Peabody Journal of Education最新文献

{"title":"Introduction: NREA’s Rural Education Research Agenda 2016–2021","authors":"Catharine Biddle, Devon Brenner, Erin McHenry-Sorber","doi":"10.1080/0161956x.2023.2238487","DOIUrl":"https://doi.org/10.1080/0161956x.2023.2238487","url":null,"abstract":"","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49198045","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 Ecology of Rural Cross-Sector School-Community Partnerships: A Literature Review","authors":"Sarah J. Zuckerman","doi":"10.1080/0161956X.2023.2238521","DOIUrl":"https://doi.org/10.1080/0161956X.2023.2238521","url":null,"abstract":"ABSTRACT Cross-sector school-community partnerships have recently garnered attention for their potential to improve outcomes across multiple child- and family-serving organizations. Despite the central role of schools in rural communities, partnerships in these settings have largely been overlooked in the literature. This structured review examines the empirical literature on rural school-community partnerships using an ecological framework to (1) understand what is known about these partnerships; (2) assess the strengths and weaknesses of the literature; and (3) identify directions for future research. The review identified a range of partnership types, as well as facilitating factors including social capital, school leadership, and shared vision. Inhibiting factors are social geography and limited capacity. The review identified an increase in empirical research in recent years; however, weaknesses in the literature included a lack of attention to connecting partnering efforts and outcomes and to the role power. Areas for future research include full-service community schools; critical analysis of power in rural partnership efforts; the tensions of school leadership caused by educational policy and local needs; research that reflects the importance of place, identity, and relationships; and research methods that can identify commonalities and contextual factors and connect partnership efforts and outcomes.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44179392","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":"Rural Students in Higher Education: From College Preparation and Enrollment to Experiences and Persistence","authors":"Ty Mcnamee, Karen M. Ganss","doi":"10.1080/0161956X.2023.2238508","DOIUrl":"https://doi.org/10.1080/0161956X.2023.2238508","url":null,"abstract":"ABSTRACT The National Rural Education Association’s (NREA) 2016–2021 10 Research Priorities include college enrollment and preparation as well as experiences and persistence patterns for rural populations. Recent years witnessed increases in educational research, practice, and policy, around rural college students, yet these efforts focus predominantly on K-12 college preparation and enrollment, not postsecondary experiences and persistence for this population. Using integrative literature review methods, authors synthesize, relate, and contrast 41 pieces of scholarship on the nuanced experiences and persistence of rural students in higher education. Based on this review, a discussion is presented that summarizes, critiques, and offers insights into future research priorities related to rural students’ postsecondary experiences and persistence (complicated and exacerbated by the COVID-19 pandemic). Implications for education practice and policy are offered to empower rural K-12 schools, community members, families, higher education practitioners, and policymakers to support rural students prior to and during their college years. Authors conclude that illuminating the benefits of rural students’ college attainment to rural communities, educational institutions, and the students themselves and provide a call to action to focus on the postsecondary experiences and persistence of students from rural areas.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42205180","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":"Postsecondary Aspirations of Rural Indigenous Adolescents and How Schools Support These Dreams, Goals, and Plans: A Literature Review and Synthesis","authors":"Charlotte A. Agger, Wamnuga Win (Kiva Sam), Lisa N. Aguilar","doi":"10.1080/0161956X.2023.2238509","DOIUrl":"https://doi.org/10.1080/0161956X.2023.2238509","url":null,"abstract":"ABSTRACT Myriad structural- and individual-level assets (e.g., close connections within and among families) and barriers (e.g., systemic racism) shape the postsecondary pathways of rural Indigenous students. The current literature review summarizes and synthesizes existing literature on rural Indigenous students’ postsecondary educational aspirations and how schools support these goals and plans. Results of a systematic literature search found six themes; (a) Indigenous students’ desire to continue education after high school; (b) gender-related aspirations and plans, (c) connection to family and place; (d) communication with family, teachers, and counselors about college; (e) posttraditional pathways to college; and (f) school partnerships. We draw on the themes gathered from the literature search to provide three key suggestions for future research focused on supporting rural Indigenous adolescents as they aspire to and plan for postsecondary education.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47828005","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":"Promises Made: The Truman Commission Report at 75","authors":"Ethan W. Ris, Eddie R. Cole","doi":"10.1080/0161956x.2023.2216078","DOIUrl":"https://doi.org/10.1080/0161956x.2023.2216078","url":null,"abstract":"Some anniversaries are moving targets. This issue could have been published 2 years ago, timed to President Harry Truman’s 1946 convening of the nation’s first blue-ribbon panel on higher education. Or it could have been in recognition of 1947, when the first two volumes of the Truman commission’s report, Higher Education for American Democracy, were first published—because these volumes were the most radical and most cited of all. Or it could have been tied to the 1948 publication of the report’s final four volumes, completing the panel’s work. This issue indeed commemorates 75 years since 1948 but for a different reason. That summer, the New York publishing giant Harper & Brothers issued its own edition of Higher Education for American Democracy (President’s Commission on Higher Education, 1948). The initial versions of the report had come from the Government Printing Office in Washington, where it shared company with texts like the 1947 treatise The Design and Methods of Construction of Welded Steel Merchant Vessels (U.S. Navy, 1948). But the acquisition by Harper & Brothers meant the report suddenly had a place in the storied publishing house that issued first editions of famed authors like Herman Melville, Mark Twain, and Richard Wright. Harper & Brothers’ decision to sell a mass market version of the report, which became known as the Truman Commission Report, indicated a contemporary understanding about the text’s momentousness. One commentator wrote: “It seems a reasonable prophecy that the publication of the Report of the President’s Commission on Higher Education will mark a transitional period in American college and university development. . . . The American college can never be the same again” (Tead, 1949). Another implored, “Workers in, and thinkers for, higher educational institutions are under an obligation to read, to reflect, and to react” to the report (Elliott, 1948). The New York Times’ education editor argued that “these proposals are certain to have a profound effect on the future pattern of higher education in this country. . . . [The report is] of inestimable value to educators and laymen alike as a blueprint for the future development of our colleges and universities” (Fine, 1948). Higher Education for American Democracy is an astonishing text to read retrospectively. It called for full desegregation of all educational institutions 7 years before the Supreme Court’s 1954 Brown v. Board of Education decision. It anticipated the crucial role that community colleges would play in the nation’s higher education infrastructure 13 years before the widely celebrated 1960 California Master Plan for Higher Education established that concept as state law and a national model. It proposed federally funded need-based scholarships 17 years before the earliest version of what we now call Pell Grants. It decried “antifeminism in higher education” 25 years before the Title IX amendment to the Higher Education Act. It demanded that “leader","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44369605","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":"American Superiority, Democratic Idealism, and the Truman Commission: A Critical Discourse Historical Analysis of Higher Education for American Democracy","authors":"Allison L. Palmadessa","doi":"10.1080/0161956X.2023.2216080","DOIUrl":"https://doi.org/10.1080/0161956X.2023.2216080","url":null,"abstract":"ABSTRACT In this critical historical analysis, Higher Education for American Democracy is considered a historical artifact, and its veneration as a landmark quest for equal opportunity in higher education is challenged. I argue that this report and the institutional expansion that resulted positioned the federal government to have a direct role in higher education, allowing presidential agendas and dominant ideologies to influence the course of college and university curriculum, access, and purpose. Through a discourse historical approach and a critical realist lens, the Truman Commission Report and President Truman’s public statements are analyzed to reevaluate ther report and its implications for the democratic purpose of higher education in America after World War II.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49596672","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 Good Crisis: Emergencies and the Reframing of American Higher Education, 1944–1965","authors":"Ethan W. Ris","doi":"10.1080/0161956x.2023.2216087","DOIUrl":"https://doi.org/10.1080/0161956x.2023.2216087","url":null,"abstract":"ABSTRACT The purported “Golden Age” of American higher education, typically associated with the two decades following World War II, was marked by increasingly generous federal support of the nation’s postsecondary institutions and their students. Unlike analyses that attribute this largesse to factors like geopolitics (i.e., a response to the Cold War) or demographics (i.e., expansion to accommodate the Baby Boom generation), this article argues that a deliberate strategy rooted in rhetoric enabled “higher education partisans” to successfully push generous higher education policy in Washington, DC. Specifically, the language of crisis and emergency enabled these advocates to frame college-going as a tool that could solve social and economic problems, defend the nation and its values, and chip away at prejudice and inequality. Their success is evident in a “policy cascade” initiated by the 1944 GI Bill and reaching its apex with the 1965 Higher Education Act. This article relies on new archival research and document analysis to examine the trajectories of six key pieces of federal policymaking, which together constituted “a sheep in wolf’s clothing” by couching funding for colleges and universities as a response to urgent, even existential, crises.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44974084","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 Strength to Meet Which National Need? The American Council on Education, Federal Support for Student Aid, and Equal Educational Opportunity","authors":"J. Malczewski","doi":"10.1080/0161956X.2023.2216082","DOIUrl":"https://doi.org/10.1080/0161956X.2023.2216082","url":null,"abstract":"ABSTRACT President Truman asked the 1947 Commission on Higher Education to consider ways to expand educational opportunities to all Americans. The commission responded in Volume II of HEAD, a progressive document that recommended substantial federal support for higher education, particularly in the form of student aid. The American Council on Education (ACE) represented higher education in the commission’s deliberations and had a powerful role in shaping education policy development between 1947 and 1972. Its position on federal funding for student aid was shaped by institutional autonomy, institutional diversity, and a weakening relationship between higher education and national goals, which made it difficult to navigate tensions between quantity and quality and between consumer and associational accountability. Ultimately, while the ACE played a central role in shaping Volume II, it did not lobby effectively for federal student aid funding for 25 years after its publication. The result was expanded access in a modern system that has fallen short of the progressive promise of the Truman commission.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41882402","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 Higher Education Generation: World War I and the Truman Commission’s Path to Universal College Access","authors":"Nicholas M. Strohl, Ethan W. Ris","doi":"10.1080/0161956x.2023.2216079","DOIUrl":"https://doi.org/10.1080/0161956x.2023.2216079","url":null,"abstract":"ABSTRACT The work of the 1946–1948 President’s Commission on Higher Education was unquestionably influenced by the immediate aftermath of World War II. In this article, we examine the backgrounds and ideas of 10 commissioners to argue that their efforts were also deeply influenced by their experience of a different world war. The 1914–1918 “Great War” was a formative experience for each of the members, shaping their views of sociopolitics, opportunity, and the public purposes of education. Ultimately, these commissioners arrived at the belief that universal college access was the key to ensuring peace and democracy throughout the world. Their product, Higher Education for American Democracy, was anything but a dry federal report. Instead, it was a passionate argument for what higher education ought to be. As such, it closely reflected the lived experiences of its authors, who had been shaped by one shattering conflict, were responding to a second, and were determined to prevent a third.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49500210","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":"Shaping Minds or Defending Democracy? How Scholars Have Interpreted Major Reports on Higher Education From the 1940s","authors":"E. Schrum","doi":"10.1080/0161956X.2023.2216084","DOIUrl":"https://doi.org/10.1080/0161956X.2023.2216084","url":null,"abstract":"ABSTRACT In the 3 years prior to Harry Truman’s establishment of the President’s Commission on Higher Education in 1946, the Association of American Colleges (AAC), the American Council of Learned Societies (ACLS), and Harvard University all released reports on the relationship of general or liberal education to the political order. This historiographical essay assesses recent scholarship on these major reports of the 1940s by scholars including Jamie Cohen-Cole, Andrew Jewett, Bryan McAllister-Grande, George Marsden, and Louis Menand. The essay examines why intellectual historians have often given more attention to the Harvard “Redbook” than to the Truman report and why they have almost completely ignored the book-length ACLS report (the AAC report was much smaller but also gets little attention). I argue that intellectual historians’ greater attention to the Redbook is largely due to its singular focus on general education (as compared to the more wide-ranging Truman report) and to the greater ease of accessing archival records of the Harvard committee as compared to the Truman Commission. I also assert that some key interpreters have misunderstood the Harvard Redbook and its relationship to the Truman report. Correctly understanding the differences between the two helps us to see that distinct intellectual positions underpinned competing visions for undergraduate education in the United States after World War II.","PeriodicalId":39777,"journal":{"name":"Peabody Journal of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46160253","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}