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Voices of Reform: Educational Research to Inform and Reform最新文献

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Why is it so Hard to Send My Kid to a Good Preschool? The Shocking Truth about Early Education in America 为什么把孩子送到一个好的幼儿园这么难?美国早期教育的惊人真相
Voices of Reform: Educational Research to Inform and Reform Pub Date : 2019-10-31 DOI: 10.32623/2.00006
H. Morgan
{"title":"Why is it so Hard to Send My Kid to a Good Preschool? The Shocking Truth about Early Education in America","authors":"H. Morgan","doi":"10.32623/2.00006","DOIUrl":"https://doi.org/10.32623/2.00006","url":null,"abstract":"In comparison with other industrialized nations, the United States is behind in early education. In addition, students from low-income families are less likely to enroll in preschool than their more privileged counterparts and more likely to attend low-quality programs. This situation harms American students and society. This essay documents the results of various studies showing that high-quality preschool benefits children. It also offers reasons for improving preschool access and quality in the United States and includes examples of strategies for achieving this goal.","PeriodicalId":125097,"journal":{"name":"Voices of Reform: Educational Research to Inform and Reform","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131469658","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}
引用次数: 0
Using First-Year Seminar Courses to Improve Performance Funding Outcomes - A Case Study of the State of Florida 利用第一年研讨会课程提高绩效资助成果——以佛罗里达州为例
Voices of Reform: Educational Research to Inform and Reform Pub Date : 2019-10-31 DOI: 10.32623/2.00004
Masha Krsmanovic
{"title":"Using First-Year Seminar Courses to Improve Performance Funding Outcomes - A Case Study of the State of Florida","authors":"Masha Krsmanovic","doi":"10.32623/2.00004","DOIUrl":"https://doi.org/10.32623/2.00004","url":null,"abstract":"This case study examined the connection of First-Year Seminars (FYS) and Performance Funding outcomes in the State of Florida. The comparison of Florida State performance metrics and the empirical evidence on the effectiveness of FYS on these metrics was conducted to determine which performance metrics, if any, can be indirectly supported by student participation in the course. The findings demonstrate that, for the state of Florida, FYS can be used as an intervention to promote the following four metrics common to all institutions: (1) academic progress rate, (2) four year graduation rate, (3) average cost to the student, and (4) percent of bachelor's graduates enrolled or employed. Additionally, the seminars can potentially be utilized to support institutional effectiveness in the two choice metrics (i.e. metrics chosen by the institutional Board of Trustees): (1) bachelor’s degrees awarded to minorities and (2) bachelor degrees awarded annually. Implications and recommendations for future research are discussed.","PeriodicalId":125097,"journal":{"name":"Voices of Reform: Educational Research to Inform and Reform","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130905000","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}
引用次数: 1
Teaching Asian-American Litereature and American Multiculturalism in Singapore 在新加坡教授亚裔美国文学和美国多元文化主义
Voices of Reform: Educational Research to Inform and Reform Pub Date : 2019-10-31 DOI: 10.32623/2.00007
H. Woo
{"title":"Teaching Asian-American Litereature and American Multiculturalism in Singapore","authors":"H. Woo","doi":"10.32623/2.00007","DOIUrl":"https://doi.org/10.32623/2.00007","url":null,"abstract":"This article examines the implications of teaching Asian American literature and American multiculturalism in Singapore. Using the multicultural and multilingual city-state of Singapore as a case study, I share the challenges and difficulties I experienced as an international teacher in my attempt to translate U.S. ethnic studies into a Singaporean classroom. The essay narrates how local Singaporean students conceptualize and understand U.S.-based multiculturalism and ethnic formation in relation to their own local experiences. Given that Chinese are the major ethnic group in Singapore, I observed how my students responded to Chinese exclusions in U.S. history and applied their findings to the history of Chinese Singaporeans and their relationships with other ethnic minorities in Singapore, such as Malay and Indian Singaporeans. This essay also describes a group assignment I designed asking students to visit five ethnic enclaves in Singapore after reading and discussing Asian American literature about a Chinatown in class. By performing this group work, my students critically compared and contrasted different ethnic settings, histories, and formations between the U.S. and Singapore. This essay ultimately argues that transnational pedagogy of ethnic studies can nourish the creation of alternative imaginaries by using literature to teach students to engage more fully with a different culture.","PeriodicalId":125097,"journal":{"name":"Voices of Reform: Educational Research to Inform and Reform","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132350684","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}
引用次数: 0
Reinventing the Mission: The Vital Role of Academic Support in the Higher Education Accountability Era 重塑使命:学术支持在高等教育问责时代的重要作用
Voices of Reform: Educational Research to Inform and Reform Pub Date : 2019-09-30 DOI: 10.32623/2.00008
J. Huston
{"title":"Reinventing the Mission: The Vital Role of Academic Support in the Higher Education Accountability Era","authors":"J. Huston","doi":"10.32623/2.00008","DOIUrl":"https://doi.org/10.32623/2.00008","url":null,"abstract":"Historically, academic support departments have played a relatively passive role in our colleges and universities. Providing traditional, out-of-class support services such as tutoring, supplemental instruction, and skills workshops, these functions have commonly operated in detachment from the course environment. Faculty, particularly at two-year colleges, frequently encounter students with vastly different academic backgrounds and social experiences all within a single classroom. Within these classroom environments, cultural constructs such as the expectation of student self-determination and student accountability for performance collide with the varied realities of students’ prior educational access and opportunities for accumulating the requisite knowledge, skills, and experiences conducive for success in higher education. As a landscape of elevated accountability has emerged for higher education, institutional administration, department leaders, and faculty are all feeling pressure for student success (Austin & Sorcinelli, 2013). The environment is ideal for academic support units to explore the possibilities for integrating academic support services proactively into programs and courses. Working collaboratively with faculty to develop integrated academic support can create pathways towards the inclusive engagement of all students while equalizing opportunities for learning and success at the collegiate level.","PeriodicalId":125097,"journal":{"name":"Voices of Reform: Educational Research to Inform and Reform","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130420081","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}
引用次数: 0
Future of the Professoriate 教授的未来
Voices of Reform: Educational Research to Inform and Reform Pub Date : 2019-09-30 DOI: 10.32623/2.00003
Richard Ferris, R. Sweeney
{"title":"Future of the Professoriate","authors":"Richard Ferris, R. Sweeney","doi":"10.32623/2.00003","DOIUrl":"https://doi.org/10.32623/2.00003","url":null,"abstract":"This paper considers the professoriate of the past and present in an attempt to provide a vision for the future. Contingent labor has become nearly half of the instructional workforce at colleges and universities in the United States. What does this reliance mean for the professoriate moving forward? If colleges and universities continue to see the professoriate as the place where costs can be cut through the use of transient labor, the heart of American higher education will be damaged irreparably. Likewise, if those remaining professors that hold full time permanent appointments fail to recognize the role their negligence has played in the erosion of the profession and use truly shared governance to halt the trend, American higher education will forever lose its place as the international leader. Will autobot academic delivery rule the profession or is there still time to reestablish the significance of the professoriate? This work explores these questions and makes recommendations for reform.","PeriodicalId":125097,"journal":{"name":"Voices of Reform: Educational Research to Inform and Reform","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129589049","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}
引用次数: 0
Book Review: Ginicola, Smith, and Fillmore: Affirmative Counseling with LGBTQI+ People 书评:Ginicola, Smith, and Fillmore:与LGBTQI+人群的积极咨询
Voices of Reform: Educational Research to Inform and Reform Pub Date : 2019-09-30 DOI: 10.32623/2.00009
Brigid M. Noonan
{"title":"Book Review: Ginicola, Smith, and Fillmore: Affirmative Counseling with LGBTQI+ People","authors":"Brigid M. Noonan","doi":"10.32623/2.00009","DOIUrl":"https://doi.org/10.32623/2.00009","url":null,"abstract":"Affirmative Counseling with LGBTQI+ is a comprehensive, practical and user-friendly text written specifically for clinicians and educators to engage and support the LGBTQI+ populations. Separated into four sections: I - Foundations; II - Counseling Considerations and Counseling Strategies; III - Specialized Populations; and IV - Emerging Issues; each chapter begins with an awareness of attitudes and beliefs checklist, asking excellent questions related to the particular topic, then introducing the reader to a specific case study, also related to the specific chapter. At this juncture, the author(s) of each chapter introduce the reader to the particular topic, with the chapter ending in Questions for Further Discussion, and Resources.","PeriodicalId":125097,"journal":{"name":"Voices of Reform: Educational Research to Inform and Reform","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130854282","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}
引用次数: 0
"Right-Sizing" Oklahoma School Districts: Examining District Size, Enrollment, and Superintendent Compensation in Oklahoma School Districts 俄克拉何马州学区的“适当规模”:检查俄克拉何马州学区的学区规模、入学人数和督学薪酬
Voices of Reform: Educational Research to Inform and Reform Pub Date : 2019-09-30 DOI: 10.32623/2.00005
James Machell, Cheryl Evans
{"title":"\"Right-Sizing\" Oklahoma School Districts: Examining District Size, Enrollment, and Superintendent Compensation in Oklahoma School Districts","authors":"James Machell, Cheryl Evans","doi":"10.32623/2.00005","DOIUrl":"https://doi.org/10.32623/2.00005","url":null,"abstract":"This paper includes data related to the number and size of school districts and superintendent salaries in the state of Oklahoma. It is intended to encourage dialogue among elected state leaders and citizens about the need to consider cost savings that could result in badly needed additional funding being directed to classrooms across the state through cost savings that could be realized through the reorganization of many of the small school districts across Oklahoma.","PeriodicalId":125097,"journal":{"name":"Voices of Reform: Educational Research to Inform and Reform","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116473090","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}
引用次数: 0
Transformation in Teacher Preparation: Collaborating with School Partners, Enriching our Programs with High Poverty Urban Teaching Opportunities 教师培训的变革:与学校合作伙伴合作，以高贫困城市教学机会丰富我们的课程
Voices of Reform: Educational Research to Inform and Reform Pub Date : 2018-09-15 DOI: 10.32623/1.00003
P. Carroll
{"title":"Transformation in Teacher Preparation: Collaborating with School Partners, Enriching our Programs with High Poverty Urban Teaching Opportunities","authors":"P. Carroll","doi":"10.32623/1.00003","DOIUrl":"https://doi.org/10.32623/1.00003","url":null,"abstract":"The teacher preparation programs at University of Central Florida graduates approximately 1,000 prospective teachers annually. They are well prepared for teaching positions in the schools that look like the suburban, middle class ones which most of the teacher candidates attended. They have not been as well prepared for the Title I schools that make up 70% of the local school system, or to teach the 2,000 homeless children in our area. In 2015, the faculty and administration began working intentionally with school system partners to transform the programs so that they prepare teachers for schools where teachers are most urgently needed: high poverty urban schools. This is the narrative of portions of the early stages of that transformation.","PeriodicalId":125097,"journal":{"name":"Voices of Reform: Educational Research to Inform and Reform","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117277296","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}
引用次数: 0
Districts of Innovation: Combating a Wicked Problem in Education 创新区:与教育中的邪恶问题作斗争
Voices of Reform: Educational Research to Inform and Reform Pub Date : 2018-09-15 DOI: 10.32623/1.00004
J. Childs
{"title":"Districts of Innovation: Combating a Wicked Problem in Education","authors":"J. Childs","doi":"10.32623/1.00004","DOIUrl":"https://doi.org/10.32623/1.00004","url":null,"abstract":"The word innovation can mean a number of things to different stakeholders and policymakers. This discourse analysis examines how the Texas Education Agency (TEA) has used an initiative called Districts of Innovation to attempt to support and empower districts throughout the state of Texas. The question becomes whether those attempts are symbolic or actually do innovate school districts to appropriately improve and reform their schools. A critical case study of three Independent School Districts in Texas provides a policy framework to examine the intersection between autonomy and innovation and how this inevitably impacts school improvement. Findings indicate absences of realistic assessment, the desire to do “too much too soon,” and the absence of meaningful oversight.","PeriodicalId":125097,"journal":{"name":"Voices of Reform: Educational Research to Inform and Reform","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130167108","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}
引用次数: 1
After the Storm Comes the Rainbow: Love, Home, and Permaculture in Puerto Rico 暴风雨过后是彩虹:波多黎各的爱、家和永续农业
Voices of Reform: Educational Research to Inform and Reform Pub Date : 2018-09-15 DOI: 10.32623/1.00009
R. Porter
{"title":"After the Storm Comes the Rainbow: Love, Home, and Permaculture in Puerto Rico","authors":"R. Porter","doi":"10.32623/1.00009","DOIUrl":"https://doi.org/10.32623/1.00009","url":null,"abstract":"For the past several years, Eckerd College has maintained a relationship regarding community engagement with Plenitud, an eco-educational organization located in Las Marias, Puerto Rico specializing in permaculture, bio-construction, and sustainable community service projects. However, the purpose and nature of our relationship changed following the aftermath of Hurricane’s Irma and Maria. Whereas concern over risk management and general safety are always a priority when planning an alternative spring break service project, the media’s depiction of visions of an apocalyptic Puerto Rico with no food, water, energy, or decency had made the task even more difficult. This article chronicles the challenges and celebrations of creating such a trip, and the impact traveling to Puerto Rico to participate in hurricane relief work had on the local community in Puerto Rico as well as Eckerd College students. The hope is that as practitioners of service-learning we can begin to pose questions regarding where we are most needed and what actually accounts for meaningful service.","PeriodicalId":125097,"journal":{"name":"Voices of Reform: Educational Research to Inform and Reform","volume":"18 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121920420","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}
引用次数: 0
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