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Author: Lisa C. Yamagata-Lynch
Publisher: Springer Science & Business Media
ISBN: 1441963219
Category : Education
Languages : en
Pages : 162
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Book Description
In the last two decades, there has been growing interest in pursuing theoretical paradigms that capture complex learning situations. Cultural Historical Activity Theory (CHAT) is one of several theoretical frameworks that became very popular among educational researchers because it conceptualizes individuals and their environment as a holistic unit of analysis. It assumes a non-dualistic ontology and acknowledges the complexities involved in human activity in natural settings. Recently, reputable journals such as the American Psychologist, Educational Psychologist, and Educational Researcher that are targeted for a wide-range of audience have included articles on CHAT. In many of such articles, CHAT has been referred to as social constructivism, sociocultural theory, or activity theory. Activity systems analysis is one of the popular methods among CHAT researchers for mapping complex human interactions from qualitative data. However, understanding the methods involved in activity systems analysis is a challenging task for many researchers. This difficulty derives from several reasons. First the original texts of CHAT are in Russian and there have been numerous authors who report on the difficulties of reconciling translation problems of the works of original authors’ such as Vygotsky and Leontiev. Second, in North America activity systems analysis has deviated from the Russian scholars’ intentions and Engeström’s original work using the triangle model to identify tensions to overcome and bring about sociopolitical change in participant practices. Third, to this date there are numerous publications on the theoretical background of activity theory and studies reporting the results of using activity systems analysis for unpacking qualitative data sets, but there have been no methodological publications on how researchers engage in activity systems analysis. Thus, there is a dearth of literature in both book and journal publications that guide researchers on the methodological issues involving activity systems analysis.
Author: Lisa C. Yamagata-Lynch
Publisher: Springer Science & Business Media
ISBN: 1441963219
Category : Education
Languages : en
Pages : 162
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Book Description
In the last two decades, there has been growing interest in pursuing theoretical paradigms that capture complex learning situations. Cultural Historical Activity Theory (CHAT) is one of several theoretical frameworks that became very popular among educational researchers because it conceptualizes individuals and their environment as a holistic unit of analysis. It assumes a non-dualistic ontology and acknowledges the complexities involved in human activity in natural settings. Recently, reputable journals such as the American Psychologist, Educational Psychologist, and Educational Researcher that are targeted for a wide-range of audience have included articles on CHAT. In many of such articles, CHAT has been referred to as social constructivism, sociocultural theory, or activity theory. Activity systems analysis is one of the popular methods among CHAT researchers for mapping complex human interactions from qualitative data. However, understanding the methods involved in activity systems analysis is a challenging task for many researchers. This difficulty derives from several reasons. First the original texts of CHAT are in Russian and there have been numerous authors who report on the difficulties of reconciling translation problems of the works of original authors’ such as Vygotsky and Leontiev. Second, in North America activity systems analysis has deviated from the Russian scholars’ intentions and Engeström’s original work using the triangle model to identify tensions to overcome and bring about sociopolitical change in participant practices. Third, to this date there are numerous publications on the theoretical background of activity theory and studies reporting the results of using activity systems analysis for unpacking qualitative data sets, but there have been no methodological publications on how researchers engage in activity systems analysis. Thus, there is a dearth of literature in both book and journal publications that guide researchers on the methodological issues involving activity systems analysis.
Author: George D. Kuh
Publisher: John Wiley & Sons
ISBN: 1118046854
Category : Education
Languages : en
Pages : 422
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Book Description
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 634
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Book Description
Author: Tran Le Huu Nghia
Publisher: Routledge
ISBN: 1000652092
Category : Education
Languages : en
Pages : 265
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Book Description
This book is among the first of its kind to comprehensively examine the implementation of soft skills in universities in the developing country, Vietnam. The context is unique as the implementation is taking place within the distinctive socio-economic, cultural and political characteristics of the country, amidst several simultaneously-executed educational reforms. Tran lays down the foundation for discussion by providing readers with a comprehensive review of how soft skills implementation has come into existence in higher education across the globe, before diving into the implementation of soft skills in Vietnamese universities. He goes on to highlight the interesting differences in the conceptualization of soft skills between Vietnamese universities and those in the West. The book depicts and compares how university leaders and managers tackle contextual factors, submit to constraints enforced by political forces, and how they use institutional advantages available for implementation. It goes further to examine how personal and contextual factors affect teachers’ and students’ engagement with the implementation, and highlights the role of work-integrated learning and extra-curricular activities in developing soft skills for students. Finally, the book investigates the contribution of external stakeholders, such as alumni, employers, skills experts, and local authorities, to the implementation and obstacles that prevent their participation. This book will be a valuable reference for the implementation of soft skills in higher education around the world.
Author: National Task Force on Civic Learning and Democratic Engagement
Publisher:
ISBN: 9780982785058
Category : Civics
Languages : en
Pages : 115
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Book Description
This report from the National Task Force on Civic Learning and Democratic Engagement calls on the nation to reclaim higher education's civic mission. Commissioned by the Department of Education and released at a White House convening in January 2012, the report pushes back against a prevailing national dialogue that limits the mission of higher education to workforce preparation and training while marginalizing disciplines basic to democracy. It calls on educators and public leaders to advance a 21st century vision of college learning for all students, a vision with civic learning and democratic engagement an expected part of every student's college education. The report documents the nation's anemic civic health and includes recommendations for action that address campus culture, general education, and civic inquiry as part of major and career fields as well as hands on civic problem solving across differences. This report was prepared at the invitation of the U.S. Department of Education under the leadership of the Global Perspective Institute, Inc. (GPI) and AAC&U. It was developed with input from a series of national roundtables involving leaders from all parts of the higher education and civic renewal communities.
Author: Thomas D. Snyder
Publisher: Government Printing Office
ISBN: 9780160923111
Category : Education
Languages : en
Pages : 842
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Book Description
Digest of Education Statistics 2012 is the 48th in a series of publications initiated in 1962. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education--from pre-kindergarten through graduate school--drawn from government and private sources, but especially from surveys and other activities led by NCES (National Center for Education Statistics) part of the Institute for Education Sciences (IES). The digest contains data on the number of schools, students, and teachers, as well as statistics on educational attainment, finances, libraries, technology, and international comparisons. Details on population trends, education attitudes, labor force characteristics, and federal aid supplies helpful background for evaluating the education data. This statistical reference could be helpful to parents choosing schools for their children as well as for teachers, librarians, and public administrators as it tracks enrollment, population trends and key areas of studies with student progress. It also tracks the post-secondary/college level detailing undergraduate tuition and room/board ESTIMATE costs at private nonprofit institutions, private for profit institutions and public institutions. It also tallies the number of postsecondary degrees and provides some gender demographics in this area. The Digest contains seven chapters: All Levels of Education, Elementary and Secondary Education, Postsecondary Education, Federal Programs for Education and Related Activities, Outcomes of Education, International Comparisons of Education, and Libraries and Adult Education. Preceding these chapters is an Introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. The Digest concludes with three appendixes. The first appendix, Guide to Sources, provides a brief synopsis of the surveys used to generate the Digest tables; the second, Definitions, is included to help readers understand terms used in the Digest; and the third, Index of Table Numbers, allows readers to quickly locate tables on specific topics. In addition to updating many of the statistics that have appeared in previous years, this edition contains new material, including: Percentage distribution of 6- to 18-year olds, by parent''s highest level of educational attainment, household type (either two-parent or single-parent), and child''s race/ethnicity (table 12); Enrollment and percentage distribution of enrollment in public elementary and secondary schools, by race/ethnicity and region (table 44); Number and percentage of public school students participating in programs for English language learners, by state (table 47); Children 3 to 21 years old served under Individuals with Disabilities Education Act, Part B, by age group and race/ethnicity (table 49); Percentage of 3-, 4-, and 5-year-old children enrolled in preprimary programs, by attendance status, level of program, and selected child and family characteristics (table 57); Number and enrollment of public elementary and secondary schools that have closed, by school level and type (table 109); Number and percentage distribution of public school students eligible for free or reduced-price lunch, by school level, locale, and student race/ethnicity (table 112); Public elementary and secondary charter schools and enrollment, by state (table 117); First-time kindergartners'' reading, mathematics, science, cognitive flexibility, and approaches to learning scale scores in fall and spring of the kindergarten year, by selected child, family, and school characteristics (table 135); Number and percentage distribution of kindergartners, by kindergarten entry status (i.e., early entrant, on-time entrant, delayed entrant, or kindergarten repeater) and selected child, family, and school characteristics (table 136); Kindergartners'' reading, mathematics, science, cognitive flexibility, and approaches to learning scale scores in fall and spring of the kindergarten year, by kindergarten entry status (table 137); Percentage of 9th-grade students participating in various school-sponsored and non-school-sponsored activities, by sex and race/ethnicity (table 183); Percentage of 4th-, 8th-, and 12th-graders absent from school in the last month, by selected student and school characteristics and number of days absent (table 187); Total and current expenditures per pupil in fall enrollment in public elementary and secondary schools, by function and subfunction (table 214); Total fall enrollment in all postsecondary institutions participating in Title IV programs, by degree-granting status and control of institution (table 222); Percentage of recent high school completers enrolled in 2-year and 4-year colleges, by income level (table 236); Number of postsecondary students who entered the student loan repayment phase, number of students who defaulted, and 2-year student loan cohort default rates, by level and control of institution (table 400); Number and percentage of persons 16 to 24 years old who were neither enrolled in school nor working, by educational attainment, age group, family poverty status, and race/ethnicity (table 429); Employment to population ratios of all persons, males, and females 16 to 64 years old, by age group and educational attainment (tables 431, 432, and 433); Unemployment rates of all persons, males, and females 16 to 64 years old, by age group and educational attainment (tables 434, 435, and 436); Percentage of high school students age 16 over who were employed, by age group, sex, race/ethnicity, family income, nativity, and hours worked per week (table 441); and Average reading literacy scale scores of fourth-graders and percentage whose schools emphasize reading skills and strategies at or before second grade or at third grade, by sex and country or other education system (table 462).
Author: John S. Levin
Publisher: Routledge
ISBN: 0415881269
Category : Education
Languages : en
Pages : 290
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Book Description
Understanding Community Colleges provides a comprehensive review of the community college landscape--management and governance, finance, student demographics and development, teaching and learning, policy, faculty, and workforce development--and bridges the gap between research and practice. This contributed volume brings together highly respected scholars in the field who rely upon substantial theoretical perspectives--critical theory, social theory, institutional theory, and organizational theory--for a rich and expansive analysis of community colleges. The latest text to publish in the Core Concepts in Higher Education series, this exciting new text fills a gap in the higher education literature available for students enrolled in Higher Education and Community College graduate programs. This text provides students with: A review of salient research related to the community college field. Critical theoretical perspectives underlying current policies. An understanding of how theory links to practice, including focused end-of-chapter discussion questions. A fresh examination of emerging issues and insight into contemporary community college practices and policy.
Author:
Publisher:
ISBN:
Category : Indians of North America
Languages : en
Pages : 194
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Book Description
Author: Frances K. Stage
Publisher: Routledge
ISBN: 1317580095
Category : Education
Languages : en
Pages : 243
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Book Description
Research in the College Context, 2nd Edition provides faculty, students, practitioners, and researchers in the college environment with a manual of diverse approaches and methods for researching higher education and college students. The text offers the reader a variety of qualitative and quantitative research tools including interviewing, surveys, mixed methods, focus groups, visual methods, participatory action research, policy analysis, document analysis and historical methods, secondary data analysis, and use of large national data sets. This revised edition provides readers with current and innovative methodological tools needed to research the complex issues facing higher education today. Each technique is thoroughly presented with accompanying examples, advice for designing research projects, and tips for data collection, analysis, and dissemination of results. Clearly organized and accessible, this volume is the essential guide for experienced and novice researchers.
Author: Matthew J. Mayhew
Publisher: John Wiley & Sons
ISBN: 1119101972
Category : Education
Languages : en
Pages : 784
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Book Description
The bestselling analysis of higher education's impact, updated with the latest data How College Affects Students synthesizes over 1,800 individual research investigations to provide a deeper understanding of how the undergraduate experience affects student populations. Volume 3 contains the findings accumulated between 2002 and 2013, covering diverse aspects of college impact, including cognitive and moral development, attitudes and values, psychosocial change, educational attainment, and the economic, career, and quality of life outcomes after college. Each chapter compares current findings with those of Volumes 1 and 2 (covering 1967 to 2001) and highlights the extent of agreement and disagreement in research findings over the past 45 years. The structure of each chapter allows readers to understand if and how college works and, of equal importance, for whom does it work. This book is an invaluable resource for administrators, faculty, policymakers, and student affairs practitioners, and provides key insight into the impact of their work. Higher education is under more intense scrutiny than ever before, and understanding its impact on students is critical for shaping the way forward. This book distills important research on a broad array of topics to provide a cohesive picture of student experiences and outcomes by: Reviewing a decade's worth of research; Comparing current findings with those of past decades; Examining a multifaceted analysis of higher education's impact; and Informing policy and practice with empirical evidence Amidst the current introspection and skepticism surrounding higher education, there is a massive body of research that must be synthesized to enhance understanding of college's effects. How College Affects Students compiles, organizes, and distills this information in one place, and makes it available to research and practitioner audiences; Volume 3 provides insight on the past decade, with the expert analysis characteristic of this seminal work.
