International Research in Higher Education最新文献

{"title":"Post-Graduate Training and Professional Development: Exploring the Nexus Between Self Compassion and Compassion Fatigue Among Mental Health Clinicians Working With Trauma Survivors","authors":"Nicole L. Arkadie, A. Lipscomb","doi":"10.5430/IRHE.V3N4P41","DOIUrl":"https://doi.org/10.5430/IRHE.V3N4P41","url":null,"abstract":"Mental health clinicians who work with clients who have experienced severe trauma are at greater risk of developing compassion fatigue. Limited prior research investigated the relationship between self-compassion and compassion fatigue. The purpose of this quantitative correlational study was to assess the relationships of self-compassion and duration of professional service to compassion fatigue among licensed mental health clinicians who worked with clients that have experienced trauma in southern California. Two research questions asked whether self-compassion and duration of professional service were significantly related to compassion fatigue. The researcher collected primary data for the variables of interest via an online survey using two validated instruments, SCS-SF and ProQOL-Version 5. The study was conducted with a convenience sample of (n = 67) licensed mental health clinicians who resided in southern California. The results of non-parametric Kendall’s tau-b correlations revealed a significant inverse correlation between self-compassion and compassion fatigue, τb = -0.273, p = .002. The correlation between duration of professional service and compassion fatigue was nonsignificant, τb = -0.104, p = .299. These results are vital and relevant to the field as they justify further research, training and professional development in this area, leading to the development of clinical interventions that are needed to mitigate compassion fatigue symptoms among this population.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123593139","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}

{"title":"The Relationship Between the Quality of Academic Advising and the Perception of Academic Outcomes of Saudi College Students","authors":"Maryam Awadh","doi":"10.5430/IRHE.V3N4P22","DOIUrl":"https://doi.org/10.5430/IRHE.V3N4P22","url":null,"abstract":"One aim of all educational institutions is to advance the relationship between academic advising and students’ outcomes. The purpose of this literature review was to examine whether the level of quality of academic advising as measured by the advisor’s meeting frequently, informativeness and availability, educational support, and career support predict students’ persistence outcomes as measured by college loyalty, intent to drop out, social integration, and academic integration. This study helps provide evidence and empirical data to the field of academic advising by investigating its relationship with students’ college commitment. The study was guided by Tinto integration theory (1987) and Astin involvement theory (1984). The literature derives from Saudi and united states studies. The analysis of this literature resulted in the identification of the academic advising relationship with students’ outcomes. The findings are suggesting that quality academic advising matters for students’ college commitment and positively predicted students’ perceived academic integration. Future research should continue exploring the relationship between the quality of academic advising and students’ college commitment but not necessarily limited to one institution or community.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128215159","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}

{"title":"Curriculum and Community Enterprise for Restoration Sciences: The Expansion and Future of the Model","authors":"Lauren B. Birney, Denise McNamara, Catherine Sanders, H. Luintel, J. Penman","doi":"10.5430/IRHE.V3N4P1","DOIUrl":"https://doi.org/10.5430/IRHE.V3N4P1","url":null,"abstract":"The CCERS partnership includes collaborators from universities, foundations, education departments, community organizations, and cultural institutions to build a new curriculum. As reported in a study conducted by the Rand Corporation (2011), partnerships among districts, community-based organizations, government agencies, local funders, and others can strengthen learning programs. The curriculum merged project-based learning and Bybee’s 5E model (Note 1) to teach core STEM-C concepts to urban middle school students through restoration science. CCERS has five interrelated and complementary programmatic pillars (see details in the next section). The CCERS curriculum encourages urban middle school students to explore and participate in project-based learning activities restoring the oyster population in and around New York Harbor. In Melaville, Berg and Blank’s Community Based Learning (2001) there is a statement that says, “Education must connect subject matter with the places where students live and the issues that affect us all”. Lessons engage students and teachers in long-term restoration ecology and environmental monitoring projects with STEM professionals and citizen scientists. In brief, partners have created curriculums for both in-school and out-of-school learning programs, an online platform for educators and students to collaborate, and exhibits with community partners to reinforce and extend both the educators’ and their students’ learning. Currently CCERS implementation involves:78 middle schools127 teachers110 scientist volunteersOver 5000 K-12 studentsIn this report, we present summative findings from data collected via surveys among three cohorts of students whose teachers were trained by the project’s curriculum and findings from interviews among project leaders to answer the following research questions:Do the five programmatic pillars function independently and collectively as a system of interrelated STEM-C content delivery vehicles that also effectively change students’ and educators’ disposition towards STEM-C learning and environmental restoration and stewardship?What comprises the \"curriculum plus community enterprise\" local model?What are the mechanisms for creating sustainability and scalability of the model locally during and beyond its five-year implementation?What core aspects of the model are replicable?Findings suggest the program improved students’ knowledge in life sciences but did not have a significant effect on students’ intent to become a scientist or affinity for science.Interviews with project staff indicated that the key factors in the model were its conservation mission, partnerships, and the local nature of the issues involved. The primary mechanisms for sustainability and scalability beyond the five-year implementation were the digital platform, the curriculum itself, and the dissemination (with over 450 articles related to the project published in the media and academic journals). The core replicable asp","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"43 11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134399836","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}

{"title":"From Curriculum Mapping to Assessment: One Psychology Department’s Adventure","authors":"M. Heinly, Anurag Rimzhim, Rebecca Boncoddo, Carolyn R. Fallahi","doi":"10.5430/irhe.v3n4p12","DOIUrl":"https://doi.org/10.5430/irhe.v3n4p12","url":null,"abstract":"Given the current focus on assessment, funding decisions, and increased demands for faculty accountability, many institutions of higher education and academic departments must demonstrate evidence of student learning. Beginning with a curriculum map, we operationally defined how our learning objectives were met for each course. Using this curriculum map, we then developed a common syllabus for each course, which in turn allowed us to more specifically define course learning objectives and a basic outline of content. This process informed and faciltiated the development of embedded assessments and rubrics for each course. Once data is collected from these assessments, we will refine our assessment battery and determine which learning objectives are being met as well as what courses or curricular modifications are needed. This is an account of one department’s assessment process.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128288659","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}

{"title":"Mission Alignment and Operationalization: The Case of the United World Colleges","authors":"Angel B. Perez","doi":"10.5430/IRHE.V3N4P55","DOIUrl":"https://doi.org/10.5430/IRHE.V3N4P55","url":null,"abstract":"This research study explored how a large, complex global educational organization operationalizes its mission and socializes its constituents to support its mission and values. The study’s unit of analysis was the United World Colleges (UWC), a group of complex international schools whose multi-campus and multinational structure shares a values-driven and activist-oriented mission. With an interest in exploring causation, the researcher employed case study methods to understand how this large organization brings its mission to life on a daily basis.Extensive interviews, observations and document analysis at five units of the organization led to eight themes consistent across all data collected. The research study revealed that the following factors play a significant role in mission operationalization and alignment: (1) The entrance and exit strategy for members of the organization; (2) selection of the organization’s members; (3) curricular choice and teaching methods; (4) use and structure of the physical space; (5) programming; (6) residential life; (7) reflection; and (8) simplicity and tangibility of the mission statement.The study has implications for international schools and organizations keen to create strategic alignment between their mission and daily operations. The findings in the study are generalizable and could inform international organizations in their attempt to implement best practices and make resource allocation decisions to maintain mission fidelity.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121406734","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}

{"title":"Reframing the Achievement Gap: The Review and Explanation of the Inequitable Educational Practice","authors":"Huanshu Yuan","doi":"10.5430/IRHE.V3N4P67","DOIUrl":"https://doi.org/10.5430/IRHE.V3N4P67","url":null,"abstract":"This paper examines the academic gaps within the frame of educational quality and practice, in terms of teaching beliefs, attitudes, expectations, pedagogy and interactions among students. A wide gap in the academic achievement exists in the United States, especially among ethnic minority students, which provokes the need of re-conceptualization of achievement gap and teacher preparation in a multicultural educational context. This research paper focuses on following major questions: “How can and do teaching beliefs, attitudes, expectations, and pedagogy differ depending on whether the teacher is serving minority students versus White students? What are the major contributing factors to the achievement gap within inequitable educational practice? What extends the “teaching gap” towards ethnic minority students in the United States? What could we do to improve teacher preparation aimed at narrowing the achievement gap?” The purpose of this paper is to explore the nature and history of the academic achievement gap framed by inequitable educational practices, analyze its influences on educational quality and outcomes; as well as illustrate what we can learn from previous studies to improve the current educational quality to meet the needs of minority students.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125621607","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}

{"title":"A Research on the Forming Process of College Students' Academic Misconduct — Based on the Self-analysis of the Completion of College Students' Personal Growth Report","authors":"Jingjing Liu","doi":"10.5430/irhe.v3n4p35","DOIUrl":"https://doi.org/10.5430/irhe.v3n4p35","url":null,"abstract":"Based on the materials of 63 college students’ self-analysis of their personal growth report —the assignment of the curriculum named college students' mental health education, research from the angle of psychology, pedagogy, sociology analysis of college students in the process of personal growth and the specificity in the process of completing course assignments, construct the model of academic misconduct behavior, further in-depth understanding of the current college students' learning and psychological characteristics, provide theoretical reference to improve and develop college students' psychological health education in the future teaching work.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116934531","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}

{"title":"Using Human-Centered Design Leadership to Improve Care of Older Adults With Disabilities","authors":"Daniel W. Eadens, Danielle M. Eadens","doi":"10.5430/IRHE.V3N3P65","DOIUrl":"https://doi.org/10.5430/IRHE.V3N3P65","url":null,"abstract":"As the population of individuals with disabilities is rapidly aging, organizations face new challenges in person-centered care, especially in residential facilities where their caregivers are not family members but individuals with diverse cultural backgrounds and limited understanding of American culture. There are many organizations which offer a range of services to individuals with disabilities, including community-based residential settings where caregivers work with adults to increase independence in daily living skill development, behavior management, personal care, medication administration, and other services and activities. Complications arise when caregivers lack the knowledge, training, cultural understanding, and communication skills necessary to provide quality care. Much more skill acquisition is needed than the minimal State-required 40-hour orientation and training. This article outlines the leadership needs for specific studies that use human-centered designs to develop new trainings and work processes that are tailor-made to suit needs of caregivers and individuals for whom they care. Additionally, it discusses the need for studies that could lead to practice and policy changes needed based upon results of research to determine the levels of knowledge diverse caregivers, serving adults with disabilities, have regarding activities of daily living and the aging process.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125044408","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}

{"title":"Preparing for High-Stakes Admissions Tests: A Moderation Mediation Analysis","authors":"Jed I. Appelrouth, D. Moore, K. Zabrucky, Janelle H. Cheung","doi":"10.5430/IRHE.V3N3P32","DOIUrl":"https://doi.org/10.5430/IRHE.V3N3P32","url":null,"abstract":"For decades researchers have examined the effects of SAT preparation, but only recently have they begun to explore the factors that inform successful test preparation (Appelrouth & Zabrucky, 2717). In their regression analysis of the factors of successful SAT preparation, Appelrouth, Moore, & Zabrucky (2015) found significant effects of homework completion, instructional hours, practice and official testing, distribution of study, and timing of test preparation. The current study builds upon that research in constructing a functional model of SAT preparatory factors. It was hypothesized that direct and indirect relationships would exist between preparatory factors, and that some of these relationships would be moderated by student characteristics such as gender and socioeconomic status. Archival data from 1,933 students were analyzed, and significant direct relations were reported between tutoring start time and the following variables: session distribution, individual tutoring hours, group tutoring hours, homework completion, number of official tests, number of practice tests and total SAT increase. Commencing test preparation earlier yielded positive direct and indirect effects, and session distribution, individual and group tutoring hours, and official SAT and practice SAT tests all mediated the relationship between start time and SAT score increase. School type and socioeconomic status moderated the relationship between start time and individual tutoring hours, and school type also moderated the relationship between homework completion and score increase. The results of this analysis have implications for the thousands of high schools and educational entities that offer SAT coaching programs. By encouraging earlier program start times, adequate instructional hours, distribution of sessions and practice effects, administrators can create more effective SAT preparation programs to serve their college-bound students.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134407310","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}

{"title":"Culturally Affirming Clinical Supervision in Graduate Field Education: Enhancing Transformative Dialogue in the Supervisory Dyad","authors":"Wendy Ashley, A. Lipscomb","doi":"10.5430/IRHE.V3N3P22","DOIUrl":"https://doi.org/10.5430/IRHE.V3N3P22","url":null,"abstract":"This article is aimed at raising critical consciousness, accountability and empowerment in the supervisory relationship in graduate field education. As more clinicians with intersecting identities navigate rigorous Master’s degree programs, there is a growing need for field instructors to utilize cultural humility in their supervision approach and style. In addition, burgeoning clinicians need to be affirmed, empowered and aware of the intra/inter-cultural dynamics inherent in the supervision process, giving specific attention to power and privilege. In order to navigate culturally relevant supervision for new therapists with a level of humility, field instructors and supervisors face a tall order; it is essential they address cultural differences, validate cultural identities and experiences, and explore power, privilege and intersectionality in the supervisory space while concurrently supporting clinical growth. These difficult dialogues require specific skills, self-awareness and vulnerability on the part of the supervisor. As supervisors attempt to initiate this transformative process, it is important to consider similarities and differences in how supervisors and supervisees experience efforts to engage in difficult dialogues. The authors utilized an anonymous online survey to explore the experiences of supervision among supervised clinicians (n=51) and supervisors (n=39). Qualitative data reflect beneficial supervision regarding clinical content, with a consistent lack of discussion and recognition of power and privilege dynamics; lack of affirmations regarding cultural identities; and superficial exploration of cultural nuances in the supervisor dyad. Findings suggest supervisees need authentic, validating, process oriented exchanges in clinical supervision, especially in field internships where they are learning how to manage clients, their own lived experiences and authenticity in supervision. Recommendations for initiating transformative supervisory practices are included.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124456054","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}