Community College Review最新文献_第8页

Reading and Writing Instruction for Academically At-Risk Deaf and Hard of Hearing First-Year College Students 大学一年级高危聋哑学生的读写教学

IF 1.3

Community College Review Pub Date : 2021-10-27 DOI: 10.1177/00915521211047672

Jessica Williams, Thomastine Sarchet, Dawn Walton

{"title":"Reading and Writing Instruction for Academically At-Risk Deaf and Hard of Hearing First-Year College Students","authors":"Jessica Williams, Thomastine Sarchet, Dawn Walton","doi":"10.1177/00915521211047672","DOIUrl":"https://doi.org/10.1177/00915521211047672","url":null,"abstract":"Objective/Research Question: Students with disabilities, including deaf and hard of hearing (DHH) students, are enrolling in college at rates higher than in the past with most of them pursuing an associate’s degree. For DHH students, their reading ability is a predictor of their academic achievement in college. However, more than half of DHH students enroll in remedial reading and writing college courses indicating they are not reading and writing at a college level and putting them at-risk for non-completion. In addition, remedial reading and writing courses often do not count for credit toward graduation and may hinder rather than support student progress. One way to mitigate the need for remedial coursework during college is to provide the remedial instruction in a low-stakes manner through summer bridge to college programs. The purpose of the present study was to measure the effects of remedial reading and writing instruction provided through a summer bridge program on first-year, academically at-risk DHH college students’ (N = 20) reading and writing abilities. Methods: Using a pretest/posttest design, we implemented remedial reading and writing instruction for 2 hours a day, 5 days a week for 5 weeks. Results: Upon the completion of instruction, the student participants’ reading and writing skills improved. Conclusions/Contributions: Our findings may encourage researchers to attempt remedial instruction through summer bridge programs with other populations with disabilities or English language learners.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42020892","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

Student Alienation in Higher Education Under Neoliberalism and Global Capitalism: A Case of Community College Students’ Instrumentalism in Hong Kong 新自由主义与全球资本主义背景下的高等教育学生异化——以香港社区大学生工具主义为例

IF 1.3

Community College Review Pub Date : 2021-10-27 DOI: 10.1177/00915521211047680

Y. Wong

{"title":"Student Alienation in Higher Education Under Neoliberalism and Global Capitalism: A Case of Community College Students’ Instrumentalism in Hong Kong","authors":"Y. Wong","doi":"10.1177/00915521211047680","DOIUrl":"https://doi.org/10.1177/00915521211047680","url":null,"abstract":"Objective: In view of the values of individualism and competition embedded in neoliberalism and global capitalism, this paper seeks to illustrate empirically students’ instrumentalism in higher education, and to explore how far such instrumentalism could be conceptualized as student alienation. Method: The illustration relies on experiences of community college students from an ethnographic study of students studying in a liberal-arts oriented community college in Hong Kong. The study begun in 2005 to 2006, continued in 2009, and followed up in 2010 to 2011. Eighty-five students in total were recruited and interviewed; 39 of them were interviewed twice. The interviews were analyzed together with the author’s observations and participation as a lecturer of that community college. Results: Against an intensely competitive environment, community college students were rather instrumental in their studies. Their alienation was also manifested in the following aspects: being instrumental about their career planning, preferring surface and strategic learning to deep learning in their studies, and being strategic or even manipulative in dealing with their classmates or teachers. Conclusion: This study provides a nuanced analysis of different aspects of student alienation. Student alienation is worrying, not simply because students are not learning what is required for becoming the educated workforce or citizens, but arguably because throughout the course of their studies, students acquire qualities that may make competitive employees for the cruel business world but do not necessarily make caring or critical citizens.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49442485","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: 6

Making Sense to Make Change: How Community College Faculty Perceptions of Math Contextualization Shape Instructional Change 使改变有意义:社区大学教师对数学情境化的看法如何影响教学变化

IF 1.3

Community College Review Pub Date : 2021-10-15 DOI: 10.1177/00915521211047671

Kelly Wickersham, Xueli Wang

{"title":"Making Sense to Make Change: How Community College Faculty Perceptions of Math Contextualization Shape Instructional Change","authors":"Kelly Wickersham, Xueli Wang","doi":"10.1177/00915521211047671","DOIUrl":"https://doi.org/10.1177/00915521211047671","url":null,"abstract":"Objective: In numerous calls for reform to community college math instruction, contextualization has been identified as an effective approach to teaching and learning. Yet, little is known about how faculty contend with math contextualization and how they make decisions about its adoption. This study explored how community college faculty teaching math make sense of contextualization as a result of related professional development, and how faculty make decisions about whether to apply contextualization to teaching math as they make sense of contextualization and other individual or organizational factors. Method: This study adopted a case study approach, drawing upon interviews, observations, and professional development materials from two large, comprehensive 2-year colleges in a Midwestern state. Results: Findings revealed five themes under two main umbrellas: making sense and making change. Three interconnected themes comprised making sense: orientation to contextualization, prior teaching and field experiences, and dual identities as teacher and learner. Two themes characterized making change: external and structural constraints of implementing contextualization and comfort level in operationalizing contextualization. Contributions: This study illuminated the complex process of faculty sensemaking of math contextualization, and how this sensemaking, in light of individual and organizational factors, shapes their decisions around math instructional change.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41247552","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

“There’s So Much That We’re Doing”: How Florida College System Institutions Address Basic Needs Insecurity Among Students “我们正在做的事情太多了”:佛罗里达大学系统机构如何解决学生的基本需求和不安全感

IF 1.3

Community College Review Pub Date : 2021-10-15 DOI: 10.1177/00915521211047674

Amanda N. Nix, Tamara Bertrand Jones, Hollie Daniels, Pei Hu, Shouping Hu

{"title":"“There’s So Much That We’re Doing”: How Florida College System Institutions Address Basic Needs Insecurity Among Students","authors":"Amanda N. Nix, Tamara Bertrand Jones, Hollie Daniels, Pei Hu, Shouping Hu","doi":"10.1177/00915521211047674","DOIUrl":"https://doi.org/10.1177/00915521211047674","url":null,"abstract":"Research Question: A sizable portion of college students experience food and housing insecurity, which poses a roadblock to fully and successfully engaging in higher education. In light of these complex challenges, we ask: How do Florida College System (FCS) institutions meet the basic needs of their students? Methods: To answer the question at hand, we conducted an embedded single case study of the FCS. Between 2014 and 2019, researchers traveled to 21 Florida colleges on one or more occasions to speak with college presidents, administrators, faculty members, advisors, academic support staff, and students. In total, we gathered data from 1,379 people through 213 focus group sessions and 20 individual interviews. Results: From these data emerged evidence of the extensive services and support programs provided by FCS institutions, ranging from food and housing assistance to clothing, transportation, and childcare. Such initiatives aim to meet the chronic, daily needs of students and their families, as well as acute needs that arise out of local disasters and crises. Contributions: The findings of this study contribute to the literature on the mission of community colleges. While these support programs address needs traditionally considered non-academic, participants suggest that they are essential to fostering student success. By meeting students’ physiological and safety needs, institutions can better accomplish their academic goals of remediation, transfer, vocational training, and contract education, particularly among students who have been traditionally excluded from higher education. The findings also highlight the importance of acknowledging the needs of students’ families when providing support.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48301295","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: 2

The Mediating Effects of Student Services on Engagement Among First-Generation and Transfer Students Who Use Disability Services at Community Colleges 社区大学残障学生服务对第一代及转校生参与的中介作用

IF 1.3

Community College Review Pub Date : 2021-10-15 DOI: 10.1177/00915521211047675

John Zilvinskis

{"title":"The Mediating Effects of Student Services on Engagement Among First-Generation and Transfer Students Who Use Disability Services at Community Colleges","authors":"John Zilvinskis","doi":"10.1177/00915521211047675","DOIUrl":"https://doi.org/10.1177/00915521211047675","url":null,"abstract":"Objective/Research Question: The purpose of this research is to explore the way use of student services can mediate engagement among first-generation and transfer students who use disability services at community colleges. The following research questions guided the current study: (1) At community colleges, how does frequency of use of student support services significantly relate to engagement among students who use disability services? (2) For first-generation and transfer students with disabilities, in what way does frequency of use of these services mediate engagement among this population? Method: Using Community College Survey of Student Engagement data, the relationship between frequency of use of student services and engagement behaviors was measured for 7,441 students using disability services. Through structural equation modeling, mediation effects of use of services on engagement for first-generation and transfer students with disabilities at community colleges were measured for academic challenge, support for learners, and student-faculty interaction. Results: Accounting for other student background characteristics, academic advising and career counseling were directly related to these measures and additive effects of this second service held for first-generation students with disabilities, but not transfers. Conclusion: These findings contribute to understanding which student services are successful pathways to increased engagement among students who use disability services. This research complements previous scholarship on increasing access of these services for this group, while suggesting further research may be conducted to understand quality of experience among student services.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41838615","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

Book Review: Empowering the community college first-year composition teacher: Pedagogies and policies, by Siegal, M., & Gilliland, B. (Eds.) 书评:《赋予社区大学一年级作文教师权力:教学法与政策》，作者:西格尔，M.和吉利兰，B.(编)

IF 1.3

Community College Review Pub Date : 2021-10-08 DOI: 10.1177/00915521211047676

Bethany Sweeney

引用次数: 0

Aspiration and Opportunity: First-Generation Immigrants and Refugees at Community College 渴望与机遇：社区学院的第一代移民和难民

IF 1.3

Community College Review Pub Date : 2021-10-01 DOI: 10.1177/00915521211026680

Aaron Leo

{"title":"Aspiration and Opportunity: First-Generation Immigrants and Refugees at Community College","authors":"Aaron Leo","doi":"10.1177/00915521211026680","DOIUrl":"https://doi.org/10.1177/00915521211026680","url":null,"abstract":"Objective: This article explores the experiences of 32 first-generation immigrant and refugee students as they transition into and out of community college. The challenges students face and the resources on which they draw in their educational pursuits are viewed through Bourdieu’s theory of cultural capital. Method: This project utilizes an applied ethnographic approach that primarily elicited participant-observation and interview data. Results: Findings demonstrate that prospective community college students articulated uncertainty about the college process and concern over the quality of community colleges. Current and former community college students validated these concerns as they described their struggles to overcome both in- and out-of-school challenges. In many cases, such obstacles resulted in the leveling of previously high aspirations. Contribution: Although the growing number of immigrant and refugee students in the United States are disproportionately represented at community colleges, little is known about their experiences in these institutions. This article adds to our understanding of immigrant and refugee students’ experiences in community colleges through their own words.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/00915521211026680","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41562795","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: 4

Net Tuition, Unmet Financial Need, and Cooling Out: A National Study of Degree Aspirations Among First-Time Community College Students 净学费、未满足的经济需求和冷静:一项关于首次社区大学学生学位愿望的全国性研究

IF 1.3

Community College Review Pub Date : 2021-10-01 DOI: 10.1177/00915521211026681

Cameron Sublett, Jason L. Taylor

引用次数: 3

Book Review: On my own: The challenge and promise of building equitable STEM transfer pathways, by Wang, X 书评：《我自己：建立公平STEM转移途径的挑战和承诺》，王，X

IF 1.3

Community College Review Pub Date : 2021-10-01 DOI: 10.1177/00915521211028063

Jingjing Liu

引用次数: 0

“I’m Not Letting Nothing Stop Me This Time”: Transitions Among Adult Learners Using the Tennessee Reconnect Grant “这次我不会让任何事情阻止我”:使用田纳西州重新连接补助金的成人学习者的过渡

IF 1.3

Community College Review Pub Date : 2021-10-01 DOI: 10.1177/00915521211026679

Gresham D. Collom, J. P. Biddix, Britta L. Svoboda

{"title":"“I’m Not Letting Nothing Stop Me This Time”: Transitions Among Adult Learners Using the Tennessee Reconnect Grant","authors":"Gresham D. Collom, J. P. Biddix, Britta L. Svoboda","doi":"10.1177/00915521211026679","DOIUrl":"https://doi.org/10.1177/00915521211026679","url":null,"abstract":"Objective: States increasingly create promise programs to increase college enrollment and degree attainment. The objective of this study was to understand the experiences of adult learners using the Tennessee Reconnect Grant (TN Reconnect) as they transitioned to becoming college students. Methods: Drawing upon interviews with 23 adult learners, this longitudinal qualitative study applied Schlossberg’s Transition Theory to explore the experience of transitioning to college. Results: Findings revealed students who used the TN Reconnect, many of whom were first-generation and low-income students, faced insurmountable barriers that contributed to their decision to initially not enroll in college or drop out of college. Access to TN Reconnect provided an unexpected opportunity for them to return to college. However, participants still faced barriers often associated with adult, first-generation, and low-income students. Contributions: Findings suggest state and institutional policy, and practice must adapt to fit the unique needs of adult learners to maximize degree completion outcomes. As currently structured, promise programs may not provide substantial benefits to student groups who face significant barriers to success, such as adult learners. State policymakers must explore the benefits of adopting a more equitable policy structure and/or implement additional services and resources for adult learners.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/00915521211026679","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48041979","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: 10