discusses three key themes from the literature: (1) demonstrating university dedication to diversity through mission statements and goals, (2) providing capital support for diverse students through grants and scholarships, and (3) implementing custom recruitment tactics like targeting diverse schools and including diverse representations in marketing. It concludes that cultivating a diverse student body requires commitment from the university, financial resources, and strategic recruitment efforts.
Special Education: Preservice Educators and Cultural DiversityNoelle Morris
The document summarizes a literature review examining how far teacher education programs have come in preparing preservice educators for cultural diversity. The review analyzed 63 articles from education journals published between 1998-2008. It found that while programs have increased course offerings on topics like multicultural education and inclusive education, they have not fully integrated these approaches throughout the curriculum or connected them to developing culturally responsive teaching practices. Programs also lacked assessments of graduates' preparedness or abilities once in the classroom.
This PowerPoint presentation discusses factors that contribute to low graduation rates among English Language Learner (ELL) students and suggests strategies to address the problem. It finds that ELL students often have poor academic achievement, especially in reading. They also face a lack of communication between schools and families. Additionally, ELL students are often not provided adequate language services or teacher support. The presentation recommends providing early reading interventions, improving school-family communication, ensuring adequate resources and support for ELL students, and making schools more culturally competent to help increase ELL graduation rates.
TIMTIM, MYRON-CULTURALLY RESPONSIVE SCHOOL LEADERSHIP.pptxMyronTimtim
This document provides a framework for culturally responsive school leadership (CRSL) based on a review of literature. It discusses how CRSL centers inclusion, equity, advocacy, and social justice in school environments. Principals can influence student achievement through instructional leadership as well as building trusting relationships and advocating for students and communities. However, many principals are unprepared to lead diverse schools or address issues like the racial achievement gap. CRSL is needed to create more inclusive school cultures and high expectations for minoritized students.
Culturally Competent Leaders: Exploring Cultural IntelligenceNatascha Saunders
A group of Northeastern University doctoral students come together to present on the topic: Culturally Competent Leaders: Exploring Cultural Intelligence (CI) in Higher Education. Course: EDU 7281 Research Process (R2)
PROBLEM STATEMENT:
Administrative leaders at a mid-sized liberal arts college that is in the beginning stages of an internationalization effort may have disparate perceptions of what it means to be culturally competent. Their ability to consistently show tolerance, empathy, respect, appreciation toward and the ability to work with people who are different from oneself is essential. The success of this internationalization process which includes diversifying the study body, establishing study programs, and globalizing curriculum hangs in the balance. This study will provide important insight into senior leaders’ impressions of cultural competence as a concept and it will inform professional development policy moving forward.
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Stephen Lyons, Robert Outerbridge, Natascha Saunders
Patricia Steiner, Tonia Teresh
This document discusses common misconceptions about English language learner (ELL) dropouts and presents information on the realities and causes of high ELL dropout rates. It explores how a lack of uniform data reporting and inconsistencies in identifying ELL graduates skews national statistics. Major causes of ELL dropouts include low social capital, lack of stability, high-stakes testing pressures, and lack of student engagement. The document proposes solutions such as bilingual education, alternative schools, testing students in their native language, and school outreach programs to improve stability and engagement for at-risk ELL students.
This document discusses common misconceptions about English language learner (ELL) dropouts and presents information on the realities and potential solutions. It explores myths such as total English immersion being beneficial and bilingual education causing dropouts. In reality, ELLs with native language and cultural maintenance are less likely to dropout. The document also addresses issues like a lack of uniform reporting of graduation rates. Potential solutions presented include bilingual and bicultural education, alternative schools, improved outreach programs, and testing reforms.
1Quantitative Research Plan (Draft)ByID # A00355270.docxeugeniadean34240
1
Quantitative Research Plan
(Draft)
By
ID # A00355270
Richard W. Riley College of Education and Leadership
Program: PhD in Education
Specialization: Educational Technology
RSCH 8200-Quantitative Reasoning
Dr. Wade Smith, Jr.
[email protected]
Walden University
September 13, 2015
Table of Contents
Introduction Comment by Dr. Wade Smith: Assign page numbers as you develop this doc.
Opening Statement
Problem
Purpose of Study
Theory Perspective
Research Questions
Theoretical Framework
Involvement for Success
Literature Review
Case Study
Theoretical Framework
Involvement for Success
Summary
Research Methodology
Setting
Population
Data Sources
Ethnicity
Research Design
Intervention
Survey Instrument
Summary
Introduction
Opening Statement
The students and parents are participants in an educational program. “Research often excludes youth participants, omitting their social and psychological realities, undermining their rights to participate and benefit from research, and weakening the validity of research. Researchers may be discouraged from including youth due to logistical (e.g. gaining access) or ethical (e.g. coercion risks based on developmental level) concerns. Increased discussion is needed around appropriate methods to use with child and youth participants that manage challenges related to developmental capacities, legal status, power differentials, and unpredictable aspects of qualitative research”(Sage, 2015). Eliminate the white pages.
Background Study
In this paper I will focus on experiences of researchers, describing solutions of internal and external validity. “The research design is the blueprint that enables the investigator to come up with solutions to these problems and guides him or her to various stages of research” (Frankfort-Nachmias & Nachmias, 2008, p89) Internal validity is whether the effects observed in a research are due to the manipulation of the independent variable. External validity is the extent to which the results of a research can be generalized to settings and people. (McLeod, 2013).
Burger’s (2009) study of design is on the psychological research designed by Milgram. Burger (2009) identifies obedience to authority, increase in demands, resources of information in a novel situation, and responsibility not assigned or diffused as contributes toward the “high rates of obedience” (Burger, 2009, pp 2-3). His hypotheses question is ‘Would people still obey today?’ The tables are used to measure participants of the obedience screening according to gender and ethnicity, such as behavior and personality rates.
Fuchs, Fuchs, Hamlett, Phillips, Karns, and Dutka (1997) researched on various collaborative measurements. The appendix for Problems A & B is interesting. The methods to problems solving contain internal and external validity. This is a collaborative research because the tutor (educator) and tutee (learner) are doing an activity.
Problem Statement
The problem occurs when there is a lack of part.
Geert Driessen (2002) SEE School composition and achievement in primary educa...Driessen Research
This document summarizes a study that examines the effects of socio-ethnic school composition on language and math achievement among Dutch primary school students. The study uses large-scale data from over 14,000 4th grade and 12,000 8th grade students across 583 primary schools. It analyzes the relationships between student achievement, individual characteristics like ethnicity and parental education, and school-level factors like socio-economic composition and ethnic diversity. The results are intended to clarify inconsistent prior research on how school demographic characteristics influence educational outcomes.
Journal of research in international education 2013-phakiti-239-58abnaking
This document summarizes a study that examines how individual factors beyond English language proficiency, such as motivation, self-efficacy, personal values, and self-regulation, influence English language learning and academic achievement for English as a second language (ESL) international students in Australia. The study uses structural equation modeling to analyze survey data from 341 ESL international students in their final semester of a Foundation Studies program that prepares students for undergraduate university entry. The study finds that motivation, self-regulation, self-efficacy, and English language proficiency are significant factors influencing not only English language learning but also academic achievement. It suggests language teaching and university support should incorporate these personal factors to maximize student learning outcomes.
This document summarizes the findings of focus groups conducted with Capital University students to examine perceptions of diversity and the Office of Diversity and Inclusion (ODI) on campus. Three focus groups were held: one with students aware of the ODI, one with students integrated/aware of the ODI, and one with unaware students. The aware groups had positive perceptions of the ODI as a welcoming space. However, the unaware group saw the ODI as inviting but not open to outsiders. Most students believed the university could do more to promote cultural competency through additional diversity courses and experiences. The research aims to inform the ODI's strategic plan to increase awareness and facilitate inclusion across campus.
ProfessionalsLabel each of the five dimensions by number (i.e.,.docxstilliegeorgiana
Professionals:
Label each of the five dimensions by number (i.e., 1. content integration; 2. knowledge construction process; 3. prejudice reduction; 4. equity pedagogy; and 5. an empowering school culture) on your paper, and discuss why each dimension is necessary to improve learning and the learning environment. Also, refer to the work of researchers by name that are mentioned in the Professor's Comments section, Banks' s chapter, posted article, and previous modules to develop your ideas throughout your paper. (For instance, the work of Shirley Brice Heath and Luis Moll provide valuable food for thought about equity pedagogy and empowering school culture themes.)
A minimum of 5 complete pages double-spaced with 12 point font is required; however, you can exceed the minimum length for any assignment in this course. In addition, turn in your completed paper as one document, and please do not submit any assignment for this course unless all parts are complete. (worth 60 points)
Criteria
Label and discuss the significance of each of the five dimensions of multicultural education;
refer to the works of researchers by name that are noted in the Professor’s Comments, Banks's chapter, and posted article to develop your ideas;
elimination of errors in grammar, usage, and punctuation;
a logical progression of ideas is evident;
clear explanations of the significance of ideas;
good use of examples to expand on and clarify key points;
strong transitions between ideas.
Multicultural Education: Historical Development, Dimensions, and Practice
Author(s): James A. Banks
Source: Review of Research in Education, Vol. 19 (1993), pp. 3-49
Published by: American Educational Research Association
Stable URL: http://www.jstor.org/stable/1167339
Accessed: 11/07/2010 15:39
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This document discusses strategies to improve student engagement and retention in higher education. It notes that the first year experience is critical for student success and that institutions need to take institution-wide approaches to enhancing this experience. It emphasizes the importance of collaboration between academic staff, student support staff, and administrators to integrate initiatives that benefit all students. The document then provides several examples of how interconnectedness across an institution can help improve the first year experience and student learning engagement, such as through curriculum design, monitoring student engagement, and developing academic-professional partnerships.
Daniel Cameron International Student Literature ReviewDaniel P. Cameron
This document provides a literature review on international students in higher education in the United States. It summarizes research on three main themes: social integration, academic adaptation, and mental health issues. For social integration, the document finds that international students struggle more with social integration than domestic students and benefit from social support groups. Their social integration is also impacted by university programming and interactions with domestic students. Regarding academic adaptation, international students face challenges adjusting to a new learning culture and utilizing academic resources. They also struggle with differences in expectations. Finally, the document discusses that international students experience higher levels of stress, isolation and health issues like depression compared to domestic students.
Academic quality, league tables, and public policyA cross.docxdaniahendric
Academic quality, league tables, and public policy:
A cross-national analysis of university ranking systems*
DAVID D. DILL & MAARJA SOO
Research Program on Public Policy for Academic Quality (PPAQ), Department of
Public Policy, University of North Carolina at Chapel Hill, Abernethy Hall, Chapel Hill,
NC 27599-3435, USA (Phone: +1-(919) 962 - 6848; Fax: +1-(919) 962 - 5824; E-mail:
[email protected], [email protected]unc.edu)
Abstract. The global expansion of access to higher education has increased demand for
information on academic quality and has led to the development of university ranking
systems or league tables in many countries of the world. A recent UNESCO/CEPES
conference on higher education indicators concluded that cross-national research on
these ranking systems could make an important contribution to improving the inter-
national market for higher education. The comparison and analysis of national uni-
versity ranking systems can help address a number of important policy questions. First,
is there an emerging international consensus on the measurement of academic quality as
reflected in these ranking systems? Second, what impact are the different ranking sys-
tems having on university and academic behavior in their respective countries? Finally,
are there important public interests that are thus far not reflected in these rankings? If
so, is there a needed and appropriate role for public policy in the development and
distribution of university ranking systems and what might that role be? This paper
explores these questions through a comparative analysis of university rankings in
Australia, Canada, the UK, and the US.
Keywords: academic quality, higher education policy, league tables, organizational re-
port cards, university rankings
Introduction
The world-wide expansion of access to higher education has also created
an increasing national and global demand for consumer information on
academic quality. Because a college education is a rare purchase and an
increasingly important as well as expensive decision in one’s life, stu-
dents and their families are seeking information that will help them
make informed choices in the selection of a university and/or an aca-
demic program. Demand for consumer information on academic
quality has led to the development of university rankings in many
countries of the world. A UNESCO/CEPES invitational roundtable on
rankings and league table methodologies in higher education, for
Higher Education (2005) 49: 495–533 � Springer 2005
DOI 10.1007/s10734-004-1746-8
example, reviewed the development of university rankings in Germany,
Japan, Poland, Russia, the UK and the US.
1
The rankings are often heavily criticized: because of their statistical
inaccuracy, because of the measures chosen to represent academic
quality, or because of their expected negative impact on the overall
performance of universities (Bowden 2000). But recent research suggests
that well designed organizational ...
No One Can Write My Essay For Me Freely. Online assignment writing service.Kristen Flores
The book of Esther takes place in the Persian Empire during King Ahasuerus' reign. Esther, a Jew whose parents had died, was taken in by her cousin Mordecai. At the king's command, a beauty pageant was held to find a new queen. Esther entered and won. Meanwhile, the king's prime minister Haman plotted to kill all Jews, including Mordecai and Esther. Through Esther's intervention with the king, the Jews were spared and Haman was executed.
What Are Good Topics For An Argumentative ResearcKristen Flores
1. Earth is the only known planet capable of supporting life. It has the necessary conditions like a temperature range conducive to liquid water, abundant water, and other elements essential for life like carbon and oxygen.
2. Life plays a crucial role in regulating Earth's climate and atmosphere. Plants and algae produce oxygen and absorb carbon dioxide, keeping temperatures stable.
3. All of humanity relies on Earth's living systems like forests and oceans for survival. We depend on ecosystems for food, medicine, clean air and water. The extinction of species threatens our own existence on the planet.
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TIMTIM, MYRON-CULTURALLY RESPONSIVE SCHOOL LEADERSHIP.pptxMyronTimtim
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PROBLEM STATEMENT:
Administrative leaders at a mid-sized liberal arts college that is in the beginning stages of an internationalization effort may have disparate perceptions of what it means to be culturally competent. Their ability to consistently show tolerance, empathy, respect, appreciation toward and the ability to work with people who are different from oneself is essential. The success of this internationalization process which includes diversifying the study body, establishing study programs, and globalizing curriculum hangs in the balance. This study will provide important insight into senior leaders’ impressions of cultural competence as a concept and it will inform professional development policy moving forward.
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1Quantitative Research Plan (Draft)ByID # A00355270.docxeugeniadean34240
1
Quantitative Research Plan
(Draft)
By
ID # A00355270
Richard W. Riley College of Education and Leadership
Program: PhD in Education
Specialization: Educational Technology
RSCH 8200-Quantitative Reasoning
Dr. Wade Smith, Jr.
[email protected]
Walden University
September 13, 2015
Table of Contents
Introduction Comment by Dr. Wade Smith: Assign page numbers as you develop this doc.
Opening Statement
Problem
Purpose of Study
Theory Perspective
Research Questions
Theoretical Framework
Involvement for Success
Literature Review
Case Study
Theoretical Framework
Involvement for Success
Summary
Research Methodology
Setting
Population
Data Sources
Ethnicity
Research Design
Intervention
Survey Instrument
Summary
Introduction
Opening Statement
The students and parents are participants in an educational program. “Research often excludes youth participants, omitting their social and psychological realities, undermining their rights to participate and benefit from research, and weakening the validity of research. Researchers may be discouraged from including youth due to logistical (e.g. gaining access) or ethical (e.g. coercion risks based on developmental level) concerns. Increased discussion is needed around appropriate methods to use with child and youth participants that manage challenges related to developmental capacities, legal status, power differentials, and unpredictable aspects of qualitative research”(Sage, 2015). Eliminate the white pages.
Background Study
In this paper I will focus on experiences of researchers, describing solutions of internal and external validity. “The research design is the blueprint that enables the investigator to come up with solutions to these problems and guides him or her to various stages of research” (Frankfort-Nachmias & Nachmias, 2008, p89) Internal validity is whether the effects observed in a research are due to the manipulation of the independent variable. External validity is the extent to which the results of a research can be generalized to settings and people. (McLeod, 2013).
Burger’s (2009) study of design is on the psychological research designed by Milgram. Burger (2009) identifies obedience to authority, increase in demands, resources of information in a novel situation, and responsibility not assigned or diffused as contributes toward the “high rates of obedience” (Burger, 2009, pp 2-3). His hypotheses question is ‘Would people still obey today?’ The tables are used to measure participants of the obedience screening according to gender and ethnicity, such as behavior and personality rates.
Fuchs, Fuchs, Hamlett, Phillips, Karns, and Dutka (1997) researched on various collaborative measurements. The appendix for Problems A & B is interesting. The methods to problems solving contain internal and external validity. This is a collaborative research because the tutor (educator) and tutee (learner) are doing an activity.
Problem Statement
The problem occurs when there is a lack of part.
Geert Driessen (2002) SEE School composition and achievement in primary educa...Driessen Research
This document summarizes a study that examines the effects of socio-ethnic school composition on language and math achievement among Dutch primary school students. The study uses large-scale data from over 14,000 4th grade and 12,000 8th grade students across 583 primary schools. It analyzes the relationships between student achievement, individual characteristics like ethnicity and parental education, and school-level factors like socio-economic composition and ethnic diversity. The results are intended to clarify inconsistent prior research on how school demographic characteristics influence educational outcomes.
Journal of research in international education 2013-phakiti-239-58abnaking
This document summarizes a study that examines how individual factors beyond English language proficiency, such as motivation, self-efficacy, personal values, and self-regulation, influence English language learning and academic achievement for English as a second language (ESL) international students in Australia. The study uses structural equation modeling to analyze survey data from 341 ESL international students in their final semester of a Foundation Studies program that prepares students for undergraduate university entry. The study finds that motivation, self-regulation, self-efficacy, and English language proficiency are significant factors influencing not only English language learning but also academic achievement. It suggests language teaching and university support should incorporate these personal factors to maximize student learning outcomes.
This document summarizes the findings of focus groups conducted with Capital University students to examine perceptions of diversity and the Office of Diversity and Inclusion (ODI) on campus. Three focus groups were held: one with students aware of the ODI, one with students integrated/aware of the ODI, and one with unaware students. The aware groups had positive perceptions of the ODI as a welcoming space. However, the unaware group saw the ODI as inviting but not open to outsiders. Most students believed the university could do more to promote cultural competency through additional diversity courses and experiences. The research aims to inform the ODI's strategic plan to increase awareness and facilitate inclusion across campus.
ProfessionalsLabel each of the five dimensions by number (i.e.,.docxstilliegeorgiana
Professionals:
Label each of the five dimensions by number (i.e., 1. content integration; 2. knowledge construction process; 3. prejudice reduction; 4. equity pedagogy; and 5. an empowering school culture) on your paper, and discuss why each dimension is necessary to improve learning and the learning environment. Also, refer to the work of researchers by name that are mentioned in the Professor's Comments section, Banks' s chapter, posted article, and previous modules to develop your ideas throughout your paper. (For instance, the work of Shirley Brice Heath and Luis Moll provide valuable food for thought about equity pedagogy and empowering school culture themes.)
A minimum of 5 complete pages double-spaced with 12 point font is required; however, you can exceed the minimum length for any assignment in this course. In addition, turn in your completed paper as one document, and please do not submit any assignment for this course unless all parts are complete. (worth 60 points)
Criteria
Label and discuss the significance of each of the five dimensions of multicultural education;
refer to the works of researchers by name that are noted in the Professor’s Comments, Banks's chapter, and posted article to develop your ideas;
elimination of errors in grammar, usage, and punctuation;
a logical progression of ideas is evident;
clear explanations of the significance of ideas;
good use of examples to expand on and clarify key points;
strong transitions between ideas.
Multicultural Education: Historical Development, Dimensions, and Practice
Author(s): James A. Banks
Source: Review of Research in Education, Vol. 19 (1993), pp. 3-49
Published by: American Educational Research Association
Stable URL: http://www.jstor.org/stable/1167339
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This document discusses strategies to improve student engagement and retention in higher education. It notes that the first year experience is critical for student success and that institutions need to take institution-wide approaches to enhancing this experience. It emphasizes the importance of collaboration between academic staff, student support staff, and administrators to integrate initiatives that benefit all students. The document then provides several examples of how interconnectedness across an institution can help improve the first year experience and student learning engagement, such as through curriculum design, monitoring student engagement, and developing academic-professional partnerships.
Daniel Cameron International Student Literature ReviewDaniel P. Cameron
This document provides a literature review on international students in higher education in the United States. It summarizes research on three main themes: social integration, academic adaptation, and mental health issues. For social integration, the document finds that international students struggle more with social integration than domestic students and benefit from social support groups. Their social integration is also impacted by university programming and interactions with domestic students. Regarding academic adaptation, international students face challenges adjusting to a new learning culture and utilizing academic resources. They also struggle with differences in expectations. Finally, the document discusses that international students experience higher levels of stress, isolation and health issues like depression compared to domestic students.
Academic quality, league tables, and public policyA cross.docxdaniahendric
Academic quality, league tables, and public policy:
A cross-national analysis of university ranking systems*
DAVID D. DILL & MAARJA SOO
Research Program on Public Policy for Academic Quality (PPAQ), Department of
Public Policy, University of North Carolina at Chapel Hill, Abernethy Hall, Chapel Hill,
NC 27599-3435, USA (Phone: +1-(919) 962 - 6848; Fax: +1-(919) 962 - 5824; E-mail:
[email protected], [email protected]unc.edu)
Abstract. The global expansion of access to higher education has increased demand for
information on academic quality and has led to the development of university ranking
systems or league tables in many countries of the world. A recent UNESCO/CEPES
conference on higher education indicators concluded that cross-national research on
these ranking systems could make an important contribution to improving the inter-
national market for higher education. The comparison and analysis of national uni-
versity ranking systems can help address a number of important policy questions. First,
is there an emerging international consensus on the measurement of academic quality as
reflected in these ranking systems? Second, what impact are the different ranking sys-
tems having on university and academic behavior in their respective countries? Finally,
are there important public interests that are thus far not reflected in these rankings? If
so, is there a needed and appropriate role for public policy in the development and
distribution of university ranking systems and what might that role be? This paper
explores these questions through a comparative analysis of university rankings in
Australia, Canada, the UK, and the US.
Keywords: academic quality, higher education policy, league tables, organizational re-
port cards, university rankings
Introduction
The world-wide expansion of access to higher education has also created
an increasing national and global demand for consumer information on
academic quality. Because a college education is a rare purchase and an
increasingly important as well as expensive decision in one’s life, stu-
dents and their families are seeking information that will help them
make informed choices in the selection of a university and/or an aca-
demic program. Demand for consumer information on academic
quality has led to the development of university rankings in many
countries of the world. A UNESCO/CEPES invitational roundtable on
rankings and league table methodologies in higher education, for
Higher Education (2005) 49: 495–533 � Springer 2005
DOI 10.1007/s10734-004-1746-8
example, reviewed the development of university rankings in Germany,
Japan, Poland, Russia, the UK and the US.
1
The rankings are often heavily criticized: because of their statistical
inaccuracy, because of the measures chosen to represent academic
quality, or because of their expected negative impact on the overall
performance of universities (Bowden 2000). But recent research suggests
that well designed organizational ...
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2. in higher education, with intensifying levels of
professional specialization and expertise (Wil-
liams & Wade-Golden, 2008).
Diversity in higher education is becoming
disentangled from an exclusive focus on affir-
mative action based on race (antonio & Clark,
2011; Epperson, 2011), and it increasingly fo-
cuses on a broad set of identity characteristics,
focal constituent groups, and institutional initia-
tives. Figure 1 provides a three-dimensional
model of higher education diversity based on (a)
identity characteristics, (b) core areas of insti-
tutional initiatives, and (c) focal groups associ-
ated with institutions. Definitions of diversity,
although difficult to achieve consensus (Ander-
son, 2008; Chang & Ledesma, 2011), have
gradually expanded in scope across decades to
include institutional communities that reflect
human differences on a variety of identity char-
acteristics, including but not limited to race,
ethnicity, age, gender, sexual orientation, reli-
gion, disability, national and geographic origin,
language use, socioeconomic status, first gener-
ation college status, veteran and military status,
and political ideology (Cuyjet, Howard-
Hamilton, & Cooper, 2011; Smith, 2009; Stul-
berg & Weinberg, 2011). Furthermore, higher
education stakeholders typically include stu-
dents, faculty, staff, and administrators, along
with a wide range of other groups such as
alumni, parents, donors, regents–curators–
trustees, and local–regional community mem-
bers (Cuyjet et al., 2011; D. G. Smith, 2009;
Stulberg & Weinberg, 2011; Worthington et al.,
2010). Finally, higher education diversity initia-
tives generally focus on 10 core areas: (a) re-
cruitment and retention of students, faculty,
staff, and administrators; (b) campus climate;
(c) curriculum and instruction; (d) research and
inquiry; (e) intergroup relations and discourse;
(f) student/faculty/staff/leadership development
and success; (g) nondiscrimination; (h) institu-
tional advancement; (i) external relations; and
(j) strategic planning and accountability (An-
derson, 2008; Clayton-Pederson, Parker, Smith,
Moreno, & Teraguchi, 2007; Cooper, Howard-
Hamilton, & Cuyjet, 2011; Epperson, 2011;
Hurtado, Milem, Clayton-Pederson, & Allen,
1998; Maxwell, Nagda, & Thompson, 2011;
Smith, 2009; Worthington et al., 2010; Zamani-
Gallaher et al., 2009).
The model provided in Figure 1 served as the
organizing framework for an abbreviated con-
tent analysis of the first four volumes of the
Journal of Diversity in Higher Education
(JDHE) and is also offered as a conceptual
guide for those conducting diversity research
and practice in higher education. Table 1 indi-
Figure 1. Three-dimensional model of higher education diversity.
2 WORTHINGTON
3. cates that articles are varied across the 10 core
areas, with greater emphasis on issues of stu-
dent and faculty recruitment, retention, devel-
opment, and success (e.g., Aguayo, Herman,
Ojeda, & Flores, 2011; Garriott, Love, & Tyler,
2008; Gottfredson et al., 2008; Majer, 2009;
Spanierman, Neville, Liao, Hammer, & Wang,
2008; Todd, Spanierman, & Aber, 2010;
Turner, González, & Wood, 2008); along with
extensive coverage of campus climate and non-
discrimination (e.g., Clark, Spanierman, Reed,
Soble, & Cabana, 2011; Hart & Fellabaum,
2008; Hurtado, Griffin, Arellano, & Cuellar,
2008; Navarro, Worthington, Hart, & Khairal-
lah, 2009; Worthington, Navarro, Loewy, &
Hart, 2008); and some attention to curriculum,
instruction, intergroup relations, and discourse
(e.g., de Oliveira, Braun, Carlson, & de Ol-
iveira, 2009; Elicker, Thompson, Snell, &
O’Malley, 2009; Reid, 2010). Very limited at-
tention has been given to the areas of diversity
research, inquiry, leadership development, insti-
tutional advancement, external relations, and
strategic planning. Table 2 indicates that articles
appearing in the journal have focused primarily
on students and faculty, especially with regard
Table 1
Frequencies of Articles That Address Core Areas of Institutional Initiatives by Focal Groups
Focal groups Faculty Students Staff Administrators Other
Core area
Recruitment & retention 7 11 — — —
Campus climate 10 18 2 2 1
Curriculum & instruction 4 7 — — —
Research & inquiry — 1 — — —
Intergroup relations & discourse 1 4 — — —
Student–Faculty–Staff–Leadership development &
success 8 30 — — —
Nondiscrimination 11 16 — — 2
Institutional advancement — — — — —
External relations — — — — —
Strategic planning & accountability 1 2 1 1 1
Total 42 89 3 3 4
Note. N ⫽ 81 articles. Totals sum to more than 81 because many articles addressed more than one core area, social group,
or both.
Table 2
Frequencies of Articles That Address Identity Characteristics by Focal Groups
Focal groups Faculty Students Staff Administrators Other Total
Identity characteristic
Race/Ethnicity 16 47 4 4 2 73
Gender 15 15 4 4 2 40
Age 3 3 3 3 1 13
Sexual orientation 5 6 4 4 2 21
Disability status 6 8 4 4 2 23
Religion 4 4 4 4 2 18
National & geographic origin 7 6 4 4 2 23
Language use 2 2 2 2 1 9
Socioeconomic status 4 6 4 4 2 20
1st generation college status 2 4 2 2 1 11
Veteran & military status 3 3 3 3 1 13
Political ideology 3 4 3 3 1 14
Other 3 10 1 — — 14
Total 73 118 42 41 19 292
Note. N ⫽ 81 articles. Totals sum to more than 81 because many articles addressed more than one identity characteristic,
focal group, or both.
3
EDITORIAL
4. to race/ethnicity and gender. Identity charac-
teristics related to sexual orientation, disabil-
ity, national and geographic origin, and so-
cioeconomic status have received moderate
consideration, whereas other areas have re-
ceived more limited attention. It is worth-
while to note that a substantial number of the
articles published in JDHE thus far have fo-
cused very broadly on diversity issues across
the identity spectrum or attended to specific
intersections of identity characteristics, most
commonly race/ethnicity and gender. Finally,
of the 81 articles published in the first 4
volumes of JDHE, 47 were quantitative; 15
were qualitative; 9 were mixed methods;
and 10 were literature reviews, editorials, or
conceptual articles, reflecting a reasonable
level of methodological diversity.
As we look to the future, I would like to
promote a greater variety of articles in areas that
have not received extensive attention, while at
the same time maintaining a focus on critical
issues related to areas that have been traditional
priorities in the higher education diversity liter-
ature (e.g., race, gender, students, faculty, re-
cruitment, retention, nondiscrimination, campus
climate). This expanded scope will require
growth for JDHE (an issue I will return to
below) so that traditional areas of concern can
continue to be addressed fully, but I am also
committed to publishing high-quality scholar-
ship on a variety of other topics as well (e.g.,
sexual orientation, disability, socioeconomic
status, etc.). The journal has already done well
in addressing some of these issues, and my
intent is to continue to broaden the scope in
these areas; I have assembled a team of consult-
ing editors with the expertise to assist in that
process.
In addition, I am hopeful that the journal will
attract manuscript submissions on the most
pressing issues in the field of higher education
diversity from established and emerging schol-
ars. I believe there is a need to continue pub-
lishing the strongest research assessing the
benefits of diversity and providing greater ex-
planatory power regarding how, why, and what
works in higher education diversity practices.
For that reason, I will be particularly interested
in manuscripts designed to address the quality
and nature of intergroup dialogues and interac-
tions, and their relations to important educa-
tional outcomes. In addition, I will be actively
pursuing scholarship that is theoretically
grounded or helps to build on the conceptual
foundations within the field. I will be seeking
brief manuscripts focused on the distribution of
best practices (or promising new practices) that
provide guidance for both research and policies
in higher education diversity. In helping to or-
ganize and guide scholarship in the field, I will
be seeking focused literature reviews, content
analyses, and meta-analyses in established areas
of diversity scholarship (e.g., Hart & Fella-
baum, 2008; Hurtado et al., 2008; Rubin, 2012
[this issue]; Turner, González, & Wood, 2008).
In addition, toward the goal of enhancing the
quality of scholarship, I will be seeking manu-
scripts that help to advance and improve meth-
odological approaches to research (both quali-
tative and quantitative), especially on research
best practices and measurement–scale develop-
ment (cf. Worthington, 2008; Worthington &
Whittaker, 2006). Finally, with the emergence
of the CDO as one of the most rapidly growing
administrative leadership positions in higher ed-
ucation, I will be seeking manuscripts written
by and about CDOs, and the impact of their
work in institutions of higher education.
Appreciation
It is a great honor to be appointed as the
second editor of JDHE. Inaugural editor, Mi-
chael R. Stevenson, worked with the board of
directors of the National Association of Diver-
sity Officers in Higher Education (NADOHE)
to develop the vision for JDHE and establish the
successful partnership with the American Psy-
chological Association (APA). I greatly respect
and applaud Dr. Stevenson’s hard work in
building a journal that has been recognized by
our publisher, APA Journals, as one of the high-
est performing new journals in their history.
Indeed, JDHE has functioned similarly to a
“mature journal” in terms of manuscript sub-
missions, acceptance–rejection ratio, and sub-
scriptions. It was clear from the outset that
JDHE filled a void in higher education publica-
tions when the first year netted more than 115
manuscript submissions to fill 256 journal pages
in only four issues per year, resulting in an 82%
rejection rate. These numbers have held rela-
tively steady throughout the first four vol-
umes, contributing to the decision by the In-
stitute for Scientific Information (ISI) to es-
4 WORTHINGTON
5. tablish a citation index for JDHE starting in
2011. These are all outstanding accomplish-
ments for a new journal like JDHE and are to
the credit of Michael Stevenson, the inaugural
editorial board, the NADOHE board of direc-
tors, and APA Journals.
A Vision for Growth
As I take on the work as the new editor, I
have two central tasks ahead of me: (a) the
Journal has been passed to me in great shape,
try not to break it; and (b) work closely with the
new editorial board, APA Journals, NADOHE,
and other partners to advance JDHE to the next
level of higher education scholarship. As the
new editor, I plan to work very hard to build on
the successes achieved by the founding editorial
team. My first steps toward the advancement of
the journal were to increase the size of the
editorial board and to appoint an associate edi-
tor. Jeni Hart is currently serving as associate
editor for a 1-year term (renewable) and brings
strong expertise in the areas of qualitative re-
search methods as well as a broad understand-
ing of diversity in higher education, including
gender issues, feminism, and campus climate. I
am grateful to the returning members of the
editorial board: Katherine Conway-Turner,
Daryl G. Smith, John W. Tippeconnic III, and
Caroline Sotello Viernes Turner. I am very
pleased to appoint 18 new members to the edi-
torial board: Denise A. Battles, Estela Mara
Bensimon, Lauren Bowen, Mitchell J. Chang,
Trude Cooke Turner, Frank R. Dillon, Mary-
beth Gasman, John M. Majer, Charles Martinez,
Juan Sanchez Munoz, Landon D. Reid, Kristen
A. Renn, Amy Reynolds, Anneliese Singh, Lisa
Beth Spanierman, Christine A. Stanley, Robert
Teranishi, and Daniel Hiroyuki Teraguchi. I am
also tremendously grateful to Michael Steven-
son for agreeing to serve as a member of the
board after completing his term as editor. There
are currently two vacant slots on the editorial
board and seven board members with terms
ending in 2012 (renewable); thus, I will be
accepting nominations immediately to fill slots
that are (or will become) vacant. In addition, I
will be continuously seeking new members to
serve among our pool of ad hoc reviewers (self-
nominations are welcome). New editorial board
members will be selected based on overall
scholarly record (e.g., publications plus edito-
rial experience), along with publications in
and/or service as an ad hoc reviewer for JDHE.
With this group of expert scholars serving the
journal, my efforts will be geared toward in-
creasing the visibility of JDHE, thereby increas-
ing both the readership and manuscript submis-
sions. As subscriptions and submissions in-
crease, a case can be made for increasing the
number of pages in the journal, beginning with
an increase in the number of pages per issue and
later expanding the number of issues per vol-
ume. Ultimately, the expanded number of pages
will open the door to the opportunity to offer
topical special sections and special issues on a
regular basis. I envision these goals will take 3
to 6 years to accomplish.
JDHE is fortunate to have such a distin-
guished group of scholars serving on the edito-
rial board. The broad base of expertise among
board members will enable the journal to handle
the expanded scope of topics and methods in the
articles we publish. In addition, this team is
dedicated to providing timely and high-quality
reviews to authors, so that regardless of whether
manuscripts are accepted or rejected, authors
will receive useful feedback with a rapid turn-
around time. The current average lag time is
approximately 42 days (6 weeks) between sub-
mission and editorial decision. This is very
good, but we hope to improve on this record
over the next 3 years, especially in terms of
reducing the number of delays among “outliers”
so that every manuscript receives an action let-
ter in less than 70 days (10 weeks). Although
we are currently accepting only about 10–20%
of the manuscripts that are submitted to JDHE,
we want the journal to be author friendly, so
that all submissions are given thorough,
thoughtful, and constructive reviews that facil-
itate the advancement of scholarship on diver-
sity in higher education.
Within that context, our goal is for JDHE to
be the premiere journal on diversity in higher
education.
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