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Journal of Higher Education Theory and Practice最新文献

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Integrating Research-Based Indicators of Emergent Biliteracy Teaching Practices for Emerging Bilingual Learners 整合以研究为基础的新兴双语扫盲指标 针对新兴双语学习者的教学实践
Journal of Higher Education Theory and Practice Pub Date : 2024-07-26 DOI: 10.33423/jhetp.v24i7.7124
Julia G. Cuevas Guerra
{"title":"Integrating Research-Based Indicators of Emergent Biliteracy Teaching Practices for Emerging Bilingual Learners","authors":"Julia G. Cuevas Guerra","doi":"10.33423/jhetp.v24i7.7124","DOIUrl":"https://doi.org/10.33423/jhetp.v24i7.7124","url":null,"abstract":"This research explored how bilingual teachers of young Dual Language Leaners ages 0-3 integrated Reyes and Azuara’s (2008) Ecological Model of Emergent Biliteracy in their classrooms to foster bilingualism, biliteracy, and academic success. Dual Language Learners are the fastest-growing population of young children in the country that speak a language other than English. As so, the early childhood workforce must integrate the Ecological Model of Emergent Biliteracy for emergent biliteracy development and equitable emergent biliteracy teaching practices to support the natural biliteracy development of young Spanish-English Dual Language Learners. Qualitative data was collected through interviews and observations and were analyzed using the grounded theory stages of coding. The findings recommend immersing Dual Language Learners in equitable learning opportunities that incorporate their cultural knowledge, languages, experiences, and learning to support the precursors for emerging biliteracy development.","PeriodicalId":512130,"journal":{"name":"Journal of Higher Education Theory and Practice","volume":"41 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141800077","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
Success in Asynchronous Courses Through Increasing Student’s Social Presence 通过提高学生的社交存在感成功学习异步课程
Journal of Higher Education Theory and Practice Pub Date : 2024-07-26 DOI: 10.33423/jhetp.v24i7.7125
M. R. Brinkerhoff, Evelyn Porter, Jonathan Anderson
{"title":"Success in Asynchronous Courses Through Increasing Student’s Social Presence","authors":"M. R. Brinkerhoff, Evelyn Porter, Jonathan Anderson","doi":"10.33423/jhetp.v24i7.7125","DOIUrl":"https://doi.org/10.33423/jhetp.v24i7.7125","url":null,"abstract":"Online education has fundamentally altered the educational landscape, enhancing accessibility and flexibility for learners. However, a notable limitation of asynchronous learning modalities is the diminished interpersonal engagement inherent in traditional face-to-face pedagogical contexts. This empirical inquiry investigates the impact of deliberately integrating highly interactive instructional activities within online asynchronous developmental mathematics courses. Three principal thematic categories emerged through the iterative design process of these activities. Each category is delineated and exemplified, followed by exploring course policies conducive to student achievement in interactive learning contexts. Following a grounded theory approach, this study scrutinizes course outcomes alongside student and instructor evaluations at the semester’s end. Findings suggest incorporating social interactive activities yields positive effects on course outcomes.","PeriodicalId":512130,"journal":{"name":"Journal of Higher Education Theory and Practice","volume":"25 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141799458","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
From a Word to a World: An Innovative Teaching at a Higher Educational Institution in China 从一个词到一个世界：中国高等院校的创新教学
Journal of Higher Education Theory and Practice Pub Date : 2024-07-26 DOI: 10.33423/jhetp.v24i7.7128
Xia Tian, Tianjin Wang
{"title":"From a Word to a World: An Innovative Teaching at a Higher Educational Institution in China","authors":"Xia Tian, Tianjin Wang","doi":"10.33423/jhetp.v24i7.7128","DOIUrl":"https://doi.org/10.33423/jhetp.v24i7.7128","url":null,"abstract":"China’s higher educational reform created innovative ways to cultivate talents urgently needed for social development during the late 1970s. This paper investigates an enlightening teaching reform of English major on the basis of Tianshui Normal College in Gansu Province. The historical course has three typical examples: enthusiastically fostering talents, seeking more profound cultural exchanges, and moving educational reform forward. Professor Hu Dingyi, as a leading implementer, explored and created a good learning atmosphere for collegiate students beyond the classroom teaching and achieved remarkable results. His innovative thoughts are of great value to promote classroom teaching for students’ gaining the most precious noble ideal, ethnic culture and more subject expertise.","PeriodicalId":512130,"journal":{"name":"Journal of Higher Education Theory and Practice","volume":"53 36","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141799954","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
The Impact of Perceived Teacher Paternalistic Leadership on Voice Behavior Among College Students in Hebei Province, China 河北省大学生感知到的教师家长式领导对语音行为的影响
Journal of Higher Education Theory and Practice Pub Date : 2024-07-08 DOI: 10.33423/jhetp.v24i6.7095
Jun-Feng Gao, Yuan-Cheng Chang
{"title":"The Impact of Perceived Teacher Paternalistic Leadership on Voice Behavior Among College Students in Hebei Province, China","authors":"Jun-Feng Gao, Yuan-Cheng Chang","doi":"10.33423/jhetp.v24i6.7095","DOIUrl":"https://doi.org/10.33423/jhetp.v24i6.7095","url":null,"abstract":"Student voice behavior is an important aspect of school culture. Raising awareness of student voice can support academic achievement and deepen school reforms, and this study explored the influence of college students’ perception of teacher-parent leadership on their voice behavior based on the Chinese cultural background. Based on social exchange theory, a convenience sampling method was applied to conduct a questionnaire survey on 709 college students from 5 universities in Hebei Province, China. After analyzing by SEM (Structural Equation Modeling), the study showed that: In teacher paternalistic leadership, benevolent leadership and moral leadership have a significant positive impact on voice behavior while authoritarian leadership has a meaningful negative impact. Therefore, teacher paternalistic leadership can provide psychological care and academic support for students, set a fair and moral example, and avoid making authoritarian decisions, providing a supportive voice environment for students.","PeriodicalId":512130,"journal":{"name":"Journal of Higher Education Theory and Practice","volume":"104 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141667404","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
A Case Study in How Covid Affected Grades for Different Student Demographics 关于 Covid 如何影响不同学生群体成绩的案例研究
Journal of Higher Education Theory and Practice Pub Date : 2024-07-07 DOI: 10.33423/jhetp.v24i7.7087
D. R. Moodie, Alison Keefe
{"title":"A Case Study in How Covid Affected Grades for Different Student Demographics","authors":"D. R. Moodie, Alison Keefe","doi":"10.33423/jhetp.v24i7.7087","DOIUrl":"https://doi.org/10.33423/jhetp.v24i7.7087","url":null,"abstract":"Most people use a course grade as a rough indicator of learning achieved in a course. This investigation looked at the effect of Covid on mean course grades by teaching method, student demographics, and college. It showed that there is a clear pattern of mean course grade increase in Spring 20 for different modalities, demographics, and colleges, with a slow decline thereafter to above pre-Covid levels. This pattern holds except in the Honors college which had the opposite pattern. The results also show that hybrid courses clearly maintain the highest mean grade level throughout the timeframe. Since the patterns were consistent across modalities, demographics, and colleges, these metrics don’t affect mean grade patterns. These results may provide a clue that average grades and GPA are not good indicators of student learning. Although GPA is often the only indicator one has, this study discusses the use of course grades as a measure of learning and how effective it is.","PeriodicalId":512130,"journal":{"name":"Journal of Higher Education Theory and Practice","volume":" 92","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670975","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
Reviving Readership on Campus in the Age of Internet Through Extra-Curricular Activities 在互联网时代通过课外活动重振校园读者群
Journal of Higher Education Theory and Practice Pub Date : 2024-07-07 DOI: 10.33423/jhetp.v24i7.7091
Muhammad Asim Ali, Abdul Aziz Memon
{"title":"Reviving Readership on Campus in the Age of Internet Through Extra-Curricular Activities","authors":"Muhammad Asim Ali, Abdul Aziz Memon","doi":"10.33423/jhetp.v24i7.7091","DOIUrl":"https://doi.org/10.33423/jhetp.v24i7.7091","url":null,"abstract":"Due to the proliferation of ubiquitous internet and smart gadgets, the culture of book reading has been on the decline; lack of this important quality is clearly reflected in the social awareness, creativity, and critical thinking skills of university students. This paper examines the impact of gadgets, online education, and entertainment on academic and recreational book reading. This article presents a brief account of extra-curricular intervention aimed at promoting voluntary readership among university students. Qualitative data was collected through pre and post intervention surveys and via observation. A preliminary survey provided profound insight into the leisure reading habits of the students and extent of reliance on digital gadgets and online resources as a primary source for gathering information. The efficacy of proposed intervention was evaluated through the program mentor and exit survey feedback. According to the survey results the proposed intervention achieved fruitful results; According to authors there is no quick fix to this problem; coherent and consorted efforts are needed to impede the adverse effects of digital technology on university students.","PeriodicalId":512130,"journal":{"name":"Journal of Higher Education Theory and Practice","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141671224","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
Neoliberalism in the University Faculty-Administrator Relationship 大学师生关系中的新自由主义
Journal of Higher Education Theory and Practice Pub Date : 2024-07-07 DOI: 10.33423/jhetp.v24i7.7092
Trevor Batters, Vicki Squires
{"title":"Neoliberalism in the University Faculty-Administrator Relationship","authors":"Trevor Batters, Vicki Squires","doi":"10.33423/jhetp.v24i7.7092","DOIUrl":"https://doi.org/10.33423/jhetp.v24i7.7092","url":null,"abstract":"University Faculty and administrators often find themselves in a battle of us versus them. Thinking more specifically about faculty’s relationship with professional administrators, we use duoethnography to explore the experiences of a faculty member who once worked as an administrator and a professional administrator who is currently a doctoral student. As we explored our experiences of the faculty-administrator divide, we delved deeper into neoliberalism’s role in today’s universities. Inviting the reader to examine their understanding of neoliberalism in the university, we contemplate “What is a university?” From this question, we offer ideas on ways that faculty and administrators may unite to help define the role of today’s university in a neoliberal world.","PeriodicalId":512130,"journal":{"name":"Journal of Higher Education Theory and Practice","volume":" 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141671470","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
Admission Test Scores and Colleges’ Retention Rates 入学考试分数与大学保留率
Journal of Higher Education Theory and Practice Pub Date : 2024-07-07 DOI: 10.33423/jhetp.v24i7.7094
Alyson C. Ma, Florence Bouvet, Jason Campbell, Steven Sumner, Ryan Ratcliff, Andrew Narwold, Jon Sandy
{"title":"Admission Test Scores and Colleges’ Retention Rates","authors":"Alyson C. Ma, Florence Bouvet, Jason Campbell, Steven Sumner, Ryan Ratcliff, Andrew Narwold, Jon Sandy","doi":"10.33423/jhetp.v24i7.7094","DOIUrl":"https://doi.org/10.33423/jhetp.v24i7.7094","url":null,"abstract":"Most higher education institutions eliminated standardized test requirements for applicants following the COVID-19 pandemic. The impact of college admission criteria on college student retention has been the subject of extensive research in higher education. This literature suggests that admission criteria play a significant role in influencing student retention rates. However, the impacts of test-optional admissions procedures have been relatively understudied. Using a dataset of admissions requirements, institutional profiles, measures of collegiate success, financial aid, and demographics of full-time, first-year students at public or not-for-profit private 4-year institutions for the 2021-2022 academic year, we find that, of the different criteria used in admission policies, required or recommended letters of recommendation and graduation rates combined have an impact on college retention rates. Required or recommended admission test scores positively increase retention rates, albeit not robustly.","PeriodicalId":512130,"journal":{"name":"Journal of Higher Education Theory and Practice","volume":" 68","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670721","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
Curriculum Development for Adult Learners in Discussions and Exploration About Social Inequalities and Racism Against People of Color 在讨论和探索针对有色人种的社会不平等和种族主义时为成人学员开发课程
Journal of Higher Education Theory and Practice Pub Date : 2024-07-07 DOI: 10.33423/jhetp.v24i7.7086
Deborah LeBlanc
{"title":"Curriculum Development for Adult Learners in Discussions and Exploration About Social Inequalities and Racism Against People of Color","authors":"Deborah LeBlanc","doi":"10.33423/jhetp.v24i7.7086","DOIUrl":"https://doi.org/10.33423/jhetp.v24i7.7086","url":null,"abstract":"With the arrest of a former U.S. President, the Post-Covid19 pandemic, and all the social uprisings and awareness of 2020 to 2023, perhaps there has never been a time in American history where students and educators at all levels need to consider and adapt more effective and innovative approaches to addressing the elephant in the American – room’ and that being the issue of racism. This paper presents meaningful dialogue on Curriculum Development for Adult Learners in Discussions and Exploration of Social Inequalities and Racism against African Americans. These approaches to learning can be useful for examining both educators and adult learners in examining the dark impacts of racism towards African Americans in the United States.","PeriodicalId":512130,"journal":{"name":"Journal of Higher Education Theory and Practice","volume":" 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141671586","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
Enhancing Student Success in Higher Education: A Human-Centered Design Thinking Approach 提高高等教育中学生的成功率：以人为本的设计思维方法
Journal of Higher Education Theory and Practice Pub Date : 2024-07-07 DOI: 10.33423/jhetp.v24i7.7090
Mary Dioise Ramos, Monica Nandan, Kandice Porter, Susan Mac Leod Dyess
{"title":"Enhancing Student Success in Higher Education: A Human-Centered Design Thinking Approach","authors":"Mary Dioise Ramos, Monica Nandan, Kandice Porter, Susan Mac Leod Dyess","doi":"10.33423/jhetp.v24i7.7090","DOIUrl":"https://doi.org/10.33423/jhetp.v24i7.7090","url":null,"abstract":"Higher education institutions increasingly recognize the need to revolutionize approaches to student success. This study employs Human-Centered Design Thinking (HCDT), addressing the challenges faced by students and developing initiatives aimed at improving retention, progression, and graduation rates. Approximately 90 undergraduate students participated in the HCDT sessions, sharing insights about their academic progress. Through a collaborative process, students innovatively designed strategies to overcome these challenges. The HCDT process produced four key themes: proper and timely advisement; courses, schedules, and majors responsive to student demand; reciprocal communication clarity within and about courses; and resource knowledge availability and access. This study features the transformative potential of HCDT in higher education, placing students at the forefront of understanding challenges and designing strategies. By embracing this human-centered approach, institutions can significantly enhance retention, progression, and graduation rates, contributing to an inclusive and supportive educational environment.","PeriodicalId":512130,"journal":{"name":"Journal of Higher Education Theory and Practice","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670392","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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