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2. Is the University of California Drifting toward Conformism? The Challenges of Representation and the Climate for Academic Freedom. Research & Occasional Paper Series: CSHE.5.2023
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University of California, Berkeley. Center for Studies in Higher Education (CSHE), Steven Brint, and Komi Frey
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In this essay, we explore the consequences of the University of California's policies to address racial disparities and its support for social justice activism as influences on its commitment to academic freedom and other intellectual values. This is a story of the interaction between two essential public university missions -- one civic, the other intellectual -- and the slow effacement of one by the other. The University's expressed commitments to academic freedom and the culture of rationalism have not been abandoned, but they are too often considered secondary or when confronted by new administrative initiatives and social movement activism related to diversity, equity, and inclusion (DEI). The experimental use of mandatory DEI statements on a number of the ten UC campuses, within willing academic departments, as initial screening mechanisms in faculty hiring is the most dramatic of the new administrative policies that have been put into place to advance faculty diversity. This policy can be considered the most problematic of a series of efforts that the UC campuses and the UC Office of the President have taken for more than a decade to prioritize representation in academic appointments. Our intent is to encourage a discussion of these policies within UC in light of the University's fundamental commitments to open intellectual inquiry, the discovery and dissemination of a wide range of new knowledge, and a culture of rationalism.
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- 2023
3. Talent Pipelines for the Fourth Industrial Revolution: How California PaCE Units Can Bridge Critical KSA Gaps. Research & Occasional Paper Series: CSHE.8.2024
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University of California, Berkeley. Center for Studies in Higher Education (CSHE), Tyler Reeb, Chris Swarat, and Barbara Taylor
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This paper presents a rationale for using professional and continuing education (PaCE) units at post-secondary institutions throughout California to design and implement talent-pipelines, research and development collaborations, and other knowledge ecosystems where emerging and returning professionals can acquire the knowledge, skills, and abilities (KSAs), as well as the experience, they need to address the challenges of the Fourth Industrial Revolution (4IR). The paper provides an analysis of the reasons why PaCE units are uniquely positioned to address the needs of industry and job seekers, and on a timetable that keeps pace with 4IR velocity.
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- 2024
4. Reform and Reaction: The Politics of Modern Higher Education Policy. Research & Occasional Paper Series: CSHE.7.2023
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University of California, Berkeley. Center for Studies in Higher Education (CSHE) and David O’Brien
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An ongoing debate in K-12 education policy has been between the "reform" agenda, including charter schools and school vouchers, and advocates of traditional public schools, led by educator unions. A similar split has emerged in higher education, particularly community colleges. Using California as an example, this paper: 1) summarizes the evolution of the current political divide between advocates of the "completion and success" agenda and faculty-led opponents, including the major reforms involved, 2) discusses the claims that leading organizations on each side have made, including their policy priorities, and 3) argues that the two sides share do share some areas of mutual agreement. The paper concludes by noting future policy considerations that could complicate reform efforts.
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- 2024
5. Parenting in a Pandemic: Understanding the Challenges Faced by California Community College Students and Actionable Recommendations for Policy. Research & Occasional Paper Series: CSHE.4.2024
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University of California, Berkeley. Center for Studies in Higher Education (CSHE), Dulcemonica Delgadillo, Norma Hernandez, Margarita Jimenez-Silva, and Ruth Luevanos
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The COVID-19 pandemic has presented numerous challenges to students across the United States, particularly those who are parents enrolled in community colleges. California's community college system serves a diverse student population, including a significant number of non-traditional, working adults who are also parents. These students have faced unprecedented challenges due to the pandemic, including the difficulties of balancing childcare responsibilities with academic and professional obligations. This paper summarizes the preliminary findings of a study that intends to contribute to the crucial conversation around childcare needs among community college students. The focus of this study was understanding the experiences of BIPOC (Black, Indigenous, People of Color) mothers with young children and the impact of COVID-19 on their educational experiences in community colleges across the state of California.
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- 2024
6. Mapping Organizational Support and Collective Action: Towards a Model for Advancing Racial Equity in Community College. Research & Occasional Paper Series: CSHE.6.2024
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University of California, Berkeley. Center for Studies in Higher Education (CSHE), Eric R. Felix, Ángel de Jesus González, and Elijah J. Felix
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In this paper we present the Advancing Racial Equity in Community College Model which maps out the organizational conditions shaping institutional transformation. Focused on two dimensions, the level of "organizational support" and "shared responsibility" to enact equity, we describe four quadrants with distinct organizational conditions that shape how equity advocates design, build, and sustain equity efforts. With well-documented racial inequities and renewed calls for racial justice across higher education, it demands new ways of exploring and understanding how institutional actors leading equity efforts are nested within differing organizational contexts that can enable as well as restrict the enactment and success of racial equity efforts. Our model helps equity advocates gain an "awareness" of known barriers to implementation in higher education, assess the readiness of their campus for racialized change, and take action to build the necessary institutional support and capacity to move the work forward.
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- 2024
7. Working Towards an Equitable Future in California Dual Enrollment Programs. Research & Occasional Paper Series: CSHE.9.2024
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University of California, Berkeley. Center for Studies in Higher Education (CSHE) and Rogelio Salazar
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This study explores the underrepresentation of Black and Latinx students in California's community college Dual Enrollment (DE) programs. The study investigates how DE staff describe an understanding and commitment towards equity for Black and Latinx students in DE programs and how staff engage in equitably aimed praxis to serve Black and Latinx students through practices and collaborations between feeder high schools. Using a Critical Policy Analysis lens, the research highlights how Black and Latinx students are prioritized through equitable practices focused in advising and outreach. However, not all DE staff prioritize Black and Latinx through practices. Despite this, scant instances reveal that collaborative efforts between DE programs, high schools, and districts improve DE services and outcomes, though majority of K-12 partners are absent from collaborative efforts led by DE programs. The study emphasizes the need for increased collaboration between K-12 partners and integrating equitable approaches to DE outreach and advising to engage and recruit Black and Latinx students. This research advances the conversation of equity in DE programs and offers insights for addressing participation gaps among Black and Latinx students.
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- 2024
8. Creating a Great Public University: The History and Influence of Shared Governance at the University of California. Research & Occasional Paper Series: CSHE.4.2023
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University of California, Berkeley. Center for Studies in Higher Education (CSHE) and John Aubrey Douglass
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Since establishing its first campus in 1868, the University of California (UC), California's land-grant university, developed into the nation's first multi-campus system in the United States, and is today widely recognized as the world's premier network of public research universities. This short essay provides an historical brief on the role that shared governance, and specifically the role of the Academic Senate, played in creating an academic culture of excellence and high achievement in pursuing its tripartite mission of teaching and learning, research and knowledge production, and public service. A key component in understanding the critical role of the Senate in UC's evolution from a single campus in Berkeley to now a ten-campus system is the university's unusual designation as a public trust in the state constitution that, beginning in 1879, protected the university at critical times from external political pressures and allowed the university to develop an internal academic culture guided by the Academic Senate. By the 1920s, the emergence of California's unique and innovative public system of higher education, with UC as the sole public provider of doctoral degrees and state funded research, also helps explain the ability of the UC system to maintain its mission and formulate what is termed a "One University" model. The Academic Senate has created coherency and shared values within UC, and a culture and expectation for faculty performance that is unique among universities around the world. This essay also offers a brief reflection on the Academic Senate's past influence, its current status, and prospective role. The overall intent is to provide context for the current academic community and higher education scholars regarding the past and future role of faculty in university governance and management, and what distinguishes UC in the pantheon of major research universities.
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- 2023
9. Analysis of an In-School Mental Health Services Model for K-12 Students Requiring Intensive Clinical Support: A White Paper Report on Tier 3 School-Based Mental Health Programming
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Dettmer, Amanda M.
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Emotional, behavioral, and mental health challenges make it difficult for many children and adolescents to engage and succeed at school. Research indicates that at least 20% of all children and adolescents have been diagnosed with one more mental health disorders. Behavioral problems, anxiety, and depression are the most diagnosed mental health issues, and they often co-occur. Moreover, these conditions are being diagnosed at increasingly younger ages. In the past several years there has been a rise in the number of adolescents and young adults with serious mental health issues such as major depression and suicidal ideation, and the COVID-19 pandemic has exacerbated mental health problems for children and adolescents. Schools offer promise for providing intensive clinical support to the most at-risk students, and schools are necessary environment to explore the implementation of multi-modal youth mental health services. This paper provides an analysis of an intensive, in-school mental health services model developed and implemented by Effective School Solutions (ESS), a New Jersey based provider of high acuity school based mental health services for K-12 students. We analyze this multi-modal model for its effectiveness in improving educational outcomes for over 3,000 students identified as requiring intensive clinical mental health support across the 2021-22 school year. This analysis reveals that those students receiving High- versus Low-fidelity programming (i.e., multiple sessions per week for at least half of the school year versus for less than half of the school year) had better educational outcomes. Students receiving High-fidelity programming had greater improvements in grade point average (GPA) and greater reductions in absences across the school year. A higher number of in-school clinical sessions per week significantly predicted a greater increase in GPA and a greater reduction in total disciplinary incidents (including out of school suspensions) across the school year. This report provides initial promising evidence that in-school intensive mental health clinical services yield positive effects on students' educational outcomes. Though future research is needed to validate and extend these findings, schools may consider implementing such services onsite to meet students where they are and to optimize students' mental, behavioral, and educational well-being. [This white paper report was published by the Yale Child Study Center."]
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- 2023
10. Examining Racial (In)Equity in School-Closure Patterns in California. Working Paper
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Stanford University, Policy Analysis for California Education (PACE), Pearman, Francis A., II, Luong, Camille, and Greene, Danielle Marie
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This study investigates racial disparities in school closures both within California and nationally. Findings highlight an alarming pattern: Schools enrolling higher proportions of Black students are at significantly increased risk of closure relative to those enrolling fewer Black students, a pattern that is more pronounced in California than elsewhere in the United States. This study also finds that conventional explanations for school closures--such as declining enrollments, poverty rates, and achievement differences--cannot fully account for why schools enrolling larger shares of Black students have greater odds of closure. These findings underscore that school closures in California and elsewhere reflect racial inequalities that require adequate policymaking to ensure equitable and fair school-closure proceedings
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- 2023
11. Going beyond Development: Faculty Professional Learning - An Academic Senate Obligation to Promote Equity-Minded Practices That Improve Instruction and Student Success. Position Paper. Adopted Spring 2021
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Academic Senate for California Community Colleges
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A focus on faculty professional learning, given the challenges that California community colleges and students face, must remain a high priority and continue to evolve. The Academic Senate for California Community Colleges (ASCCC) has long been an advocate for the development of robust professional development policies as part of senate purview under Title 5 §53200, colloquially referred to as the 10+1. Indeed, as student populations within the California community colleges become more diverse, colleges seek to improve student success and close the opportunity gap for marginalized communities. The ASCCC has passed numerous resolutions in support of intentional learning opportunities to address diversity, equity, inclusion, and anti-racism throughout the curriculum and college cultures. Such intentional learning must be a significant component of faculty professional learning and development. The goal and purpose of this paper is to examine the importance of faculty professional learning that is necessary to improve student success as well as the role local academic senates can play in such efforts. The paper will examine the issues from both a philosophical and practical point of view.
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- 2022
12. The Role of Faculty in Tutoring and Learning Centers in the Community College. Position Paper. Adopted Fall 2021
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Academic Senate for California Community Colleges, Aschenbach, Cheryl, Blake, T, Gavaskar, Vandana, Sanchez, Ray M., and Whetzel, Tascha
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The primary purpose of this paper is to emphasize and reiterate the centrality of the faculty role in tutoring and learning centers, where peer-to-peer, discipline-specific collaborative learning is the primary objective. This paper provides a breadth of content for practitioners in the field and also assists those seeking to understand the unique role of the tutoring and learning center and the faculty that develop and lead these services. The Academic Senate for California Community Colleges asserts that faculty, preferably full-time, tenure-track faculty, should oversee tutoring and learning centers. The tutoring and learning center is a crucial instructional space on campus that should be supervised and led by faculty. [Written in collaboration with the Transfer, Articulation, and Student Success Committee 2020-2021.]
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- 2022
13. Using Predicted Academic Performance to Identify At-Risk Students in Public Schools. Working Paper No. 261-0922
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National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research, Fazlul, Ishtiaque, Koedel, Cory, and Parsons, Eric
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Measures of student disadvantage--or risk--are critical components of equity-focused education policies. However, the risk measures used in contemporary policies have significant limitations, and despite continued advances in data infrastructure and analytic capacity, there has been little innovation in these measures for decades. We develop a new measure of student risk for use in education policies, which we call Predicted Academic Performance (PAP). PAP is a flexible, data-rich indicator that identifies students at risk of poor academic outcomes. It blends concepts from emerging "early warning" systems with principles of incentive design to balance the competing priorities of accurate risk measurement and suitability for policy use. PAP is more effective than common alternatives at identifying students who are at risk of poor academic outcomes and can be used to target resources toward these students--and students who belong to several other associated risk categories--more efficiently.
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- 2022
14. Policy and Planning in the Midst of Crisis: Supporting Student Learning during the COVID-19 Pandemic. Working Paper
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Stanford University, Policy Analysis for California Education (PACE), Hurtt, Alexandria, Reed, Sherrie, Dykeman, Kramer, and Luu, Justin
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As the COVID-19 crisis disrupted schooling, recovery efforts to ensure educational continuity in California included the adoption of Senate Bill 98, which mandated local educational agencies (LEAs) to complete Learning Continuity and Attendance Plans (LCPs). These plans act as critical snapshots of sensemaking in the midst of crisis; however, their details have yet to be explored statewide, concealing the potential trends that arise in local planning when traditional schooling is disrupted by crisis. Through a multiphase, mixed methods approach, this study examines the legislative requirements of an educational policy that orchestrated large-scale local planning. Results suggest that, during a crisis, equity is centered in both policy and the plans of public school districts, threaded through accessibility to instruction as well as academic and social-emotional supports. [For the Policy Brief, see ED624610.]
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- 2022
15. Eligibility for Admission to the University of California after the SAT/ACT: Toward a Redefinition of Eligibility. Research & Occasional Paper Series: CSHE.2.2022
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University of California, Berkeley. Center for Studies in Higher Education (CSHE) and Geiser, Saul
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Eligibility is a policy construct unique to California. UC and CSU are the only US universities that distinguish between eligibility for admission and admission itself and set separate requirements for each. The eligibility construct derives originally from California's 1960 Master Plan for Higher Education, which famously mandated that UC admit students from the top 12.5% (and CSU from the top 33.3%) of California public high school graduates. Thus began a long and twisting saga of policy implementation that has become increasingly convoluted over time. UC's decision to eliminate the SAT/ACT in university admissions presents an opportune moment to rethink the eligibility construct from the ground up. This essay proposes, first, eliminating the now-antiquated "Eligibility Index," a mechanical algorithm that is increasingly at odds with the thrust of UC admissions policy over the past two decades; second, moving from a 12.5% eligibility target (the percentage of students who qualify for admission) to a 7.5% participation target (the percentage who actually enroll); and third, redefining eligibility from a norm-referenced to a criterion-referenced construct. "Using holistic or comprehensive review to select from among applicants who have successfully completed UC subject requirements at a specified level of proficiency, UC would admit that number of applicants needed to yield a 7.5% participation rate among California high school graduates." This is the same average participation rate that the Master Plan has yielded historically, so that the proposal would be revenue-neutral with respect to State funding for UC. At the same time, like the 12.5% eligibility target, a 7.5% participation target would tie UC enrollment growth to growth in California's college-age population. Conversion from an eligibility to a participation target would not eliminate the eligibility construct but would redefine it. In place of a norm-referenced standard -- whether students rank in the "top 12.5%" -- eligibility would be redefined as a criterion-referenced standard: Whether students have mastered the foundational knowledge and skills needed to succeed at UC. When we judge students against that standard, two truths become evident. First is that the pool of students who are qualified for and can succeed at UC is far larger than UC can accommodate; the chief advantage of a criterion-referenced standard is the greater scope for UC to select from a broader, more diverse pool of qualified applicants. Second is that expanding eligibility is much less a priority than increasing actual enrollment and participation rates among the pool of those who are already qualified.
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- 2022
16. College Major Restrictions and Student Stratification. Research & Occasional Paper Series: CSHE.14.2021
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University of California, Berkeley. Center for Studies in Higher Education, Bleemer, Zachary, and Mehta, Aashish
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Underrepresented minority (URM) college students have been steadily earning degrees in relatively less-lucrative fields of study since the mid-1990s. A decomposition reveals that this widening gap is principally explained by rising stratification at public research universities, many of which increasingly enforce GPA restriction policies that prohibit students with poor introductory grades from declaring popular majors. We investigate these GPA restrictions by constructing a novel 50-year dataset covering four public research universities' student transcripts and employing a dynamic difference-in-difference design around the implementation of 29 restrictions. Restricted majors' average URM enrollment share falls by 20 percent, which matches observational patterns and can be explained by URM students' poorer average pre-college academic preparation. Using first-term course enrollments to identify students who intend to earn restricted majors, we find that major restrictions disproportionately lead URM students from their intended major toward less-lucrative fields, driving within-institution ethnic stratification and likely exacerbating labor market disparities. [Funding for this report was provided by University of California Humanities Research Institute and Opportunity Insights.]
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- 2021
17. Keep Me In, Coach: The Short- and Long-Term Effects of Targeted Academic Coaching. Upjohn Institute Working Paper 22-370
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W.E. Upjohn Institute for Employment Research, Canaan, Serena, Fischer, Stefanie, Mouganie, Pierre, and Schnorr, Geoffrey C.
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To boost college graduation rates, policymakers often advocate for academic supports such as coaching or mentoring. Proactive and intensive coaching interventions are effective, but are costly and difficult to scale. We evaluate a relatively lower-cost group coaching program targeted at first-year college students placed on academic probation. Participants attend a workshop where coaches aim to normalize failure and improve self-confidence. Coaches also facilitate a process whereby participants reflect on their academic difficulties, devise solutions to address their challenges, and create an action plan. Participants then hold a one-time follow-up meeting with their coach or visit a campus resource. Using a difference-in-discontinuity design, we show that the program raises students' first-year GPA by 14.6 percent of a standard deviation, and decreases the probability of first-year dropout by 8.5 percentage points. Effects are concentrated among lower-income students who also experience a significant increase in the probability of graduating. Finally, using administrative data, we provide the first evidence that coaching/mentoring may have substantial long-run effects, as we document significant gains in lower-income students' earnings seven to nine years following entry to the university. Our findings indicate that targeted, group coaching can be an effective way to improve marginal students' academic and early career outcomes.
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- 2022
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18. How Does the Elimination of State Aid to For-Profit Colleges Affect Enrollment? Evidence from California's Reforms. Upjohn Institute Working Paper 21-356
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W.E. Upjohn Institute for Employment Research, Gurantz, Od, Sakoda, Ryan, and Sarkar, Shayak
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This paper examines how financial aid reform based on postsecondary institutional performance impacts student choice. Federal and state regulations often reflect concerns about the private, for-profit sector's poor employment outcomes and high loan defaults, despite the sector's possible theoretical advantages. We use student-level data to examine how eliminating public subsidies to attend low-performing for-profit institutions impacts students' college enrollment and completion behavior. Beginning in 2011, California tightened eligibility standards for their state aid program, effectively eliminating most for-profit eligibility. Linking data on aid application to administrative payment and postsecondary enrollment records, this paper utilizes a difference-in differences strategy to investigate students' enrollment and degree completion responses to changes in subsidies. We find that restricting the use of the Cal Grant at for-profit institutions resulted in significant state savings but led to relatively small changes in students' postsecondary trajectories. For older, nontraditional students we find no impact on enrollment or degree completion outcomes. Similarly, for high school graduates, we find that for-profit enrollment remains strong. Unlike the older, nontraditional students, however, there is some evidence of declines in for-profit degree completion and increased enrollment at community colleges among the high school graduates, but these results are fairly small and sensitive to empirical specification. Overall, our results suggest that both traditional and nontraditional students have relatively inelastic preferences for for-profit colleges under aid-restricting policies. [Additional funding for this report was provided by the Center for American Progress Equitable Growth Fund and the W.E. Upjohn Institute Early Career Research Award program.]
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- 2021
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19. Towards a Digital Equity Foundation: Best Practices for Governance, Accountability, & Transparency for Foundations Established with Public Assets
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New America Foundation and Bell, Charles
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In April 2021, New America's Open Technology Institute (OTI) and the Philanthropication thru Privatization Project (PtP) released a joint proposal that the federal government should invest a substantial portion of the windfall proceeds from future auctions of public airwaves (spectrum) to seed a new Digital Equity Foundation dedicated to addressing equity gaps in broadband adoption and affordability, education, telehealth, access to government services, and other critical areas. The next step in realizing this vision is now in the hands of Congress and other federal policymakers, as allocation of spectrum auction proceeds to support the creation of a Digital Equity Foundation requires legislation. Policymakers will also play a critical role in establishing the guidelines for the creation of an initial foundation board and mission. This paper serves to help flesh out the options for how that could be accomplished, drawing on a review of existing foundations created with public and nonprofit assets to identify best practices for how to start a foundation with public, quasi-public, or nonprofit funds. This paper is structured in five parts. Part I provides a brief overview of the proposed Digital Equity Foundation; Part II, examines some key examples of existing U.S. foundations that illustrate the use of public or quasi-public funds to support priority public needs; Part III, explores ways the proposed Digital Equity Foundation might be structured and organized to achieve its programmatic goals to advance digital equity and inclusion, while operating with appropriate transparency and public accountability; Part IV, considers additional legal considerations that surfaced in a review of foundations previously established under federal legislation; and Part V, provides a summary of concrete recommendations for the proposed foundation. [This report is a joint product of the Open Technology Institute at New America and the Philanthropication thru Privation Project.]
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- 2022
20. Counter-Spacing in the Institution: Undocumented Student Organizing at a Community College from 2006 to 2021
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Rachel E. Freeman-Wong
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Undocumented youth have been powerful leaders in the undocumented immigrant rights movement to advance a more just society for immigrant communities (Nicholls, 2013; Perez, 2016). Community colleges are important spaces in the higher education sector because most undocumented college students attend community colleges (Teranishi et al., 2011). This dissertation study seeks to better understand the priorities and experiences of undocumented community college students who organize for institutional support for undocumented students. This study is guided by theories on counter-spaces in Critical Race Theory (Solorzano et al., 2000), spaces where Students of Color create a sense of safety and community with each other. The methods for this study are a case study of one community college in California, Western College (pseudonym), that has robust programs for undocumented students such as an Undocumented Student Resource Center and a designated staff position that works with undocumented students. Research questions asked how undocumented students organized for programs at Western College from 2006 to 2021, how they navigated power dynamics on campus, and how they reflected on their experiences. Data collection comprised 26 interviews with 11 undocumented student alumni, five current students attending Western College in 2021, and eight staff and faculty. I also analyzed over 50 documents such as webpages and institutional statements. Findings show how undocumented students envisioned building a counter-space for undocumented students where they could feel safe and comfortable away from the dominant campus culture of exclusion and hostility. They wanted support and guidance from staff, faculty, and administrators, but they made it clear they aspired to maintain the essence of a counter-space by keeping their programs student-led. As they reflected on their experiences, they were impressed by the number of resources available at their 4-year universities once they transferred, but they ultimately missed the intimate sense of community at Western College. They also sought to reproduce the counter-space they created at Western College in their areas of work. This study has implications for research, policy, and practice about the development of institutionalized counter-spaces. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2022
21. A REVIEW ON DATA PROTECTION AND REGULATION IN SMART CITY CONCEPT.
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Ignjatić, Andrej
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SMART cities ,DATA protection - Abstract
This review paper provides an overview of the development of defining the concept of a Smart City and the similarities and differences in the definitions by various authors of papers. Furthermore, it presents data protection regulations in the European Union, the United States of America, and China. Finally, the review concludes with an overview of data protection in Smart Cities, linking data protection to the development of Smart Cities. Five citation databases were utilized to conduct the literature review: Web of Science, Scopus, ScienceDirect, ResearchGate, and IEEE Xplore. In total, 21 articles were analysed. Furthermore, differences between the General Data Protection Regulation, the California Consumer Privacy Act of 2018 and the Personal Information Protection Law of the People's Republic of China are shown. [ABSTRACT FROM AUTHOR]
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- 2024
22. Embedded Tutoring in California Community Colleges: Perspectives from the Field on a Promising Practice
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Research for Action (RFA), Mark Duffy, and Kri Burkander
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Drawing on qualitative data collected in a sample of colleges as part of a larger study on the implementation and impact of AB 705 in California, this paper explores the rollout of corequisite reforms, focusing on the use of embedded tutors in introductory math and English courses as a strategy to meet to the needs of students. This paper highlights promising practices identified through extant research and fieldwork at study institutions, provides additional evidence on the value of the reform, discusses challenges, and makes recommendations for the field.
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- 2023
23. Transformational Coaching for Equity to Impact Teacher Efficacy in Foundational Reading Instruction for School Improvement
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Walsh, Nichole R., McCormick, Alison, and Stoll, Aimee
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This paper highlights findings from two aspects of a case study on the partnership between one mid-size California public school district and a private university sponsored literacy project to cultivate teacher efficacy and reignite early student literacy during and after COVID-19 contexts. Grounded in teacher efficacy in literacy instruction and transformational coaching for equity, a longitudinal pre-mid-post cohort mixed methods self-report survey and an intervention-inactive control single-phase mixed-methods survey were used to understand how supporting teacher-leader coaches could benefit teacher efficacy in foundational reading instruction as well as impact transformational coaching overtime for increased student foundational reading success for school improvement.
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- 2023
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24. Embedded Tutoring in California Community Colleges: Perspectives from the Field on a Promising Practice. EdWorkingPaper No. 24-984
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Annenberg Institute for School Reform at Brown University, Mark Duffy, and Kri Burkander
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Drawing on qualitative data collected in a sample of colleges as part of a larger study on the implementation and impact of Assembly Bill 705 in California, this paper explores the rollout of corequisite reforms, focusing on the use of embedded tutors in introductory math and English courses as a strategy to meet to the needs of students. This paper highlights promising practices identified through extant research and fieldwork at study institutions, provides additional evidence on the value of the reform, discusses challenges, and makes recommendations for the field.
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- 2024
25. Heart failure prediction using machine learning.
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Gandla, Vengala Rao, Mallela, David Vinay, and Chaurasiya, Rahul
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HEART failure ,SUPPORT vector machines ,RANDOM forest algorithms ,HEART diseases ,MACHINE learning ,FORECASTING - Abstract
Over 17.3 million people are dying because of cardio-vascular disease. In past, predicting heart failure (HF) disease was a challenging task. In the modern era, we have relevant training data for HF prediction. Using state-of-the-art machine learning (ML) models, the HF can be predicted with high precision. In this paper, by employment of different ML algorithms, we predict whether a person has cardio-vascular disease (CVD) or not using relevant symptoms of the person. This research predicts the heart failure chances using discriminative attributes that are collected from the patients. A standard dataset from the university of California at Irvine (UCI) that contains 14 parameters related to heart disease has been examined in this study. Our machine learning models are trained using five different classification techniques. The algorithms are logistic regression, k-nearest neighbours (KNN), support vector machines (SVM), random forest, and gradient boosting. The SVM classifier has shown the highest accuracy of 86.84%. The accuracy of predictions has also been enhanced by suitable data pre-processing and cross validation techniques. [ABSTRACT FROM AUTHOR]
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- 2023
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26. Developmental Education Reform as a Civil Rights Agenda: Recent History & Future Directions for California. A Civil Rights Agenda for California's Next Quarter Century
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University of California, Los Angeles. Civil Rights Project / Proyecto Derechos Civiles, Susan Bickerstaff, and Tatiana Melguizo
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Efforts to strengthen the pipeline to college degree completion have focused on improving college access and providing academic, social, and financial supports to students post-enrollment. This paper explores one facet of postsecondary education that has served as a barrier to both college access and success--developmental education--which has proven to exacerbate racial inequities in academic progress in higher education and has effectively decreased college access for low-income students and students of color. After more than a decade of trying to tackle the developmental education problem indirectly through basic skills-related initiatives, task forces, and success initiatives, the California state legislature passed Assembly Bill 705 (AB705) in 2017, which directed colleges to replace standardized placement tests with multiple measures of high school performance to determine college readiness. In this paper, the authors describe the research that prompted developmental education reform approaches nationally and in California, describe the efforts in California that led to the passing of AB705, and summarize research on its implementation and outcomes. Building on analysis of the research, the paper concludes with five key practice and policy recommendations for California community college leaders as they move toward realizing a civil rights agenda for college access and success in the next 25 years: (1) Address faculty and practitioners' beliefs; (2) Move from structural to instructional reform; (3) Improve data accessibility, reporting, and accountability; (4) Expand equitable college access opportunities for students in high school; and (5) Address barriers facing English learners.
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- 2024
27. Using Video to Identify What Is Not Known in Students' Mathematical Thinking
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Anantharajan, Madhuvanti and Jarry-Shore, Michael
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Remaining continually curious about students' mathematical thinking is challenging, yet worthwhile, in teaching practice. This paper describes and analyzes two video-based professional learning (PL) activities designed to help teachers go beyond their initial perceptions of what students understand and to identify what else they might learn about students' thinking. The findings suggest the potential of the activities to evoke different types of curiosity about student-thinking and the conditions that may support such questioning. [For the complete proceedings, see ED630210.]
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- 2022
28. A Learning Experience Design Approach: Investigating the Mediating Roles of Situational Interest and Mind-Wandering in Children's Online Engagement
- Author
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Joseph Wong, Edward Chen, Natalie Au-Yeung, Bella Lerner, and Lindsey Richland
- Abstract
Historically, learning for young students has occurred in formal, in-person classroom environments, but the distance learning context has opened a myriad of learning modalities. To this end, we aim to better understand how deploying learning experience design (LXD) approach supports or hinders children's engagement while participating in an online, video based math course. This study operationalized LXD through the integration of evidence-based pedagogical instructional design and human-centered user experience (UX) design. Findings suggest that students' situational interest and mind-wandering significantly mediate the relationship between user experiences and online engagement. These results provide practical implications for how researchers, designers, and instructors can intentionally iterate the learning experience to reduce mind-wandering and sustain children's online engagement with learning theories as we consider the future of online teaching and learning modalities. [This paper was published in: "ICLS2022 Proceedings," International Society of the Learning Sciences (ICLS), 2022, pp. 472-479.]
- Published
- 2022
29. Improving strength characteristics of clayey soil incorporating waste foundry sand and recron 3S fiber.
- Author
-
Kumar, Abhishek and Sharma, Abhishek
- Subjects
FOUNDRY sand ,SOIL stabilization ,WASTE products ,INDUSTRIAL wastes ,FIBERS ,CLAY soils - Abstract
Waste materials dumping are one of the major issues nowadays. Dumping waste material in environment causes harmful diseasesand pollutes the surrounding. The paper is an attempt to utilize industrial waste such as waste foundry sand (10%, 20% and 30%) and recron 3S fiber (0.5%, 1.5% and 2.5%) in stabilization of clayey soil. The various geotechnical characteristics such as liquid limit, compaction, and California bearing ratio test have been evaluated for clay and clay in combination with waste foundry sand(WFS) and recron 3S fiber. It was revealed that adding waste foundry sand separately to clayey soil reduces liquid limit. The addition of 20% waste foundry sand along with 1.5% recron 3S fiber provides maximum dry density value. The California bearing ratio value was improved on adding optimum amount of both the materials to clayey soil. This assures that adding WFS and recron 3S fibre to clayey soil to stabilize it is a cost-effective and environmentally beneficial approach of soil stabilization. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
30. Elementary Mathematics Curriculum: State Policy, COVID-19, and Teachers' Control
- Author
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Mona Baniahmadi, Bima Sapkota, and Amy M. Olson
- Abstract
In the U.S., state guidance to schools in response to the COVID-19 pandemic was politicized. We used state-level political affiliation to explore whether access to curricular resources differed pre-pandemic or during pandemic remote teaching and teachers' reported control over curricular resources during pandemic teaching. We found that pre-pandemic the percentage of teachers in Republican states reported higher levels of resources overall, and use of core and teacher-created curricular resources in particular. They also reported having greater control over their curricular decision-making during the pandemic. There were no state-level differences in teachers' level of preparation for pandemic teaching, but teachers in Democrat states reported a greater proportion of their students had sufficient resources for online learning. We discuss the implications of these findings in terms of teacher control and state policies. [For the complete proceedings, see ED657822.]
- Published
- 2023
31. Standing in Responsibility: Lessons Learned in Developing a Gamified Simulation on the Indian Child Welfare Act (ICWA)
- Author
-
Pamela H. Bowers, Debbie Gonzalez, and Teresa Georgopoulos
- Abstract
What does it take to develop an asynchronous curriculum for social work students, with attention to precision, policy accuracy, and community accountability? We attempt to answer the question by documenting our process of community collaboration and partnership to develop a gamified case study on the Indian Child Welfare Act. The curriculum was developed in one year and is currently being evaluated for efficacy. Lessons learned in the process are consistent with the literature including honoring community timeframes, responsibility, transparency, and openness to change. Future development of similar curricula that incorporates tribal partnerships requires relational accountability with attention to respect and reciprocity. [For the full proceedings, see ED656038.]
- Published
- 2023
32. Characterisation of low-cost stone base material made using natural aggregate and crushed Stone.
- Author
-
Saleh, Samaila, Said, Khairun Nissa Mat, Yunus, Nor Zurairahetty Mohd, Ahmad, Kamarudin, and Ismail, Noorul Iqhlima Najwa
- Subjects
CRUSHED stone ,BASES (Architecture) ,PARTICULATE matter ,QUARRIES & quarrying ,ROAD construction - Abstract
This paper provides the laboratory characterisation of a low-cost stone base material for road construction made from locally available natural aggregate and crushed stone aggregate. To create the stone base material, crushed aggregates and natural aggregate were blended in a 1:1 ratio and then subjected to a series of laboratory tests in accordance with British standard procedure. Grain size analysis, particle density, compaction and California bearing ratio (CBR) tests were performed. The obtained results revealed that the formed stone base materials contain approximately 2% fine particles smaller than 75 µm, and approximately 80% of the materials are between 50 mm and 5 mm. The stone base also has a maximum dry density (MDD) of 2085 kg/m
3 , an optimum water content (OWC) of 6.2%, a particles density of 2.67, and an 82% CBR value. The material is recommended for use in the construction as road base layer. [ABSTRACT FROM AUTHOR]- Published
- 2024
- Full Text
- View/download PDF
33. Choose Your Own Adventure: Interactive E-Books to Improve Word Knowledge and Comprehension Skills
- Author
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Stephanie L. Day, Jin K. Hwang, Tracy Arner, Danielle S. McNamara, and Carol M. Connor
- Abstract
The purpose of this feasibility study was to examine the potential impact of reading digital interactive e-books, Word Knowledge e-books (WKe-Books), on essential skills that support reading comprehension with third-fifth grade students. Students (N= 425) read two WKe-Books, that taught word learning and comprehension monitoring strategies in the service of learning difficult vocabulary and targeted science concepts about hurricanes. We investigated whether specific comprehension strategies -- 1) word learning and strategies that supported general reading comprehension, 2) summarization, and 3) question generation, show promise of effectiveness in building vocabulary knowledge and comprehension skills in the WKe-Books. Students were assigned to read one of three versions of each of the two WKe-Books, each version implemented one strategy. The books employed a choose-your-adventure format with embedded comprehension questions that provided students with immediate feedback on their responses. Paired samples t-tests were run to examine pre-to-post differences in learning the targeted vocabulary and science concepts taught in both WKe-Books. For both WKe-Books, students demonstrated significant gains in word learning and on the targeted hurricane concepts. Additionally, Hierarchical Linear Modeling (HLM) revealed that no one strategy was more associated with larger gains than the other. Performance on the embedded questions in the books was also associated with greater posttest outcomes for both WKe-Books. These findings suggest that the affordances offered by technology, which are unavailable in paper-based books, can effectively support students' development of reading-related skills, including strategy use. Further, this work discusses important considerations for implementation and future development of e-books that can enhance student engagement and improve reading comprehension. [This paper was published at "arXiv" 2024.]
- Published
- 2024
- Full Text
- View/download PDF
34. Familiar Faces in High School: How Having the Same Peers from Year to Year Links to Student Absenteeism
- Author
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Kirksey, Jacob and Elefante, Joseph
- Abstract
Student absenteeism is a persistent concern in K-12 education. Not only are the negative academic and social consequences of excessive absenteeism well documented, but states, districts, and schools are increasingly being held accountable for student attendance. As research indicates that disruptions in students' learning contexts may exacerbate absenteeism, peer consistency shows promise as a force for improving student attendance. This article examines whether having familiar faces, or consistent classmates from one year to the next, influences student attendance. Using four years of administrative data from a small, urban high school district in California, we find that familiar faces are associated with reduced rates of overall absences, chronic absenteeism, and chronic truancy.
- Published
- 2022
- Full Text
- View/download PDF
35. The Cognitive and Behavioral Learning Impacts of Embedded Video Questions: Leveraging Learning Experience Design to Support Students' Knowledge Outcomes
- Author
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Joseph Wong, Edward Chen, Ella Rose, Bella Lerner, Lindsey Richland, and Brad Hughes
- Abstract
This study is part of a series of in situ design-based research investigations within a large public university in California, assessing undergraduate science instruction while distance learning. It has become increasingly important to identify sustainable learning alternatives to support online teaching and learning while integrating educational technologies informed by evidence-based practices of pedagogical learning experience design (LXD). Consequently, this design-based research efficacy study aimed to test the effectiveness of embedded video questions in supporting or hindering students' learning experience. Results showed that learners who experienced the embedded-video questions had significantly higher quiz grades, page views, and course participation as well as increased levels of online engagement and self regulation, while experiencing lower levels of mind-wandering and cognitive load. Implications on how institutions may iteratively design and effectively foster successful science online teaching and learning with the deployment of innovative "edtech" tools grounded in pedagogical learning experience design are discussed. [This paper was published in: "ICLS 2023 Proceedings," International Society of the Learning Sciences (ICLS), 2023, pp. 1861-1862.]
- Published
- 2023
36. A comparative investigation into pavement thickness and cost of construction materials of stabilised flexible pavement with crumb rubber-modified asphalt.
- Author
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Tan, E. H., Zahran, E. M. M., Tan, S. J., Sholihah, S. A., and Skutin, A. I.
- Subjects
FLEXIBLE pavements ,CONSTRUCTION materials ,CONSTRUCTION costs ,PAVEMENTS ,CRUMB rubber ,ASPHALT - Abstract
The economic feasibility of soil chemical stabilisation and asphalt crumb rubber (CR) modification in flexible pavement has not been investigated in recent research. It had been accomplished in this paper by comparing a conventional section comprised of unbound sub-base, unbound roadbase and conventional hot-mix asphalt (HMA) wearing course with a non-conventional section comprised of chemically-stabilised sub-base, unbound roadbase and CR-modified (CRM) HMA wearing course. The thickness of each layer in the two sections was determined using California bearing ratio (CBR) design chart and the cost of construction material was determined using the layer thickness and local material unit cost. The investigation concluded that sub-base stabilisation with 3% Portland composite cement (PCC) and wearing course modification with 1% CR resulted in the thinnest and most economical non-conventional section when compared to the conventional section. Sub-base stabilisation with 1% styrene-butadiene latex copolymer (TP) resulted in the thickest and costliest non-conventional pavement section. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
37. Chemically stabilised sandstone sub-base: A comparative investigation of the relationship between California bearing ratios of top and bottom sample surfaces.
- Author
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Tan, E. H., Zahran, E. M. M., Tan, S. J., Suryobuwono, A. A., and Gorelov, N. G.
- Subjects
SANDSTONE ,CEMENT ,POLYMERS - Abstract
There are limited previous investigations on the contributory factors to the relationship between California bearing ratios (CBR) of top and bottom surfaces of chemically stabilised sandstone samples. The aim of this paper is to consider three of these factors: gradation, stabilisation type and soaking condition. Three sandstone gradations of different gravel-to-sand ratios were considered: 2.1, 1.2 and 0.4. Four stabilisation types were inspected: unstabilised, cement-stabilised, polymer-stabilised and polymer-cement stabilised. Two soaking conditions were examined: unsoaked and 4-day soaked. The conclusions from the investigation were: (1) CBR values of samples increased with increasing G:S ratios, (2) cement stabilisation provided the greatest CBR values and this was followed by polymer-cement and lastly, polymer, (3) bottom surfaces of unsoaked samples generally had greater CBR values than those of top surfaces, and the opposite was true for soaked samples and (4) bottom surfaces of the samples were more sensitive to soaking than top surfaces. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
38. Continuous Improvement: A Best Practice for Online Teaching and Learning
- Author
-
Williams, Janet M. and Pulido, Laurie
- Abstract
During the COVID-19 pandemic, an adult noncredit program in the California Community College system partnered with Ease Learning to help convert face-to-face courses to an online modality. Subsequent data revealed a misalignment in the courses' Student Learning Outcomes and Instructional Objectives which became a barrier to student success. Wile's External Tangibility (E-T) Model of Human Performance provided the framework for analyzing the quantitative data presented to the program in the Skillways Continuous Improvement Analytics reports and helped identify potential internal and external causes of performance gaps. This process allowed the program to develop best practices and prioritize the remaining gaps in the curriculum development and approval processes as part of continuous improvement efforts to create a studentcentered culture. [For the full proceedings, see ED631897.]
- Published
- 2022
39. Communities of Practice: Aligning K-12 and Postsecondary Education
- Author
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State Higher Education Executive Officers (SHEEO), Colorado, Jessica, Klein, Carrie, and Whitfield, Christina
- Abstract
The State Higher Education Executive Officers Association's (SHEEO) "Communities of Practice" project builds upon SHEEO's ongoing efforts to measure the capacity and effective use of state postsecondary data systems and provides states with opportunities to develop solutions to common issues with those systems. The sixth Community of Practice convening, "Aligning K-12 and Postsecondary Education," was held December 7-8, 2021, in Denver, Colorado. The two-day meeting included representatives from 13 states: Delaware, Georgia, Hawaii, Idaho, Kentucky, Louisiana, Maryland, Missouri, Pennsylvania, Rhode Island, Tennessee, Utah, and Washington. Teams included representatives from SHEEO agencies, state K-12 agencies, P-20 partnership organizations, state longitudinal data systems, and others. The Community of Practice also addressed the impacts of the COVID-19 pandemic on student transitions and how state data systems can be used to promote equitable outcomes for low-income students and students of color. During the convening, teams explored practical uses of state P-20 data for improving college access, equity, and success and how state postsecondary data can better inform the K-12 to postsecondary pipeline. This white paper highlights key themes and findings of the convening, including challenges and lessons learned from the participating state teams and suggestions of topics for further consideration. Case studies describing ongoing efforts in Georgia and Pennsylvania are included in the appendices. Presentations from the December 2021 convening are available on SHEEO's state postsecondary data website.
- Published
- 2022
40. Supporting Communities of Inquiry in Asynchronous, Online Mathematics Professional Development
- Author
-
Knotts, Angela, Seago, Nanette, and DePiper, Jill Neumayer
- Abstract
Asynchronous, online mathematics teacher professional development (PD) was designed to align with research on teacher professional learning as well as to support Communities of Inquiry (e.g., Garrison et al., 2000). The intervention included two actively facilitated formats and a structured independent condition, where facilitation was integrated into the design of the intervention. Participants' responses to intervention activities were analyzed using indicators of Garrison et al.'s Community of Inquiry framework, seeking to understand the ways in which the intervention enabled participant learning across facilitation formats. Analysis has implications for building the CoI framework into subsequent online asynchronous mathematics teacher PD as a way to increase teacher learning, build community, and effectively scale interventions. [For the complete proceedings, see ED630210.]
- Published
- 2022
41. Professional Identity Development of Mathematics Teaching Assistants
- Author
-
Olarte, T. Royce, Swartz, Micah, and Roberts, Sarah A.
- Abstract
This study examined how the social interactions that mathematics teaching assistants (TAs) have within their institution influenced their professional identity development as early-career undergraduate instructors. We drew on a sociocultural perspective of professional identity development in higher education to examine TAs' interactions with students, faculty, and other TAs. We qualitatively analyzed five mathematics TAs' responses to semi-structured interviews and found that some dimensions of their identities were more frequently situated within specific relationships, while others were evident in multiple relationships. Overall, the social interactions were sites for professional identity development. Identity is a complex construct, and a better understanding of how professional identity is developed can inform higher education institutions on ways to support positive identity development of future mathematics instructors. [For the complete proceedings, see ED630210.]
- Published
- 2022
42. Faculty and Student Perceptions of Instructional Servingness in Gateway Mathematics Courses at a Hispanic-Serving Institution
- Author
-
Leyva, Luis A., Mitchell, Nicollette D., McNeill, R. Taylor, Byrne, Martha H., Ford, Ben, Chávez, Lorely A., and Abreu-Ramos, Enrique M.
- Abstract
Research exploring how Hispanic-Serving Institutions (HSIs) serve Latin* STEM students has largely focused on features of organizational structures (e.g., support programs), but minimally examined instruction and classroom experiences. This is an important gap to fill, especially in gateway mathematics courses, where faculty relationships and quality of instruction impact Latin* students' persistence and identities in STEM. To advance such research, this report presents findings from an analysis of how perspectives from HSI mathematics faculty and students about instruction in introductory statistics converged and diverged in terms of serving Latin* populations. We present two illustrative cases of dissonant and resonant perspectives on serving Latin* students through instruction that frames mathematical ability expansively (e.g., not limited to being fast or correct). We conclude with research and practice implications. [For the complete proceedings, see ED630210.]
- Published
- 2022
43. Evaluating the Clinical Component of Teacher Preparation Programs. Evaluating and Improving Teacher Preparation Programs
- Author
-
National Academy of Education (NAEd), Hollins, Etta, and Warner, Connor K.
- Abstract
This paper focuses on the evaluation of the clinical component of preservice teacher preparation. In this paper, clinical experience in teacher preparation refers to the "application of academic knowledge to practice" in classrooms, schools, and communities where candidates learn to "contextualize" the curriculum, learning experiences, and other teaching practices for specific individuals and groups of students. The authors describe and provide examples of promising practices for several types of clinical experiences with different purposes and approaches including traditional student teaching, special purpose practicums, internships, and residencies. The discussion in this paper is organized into four sections. The first section addresses variations in clinical experiences related to the application of academic knowledge to practice in classrooms and other settings. The second section is focused on community-based clinical experiences addressing the preparation, recruitment, and retention of teachers for schools serving urban and underserved students. The third section describes statewide initiatives for teacher residencies that address teacher shortages in specific subject areas and schools facing staffing challenges. The final section presents a proposal for a research-based approach for evaluating the clinical component of teacher preparation focused on quality indicators with the highest value in developing teaching efficacy.
- Published
- 2021
44. Barriers to Racial Equity for Teachers of Color and Indigenous Teachers in California's Teaching Pipeline and Profession. A Civil Rights Agenda for California's Next Quarter Century
- Author
-
University of California, Los Angeles. Civil Rights Project / Proyecto Derechos Civiles, Kai Mathews, Hui Huang, Erika Yagi, Cathy Balfe, Christopher Mauerman, and Earl J. Edwards
- Abstract
The diversity of California's teaching force continues to lag behind its student population. While students of Color make up 78% of the state's K-12 population, Teachers of Color and Indigenous Teachers (TOCIT) comprise just 34% of the teaching workforce (California Department of Education, 2018), a statistic that has dominated the teacher shortage narrative. Although there is promise in the fact that teacher education program (TEP) enrollment is more diverse than the state's current educator workforce, it's still 27% less diverse than the state's K-12 students. As demand for greater representation increases, so have the initiatives to recruit and retain more racially diverse teachers. In the past few years, California has spent billions in an effort to diversify its teacher workforce, including Assembly Bill 520, which allocated $15 million to be distributed to school districts to develop and implement programs that diversify teaching staffs, and Assembly Bill 130, which appropriated $350 million over the next five years to create or expand Teacher Residency Programs, a pathway that has been shown to recruit and retain higher numbers of TOCIT (California Legislative Information, 2023). This study sets out to (1) explore how current policies, structures, practices, attitudes, and ideologies across the pipeline and profession impede the recruitment and retention of TOCIT, and (2) better understand the racialized experiences and perspectives of pre-service and in-service Teachers of Color and Indigenous Teachers. The following paper is based on a mix of qualitative and quantitative data collected from system leaders in teacher preparation, pre-service teachers, in-service teachers, and former teachers over the course of approximately one year: spring 2021 to summer 2022.
- Published
- 2024
45. Voice Pedagogy for the 21st Century: The Summation of Two Summits.
- Author
-
Rollings Bigler, Amelia and Osborne, Katherine
- Subjects
TEACHER-student relationships ,PROFESSIONS ,HUMAN voice ,SINGING ,COLLEGE teachers ,CONFERENCES & conventions ,ABILITY ,TRAINING ,PHILOSOPHY of education ,CURRICULUM planning ,SOUND ,TEACHER development - Abstract
The article discusses the paper on the Summit II sequel of the Voice Pedagogy Interest Group in 2018. Topics covered include the tenets and principles on reading the summit's paper, the historical writings on voice teaching and pedagogy, the music industry's style and genre, the comprehensive voice pedagogy framework (CVFP) and model, and the Knowledge Base portion of the CVFP. Also noted are selected teacher actions and student interactions.
- Published
- 2021
- Full Text
- View/download PDF
46. Psychological Applications and Trends 2024
- Author
-
Clara Pracana, Michael Wang, Clara Pracana, and Michael Wang
- Abstract
This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2024, organized by the World Institute for Advanced Research and Science (WIARS), held in International Psychological Applications Conference and Trends (InPACT) 2024, held in Porto, Portugal, from 20 to 22 of April 2024. This conference serves as a platform for scholars, researchers, practitioners, and students to come together and share their latest findings, ideas, and insights in the field of psychology. InPACT 2024 received 526 submissions, from more than 43 different countries all over the world, reviewed by a double-blind process. Submissions were prepared to take the form of Oral Presentations, Posters, Virtual Presentations and Workshops. 189 submissions (overall, 36% acceptance rate) were accepted for presentation at the conference.
- Published
- 2024
47. College Academic Coaching Can Increase College Success and Later Earnings. Policy Brief
- Author
-
W.E. Upjohn Institute for Employment Research, Mouganie, Pierre, Canaan, Serena, Fischer, Stefanie, and Schnorr, Geoffrey C.
- Abstract
Academic support services such as coaching and mentoring programs have shown the most promise, but only when they are implemented in a very proactive manner--when they provide students with personalized follow-up and attention. Unfortunately, these programs are often expensive, making them hard to implement or scale at a regional or national level. This policy brief analyzes a relatively low-cost but targeted-group coaching program that has the potential to scale. This program was rolled out at a large public university in California starting in the year 2009. The program targeted first-year students most at risk of dropping out--those placed on academic probation during their first semester at university. A prior working paper also provided some of the first causal evidence that coaching and/or mentoring programs can lead to significant gains in the labor market. While we find that coaching had no overall effect on employment and wages, it does document substantial wage gains for men and lower-income students. These findings are timely and relevant, as policymakers and researchers aim to address the college "completion crisis" in the United States. [For the working paper, "Keep Me In, Coach: The Short- and Long-Term Effects of Targeted Academic Coaching. Upjohn Institute Working Paper 22-370," see ED623810.]
- Published
- 2022
- Full Text
- View/download PDF
48. Effects of Teaching Argument to First-Year Community-College Students Using a Structural and Dialectical Approach
- Author
-
Sharon Radcliff
- Abstract
The purpose of this study was to measure to what extent an experimental method of teaching argument incorporating elements from both Toulmin's (2004) structural approach and Walton's (2013) dialectical approach effects first-year college students' ability to write strong arguments. This experimental instruction used critical questioning as a strategy in building a strong argument, incorporating alternative viewpoints, and creating a dialogue between claims and counterclaims, backed logically by verifiable evidence from reliable sources. Using the Analytic Scoring Rubric of Argumentative Writing (ASRAW; Stapleton & Wu, 2015) that includes the argument elements of claims, data, counterclaim, counterclaim data, rebuttal claim, and rebuttal data, the efficacy of the experimental instruction method was evaluated by collecting and scoring students' pre- and postoutlines of arguments on topics involving controversial issues and students' argument research-paper outlines. Scores on these three sets of outlines in each class included in the study (Spring n=20 and Fall n=23 2020) were compared to investigate the efficacy of using the experimental instructional approach. The rubric analysis was based on outlines that incorporate the basic elements of a strong argument as defined above, both before and after this instructional method was employed. The instruction was designed to develop students' understanding of bias in the context of building an argument by helping students learn to explore and integrate alternative viewpoints, to reflect on their own assumptions, to discover bias in sources, and ultimately to build strong arguments from reliable sources that take more than one perspective into account. The instruction consisted of an interactive lecture and pair and group work on a controversial issue in class. This study took place at a medium-sized community college in an "extended" 6-unit composition course designed for students needing more support than a traditional 3- or 4-unit first-year English Composition course. The student population of this community college and of this course was very diverse and representative of Northern California's demographics, with many students being first- or second-generation immigrants, from economically disadvantaged backgrounds, the first in their family to attend college, or a combination. Overall, based on the paired-sample t-tests for the pre- and postoutline pair, the pre- and research-paper outline pair on the total scores and on the counter-argument and evidence and rebuttals and evidence scores for both Spring and Fall 2020 classes were statistically significant, except for post- and research-paper outlines for Fall 2022 for total, counter-argument and evidence, pre- and postoutlines, and post- and research-paper outlines for rebuttal and rebuttal evidence. Effect size, as measured by Cohen's d, for pairs that were statistically significant were all large, ranging from 0.80 to 1.26 except for counter-argument and counter-argument evidence for pre- and postoutlines for the Spring 2020 class that were both medium, ranging from 0.58 to 0.65. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2022
49. Declining Enrollment, School Closures, and Equity Considerations
- Author
-
Stanford University, Policy Analysis for California Education (PACE), Hahnel, Carrie, and Pearman, Francis A., II
- Abstract
Declining student enrollment is leading to a loss of revenue in many California school districts. To address ongoing budget shortfalls, many districts have consolidated or shuttered schools, and others are contemplating doing so. A new report and working paper, summarized in this brief, explore the racial dimensions of school closures and how to address them. The authors find that closures are far more common for schools that serve higher proportions of Black students. Even after controlling for a range of factors, the odds of school closure increase by nearly 25 percent for every 10-percentage-point increase in the share of Black students. This research situates this and other disparities within the U.S. history of segregation, neighborhood disinvestment, and gentrification, and provides evidence and suggestions to help education leaders center equity as they confront declining enrollment-related school closures.
- Published
- 2023
50. Building Momentum at the State Level: NCAN Members Share Policy Priorities
- Author
-
National College Attainment Network (NCAN), Smillie, Siri, McDole, Tiffany, Perez, Zeke, and Brixey, Emily
- Abstract
Education Commission of the States (ECS) conducted interviews with members of the National College Attainment Network (NCAN) in six states to gather insights into current and critical state policy issues. This summative paper outlines the findings of these interviews, which took place between May and July 2021. The interviews also gathered input from members on how NCAN can best advance state policy and advocacy efforts. To complement this paper, ECS produced a state profile for each of the participating states: California, Florida, New York, Ohio, Tennessee, and Texas. This paper analyzes trends from the interviews and is divided into three sections. The first section outlines how interviewees responded to NCAN's state policy priorities. In the second section, additional policy considerations and emerging issues discussed with interviewees are highlighted. The final section discusses trends in the type of support from NCAN that interviewees said would be most useful.
- Published
- 2021
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