2024-03-28T17:17:21Zhttps://kuscholarworks.ku.edu/oai/requestoai:kuscholarworks.ku.edu:1808/297612019-11-14T09:00:50Zcom_1808_267col_1808_16905
STRUCTURING DIVERSITY: CHIEF DIVERSITY OFFICES AS STRUCTURAL RESPONSES TO A CULTURAL ISSUE
Parker, Eugene T.
diversity
campus climate
race
CDO
leadership
higher education
equity
inclusion
Aim/Purpose
Higher education has faced increasing perceptions, mainly by students, of unwelcoming campus racial and diversity climates. As a result, during the past decade, there has been a peak in the inaugurations of chief diversity officers. Yet, little is known about how these offices are established.
Background
This study explores and describes the emergence of the chief diversity office at two research-intensive universities.
Methodology
This study utilizes a qualitative case study to answer the research questions.
Contribution
The study provides new knowledge about the impetuses that prompt the formation of chief diversity officers. Further, the findings inform the higher education community about the establishment of chief diversity offices at two universities that might help institutions inaugurate new offices.
Findings
Findings illustrated that the formation of the chief diversity office at these research universities represented structural responses to cultural issues on campus.
Recommendations for Practitioners
A recommendation for practitioners is to consider a thorough assessment of the campus climate as a means to prompt the formation of a chief diversity office. The structural attributes of the realized unit should be directly associated with the specific context of the respective campus.
Recommendation for Researchers
Recommendations for researchers are to empirically address social identity when examining chief diversity officers and to further investigate job and work attitudes, such as organizational commitment or burnout, in these leaders.
Impact on Society
Present day colleges and universities are the most diverse in history. Considering changing demographics, it is important to understand how institutions are structurally responding to diversity on campus.
Future Research
Future research might investigate the nuanced ways in which institutions of higher education are inaugurating new offices and appointing new diversity leaders. Considering the distinct aspects of diversity, scholars might explore the salient skills or relevant background experiences that colleges and universities are seeking in these new leaders.
2019-11-13
2019-11-13
2019-09-09
Article
Parker, E. T. (2019). Structuring diversity: Chief diversity offices as structural responses to a cultural
issue. Journal for the Study of Postsecondary and Tertiary Education, 4, 263-277. https://doi.org/10.28945/4433
http://hdl.handle.net/1808/29761
10.28945/4433
https://creativecommons.org/licenses/by-nc/4.0/
openAccess
(CC BY-NC 4.0) This article is licensed to you under a Creative Commons Attribution-NonCommercial 4.0 International
License. When you copy and redistribute this paper in full or in part, you need to provide proper attribution to it to ensure
that others can later locate this work (and to ensure that others do not accuse you of plagiarism). You may (and we encourage you to) adapt, remix, transform, and build upon the material for any non-commercial purposes. This license does not
permit you to use this material for commercial purposes.
Informing Science Institute
oai:kuscholarworks.ku.edu:1808/221752018-11-02T16:59:20Zcom_1808_267col_1808_16905
Do Fraternities and Sororities Inhibit Intercultural Competence?
Martin, Georgianna L.
Parker, Eugene T.
Pascarella, Ernest T.
Blechschmidt, Sally
This study explored the impact of fraternity and sorority affiliation on students’ development of intercultural competence over four years of college at 11 institutions. Prior research admonishes fraternities and sororities for being largely heterogeneous organizations that detract from institutional efforts to create a culturally competent student body. In the present study, fraternity and sorority members did not differ from their unaffiliated peers on their development of intercultural competence during college. Implications for higher education and student affairs practice and intercultural competence among fraternity/sorority communities is discussed.
2016-12-08
2016-12-08
2015-01
Article
Martin, G. L. & Parker, G. & Pascarella, E. T. & Blechschmidt, S. "Do Fraternities and Sororities Inhibit Intercultural Competence?" Journal of College Student Development, vol. 56 no. 1, 2015, pp. 66-72. Project MUSE, doi:10.1353/csd.2015.0010.
http://hdl.handle.net/1808/22175
10.1353/csd.2015.0010
openAccess
Johns Hopkins University Press
oai:kuscholarworks.ku.edu:1808/323792022-01-11T09:01:18Zcom_1808_267col_1808_16905
The changes we need: Education post COVID-19
Zhao, Yong
Watterston, Jim
The COVID-19 pandemic has caused both unprecendented disruptions and massive changes to education. However, as schools return, these changes may disappear. Moreover, not all of the changes are necessarily the changes we want in education. In this paper, we argue that the pandemic has created a unique opportunity for educational changes that have been proposed before COVID-19 but were never fully realized. We identify three big changes that education should make post COVID: curriculum that is developmental, personalized, and evolving; pedagogy that is student-centered, inquiry-based, authentic, and purposeful; and delivery of instruction that capitalizes on the strengths of both synchronous and asynchronous learning.
2022-01-10
2022-01-10
2021-02-18
Article
Zhao, Y., Watterston, J. The changes we need: Education post COVID-19. J Educ Change 22, 3–12 (2021). https://doi.org/10.1007/s10833-021-09417-3
http://hdl.handle.net/1808/32379
10.1007/s10833-021-09417-3
PMC7890782
http://creativecommons.org/licenses/by/4.0/
openAccess
© The Author(s) 2021. This work is licensed under a Creative Commons Attribution 4.0 International License.
Springer
oai:kuscholarworks.ku.edu:1808/79452018-02-14T17:57:20Zcom_1808_7105com_1808_267col_1808_7108col_1808_16905
From Disciplinarian to Change Agent: How the Civil Rights Era Changed the Roles of Student Affairs Professionals
Gaston-Gayles, Joy L.
Wolf-Wendel, Lisa E.
Tuttle, Kathryn Nemeth
Twombly, Susan B.
Ward, Kelly
Little has been written about the roles and functions of student affairs administrators
during the civil rights era. Therefore, the purpose of this study was to examine how the
civil rights era influenced the student affairs profession, paying particular attention to
the roles played by student affairs administrators in relation to students, other
administrators, and the community. A secondary analysis was conducted based on
interviews with 18 student affairs professionals who served on a variety of college
campuses during the civil rights era, primarily from the 1950s through the 1970s. Our
findings suggest that these administrators took on roles such as educator, advocate,
mediator, initiator, and change agent in order to effectively and efficiently resolve
issues that arose on their campuses as a result of the civil rights era and the student
protest movement.
Colleges and universities have been the battleground for many important civil rights
concerns, and many authors have chronicled student social movements of this era
(Adelman, 1972; Altbach, 1973; Strauss & Howe, 1997). In both northern and southern
colleges and universities, integration of African Americans into higher education was a
slow and difficult process (Clark, 1993; Cohodas, 1997; Exum, 1985). Once on
campus, African American students had to deal with segregation in all types of
out-of-class domains including housing, cafeterias, social activities, organized student
groups (including athletics, fraternities, and sororities), availability of scholarships,
on-campus and off-campus jobs, and access to barber shops and beauty parlors.
Student affairs administrators were in the middle of this battlefield and played a key
role in representing student demands to the administration and sometimes advocating
for change to occur (Clark, 1993; Laliberte, 2003; Tuttle, 1996). Simultaneously, the
presidents of many college and university campuses expected the student affairs staff
to represent the institutions’ views to the students and to mete out discipline to
students who failed to follow the campus rules. These conflicting demands—the desire
to support students and the desire to be seen as effective administrators—put many
student affairs administrators in precarious positions (Nichols, 1990). Nevertheless,
student affairs professionals in the civil rights era served as communication links
between the administration and students and experienced enhanced status and
advancement to higher administrative positions. In the process, their experiences
exerted considerable influence on the student affairs profession itself. By examining the
stories of student affairs administrators, we learn firsthand how the civil rights era
affected the profession. This article provides a glimpse into civil rights struggles on
campus as seen through their eyes.
Unfortunately, little has been written about the roles and functions of student affairs
administrators during the civil rights era. One study by Crookston and Atkyns (1974)
found that during the period of unrest in the 1960s, many senior student affairs officers
left their positions. They also concluded that during this period student affairs
administrators became known as crisis managers, and most colleges and universities
elevated the chief student affairs officer from dean to vice president. In recent research
that examined student affairs during the turbulent years of 1968-1972, Laliberte (2003)
1
confirmed the crisis manager and student advocate roles of student affairs
administrators. For the purpose of this article, a secondary analysis of the data
collected for the book Reflecting Back, Looking Forward: Civil Rights and Student
Affairs (Wolf-Wendel et al., 2004) was conducted to examine how the civil rights era
influenced the student affairs profession, paying particular attention to the roles played
by student affairs administrators in relation to students, other administrators, and the
community. The book told the stories of individuals in first person narrative form;
however, this article focuses specifically on how participation during the civil rights era
affected the profession itself.
2011-08-11
2011-08-11
2005
Article
Gaston-Gayles, J., Wolf-Wendel, L., Twombly, S., Ward, K & Tuttle, K. (2005). From disciplinarian to change agent: How the civil rights era changed the roles of student affairs professionals. NASPA Journal, 42(3), 263-282.
http://hdl.handle.net/1808/7945
openAccess
Berkley Electronic Press
oai:kuscholarworks.ku.edu:1808/175762018-02-12T21:24:22Zcom_1808_267col_1808_16905
A Tangled Web of Terms: The Overlap and Unique Contribution of Involvement, Engagement, and Integration to Understanding College Student Success
Wolf-Wendel, Lisa E.
Ward, Kelly
Kinzie, Jillian
This is the publisher's version, also available electronically from http://muse.jhu.edu/journals/journal_of_college_student_development/v050/50.4.wolf-wendel.html.
Established theories and constructs long associated with student success, including involvement, engagement, and integration, provide common language and a body of knowledge to inform understanding of the challenges currently facing higher education. This paper examines how the theories and terms have evolved, explores how the terms are currently used, and considers their legacy for understanding contemporary concerns about student development and success.
2015-05-04
2015-05-04
2009-08-01
Article
Wolf-Wendel, Lisa E. (2009). "A Tangled Web of Terms: The Overlap and Unique Contribution of Involvement, Engagement, and Integration to Understanding College Student Success." Journal of College Student Development, 50(4):407-428. http://www.dx.doi.org/10.1353/csd.0.0077.
http://hdl.handle.net/1808/17576
10.1353/csd.0.0077
openAccess
Johns Hopkins University Press
oai:kuscholarworks.ku.edu:1808/316342021-05-21T08:01:47Zcom_1808_267col_1808_16905
Categorization by Organizations: Manipulation of Disability Categories in a Racially Desegregated School District
Saatcioglu, Argun
Skrtic, Thomas M.
The authors propose and test the concept of categorical manipulation, a process in which subordinate group demands for greater access to high-status categories are met with reversals in the hierarchy of existing categories. The analysis addresses a school district’s response to pressure from a racial desegregation movement to improve black access to a high-status majority-white disability category. The district complied, but it also allowed whites to migrate to a low-status majority-black category, from which blacks then were excluded. This category was enhanced with benefits desirable to whites. The original categorical hierarchy was restored during resegregation 20 years later. In categorical manipulation, subordinate groups gain greater access to high-status categories, but these categories suffer in value as dominant groups reaffiliate with previously low-status categories, which may be revised for improvements. This is different from more familiar forms of resistance to change such as symbolic compliance, ritualization, and tokenism.
2021-05-20
2021-05-20
2019-07
Article
Argun Saatcioglu and Thomas M. Skrtic, Categorization by Organizations: Manipulation of Disability Categories in a Racially Desegregated School District, American Journal of Sociology 2019 125:1, 184-260
http://hdl.handle.net/1808/31634
10.1086/703957
openAccess
© 2019 by The University of Chicago. All rights reserved.
University of Chicago Press
oai:kuscholarworks.ku.edu:1808/256092019-04-12T21:38:09Zcom_1808_267col_1808_16905
A Holistic Approach to Estimating the Influence of Good Practices on Student Outcomes at Liberal Arts and non-Liberal Arts Institutions
An, Brian P.
Parker, Eugene T.
Trolian, Teniell L.
Weeden, Dustin D.
Good practices
Learning outcomes
Student experiences
Liberal arts colleges
Liberal arts education
Wa-bash National Study
Many higher education administrators and researchers have considered certain “good practices” of institutions as an instrumental way to improve student outcomes. Chickering and Gamson’s (1987) seven principles of good practice has been particularly salient in defining these practices. Often, prior studies only select some of the seven principles for their analysis. Even studies that consider several principles of good practice on student outcomes typically examine the net effect of each principle instead of assessing how these principles holistically influence student out-comes. Using structural equation modeling, we test a basic conceptual framework where we in-vestigate the contribution of the seven principles on a global measure of good practices (GP), as well as the influence of GP on a multitude of student outcomes. We further test whether liberal arts colleges promote an institutional ethos of good practices as compared to non-liberal arts col-leges. Overall, the majority (but not all) of the principles affect GP. Moreover, we find partial evidence that liberal arts colleges foster an institutional ethos of good practices. Although a commitment to foster good practices may create a supportive environment that influences student outcomes, this commitment may lead to unintended consequences for those with little exposure to these good practices.
2017-12-07
2017-12-07
2016
Article
An, B. P., Parker , E. T., Trolian, T. L., & Weeden, D. D. (2016). A holistic approach to estimating the influence
of good practices on student outcomes at liberal arts and non-liberal arts institutions. Journal for the Study of
Postsecondary and Tertiary Education, 1, 153-175. Retrieved from http://www.informingscience.org/Publications/3446
http://hdl.handle.net/1808/25609
http://www.informingscience.org/Publications/3446
https://creativecommons.org/licenses/by-nc/4.0/
openAccess
(CC BY-NC 4.0) This article is licensed to you under a Creative Commons Attribution-NonCommercial 4.0 International License. When you copy and redistribute this paper in full or in part, you need to provide proper attribution to it to ensure that others can later locate this work (and to ensure that others do not accuse you of plagiarism). You may (and we encourage you to) adapt, remix, transform, and build upon the material for any non-commercial purposes. This license does not permit you to use this material for commercial purposes.
Informing Science Institute
oai:kuscholarworks.ku.edu:1808/114262018-02-14T17:47:17Zcom_1808_267col_1808_16905
Patterns, correlates, and reduction of homework copying
Palazzo, David J.
Lee, Young-Jin
Warnakulasooriya, Rasil
Submissions to an online homework tutor were analyzed to determine whether they were copied. The fraction of copied submissions increased rapidly over the semester, as each weekly deadline approached and for problems later in each assignment. The majority of students, who copied less than 10% of their problems, worked steadily over the three days prior to the deadline, whereas repetitive copiers (those who copied >30% of their submitted problems) exerted little effort early. Importantly, copying homework problems that require an analytic answer correlates with a 2(σ) decline over the semester in relative score for similar problems on exams but does not significantly correlate with the amount of conceptual learning as measured by pretesting and post-testing. An anonymous survey containing questions used in many previous studies of self-reported academic dishonesty showed ∼1/3 less copying than actually was detected. The observed patterns of copying, free response questions on the survey, and interview data suggest that time pressure on students who do not start their homework in a timely fashion is the proximate cause of copying. Several measures of initial ability in math or physics correlated with copying weakly or not at all. Changes in course format and instructional practices that previous self-reported academic dishonesty surveys and/or the observed copying patterns suggested would reduce copying have been accompanied by more than a factor of 4 reduction of copying from ∼11% of all electronic problems to less than 3%. As expected (since repetitive copiers have approximately three times the chance of failing), this was accompanied by a reduction in the overall course failure rate. Survey results indicate that students copy almost twice as much written homework as online homework and show that students nationally admit to more academic dishonesty than MIT students.
2013-07-12
2013-07-12
2010-03
Article
Palazzo, David J., Rasil Warnakulasooriya, and David E. Pritchard. "Patterns, Correlates, And Reduction Of Homework Copying." Physical Review Special Topics - Physics Education Research 6.1 (2010). http://link.aps.org/doi/10.1103/PhysRevSTPER.6.010104
http://hdl.handle.net/1808/11426
10.1103/PhysRevSTPER.6.010104
en_US
http://creativecommons.org/licenses/by/3.0/
openAccess
This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI. ©2010 The American Physical Society
The American Physical Society
oai:kuscholarworks.ku.edu:1808/175742018-02-12T21:25:15Zcom_1808_1069com_1808_267col_1808_7465col_1808_16905
Building a Multicontextual Model of Latino College Enrollment: Student, School, and State-Level Effects
Nuñez, Anne-Marie
Kim, Dongbin
This is the publisher's version, also available electronically from http://muse.jhu.edu/journals/review_of_higher_education/v035/35.2.nunez.html.
Latinos’ college enrollment rates, particularly in four-year institutions, have not kept pace with their population growth in the United States. Using three-level hierarchical generalized linear modeling, this study analyzes data from the Educational Longitudinal Study (ELS) to examine the influence of high school and state contexts, in addition to student characteristics, on Latino students’ enrollment in four-year institutions. Results suggest that academic preparation, navigation of financial aid, levels of school resources, and teacher quality are among the important areas to target to promote Latino four-year college enrollment.
2015-05-04
2015-05-04
2012-12-01
Article
Nuñez, Anne-Marie; Kim, Dongbin. (2012). "Building a Multicontextual Model of Latino College Enrollment: Student, School, and State-Level Effects." Review of Higher Education, 35(2)237-263. http://www.dx.doi.org/10.1353/rhe.2012.0004.
http://hdl.handle.net/1808/17574
10.1353/rhe.2012.0004
openAccess
Johns Hopkins University Press
oai:kuscholarworks.ku.edu:1808/349542024-02-24T22:46:52Zcom_1808_267col_1808_16905
The Hillsdale Effect: South Dakota’s Troubling New Social Studies Standards
Jackson, Stephen
Education
Social Studies Standards
South Dakota’s teachers will face difficult challenges of implementation, pedagogy, and content when their state’s new, politically influenced, social studies standards go into effect in 2024.
2024-02-09
2024-02-09
2023-11
Article
Stephen Jackson, “The Hillsdale Effect: South Dakota’s Troubling New Social Studies Standards.” Social Education 87:6 (2023): 355-360.
https://hdl.handle.net/1808/34954
https://orcid.org/0000-0002-0700-0877
https://www.socialstudies.org/social-education/87/6/hillsdale-effect-south-dakotas-troubling-new-social-studies-standards
openAccess
©2023 National Council for the Social Studies and Stephen Jackson
National Council for the Social Studies
oai:kuscholarworks.ku.edu:1808/4052018-03-10T04:50:34Zcom_1808_267col_1808_16905
Two steps forward, one step back: Race/ethnicity and student achievement in education policy research
Baker, Bruce D.
Keller-Wolff, Christine
Wolf-Wendel, Lisa E.
Educational research
The goal of this study is to bring the discussion of ethnic heterogeneity and the racial/ethnic classification of students for research purposes into the education policy arena. The relationship between race and ethnicity and academic achievement is focused on in particular The heterogeneity of academic performance in reading and math is demonstrated between subgroups of Hispanic and Asian/Pacific Island students, using the National Educational Longitudinal Study of 1988 (NELS '88). In the care of both the Hispanic and Asian/Pacific Island aggregate groups there are substantial, though not always statistically significant, academic performance differences among ethnic subgroups, with a range of math performance among Hispanic subgroups of 10.7 points (mean score = 34.4) between Cuban and Puerto Rican students and a range of math performance among Asian/Pacific Island students of 15.3 points (mean score 41.0) between West Asian and Pacific Island students.
2005-05-05
2005-05-05
2000-09
Article
Baker, BD; Keller-Wolff, C; Wolf-Wendel, L. Two steps forward, one step back: Race/ethnicity and student achievement in education policy research. EDUCATIONAL POLICY. Sep 2000, 14(4):511-529.
ISI:000088944600004
http://hdl.handle.net/1808/405
10.1177/0895904800144004
en_US
openAccess
CORWIN PRESS INC A SAGE PUBLICATIONS CO
oai:kuscholarworks.ku.edu:1808/349582024-02-25T07:06:36Zcom_1808_267col_1808_16905
Introduction to the Forum: Standards and World History
Jackson, Stephen
2024-02-24
2024-02-24
2023-02-02
Article
Jackson, S. (2023). Introduction to the Forum: Standards in World History. World History Connected, 20(1). https://doi.org/10.13021/whc.v20i1.3520
https://hdl.handle.net/1808/34958
10.13021/whc.v20i1.3520
https://orcid.org/0000-0002-0700-0877
openAccess
© 2023 World History Connected
World History Connected
oai:kuscholarworks.ku.edu:1808/177602018-02-12T21:21:43Zcom_1808_7105com_1808_267col_1808_7108col_1808_16905
New Scholarship on Academic Women: Beyond "Women's Ways"
Twombly, Susan B.
This is the publisher's version, also available electronically from http://muse.jhu.edu.
No abstract is available for this item.
2015-05-13
2015-05-13
1999-01-01
Article
Twombly, Susan B. (1999). "New Scholarship on Academic Women: Beyond 'Women's Ways.'" Review of Higher Education, 22(4):441-454. http://muse.jhu.edu/journals/review_of_higher_education/v022/22.4er_brooks.html.
http://hdl.handle.net/1808/17760
http://muse.jhu.edu/journals/review_of_higher_education/v022/22.4er_brooks.html
openAccess
Johns Hopkins University Press
oai:kuscholarworks.ku.edu:1808/114182018-02-12T21:29:07Zcom_1808_267col_1808_16905
Measuring student learning with item response theory
Lee, Young-Jin
Palazzo, David J.
Warnakulasooriya, Rasil
Pritchard, David E.
We investigate short-term learning from hints and feedback in a Web-based physics tutoring system. Both the skill of students and the difficulty and discrimination of items were determined by applying item response theory (IRT) to the first answers of students who are working on for-credit homework items in an introductory Newtonian physics course. We show that after tutoring a shifted logistic item response function with lower discrimination fits the students’ second responses to an item previously answered incorrectly. Student skill decreased by 1.0 standard deviation when students used no tutoring between their (incorrect) first and second attempts, which we attribute to “item-wrong bias.” On average, using hints or feedback increased students’ skill by 0.8 standard deviation. A skill increase of 1.9 standard deviation was observed when hints were requested after viewing, but prior to attempting to answer, a particular item. The skill changes measured in this way will enable the use of IRT to assess students based on their second attempt in a tutoring environment.
2013-07-12
2013-07-12
2008-01
Article
Lee, Young-Jin, David J. Palazzo, Rasil Warnakulasooriya, and David E. Pritchard. "Measuring Student Learning With Item Response Theory." Physical Review Special Topics - Physics Education Research 4.1 (2008).
http://hdl.handle.net/1808/11418
10.1103/PhysRevSTPER.4.010102
en_US
http://creativecommons.org/licenses/by/3.0/
openAccess
This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI. ©2008 The American Physical Society
The American Physical Society
oai:kuscholarworks.ku.edu:1808/114242018-02-14T17:51:40Zcom_1808_267col_1808_16905
Book Review: Whose America? Culture Wars in the Public Schools by Jonathan Zimmerman
Rury, John L.
This is the published version, made available with the permission of the publisher.
Reviewed work(s): Whose America? Culture Wars in the Public Schools by Jonathan Zimmerman. Cambridge, Mass.: Harvard University Press, 2002. 307 pp
2013-07-12
2013-07-12
2004-02
Article
Rury, John L. "Book Review: Whose America? Culture Wars in the Public Schools by Jonathan Zimmerman"
American Journal of Education: Vol. 110, No. 2 (February 2004) (pp. 196-200)
http://hdl.handle.net/1808/11424
en_US
openAccess
oai:kuscholarworks.ku.edu:1808/114192018-02-12T21:28:37Zcom_1808_7105com_1808_267col_1808_7108col_1808_16905
From Kitchen to Classroom: Reflections of a Language Broker
Ng, Jennifer
2013-07-12
2013-07-12
1998-09
Article
Ng, Jennifer. "From Kitchen to Classroom: Reflections of a Language Broker." Voices From the Middle 6.1 (1998): 38-40.
http://hdl.handle.net/1808/11419
en_US
www.californiawritingproject.org/uploads/1/3/6/0/.../vm0061kitchen.pdf
openAccess
National Council of Teachers of English
oai:kuscholarworks.ku.edu:1808/114252018-02-12T21:27:19Zcom_1808_267col_1808_16905
Mathematical learning models that depend on prior knowledge and instructional strategies
Pritchard, David E.
Lee, Young-Jin
Bao, Lei
We present mathematical learning models—predictions of student’s knowledge vs amount of instruction—that are based on assumptions motivated by various theories of learning: tabula rasa, constructivist, and tutoring. These models predict the improvement (on the post-test) as a function of the pretest score due to intervening instruction and also depend on the type of instruction. We introduce a connectedness model whose connectedness parameter measures the degree to which the rate of learning is proportional to prior knowledge. Over a wide range of pretest scores on standard tests of introductory physics concepts, it fits high-quality data nearly within error. We suggest that data from MIT have low connectedness (indicating memory-based learning) because the test used the same context and representation as the instruction and that more connected data from the University of Minnesota resulted from instruction in a different representation from the test.
2013-07-12
2013-07-12
2008-05
Article
Pritchard, David E., Young-Jin Lee, and Lei Bao. "Mathematical Learning Models That Depend On Prior Knowledge And Instructional Strategies." Physical Review Special Topics - Physics Education Research 4.1 (2008). http://link.aps.org/doi/10.1103/PhysRevSTPER.4.010109
http://hdl.handle.net/1808/11425
10.1103/PhysRevSTPER.4.010109
en_US
http://creativecommons.org/licenses/by/3.0/
openAccess
©2008 The American Physical Society. This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI.
The American Physical Society
oai:kuscholarworks.ku.edu:1808/115032018-02-12T21:26:53Zcom_1808_267col_1808_16905
Suburban Advantage: Opportunity Hoarding and Secondary Attainment in the Postwar Metropolitan North
Rury, John L.
Saatcioglu, Argun
© 2011 by The University of Chicago. All rights reserved.
This study examines urban/suburban differences in educational outcomes in light of Tilly's conception of "opportunity hoarding." Data from the U.S. Census reveal the changing circumstances of 17-year-olds in central city and suburban settings across the post-World War II period. Focusing on the metropolitan Northeast and Eastern Midwest, we consider a range of factors associated with differences in educational attainment. Using a multilevel analytic strategy, we find evidence that clear distinctions emerged in this period, marking the educational status of youth in central city and suburban settings. While there were signs of urban/suburban inequality in certain metropolitan contexts and for specific types of suburbs in 1940, 40 years later the urban-suburban divide was clearly evident across all metropolitan settings. A wide range of factors became associated with this form of spatial differentiation in school experiences during the postwar era, suggesting that a prolonged process of systematic exclusion characterized this dimension of metropolitan development. We close with a brief discussion of policy implications for addressing school-related factors that may contribute to these differences. (Contains 6 tables and 11 notes.)
2013-07-18
2013-07-18
2011-05
Article
Rury, John L., and Argun Saatcioglu. " Suburban Advantage: Opportunity Hoarding and Secondary Attainment in the Postwar Metropolitan North." American Journal of Education 117.3 (2011): 307-342. http://dx.doi.org/10.1086/659210
http://hdl.handle.net/1808/11503
10.1086/659210
en_US
http://www.jstor.org/stable/10.1086/659210
openAccess
Univesity of Chicago
oai:kuscholarworks.ku.edu:1808/177612018-10-30T16:16:40Zcom_1808_267col_1808_16905
How Much Difference is too Much Difference? Perceptions of Gay Men and Lesbians in Intercollegiate Athletics
Wolf-Wendel, Lisa E.
Toma, J. Douglas
Morphew, Christopher C.
This is the publisher's version, copyright by Johns Hopkins University Press.
No abstract is available for this item.
2015-05-13
2015-05-13
2001-09-01
Article
Wolf-Wendel, Lisa E.; Toma, J. Douglas; Morphew, Christopher C. (2001). "How Much Difference is too Much Difference? Perceptions of Gay Men and Lesbians in Intercollegiate Athletics." Journal of College Student Development, 42(5):465-479.
http://hdl.handle.net/1808/17761
https://orcid.org/0000-0002-2871-342X
openAccess
Johns Hopkins University Press
oai:kuscholarworks.ku.edu:1808/298222023-03-04T07:08:27Zcom_1808_267col_1808_16905
Economic Disparities: SPARK Ohio and Narrowing the Kindergarten Readiness Gap
Kenne, Deric R.
Fischbein, Rebecca
DeLuca, Thomas A.
Bryant, Jennifer A.
Laurene, Kimberly
Mulvany, Jessica L.
Leahy, Peter
Banks, Diane M.
This work is licensed under a Creative Commons Attribution 4.0 International License.
The present study investigated the extent to which children of various economic backgrounds were prepared for kindergarten literacy activities, as measured by the Kindergarten Readiness Assessment-Literacy (KRA-L). The study also assessed the extent to which children’s economic disadvantagement status moderates the relationship between KRA-L scores and the level of participation in SPARK Ohio, an early education intervention focused on increasing parental engagement and advocacy. KRA-L scores for children entering kindergarten in fall 2012 were analyzed for 548 SPARK Ohio participants and 1594 comparison children. Both SPARK Ohio and comparison children identified as economically disadvantaged scored significantly lower on the KRA-L, compared to children not classified as economically disadvantaged. Economic disadvantage status may moderate the influence of participating in SPARK Ohio; children identified as economically disadvantaged scored significantly higher on the KRA-L when they participated in SPARK Ohio, compared to those that did not participate in SPARK Ohio.
2019-11-25
2019-11-25
2018-09-10
Article
http://hdl.handle.net/1808/29822
10.1155/2018/4383792
https://orcid.org/0000-0003-2852-5776
https://creativecommons.org/licenses/by/4.0/
openAccess
Copyright © 2018 Deric R. Kenne et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Hindawi
oai:kuscholarworks.ku.edu:1808/349532024-02-24T22:07:52Zcom_1808_267com_1808_7165col_1808_16905col_1808_7166
Religious Education and the Anglo-World: The Impact of Empire, Britishness, and Decolonisation in Australia, Canada, and New Zealand
Jackson, Stephen
Focusing on Australia, Canada, and New Zealand, “Religious Education and the Anglo-World” historiographically examines the relationship between empire and religious education. In each case the analysis centres on the foundational moments of publicly funded education in the mid- to late-nineteenth centuries when policy makers created largely Protestant systems of religious education, and frequently denied Roman Catholics funding for private education. Secondly, the period from 1880 to 1960 during which campaigns to strengthen religious education emerged in each context. Finally, the era of decolonisation from the 1960s through the 1980s when publicly funded religious education was challenged by the loss of Britishness as a central ideal, and Roman Catholics found unprecedented success in achieving state aid in many cases. By bringing these disparate national literatures into conversation with one another, the essay calls for a greater transnational approach to the study of religious education in the Anglo-World.
2024-02-08
2024-02-08
2020
Book
Religious Education and the Anglo-World: The Impact of Empire, Britishness, and Decolonisation in Australia, Canada, and New Zealand.
https://hdl.handle.net/1808/34953
10.1163/9789004432178_002
https://orcid.org/0000-0002-0700-0877
openAccess
Copyright 2020 Stephen Jackson
Brill
oai:kuscholarworks.ku.edu:1808/175792018-10-30T16:19:36Zcom_1808_267col_1808_16905
There's No "I" in "Team": Lessons from Athletics on Community Building
Wolf-Wendel, Lisa E.
Toma, J. Douglas
Morphew, Christopher C.
This is the publisher's version, also available electronically from http://muse.jhu.edu/journals/review_of_higher_education/v024/24.4wolf-wendel.html.
No abstract is available for this item.
2015-05-04
2015-05-04
2001-01-01
Article
Wolf-Wendel, Lisa E.; Toma, J. Douglas; Morphew, Christopher C. (2001). "There's No "I" in "Team": Lessons from Athletics on Community Building." Review of Higher Education, 24(4):369-396. http://www.dx.doi.org/10.1353/rhe.2001.0012.
http://hdl.handle.net/1808/17579
10.1353/rhe.2001.0012
https://orcid.org/0000-0002-2871-342X
openAccess
Johns Hopkins University Press
oai:kuscholarworks.ku.edu:1808/114202018-02-12T21:27:58Zcom_1808_267col_1808_16905
Social Capital and Secondary Schooling: Interurban Differences in American Teenage Enrollment Rates in 1950
Rury, John L.
This is the published version, made available with the permission of the publisher.
© 2004 by The University of Chicago. All rights reserved.
This article considers the influence of social capital on secondary enrollments in American cities in 1950. Data from the U.S. census are utilized to analyze enrollment rates across metropolitan areas with populations greater than 500,000. The effects of adult education levels and poverty rates were linked to social capital; employment patterns and the size of various ethnic groups also affected enrollment levels. Overall, trends were similar to those observed in studies of earlier periods, but this article identifies certain urban milieus where community values may have encouraged high school attendance, representing a departure from earlier patterns. Characteristics of particular communities and forms of social capital related to school attendance are discussed.
2013-07-12
2013-07-12
2004-08
Article
Rury, John L. "Social Capital And Secondary Schooling: Interurban Differences In American Teenage Enrollment Rates In 1950." American Journal of Education 110.4 (2004): 293-320. http://dx.doi.org/10.1086/421858
http://hdl.handle.net/1808/11420
10.1086/421858
en_US
openAccess
The University of Chicago
oai:kuscholarworks.ku.edu:1808/337842023-02-14T09:01:10Zcom_1808_267col_1808_16905
Does school SES matter less for high-performing students than for their lower-performing peers? A quantile regression analysis of PISA 2018 Australia
Perry, Laura B.
Saatcioglu, Argun
Mickelson, Roslyn Arlin
Background
While the relationship between school socioeconomic composition and student academic outcomes is well established, knowledge about differential effects is not extensive. In particular, little is known whether the relationship differs for students with varying levels of academic performance. We examined whether the school socioeconomic composition effect on academic achievement is stronger or weaker for high-performing students than for average- and low-performing students. Australia is a theoretically interesting case study as it has high levels of school socioeconomic segregation compared to other economically developed countries.
Methods
We conducted quantile regression analysis using data from the Australia PISA 2018 sample (N = 14,273 15-year-old students). We examined the effect of school socioeconomic status (school SES) on student performance in reading, mathematical and scientific literacy.
Results
We found that the school socioeconomic composition effect is substantial and is similar for all students, regardless of their level of academic performance. The findings also show that school SES is a stronger predictor than student SES for all student performance quintiles, and the size of the school SES effect relative to the size of student SES effect is larger in lower performance quintiles.
Conclusions
These results indicate no differential effect of school SES on reading, mathematical or scientific literacy for students of varying levels of academic performance. The relationship is similarly strong and positive for high-performing students as it is for their lower performing peers. As school SES is a strong predictor for all students regardless of their level of academic performance, we argue that equity of educational outcomes can be best achieved by policies and structures that promote socioeconomically mixed rather than segregated schools. We also call for more research that seeks to identify and understand possible differential effects of school socioeconomic composition on a range of academic and non-cognitive student outcomes.
2023-02-13
2023-02-13
2022-11-11
Article
Perry, L.B., Saatcioglu, A. & Mickelson, R.A. Does school SES matter less for high-performing students than for their lower-performing peers? A quantile regression analysis of PISA 2018 Australia. Large-scale Assess Educ 10, 17 (2022). https://doi.org/10.1186/s40536-022-00137-5
http://hdl.handle.net/1808/33784
10.1186/s40536-022-00137-5
https://orcid.org/0000-0003-4252-2379
PMC9649409
http://creativecommons.org/licenses/by/4.0/
openAccess
© The Author(s) 2022. This article is licensed under a Creative Commons Attribution 4.0 International License.
Springer Open
oai:kuscholarworks.ku.edu:1808/343532023-06-14T06:08:15Zcom_1808_267col_1808_16905
Rethinking the time spent at school: Could flexibility improve engagement and performance for students and teachers?
Watterston, Jim
Zhao, Yong
School time
Learning time
Education innovations
School reforms
COVID-19
Four- day school week
Is it possible to reduce the time students spend in classrooms and schools? Would such a reduction be better for learning and retaining teachers? How should learning be more flexibly enacted in the post-pandemic era? This article discusses the possibilities of rethinking school participation and calls for schools to reconsider the necessity and costs/benefits of forcing students and teachers to be physically present in schools for the traditional 5 days a week.
2023-06-13
2023-06-13
2023-05-03
Article
Watterston, J., & Zhao, Y. (2023). Rethinking the time spent at school: Could flexibility improve engagement and performance for students and teachers?. Prospects, 1–8. Advance online publication. https://doi.org/10.1007/s11125-023-09638-9
https://hdl.handle.net/1808/34353
10.1007/s11125-023-09638-9
PMC10155142
embargoedAccess
© The Author(s) 2023.
Springer
oai:kuscholarworks.ku.edu:1808/175752018-07-26T17:04:21Zcom_1808_267col_1808_16905
Dimensions of the Community College Faculty Labor Market
Gahn, Sandra
Twombly, Susan B.
This is the publisher's version, also available electronically from http://muse.jhu.edu/journals/review_of_higher_education/v024/24.3gahn.html.
No abstract is available for this item.
2015-05-04
2015-05-04
2001-01-01
Article
Gahn, Sandra; Twombly, Susan B. (2001). "Dimensions of the Community College Faculty Labor Market." Review of Higher Education, 24(3):259-282. http://www.dx.doi.org/10.1353/rhe.2001.0002.
http://hdl.handle.net/1808/17575
10.1353/rhe.2001.0002
https://orcid.org/0000-0001-6395-3288
openAccess
Johns Hopkins University Press
oai:kuscholarworks.ku.edu:1808/125032018-02-12T21:26:29Zcom_1808_267col_1808_16905
Using Graduation Rates to Develop Recruitment Strategies at Purdue University
Roney, Marlesa A.
Suddarth, Betty M.
Strategic enrollment management
University recruitment
Graduation rates
This is the published version of the book chapter, made available with the permission of The American Association of Collegiate Registrars and Admissions Officers. The entire volume is available from the publisher: http://www4.aacrao.org/publications/catalog.php?category=13.
2013-12-06
2013-12-06
1996
Book chapter
Roney, Marlesa A. and Betty M. Suddarth. (1996). Using Graduation Rates to Develop Recruitment Strategies at Purdue University. In Dolence, M. Editor (Ed.), Strategic Enrollment Management: Cases From the Field (pp. 76-91). Annapolis Junction: American Association of Collegiate Registrars and Admissions Officers.
http://hdl.handle.net/1808/12503
en
http://www4.aacrao.org/publications/catalog.php?category=13
openAccess
American Association of Collegiate Registrars and Admissions Officers
oai:kuscholarworks.ku.edu:1808/175772018-02-12T21:23:55Zcom_1808_267col_1808_16905
Academic Motherhood: Managing Complex Roles in Research Universities
Ward, Kelly
Wolf-Wendel, Lisa E.
This is the publisher's version, also available electronically from http://muse.jhu.edu/journals/review_of_higher_education/v027/27.2ward.html.
No abstract is available for this item.
2015-05-04
2015-05-04
2004-01-01
Article
Ward, Kelly; Wolf-Wendel, Lisa E. (2004). "Academic Motherhood: Managing Complex Roles in Research Universities." Review of Higher Education, 27(2):233-257. http://www.dx.doi.org/10.1353/rhe.2003.0079.
http://hdl.handle.net/1808/17577
10.1353/rhe.2003.0079+AT859
openAccess
Johns Hopkins University Press
oai:kuscholarworks.ku.edu:1808/335712022-09-23T08:00:58Zcom_1808_267col_1808_16905
Tofu Is Not Cheese: Rethinking Education Amid the COVID-19 Pandemic
Zhao, Yong
The COVID-19 pandemic has forced the closure of millions of schools around the world. As a result, teachers and education leaders must find new ways to provide education to over one billion students. This is a crisis, but within which is the opportunity to rethink education. In this article, I discuss productive ways to take advantage of the opportunity brought about by the disastrous crisis.
Tofu is not cheese. We should not expect it to smell or taste like cheese nor should we need to pretend it is or make it taste and smell like cheese. The message this commentary is trying to convey is that we should accept the fact that schools are closed and we do not need to pretend we can make online education the same as face-to-face (f2f) schools. Instead, we should make the best out of the new situation. Online education cannot replace all functions schools play in our society, but it can do a lot more than being a lesser version of f2f schooling.
2022-09-22
2022-09-22
2020-06-29
Article
Zhao, Y. (2020). Tofu Is Not Cheese: Rethinking Education Amid the COVID-19 Pandemic. ECNU Review of Education, 3(2), 189–203. https://doi.org/10.1177/2096531120928082
http://hdl.handle.net/1808/33571
10.1177/2096531120928082
https://creativecommons.org/licenses/by-nc/4.0/
openAccess
Copyright The Author(s) 2020. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License.
SAGE Publications
oai:kuscholarworks.ku.edu:1808/175782018-10-30T16:16:53Zcom_1808_267col_1808_16905
A Response to the Rejoinder
Morphew, Christopher C.
Wolf-Wendel, Lisa E.
Toma, J. Douglas
This is the publisher's version, also available electronically from http://muse.jhu.edu/journals/review_of_higher_education/v026/26.4morphew.html.
No abstract is available for this item.
2015-05-04
2015-05-04
2003-01-01
Article
Morphew, Christopher C.; Wolf-Wendel, Lisa E.; Toma, J. Douglas. (2003). "A Response to the Rejoinder ." Review of Higher Education, 26(4):497-501. http://www.dx.doi.org/10.1353/rhe.2003.0029.
http://hdl.handle.net/1808/17578
10.1353/rhe.2003.0029
https://orcid.org/0000-0002-2871-342X
openAccess
Johns Hopkins University Press
oai:kuscholarworks.ku.edu:1808/349592024-02-25T07:08:04Zcom_1808_267col_1808_16905
The Place of World History in South Dakota’s Failed 2021 Social Studies Standards Revision Process
Jackson, Stephen
2024-02-24
2024-02-24
2023-02-02
Article
Jackson, S. (2023). The Place of World History in South Dakota’s Failed 2021 Social Studies Standards Revision Process. World History Connected, 20(1). https://doi.org/10.13021/whc.v20i1.3527
https://hdl.handle.net/1808/34959
10.13021/whc.v20i1.3527
https://orcid.org/0000-0002-0700-0877
openAccess
© 2023 World History Connected
World History Connected
oai:kuscholarworks.ku.edu:1808/80042018-02-14T17:56:11Zcom_1808_7105com_1808_267col_1808_7108col_1808_16905
Who's Teaching the Teachers? Evidence from the National Survey of Postsecondary Faculty and the Survey of Earned Doctorates
Wolf-Wendel, Lisa E.
Baker, Bruce D.
Twombly, Susan B.
Tollefson, Nona
Mahlios, Marc C.
In light of a documented shortage of candidates for teacher education faculty positions, this study explores the academic labor market for teacher education faculty utilizing data from the National Survey on Postsecondary Faculty and the Survey of Earned Doctorates. The study sheds light on the factors that predict who becomes a faculty member in teacher education.
2011-09-14
2011-09-14
2006
Article
Wolf-Wendel, L, Baker, B.D., Twombly, S., Tollefson, N., & Mahlios, M. (2006, February). Who’s teaching the teachers? Evidence from the national survey of postsecondary faculty and survey of earned doctorates. American Journal of Education, 112. http://dx.doi.org/10.1086/498997
http://hdl.handle.net/1808/8004
10.1086/498997
en_US
openAccess
University of Chicago Press
oai:kuscholarworks.ku.edu:1808/2862018-06-18T15:31:36Zcom_1808_267col_1808_16905
Collaborative inquiry to make data-based decisions in schools
Huffman, Douglas
Kalnin, Julie Shalhope
Mathematics education
Teacher researchers
Teacher collaboration
Teacher education
Professional development
Inquiry
Science education
The purpose of this study was to investigate the impact of a long-term collaborative inquiry project for diverse teams of teachers, administrators, school board members, and parents. The teams engaged in collaborative inquiry to collect and analyze local data to make data based decisions about how to improve teaching and learning. The results suggest the collaborative inquiry not only positively influenced the teachers, but also helped them engage in a continuous improvement process that allowed them to take more ownership over local data and expand their role in their schools' decision-making processes. (C) 2003 Elsevier Ltd. All rights reserved.
2005-04-15
2005-04-15
2003-08
Article
Huffman, D; Kalnin, J. Collaborative inquiry to make data-based decisions in schools. TEACHING AND TEACHER EDUCATION. August 2003. 19(6):569-580
ISI:000185134400001
http://hdl.handle.net/1808/286
10.1016/S0742-051X(03)00054-4
en_US
openAccess
PERGAMON-ELSEVIER SCIENCE LTD