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There is a need to embrace translingualism in order to avert covert tensions that emanate from the ascription of linguistic supremacy to ‘standard’ English, especially among teachers of immigrant children and in overall public discourse. Drawing inspiration from the 1974 resolutions of the Conference on College Composition and Communication and the 1996 Universal Declaration of Linguistic Rights which advocate the empowerment of students to ‘own’ their languages, this paper examines the diversity inherent in world Englishes in orthography, grammar, lexis, and phonology. A plethora of indigenous and European languages spoken across Africa have influenced the emergence of varied Englishes; as a result, Africans in the US speak English with varying accents and proficiencies. The following factors contribute to the translingual character of English spoken by most first- and 1.5-generation African immigrants in the US: medium of instruction in their countries of origin; duration of exposure to ‘standard’ English; age at immigration to the US; and their willingness to yield to social pressure to speak English like mainstream Americans. This paper foregrounds the historical as well as the contemporary socioecological linguistic realities of African immigrants’ English speech and how these realities impact African immigrant acculturation in their host country. [ABSTRACT FROM PUBLISHER]

The Kauffman School is a public charter school serving students from low-income neighborhoods in Kansas City, Missouri. This paper used a matched comparison group design to estimate the impacts of the Kauffman School on student achievement, attendance, and suspensions. We found that the Kauffman School had large positive impacts on student achievement in mathematics, reading, and science. This paper also used qualitative data to explore possible mechanisms for the school's effects. We found evidence that the Kauffman School's hallmarks are being implemented faithfully, and that stakeholders believe the school's methods are having a positive influence on students' attitudes and performance [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to develop a framework for utilizing Six Sigma (SS) principles and Big Data analytics at a US public university for the improvement of student success. This research utilizes findings from the Gallup index to identify performance factors of higher education. The goal is to offer a reimagined SS DMAIC methodology that incorporates Big Data principles.Design/methodology/approach The authors utilize a conceptual research design methodology based upon theory building consisting of discovery, description, explanation of the disciplines of SS and Big Data.Findings The authors have found that the interdisciplinary approach to SS and Big Data may be grounded in a framework that reimagines the define, measure, analyze, improve and control (DMAIC) methodology that incorporates Big Data principles. The authors offer propositions of SS DMAIC to be theory tested in subsequent study and offer the practitioner managing the performance of higher education institutions (HEIs) indicators and examples for managing the student success mission of the organization.Research limitations/implications The study is limited to conceptual research design with regard to the SS and Big Data interdisciplinary research. For performance management, this study is limited to HEIs and non-FERPA student data. Implications of this study include a detailed framework for conducting SS Big Data projects.Practical implications Devising a more effective management approach for higher education needs to be based upon student success and performance indicators that accurately measure and support the higher education mission. A proactive approach should utilize the data rich environment being generated. The individual that is most successful in engaging and managing this effort will have the knowledge and skills that are found in both SS and Big Data.Social implications HEIs have historically been significant contributors to the development of meritocracy in democratic societies. Due to a variety of factors, HEIs, especially publicly funded institutions, have been under stress due to a reduction of public funding, resulting in more limited access to the public in which they serve.Originality/value This paper examines Big Data and SS in interdisciplinary effort, an important contribution to SS but lacking a conceptual foundation in the literature. Higher education, as an industry, lacks penetration and adoption of continuous improvement efforts, despite being under tremendous cost pressures and ripe for disruption. [ABSTRACT FROM AUTHOR]

This paper examines the cosmopolitan mobilities of young elites that take part in study-internship programmes in Washington, DC, US. In the case of Washington, DC, a large study-internship industry has been developed and this is an important example of how cities can become instrumental in organising specialised elite mobilities. These study-internship programmes (normally called Washington Semester Programmes (WSP)) give both US and international students the chance to study and intern in Washington, DC. Similar programmes exist in many global cities; however, Washington, DC has arguably become a central hub for those who wish to pursue careers in the fields of development politics or in the NGO sphere. The paper illustrates how ideas and stories of mobile careers and the importance of ‘being mobile’ on the job market catalyse student mobility into Washington, DC. Significantly, student mobilities to Washington, DC combine education with aspects of tourism and lifestyle mobilities. Moreover, these programmes allude to ideas of global citizenship through increasing participant’s human capital by enhancing their cosmopolitanism through this educational experience. Likewise, the participants in these programmes buy into those ideas of cosmopolitanism and the added value to their mobility capital through experiencing the political landscapes of Washington, DC. [ABSTRACT FROM PUBLISHER]

Copyright of Papers in Regional Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper suggests that the political changes brought about by the increase in the proportion of college graduates in the U.S. labor force in the 1970s may have contributed to the decline in the college premium during the 1970s and its increase during the 1980s and 1990s. The study argues that the proportion of skilled workers in the labor force affected their relative importance in the political process. Thus, the increase in the proportion of skilled workers during the 1970s reduced the skill premium in the short run, but induced a change in policies that favored skilled workers and increased the skill premium in the long run. [ABSTRACT FROM PUBLISHER]

Graduate education in the United States has been identified as being the backbone of American competitiveness and innovation in a recent report by the Council of Graduate Schools. The report provides a framework for examining the role of graduate education in partnership with business and government to advance an action agenda for achieving competitiveness and innovation. The role and positioning of graduate education in kinesiology in this agenda for change is addressed and a challenge issued. [ABSTRACT FROM AUTHOR]

The article presents a news brief related to research at the University of Minnesota Industrial Relations Center in Minnesota, as of July 1, 1972. The research of faculty members Mahmood Zaidi and Mario Bognanno is highlighted. Topics of research at the institute include labor unions, organizational behavior, and personnel management.

With the increase in digitized content available, new presidential research avails itself to more quantitative analysis. More digitized resources from government agencies and private and university repositories allow presidential scholars access to a broader universe of content. Data for analysis include digitized documents, oral histories, and data sets. Presidential scholars and researchers have the option to collaborate with programmers, computer scientists, and graduate students to become acquainted with current repositories and experiment with new technologies such as text mining and the R programming language. [ABSTRACT FROM AUTHOR]

Using the unique form of a composite counterstory culled from the experiences of 13 Black women at historically and predominantly White colleges and universities in a Western U.S. state, this paper explores the psychological tensions and silencing Black college women face as they navigate social constructions of their selfhood under a White gaze. This study centers these Black women’s voices through a tradition of storytelling and examines the ways they try to carve their own place by often engaging liberating, yet repressive, historically constructed STRONGBLACKWOMAN imagery to counteract equally silencing Angry Black Woman imagery. The historically and predominantly White institutional spaces within which these women study, live, and play exacerbate this tension, propelling them to model and rely upon stereotypically ‘positive’ representations of Black womanhood to deal with the pain of microaggressions. Altogether, these factors create instances of enhanced racial battle fatigue. [ABSTRACT FROM AUTHOR]

Mentalization-based interventions show promise in improving mental health outcomes for children and parents through increasing a family's reflective functioning, or ability to mentalize. Mentalizing involves the ability to understand behavior in relation to mental states, such as thoughts and feelings, and typically develops within the context of secure attachment relationships. One area not given much consideration when training foster parents is their capacity to mentalize. This study evaluated Family Minds, a newly developed psychoeducational intervention for foster parents, designed to increase their ability to mentalize. The current paper reports on the development and preliminary empirical evaluation of Family Minds in a quasi-experimental study where 102 foster parents received either Family Minds or a typical foster parenting class, which served as a control group. Results indicate that parents who received Family Minds significantly increased their levels of reflective functioning as assessed with the Parental Reflective Functioning Questionnaire and a new Five-Minute Speech Sample procedure coded using the Reflective Functioning Scale, and revealed a tendency to show decreased levels of parenting stress on the Parenting Stress Index, while the control group showed no such improvements. These findings support the hypothesis that a short-term psychoeducational intervention may improve foster parents' ability to mentalize themselves and their children. These skills are very beneficial for foster parents, as they frequently deal with children who come into their home with challenging behaviors, attachment issues, and negative internal working models of relationships. This type of intervention has the potential to lower placement breakdowns and improve the mental health of foster children. [ABSTRACT FROM AUTHOR]

The Disney Junior television network provides 24-hour-a-day programming aimed at preschool-aged children. Its popular animated series depict female characters in ways that are stronger than ever before. The girls are brave, heroic, adventurous, and are the moral anchors for the shows. However, their efforts are undermined by many of the male characters, who tend to represent stereotypical tropes of masculinity, including the braggart, the buffoon and the reckless younger brother. Therefore, these programmes are representative of a postfeminist and neoliberal culture, in which girls are expected to do more than boys in order to be successful, while boys take risks with few negative consequences. [ABSTRACT FROM AUTHOR]

Abstract: Purpose: Among research‐focused nursing doctoral (PhD) programs in the United States, the traditional dissertation format has recently given way to a series of publication‐ready manuscripts, often bookended by introduction and conclusion chapters. To help programs make decisions about the use of these formats, this study undertook a national survey of programs offering PhDs in nursing. The purpose of this study was to explore the advantages and disadvantages of the traditional format versus manuscript option for dissertations among nursing PhD programs in the United States. Design: Cross‐sectional census survey of U.S. nursing PhD programs. Methods: A web‐based survey was administered to all U.S. nursing PhD programs. Respondents indicated formats offered, factors contributing to decisions of which formats to offer, and lessons learned. Descriptive statistics and inductive content analyses were used for analysis. Findings: Of 121 eligible institutions, 79 provided eligible responses (66.7%). The majority (59%) offered both formats; 11% offered the manuscript option only, and 24% offered the traditional format only. Faculty support (or lack thereof) contributed to adoption (or not) of the manuscript option. Respondents' approaches to the manuscript option (e.g., number of papers) and advice are summarized. Conclusions: Manuscript option dissertations are commonly offered and provide benefits to students and faculty; however, thoughtful implementation is critical. Programs need to agree upon clear expectations and have graduate school support (e.g., formatting). Faculty need mentorship in advising manuscript option students who choose to use this format, and the time and support. Finally, students need additional writing skills that could be provided through coursework or via individual work with mentors. Clinical Relevance: As nursing education continues to expand further into doctoral research, programs must examine dissertation formats in order to both prepare future nurse scholars and disseminate nursing research that is critical to improving nursing education, patient care, and clinical practice. [ABSTRACT FROM AUTHOR]

Background and Objectives: Education of health care clinicians on racial and ethnic disparities has primarily focused on emphasizing statistics and cultural competency, with minimal attention to racism. Learning about racism and unconscious processes provides skills that reduce bias when interacting with minority patients. This paper describes the responses to a relationship-based workshop and toolkit highlighting issues that medical educators should address when teaching about racism in the context of pernicious health disparities.Methods: A multiracial, interdisciplinary team identified essential elements of teaching about racism. A 1.5-hour faculty development workshop consisted of a didactic presentation, a 3-minute video vignette depicting racial and gender microaggression within a hospital setting, small group discussion, large group debrief, and presentation of a toolkit.Results: One hundred twenty diverse participants attended the workshop at the 2016 Society of Teachers of Family Medicine Annual Spring Conference. Qualitative information from small group facilitators and large group discussions identified some participants' emotional reactions to the video including dismay, anger, fear, and shame. A pre/postsurvey (N=72) revealed significant changes in attitude and knowledge regarding issues of racism and in participants' personal commitment to address them.Discussion: Results suggest that this workshop changed knowledge and attitudes about racism and health inequities. Findings also suggest this workshop improved confidence in teaching learners to reduce racism in patient care. The authors recommend that curricula continue to be developed and disseminated nationally to equip faculty with the skills and teaching resources to effectively incorporate the discussion of racism into the education of health professionals. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to describe how the environment and environmental issues are conceptualized and positioned in the Next Generation Science Standards (NGSS) to examine underlying assumptions about the environment. The NGSS are a recent set of science standards in the USA, organized and led by Achieve Inc., that propose science education goals based on the National Research Council report, A Framework for K-12 Science Education. Drawing from critical discourse analysis, we present a detailed textual analysis of the NGSS to identify the positioning of the environment with respect to humans and human activity. This analysis shows patterns in the ways that the environment is conceptualized and inscribed in the standards as an entity separate from people through both exclusion and ambiguity. We also discuss findings about how agency is more often ascribed to actions or activities rather than people and when solutions to environmental issues are included, the focus is on technoscientific solutions. Finally, we provide implications for considering scientific and environmental literacy, education for action, and the role of standards documents in shaping educational practice. [ABSTRACT FROM AUTHOR]

Abstract: This mixed methods study examined teachers' perceptions and uses of digital badges received as recognition of participation in a professional development program. Quantitative and qualitative survey data was collected from 99 K‐12 teachers who were awarded digital badges in Spring 2016. In addition, qualitative data was collected through semi‐structured interviews with a smaller sample. An analysis of the data suggests that teachers had a favorable view of receiving digital badges and many shared their badges through digital media. This paper also describes how the digital badges were shared, the impact digital badges may have on teachers' choices for professional development, and teachers' perspectives on current and future uses of digital badges. [ABSTRACT FROM AUTHOR]

Persistently negative stereotypes of college students' parents are biased toward parents from privileged backgrounds and reflect privileged practices that operate from a color-blind and class-blind ideology. This scholarly paper argues for a conceptual shift from parent involvement to family engagement, establishes the need for a more inclusive lens to engage diverse families, and situates the family as a larger collective. We propose a "Model of Parent and Family Characteristics, Engagement, & Support" that contains a more inclusive understanding of the pre-college and college contributions that students' families offer and the broader community and institutional contexts in which they are situated. [ABSTRACT FROM AUTHOR]

The determinants of immigrant earnings have long been a heavily researched topic, beginning with the contributions of Chiswick (1978) and Borjas (1985). The majority of this work focuses on male immigrants. Prior findings provide conflicting results with respect to determinants of native and foreign-born earnings in the U.S. This study, however, focuses on the earnings levels and differential returns to education and experience between native and foreign-born Latina workers in the U.S. using pooled American Community Survey microdata from 2014, 2015, and 2016. The analytical approach borrows from Chiswick's 1978 paper that utilized cross-sectional regression methods and the human capital framework in comparing native and foreign-born earnings. Our findings demonstrate that foreign-born Latina workers earn 17 percent less than native-born Latina workers. The results also show that native-born Latinas receive greater returns to educational attainment and labor market experience than foreign-born Latinas. [ABSTRACT FROM AUTHOR]

For decades, educational scholars have claimed that public schools are loosely coupled organizations, but research does not fully address how schools create the coupling structure. Recent federal policies have centralized the public education system, but state laws, districts, and principals still play a prominent role in shaping the organization of schools. In this paper, I investigate how the multiple tiers of the public education system influence the coupling structures of schools. Utilizing all seven waves of the Schools and Staffing Survey (SASS), I rely on OLS regression to analyze how couplings emerge within schools. Findings suggest three major influences on coupling within schools. First, federal policies have had a non-linear effect on school-level coupling. Second, the relationship between the district and the school affects school-level coupling. Finally, principals play a key role in shaping the coupling within the school, and coupling is a gendered process. [ABSTRACT FROM AUTHOR]

As role plays become increasingly popular in the sales curriculum, the challenge for instructors is how to motivate students to watch--and, ultimately, learn from--them. This paper examines how both students and faculty can benefit from video capture technology. We find that students perform better in their second role play when they watch their first one via video link. Further, the longer students watch, the more they improve. For faculty, it provides a systematic way to monitor individual progress and tailor student feedback. This innovation has implications for student incentive structures, role-play assessments, and classroom technology adoption. [ABSTRACT FROM AUTHOR]

In the United States of America, an analysis of enrollment statistics to institutions of higher education, those pursuing Science, Technology, Engineering, and Mathematics (STEM) fields, as well as those pursuing medical education show a paralleled ethnic stratification. Based upon such stratification, Native Americans consistently rank amongst the lowest demographic groups to enroll in and pursue higher education, STEM or medical education. A perturbed history of the First Nations people in the establishment of the United States of America laid the foundation for a multitude of factors contributing to current trends in health, living, and academic pursuits amongst First Nation's people. This paper aims to explore the factors underlying the lack of Native American enrollment in higher education, careers in STEM and medicine. An investigation was conducted following a broad literature review relevant to the topic, and articles were critically appraised using the Search, Appraisal, Synthesis of Analysis (SALSA) framework as well as the Standards for Reporting Qualitative Research (SRQR). Findings from such studies indicate that the Native American communities face a unique set of social circumstances rooted in a historical context, with several unmet basic needs of living required for integration, access, and pursuit of higher education. [ABSTRACT FROM AUTHOR]

This paper explores the way in which psychologists classified immigrant children as feebleminded through the use of intelligence testing and how state organisations consequently segregated them from public schools based on the scientific evidence. First, I show the way in which the psychologist Lewis Terman utilised intelligence testing to identify immigrant children deemed feebleminded. I focus closely on a survey and on his methodology and analysis. I then discuss the possibilities of education for the feebleminded and the segregation of immigrant children from regular classroom of public schools. Through his survey, Terman concluded that the exceptionally high ratio of feebleminded children in the tested region was caused by the large population of immigrant children, although the selection of the sample was often subjective, leading to “miscalculation” in his analysis. Terman’s survey was influential in terms of segregating feebleminded children by stating their incurability; possibilities of education for the feebleminded were thus denied. At his suggestion, special classes and schools, along with a home for the feebleminded, were established. Terman’s psychological survey was a cue for psychologists to enter the school system. The State Board of Education was not only attempting to discover the percentage of feebleminded children but also trying to apply psychology to school training. With the cooperation of the Board, the training of teachers for the feebleminded proceeded. [ABSTRACT FROM PUBLISHER]

Business educators are concerned with integrating diversity-related topics and seek methods by which to teach them. This paper suggests that as classes become more heterogeneous, the opportunity to examine diverse perspectives and experiences naturally arises in the course of class assignments and activities. The differential experiences of majorities and minorities are revealed when students discuss and write about their own experiences related to the content of various business courses. The issues of self and group identity and perceptions of others emerge in the context of small group discussions when students share their experiences as recorded in learning logs, personal cases, research assignments, and typical class discussions. The opportunity for community learning in heterogeneous groups provides a forum for diverse perspectives and experiences to be shared. Students and professors learn about different perceptions and reactions to personal and current events as well as their own perspectives, creating a culture of inclusion in the class. Implications and suggestions for a wider application of our methods to a global context are also offered. [ABSTRACT FROM AUTHOR]

A profession is founded on knowledge, skills, and education. The knowledge, skills, and education required to practice within a profession should be defined in a body of knowledge of that profession. This is the first edition or the first comprehensive attempt to define the surveying body of knowledge. This work was initiated about three years ago, by the American Congress on Surveying and Mapping and the North American Surveying Educators organization. A special body of knowledge committee was established to carry out this task. The committee decided to develop a six part surveying body of knowledge. The first is a general body of knowledge, termed as the macro level body of knowledge which is presented in this paper. The other five specific detailed subset (micro level) bodies of knowledge in the areas of positioning, imagery, geographic information systems, law, and land development. The paper introduces the philosophical and conceptual considerations on which the body of knowledge was founded and provides details on the macro level body of knowledge. [ABSTRACT FROM AUTHOR]

The article presents a case study on the Fortune 500 project designed for the filings of the Secutiries and Exchange Commission (SEC) for Master in Business Administration (MBA) students' legal concepts in Georgia. It notes that companies included are Aflac, Delta Airlines, and United Parcel Service. It mentions that it functioned initially in a special section of the Professional Master in Business Administration (MBA) course that is being instructed for employees of Scientific Atlanta.

Dramatic increases have occurred in the number of children who speak languages other than English at home in the United States and English language learners (ELLs) need support both for becoming proficient in English and for maintaining their first language. In this paper, five types of bilingual education implemented in the United States are reviewed: submersion, English as a second language instruction; transitional bilingual education; maintenance bilingual education; two-way immersion (TWI), with TWI programs being the focus for most of the paper. A brief history of the policy evolution of bilingual education in the United States is provided. Research reviewed suggests that compared to students exposed to other programs, students in TWI programs are better off in terms of achievement and in L1 and L2 development. Although benefits of TWI programs are demonstrated, limitations of the current research also exist, and are discussed. Challenges implementing TWI programs are discussed and policy recommendation are included. [ABSTRACT FROM AUTHOR]

The article presents information on the various papers published in the 2006 issue of the periodical "Studies in the Education of Adults." In one of the papers the author presents information on how academics participating in the Research Assessment Exercise in Great Britain have been much exercised by the possible use of metrics, including citations and journal ranking, as a proxy for the objective measure of the quality of research. Another paper explores critically a number of popular discourses of pedagogy in adult education theory and practice. A papers presents information on a recent email survey of professors of education in the United States and in Great Britain. A paper reports on a research with archaeologists working in the Yucatan in Mexico to try and create an archaeology that is less damaging to local environments, cultural resources and local communities than many archaeological projects. A paper presents information on activity theory and situated learning perspectives in education.

In the United States, Asians are commonly assumed to excel across all educational stages. We challenge this assumption by revealing the underperformance of ethnic East Asians in US law schools and business schools, two prevalent professional schools that are consequential gateways to societal influence. Whereas most educational and governmental statistics lump all Asians together, we distinguish culturally between East Asians (e.g., ethnic Chinese) and South Asians (e.g., ethnic Indians), the two largest Asian groups in the United States. We propose that East Asians--but not South Asians--underperform academically because their low verbal assertiveness is culturally incongruent with the assertive class participation prized by US law schools and business schools. Across six large studies (n = 19,194), East Asians had lower grades than South Asians and Whites despite performing well on admission tests (e.g., Law School Admission Test, Graduate Management Admissions Test). East Asians' underperformance was not explained by academic motivation but by lower assertiveness (whether assessed by self-ratings, peer ratings, or class participation scores)--after controlling for factors such as birth country and English proficiency. Consistent with the assertiveness mechanism, East Asians' underperformance was more pronounced in social courses emphasizing class participation (e.g., leadership, strategy) than in quantitative courses (e.g., accounting, finance). Notably, we found that East Asians' underperformance was mitigated in online classes conducted via Zoom, a communication medium characterized by lower social presence than in-person classes. By revealing a "Bamboo Ceiling" in the classroom, this research highlights the importance of fostering an inclusive classroom for students from diverse cultural backgrounds. [ABSTRACT FROM AUTHOR]

Background: Problem-Based Learning (PBL) is an instructional method of hands-on, active learning centered on investigating and resolving messy, real-world problems. This study aims to systematically analyze the current status and hotspots of PBL research and provide insights for research in the field. Methods: Problem-based learning-related publications were retrieved from the Web of Science Core Collection using "Problem-Based Learning". Annual publications, countries, institutions, authors, journals, references, and keywords in the field were visually analyzed using the R, VOSviewer, and Microsoft Excel 2019 software. Results: A total of 2,790 articles and reviews were analyzed, with a steady increase in publications in the field of PBL. Overall, the United States was the major contributor to the study of PBL. Van Der Vleuten CPM was the key researcher in this field. Moreover, most of the publications were published in Medical Education. Keyword analysis showed that current research hotspots focus on the extensions of PBL teaching mode, application of PBL teaching method, and reform of PBL. Conclusion: Research on PBL is flourishing. Cooperation and exchange between countries and institutions should be strengthened in the future. These findings will provide a better understanding of the state of PBL research and inform future research ideas. [ABSTRACT FROM AUTHOR]

This study explored self-reported experiences of alternate admission track plan (AATP) students who completed a chiropractic training program at a US chiropractic college. Our institution conducted semistructured exit interviews with 16 graduating AATP students. Our consensus-drafted open-ended interview questions probed in-depth for these students' experience throughout the training program, with national board exams, their personal characteristics, their satisfaction with the training program generally, and with the AATP program specifically. We employed a content analysis to identify themes and patterns of responses across the blinded deidentified interview transcripts. We used a combination of deductive coding based on our interview guides, and inductive coding to identify newly emerging subthemes. Perceived facilitators of student success were strong commitment to chiropractic, cooperative, and supportive environment (eg, student study groups and a highly committed faculty), work ethic, and time management skills. Although many recommended that AATP entrants without science backgrounds take prerequisite courses in biology and chemistry, they also observed that a capable student could dedicate the time and effort to obtain the needed information via available college resources. Graduating AATP students were positive about the AATP program overall, and their preparation for national board exams and for clinical practice. They greatly valued the opportunity to accelerate their entrance into chiropractic college. A major limitation of this study is that the perspectives of AATP students who did not complete the doctor of chiropractic program are not represented in these interviews of graduating students. [ABSTRACT FROM AUTHOR]

To investigate coping strategies adopted by chiropractic college students and how these strategies affect student-perceived stress levels. Four hundred seven (407) 1st-quarter students were recruited during 2014 and 2015. The validated Brief COPE inventory was used to assess coping strategies during the 1st week of classes. Perceived Chiropractic College Stress (PCCS) was assessed via a modification of Vitaliano Perceived Medical School Stress survey instrument. The modified coping instrument was administered during the 1st quarter (PCCS1) and 6 months later during the 3rd quarter (PCCS2). Mean perceived stress levels were greater after 6 months. Although perceived stress increased more for females than for males over that period, it was not statistically significant. Male and female coping strategies differed only in the preferential use of emotional support by females. Students generally adopted active coping strategies (eg, active coping and planning) rather than avoidant strategies (eg, substance abuse). Regression analysis revealed a moderate positive relationship between avoidant-emotion coping and PCCS1 with a weaker positive correlation between problem-focused coping, sex, and PCCS1. Avoidant-emotion coping also demonstrated a moderate positive correlation with PCCS2. Neither sex nor the 3 coping strategies were predictors of PCCS change (PCCS2 – PCCS1). This study is a starting point for exploring the relationship between perceived stress and coping behaviors in a chiropractic training institution. Students generally used healthy adaptive coping strategies with minimal sex differences. Avoidant-emotion coping appears to be a reliable predictor of PCCS, with sex being a poor predictor. [ABSTRACT FROM AUTHOR]

COVID-19 is expected to radically alter higher education in the United States and to further limit the availability of tenure-track academic positions. How has the pandemic and its associated fallout affected doctoral students' career aspirations and priorities? We investigate this question by comparing responses to a PhD career survey prior to and following significant developments in the pandemic. We find little evidence that the pandemic caused substantial shifts in PhD students' aspirations and priorities. However, some differences emerge when considering later dates in our survey period, particularly among more senior students who express a greater interest in some non-academic careers and job characteristics. Contrary to expectation, we also find evidence that the pandemic improved some students' perceptions of their academic departments. In our conclusion, we speculate whether steps taken by the comparatively well-resourced institution that we study helped to mitigate some of the more negative consequences of the pandemic. [ABSTRACT FROM AUTHOR]

Purpose: As an industry, sport business (SB) has seen significant growth since the early 2000s. Concurrently, the number of postsecondary sport management programs has also expanded dramatically. However, there remain concerns about whether these programs are meeting the demands of both employers and graduates. To address these concerns, this study examines the credential and competency demands of the SB labor market in the United States. Design/methodology/approach: Researchers conducted an analysis using a broad sample of employment postings (N = 613) for SB positions from two different years, 2008 and 2018. Findings: Results support that a complex set of SB qualifications exist, and the credentials and competencies included in SB employment postings have evolved over the past decade. Originality/value: A noteworthy finding is that meta-skills are found to be particularly important for employability, including items such as communication, emotional intelligence and analytical thinking and adaptability. [ABSTRACT FROM AUTHOR]

The back and forth migration of children and youth between the United States and Mexico has created a unique group of approximately nine million "students we share" who have been educated in both countries (Jensen and Sawyer 2013). The social, political, and economic interconnectivity of the United States and Mexico suggests that these trends are likely to continue, making the education of transnationally mobile students, or those students who have formative schooling experiences in both countries, a topic in critical need of research. This article presents findings from a systematic literature review and describes how sociopolitical, sociocultural, sociolinguistic, and socioemotional factors influence transnationally mobile students' educational experiences. We assert that future research on transnational education within the US-Mexico nexus and beyond should attend to the interconnectedness of these dimensions, rather than viewing them in isolation. [ABSTRACT FROM AUTHOR]

Contribution: This article discusses the use of manufacturing simulation games to study collaborative problem-solving skills in engineering students. The simulation represents the mass production paradigm in which large quantities of identical products are produced. Empirical data is collected from the simulation to evaluate the skills engineering students used in solving the problem and their group effectiveness. Background: The use of simulation games to teach problem solving in design and manufacturing is an effective approach to convey concepts to students. Simulation games engage students in experiential and collaborative learning with fun elements. Research Questions: How does hands-on simulation engage students in collaborative problem solving? How does participation in collaborative problem solving affect group effectiveness? Methodology: This work presents a study of 37 university-level engineering students in the United States. Participants worked in groups completing the simulation game and responded to surveys on their various skills used. Findings: Participants utilized analytical, metacognitive, and thinking skills in their engagement, reported that the simulation games enhanced their understanding of manufacturing concepts and active collaboration improved problem-solving effectiveness. [ABSTRACT FROM AUTHOR]

Do grade configurations affect student academic performance? To bring new evidence to this question, I use recent district-by-grade data for nearly the entire United States that contain measures of test score achievement and rates of school switching induced by grade configuration. Past research has found that student performance, is, on average, relatively low following switches due to grade configuration, but in fact students perform relatively better in the grades just prior to these switches. In the national data, I find that this so-called top dog/bottom dog pattern appears for all terminal grade choices among grades 3 through 8, is geographically widespread, and is robust to controlling for grade-specific effects of a rich set of covariates. Thus, I establish that the top dog/bottom dog pattern is a very pervasive phenomenon in American education. I explore potential mechanisms and discuss policy and research implications. [ABSTRACT FROM AUTHOR]

Aims: To describe beginning nursing student learning styles and to determine whether there are relationships between learning style and sociodemographic or educational background. We also aim to compare these data with the normative values of the 3.1 version of the Kolb learning style inventory and verify its reliability. Background/Literature: Learning style is related to the way in which an individual interacts with learning conditions, involving cognitive, affective, physical and environmental aspects. In nursing education, few studies have focused on knowing the learning styles of beginning nursing students, despite the need for students to develop critical thinking skills required of nurses. Design: Descriptive, cross‐sectional, correlational, multi‐site study. Method: The study took place at five universities in Brazil and one university in the United States. Data were collected from a sample of beginning nursing students (n = 176) in 2019, using the Portuguese and English 3.1 versions of Kolb's learning style inventory. Results: Most students' learning styles were classified as divergers (34.10%), while 28.41% were assimilators, 23.86% were accommodators and 13.63% were convergers. Kolb describes learning as a four‐stage cyclical process grounded in experience. The mean score of one learning stage, the concrete experience, showed those who attended public high schools compared with private high schools was higher (mean = 26.22; p =.0019), and there were different results between Brazilian state universities, Brazilian federal universities and the American university (p =.0149). Conclusion: The diverger style was the most common among beginning nursing students in Brazil and the United States. There was a significant relationship between learning style, the educational background of students, the type of institution they attend and their previous experience with some active learning methodologies. Relevance to clinical practice: Aligned with Kolb's experiential learning theory, nurse educators must be aware of student learning styles so they may use teaching strategies to meet their students' needs. [ABSTRACT FROM AUTHOR]

At the dawn of the 21st century--when your author, who is now an educator, was in college--the United States was the sole global superpower. But the world changed with the terrorist attacks of September 11, 2001, as well as other events that remade the world in which current students now study. As an educator, I can explain that the structure of the world, termed "world orders," can subsist of underlying world "sub-orders," and "suborder traits" which even underlie them historically, and how students can outline them. In this way, while political-economic history looks to be constantly repeating itself, with the alignment of "traits" changing, what is considered "modern" and how we go about teaching it in history, political, and economic courses is the research aim of this article. Unlike the historian, whose job it is to identify such "traits," the social scientist should attempt to measure their importance; as educators, we need to point this difference out to students. These new ideas come from an educator with a background in both history and the social sciences. The article summarizes the current world order and concludes with a discussion of what "future" world orders might be, based on sub-orders, while offering ideas for educators to use for students, many of whom will be future scholars, on how to measure which world orders and "sub-orders" are generationally and empirically "modern." [ABSTRACT FROM AUTHOR]

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This paper uses wealth attainment as an indicator of economic integration and assesses how educational-occupational mismatch (i.e., over/underqualification) and race/ethnicity affect the wealth attainment of a sample of legal permanent residents in the USA. Using data from the New Immigrant Survey, this paper finds that overqualification is positively associated with wealth attainment, but below the rate for adequately qualified workers in the same occupation. Underqualified immigrants are associated with a pattern of wealth attainment that is equivalent to the adequately qualified. Racial/ethnic wealth inequality among legal permanent residents generally reflects the well-documented pattern among the U.S. native-born. This paper concludes with a discussion that places these results alongside previous research that examines the relationship between educational-occupational mismatch and income among immigrants. [ABSTRACT FROM AUTHOR]

Reports on the findings of a research on high school activities that prepared students to write in college in the U.S. Criteria in evaluating writing ability of the students; Types of writing assignments; Views of the students on the significance of writing evaluations for college preparation.